Sharing Student Projects

This study investigates the academic and social challenges international PGT students face during their academic transition and their ER strategies. Using a qualitative research method to obtain rich and in-depth data, it targets international postgraduate taught students, a significant but often overlooked cohort in UK higher education. These students face difficulties adapting to the UK educational system and social norms, compounded by being away from their families for the first time, thus highlighting the multiple multi-dimensional transition for international students. After recruitment efforts, ten participants were identified: nine from the SEED, one from the School of Engineering, nine from Asia and one from Africa. Data was collected via online semi-structured interviews lasting up to an hour, allowing for flexible scheduling and in-depth responses. Inductive thematic analysis revealed themes of academic study challenges, social challenges, ER strategies, and related subthemes. This study found that international PGT students face challenges in critical thinking, academic writing, using specific digital tools, adapting to fewer teaching sessions and independent study, student-centred teaching methods, and group study. Socialisation difficulties include language barriers, adjusting to low power distance with teachers, unfamiliarity with British social norms, discrimination, and establishing friendships with domestic students. Participants used cognitive change strategies, situation selection, and attentional deployment to cope with these challenges. While most findings align with previous research, this study found that situation selection, cognitive change and attentional deployment could also be effective even after emotions are triggered, contradicting Gross’s ER process model. Due to the limitations of the sample diversity, future research should include participants from a broader range of ethnic backgrounds to obtain more comprehensive insights. Additionally, due to the recruitment limitations and lack of member checking, future studies should ensure member-checking implementation to enhance data reliability. Future research should also investigate the financial difficulties faced by international PGT students to understand their academic and emotional challenges better, considering the significant tuition fees, visa costs, and limited scholarship opportunities.

Critical implications for UK higher education institutions include offering mandatory preparatory courses on critical thinking and academic writing before PGT programmes begin, informing students about required digital tools and general assessment timelines in advance, providing guidance on group discussions and group work and also academic staff should intentionally organise group work with both international students and home students. Social support should extend beyond welcome week, with continuous activities and mentoring programmes pairing international and domestic students. For ER, universities should engage former international students in interactive sessions and develop a year-long course on ER available to international students. Additionally, counselling services should be emphasised during welcome week, with faculty introducing these services during orientations. The main stakeholders who will benefit from this research will be future international PGT students and UK higher education institutions. International PGT students will have improved academic readiness through compulsory preparatory courses in critical thinking and academic writing, easing their initial transition. They will also benefit from early information on required digital tools to aid their preparation and academic performance. Moreover, advice on participating in group discussions and collaborative work will enhance their engagement and academic outcomes. For UK higher education institutions, ongoing social support and mentoring programmes will boost student satisfaction and retention rates. Additionally, offering long-term support programmes on ER and emphasising counselling services will support students’ mental health, fostering a healthier student body. Implementing these methods will also strengthen the institution’s reputation as a supportive environment for international students, making it more attractive to future students globally.