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Experiences in supporting international students during their studies in the UK

Experiences in supporting international students during their studies in the UK. Leah Marks Maria Jackson Douglas Wilcox Duncan Guthrie Institute of Medical Genetics. Summary. Outline of MSc in Medical Genetics Organised social events Leah Marks International student concerns

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Experiences in supporting international students during their studies in the UK

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  1. Experiences in supporting international students during their studies in the UK Leah Marks Maria Jackson Douglas Wilcox Duncan Guthrie Institute of Medical Genetics

  2. Summary • Outline of MSc in Medical Genetics • Organised social events • Leah Marks • International student concerns • Mentor system • Maria Jackson • Personal development meetings • Douglas Wilcox

  3. The MSc in Medical Genetics Key No. of students 0-5 5-10 10-15 15-20 20-30 30-40 • 1 year taught masters programme • Established 1984 • ~25 - 35 students per year, high proportion international • In past 5 years students have come from over 30 countries

  4. Glasgow University and Internationalisation • ‘Our diverse University community is something we are very proud of at Glasgow, providing a rich cultural, social and educational mix which appeals to students and staff from all over the world’ (GU website 2009) • > 100 different countries, 15% of students (~3000) • ‘To make your experience with us as fulfilling and enjoyable as possible’ (GU website 2009)

  5. Aims and Objectives • Research has shown that ‘life satisfaction’ amongst international students is correlated with ‘having friends’ and enjoying a good level of social support (Kagan and Cohen, 1990; Lackland-Sam, 2001) • Our Aim • To promote a sense of community through class social events • Recently included: • St Andrews day celebrations • Christmas international food day • Staff/student trips Culzean Castle and a Ben Lomond climb • We also maintain an extensive alumni database which can assist both prospective and former students

  6. Outdoors.…

  7. Celebrations…. Poster day lunch St Andrew’s Day lunch National dress at the international lunch All the boys Ice Skating in George Square Christmas party hats!

  8. Feedback • “I would recommend social events to be maintain as part of the course to loosen up students after all the hard work. At the same time it helps to promote better rapport between students and staff” 2008/09 • “The Culzean Castle trip for 'Away Day' was a lovely day where all of us, as a class had the time to relax after a particularly stressful semester…. Another thing I personally felt was very thoughtful is the lunches that staff organised for all of us during different times of the year. It gave all of us a chance to know everyone, and it's important to get to know different cultures, seeing how this was a small class with people from all corners of the world!” 2007/08 • “These events helps students feel at home…..and I believe it helps the students liaise with each other and the member of staff much better….. so please keep them!”2008/09

  9. International student concerns • Problems faced by international students • Homesickness; feelings of isolation/loneliness; culture shock • “Foreign student syndrome” (Term coined by L. Ward in 1967) • Non-specific physical complaints; withdrawn & passive; dishevelled & unkempt • Anxiety about academic issues (coursework assignments & examinations) • Differences between home university system & UK system • Plagiarism • Need to analyse / discuss / question rather than memorise & imitate • Disappointing grades • C (or even B) seen as failure • Parental expectations very high (especially if they are paying) • Student places extreme demands on self to achieve excellence

  10. International student concerns Orientation sessions Homesickness; worries about grades, exams, finances, health etc Undergraduates: 3 or 4 years to “acculturate” Postgraduate Masters: 1 year course The Acculturation Curve Lim et al (2007) adapted from Hofstede & Hofstede

  11. International student concerns • “Brief, episodic contacts between foreign students and others, such as receptions, arranged hospitality and fairs seem to have little effect”(Das et al, 1986) • Postgraduates who had attended a 3-week pre-sessional orientation course more homesick than those who had not!(McKinlay et al, 1996) • McKinlay et al recommendations include: • “A support system that would address student needs all year round” • “A support system that reaches those who do not participate in initial orientation programmes”

  12. Mentor system • International students adjust better if they are aware that there are caring people who can assist at times of stress (Khawaja & Dempsey, 2007) • More graduate students report emotional distress than actually utilise counselling (Das et al, 1986) • International students less likely to seek help (Das et al, 1986; Hyun et al 2006) • Cultural barriers / stigma • Students more likely to seek help if they have “more functional relationship with advisor” (Das et al, 1986)

  13. Mentor system • Undergraduate students • Adviser of studies • Academic with role in pastoral care • Our postgraduate students • “Adviser of studies” • Administrator who is not known to the students • Student comment prior to introduction of mentor scheme: • “Very big class and very limited staff – we can’t always discuss private matters” • Mentor scheme • To supply the pastoral role of an adviser • Mentor (academic or academic-related staff member) meets with student informally (eg for coffee) once or twice per term • Discuss how the student is getting on or any issues raised by student

  14. Mentor system • Comments from students on mentor system • “I think the system of having mentors is extremely important to a course like this one, especially for students who are away from their families and homes and everything that is familiar to them. I have benefitted immensely from sessions with my mentor who is absolutely wonderful and extremely easy to talk to about anything, whether it is aspects of the course that I have been doubtful about or whether the problem has been personal.” 2008/9 • “Great idea to have your own personal contact when you had any problems, especially problems outwith the course.” 2007/8 • “This is another very good concept so our mentor can keep us on check as well as advice us on our career as well as advice us on how to handle work load and monitor our progress.” 2006/7 • “Excellent. Very helpful, don’t feel homesick.” 2006/7 • “It is a very nice system and should be maintained” 2006/7 • “Supportive” “Very helpful” “Excellent” “Good” 2006/7

  15. Mentor system • Comments from students on mentor system • “The mentoring aspect of the programme is laudable and quite nice. More could be done however to strengthen it.” 2008/9 • “More mentor-student meetings about student progress.” 2007/8 • “It is a great idea to have a mentor, but I think more interaction is required…” 2006/7 • Conclusions • The mentoring system is useful to students • Some student feedback suggests that a more extensive programme of mentoring would be appreciated • More frequent meetings? • More structured in terms of student progress / development?

  16. Personal development meetings • Personal Development Planning • PDP was recommended to be introduced to the Scottish HE institutions by the Garrick report. (Garrick, 1997) • The University of Glasgow definition of personal development planning: • a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development. • MSc (MedSci) Medical Genetics • Personal Development Planning Support Meetings • “Where do you see yourself in 4 years time?” • Only 3 out of 35 students gave a clear answer

  17. Personal development meetings • On request and two 30 minute meetings timetabled in first six months • On request meetings in second six months

  18. Personal development meetings • Personal Development Support meetings

  19. Personal development meetings • Student feedback • “Very good. Douglas is a wonderful person and is always willing to give a helping hand. He is a good listener and always has a positive disposition.” 2006/7 • “Good way to sort out doubts as we go along the course. Nice to know that Douglas is keeping track of all of our progress.” 2006/7 • “This is another course highlight since Dr Douglas gives us very good advice and answers so many of our doubts and questions in all matters.” 2006/7 • “The individual meeting with Douglas really help because we get to talk about individual requirements guided by discussion and recommendation. It really clears thing up especially on the career pathways that most suit an individual.” 2008/9 • “I also have benefitted from meetings with Dr. Wilcox with regard to my career and what further steps I should take after completion (hopefully) of this course!” 2008/9

  20. Personal development meetings • Conclusion • Personal development planning meetings are well received by students particularly with regard to career planning. • International students request more meetings than home EU students • International students discuss a different range of topics than home/EU students • We are now keen to pilot an electronic PDP record. Aditi, MSc (Med Sci) Medical Genetics 2005

  21. Overall conclusions • The University benefits financially and academically from international students • These students have different and additional support needs and the University has a duty to recognise and implement appropriate strategies • Ongoing contact with our alumni facilitates career introductions for current students • The support mechanisms we have put in place for the MSc Medical Genetics have helped many of our graduates find suitable placements in work or further study

  22. References • Das AK, Chow SY, Rutherford B (1986) The counselling needs of foreign students. International Journal for the Advancement of Counselling9: 167–174. • Furnham A (2004) Foreign students: education and culture shock. The Psychologist17(1): 16–19. • Garrick R (1997) Higher Education in the Learning Society. Report of the Scottish Committee, the national Committee of Inquiry into Higher Education. HMSO Norwich. • Hyun JK, Quinn BC, Madon T, Lustig S (2006) Graduate student mental health: needs assessment and utilization of counseling services. Journal of College Student Development47(3): 247–266. • Kagan, H and Cohen J (1990) Cultural adjustment of international students. Psychological Science1: 133–137. • Khawaja NG, Dempsey J (2007) Psychological Distress in International University Students: An Australian Study. Australian Journal of Guidance & Counselling17(1): 13–27. • Lackland Sam D (2001) Satisfaction with life among international students: An exploratory study. Social Indicators Research53 (3): 315-337. • McKinlay NJ, Pattison HM, Gross H (1996) An exploratory investigation of the effects of a cultural orientation programme on the psychological well-being of international university students. Higher Education31: 379–395.

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