As I embarked on my final PGCert module, I faced an initial quandary about the most effective approach to take. My research background was non-existent, and the topic at hand – the experiences of international students in UK universities – seemed best explored through a collective, conversational format, which my professional background as a video producer, I’m good at interviewing people.
The challenge of getting permission from the ethics board at the University of Westminster (see ethics blog) meant I had to delay my focus group by two weeks. This was not ideal as we were heading into the end of term, and my concern was students would be too busy to attend. Also, the uncertainty of getting permission meant I couldn’t promote the event as much as possible.
Undeterred, I created an Eventbrite page (link) and put posters up on the Westminster Harrow Campus. I also asked other lecturing colleague to promote to their students and send out announcements.
I knew that with the late notice and the time of the term, I wouldn’t get many students to attend. When I first thought about setting up the group and talking to Westminster’s International Student Support Officer, Edgar Lee, I was hoping to get between 12 and 20 students. Edgar was very encouraging and supportive, and for my focus group day we got six students turn up.
Despite the hurdles, the focus group day was a success, albeit only with a small group. My initial conversation with Edgar Lee, Westminster’s International Student Support Officer, had left me optimistic for a turnout of 12 to 20 students. On the day six students turned up, of which I was pleased with.
The group, comprised of five Chinese students and one French, surpassed my one-hour expectation. I wanted to test various ice-breaking and teaching styles to see what would work best in getting the students to feel relaxed to generate an open discussion.
We delved into a 90-minute, captivating discussion that could have easily continued.
The Structure of Our Session:
Introduction and consent forms (Consent form)
Personal insights into the topic
Ice-breaking string ball exercise on living in London
Where in the World?’ activity to share origins
One-word reflections on UK life
An open conversation about their educational experiencesThoughts on teaching styles
Desired support mechanisms
A closing link to a feedback survey
The session was productive, yielding thoughtful dialogue and crucial insights. Here are the strategies I gleaned for enhancing inclusivity and enriching the academic journey for our international cohort:
Communication: Lecturers might consider WhatsApp groups as a supplement to emails for more immediate interaction.
Assignment Guidance: Providing detailed examples and optional feedback sessions could demystify assignment expectations. Improved rubrics could also prove beneficial.
Cultural Integration: Intentionally diverse group assignments and icebreaker activities could foster intercultural engagement.
Personalised Support: Allocating specific hours for one-on-one tutorials and enabling online scheduling could offer tailored assistance.
Lecture Dynamics: Incorporating multimedia, varied cultural perspectives, and guest speakers could make lectures more relatable and captivating for a diverse audience.
The focus group was not just an academic exercise; it was a gateway to understanding the nuanced experiences of international students. Clearly, as educators, we can—and should—continuously adapt to better serve our students’ needs.