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Understanding the Trajectory of the Academic Progress of International Students in the UK.

Adisa, T., Baderin, M., Gbadamosi, G. and Mordi, C., 2019. Understanding the Trajectory of the Academic Progress of International Students in the UK. Education and training, 61 (9), 1100-1122.

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DOI: 10.1108/ET-08-2018-0177

Abstract

The UK is an important educational hub for international students from different parts of the world. These students often face different transitional challenges which have a significant impact on the success or failure of their studies. This study systematically investigates issues and challenges confronting international students in UK in their efforts to acquire academic knowledge and achieve personal development. A total of 104 UK based international students in five higher education institutes in London from 25 countries participated in this study. The study was undertaken qualitatively through 21 semi-structured and 13 focus group interviews. The findings reveal that the process of transitional adjustment is predicated on issues such as language/accent difficulties, impaired communication, and adjustment to the British education system and culture, all of which determine the duration of the students’ involvement in each stage of the transitional process. The extent to which the findings of this research can be generalised is constrained by the limited scope of the research. International students primarily seek to obtain a qualification in addition to other life experiences and cultural assimilation. The students’ parents, institutions, and the UK authorities (such as the Department of Education) have an important role in ensuring that the students achieve success. While the roles of parents and the UK authorities are not the focus of this article, their supportive roles will certainly allow students to complete the different stages of the process of transitional adjustment quickly and smoothly. The study offers a valuable insight into understanding the predicament of international students in acquiring knowledge in foreign land. The article contributes to the pedagogic literature by proposing a three-stage scaffolding model.

Item Type:Article
ISSN:0040-0912
Uncontrolled Keywords:Higher Education; Learning and Development; International Students; Focus Group
Group:Bournemouth University Business School
ID Code:32405
Deposited By: Unnamed user with email symplectic@symplectic
Deposited On:18 Jun 2019 12:25
Last Modified:05 Nov 2019 16:14

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