An analysis of international students' experience in British higher education

This thesis is an analysis of the learning experiences of international students in British higher education. The aim is to evaluate students‘ perceptions of the similarities and differences between home and UK learning cultures. The findings are analysed in order to inform teaching and learning practice. There is a particular focus on the transitional stage of learning and how adaptation/acculturation occurs within individuals. The literature suggests that the personal experiences of people moving from one country to another can be complex. Models of adaptation and the influence of second language learning are assessed. Data from interviews with twelve students studying on Business courses was collected. Each student‘s individual experience was analysed through methods guided by narrative inquiry. This method seeks to gain a deep understanding of individual lived experiences through narrative. Narratives have been created based upon the interview transcripts. Further to this, a content analysis was undertaken, using the research questions as a framework. The main outcomes and findings show that international students find the initial stage of studying in the UK causes anxiety in terms of using English as a foreign language. This anxiety can affect academic confidence. International students also find instructional language difficult to engage with. They have less guided learning hours in the UK than at home, therefore independent study can pose a new challenge. Students suggest that the British curriculum lacks international focus. It is recommended that international students would benefit from targeted linguistic and academic skills support at the transitional stage of learning. Also UK institutions should deliver inclusive teaching and learning where internationalisation informs the whole curriculum

Inspiring the International Student Experience: establishing and embedding specific support structures.

The University of Huddersfield (UoH) Business School has seen a dramatic expansion in international student recruitment. Numbers have trebled since 2005. The Business School now consists of 30% non-native English speakers. Kelly and Moogan (2012) suggest British higher education presumes international students can easily access the implicit, expected, conventions of the sector. However, the demands of assessment in the UK may vary considerably from students’ prior experiences of academic reading and writing in English. Although students have achieved the UK Border Agency language entry requirements, the reality of applying L2 to the new, varied academic context, presents challenges and requires support. Comments on entry qualifications, particularly the International English Language Testing System (IELTS), produce findings on the limitations of assessed writing and reading tasks. Moore and Morton (2005) concluded that the academic literacy which characterises writing in the IELTS syllabus differs significantly to that required for university assessment. They also state that IELTS assessment tasks portray reading as an activity disconnected from writing. This compares unfavourably with university tasks. In addition it may not be the case that standard teaching practice in UK HE addresses the multifarious nature of international students’ prior learning experiences. While L2 competency is undoubtedly a significant contributor to student achievement, it is in fact part of a wider skill set such as, note-making, collaboration, reflexivity, criticality, autonomy and presentation and seminar techniques. All of which must be employed to achieve at university. Research undertaken by UoH Business School Learning Development Group into students’ perceptions and experiences of the transition to British HE bears this out. As a result specific support structures have been implemented since 2012. These develop both EAP and academic skills with the overall aim of continuous improvement in terms of achievement and the international student experience

Roadmap on structured light

Structured light refers to the generation and application of custom light fields. As the tools and technology to create and detect structured light have evolved, steadily the applications have begun to emerge. This roadmap touches on the key fields within structured light from the perspective of experts in those areas, providing insight into the current state and the challenges their respective fields face. Collectively the roadmap outlines the venerable nature of structured light research and the exciting prospects for the future that are yet to be realized