1. Internationalisation and First Year Transition in HE History
Home and Away
Internationalisation and First Year Transition in HE History

2. The Proposal
This project will undertake a survey of first-year history students in HE throughout the UK in order to better assess which aspects of first-year transition are particular to international students and which are more general difficulties faced by also those beginning an undergraduate history course. It will also enquiry about discipline-specific practices and department-level support structures.
It is expected that a comparison between the responses will demonstrate that a number of difficulties faced by international students in History HE will be shared by their home counterparts. By identifying these aspects, a more focused programme of support can be provided to international first-years and general support can be integrated more consistently and effectively into first-year classes.
(2009)

3. The Uptake
Invitations sent on 12 October 2009 to all UK undergraduate history programmes
Students were invited to take part in
an initial web-based survey
6 monthly follow-up surveys
2 face-to-face or phone interview sessions
202 individual responses received
Demographics
74 male, 127 female and 1 declined to state
183 were between the ages of 17-25, 15 were over the age of 26 and 4 chose not to state
183 went to a British secondary school, 19 did not
Affiliations
22 different universities
141 students English , 60 Scottish, 1 declined to state.
178 from pre universities, 24 from new universities

4. The Surveys Initial Survey Monthly Surveys Monthly Retention
perceptions of secondary history curriculum, including teaching and learning methods
perceptions of secondary history assessment
language and cultural competencies
university expectations, with explicit comparisons to secondary teaching and learning
Monthly Surveys
factors which had encouraged and discouraged them
the extent to which their expectations had been disappointed, met or exceeded
the relative academic abilities of their peers
any instances when background differences became apparent and their reaction to this
any times in which language, including regional and disciplinary terminology, presented difficulties
any disagreements or frustrations they felt with their course or university
Monthly Retention
Average monthly retention rate of 14% of the original respondents, peaking in November at 20% and dipping in February at 11%

5. The Interviews
10 phone interviews were conducted between 23 October 2009 and 17 November 2009.
Students were asked to elaborate on:
their previous work and education experiences
the level of support they had received from the university
how university life was meeting or disappointing their expectations
their relationships with staff and their peers
5 of the original 10 participated in a follow-up interview in May 2010.
their experiences over the past year
what if any changes had taken place in their opinions since their original interview

6. The Results: Preconceptions
Choice
educational background
reputation
course structure
employability
Format
lectures
seminars
Independent study
Difficulty
harder v. more challenging
Study Abroad
Reasons for not studying abroad

7. The Results: Transitions
Encouragements:
Discouragements:

8. The Results: Comparisons
Less able than peers:
More able than peers:

9. The Results: Assessments
Summative v. Formative
Definitions
Practice essays
Expectations of Self and Staff
Expectations
Connection to lecture content
Deadlines
Feedback
Group Assessment
Unrecognised as “assessed work”
Feelings of inequity
Preparedness for University Assessment
Overwhelmingly “yes”

10. The Results: Reflections
Unexpected Difficulties
the unexpectedly steep rise of difficulty
the level of background reading required
the cost of tuition compared to the number of contact hours
misleading module titles and descriptions
modules that were poorly organised
The Role of HE
student as consumer
personal responsibility for education
social dimension to university life
The Importance of Peer Contact

11. The Results: Demographics
The definition of “background”
Month-to-month considerations
the perception that lecturers relied too heavily on British source work
difficulties in expressing opinions during seminars
the possession of a different world view from their peers
outside responsibilities
regionalism
Class v. Nationality
State versus Private Schools
“Poshness”
Financial difficulties
Survey subversion

12. Moving Forward
Academic support aimed at international students is desired by, but not widely given to, home students
Differing regional and economic backgrounds often result in severe culture shock
Perceptions of HE are often influenced by the media and this can lead to a difficult transition
The true balance of teaching, discussion and independent study is not fully appreciated by incoming students
Internationalisation is appreciated but rarely recognised by home students
The concept of employability is misunderstood by many students, especially in regard to acquired skills

13. Moving Forward
What sort of academic writing help does your department, faculty or university provide and whose responsibility is it to make students aware of it?
What opportunities do your students have to visit or otherwise engage with local historical or cultural attractions?
How do you recall university being portrayed in newspaper, radio, television or film?
If you had to give basic percentages, what do you think the ratio of direct instruction, peer-to-peer discussion and independent study is for your (model) first-year students?
What is the international make-up of your department’s undergraduate student body?
When and where do you or your colleagues talk about employability with students?

14. Internationalisation and First Year Transition in HE History
Conclusions
Internationalisation and First Year Transition in HE History