The UK currently hosts around 605,130 international higher education students in the 2020/21 academic year, hitting its 600,000 target a decade earlier than hoped (Higher Education Statistics Agency, 2022). Of the international students in the UK in 2020/21, almost 25% were recorded as EU students, while the rest of 75% were from non-EU countries. 

How are we coping with the growth of international students? To respond to this growing demand and preparing our students as global citizens, what can be done to improve the student experience of both international and home students?

Recent studies indicate that academic and social integration of international students in the destination country often plays a major role in their academic performance, employability outcomes and integration into the wider community (Spencer-Oatey et al, 2017). Alongside the overall strategy to achieve a continual upward trajectory in international student numbers, it is important to build a diverse, culturally rich and engaged community where both international and home students benefit from the presence and integration of international students in the community.

Research has shown that there are cultural differences in teaching and learning of staff and students from a diverse range of ethnicities and nationalities (Montgomery, 2010; Trahar and Hyland, 2011). This paper intends to investigate these issues in depth, aiming to improve understanding of the international students’ academic, well-being and sociocultural adaptation. At the same time, it is also essential not to compromise the needs of home students.

Aims and Objectives:

• Foster cohesion and enhance understanding between international and domestic students
• Consider social, cultural and education impacts of international students on domestic students
• Enhance interaction and integration between international students and host communities
• Implement strategies and activities to promote intercultural integration and intercultural competence
• Improve academic staff’s ability to interact with students from culturally diverse background

This paper used a mixed method approach to explore the experiences of international students attending the degree programmes at any level and faculty. Research participants were encouraged to participate in a wide range of structured activities to develop their intercultural competence skills, such as weekly intercultural cafes and intercultural competence workshops, which enable them to become more culturally agile and aware of global issues. Several approaches were adopted to cover the whole student lifecycle, ranging from pre-departure briefing in their home country until post study work experience. Interviews, focus groups, questionnaire and online digital platforms had been adopted to gather their views. For example, one-to-one interview and semi-structured interview containing open-ended questions were used to explore research participants’ experiences. The length of the interviews ranged from 30 to 90 minutes. Participants were asked to share their learning journey and student experience through pen portraits and emotional journey. For content analysis, NVivo software was used to analyse data to identify common themes and provide recommendations to inform future institutional policies.

The increase in international student numbers on campuses would have a direct impact upon the student experience. Through our interviews and focus groups, we found that research participants were very much going through the cycle of cultural shock (UKCISA, 2018). In general, their confidence and resilience improved over time as they adjust and adapt to the academic and sociocultural environment. This finding is similar to the conceptual model of international student adjustment and adaptation proposed by Schartner and Young (2016; 2020). The paper addresses differential experience of key student cohorts e.g. international, mature students and emphasise consistent, robust support and guidance for every student. It is anticipated that the research outcome will create and strengthen learning communities, so that a higher percentage of students will feel part of a community of staff and students and a sense of belonging to the university or college. Students will be able to develop supportive peer relations, meaningful interaction between staff and students, and develop knowledge, confidence identify as successful higher education learners, and a higher education experience that is relevant to their interests and future goals. As Trahar and Hyland (2011) suggested, “academic staff are core players in the process of internationalisation”. Academic and professional services staff would also be invited to attend workshops and training to increase the cultural awareness and improve the ability to interact with students from culturally diverse background. The ultimate goal is to encourage ALL students and staff to develop “intercultural competence” that would enable them to interact effectively across cultures (Cena et al, 2021) and prepare our educational institutions to embrace a truly integrated multicultural environment.

Cena, E., Burns, S., and Wilson, P. (2021). Sense of belonging, intercultural and academic experiences among international students at a University in Northern Ireland. Journal of International Students, 11(4), 812-831. HESA (2022). Higher Education Student Statistics: UK, 2020/2. 25 January 2022. https://www.hesa.ac.uk/news/25-01-2022/sb262-higher-education-student-statistics Montgomery, C. (201). Understanding the International Student Experience (Universities into the 21st century) Hampshire, UK: Palgrave Macmillan, 2010, pp.158. Schartner, A. and Young, T.J. (2016). Towards an integrated conceptual model of international student adjustment and adaptation, European Journal of Higher Education 6(4): 372-386. Schartner, A. and Young, T.J. (2020). Intercultural transitions in higher education: international student adjustment and adaptation. Edinburgh University Press, Edinburgh, 2020, pp. 208. Spencer-Oatey, H., D. Dauber, J.J., and Wang, L. (2017). Chinese students’ social integration into the university community: hearing the students’ voices. High Education 74: 739-756. Trahar, S. and Hyland, F. (2011). Experiences and Perceptions of Internationalisation in Higher Education in the United Kingdom. Higher Education Research and Development 30(5):623-633 UKCISA (2018). Facing culture shock. UK Council for International Student Affairs. Adapted from Orientated for Success, edited by M Barker, Australian International Development Assistance Bureau, 1990.