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International student experiences at the LSE – a recent survey

International student experiences at the LSE – a recent survey. Neil McLean LSE Language and Teaching and Learning Centres. Outline. The survey Results Summary. The survey. Seek feedback on the ‘international student experience at LSE’ – is not having an International Office critical?

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International student experiences at the LSE – a recent survey

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  1. International student experiences at the LSE – a recent survey Neil McLean LSE Language and Teaching and Learning Centres

  2. Outline • The survey • Results • Summary

  3. The survey • Seek feedback on the ‘international student experience at LSE’ – is not having an International Office critical? • Conducted collaboratively by the Language, Careers, Teaching and Learning Centres and Recruitment and Student Support Offices. • Survey combined questionnaires with follow up focus groups

  4. Questionnaires • Distributed in weeks 3 and 10 of the Michaelmas term, mainly in Language Centre classes. • 367(week 3) and 83 (week 10) respondents • Key themes that emerged – academic expectations, university system and provision of services (language support, accommodation, UK job market etc.)

  5. Focus groups • 5 focus groups of 8 – 12 students held with groups of Msc, PhD, General Course (US) and undergraduate international students • Group discussions followed academic expectations, university system and support services format.

  6. Results – Academic expectations • Independent study ethos wasn’t explained / sold beforehand • No clear expectations established by term, or even for the year, no regular testing etc. meaning no clear sense of progress – tests / module exams at Xmas? • More transparency and clarity on assessment – coursework and exams

  7. Results – university system • Value for money of a 20 week academic year with 8 contact hours a week? • Course architecture and information variable – excellent to poor – webCT / dept. web pages / virtual course packs / electronic journals valued where provided

  8. Results – university system • 100% exams not a fair assessment method • Tutorial support isn’t supportive • Facilities are variable – e.g. in terms of communal areas to socialise in

  9. Results – support services • Surprise so much was offered for free, this isn’t the case in many countries • Role of student societies? Division between foreign and UK societies • Bottleneck times of year – LC in Michaelmas term, Careers in November / April etc. • One central information source for what’s available? (virtual international office)

  10. Summary • Rather than specific issues, same concerns as UK students, but the perspective of their own cultures • Key issue really is academic departmental performance – clarity, feedback, support, lecturing, seminars – and variability between departments / courses

  11. Summary • Bottom line finding is that department / course provision is the basis for student experiences / satisfaction • Course convenors appear the key staff within institutions in terms of welfare and satisfaction of international students • An International Office etc. is peripheral to this

  12. Role of Language Centres beyond language support? • Understand and offer insights into the system / departments? – departmental support / liaison – e.g. dissertation writing seminars • Provision to meet high demand periods and more extended induction – five week block courses in Michaelmas term? Provide overview of the year as well as writing tips? • Longer terms / vacation courses / events run by LC?

  13. Recommendations • Support – if not tutorials in the traditional sense, mentoring? Esp. PhD? • Provision of communal spaces / non-alcoholic events / societies • Management of expectations – build expectations pre-arrival, sell the independence of UK study, be transparent on assessment expectations post-arrival

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