International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9-11 June 2015 Welcome

Speaker Presentation ‘You have to be independent. It’s very different.’ Exploring ways in which completing an International Foundation Year influences international students’ transition during their first year of their degree course Jennie Jones, Centre for Learning and Teaching, University of Brighton Alistair McNair, KAPLAN University of Brighton’s International College Stephanie Fleischer, School of Applied Social Science, University of Brighton

Background Enhancing international student engagement is a key focus for UK HE. Concerns over international student retention. International Foundation Year programmes (IFYs) can help prepare international students to start their degrees by teaching or providing the necessary skills and confidence to experience a smooth transition (KAPLAN, 2013; McNorton and Cadinot, 2012; Gu et al. (2009, p20).

Research aims and methods Explore the experiences of first year international students (non native- English-speaking/EU and non-EU) at a post 1992 UK university in order to gain insights into ways in which international students’ completion of an IFY influences their experiences of transition; engagement; and learning, teaching and assessment during the first year of their degree. Mixed Methods Approach Qualitative: Semi structured individual interviews with 19 male and female EU and non-EU international students studying Business, Engineering and Science disciplines in the second semester Quantitative: An online survey circulated to 770 first year UK and international students studying Business, Science and Engineering subjects in which previous IFY students were enrolled in April Final sample is 107 students.

Survey sample Of the international students, 46% (23 students) completed an IFY. Of those 70.8% (17) studied for two terms and 29.2% (7) for three terms.

Stress level Stress induced by challenges during the first year is a key factor that can de- motivate international students and affect retention (Jones and Fleischer, 2012). The new survey - on average more international (EU and non-EU) students experienced high or medium stress levels (96.6%) than UK students (89.8%). On average more non-IFY students (100%) experienced high or medium stress levels than previous IFY students (91.7%).

Helpfulness of completing the IFY during the first year of a University degree Similar protocol, procedures and levels of support English language classes (83.4% of previous IFY survey respondents found these useful or very useful) Essay writing Academic skills e.g. referencing Giving presentations Group discussion Curriculum content (similar but degree at a higher level) Semester 2 more difficult – students less prepared

Adjustment to living and studying in the UK Adjusting to the new UK environment, cultural customs and independent living was less challenging for previous IFY students than for non IFY international students. The IFY was helpful in terms of international student socialisation. This is important in building belonging, confidence and engagement (Tinto, 2003). Independent learning and critical thinking practised in UK HE was a challenging, but positive change for many international students particularly for those from outside the EU “In the school for example, they gave us their notes and in the IFY they gave us notes as well. In University you have to make your own notes. You have to be independent. You have to do everything on your own. It’s very different.” (Non-EU participant 19)

Support 23.1% of IFY students agreed they needed more support compared to 38.9% of Non-IFY students. Personal tutor support was most frequently considered useful by international students (70.9%). A higher percentage of previous IFY respondents compared to non-IFY respondents found most aspects of support useful/very useful. A higher percentage of non-IFY participants compared to IFY found peer support useful/very useful. Supported by Wilcox et al. (2005) international students benefited from informal support from friends in the context of University study % of International and EU students, 52.9% of IFY students and 77.8% of Non-IFY students. Other helpful support included: PASS, the PI Shop, Facebook groups, AutoCAD, Employability Skills sessions, Personal Tutors, Student Support and Guidance Tutors, Mentors and Student Services

How can the University develop ways to help students settle in and experience a smooth transition? Students’ suggested the following forms of support that could be enhanced: Orientation and adjustment Additional tutorial support Additional peer support Discipline specific academic skills support International/home student integration Increased interactive teaching and learning Small group teaching providing discussion time Revision sessions More constructive and early detailed individual feedback

Conclusion An IFY provides skills and confidence to prepare international students for University, cope with the transition and reduce stress. Challenges faced by all international students relate to: adjustment to living in the UK integration with UK students adjustment to new experiences of UK HE learning and teaching discipline specific academic writing Challenges faced by all students include: Workload Deadlines Exams and assignments Disappointing grades Inconsistent experiences of learning, teaching, feedback and communication with academic staff Money and accommodation issues

References Gu, Q., Schweisfurth, M. and Day, C. (2009) “Learning and growing in a ‘foreign; context: intercultural experiences of International students.” Compare: A Journal of Comparative and International Education, 40 (1) 7-23 Higher Education Academy (HEA) (2008). ‘The first-year experience of higher education in the UK – Final Report’. Higher Education Academy, York Jones, J. and Fleischer, S. (2012) ‘Staying on course: factors affecting first year International students’ decisions to persist or withdraw from degrees in a post-1992 UK university.’ Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, Vol. 7, No. 1, October 2012, pp Jones, J. and M. Masika (2014) ‘Belong and engaged: first year students’ experiences of discipline-focused retention and success interventions’, Proceedings of the International Consortium for Educational Development Conference, Stockholm, 2014 Kaplan (2013), International College at the University of Brighton web pages, Kingston, E and H. Forland, H. (2008) “Bridging the Gap in Expectations Between International Students and Academic Staff.” Journal of Studies in International Education, 12(2) Lee, J. (2010) “International students’ experiences and attitudes to a US host institution: Self-reports and future recommendations.” Journal of Research in International Education 9 (1) McNorton, H. and Cadinot, S. (2012) ‘Enhancing the International Foundation Programme student experience: staying ahead of the game.’ InForm, Issue 9, 2012, pp5-8 Tinto, V. (2003). ‘Learning better together: The impact of learning communities on student success’, Higher Education Monograph Series, Vol.1, no.8 Wenger, E. (2009). ‘A Theory of Learning’ (Chapter 15) in K. Illeris (ed), Contemporary Theories of Learning: Learning Theorists...In Their Own Words, Routledge: Abingdon and New York Wilcox, P, Winn, S. and Fyvie-Gauld, M. (2005). “It was nothing to do with the university, it was just the people’: the role of social support in the first-year experience of higher education.” Studies in Higher Education, 30(.6)