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
Mentor system
Maria Jackson
Personal development meetings
Douglas Wilcox
The MSc in Medical Genetics
• 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
Key
No. of
students
0-5
5-10
10-15
15-20
20-30
30-40
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)
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
Outdoors.…
Celebrations….
Poster day lunch
St Andrew’s Day lunch
National dress at the international lunch
All the boys
Christmas party hats!
Ice Skating in George Square
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
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
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
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
 “A
support system that would address student needs all year round”
support system that reaches those who do not participate in initial orientation
programmes”
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)
Mentor system
Undergraduate students
 Adviser
–
of studies
Academic with role in pastoral care
Our postgraduate students
 “Adviser
–
Administrator who is not known to the students
 Student
–
of studies”
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
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.
 “It
Very helpful, don’t feel homesick.” 2006/7
is a very nice system and should be maintained” 2006/7
 “Supportive”
“Very helpful” “Excellent” “Good” 2006/7
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?
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
Personal development meetings
 On
request and two 30 minute meetings timetabled in first six months
 On
request meetings in second six months
Personal development meetings 07/08
9
8
No. students
7
6
Home: 7
5
EU: 6
4
International: 22
3
2
1
0
1
2
3
4
No. me e tings
5
6
7
Personal development meetings
Personal Development Support meetings
Topics discussed by each student 07/08
25
Home: 7
15
EU:6
10
International: 22
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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
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
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
References
 Das
AK, Chow SY, Rutherford B (1986) The counselling needs of foreign students.
International Journal for the Advancement of Counselling 9: 167–174.
 Furnham A (2004) Foreign students: education and culture shock. The Psychologist 17(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
Development 47(3): 247–266.
 Kagan, H and Cohen J (1990) Cultural adjustment of international students. Psychological
Science 1: 133–137.
 Khawaja NG, Dempsey J (2007) Psychological Distress in International University
Students: An Australian Study. Australian Journal of Guidance & Counselling 17(1): 13–
27.
 Lackland Sam D (2001) Satisfaction with life among international students: An exploratory
study. Social Indicators Research 53 (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 Education 31: 379–395.