The diversity in the classroom, while enriching, brings forth challenges. Cultural backgrounds shape learning styles and interactions within the academic space. Institutions like UAL want (and need) to address language barriers, varied teaching norms, and social customs, which is essential for effective education.

In the evolving global landscape of higher education, UK universities are pivotal arenas for cultural exchange and learning. Chinese students alone numbered 151,690 in 2022¹, making them a significant presence in postgraduate courses across the country, such as those at the London College of Communication (LCC), where they constitute up to 60% of some cohorts (Appendix 1).

UAL prides itself on its commitment to equality, diversity, and inclusivity—a commitment that is both an ethical imperative and a strategic asset². The university’s academic skills seminars, language support, cultural programs, and counselling services all aim to bridge gaps. However, there seems to be a persistent disconnect in equipping lecturers to create inclusive academic environments that cater to this diversity.

Research Focus:

My proposed research seeks to answer:

“How can UK universities refine teaching methods and support structures to more effectively address the cultural nuances and educational needs of international students?”

Initially, my research was to centred on Chinese students—the primary international cohort. Yet, to truly embrace inclusivity, I’ve broadened my scope to all international students. I want to flip this around, and rather than put the emphasis on international students to adapt to UK academic life, how, as educators, can we enhance their experience and foster a sense of confidence and belonging?

Positionality Statement:

As an Associate Lecturer teaching MATV at LCC, I recognise the onus is on us, the educators, to cultivate a fertile educational climate. My background—a middle-aged, white, heterosexual, Christian male, with a career spanning 30 years in the Western media industry—frames my perspective. Limited exposure to diverse cultures and a lack of formal pedagogical training have highlighted the need for more structured training to navigate the cultural terrain of a modern classroom.

With minimal administrative interaction and a part-time teaching role, the challenge is to prepare effectively for the diverse array of student backgrounds. My aim is to weave diverse perspectives into the curriculum, challenging students to critically engage with their positionality and the media’s influence on societal norms.

This research will not only explore the current landscape but will also propose practical strategies for best academic practice aiming to enhance the UK’s educational approach to international inclusivity.

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References

1. 151,690 (2022) Chinese students in the UK https://www.studyin-uk.com/study-guide/chinese-student-guide-uk-universities/(Assessed July 2023)
2. https://www.arts.ac.uk/partnerships/ual-global (Assessed July 2023

Appendix 1: Statistics of student’s home Countries for Postgraduate Courses on the Film & TV Programme 2022/23

Provided by Holly Beare, Programme Administrator – 5^th July 2023

MA Television

50% China

15% India

10% UK

5% Indonesia

5% Poland

5% Hong Kong

5% South Korea

5% Italy

MA Film

58.5% China

14.75% India

14.75% UK 

2.4% Slovenia

2.4% Ukraine

2.4% Czech Republic

2.4% Peru

2.4% Hong Kong 

MA Documentary Film

43% China

15% UK

15% Italy

7% France

4% Portugal

4% Iran

4% India 

4% Germany 

4% Switzerland

MA Screenwriting

69% UK

5% Canada

5% India

3% US

3% Cyprus

3% Switzerland

3% Spain

3% Romania