SUPPORTING INTERNATIONAL STUDENTS

IN THEIR LEARNING. Report on the Practice of International Pedagogy

By

Teaching International Students Working Group

November 2010

Teaching International Students Working GroupPage 1

Report on the Practice of International PedagogySUPPORTING INTERNATIONAL STUDENTS IN THEIR LEARNING.

Foreword

This report is the outcome of discussions by the Teaching International Students Working Group.

The Group came together on five occasions and comprised volunteers from faculties and support

departments that took responsibility to provide views from their respective constituencies. The

focus is on the learning and teaching experience of international students from a staff perspective.

We have by no means supplied an exhaustive account of good practice, preferring instead to offer

examples that illustrate the issues that were considered most important.

The Working Group wishes to acknowledge the support of Lisa van Zyl, the Universities Curriculum

and Inclusivity Officer until summer 2010 and subsequently of Alice Lau, Research Fellow

(Assessment).

Rather than provide an executive summary we have chosen to keep the report short and identify

good practice and recommendations respectively with the following large bullet points.

Good practice Recommendation

(To view good practice and recommendations only, please use the Browse by Graphic Object).1

We wish to offer personal thanks to all those who took part in the discussions and take full

responsibility for errors and omissions.

Dave jenkins Jim RichardsonDavid Jenkins Jim Richardson

1 Alt+Ctrl+Home

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Introduction

The Teaching International Students Working Group had its origins in a number of lecturers and other teaching staff approaching CELT to request training and support that would enhance international student learning. The working group was established in October 2009 to examine and address the pedagogical dimensions of the increasing numbers of international students at Glamorgan. The group comprised volunteer staff drawn from faculties and professional support departments (see Appendix 1). The response from faculties to the working group has been uneven, perhaps reflecting differing levels of engagement with international student populations (Appendix 2). While a degree of consensus has emerged in relation to central recommendations, we recognise that faculties will engage differently, reflecting their various pedagogic modes.

This report is deliberately short. We wanted to emphasise practice issues that have emerged from the literature2 and our reflections on experience, rather than provide another research paper. More than that, we wanted to identify risks and problems that will require sustained attention and creativity beyond our current means and remit.

Aims & Remit of the Working GroupThe remit of this group is to look at learning, teaching and assessment issues in relation to international students and provide recommendations for the implementation of good practice.

There are many other aspects to the internationalisation of UK higher education and the impacts that has on both home and international students and on our institutions; these issues are addressed by other bodies within the university, for example Student Services3, the International Office and the Equality and Diversity Steering Group. The working group is aware of the high quality of this work and the dedication of these staff, reflected in NSS scores (Appendix 3) and public accolade.4

The working group is simultaneously aware of the pressures that successful international recruitment brings during a period when resources are tightly constrained. The message to Partner Institutions and agents is that a virtuous circle of excellent student experience and enhancement of the Glamorgan brand starts with rigorously enforced recruitment criteria. The importance of international fee income to Glamorgan Group requires continued investment in international student support and pedagogy as a high priority, despite and because of structural changes in the funding of higher education.

This report is premised on the foundation that the international student experience at Glamorgan is already very good in general terms (Appendix 3). Glamorgan’s strategic vision warns against complacency as we pursue “National and international recognition for learning, teaching and research excellence.” This requires the recognition and management of identified risks. In particular the working group acknowledged the widespread use of stereotypes, often tacit, that exists about international students and their learning styles in Higher Education. So another aim of

2 A short bibliography is available on the Blackboard wiki, Teaching International Students Workgroup3 See http://intsupport.glam.ac.uk/ 4 For example, the Steve Sharples Prize at the UK Council for International Student Affairs (UKCISA) annual conference, 2010 awarded to International Student Adviser Liz Rees.

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this group was to consider how to deal with misconceptions that arise when inclusive practice is wanting.

In terms of identifying good practice, a three-fold classification emerged from the literature and our own discussion to date:

Cross –cultural knowledge and impact on learning Inclusive learning, teaching and assessment practice Internationalising the curriculum

Most of our specific recommendations are geared to this classification, which provides the structure for the remainder of this report. A final section addressing corporate good practice identifies further issues for consideration.

Hopefully too, our suggestions are culturally expedient, based on our various experience of life at Glamorgan.

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Cross – cultural knowledge and impact on learning

Universities value international students not only for their economic contribution, but also for the cultural diversity they bring and their support for the internationalisation of the curriculum.

UK Guide to Enhancing the International Student Experience, March 2010, emphasis added

Potentially the coming together of learners and teachers from a variety of cultures can enhance the learning experience for all. We are concerned that the potential of shared cultural capital is not always realized. The literature discloses a triple cultural shock for international learners: shocks related to language proficiency, pedagogic convention and cultural adaptation more broadly. The shock waves are felt by all in the classroom. Domestic learners and teachers perceive and evaluate the experience usually without acknowledgement of the cultural beliefs and social structures that help to organize their own perceptions.

For example, a high value may be attached to participation in class. Some students are perceived as being passive in this context, which in the case of foreign students may result from unfamiliarity with a new academic culture or language difficulty. The unwarranted step may then be made that the student is poor, and generalized to the stereotypical: students from Erehwon are poor. Similarly a high value placed on individualism results in a belief that collaborative or syndicated learning is tantamount to cheating; a high value placed on Anglo-Saxon conventions about academic writing leads to suggestions that students are plagiarising. And so on.

Indeed, some colleagues articulated the widespread belief that students from certain countries are more ‘passive’ or have less ability to think critically. At best, these stereotypes are unhelpful: the differences between individual students from the same culture/ nationality will always be greater than the differences between cultures. Blaming culture or nationality for students’ difficulties means that we can locate the problem with the student (the ‘deficit model’) rather than examine our own teaching practices and classroom interactions.

Of course we need to be clear that occasionally in the challenging set of circumstances implied by learning in a second language, in unfamiliar surroundings, students can find themselves drawn to uncharacteristic and unethical behaviour (particularly when the financial burden of failure is great).

The responsibility teachers have is to understand where learners are, to set realistic standards on the road to learning outcomes and only in appropriate cases invoke restorative processes.

Students also have responsibilities. The greater the degree of student engagement in the development of the academic experience, the more student centered, the greater that responsibility.

Intercultural competence After the initial deliberations of the working group, CELT took an initiative to run Teaching International Students seminars for staff with the aim of developing intercultural awareness in the

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classroom together with related skills. Part of this process was raising awareness of the cultural pre-coding that teachers bring to the classroom. This was a useful and challenging event. 16 people attended the course ~ 11 of them academic staff. At the rate of progress implied by development to date, it would take many years to address these issues for all relevant staff, even if the program were achieving its aims and attendance compulsory. Events by invitation usually only attract key stakeholders and would-be champions.

With regard to embedding best practice across Faculties, the working group recommends development days in non teaching weeks for all staff. External specialists should be invited to provide the content. There is a broad agenda here, with practice related to the

concept of cultural explicitness, embracing teaching cultures, and multi-cultural group work. Good pedagogy is conscious of its conventions and their limits.

Culture shock advice is normally focused at visiting students. 5 This addresses only half the audience and domestic students could usefully learn about cultural empathy at induction. Further, while such resources are of good quality, they are no substitute for interactions

and relationships. As a priority we recommend implementing the buddy system envisaged in the extant Learning, Teaching and Assessment Strategy. This will help visitors to walk the cultural landscape with confidence. Domestic students that volunteer for this could gain employability credits.

For a cohort of Botswanan students in the Faculty of Health, Sports and Science, a full-time lecturer, funded by fees revenue, was identified as the dedicated link tutor and co-ordinator. This proved to be pivotally important in creating the conditions for these students to adapt successfully to the environment and to engage with their studies.

International students have to accommodate lots of new and disorientating features and benefit from having a clearly identified and available individual to whom they can turn with uncertainties and anxieties. In well defined circumstances Faculties might consider

the Health, Sports and Science approach to the Botswana students: strong cohorts from Partner Institutions, particularly when fostering developments with new partners, or in new markets, or with populations where there are known vulnerabilities (for example because of natural disaster, political turbulence). This could reflect an element of explicit cross subsidy at University level.

Language ShockFor the majority of international students, the biggest barrier that impacts on their learning concerns lack of fluency in English. There are different kinds of fluency: for example, a student who can read fluently in English may not be able to write or speak as confidently, whereas a student who may be able to speak with a high level of fluency may struggle to write at the same level. Universities are heavily dependent on IELTS scores, but the IELTS system is only a rough rule of thumb which is

5 http://www.ukcisa.org.uk/student/info_sheets/culture_shock.php

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inadequate when it comes to the complexities of fluency and academic activity. For example, students with high IELTS scores may nevertheless struggle to speak ‘off the cuff’ and may therefore appear initially ‘passive’ in classroom discussions. A high IELTS score also tells the lecturer nothing about how much longer it might take a student to produce a piece of writing in a language not their own.

Consultees expressed concerns regarding the impact of changes to English language provision at Glamorgan. Over the previous five years, an average of around 280 students was enrolled and successfully completed in-sessional accredited English language modules. The transfer of in-sessional English provision to CICA with the loss of credit-bearing status has led to a reduction in the number of accredited modules offered to international students and early evidence of a drop in attendance. The recently published UK Guide to Enhancing the International Student Experience warns of the risks associated with poor attendance if courses are not credit rated. Despite these changes and the fact that a number of students have expressed disappointment that they are no longer able to gain additional credits from successful completion of these in-sessional modules, hundreds of international students are still getting access to invaluable, quality academic language tuition and it is hoped that students who have a genuine need for the input will continue to attend.

Ten week pre-sessional courses offered in readiness for Autumn and February intakes are enjoying high intakes in the current academic year. Emily Powell and Helen Connies-Laing of the Centre for International English are working tremendously hard to ensure that quality language provision is delivered to prospective and existing

Glamorgan students who may not have a sufficient level of English.

In the Computing Department of Advanced Technology, an Independent Studies module has been focussed on the development of critical reading and writing skills for international students.

Julie Manjon has been collaborating with Glamorgan Business School with regard to providing Spanish language modules for international students who are studying in the 2+1 mode. These students are predominantly studying “International Business” and being able to communicate in the language of those you are doing business with is, obviously,

a skill of paramount importance. Julie has shaped her modules and timetables so that these students are able to take advantage of the same opportunities as home students are offered.

General opinion tends toward supporting a genre specific approach to developing academic writing. In other words, preparing Business students by getting them to do tasks based around the type of writing they would be expected to do on an MBA or PG Mgt award. However, this approach can be problematic; it is more economical to take a wide angle or general academic writing approach – there are certain aspects of academic writing that are applicable to all disciplines, e.g. formality, caution, impersonality, use of references etc. This means that students from any award can attend an academic writing module and employ the linguistic skills / knowledge in their specific subject area, albeit without subject area support.

Helen Connies-Laing intends to develop the curriculum next summer to allow all students to enjoy an element of genre specific teaching in the pre-sessional programmes. The

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literature suggests that partnerships between discipline and literacy specialists can be a productive avenue for development, generating innovative approaches to second-language writing. These partnerships may be formal or informal. We recommend that Faculty based initiatives engage with the Centre for International English and that funds are made available to support experimentation (perhaps through focussed Innovation in Learning & Teaching Grants). The most popular destinations for pre-sessional students tend to be Business, Computing and Engineering, at both undergraduate and postgraduate points of entry. We recommend that appropriate faculty members liaise with Helen Connies-Laing as early as possible with regard to the genre-specific programme. Some of our international academic staff with a reservoir of linguistic and cultural experience has suggested that they would engage with such initiatives.

It would be as well to monitor whether basic good practice is rigorously implemented (for example, the availability of subject specific glossaries). We also recommend a review of the recent changes related to this vital issue prior to academic year 2011/12.

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Inclusive learning, teaching and assessment practice

Many of our assumptions and expectations of students are implicit and not always clearly articulated. Home students have the benefit of having been introduced to these earlier in their educational experience in the UK. International students may struggle to grasp what is expected of them and require clear explanations. This seems to be particularly the case in relation to what is expected in assessments, but research also suggests it relates to most aspects of learning and teaching.6 The watchwords here are respect and explicitness.

The learning, teaching and assessment (L,T&A) issues that international students present can be very challenging, particularly where lecturers have not enjoyed the benefit of skills development. But these challenges are not insurmountable and they can be overcome through the introduction of inclusive practice in L,T&A, in such a way that the learning experience of all students, not just international students, is enhanced.

Inclusive practice in L,T&A is a pedagogical approach which, rather than focus on the student as the problem, tries to address the barriers which prevent students from learning effectively and participating fully in their courses. The aim of inclusive practice is to examine the way in which we teach and assess students, in order to remove those barriers incidental to learning which impact negatively on the student’s experience. The aim is to develop practical, effective strategies that all lecturers and teaching staff can apply that will enhance the learning experience of international students, among others. For some specialist staff it requires familiarity with the growing literature concerning international pedagogy emerging from UK HEI’s7.

Significant strides have been made at Glamorgan in relation to learning, teaching and assessment practice. The availability of good practice guides http://celt.glam.ac.uk/GoodPractice and the development of the Change Academy are indicative of progress. This progress directly benefits international students.

Making Feedback Work for You is a campaign targeted at all students within the Faculty of Advanced Technology that aims to explain the value of feedback in the ‘learning loop’ and dispel myths about feedback in the process.

Critical reading is enhanced when students are given short texts in the beginning of their studies.8 An Independent Study Module in Computing has been adapted to give international students greater competencies in critical reading and writing. Computing colleagues have been setting formative assessments as tweets and blogs that demand

fewer words.

6 Carroll and Ryan, Eds., 2005, Teaching International Students: Improving Learning for All7 For example, Pilcher, Smith and Riley provide fascinating accounts of students’ prior exam experience and the implications for assessment. http://www.c-sap.bham.ac.uk/media/com_projectlog/docs/S1_SS_09.pdf?utm_source=All_Academy&utm_medium=email&utm_campaign=academy_update_sep2010&utm_content=emailPublications8 8 McLean and Ransom, Building Intercultural Competencies in Carroll and Ryan, Eds, 2005

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The postgraduate scheme leader in GBS instigated an employability skills week, funded by the Higher Education Academy and targeted at all MSc students. The rationale for the week was to improve and imbed key student skills. During this week all timetabled activity was postponed and students expected to attend the sessions. In the future, it is

planned to imbed these sessions within the postgraduate curriculum as accredited activity. Similar study days have been organised by Sue Stocking in Advanced Technology.

However, there is no ground for complacency. The Working Group considered two related strategies aimed at improvements to the international student experience. The first is the internationalisation of L,T&A practice: consideration of means by which current good practice can be further enhanced by explicit reference to the experience and aspirations of international students. The second concerns the more widespread adoption of accepted good practice.

Internationalisation of L,T&A practiceThe internationalisation of good practice requires engagement with international students via informal discussions and more formal consultative approaches, including applied research. It requires that we learn about the prior L,T&A experiences of our students; that we submit our good practices to the test of international student feedback; and that all academic staff engage with the outcomes of such consultation.

In Glamorgan Business School, Helen Stacey has undertaken research into plagiarism via a case study that incorporates significant consultation with international student stakeholders.9 Some findings are of immediate value for the Assessment Infringements Committee (see following). One of Helen’s conclusions is that designing out plagiarism is not the right approach to assessment. There are arguments for and against this conclusion. For the sake of good student experience, they should be debated.

Assessment Infringements Committee in the Business SchoolWe are proposing to inform GBS staff regarding the functioning of the Assessment Infringements committee. All academic staff will on rota be invited to attend the Assessment Infringements committee. This should inform understanding of how the

committee operates and what constitutes an academic offence. The rationale for this is to improve understanding of what constitutes an academic offence amongst academic staff. There is evidence of a lack of academic staff understanding in terms of submissions to the committee that are often cases of poor referencing as opposed to plagiarism. The Assessment Infringements committee cases within GBS are drawn predominantly from International students (95%) so there is a need to examine and improve assessment and learning practices. An increased understanding of this process will improve staff competency and improve the efficiency of this process. This should in turn lead to improved International Student experience.

9 Helen Stacey, ‘Addressing plagiarism: an investigation into the issue of plagiarism amongst international students and the implications for assessment.’

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Postgraduate questionnaireFor 2009/2010 all international postgraduate students in Glamorgan Business School have been asked to complete a questionnaire during their induction week. This questionnaire captures the following: -

Demographics Employment history Existing skills competencies Reasons for University choice Key influences for University selection Expectations Personal concerns The rationale for undertaking this data collection process is to increase our understanding of international students’ attitudes, understanding and prior experience. This knowledge will inform programme construction, induction processes and marketing activity. It will also inform an applied research agenda. This process was instigated by the GBS Postgraduate cluster leader Mrs Heather Skinner.

The Faculty of Advanced Technology has decided to standardise block delivery mechanisms to “meet the needs of the growing overseas student cohort enrolled on the numerous programmes in the Faculty and ease the timetabling constraints.” The decision followed focus group research with international students, funded by CELT.

Aside from the need to inculcate accepted good practice (following section) there is also a need to develop an informed pedagogic culture. This might suggest a forum for interested staff, a component part of an agenda for an Education Research Unit perhaps focussed

initially on a special international issue of the Journal of Applied Research in Higher Education. Critically such a grouping would need to debate the extent to which pedagogic practice should negotiate current academic conventions with those of other cultures10.

We encountered hundreds of small useful suggestions for improved practice in L,T&A. We recommend the development of a Glamorgan Good Practice Guide for the teaching and learning of international students.

Propagating accepted good practice.Repeatedly in the discussions of the Working Group attention was drawn to examples of past good practice that had not become widely embedded in the culture. This was discussed variously in terms of ‘lack of central direction’ or ‘lack of resources’ and in more nuanced terms about teaching competence. Partly it was discussed in terms of the relationship between Directorate and Faculties with questions about the central versus devolved locus and ownership of issues.

10 This is expressed as follows in the existing Learning and Teaching Strategy: “CELT staff development events will include sessions exploring the pedagogy of different national cultures and how to address them within a UK educational context.”

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Within the Faculties, issues about international students may be approached differently. For example, important discussions have been organised on an invitation basis (Sue Stocking in FAT) or as part of a lunchtime seminar series (GBS) or on Faculty Committee agendas. At a corporate level the discussion is reflected in a series of reports (some cited in this report) and in various committees, including Learning And Teaching Enhancement Committee.

Members of the working group expressed a preference for development days in non teaching weeks for all staff, but stopped short of recommendations implied by this and beyond the remit e.g. relationship to appraisal, whether such days would be organised within Faculty or by CELT etc

The Working Group propose that Learning And Teaching Enhancement Committee clarify the roles and responsibilities of the various constituents to ensure that good practice is embedded and, insofar as desirable and practicable, standardised.

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Internationalising the curriculum

“It has been clear from the consultations that there is already a wide range of very experienced staff at the University of Glamorgan who in their own right are already engaged in international issues.”

Internationalisation: Enriching the educational & social experience for all, Glamorgan 2005, P112

“There were a number of other areas where students held expectations that we wouldn’t necessarily have predicted. These included an expectation that curricula would include international content and case studies...”

Student Expectation Report, Glamorgan 2008, P10

These quotations nicely identify the boundaries in which we operate. Undoubtedly there are many instances now where our programmes are alert to global influences, whether they are the socio-cultural contexts in which vocational disciplines are practiced or global environment or global regulations or targets like Millennium Development Goals. Many teachers have acquired international experience through teaching, research and cultural exposure in the global village. These often inform practice in the shape of case studies, module composition or the development of whole awards. Appendix 4 offers just one example from Health, Sport and Science of the kind of pedagogic intervention implied by good practice.

But, are all case studies culturally sensitive and appropriate? Should we consciously develop modules with an explicit international dimension in a subject area and should these be part of the core diet or optional? To what extent should we develop whole awards geared to international students? The answer to these questions is being supplied already in the countless actions of our colleagues. And clearly the answers will differ dependent on circumstances, but what circumstances, values and principles are informing these judgments?

The current Learning, Teaching and Assessment Strategy identifies the task. For example, “The institutional focus will be on developing curriculum which is attractive to international students and provides them with the opportunity to develop their skills and knowledge for use within the international economy.” Two key issues will be identifying good practice in this pursuit and deciding how we define, “The institutional focus...” as discussed by Webb11 and reflected in the final section of this report.

Guidelines for the internationalising of curriculum should be considered in order to develop good practice. These will benefit from discussion about the internationalisation of research and the development of research themes.

11 Internationalisation of the Curriculum: An institutional Approach, in Carroll and Ryan, Eds, 2005

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Colleagues from across the academy are concerned with different aspects of the internationalisation agenda. The Working Group is aware of engagement in the WAG ESDGC12 project; in the RCE Wales13 project and HEFCW’s internationalisation project. It

would be useful for colleagues to pool experience from these different perspectives in order to assist in the development of curriculum.

12 Education for Sustainable Development and Global Citizenship13 Unesco’s Regional Centre of Excellence based in Swansea.

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Corporate issues

The University has a focal point for the support of international students; we now need a focal point that sustains international students in their learning and assists in the internationalisation of curriculum. Several of our recommendations point to the need for

corporate level interventions, especially in view of the expansion in student numbers. These might find expression in an International Learning Centre, perhaps within CELT.

We would envisage close collaboration between such a centre and the Centre for Commercial & International Activities. A mechanism to engage representatives of international students in this dialogue is also needed, perhaps International Student Voice

Representatives.

A proportion of the revenue generated by international students might be taken for re-investment in enhancing pedagogy for international students. This might also allow for a modest number of scholarships for students from emerging nations where Glamorgan can

be conspicuous in capacity building as part of the UN development agenda. It might also feed in to a Corporate Social Responsibility agenda that facilitates investing in countries typified by extreme poverty or devastated by disaster. The most recent good practice suggests the development of institutional research and teaching capacity building in such countries.14 Glamorgan might achieve this through the development of one or two strategic partnerships.

14 UKCDS, 2010, Science and Innovation for Development.

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Appendix 1

Participants in the Teaching International Students Working Group

Participants in the Teaching International Students Working Group

Diana De (HeSaS)

Maggie McNorton (IO)

Michael Stuckey (HaSS)

Peter Plassmann (AT)

Mick Chick (HaSS)

Emily Powell (IO)

Susan Smith (LCSS-LR)

Atsede Woldie (GBS)

Mary Traynor (CCI)

Bobby Mehta

Gerald Dunning (HaSS)

Juping Yu (HeSaS)

Helen Stacey (GBS)

Paul Jones (GBS)

David Jenkins (AT)

Jim Richardson (HeSaS)

Liza Van Zyl (CELT)

Alice Lau (CELT)

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Appendix 2

International student populations

In the current academic year, there are approximately 140015 international students. Table 3 shows their distribution across Faculties.

Faculty UG New Entrants UG Returners PG New Entrants Total

Cardiff School of Creative & Cultural Industries 23 15 2

Faculty of Advanced Technology 161 205 227

Faculty of Health, Sport & Science 71 28 14

Faculty of Humanities & Social Sciences 27 41 14

Glamorgan Business School 116 89 227

International Office* 125

UoG Total 523 378 484

Table 3 International students by Faculty

Table 4 shows Glamorgan’s International Recruitment Profile. Students have been drawn from 60 countries16 but the most numerous populations are aggregated for ease of presentation.

Place of Origin Student NumbersEurope 1936Indian Sub-continent 378Far East 324Africa 303Middle East 232Americas 25Oceania 2Table 4 International students by place of origin

15 Enrolled at 19th October; excludes February intake16 See http://international.glam.ac.uk/countries/ for details of domicile by country

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Appendix 3

NSS Scores

The tables below demonstrate the consistently higher (and positive) mean scores (Table 1) and % agreeing (Table 2) reflected by international students, particularly non EU students, in the most recent NSS results. In relation to the non EU students, the change on the previous year’s results is particularly encouraging.

Measure

The teaching

on my course

Assessment and

feedback

Academic

support

Organisation and

management

Learning

resources

Personal developme

nt

Overall satisfacti

onDomicile: UK Mean score 4 3.7 3.9 3.7 3.9 4 4Domicile: EU excl UK Mean score 3.9 3.7 4 4 4.3 4.1 4Domicile: Other Mean score 4.2 4.1 4.2 4.3 4.2 4.4 4.3

Measure

The teaching on my

course

Assessment and

feedback

Academic

support

Organisation and

management

Learning

resources

Personal developme

nt

Overall satisfacti

onDomicile: UK % Agree 80 67 75 68 75 78 78

Domicile: UK

% Agree: previous year 79 66 75 68 76 77 79

Domicile: EU excl UK % Agree 75 70 80 83 89 79 80Domicile: EU excl UK

% Agree: previous year 78 65 77 65 88 74 88

Domicile: Other % Agree 86 80 86 88 83 90 91

Domicile: Other

% Agree: previous year 69 69 65 76 72 77 76

Table 1 Comparison of Mean Scores by Domicile

Table 1 Comparison of % Agreeing by Domicile

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Appendix 4

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