Understanding the Trajectory of the Academic Progress of International Student In the UK
Adisa, T. A., Baderin, M., Gbadamosi, G. and Mordi, C. 2019. Understanding the Trajectory of the Academic Progress of International Student In the UK. Education and Training. 61 (9), pp. 1100-1122. https://doi.org/10.1108/ET-08-2018-0177
|Authors||Adisa, T. A., Baderin, M., Gbadamosi, G. and Mordi, C.|
Purpose – The UK is a popular educational hub for international students from different parts of the world. These students often face different transitional challenges, which have a significant impact on the success or failure of their studies. This study systematically investigates the issues and challenges confronting international students in UK in their efforts to acquire academic knowledge and achieve personal development.
Design/Methodology/Approach – A total of 104 UK-based international students in five higher education institutes in London from 25 countries participated in this study. The study was undertaken qualitatively through 21 semi-structured and 13 focus group interviews.
Findings – The findings reveal that the process of transitional adjustment is affected by various issues, all of which determine the duration of the students’ involvement in each stage of the transitional process. International students in the UK experience language/accent-related difficulties; impaired communication; and a difficult adjustment to the British education system and culture.
Research Limitations/Implications – The extent to which the findings of this research can be generalised is constrained by the limited scope of the research.
Practical Implications – In choosing to study in the UK, international students primarily seek to obtain a qualification, other life experiences, and cultural assimilation. The students’ parents, institutions, and the UK authorities (such as the Department of Education) have an important role in ensuring that the students achieve success. While the roles of parents and the UK authorities are not the focus of this article, their supportive roles certainly allow students to complete the different stages of the process of transitional adjustment quickly and smoothly.
Originality/Value – The study offers valuable insight into understanding the challenges facing international students in acquiring knowledge in a foreign land. The article contributes to the pedagogic literature on this topic by proposing a three-stage scaffolding model.
|Journal||Education and Training|
|Journal citation||61 (9), pp. 1100-1122|
|Publisher||Emerald Publishing Limited|
|Accepted author manuscript|
File Access Level
|Digital Object Identifier (DOI)||https://doi.org/10.1108/ET-08-2018-0177|
|Web address (URL)||https://doi.org/10.1108/ET-08-2018-0177|
|Online||18 Jul 2019|
|Publication process dates|
|Accepted||18 Jun 2019|
|Deposited||24 Jun 2019|
|Copyright holder||© 2019 Emerald.|
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