Welcoming international students to UCL: what are the seven key
lessons we have learned so far?
Dr. Caroline Selai, MSc, PhD, CPsychol, AFBPsS, Senior Lecturer in Clinical Neuroscience, Institute of Neurology, Queen Square, London, WC1N 3BG, c.selai@ucl.ac.uk
Dr. Sushrut Jadhav MBBS, MD, PhD, MRCPsych, Clinical Senior Lecturer in Cross-cultural Psychiatry & Hon. Consultant Psychiatrist, Focus Homeless Outreach Services, Camden and Islington NHS Foundation Trust, s.jadhav@ucl.ac.uk
Drs. Selai and Jadhav are Co-Directors of the University College London Cultural Consultation Service: http://www.ucl.ac.uk/ccs
What is the CCS..?
The UCL Cultural Consultation Service (UCL CCS) for staff and students was launched on 1st November 2011
with support from the Office of the Vice-Provost International, Professor Michael Worton.
Any student or member of academic or support staff who is experiencing any challenge which they think may
have a cultural dimension can request a confidential consultation.
(5) Groups, collaboration and teamwork
Some international students experience difficulties doing project work in teams.
In the UK team-work with students brain storming may be noisy, and boisterous !
Example:
An international student described the frenzy of excited group-work activity as like being in ‘a war-zone’.
Talking to the group without requesting permission to make a point by e.g. raising a hand may seem impolite.
(6) Academic cultures and sub-cultures
Our students are adapting to a particular academic culture and sub-culture
This is partly defined by the academic discipline and partly by the ‘values’ of the department.
(7) Task and process
The particular task e.g. writing an essay, carrying out doctoral research, may be conceived in very different
ways.
Example:
CCS activities
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One-to-one consultations
Larger group / departmental / whole faculty consultations
Interactive, experiential workshops
Research
Health care e.g. cultural formulations on mentally unwell patients, requested by clinical colleagues
CCS international outreach consultations
CCS International research activities: http://www.ucl.ac.uk/ccs/international-activities
An international student was used to learning by rote and memorising the rules for passing an assessment.
In class at UCL she was encouraged to think broadly and critique the current literature.
Ongoing research
UCL Cultural Consultation Service (CCS): Mini-project
Funded by UCL Grand Challenges Cultural Interaction
What are the positive aspects and challenges of coming to UCL as an international affiliate student..?
What are the key lessons we have learned so far?
(1) Expectations
Our international students are excited and delighted to be studying at UCL.
Many come with expectations and assumptions about what it will be like to live and study here
Their expectations may not match their experiences.
Dr. Caroline Selai, UCL Institute of Neurology and Co-Director, UCL Cultural Consultation Service (CCS); Lucy Moss, Joint Faculty Affiliate
Coordinator; Lina Kamenova, Student Advisory and Events Services; Laura Smith, Student Advisory and Events Services.
Aim of project
To identify both the positive aspects of coming to study at UCL and the challenges such as differences between
expectations and reality.
Methods
3 focus groups each with approximately 10 participants i.e. affiliate students.
Data: recorded by a note-taker.
Standard techniques for the analysis of qualitative data will be used to identify the key themes
Examples:
• Communication styles and relationships with teachers,
• Modes of study included self-directed learning,
• Food
• Timing of meals
(2) Migration and sense of self
• Our international students are temporary migrants.
• Their experience here in the ‘host’ culture is akin to holding up a mirror
• This can have a profound impact on the student’s sense of self.
What can we do to welcome international students to UCL..?
Ideas emerging from our work include:
• Organising a bring-and-share meal where international students are
encouraged to bring a dish from their country of origin – to share with the
group;
(3) Pedagogical issues
Modes of teaching and learning differ compared to the students’ previous experiences.
Examples:
• Teaching styles: some have never experienced group work or are unfamiliar with ‘self-directed learning’
• Relationship to tutors and teachers: more or less authoritarian
• Academic discourses
(4) Social networks
Some students experience difficulties making friends here.
Over and above language, the subtleties of communication are a puzzle.
Examples:
• Making friends and being accepted by a group
• Navigating intimate relationships
• Sharing banter and jokes
• Understanding needs for ‘personal space’.
• Buddying / mentoring opportunities i.e. more experienced students offer
advice to new students;
• Encourage students to join university groups / student societies.