1. Where is the evidence? - the International PGR experience
Dr Dely Elliot
Emily-Marie Pacheco
Nasatorn Witayarat
(University of Glasgow)
Dr Rob Daley
(Heriot-Watt University)

2. Introduction
What do International PGRs tell us about their experience?
What does the PRES survey tell us about the International PGR experience in the UK?
What does the literature tell us about International PGR experience in the UK?
What are we missing?
….and how can we find it?
We need your help!

3. International PGR Experiences In their own words!

4. PRES Overall Experience Question UK
Other EU
Non-EU

5. PRES Overall Experience Question
Only differences > 4% UK
Other EU
Non-EU

6. Teaching UK Other EU Non-EU …..but feel better supported & prepared?
Non-UK students do less teaching ….
Teaching
…..but feel better supported & prepared? UK
Other EU
Non-EU

7. International PGRs happier with responses to feedback
Responsibilities UK
Other EU
Non-EU

8. Development Opportunities
Not really a surprise as Visa issues and other cultural elements –would expect it to be less! UK
Other EU
Non-EU

9. Development Opportunities
Other 4 Qs: Does this suggest that non-EU students less valued as academics than others? Or are less motivated to gain academic capital? UK
Other EU
Non-EU

10. Where do our PGR Students come from?
65,125 UK
57.9%
14,985 Other EU
13.3%
32,410 Non-EU
28.8%
HESA 2016/17
53157 PGRs
47.2%
of Total
34,497 UK
64.9% of PRES participants
4,582 Other EU
8.6%
14,078 Non-EU
26.5%
PRES 2017

11. HESA-Total
Total by %
PRES
PRES by % of total UK
65125
57.9%
34497
64.9%
Other EU
14985
13.3%
4582
8.6%
Non-EU
32410
28.8%
14078
26.5%
unknown 5
0.0%
Total
112525
53157
47.2%

12. Who’s Experience is reflected in PRES?

13. Section header
Subhead

14. EBSCOhost Database Search

15. Issues affecting local & international PGRs

16. Issues affecting international PGRs

17. References
Elliot, D.L., Reid, K., & Baumfield, V. (2016). Beyond the amusement, puzzlement and challenges: an enquiry into international students’ academic acculturation. Studies in Higher Education, 41(12), DOI: doi.org/ /
Elliot, D.L., Baumfield, V., & Reid, K. (2016). Searching for ‘a third space’: a creative pathway towards international PhD students’ academic acculturation. Higher Education Research & Development, 35(6), DOI: doi.org/ /
Elliot, D.L., Baumfield, V., Reid, K., & Makara, K.A. (2016). Hidden treasure: successful international doctoral students who found and harnessed the hidden curriculum. Oxford Review of Education, 42(6), DOI: doi.org/ /
Evans, C. (2007). The experience of international doctoral education in nursing: An exploratory survey of staff and international nursing students in a British university. Nurse Education Today, 27(5), doi.org/ /j.nedt
HESA (2017). Where do HE students come from? (accessed on 21/05/18)
Holliday, A. (2017). PhD students, interculturality, reflexivity, community and internationalisation. Journal of Multilingual & Multicultural Development, 38(3), doi.org/ /
Odena, O., & Burgess, H. (2017). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: a qualitative approach. Studies in Higher Education, 42(3), doi.org/ /
HEA (2017). Postgraduate Research Experience Survey 2017 National results available at (accessed on 10/04/18)

18. Thank you