The Learning Experiences of International Research Students

Professor Roger Murphy & Jackie GoodeInstitute for Research into Learning and

Teaching in Higher Education

2

• 50 in-depth interviews of International Doctoral Students and Supervisors

• Involved students from 8 different University of Nottingham Schools

• All Students interviewed at least twice• November 2003 – June 2005• Most interviews were at least one hour long (tape

recorded and transcribed)

3

Student Expectations

• Students expected high standards of teaching and learning

• Students wanted to gain credentials with high exchange value in global market

• Non EU students worried about making cultural ‘faux pas’

• Many expected high levels of contact and direct instruction from their supervisors

4

Student Experiences

• Valued Induction Programmes and Graduate School Courses

• ‘UK Style student-directed’ supervision came as a surprise

• Students often unsure what was expected of them

• Students needed more explicit guidance on what to expect/what was expected of them

• How are things done around here?

5

Student Experiences cont

• Roles and responsibilities even more complicated if 2 or more supervisors for students

• Perceived need for students to ’manage’ supervisor(s)/supervisions

• Greatly appreciated evidence of supervisors awareness and understanding of their countries and cultures

• Welcomed home invitations/social events where offered• Wanted to learn about British culture within and outside the

University• Valued opportunities to develop ‘generic skills’, but these

could add to overall demands

6

Student Experiences cont

• Language skills impeded progress and wanted more support for writing theses

• Better understanding of ‘criticality’ etc by 2nd year• Financial constraints a source of anxiety for

some.

7

Supervisor Experiences

• Experienced supervisors saw international students as invaluable research colleagues of the future

• Recognised the need to focus on successful completion

• Aware of ‘crisis points’ requiring greater sensitivity and support

• Effective supervision requires awareness and understanding of each student’s own cultural background

8

Supervisor Experiences

• Language skills a big issue for some students• Need to check student understanding of

supervision advice/decisions• Need to encourage ‘mutual self-help’

environment for students to help avoid social isolation.

9

KEY ISSUES

• Cultural Awareness/Sensitivity• Tailor induction to students needs• Prepare students for ‘UK model’• Disseminate Good Practice• University Wide Resources/Facilities