International Research
SLD Research - International Voices to the Fore
The aim of this research project (June 2014-2015) was to capture the international students' voice on a variety of experiences in order to bring Trinity College Dublin (TCD) and Student Learning Development (SLD) a step closer to understanding the complexities of these experiences and 'allowing us to move towards an internationalized learning and development system where students and universities shape each other'.
The research included a Literature review to understand best practice across different universities worldwide and a mixed method approach to identify key themes. These include: reasons for choosing TCD; academic expectations and challenges of students (such as confidence with academic writing, methods of assessment and English as a second language); communication with academic staff and peers and coping strategies in terms of seeking support and accessing services.
The mixed methods approach included non-participative observations (e.g. of Orientation/information sessions for international students) and a focus group and semi structured interviews with international students (n=23). The researcher also examined SLD in terms of structure, services provided and where it is positioned in relation to both international students and other stakeholders within college working with this group.
Recommendations focus firstly on actions for SLD to implement in order to better respond to the needs, challenges and experiences of international students and secondly a strategy to disseminate the research findings to the network of stakeholders identified and potential directions for follow up.
Download the full paper here.
Outcomes
Recommendations
How to Study in Trinity - A guide for International Students
Collaborations
External Research
- Academic Senate of California Community Colleges (2002) “Academic literacy: a statement of competencies expected of students entering California’s public colleges and universities”. [From Intersegmental Committee of the Academic Senates (ICAS). Retrieved http://senate.universityofcalifornia.edu/reports/acadlit.pdf]
- Andrade, M. S. (2006). “International students in English-speaking universities. Adjustment factors”. Journal of Research in International Education, Volume 5(2), Sage Publications, 131-154.
- Brown, L. Holloway, I. (2008). “The adjustment of international postgraduate students at an English university: an ethnographic study”. Journal of Research in International Education, Volume 7, Sage Publications, 232-249.
- Dawson, J. Conti-Bekkers, G. (2002). “Supporting international students’ transitional adjustment strategies”. Teaching and Learning Forum. [Retrieved from http://ctl.curtin.edu.au/events/conferences/tlf/tlf2002/dawson.html]
- Hellsten, M. Prescott, A. (2004). “Learning at university: the international student experience”. International Education Journal, Volume 5(3), 344-351.
- CEF Monitor (2014). “Summing up international student mobility in 2014” [Retrieved from http://monitor.icef.com/2014/02/summing-up-international-student-mobility-in-2014/]
- Montgomery, C. (2010). Understanding the international student experience. Basingstoke: Palgrave Macmillan.
- Singh, K. Armstrong, L. (2006). “International postgraduate student experience: how can we enhance transition management?”. EDU-COM International Conference [Retrieved from http://ro.ecu.edu.au/ceducom/104/]
- Trinity College Strategic Plan 2014-2015 https://www.tcd.ie/strategy/
- Trinity College Global Relations Strategy https://www.tcd.ie/globalrelations/strategy/
- Whitehead, F. (2011). “Improving the University Experience for International Students”, The Guardian [Retrieved from http://www.theguardian.com/higher-education-network/2011/may/03/improving-experience-for-international-students]