Living and learning as an international postgraduate student at a Midlands university

Abstract

This paper investigates the views of 20 full-time international postgraduate students, many of whom were Chinese, on living, learning and becoming successful students at one university in a multi-cultural city in the Midlands of England. The qualitative study built on findings from the International Students' Barometer (ISB) survey for the university, in that it seeks to understand how students experience of context (living) interacted with their experience of learning in building their identities as successful learners. Student participants were sampled opportunistically within a purposive framework. Data, was collected through audio-recorded individual semi-structured interviews, using as a stimulus participant-constructed concept maps of their perceptions of learning in the university and living in the city. Interview data were transcribed and analysed thematically. Main findings showed that participants enjoyed living in a city with an international culture, although some found it strange initially, because they encountered different styles of life and food, including some that they enjoyed at home. They welcomed studying at the university with a high international prestige, a wide range of excellent facilities and generally approachable tutors but were shocked by having to undertake unfamiliar styles of independent learning with brief teaching hours. They perceived culture shock as transitional which declined as they made friends, often with co-linguists, and became familiar with life in the city, work in the university and the extensive support of tutors.

Inside the Minds of Doctoral Students: Investigating Challenges in Theory and Practice

“…Research has identified various challenges faced by PhD candidates during their candidature, especially by first year PhD candidates, overseas students, and non-traditional PhD candidates (Busher, Lewis and Comber, 2014;Naidoo, 2015;Wright & Cochrane, 2000). As attention has been given to identifying the most appropriate research methodology for the investigation the PhD candidate may choose to embark upon (Haksever & Manisali, 2000), there are other challenges PhD candidates may encounter during their candidature.…”

Academic mobility and cultural change

“…Alongside the rise in the recruitment of international students worldwide, there has been an increase in research on the international sojourn. Transition to a new culture marks a significant life event (Kim 2001), calling for a process of adjustment to new cultural norms (Gudykunst 1998;Busher et al 2016;Tarry 2011). Brown and Holloway (2008a) state that adjustment describes the process and outcome of change experienced during the international stay.…”

International postgraduate students’ experiences of independent learning within a UK higher education

“…Only seven of the papers reviewed included students from the EU (Bache & Hayton, 2012;Brown & Holloway, 2008;Busher et al, 2016;Goode, 2007;Hockings et al, 2018;Spiro et al, 2012;Taušová et al, 2019). EU students are often classed as 'home' students at UK universities, as they pay the same course fees as domestic students, rather than the increased fees paid by international students.…”

“…Gu et al (2010) argue that the initial sense of shock largely applied to academic processes. However, Busher et al (2016) contest these findings, arguing that the initial shock experienced by most international students applies as much to the unfamiliarity of living in a new environment as it does to learning. Transitioning to a new environment can include adapting to a new life patterns, food, traditions, values and expectations, all of which can be emotionally and psychologically challenging, leading to feelings of boredom, loneliness and alienation (Gu & Maley, 2008).…”