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

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

Understanding the Trajectory of the Academic Progress of International Student In the UK

Purpose – The UK is a popular 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 the issues and challenges confronting international students in UK in their efforts to acquire academic knowledge and achieve personal development. Design/Methodology/Approach – 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. Findings – The findings reveal that the process of transitional adjustment is affected by various issues, all of which determine the duration of the students’ involvement in each stage of the transitional process. International students in the UK experience language/accent-related difficulties; impaired communication; and a difficult adjustment to the British education system and culture. Research Limitations/Implications – The extent to which the findings of this research can be generalised is constrained by the limited scope of the research. Practical Implications – In choosing to study in the UK, international students primarily seek to obtain a qualification, 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 certainly allow students to complete the different stages of the process of transitional adjustment quickly and smoothly. Originality/Value – The study offers valuable insight into understanding the challenges facing international students in acquiring knowledge in a foreign land. The article contributes to the pedagogic literature on this topic by proposing a three-stage scaffolding model

Islamic Perspectives on the Law of Business Organisations I: An Overview of the Classical Sharia and a Brief Comparison of the Sharia Regimes with Western-Style Law

Recent events and trends have led to an increased awareness of the importance of Islamic law and a more widespread interest in the subject. However, many areas remain relatively inaccessible, including the law of business associations. The aim of this and a subsequent article is to alleviate this situation somewhat by providing a general introduction to Islamic perspectives on this area. This article provides an overview of the classical sharia, looking at three Sunni schools by way of example, plus a brief comparison with Western-style law. The second article will consider the replacement of the sharia regimes in the Middle East and the interaction of the sharia with Western-style law in Muslim-majority jurisdictions and elsewhere