Supporting international PGT students to thrive at the University of Leeds
By LITE Fellows Alison Leslie (Lecturer in English for Academic Purposes, Language Centre) and Clare Wright (Professor in Linguistics and Language, School of Languages, Cultures and Societies).
Why are we doing this?
As international students form an increasingly important cohort in HEIs, how can academic and professional staff best support them in adjusting to unfamiliar academic and social expectations, whilst valuing the pedagogical contributions they bring to the Leeds learning experience?
When the cohort includes PGT students for whom the learning experience is short and intense, how can support be provided effectively without being overwhelming?
Our LITE Fellowship project (2022-25) aligns with the University’s Student Success strategy and commitment to the #WeAreInternational Student Charter, which highlights our “substantial responsibilities to ensure that these international students receive appropriate support and incentives to thrive" (UKCISA, 2022, p.2).
What are we doing?
Now in our third year, we are evaluating academic support for international PGT students in two Schools in the university: Languages, Cultures and Societies and Sociology and Social Policy. We asked our students, through surveys and focus groups, to reflect on their lived experiences of engaging with academic support, in particular highlighting the most significant points in the year when support is needed and what type of support they value most. This has included co-creating with students some wayfinder resources which provide peer-to-peer guidance on what’s available – as illustrated below.
What have we learnt so far?
Our data has highlighted the complexity of the international PGT experience. The personal cost of struggling to navigate their Masters programmes is evident with students telling us they need most of semester one to settle in and manage their time balancing studies and social life. They often lack confidence to function outside their compatriot group, or to navigate their way through the many different types of advice available. While some told us they felt nervous meeting teaching staff and tutors individually, most appreciated one-to-one support and staff taking time to explain things, in particular adopting a ‘show rather than tell’ approach.
Our research also recognizes the value that international student cohorts bring. It was clear from student feedback that the co-creation workshops were a valuable opportunity to build a sense of belonging and mattering to the University. One student reported:
Participating in the next stage of your research project was one of my most rewarding experiences in the [Masters] program, as it greatly enhanced my collaborative abilities and communication skills within a team setting.
What’s next?
The student co-created guides below are being piloted in various teams across the University responsible for student success eg. Welcome Induction Transition (WIT) teams and the APT network. Training is also being provided to staff to boost more inclusive and interculturally-aware Academic Personal Tutor (APT) provision.
Recognising the uniqueness of each international student’s lived experience, we plan to further evaluate the co-created resources with our current students: are they representative of their support needs? And if not, how can they make them more relevant?
By the end of this year, it is hoped that we will have some final recommendations for a joined-up collaborative approach which ensures our international students have the best possible experience during their time at Leeds.
Download the infographics created by the students
How to make the most of your time in a UK university, File Download Master your masters, File Download Academic support for PGTs, File Download Accessible text version for all infographics (docx), File Download
