In the eleventh hour before our focus group commenced, I found myself constructing a survey – a 20-question exploration designed on Microsoft Forms. The intention was to extend the conversation initiated in the focus group, bridging themes and extracting wider student perspectives.
Despite the time constraints and the challenge of not knowing whether any of the focus group participants contributed, I disseminated the survey through Blackboard and emails, eager for additional insights. All the results are anonymous.
The responses, though a modest response of five – two from China, one from Hong Kong, one from Ukraine, and one from the USA. They confirmed my initial hypothesis: international students face significant hurdles when adjusting to the UK’s academic system, from cultural nuances to language barriers, teaching methods and engagement. Yet, the feedback was affirmatively positive. Students expressed satisfaction with the inclusivity and cultural competence of the staff and the quality of education they received.
But contentment doesn’t preclude the need for improvement. The survey underscored the desire for more dynamic engagement in lectures, excitement in the learning process, and a more inclusive classroom environment.
Delving into specifics, 80% of respondents, spanning first to third years at the University of Westminster, were content with their academic experience, yet an equal percentage acknowledged the UK’s academic system’s challenges. They cited differences in educational practices, cultural disparities, and difficulties understanding various tutors’ accents. Notably, many felt the curriculum lacked sufficient representation of diverse cultures, with 60% seeking more examples from beyond the UK sphere.
About 40% struggled with cultural and language barriers, affecting their participation in class discussions. Interestingly, while 60% were aware of academic support services for international students, only half found them beneficial.
When asked about additional resources that would aid their academic journey, 42% called for more language support, while 57% saw a need for increased academic support. Suggestions for inclusivity leaned towards more culturally diverse case studies, alongside a gentle nudge for lecturers to show more encouragement and patience.
In regards to cross-cultural communication, 60% showed interest in attending dedicated workshops or seminars. The teaching styles in the UK, as per 80% of the respondents, differed significantly from those in their home countries. On a scale of 1 to 10, they rated their overall experience at 6.7 and their likelihood of recommending the University at 7.
Although the sample size was small, and some questions intentionally echoed those of the focus group to test for consistency, the findings were clear. Students are largely satisfied with their educational experience, suggesting that nuanced adjustments in teaching style and content could substantially enhance their time in the UK.
This survey, in tandem with the focus group discussions, has provided a dual perspective on the international student experience, leading to a reflective question for myself as an educator and how I evolve my teaching to educate, engage, inspire, and be inclusive.