1. Transition – The Perspectives of a Group of International Students on Transition to UK Higher Education Rob Jones

2. 2 Date Change Name, Department in the View menu, Header and Footer Overview Why is this important to me personally and professionally Context - Newcastle University Business School and Peer Mentoring scheme Fortnightly video diaries where participants talked about their experiences The data and the themes emerging Reflections and Implications 2

3. 3 Date Change Name, Department in the View menu, Header and Footer Context Business School had a lower proportion of overseas students than its comparators Wanted to improve this to generate income, provide an International experience, EQUIS Concerns about impact of expansion on student progress and integration Desire to empathise with incoming students 3

4. 4 Date Change Name, Department in the View menu, Header and Footer Day One – Arrival in Newcastle What made an impression – small acts of kindness Friendly face at the airport wearing a University tee-shirt Bus to the accommodation Small packets of chocolates and biscuits First mentoring session covered practical aspects – shops, Internet, phones, bank accounts 4

5. 5 Date Change Name, Department in the View menu, Header and Footer The Significance of Becca’s Party One participant reported on how a flatmate had involved her in a birthday party The participant had helped with preparations, had sung happy birthday, went out in the evening Big impact on the participant She felt that she belonged as a student in Newcastle Motivated to stay and to do well 5

6. 6 Date Change Name, Department in the View menu, Header and Footer The Saga of the Oven Another participant reported on how she had sorted out problems with the oven in her flat with her flatmates Seemingly trivial task became a bonding exercise as the initial repair failed to fix the problem Greater social integration with her flatmates was a turning point in the participant’s transition Increase in confidence 6

7. 7 Date Change Name, Department in the View menu, Header and Footer Evidence of progress being made Confidence to get more involved in student life Confidence and resilience in dealing with day to day student life Expressions of belonging and of identification (emotion) Use of language and vocabulary Awareness of and participation in UK customs and culture 7

8. 8 Date Change Name, Department in the View menu, Header and Footer Reflections and Implications Evidence of a progression through a series of transition milestones punctuated by transition turning points Progression was uneven amongst the group although similar themes started to emerge Arrival and sorting out basic necessities was the first priority Next came finding their way around and getting to classes 8

9. 9 Date Change Name, Department in the View menu, Header and Footer Reflections and Implications (contd.) Thereafter being part of a peer/friendship group was vital to feelings of well-being and belonging Low expectations of participation in a peer/friendship group BUT huge appreciation when one emerged Small acts of unconditional kindness acted as powerful turning points Opportunity for a virtuous circle of inclusion, participation, confidence and resilience 9

10. 10 Date Change Name, Department in the View menu, Header and Footer Reflections and Implications (contd.) Staff can facilitate activities/events that help BUT staff don’t really belong in the transition process Transition is a personal, individual student led process linked to emotion and development This implies that induction activities need to be redesigned to place a higher priority on the student perspective of transition Greater involvement of existing students 10