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. . . . . . . . . .
University of Glasgow
Managing International Student Expectations: Assessment Project
S. Clarke, K. Farrington, S. Lindahl, K. Pierce,
and J. Pierson; University of Connecticut
Higher Education & Student Affairs Master’s
Students
Summer 2013
1
Table of Contents
TABLE OF CONTENTS ............................................................................................................................. 1
ABSTRACT .................................................................................................................................................. 2
PURPOSE OF ASSESSMENT.................................................................................................................... 3
LITERATURE REVIEW ............................................................................................................................ 3
WORKING WITH INTERNATIONAL STUDENTS ........................................................................................... 3 ETHNIC AND CULTURAL DIFFERENCES .................................................................................................... 4 PERCEPTIONS AND EXPECTATIONS ........................................................................................................... 4 CONCLUSION .............................................................................................................................................. 5
RESEARCH QUESTIONS .......................................................................................................................... 6
RESEARCH DESIGN .................................................................................................................................. 6
DATA COLLECTION ..................................................................................................................................... 7 DATA ANALYSIS ......................................................................................................................................... 7
KEY FINDINGS ........................................................................................................................................... 8
INTERNATIONAL STUDENT BAROMETER ..................................................................................................... 8 INTERVIEWS ...............................................................................................................................................17 FOCUS GROUP ............................................................................................................................................18
CONCLUSIONS ..........................................................................................................................................20
FINANCIAL AWARENESS (BANKING, COST OF LIVING, AND EMPLOYMENT) ..............................................20 ACADEMICS (FACILITIES, COURSE EXPECTATIONS, CLASS SIZES, AND LANGUAGE REQUIREMENTS) ........20 ACCOMMODATIONS (PRICE, TRANSPORTATION, AND FACILITIES) .............................................................21 POSITIVE FEEDBACK (LEARNING, WOULD RECOMMEND, AND COMMUNITY EXPERIENCE) .......................21
RECOMMENDATIONS ............................................................................................................................21
FUTURE RESEARCH ...............................................................................................................................24
LIMITATIONS ...........................................................................................................................................24
REFERENCES ............................................................................................................................................25
APPENDIX A: ISB FINDINGS .................................................................................................................26
APPENDIX B: FOCUS GROUP SCRIPT ................................................................................................29
APPENDIX C: FOCUS GROUP CONSENT FORM ..............................................................................30
APPENDIX D: POST-FOCUS GROUP ....................................................................................................31
APPENDIX E: FOCUS GROUP PARTICIPANTS .................................................................................32
APPENDIX F: FOCUS GROUP TRANSCRIPT .....................................................................................33
APPENDIX G: FOCUS GROUP FINDINGS ...........................................................................................42
APPENDIX H: INTERVIEW TRANSCRIPT..........................................................................................44
APPENDIX I: INTERVIEW SUMMARIES ............................................................................................45
APPENDIX J: PERSONAL COMMUNICATIONS ................................................................................50
APPENDIX K: U21 WEB REVIEW .........................................................................................................53
APPENDIX L: DOCUMENT REVIEW ...................................................................................................57
2
Abstract
Existing literature indicates that international students’ lived experiences in a university setting
vary significantly from those of home students. The authors of this study utilized qualitative
research methods to examine the experiences of international students at the University of
Glasgow, how their experiences align with the expectations they entered university with, and how
those expectations were created. Researchers conducted a focus group with current students, held
interviews with university staff, and analyzed open comment data from the International Student
Barometer, an international survey conducted by the University of Glasgow in autumn 2012.
Findings indicate that international students’ expectations generally aligned positively with their
lived experiences. Those areas that indicated a significant misalignment were financial
awareness, academics, and accommodations. Based on these findings, the researchers made
recommendations for university staff to augment current services and improve communications
between the university and students, as well as advocating continued research into the
international student experience at the University of Glasgow.
3
Purpose of Assessment
The University of Glasgow participates annually in the International Student Barometer (ISB)
survey run by i-graduate. The ISB tracks decision-making, expectations, perceptions, and
intentions of international students from application to graduation, providing valuable
benchmarking information. The Student Services Management Team of the University of
Glasgow has, in collaboration with members of the Students’ Representative Council (SRC), been
monitoring the student feedback from the ISB in an attempt to identify any themes or issues that
need to be addressed. The purpose of this assessment project is to address the emergent themes of
managing students’ expectations more effectively.
Literature Review
As of 2007, more than three million students studied outside of their home country each year,
and the majority did so at a Western university. Countries such as the United States, Australia,
and the United Kingdom tended to attract a large number of these international students, but
recently interest in studying at non-English speaking countries has increased (Beausaert,
Grohnert, Niemantsverdriet, & Kommers, 2012). International students provide universities with
increased diversity and financial support, and the importance of recruiting and retaining these
students has increased in recent years (Roberts & Dunworth, 2012). An internationalized student
experience is a key aspiration for many United Kingdom colleges and universities. This brings
distinct challenges and opportunities for UK institutions in their teaching methods and systems of
support for these students (The Higher Education Academy, 2013).
Working with International Students
Welcoming
The Higher Education Academy (2013) discussed the importance of welcoming international
students to their higher education experience. Research on student retention demonstrates that the
first six weeks after arrival are vital for students to establish a sense of belonging and
commitment to their course. To retain these students, it is important to make them feel welcome
in their new environment and ensure that the messages they receive from the university website
and other sources of documentation at all levels is authentic and welcoming. This provides a
welcoming atmosphere that in turn sets the tone on campus and in classrooms for all to follow.
This can help to ensure that international students are not subject to discrimination or exclusion
and can effectively mix with domestic students (The Higher Education Academy, 2013).
Recruitment and Support
The Quality Assurance Agency for Higher Education (2012) created a guidebook of best
practices for professionals who are recruiting and supporting international students in the United
Kingdom. Recruiters should provide prospective students with accurate information about: the
institution; its programmes, deadlines, all language and entry requirements; the cost of the
4
programme and living; course duration; visa requirements; and all other pertinent information.
Practitioners are encouraged to focus on international students’ inclusion into the new
environment, have contingency plans for student accommodations in the case of an emergency in
their home country or institution, information on what to do in the case of financial hardship, and
ensure that immigration officers comply with the Office of the Immigration Services
Commissioner (OISC).
Academic induction should be an ongoing process, and include information about academic
expectations, consequences of academic misconduct, learning and teaching methods, and
feedback mechanisms for academic work. Students and professional staff should receive trainings
on cultural sensitivity, and to assist students in their career development, practitioners should
provide or post information about work legislation, alumni networks, employment databases, and
multinational or virtual career fairs. Institutions are also encouraged to prepare students for
reverse culture shock, the process of applying for graduation, and the job search and placement
process (Quality Assurance Agency for Higher Education, 2012).
Ethnic and Cultural Differences
International student integration into institutional and societal culture can have lasting impact
on their student experience. Severieus & Wolff (2008; as cited in Beausaert et al., 2012) found
that international students who feel more at home, participate in extracurricular activities, and are
connected with other students and instructors are more likely to graduate. In the study, the authors
defined social integration as “the extent to which students adapt to the social way of life at
university” and academic integration as “the extent to which students adapt to the academic way
of life at university” (Beausaert et al., 2012). With their sample of 670 international students and
288 Dutch (home) students, the authors focused on social integration, academic integration,
academic performance and ethnicity in first year, full time, undergraduate students in their sixth
to eighth month of study (Beausaert et al., 2012).
The participants’ ethnicity was categorized into Dutch, Western, mixed-Western, and Non-
Western students. The results indicated that Western students’ motivation and learning attitudes
were significantly more adjusted to higher education demands than Dutch students. Mixed-
Western students had significantly higher social integration and academic scores when compared
to Dutch students. Non-Western students had significantly lower scores on academic and social
integration in comparison to the other groups with the exception of academic achievement. These
students had less support from friends and family and experienced more difficulty adjusting
which resulted in lower personal and emotional well-being. Despite these obstacles, Non-Western
students were performing at the same academic level as domestic students after one year. Two of
the authors’ recommendations to assist international students were to introduce these students to
the institution before they arrived, and the creation of a “buddy” system which paired a domestic
student with an international student for academic and social support (Beausaert et al., 2012).
Butcher and McGrath (2004) investigated Asian students’ expectations and experiences in
New Zealand higher education. The students in the sample showed the largest percentage of
difference between their expectations and reality in the areas of getting good grades and forming
friendships with New Zealanders. These students also experienced more stress and had more
difficulties with housing than they had expected. The authors recommend that closer attention be
paid to the academic and social needs, safety, health, finances, and proactive pastoral care for
international students (Butcher & McGrath, 2004).
Perceptions and Expectations
Student perceptions and expectations can also influence their international experience.
Roberts and Dunworth (2012) conducted an exploratory study that examined differences in
5
perception between staff and international students of higher education experiences at a large
Australian university. The authors held focus groups with undergraduate and postgraduate
students in a variety of academic disciplines who had been enrolled at the institution for at least
one semester. Interviews were also conducted with key staff members. The authors identified four
overarching themes from the interviews and focus groups: awareness; use and usefulness; access;
and barriers to use. There were several differences between staff and student perceptions in each
of the four categories of themes. The study revealed that the institution needed to make service
delivery more student-centered, to help staff, particularly academic staff members, to be more
knowledgeable about how to refer students to other services, and that students’ expectations were
not being met in regards to integration into the larger community (Roberts & Dunworth, 2012).
Bamford (2008) explored international students’ perception of learning at the London
Metropolitan University Business School and their social, academic, and cultural adjustment.
Four focus groups, three semi-structured interviews, and open-ended questionnaires were utilized
with undergraduate, postgraduate, and semester-only students. Areas of difficulty identified by
students were English language ability, social/cultural adjustment, and study method. Students
reported that differing language abilities of international students can have a negative impact en
masse. Study methods and academic engagement differ by culture, and individuals accustomed to
a collectivist culture tend to struggle with the more autonomous learning style of Western
societies and find group work more strenuous due to colloquial language barriers (Bamford,
2008).
Some focus group members believed that they could also contribute to other students’
learning experiences, but that the international aspect of the classroom was often ignored
(Bamford, 2008). Participants recommended the use of peer mentors, study skills groups for
specific subjects, and university staff development and social activities to help students acclimate
to institutions in the UK socially, academically, and culturally. Bamford (2008) described the
benefit of these activities: “students reported the usefulness of initial and ongoing induction and
orientation, both academic, and emotional and cultural. This sort of induction reduces the wastage
of ‘emotional energy’ on ‘culture shock’”.
Conclusion
The international student experience is becoming more common in higher education
and these students bring diversity and income to the institutions where they study.
Retaining and supporting international students often creates challenges and opportunities
for their new institutions. Some best practices for working with international students
include student and staff cultural sensitivity, effectively welcoming international
students, providing a domestic “buddy” to assist with social and academic integration,
and holding ongoing orientation and skill building sessions throughout the academic year
(The Higher Education Academy, 2013; Beausaert et al., 2012; Bamford, 2008; Quality
Assurance Agency for Higher Education, 2012) . These services will assist international
students with their integration into the social and academic life at their institution.
6
Research Questions
1. What expectations do the University of Glasgow
international students have of their university
experience?
2. How are those expectations created by the
University of Glasgow?
3. What is the reality of international students’
experience?
Research Design
Participants
International Student Barometer: The Autumn 2012 International Student Barometer participants
and data were collected prior to the commencement of the placement project. The survey was
administered and managed by i-graduate and the University of Glasgow. A total of 1,182
participants completed at least one of the open-ended comments and the comments from the
Autumn 2012 survey were gathered from the data set.
Interviews: The research team identified and conducted 22 interviews with 26 University of
Glasgow staff members that who work in various capacities with international students. Some of
the participants for the interviews were identified by the project manager prior to placement.
Additionally, further interview subjects were identified through snowball sampling and web
review of key stakeholders. (See Appendix J for a complete list of the interviews that were
conducted).
Focus Groups: Students were recruited by an email targeted to the international student listserv
administered by Student Services. One focus group was held during the placement and yielded
the participation of 9 students. Students represented a range of academic programmes,
nationalities, races, ethnicities, and ages. Participants had attended the university for as few as
eight months and as long as one year and eight months. Three researchers were present at the
focus group: one facilitated discussion and two took notes. The researchers ensured they did not
have a prior relationship with any of the focus group participants. (See Appendix E for a detailed
description of each focus group participant collected via an anonymous post-focus group
questionnaire).
7
Data Collection
The research team conducted a web-based review of international resources and marketing at nine
Universitas 21 institutions (to include University of Connecticut, Lund University, University of
Auckland, University of New South Wales, University of Nottingham, University of
Birmingham, University of Amsterdam, University College Dublin and McGill University) to
help identify good practice in the area of international student support. (See Appendix K for data
collection themes).
The research team examined the information that is sent to international students through pre-
arrival information (from Colleges and Schools and University Services). Documents were
collected during interviews with University of Glasgow staff members, main buildings such as
Fraser Building and the Main Building, and on the University of Glasgow website.
The research team conducted interviews with staff from Colleges and University Services. (See
Appendix H for the interview transcript and questions).
The research team collected qualitative data through six open-ended questions included in the
Autumn 2012 ISB.
The research team collected qualitative data through a focus group that consisted of questions
constructed in correlation with the ISB open-ended questions. The researchers asked questions
that connect with the international student experience in relation to Arrival, Learning, Living, and
Support. For the purposes of further investigation, probing and follow-up questions were used
after each question, as needed. (See Appendix F for the focus group script and questions).
Data Analysis
For the open-ended questions in the Autumn 2012 ISB survey, constant comparative coding was
used. Researchers coded the first half of the responses, and coded the subsequent responses
against those themes. Themes were revised as needed. Interviews were coded by the researchers
present at the interview. The interviews were coded against three themes including student
expectations, communication of expectations, and reality of students’ experience. Afterwards, the
researchers aligned these outcomes with the themes that emerged from the ISB and focus groups.
The focus group was recorded and later transcribed verbatim. The responses were open coded for
emergent themes.
To address trustworthiness of all data, independent coding was used. Two researchers divided the
first half of the responses, and came up with themes independently. The two researchers then
came together to compare and revise themes as needed. Triangulation was achieved as data was
gathered from multiple sources.
8
Key Findings
International Student Barometer
There were 1,182 participants who completed the Autumn 2012 ISB. Participants were allowed to
share comments about their arrival, learning, living, and support experiences, as well as list
advice and recommendations for future students. One hundred and sixty-five students shared
arrival comments, 265 shared learning comments, 189 shared living comments, and 157 shared
support comments; 1,055 students shared advice comments and 499 students shared advice about
recommendations.
Advice Themes
Twenty-six participants commented on their on-campus accommodations. Of these comments
one was positive, two were neutral and 23 were negative. Of the negative comments, eight noted
issues of cleanliness, and three noted issues with various items within the flat being broken.
“The accommodation had problems like shower fan not working, sink blocked,
molds on the ensuite ceiling and when trying to connect to the internet. Some
problems have still not being sorted out.”
“I moved into a room that had not been cleaned and had dirty bed sheets.”
These quotes denote not only the state that students found their living space, but also their
assumptions that their room and common space would be clean, and that all of the appliances
would be working within their flat.
Twenty-four participants commented on welcome transportation. Of those who commented five
were positive, two were negative and ten were either neutral or suggestions for improvement.
Quotes that adequately represent these comments are below.
“Being met by a representative of the University at the airport was excellent and
this should definitely be maintained for the future. For someone arriving to a
new place for the fist time having somewhere to report to (the welcome desk) is
ideal and extremely helpful, as well as comforting.”
“It would be great if a pickup service from Edinburgh airport would be provided
since a lot of students come to Scotland through flying to Edinburgh.”
“No pickup to Dumfries campus, which is farther and harder to arrive.”
Another important theme is set-up. Of the 66 comments about set-up, banking arose as a
prominent subtheme. Students reported feelings of frustration, not feeling supported by the
institution, not being given adequate information prior to arrival, and irritation over only being
given one banking letter from the school at a time.
9
“There should be more information on GU sites for foreign students to
understand how to get the bank account because I got the bank letter 3 times
until I got it right.”
“EU students are left by themselves in processes that are confusing even to
them - e.g. banking and mycampus financial issues”
“I've had a lot of problems with setting up bank accounts compatible with
mycampus etc. I think the university should guide international students more
in terms of setting up a bank account that will be compatible with mycampus
and allow them to pay their fees promptly.”
As mentioned in the last two quotes, students also reported issues with MyCampus. In the latter
two sub-themes, MyCampus and registration, students reported an overall need for more
guidance in using MyCampus and a more straightforward process. For some students,
MyCampus and registration issues often became conflated while going through the set-up
process. Of the students that commented on these issues, 11 students expounded on MyCampus
in broad terms and five of those comments were negative. In addition to MyCampus issues, 18
students commented on registration, one comment was positive, one comment was a suggestion
and 16 comments were negative.
“… Details for completion of online registration could have been clearer.”
“Though the actual arrival and orientation experience was very good, the
same cannot be said about the registration process. I was made to run around
the mill for almost 2 months before I received my matriculation card in spite of
no delays in any aspect of registration from my side.”
“So many problems with the registration process and wait for long to solve it.”
The final theme within arrival comments was orientation. There were 20 total comments about
orientation. Three were negative, five were positive and 12 were either neutral comments or
suggestions. It is important to note that of the students that responded, eight did not attend
orientation. Students that attended orientation had mixed perceptions. While some students found
the experience beneficial, other students felt that they did not receive adequate information in
their orientation and others reported wanting an orientation for graduate students [the researchers
chose to include this comment, although we know an orientation process exists].
“I loved the International students orientation. It was a wonderful experience
and I met loads of people. I'm so glad I attended. It was an unforgettable
experience.”
“I felt very welcomed electronically, but not 'in person' as it were. It would be
beneficial if students are provided walking maps of the university and
surrounding areas that detail the specific stores for essentials. Certainly, it is
fun to explore, but when moving here internationally, it would be beneficial to
have this knowledge up-front.”
“It would have been nice if there had been an orientation geared for
international Post Graduate students and not just undergraduates.”
10
Learning Themes
Of the 265 comments about learning, five themes were identified. The first, academic programme
organization, was addressed in 186 of the comments. Forty-seven comments were positive and
139 comments were negative. Of the negative comments 42 were about poor academic
programme organization and 31 were about classes being too large.
“The workload is far too heavy as we are learning 25 different subjects and
being tested on all of them. Our lecturers are not aware of how many
subjects we are being tested on, so they lecture as if they are the only ones.
In this respect, the planning was very poor, but the quality of the lecturers is
excellent.”
“In some lecture theatres I am having difficulties of hearing the lecturers
because the theatres are large and the lecturers forget to use the
microphones. In the lab, some of the microscopes are bad and I don't think I
ever received enough guidance during the lab sessions.”
Students also spoke about their instruction experience. One hundred and eleven students
commented on their instruction experience; 12 were positive and 99 were negative. The negative
comments were divided into comments about poor instruction (48) and lack of contact with their
instructors (11).
“Course is very unorganized, and I frequently receive information from peers
rather than our supervising professor.”
“Sometimes, I feel that the lecturers are just reading things off the slides
rather than explaining them. Also, lecturers expect us to do research ourselves,
I understand the need to research for our own resources but some things like
understanding maths problems need to be taught. Or else I guess we could just
study at home without having to come to the campus.”
“Some lecturers don't even make the effort to add extra information and simply
read out the slides, cannot explain the content properly or go too slow in some
parts of the lecture and the rush through others (only very few lecturers).”
Another theme that arose is that of resources/facilities. Ninety-three comments were recorded
with one being positive and 92 being negative. Negative comments were divided into three
subcategories: (a) lack of resources with 31 responses, (b) poor facilities with 24 comments and
(c) quality technology with 20 comments.
“Some of the lecture theatres are very cold (the one in the Joseph Black and
Adam Smith Buildings) and others are in bad condition, with chairs broken
and such (Western Infirmary Lecture Theatre).”
“… no heating in lecture theatres. We are wearing coats and gloves in the
class. Impossible to concentrate…”
The forth theme that arose was that of personal/cultural. Thirty-eight students commented on
their experiences and 36 of the 38 comments were negative. Of the negative comments 18 were
about language issues, and 10 were about overrepresentation of certain nationalities.
11
“I wanted to take the in session English course to improve my skills however, there
were no more places available. I think you should consider the demand on those
courses in order to provide enough training on the subject.”
“Teachers are all with strong accent, which causes great trouble for us whose
mother tongue is not English.”
“There are no other cultures, only Chinese and a bit of others. So the majority in
every classes are Chinese students who do not hesitate to speak Chinese with other
Asian students and once they found out you're not one of them mostly they will just
stop talking to you.”
Lastly, 13 students commented on service within their learning comments. Eleven of these
comments were negative and eight of the negative comments were about needing more career
guidance.
“The school need to improve on their career services, apart from the mails I receive
from time to time about job opportunities. No adequate trainings and exposure for
international students to know what is expected of us here in U.K.”
Living Themes
One hundred and eighty-nine students commented on their living comments. From their
comments five themes arose. Accommodations, the first theme, received 109 negative comments.
These comments were about poor facilities (20), internet access problems (15), and finally a lack
of adequate recycling bins (13).
“Internet at Murano Street Student Village does not work. My accommodation had
inappropriate drawings engraved on the wall; the handle to my window fell off;
there were dirty sheets shoved on the top of my wardrobe; the water to the sink is too
hot (fatally burning); the refrigerator died; the internet does not work. I don't feel
safe walking at night between the campus and Maryhill; the university did find a
good solution by providing free transportation, however, via the SRC buses, which
are very convenient.”
The second theme, finances, received 62 negative comments. Within this theme 36 students
spoke about campus housing being too expensive.
“I do not find that Glasgow is an expensive city but I must say that it is ridiculous that
I and other students are paying 400 pounds/month for living at Murano. The quality of
the accommodation and the area definitely isn't worth that price.”
The third was about transportation. There were 43 negative comments and 34 of them were about
on and off campus transportation.
“About the SRC busses from Murano to Campus I believe that they are way too small.
There are lots of people leaving in Murano and a one bus with 13 seats every half hour
is not enough. Getting on this bus is a nightmare and there are always people left
behind. Those busses are a good idea and help, but their size is a joke - based on how
many people have to use them…”
12
The forth theme, personal/cultural, had 20 total themes. Five of these comments were positive,
and 15 of them were negative comments. Of the negative comments five were about immigration
and visa issues. All of the positive comments were about good social experiences.
“Immigration and visa advice from the university could be better--I am told via email
to come in and ask questions and when I do come in they are not available. Hard for
Garscube students to feel understood at Gilmorehill campus... I don't feel that they
understand how hard it is for us to get down there and have appointment times that suit
our schedules.”
Lastly, 13 students comment on support services. Seven comments were negative and four of
those comments addressed general negative service experiences; six comments were positive. Of
the positive comments, equal amounts addressed positive service experiences and
sports/recreation services.
“I understand that much of this [frequent check-ins] is due to UK requirements but the
process could be made more gentle and be staffed by people at the check-in desks who
actually respond to your queries and concerns at that time instead of brushing you off
with the instructions to write an email. If we are to check-in 9 times per year, the least
that could be done is that someone speaks to you directly during those check-in times.”
Supporting Themes
There were 157 support comments and six subsequent themes. The first theme, social, received
seven comments of which five were negative comments related to the SRC shuttle buses.
Students were generally grateful for the opportunity that the buses provide but dissatisfied with
the number of seats on the buses and the frequency in which the buses run.
“The bus service is a biggest benefit for the students especially during the late
hours and hostile climate.”
“The SRC buses are never on time, badly organised and there are not enough of
them to Mcclay/KHL in the evening; bus shuttle too small, long wait between
them.”
Students also spoke about their experiences and impressions of administration. Of the 48
comments that addressed administration, eight spoke about the helpful staff in the Fraser
Building, and 36 spoke about the long lines in the Fraser Building. While students expressed
gratitude for the help they received when they were seen by staff in the Fraser Building, the
frustration around the long waiting time leaves many students with feelings of dissatisfaction.
“The queues at the SRC at the beginning of this year were ridiculous.”
“The Student Services Desk at the Fraser Building is helpful, but the queues are extremely
long no matter what time of day I go, as it seems understaffed.”
Fourteen students commented on their experiences with Barclays Medical. Of the comments
recorded, two were positive and 12 were negative. Negative comments centred on long wait
times and frequency of return visits.
13
“The Barclay Medical Centre typically has a long queue, I realize it is a medical
centre but seeing as people have classes and are ill. The wait is an
inconvenience.”
“The only place I have had problems with was Barclay Medical Centre as I had to
come to them repeatedly after being sent home after my problem was sorted.”
Ten student reported negative Information Technology experiences.
“Regarding College IT support: don't reply to e-mails, are rather difficult to reach.”
Six students commented on negative visa issues.
“I hope international student office or visa team more supportive regarding
attendance for research student, No need for many check-in points during the
academic year.”
Fifty-nine students reported having negative catering experiences on campus. Nineteen of these
comments reported that the food was too expensive and 14 comments spoke about a lack of food
to meet their dietary needs. Vegetarians and dietary restrictions due to religious beliefs were the
most cited feedback.
“I enjoy the campus eating places, but I would love to have a place that offers a
healthier (and not too expensive) selection of food - salads, vegetarian/vegan
dishes, fruit and fresh fruit juice, etc.”
“I can’t find suitable food for me as a Muslim in the eating place.”
Advice Themes
The general advice comments had five themes. Seventy-three comments focused on
communication. Within this section, 43 students encouraged students to ask questions,
and 30 students encouraged students to actively communicate.
“Don't be scared of asking any questions or seeking advice in whatever area you feel
in need of it! The staffs of the University of Glasgow welcome you with open arms and
helpful minds. And open your own arms to the opportunity of feeling at home in a
country that is not your own. Be as open-minded and positive as you can and approach
the people and culture with interest and respect.”
“Don't be afraid to talk and express your opinion because you are international, you'll
be heard.”
Two hundred and eighty-two comments about preparation were recorded. Fifty-one
comments centred around English preparedness, 49 centred around course
expectations, 40 centred around financial awareness and 21 centred around goal
setting and future planning.
“English is very important during studying but you won’t have time to learn it
here, so practice it before coming here.”
14
“To read carefully all the instructions given everywhere, to inform themselves in
advance as much as possible, prepare for their future course while still at home,
and when arrived - to take as many opportunities as possible.”
Many students had advice regarding academics. Of the 201 comments about academics, 102
comments encouraged students to actively pursue their studies, 45 encouraged students to
properly manage their time, 26 spoke about the diminished support that postgraduates receive, 17
students commented on the increased demand on independent learning, and 11 students regarded
the need for high confidence in one’s ability to study the university.
“I would advise them to study a lot, work passionately, and stay motivated about
their research.”
“Make sure you get ahead of lectures and study on-going, rather than just before
tests/exams.”
Two hundred and seventy-nine participants advised students on ways that they can
become more integrated in the community at the University of Glasgow. Of those
comments, 102 comments focused on students’ participation outside of the classroom.
Participants frequently encouraged students to challenge themselves by joining a
student organization, union or society.
“Join groups as soon as you can; it's the best way to meet people.”
Participants also strongly encouraged students to pursue avenues of integrating with
other students. A telling comment urges students:
“Don't stick with people of your country, make friends with international and
Scottish students!”
Forty-five students recommended that students challenge themselves both in and
outside of the classroom.
“Make the most of the opportunities to get the best out of your experiences at the
University of Glasgow because that will sharpen your future for excellence.”
Forty comments encouraged students to make friends. Participants note that it helps
students connect to the institution and feel supported.
“Try to find friends as soon as possible. I personally felt very depressed and lonely
in my first academic year.”
Finally, in order to properly integrate, 17 participants recommended that students learning about
and embracing different cultures with in the institution and the UK.
“Enjoy the valuable experience time in UK, of course study is very important, but I
think the most important is touching the different culture and learn a lot of which
you cannot learn in home country, such as self-care ability.”
Three hundred and ninety-three students had other more generally positive comments. Of those
comments, 92 surrounded positive experiences within Glasgow and at the University of Glasgow.
15
“Glasgow University is an international arena and caters for different disciplines.
It prides itself with their renowned image on research work. As an international
student, I found the school to having a good support system in different areas and
the staffs take their job seriously.”
Another sub-theme is positive academic experiences. Students spoke about excellent professors
and seminars, and also being adequately challenged and supportive.
“Glasgow is a wonderful place to study, filled with great professors and a good
environment.”
Eighty-three participants encouraged students to apply to Glasgow and 71 participants
recommended that students “enjoy it” once they get here.
“Come to Glasgow, you won't regret it.”
Twenty-six participants reported positive experiences with city life. They reported enjoying the
experiences that the city offered such as culture, heritage and music.
“Glasgow is a thriving city filled with culture and heritage. It keeps all that, and
still maintains itself as one of the modern cities in Europe.”
Twenty-five participants spoke positively about the campus community. They felt that staff
members were helpful and students were friendly; both factors made the experience of being an
international student easier.
“Do not hesitate whether you will be accepted as part of the University of
Glasgow, or whether you will make friends there. Just come and feel the friendly
and welcoming atmosphere - something essential for us, the International students!
As for the study, it is up to you to catch all the opportunities given by the
university, help will always be provided, but you do need to be ready to accept it
and do something with it.”
Finally, students recorded enjoying the aesthetics of the campus. Thirteen students commented on
the beauty of the building and the maintenance of the grounds.
“It is a beautiful and well-known university, come and see.”
Recommendation Themes
Four hundred and ninety-nine recommendations were made in this section. Within those seven
themes arose. Two hundred and three focused on positive academic experiences. Participants
reported high levels of satisfaction with their education and believing the calibre of education is
sublime.
“My experience has been in Glasgow--both personal and academic--has been
incredibly rewarding.”
“[The] quality of education is excellent.”
16
A smaller number were dissatisfied with their academic experience. Thirty-two students reported
discontent with the rigor of their courses, the structure of their field and other points of
dissatisfaction.
“My course isn't well structured, and students have no idea what are they expected
to know at each level.”
“I might encourage people to consider the university, but not necessarily my
course.”
One hundred and seventy-sis students had generally positive comments about their experiences.
Common quotes spoke about the entire experience being “wonderful”, “the best”, or just “great”.
“It has been a wonderful experience for me as a whole. That's why.”
Conversely, a smaller number of students reported general negative experiences. These comments
focused on the value of the education they received for their money, the institution’s organization,
and other negative experiences.
“No good value of money, I would recommend to invest their money in a better university.
University’s organisation very bad.”
One hundred and twelve students reported enjoying the location of the campus in the middle of a
burgeoning city. They primarily reported enjoying the opportunities that arise as a result of the
university’s placement, as well as enjoying the reputation of the institution.
“Because it's a beautiful city, full of social life, great courses. The University is
great and I'm quite satisfied with the courses.”
A small minority, six, participants reported negative feelings as a result of the location of the
institution. One participant reported that:
“I am not a huge fan of the city. Very claustrophobic to me. Everyone is in a rush,
and many parts of the town are less than safe. Everyone is very friendly and open
though. The climate of the area is annoying tome.”
Participants also broadly and positively speak about the reputation of the institution. Sixty-six
participants reported that they were pleased with the reputation of the campuses. Only one student
indicated displeasure with the reputation of the campus.
“Satisfied with course, excellent international relations, and good reputation.”
One hundred and eight students reported positive experiences with their social interactions.
Comments centred around the friendliness of students, the ease in access to social actives and the
assortment of social experiences.
“The education is at a high standard the social life (when you have time) is
available and great The location is a great place to be, with accessible
transportation.”
17
“The friendly and welcoming Scottish community, the human and material
resource of the school, the extra-academic support for students (eg job fair, career
advice) are among reasons why I would encourage others to school in U of G.”
Eight students reported negative social experiences at the University. While these experiences
touched on many things, the majority of these comments surrounded not being integrated into the
community and feeling that the institution is not diverse enough.
“Too many Chinese here. It's not good for seeking a international environment
unless you tried hard and spend your time outside your study--but time is really
limited.”
The penultimate sub-theme is student services. Positive and negative comments were almost
equal at 28 and 2, 3 respectively. Positive comments centred around the aesthetics if the campus,
and general positive experiences.
“It is a beautiful and well-known university, come and see”.
Negative comments surround disperse student perceptions. The two quotes below highlight these.
“Because everyone is apparently here illegally'.”
“Online photos are severely misleading'.”
Lastly, the final sub-theme is resources/facilities. Thirty one comments were positive and four
were negative. Students had positive impressions of the library, recreation centre, and many
academic buildings throughout the institution.
“I feel the University of Glasgow has very good facilities and library and very
good lectures.”
(See Appendix A for a quantitative summary of the themes and sub-categories).
Interviews
Evidence from the interviews supported the four overarching themes that emerged from the
International Student Barometer open comments. Each of the main categories: financial,
academic, accommodation, and positive comments contained multiple sub themes.
Within the category of financial comments, Avril MacGreggor and Helen Young both discussed
the challenges of setting up a bank account in the UK. Although a bank comparison chart is
provided online, international students tend to struggle to obtain the proper requirements set forth.
The cost of living was another issue that was frequently mentioned. Pat Duncan and Katherine
Henderson discussed personalized financial notifications sent to individual international students,
and Katy Scott shared that she often has conversations about financial stability. Lesley MacInnes
shared the e-induction resource, an important resource that on-campus residents fill out; it
includes a cost of living calculator. The final topic that related to student finances was the
challenge of obtaining a part time job. Avril MacGregor, Christine Lowther, and Angela Melley
all discussed the challenges of finding a part time job, especially while abiding by visa
18
regulations. Pat Duncan and Katherine Henderson noted that due to the United Kingdom Border
Agency’s guidelines, working after graduation is less realistic than before.
Comments about academics revolved around facilities, course expectations, and language
challenges. Pat Duncan and Katherine Henderson especially mentioned international students’
expectations of lab space are often not met. Course expectations were discussed frequently during
interviews. Angela Melley, Christine Lowther, Helen Young, Val Stringfellow, and Heather
Calder all noted that international students were often surprised by specific course structure.
These comments also include interactions with lecturers and pedagogy. Finally, interviewees
expressed challenges that international students had with accents, general language support, and
language resources. Helen Young and Angela Melley discussed students who believed they
would be able to improve their English skills. Students believed that they would be able to
improve their language skills via classes, but were expressed frustrations with international
lecturers and were upset that they weren’t improving their ability to understand western accents.
Angela Melley pointed out that international students must recognize that if they desire to work in
an international society it’s important to be able to understand a variety of accents.
Accommodation information included comments about cost, distance from campus, and facilities.
Lesley MacInnes commented that although Glasgow provides a competitive market for housing,
student accommodations provide more services than others are able. Regardless, Lesley
MacInnes and Katy Scott both mentioned there is a service provided to help students learn about
appropriate private accommodations. James Harrison, Lesley MacInnes and Neil Campbell
recognized that some accommodations are further than others. Each felt that the distance was
transparent and recognized the mini-bus service that is constantly being increased.
Overall, interviewees had very positive things to say about international students. Reverend
MacQuarrie and Avril MacGregor described effective programmes that were well regarded by
international students. Val Stringfellow, Heather Calder, Pat Duncan, and Katherine Henderson
described an impression that many international students’ expectations are surpassed in regards to
Glasgow as a city and their overall experience.
These interviews not only supplemented the findings of the ISB, it provided new key information
about the institutions communication and interaction with students. In some cases, offices
recognized areas of misalignment. For example, Shona Robertson and Julie Summers recognized
that some international students were not aware that official documentation needed to be provided
to confirm a disability. Shona and Julie were working with others on their staff to make sure
expectations were more readily available. Overall, the amount of support for themes confirmed
that staff members were aware of students’ expectations and how expectations were or were not
being met.
(See Appendix I for quantified findings of the themes and sub-categories).
Focus Group
Five overarching themes emerged from the focus group: general ideas about expectations;
academic expectations and experiences; cultural expectations and experiences; expectations and
experiences with accommodations; and expectations and experiences with other student services.
General comments revealed that participants utilize many sources to find information about the
University of Glasgow. Beyond sources from the institution itself, blogs, other students, and their
home university provided important information sources. It was clear that some information
19
shared from these sources was correct and some was not. There were 32 total comments made, 17
of which were positive, 15 of which were neutral.
“I talked to friends [to learn about University of Glasgow]. I also read everything that was
available from the university website and social networks. I follow different blogs for people
that are written for and by students from my home country and there is a section about
Scotland and there are a lot of online communities they can be very helpful.”
Participants reported both positive and negative experiences with academics. Comments talked
about their perceptions of the workload, as well as administrative organization and facilities.
There were 54 total comments made, 29 of which were positive, 4 of which were neutral, and 21
of which were negative.
“I did my undergraduate in the same degree. Lots of the stuff I’ve already learned back
home. I’ve been slightly disappointed because I’m expecting more detail, doing stuff I
haven’t done before. Unfortunately that hasn’t happened. Otherwise I say my experience
just falls short of excellent.”
Cultural experiences and expectations related to the weather and the challenge with Scottish
accents in everyday life. There were 33 total comments.
“I would second what people are saying about Scottish life and culture here. I’m surprised
by how friendly people here. Everyone does go out in the rain.”
“I think that for me right now is the biggest challenge, just understanding what people say.”
Overall, while most participants lived in private residences, the participants were pleased with
their accommodations. Some participants did note that they had conflicts with flatmates or
desired a location closer to campus. There were 74 total comments made, 35 of which were
positive, 11 of which were neutral, and 28 of which were negative.
“How they’ve constructed the student housing, you don’t have contact with other students.
It’s quite far from university. The other Erasmus students they are living in the West End and
I’m living in the east.”
Participants were critical of the visa process but had very good feedback about communication
from student services as a whole. There were 33 total comments made, 13 of which were positive,
11 of which were neutral, and 9 of which were negative.
“I understand the need for security. I find it unusual that I am required to check in but my
spouse is not required to check in. Every two months, three months, I am required to show
my ID.”
“But it is out there [information about student services] and it is available to students, at
least that is my experience, I feel the information is easy to find.”
Overall participants’ feedback during the focus group reflected themes that were similar to the
summary of ISB open comments.
(See Appendix G for quantified findings for the focus group).
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Conclusions
An overarching theme for international students’ expectations, experiences, and reality was
identified in regard to the transition to the University of Glasgow. In analyzing supporting and
correlating key findings from the different methods of gathering qualitative data, the following
four themes related to transitions emerged: Financial Awareness; Academic; Accommodation;
and Positive Feedback.
Financial Awareness (Banking, Cost of Living, and
Employment)
International students lack awareness of the process and requirements of working with banks.
International students are not aware of the reasons that they would be required to have a bank
account as a student, nor the process of opening a bank account at UK institutions.
Some students indicated in qualitative data that their expectations and reality did not align in
regard to the cost of living in Glasgow. Some students expressed that they were unaware of the
cost differences between Glasgow and their home country. When indicating advice that students
would provide to other international students, many indicated that future students should increase
financial competency and literacy before attending the University of Glasgow.
Some students enter the University of Glasgow believing that they will be able to supplement
their stay with extra money through part-time work without realizing that it can be difficult to
find a part-time job. This difficulty is compounded if they are in a one year Post-Graduate Taught
programme as students may not realize that having a part-time job may be difficult to balance
with their academic workload. The document review shows that part-time jobs are highlighted by
university publications as a realistic opportunity for international students, but the ISB and
interview data indicates that this is typically not realistic for international students.
Academics (Facilities, Course Expectations, Class
Sizes, and Language Requirements)
Some students expressed their opinion that their academic facilities did not meet their
expectations. Data from the focus group and the ISB Autumn 2012 data indicate students’
experiences in regard to classroom size, temperature, and location did not align with their
expectations.
Data from the ISB, focus groups, and interviews show that students expect more feedback and
assessment during their academic coursework than they actually receive. Additionally, data
indicates that students’ expectations related to course choices, workload, and programme
structure do not match their lived experiences.
Students indicated that they thought class sizes were either too large or too small. This was
reflected in the ISB data set and reinforced by comments about the size of tutorial sessions in the
focus group.
21
Some students discussed their opinion about the level of language fluency necessary to be
successful at the University of Glasgow. Students shared that they were unable to effectively
learn in the classroom because they were unable to understand their lecturers. Also, the ISB
comments indicated that current students would recommend future students be prepared with
their English skills prior to attending university.
Accommodations (Price, Transportation, and
Facilities)
Data indicated that student expectations were not met in regard to accommodation price and level
of competitiveness relative to private accommodations in Glasgow.
Students expressed that the distance of their accommodation from main campus did not meet their
expectations.
Findings show that students were dissatisfied with their maintenance, cleanliness, and experience
in regard to facilities while living in accommodations. This was reflected in the open-ended
comments of the ISB Autumn 2012 data set.
Positive Feedback (Learning, Would Recommend,
and Community Experience)
Across all areas of qualitative findings, there have been an overwhelming number of positive
remarks from students. Even though some areas previously identified show disconnect between
some students’ expectations and their actual experiences, there were still a large number of
positive comments across all university experiences. Many students indicated their positive
experiences about learning at the University of Glasgow, the reputation of the institution as a
whole, and their willingness to recommend the institution to others. Also, many students
expressed their positive view of the community experience both on campus and in the greater
Glasgow city area. It is important to note that positive remarks were strongly represented in the
ISB, Focus Groups, and Interviews.
Recommendations
The following is a list of recommendations the research team would like to present to the
University of Glasgow that are grounded in the key findings and conclusions previously
identified.
Financial Awareness
1. Relevant offices working with international students (i.e RIO and Student Services)
should be more explicit in highlighting the following information related to bank
accounts:
a. Specify the reasons that a student will need to open a bank account in Glasgow
and what types of students need to have a bank account.
22
b. Highlight the information about the timeline for getting a bank account, and what
needs to be completed prior to arrival in Glasgow.
c. Add the Banking Facilities Comparison Chart that is on the International Student
website into the International Student Handbook.
2. Relevant offices working with international students (i.e. RIO and Student Services)
should review the Cost of Living information provided on the International Student
landing page:
a. Provide detailed information in a format that is easier to understand. Simplify
and be more direct about the information provided to international students. For
example, the UCD cost of living calculator was developed to reflect cost of living
for students, and the ability to switch between currencies. This calculator could
be developed for the University of Glasgow specifically and even go as far as
different calculators based on student status (i.e. undergraduate, PGT, and PGR).
b. Collaborate with Accommodations to review the Expense Calculator that is
shared in e-induction and provide all students with this resource (not just students
living in University accommodations).
3. Across all materials, including online and in the Handbook, emphasize the challenge in
securing part time employment as a student.
Academics
1. Schools and Colleges should consider adding additional images (instead of solely the
Main Building) of relevant academic buildings and spaces in publications and
newsletters. This may create more realistic expectation in regard to the academic settings.
2. Relevant offices working with international students in regard to their academics (i.e.
RIO, International Services, and Colleges) should consider proactively highlighting the
expectations of students within the classroom (including being transparent about different
class sizes and structures) and the different learning expectations. As an example,
reference the University of Glasgow College of Social Science “Preparing For Study:
Student and Staff Views” page. The page highlights the following areas: what it’s really
like to study at the University of Glasgow, what kinds of things are you expected to do on
your degree course, what study advice do current students give, and will studying here be
different from the kind of study you have done before.
a. Collaborate in order to create a similar page that can be shared across multiple
facets (prospective and current students) ensure that all of the information is
communicated similarly.
3. More explicitly state the advantages of learning from people with different English
accents (i.e. being a global citizen, being globally competent, being able to communicate
with a multitude of individuals). Additionally, the University should consider posting
sample podcasts of lectures from current professors with various English accents, so
students can (a) get a sample of what a lecture is like and (b) learn to understand
professors with different English accents than what they may be used to. Lastly, this new
section should advertise the many ways that the university offers language support for
English Language Learners.
Accommodations
1. The cost of housing is competitive in Glasgow; in order to promote living on campus,
highlight the benefits. Emphasize the housing guarantee and inclusive services like
pastoral care (consider linking information to chaplain in materials), common areas, and
workout facility fee. Compared to other U21 institutions in our research, Glasgow is the
only one that guarantees on-campus housing to all international students. Provide
anecdotes from students who have lived on campus and had a good experience.
23
2. Some students are dissatisfied with facilities when they arrive at their on-campus
accommodations. Maintenance issues may also arise later in a student’s stay. A potential
practice may be to add information to the accommodations E-induction to clarify the
services that staff members provide and details about those services. For example if your
hot water is not working, submit a request at the reception desk and an attendant will take
care of your request within 24 hours.
3. In regard to Accommodation, the university should consider:
a. Creating a standardized email that each student will receive. This message should
contain information about (a) if there are flatmates already in the flat, (b) where
to retrieve their key, and (c) what to do if they arrive after hours.
b. Providing accommodation information to general university gatekeepers.
Gatekeepers that set up accommodations for students (i.e. agents, summer staff,
etc.) may be unaware of check-in times and procedures.
c. Information regarding check-in protocol and the procedure for after-hours check-
in should be communicated more clearly and made available via the website.
d. Accommodations should also consider adding a checkbox that allows the
university to share flatmates contact information prior to arrival (i.e. Check here
if you are okay with the management team sharing your name and email with
future flatmates).
4. Currently images of residence halls may be misleading because they’re all linked in one
gallery. Although better photos are planned for on-campus accommodation, consider
video tours or other ways to be sure appropriate expectations are created regarding on
campus accommodations. For example, McGill University includes comprehensive video
tours of their residences, showing common areas, bedrooms, kitchen areas, and other
facilities that students would be able to utilize.
5. Although an increased number of SRC mini-buses are planned, ISB data also supports the
need for this change.
General
1. Recruitment and International Office provides a comprehensive and high-quality country
specific brochure. Although a pdf version appears on the website, it can be challenging to
find and should be more directly accessible.
2. Findings indicate various services that are received very positively or have a strong
positive impact on the student experience. In particular, the following programmes and
services should continue to receive emphasis and support: International Student Family
Network; advertising volunteer opportunities for international students; professional
development opportunities (seminars); visa support. In particular, visa support from the
university is very positively regarded. However, continuing changes from the United
Kingdom Border Authority cause difficulties for many international students. The
university should continue to improve visa and immigration support for international
students and manage the reputation of the UKBA, particularly in regard to the new visa
check in process.
3. Relevant offices working with international students (RIO, Student Services) should
increase collaboration with the International Student Association.
4. Students are receiving communications from a variety of offices and individuals at the
university. Ensure that the following offices in particular communicate the correct
message to all prospective and incoming students on a common timeline:
a. Academic Supervisors
b. Recruitment and International Office
c. Alumni Ambassadors
d. The Student Network
24
e. Managers of Media and Social Networks
f. International Student Association
5. In university publications, include a Glossary of Terms to explain terminology specific to
higher education in Scotland that students from other countries may not understand
(Principal, chaplaincy, wardens, etc.).
Future Research
1. Further research should be completed to assess the potential impact of Freshers’ Week events
for international students. Various events hosted during Freshers’ Week could benefit
international students, even non-first year, first time students, as a general introduction to
university life at the University of Glasgow. If some or all of these events would be of
benefit, they should be advertised specifically to international students through various
channels, including during International Orientation.
2. Evidence suggests that there are significant differences in experiences depending on level of
study. Further research should be conducted to better understand the varying experiences of
international students depending on whether they are undergraduate, Post-Graduate Taught,
or Post-Graduate Research level. This research can further illuminate how the findings from
this report apply to students at different levels of study.
3. The findings above discuss four prominent themes (Finances, Academics, Accommodations,
Positive Experience) persistent across all data sources. Further investigation should focus
narrowly on each theme individually to investigate issues and areas of improvement specific
to each area.
4. The International Student Barometer qualitative data from previous years should be analyzed
to compare it to the results from the Autumn 2012 data. Further long term data analysis can
be conducted to continually compare results across years to see trends in data.
5. Further research should be completed to assess the impact of events at International Student
Orientation on international students. This may provide insight into which events are most
helpful or informative for students, and which are not. These findings could possibly
influence funding decisions by administrators.
Limitations
1. Due to scheduling constraints the interview team did not have the opportunity to interview
every staff member who had been identified through staff members and online review.
2. Undergraduate students were not fully represented in our data collection. The international
student experience varies widely across academic degree level and the findings we have do
not fully reflect the experience of undergraduates.
25
References
Bamford, J. (2008). Strategies for the improvement of international students’ academic and
cultural experiences of studying in the UK. Hospitality, Leisure, Sport and Tourism
Network: Enhancing Series: International Learning Experience, 1-10. Retrieved from
http://www.heacademy.ac.uk/assets/bmaf/documents/publications/Case_studies/b amford.pdf
Butcher, A., & McGrath, T. (2004). International students in New Zealand: Needs and responses.
International Education Journal, (5)4, 540 – 551.
Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., & Kommers, P. (2012).
Understanding academic performance of international students: the role of ethnicity,
academic and social integration. Higher Education, 63(6), 685-700.
Roberts, P., & Dunworth, K. (2012). Staff and student perceptions of support services for
international students in higher education: A case study. Journal of Higher Education
Policy and Management, (34)5, 517-528.
The Higher Education Academy (2013). Internationalisation. Retrieved from
http://www.heacademy.ac.uk/internationalisation
The Quality Assurance Agency for Higher Education (2012). International students studying in
the UK: Guidance for UK higher education providers. Retrieved from
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Internat ional-
students.pdf
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Appendix A: ISB Findings
International Student Barometer 2012 Open-Ended Comments Summary
Question 1: Arrival Comment (Total Responses:165)
Arrival Themes Frequency of Response
Accommodation 26 (1 positive; 2 neutral; 23 negative)
Lack of Cleanliness 8
Too Expensive 4
Broken 2
Welcome 7 (5 positive; 2 negative)
Positive 5
Negative 2
Welcome Transportation 24
Positive 5
Negative 2
Neutral 10
Set-Up
Bank Issues 13
Long Lines 4
MyCampus Issues 11 Total, 5 Negative
Registration 16 Negative, 1 Positive, 1 Suggestion
Pre-Arrival Information 5
Orientation 20Total, 8 Did Not Attend
Note: Most frequent responses listed and complete data set can be found in
ISBOpenEnded2012.xls
Question 2: Learning Comment (Total Responses: 265)
Learning Themes Frequency of Response
Academic Programme Organization
(Negative)
139
Poor Academic Programme Organization 42
Class Size Too Large 31
Academic Programme Organization
(Positive)
47
Instruction (Negative) 99
Poor Instruction 48
Lack of Contact with Instructors 11
Instruction (Positive) 12
Resources/Facilities (Negative) 92
Lack of Resources 31
Poor Facilities 24
Low Quality Technology 20
Resources/Facilities (Positive) 1
Personal/Cultural (Negative) 36
27
Language Issues 18
Overrepresented Nationalities 10
Personal/Cultural (Positive) 2
Services (Negative) 11
More Careers Guidance 8
Services (Positive) 2
Note: Most frequent responses listed and complete data set can be found in
ISBOpenEnded2012.xls
Question 3: Living Comment (Total Responses: 189)
Living Themes Frequency of Response
Accommodations (Negative) 109
Poor Facilities 20
Internet Access Problems 15
Not Enough Recycling Bins 13
Finances (Negative) 62
Expensive On Campus Housing 36
Transportation (Negative) 43
General Transportation Negative 34
Distance 4
Personal/Cultural (Negative) 15
Immigration and VISA Problems 5
Personal/Cultural (Positive) 5
Positive Social Experience 5
Support Services (Negative) 7
Negative Service Experience 4
Support Services (Positive) 6
Positive Service Experience 3
Sports & Recreation Services 3
Note: Most frequent responses listed and complete data set can be found in
ISBOpenEnded2012.xls
Question 4: Support Comment (Total Responses: 157)
Support Themes Frequency of Response
Social 7
SRC Shuttle Buses (Negative) 5
Administration 48
Fraser Building- Helpful Staff 8
Fraser Building- Long Queue 36
Barclays Medical 14
Positive Experiences 2
Negative Feedback 12
VISA Issues 6
IT Negative 10
Catering On Campus (Negative) 59
Food is Expensive 19
Note: Most frequent responses listed and complete data set can be found in
ISBOpenEnded2012.xls
28
Question 5: Advice Comment (Total Responses:1055 )
Advice Themes Frequency of Response
Communication 73
Ask Questions 43
Actively Communicate 30
Preparation 282
Be Prepared (English) 51
Course Expectations 49
Financial Awareness 40
Goal Setting/Future Planning 21
Academics 201
Increase Hardwork 102
Time-Management 45
Difference in Academics 26
Independent Learning 17
Increase Confidence 11
Integration 279
Participate (Outside of Classroom) 103
Integrate with Other Students 63
Challenge Yourself 56
Make Friends 40
Learn Culture 17
General Positive 393
Positive Experience 92
Positive Academic Experience 83
Apply to Glasgow 83
Enjoy 71
Positive City Life 26
Positive Campus Community 25
Positive Campus Aesthetic 13
Note: Most frequent responses listed and complete data set can be found in
ISBOpenEnded2012.xls
Question 6: Recommendation Comment (Total Responses: 499)
Recommendation Themes Frequency of Response
Academics (Positive) 203
Academics (Negative) 32
General (Positive) 167
General (Negative) 9
Location (Positive) 112
Location (Negative) 6
Reputation (Positive) 66
Reputation (Negative) 1
Social (Positive) 108
Social (Negative) 8
Student Support Services (Positive) 28
Student Support Services (Negative) 23
Resources/Facilities (Positive) 31
Resources/Facilities (Negative) 4
Note: Most frequent responses listed and complete data set can be found in
ISBOpenEnded2012.xls
29
Appendix B: Focus Group Script
Procedure:
● There are 2 people in the room. One is the facilitator (introduce) and the other is the note taker (introduce). All are bound by the same confidentiality requirements.
● To maintain confidentiality, we are asking you to create fake names. Please create a fake name and write it on the name place card in front of you. Assign a letter to each participant, and ask
that their fake names start with those letters (A, B, C, etc.). This helps the note takers keep track of
comments.
● We will be audio taping the focus group and transcribing it later.
● We will have 8 questions we will be asking you to answer in this group session.
● The facilitator will ask the question, and we will process through all participants until everyone who
wants to has answered the question.
● When you answer the question, please state your fake name before you answer so we can keep track of
comments.
● At times, you may remember things that you want to add to your answer after you hear someone else
answer the question. This is fine, as long as one person speaks at a time.
● Any questions?
Focus group questions:
1. Tell us about your Arrival Experience.
2. Tell us about your Learning Experience.
3. Tell us about your Living Experience.
4. Tell us about your experience in regard to support from the University.
5. Thinking about your experiences, how did they match up with your expectations?
6. Where do you think those expectations came from?
7. What information do you wish you knew before attending/upon arrival at University of Glasgow?
a. What advice would you want to share to a student from your home country?
8. Anything else that you would like to share?
Probe Questions: Can you clarify, do you mind explaining that a little more, could you
provide an example, anything else that anyone would like to share/add?
30
Appendix C: Focus Group Consent
Form
Study Title: Assessing International Student Experiences at University of Glasgow
Introduction to this study You are invited to participate in a research study to examine international student expectations,
experience, and reality at University of Glasgow. You are being asked to participate because you
are an international student at University of Glasgow. This focus group is being conducted by
Higher Education and Student Affairs graduate students from the University of Connecticut and
is supported by Student Services.
What are the study procedures? What will I be asked to do? If you agree to take part in this research, you will be asked to participate in a focus group
comprised of a small group of participants. During the focus group session, the investigators will
ask a series of general questions. Participants will be audio recorded to assume accurate data
collection. These meetings will occur only once and last approximately 1.5 hours.
How will my personal information be protected? The following procedures will be used to protect the confidentiality of your data: All participants
will use fake names. The investigators will store all data in a secure, password protected location.
Audio recordings will only be kept until they are transcribed and verified. Consent forms will be
kept separate from the recordings. After transcription, audio recordings will be destroyed.
Can I stop being in the study and what are my rights? Participation in this study is completely voluntary. If you agree to be in the study, but later
change your mind, you may drop out at any time. There are no penalties or consequences if you
choose not to participate. You do not have to answer any questions that you do not want to
answer.
Documentation of Consent: I have read this form and decided that I will participate in the project described above. Its general
purposes, the particulars of involvement and possible hazards and inconveniences have been
explained to my satisfaction. I understand that I can withdraw at any time. My signature also
indicates that I have received a copy of this consent form.
____________________ ____________________ __________
Participant Signature Print Name Date
____________________ ____________________ __________
Signature of Person Print Name Date
Obtaining Consent
31
Appendix D: Post-Focus Group
Post-Focus Groups Questionnaire
Focus Group Name (Fake Name):
Age:
Nationality:
Native Language:
Race(s):
Ethnicit(ies):
Your current enrolment status (Graduate, Post Graduate Research, Post Graduate Taught, etc.)
Academic Programme:
Number of years in residence in the United Kingdom:
32
Appendix E: Focus Group
Participants
Pseudonym Age Nationality Native
Language
Race(s) Ethnicit(ies) Enrolment
Status
Academic
Programme
Number of years in
UK
Gemma 25 New
Zealand
English New
Zealand
European
New
Zealand
European
Full Time
PGR
Joint
Auckland/Gla
8 mo.
Frederika 38 Swiss German Nordic
European
Nordic
European
Undergraduate Theology 1 yr 8mo
Harry 26 Pakistani Urdu Asian Asian Full Time
PGT
International
Strategic
Marketing
9 mo
Jazz 23 Chinese Chinese Chinese Chinese Full Time
PGT
Accounting
and Finance
1 yr
Blair 21 Ukraine Ukrainian Ukrainian White
Ukrainian
Full Time
PGT
MSc
Sociology
1 yr
Kily 24 Chinese Chinese Chinese Chinese Full Time
PGT
International
Banking and
finance
1 yr
Adam 61 Jamaica English African Caribbean PGR Full Time
PhD
1 yr 5 mo
Cessy 24 Chinese Chinese Chinese Han Full Time
PGR
Math 1 yr 5 mo
Dee 30 Bulgarian Bulgarian Caucasian Bulgarian Undergraduate Full Time 1 yr
33
Appendix F: Focus Group
Transcript
Focus Group – 5/29/13
S – First tell us about your arrival experiences
D – Meaning our first days here?
S – The sum total of your arrival experiences
D – Nothing unusual for me, it was the same as any other trip, nothing exceptional
C – Well the first day I arrive here I like it. Its night and the flight is a bit earlier than
expected, that’s a good sign. Because it’s night I can’t feel bad weather, which is very famous
here. I liked the building, can I say the department?
S – Absolutely
C – I'm from math department well when I apply here, all the pictures is about the main
building which is very tall and the rest of the years I stay in maths building which is quite
different from the main building
A - For me I got here at midnight and my supervisor picked me up and we stopped at the store
so I have a few things. He suggested a time meeting about 11 am which I thought was
reasonable. So I came in, he stopped at my apartment and we make sure everything is fine.
So the next morning I wake up and look through the curtains and it is very dark so I go back
to bed. Then I wake up naturally, and when I look at the clock it is 1 pm. So I hurry and I
show up at the meeting and he was just laughing the whole time and he was saying it happens
to everyone. He say, you look outside and it was dark and you thought it was still early. For
me I never had a preconceived idea of where I was coming, so when I came everything to me
was fine. A little darker than I thought than it would have been, but everything has been
pleasant so far because of my initial experience
F - I came by train so nobody could fetch me because they only have support for airport. I
came on the last train from London, so I had to organize a hostel because I could not fetch a
key. There was no support because I was Erasmus so no one care about me.
G – When I arrived I stayed for two weeks, my partner and I stayed with my supervisor. So
we had a really great experience and she cooked for us. Her father came over and played the
bagpipes so that was wonderful. We had quite a difficult experience getting a flat there
because we hadn't organized anything before we arrived and just filling out paperwork. So
my initial experience meeting my supervisor was great but getting settled into a house was
kind of stressful and difficult.
S – Do you mind elaborating on why?
G – It was just that my partner was unemployed at the time and that meant that we had to get
a guarantor to get a flat and we didn’t really have anyone in the UK. I've got a cousin in
London who said he would act as our guarantor. And it just made it difficult just getting the
paperwork from Glasgow to London. I think the real estate agent wasn't as quite as proactive
has could have been. It just made a stressful experience but we eventually got it all sorted
out.
S - Thanks G.
H – Well my arrival was actually quite smooth because I didn’t have problems or delays with
the flight. I already sorted everything out regarding the accommodation and I knew where to
go. I didn’t sign up for the shuttle service that took the students from the airport to the
accommodations because I was staying at a private accommodation. But I did know where to
find a cab so I said pretty much that I knew what I was doing. And initially it was really
34
overwhelming to be here because I’ve never been out of my country before, so yeah, it was a
good start.
S - Thanks H.
A – If I could add one thing that I think made a difference before I actually came. My
supervisor had taken photographs of the apartment that I was going to be assigned to so he
sent me photographs of the bedroom, bathroom, kitchen, so I pretty much had an idea. He
said to me that it was pretty near everything so I suggest that you take it. And he actually
deposited on it to ensure that it was reserved. And when I came it was quite good, it's two
steps from everywhere I need to go to.
S - Thanks A.
C – I arrived two weeks later because I had some problems with my documents. So that's
why I missed all the kind of introductory meetings and everything. But it's quite well because
I had a friend from my hometown that arrived on time so he met me at the airport and showed
me around. Then in was quite difficult because I had to find the offices, find my timetable, go
to every lecture, but in general I think I did quite well. So, experience was quite difficult but
not because of something that was here just because I was late.
S - Thanks C
J – I first came here and someone picked up at airport. It was rainy every day and all my
luggage is wet through. I think was bad weather. I think people here were warm and even
smiled at strangers and there is one thing shocked me. It were not that dark until 11 pm. Next
day my friend showed me around at Glasgow and I thought oh is this the third largest city in
UK I can walk to almost anywhere.
S – If no one has anything to add, tell us about your learning experiences.
Many – uhh what?
S – Anything you consider learning experiences, whether that's in the classes, study session,
or support services, anything that you consider learning experiences.
A – Alright I'll go ahead. I think one of the learning experience I had I think had the biggest
impact on me was the fact the fact that rain does not stop anything. I am from Jamaica and
usually when it rains a lot of people do not go to work (laughter) and a lot of things don’t
happen when it rains. And here I got to learn that the rain stops absolutely nothing. If you
wait for the rain to finish before you go out you will never go out. I think what I found very
impressive was to see mothers with their babies in the rain. Kids playing in the rain. I have
to pass a school at the bottom of the road here and every day I see them playing in the rain.
One day I stop and ask the teacher why do you allow children to play in the rain. She says if I
don't they would never play. Those are things which to me were significant. I see people as
cold as it is I see people sitting outside with a beer. The other thing that I found that is very
very useful - If you stand anywhere with a map, my experience is so far within 3 - 4 minutes
someone will ask if they can help you. Also what I find is that they do not direct you where
to go but they want to take you there. They are very friendly that way. There are many
opportunities for self improvement professionally because you have many courses that can be
done. What I find is strange is everything is online so if you wait for anybody to tell you
anything you may never know or you may know after it is gone. So you actually have to
check online consistently to find out what is happening. Overall I think the learning
experience has been positive. Just the shape and the history of the building makes me feel
motivated to learn.
F – I was not so happy because my expectation from the Erasmus agreement that in Europe
now, everyone would accept if I have a bachelor and I have studied 4 years that I would
qualify as graduated and I could study on master level. But they put me in undergraduate.
They only had few courses, and we had more courses that we can choose more. So I had to
take courses which I have already done in Switzerland. The other thing was is they asked me
to do English classes and I had to bring exams and European language track which level I am
but when I was here my supervisor and professor found I am not strong enough in English so
I should take language classes but the language classes did the language department they did
not have on my level classes. Because they said I am advanced for the Erasmus student to be
in session class, but my professor were not happy. Another things that happened they put me
in the student hall, I had to take private student hall because I expected to be graduated so I
35
applied in residence for graduated. But I came later on the list because Glasgow said I am
only undergraduate. So there was complete confusion with the residences so I did not come
in and I had to find private so I was in a private student hall. Then I found my English is so
well that I could teach older Erasmus students so they could improve their English. So they
put me with 3 Spanish people and they spoke Spanish the whole time. They still don’t know.
So my English was not really improving outside the class, so I only had 4 hours really and
because I’m studying at home as an arts subject we do most time in library and you have to be
quiet. So I expected really more because Erasmus is an exchange to improve the language
and to learn more about the people especially the Scottish people I wanted to learn, not only
in the subject but how they live.
S - Thank you F.
B – My experience was challenging and interesting because I was doing sociology in my
undergrad and now I'm doing it in master's level. I thought so I know sociology so it mustn't
be that difficult, but here the whole system is. Back in undergrad we usually just have exams
and here we have to write essays and I've never wrote them before and for me it was quite a
challenge. Here I was so impressed by the library, it is huge and they have everything and if
you ask they will get it and it will arrive on time. So it is really nice. In general I like to take
and choose different subjects to study and then, I now know that I'm happy that I don’t have
exams because it's easier now for me to take my time and write and actually learn everything
and pass exams. I think sometimes essay things might be subjective in marking it. Because
when you write something you know everything about the subject but if you didn't manage to
put it quite right on paper and the person that is marking can think that you are not as good.
So I have quite nice marks but in general I think it might be a problem for most students.
S - Thanks B.
H – My learning experience has been really good so far. I’m in a masters programme and I’m
studying with a lot of different nationalities. I guess I’m constantly aware of all the various
international student and nationalities. Any international student who comes doesn’t just
bring their own culture; subconsciously they bring their own cultures and norms. Just by
interacting you get to know about their home country as well and other stuff you didn’t know
before. I’ve been here since September last year and in these 7 or 8 months I’ve probably
leaned more than in the last 4 or 5 years. I used to work for an international organization back
home. Despite working there for 3 - 4 years I thought I knew a lot about British people.
Surprisingly I was wrong. I think by being here I’ve learned a lot. I’ve slightly been
disappointed when it comes to the degree or curriculum. I did my undergraduate in the same
degree. Lots of the stuff I’ve already learned back home. I’ve been slightly disappointed
because I’m expecting more detail, doing stuff I haven’t done before. Unfortunately that
hasn’t happened. Otherwise I say my experience just falls short of excellent.
C – My learning experience I think is a very happy one. I changed from my degree in
undergraduate – I get very big help here. The teachers and professors in our dept are quite
diverse range well everyone not just your supervisor know you, they just want to help you.
There are so many seminars you can attend, well whichever subject you can just go and it’s
quite broadened my horizons. Another thing I want to say is the lifestyles here. Every time
you say a big shower, they are just running in the rain. It’s quite strong minded it’s kind of
affected me to go for some activities. Before I don’t do any of them, it’s too much for me, but
now I even go some hiking. Threes one time I’m struggling to go to the top, I saw some older
people, they’re just running, not jogging to the top. That’s why they lived longer than us.
That makes sense.
G – I would second that what people are saying about Scottish life and culture here. I’m
surprised by how friendly people here. Everyone does go out in the rain. So I’ve learned a lot
in terms of what life is like here. Also in terms of my studies I learned a lot. I’m doing one
term of my PhD here, I’ve learned a lot about services and support, that was a big learning
curve. I’ve been kind of positive overall in learning experience. I’ve been able to do things I
can’t do back home. I’m from New Zealand so it’s an isolated country. Lots of opportunities
to take part in
D – My experience is also very positive. I guess I was actually prepared for life here. It
wasn’t my first time in UK, but not Scotland. I’ve heard about how nice people are and it is
36
true. I’m happy with my degree, with my subjects, um I would like probably a little bit more
seminars, tutorial time, but otherwise everything else is great. I’m quite happy with the
support, administrative, learning, careers support it starts from day one in undergraduate
programmes. So it’s been very positive for me
K – I guess they provided a lot of support they provide language support. Besides that our
department the provide lots of rec team for students to help us write our essay or dissertation.
The departments they tend to help us it’s our first term to come here, we're not familiar with
the writing system here. They only begin the exams or dissertation; they provide us a lot for
the lecture the seminar to attend. Before I get here I expected much tutorials, if they can give
us more presentation opportunities it would be good. Only two lectures have tutorial, but the
other subjects I think I need more help because it’s a lecture hour for one lecture per week its
not enough for me to get enough info from the teachers so I’m expecting more tutorials for
help.
C – As for tutorials I think the ratio between the teacher and students is much bigger than that
in china. Well the first time I saw their request for tutors, it’s like 1:5 student to teacher and
it’s quite embarrassing that you just stand there and no student will ask questions. In china
everyone asks questions. I think its quite enough tutorials you can get, well that’s my
personal thinking about that
F – i forgot something because in theology, they put me in 4th year, the older, Scottish
students are in placement with churches, but we Erasmus, we cannot go in placement, so you
find out there’s a difference between candidate of churches and not churches.
S – Anything else to add
J – I discovered her we have more free time for us to learn something by ourselves. It is quite
hard for us to find teachers after the class is finished. Although they have office times, but it
still hard to access the teachers. And the teachers will give us a long reading list for us to
prepare in the exams and I think we need more self control during the period of study here.
Another thing I think I interesting, we have to cite inference for every single sentence in our
essay, we have to find the references, and paraphrase them into our own person and then if we
do not do this it will be regarded as plagiarism, that is a different from my experience back in
my country. I think it is a good thing to read a lot and to analyze other people’s opinions and
to form our own about this issue.
B – When I first came here during first semester, I realized I only had 3 classes a week, and I
was happy to have free time. I realized it’s so demotivating and now I have to submit my
dissertation and it’s at the end of the semester, so I’m worried there’s no deadlines. Maybe if
there’s more deadlines to show you’re doing something it would be better.
F – We had always in our department when we had to deliver we were checked, for every
essay we had sometime with our advisor, so they’re well organize.
A – If found that a disadvantage, in that you’re left pretty much on your own, you find out
later you should have done A shouldn’t have done B. If we had like a template like first
semester you need to do 1 2 3. I studied in US and they say in first semester you need to do.
I find it is not that structured I find that is a disadvantage because you are doing work but
you're not sure if you’re doing the right things. The other thing that is a disadvantaged for me
is that when I applied I was told it doesn’t matter, you can get here any time. I came in
January only to find that there’s no orientation because it takes place in August. I find when
does that start, they say it starts in August. It would be helpful to see a list of things that if
you come these take place in August. If you’re not going to do that maybe you need to do a
second session for people that start in January. That could be something that could be looked
at and say you’re better off starting here rather than you can start any time.
S – Ok, tell us about your living experiences. I know you alluded to that earlier.
F – Because I’m really feel the odd one out with the Spanish flatmates. I’m also the only
woman. Even if I ask them what they have said they’re not able to translate to English most
of the problems are communications. It’s also very dirty, I think it’s because I’m Swiss. How
they’ve constructed the student housing you don’t have contact with other students. It’s quite
far from university. The other Erasmus students they are living in the west end and I’m living
in the east. I always have to organize a taxi
S – You mention your flat is dirty, is that because –
37
F – Yes the flat mates, because they say I am woman
A – My experience in different, I have no problem with my accommodation. I only tell
accommodations I don’t want to move. The place is clean I don’t know who live in my
building. I only hear footsteps coming and going at time. I think if there are disadvantages is
that I don’t think there are social opportunities. I thin the first 4 months I was here, I only
know my supervisor, and maybe one other people. I think because I don’t go to class, I only
go to office, so I only see the other person in office. I am just between my supervisor, my
apartment, my office. But for me the accommodation is quite ok. It is near to bus subway
gym, I think I’m very lucky to live in a place like that. I was telling someone I’ve never heard
noise, the only thing I hear in my apartment is like birds singing. On Southpark terrace, just
two steps across from here.
C – Birds singing?
A – Yeah you hear the birds, you don’t hear people speaking, and the door slams when people
enter or leave. If there is a challenge, it’s the heat. Because the heating goes off at intervals.
When I studied at the US the heating was on 24/7, here it comes on for a fixed period, so you
find that 3 am that it can get a little cold, but I overcome that by making sure I have good pjs.
And up I say there is absolutely nothing to feel uncomfortable. They make regular checks to
make sure everything is working and if something goes bad and you report it by the same day
or next day they fix it.
D – I am quite happy with my pace too, I like in the west end, it’s quite nice because I walk
everywhere. Good museums parks close to where I live, so there are only 10 – 20 minutes to
go where I want to. We have no issues with the apartment itself. No problems with heating, if
we want to we can heat the apartment247. So quite happy… I don’t think there’s anything
bad or complain.
S – Do you live in university housing?
D – No it’s a rented apartment, we had taken a good look at the photos, we were a bit hesitant,
but we decided to rent it before we arrived just to be on the safe side. It’s clean, well
maintained, if there’s a problem
C – I want to comment on that as soon as possible. Flat is totally good, except for one thing,
if there is a problem with the flat, we call the agent, they say they will send someone as soon
as possible most of the time it is 2 weeks at least. I don’t’ know why, but other things it’s
totally fine.
S – You live in private?
C – Private
J – When I first come here I live in school accommodations, but then I realized I need to learn
living skills so I chose to rent a flat with my roommate. It takes u 1 month to find a place t
live. Because we hesitated to take on. We were afraid that if there are problems. We finally
find a good flat, just near art gallery, it’s quite good. There’s one thing I think is weird is we
cannot find the electricity and the gas companies and company, but we cannot find a store in
Glasgow city, we just need to phone them and say we have just moved to a new flat can you
please open the gas and electricity for us. Also for the telephone we also need to tell them
what our meter readings are gas and electricity, and they are, at first they are strong Scottish
accents and we cannot understand anything on the telephone, and we knocked on our
neighbors door so ewe then because good friends with our neighbors. And our agent will fix
out things as soon as possible.
A – When she spoke about the Scottish accent because I’m still clueless. Something the guy
who I share an office with I’m sure he thinks I’m a idiot, everything he says
Laughter
A – I have a very, very challenging time, because every time, I think slower, I’m beginning to
understand and I remember when my wife just cam here she would say what did you say/? I
find that the Scots who interact a lot with international people it is easier to understand that.
But the Scots who have never left the country, it is difficult. I think that for me right now is
the biggest challenge, just understanding what people say.
B – My living experience I was living in grad students experience, and my experience is
great, I think it’s quite expensive for this kind of place. I’m moving to another
accommodation for the summer, it's cheaper, better, and better location. I living break-ins in
38
my building, there’s nothing special about it, but you can rent a flat in the city center which
would be cheaper. In general my experience it is ok. It’s really well organized even if you
have, because once my neighbors flooded our kitchen, but we called the reception, everyone
came on time.
H – My living experience is very good, I was initially going to go to university
accommodation. But now I find that my decision to go to this private is better one. I think I
just got lucky over the internet because I’m paying half what the university residences are
charging, and I’m the envy of my friends, the best part is I’m getting my own shower my own
so I don’t have to wait. I think its good a nice location and stuff so I think I’m better off not
staying in university accommodations.
G I’m also in private rented flat, it’s a good locating about a 10 minute walk to my office,
really nice flat, got a great landlord. I’m really happy with it.
F – I find the main problem is that I did not know until one week before I arrive if I have
university acc or not. It was a sacred process you never have a look through how it works. It
would be nice if you know earlier if you can be sure you got university accommodation or
not. If you can be assured if you are now on the list or not, or if they found early there was a
mistake because I could not know.
S – Tell us about your experience in regard to support
D – I think its one of the best things about this university. I think there’s a lot of support,
because apart from the admin support, there’s also help and support with issues or placements
you might have some of the studying like there’s support and seminars about essay writing
and dissertation writing, lots of information on references, there’s support with math if you
need to. There’s also up the international family network that is actually really neat because
you get to meet lots of other people who go trough the same experience as you do. It’s really
good because it’s not just there to help you, you need other people as well I find it very good I
can’t complain.
G – I’ve been to a couple of the training services they have there, a coupe other training
course, which I found useful, but apart form that I haven’t used the other services like
counsel. Or careers, I am aware they exist but I have read.
S – How did you become aware that they exist?
G – Probably emails, just things that are available.
C – They also have a... I think they are quite concerned about each and every ones comments.
Especially support for international students is quite nice. I feel like well um we are kind of
important in their heart. It’s good.
A – I like to, I see surveys done quite often, it’s not just a question of doing them quite often
so I see emails like this, you asked for this we have don this, and I’m really impressed by this
because sometimes people do surveys and you don’t get the results. Ever time I have two
supervisors, they start every meeting by is everything ok, are you comfortable, its almost like
a ___ it really makes you feel good, you feel comfortable speaking about and if you raise
issues they als or you see emails some services I have no need to access, but as you mentioned
you see emails advertising. Sometimes you see so many emails you delete some. The library
is excellent, they are many opportunities for training, so you guess because I came here with
some working experience so I know my deficiencies and what I need to do, so I can look at all
these course that they offer so I choose a lot that I go, it has nothing to do with my PhD but
form professional development.
D – I would just like to add that a lot of the information about support services available and
they present it to you during orientation and you find about it on your first day, if you want to
or if you feel like that, you don’t need to use any of the services, but if you ever felt the need
you could sign up for a class or as session or a seminar that is actually useful for you. Apart
form the emails we receive, there’s a lot of advertising I guess going on. But it is out there
and it is available to students, at least that is my experience, I feel the information is easy to
find.
A – If there is one thing that could be improved its opportunities for jobs, for me and other
students speaking bout it. There might now be enough opportunities on campus where you
could get jobs. That is crucial support, because after six months I could get a job and that s an
area where you could have more support
39
H – Regarding the support services I would say they're good at the administrative level.
Almost everything is done through email, so you get a lot of emails, we get lots of emails
about services, seminars, with my degree even has dedicated administrator we can always
email or contact regarding anything. It can be simple like not locating classroom, to
something much more complicated sort of like a grade or something when we arrived over
there the y introduced that person you should get in touch with him because he will be your
best friend. So that is good. But at the societal level I’m the university has a lot of societies
and I regarding a project I wanted to get the help with something I emailed about 4 of them,
two didn’t help, two didn’t reply, on that end I thin the services are a bit week. I’m not sure
whether the societies are run by students or not. So that balances out the admin support
services.
G – I have used the sports gym at this university. I think it’s great for students
F – I had a funny problem because I didn’t know that I thought international student means
something different than Erasmus student. I found they mean me with international student.
IN Switzerland intern’ students are outside Europe. I missed a lot because of my
misunderstand.
D – It can be confusing for people that are from Europe, a lot of things you are considered a
home student but in some aspects you are considered international. So I checkout out things
that are for international. I found out there are a lot of European students who attend the same
things, I decided to go for it. It can be confusing sometimes
S – When did you find out that you were being counted in both ways?
D – when I applied because the process is streamlined and its clear from the beginning that
you apply that everyone from EU and most of the European countries is considered a home
student, and you can apply for the same kind of support as Scottish students, we pay the same
fees for all of the degrees, so its clear from the beginning that you come from another country,
your mother tongue is different, so when I arrived, I saw the emails and info I received and I
found about he international student activities. I know I’m technically someone who comes
from the EU but I can also use the chance to meet other people and foreigners.
F – In my case what is more complicated, because as Swiss I count as not EU student.
Sometimes I didn’t find box to tick because I fall out of all categories as Swiss
B – during the process I was applying I had some problem because I think some emails went
to spam folder, then I decided to send a Facebook message to group, but the person in just
amazing helped me with serious problems that I didn’t think Facebook would help me with. I
think if you send message to anything connected to university they will help you.
D – My experience is the same with social networks, you receive support almost immediately.
F – I didn’t have Facebook so I was missed out
S – Think about our experiences how did you they match up with your expectations
A – for me I don’t know that I came in with preconceived idea, I knew I was going to
Scotland one that was oldest in Europe, so I came in with open mind, but what I saw with my
experience so far is that I have not regretted my decision, and I would come back 50 times
and if someone on Tuesday someone asked me from home, I said come to Glasgow, don’t’
hesitate its nice, the weather is not so nice but its very good. I it’s hard to see what could have
been done different to see what could have made you more comfortable. So my experience
here is beyond expectations. I would be happy to friends family anybody it….
D – I did my research and I knew what I wanted before I came here and I think Glasgow is an
excellent match for me the university as well, so I’m very happy. Someone asked me right
now would recommend it I would
K – Before I got here I though I would have a beautiful campus its amazing. For most of my
classmates in high school or university in china, they also come here but they don’t’ have the
beautiful building and I also get a lot of help in my life, I mean to live here, we have a
fantastic society called international society they organize trips every six days its very cheap
they take us to each part of Scotland to do a day trip, for one day a week I go to maybe four or
five place and besides during the trip I also make a lot of friends. Because a lot of people
they’re from different countries and subjects. Some students they are undergraduate and we
are post graduate so I can meet more people to know what are you they doing in their life
40
what’s their what are the subjects they’re doing so I have more opportunity to know the other
students in the campus.
S – Thanks k
H – As I already mentioned I hadn’t been out of my country before I came so when I was
coming I was very excited. I was coming to the u of g its supposed to have a good reputation
so as far as I’m concerned I haven’t been disappointed at all and all my expectations have
been probably met. The campus looks like Hogwarts all the services and are really good, the
weather is out of our control so that’s ok, apart from that its been very good ok
B – I don’t know about the weather, I studied in Ireland, so the weather here is perfectly
normal, I had experienced that in four countries. And I had language course, in different
university, so I had expectation about how it is to study abroad. So here it is better than
expected, the campus the quality of education.
D – I don't min the weather either, I don’t know if I'm used to it, I don’t mind the rain
G – I expected…
C –there is one complaint I don’t know if you have it we have a four times check in from the
UKBA per year, it started from last year well its quite annoying because they just select
several countries and you go to building or and go there and tell them I’m here I’m right here,
well, its quite annoying.
G – I’ve had to do that too and I think it’s quite annoying too. I understand there’s a reason
why they do it.
A – I've understand the need for security. I find it unusable that I am required to check in but
my spouse in not required to check in. Every two months three moths, I am required to show
my id. But my wife is not required. It’s just not logical where you allow someone to come
with their partner, but from a security my safety is also at risk, not necessarily a inconvenient,
you should monitor anyone who is here because o me
D – Dealing with the UKBA is one of the most unpleasant experiences of my life, I’m not
required to go through the same processes because of EU membership, but there are other
things we have to contact them for its terrible. No one likes bureaucracy, band they slow you
down significantly, I didn’t expect that. It’s out the control of the university so it’s not
directed at the university or Scotland
F – I had not a problem with the NHS, very strange problem, because I was too late informed
or the university I should have, there was big fight who would pay vaccination. I would
highly recommend a Erasmus exchange for bachelors, but its highly disappointed as a masters
student, if they don’t’ accept your degree, you are three year bachelor, one year master study,
you have already done one year master study, it is not our standard, and I was completely not
information about how they do degree in UK I think that is information Erasmus student
should have before it
S - For those of you who had expectations going in where did they come from?
D – I talked to friends, I also read everything that was available from the university website.
Social networks. I follow different blogs for people that are written for and by students from
my home country and there is a section about Scotland an there are a lot f online communities
they can be very helpful. I know it can be quite subjective but they are very active so you can
get information from there as well, s the internet has been very helpful in my case.
C – well I think I’m living more independent after I came her I become a person I like more,
so that’s where expectation come from
A – I think for me my expectation is from wanting to have a European experience because I
did undergraduate in US and I didn’t want to go back to US for studies because I though it
would make me more valuable if you have US and European experience. So my expectation
came from that because you need to have exposure and the experience it work so far because I
now both side of the Atlantic.
F – My expectation came from the Erasmus coordination my institute and the information
they had from reports from earlier students. And I especially asked if I can study master and
the Erasmus coordinator in Switzerland said yes Glasgow has master students course and they
had master student from Switzerland from my institute. I also said in my application from my
application for 5000 level courses, so I was surprised why they said they don’t have master
level class, you have to study undergraduate.
41
A – I find terminology is different; I’m accustomed that college and university is the same.
And I find here different. Terminology is different how you interpret one terminology from
your location is different from somewhere else.
J – My expectations come from my imagination based on some stories from others. A short
time before I came here I kept myself from hearing about other people stories, because when
they tell me their stories they will have their own opinion. I would experience or myself. I
like to imagine
B – I went to educational fair so I talked to some representatives from the University of
Glasgow they gave me information and also this whole media image of UK education and its
quality and its rankings of top 10 top 15 university of which Glasgow was really highly
ranked.
S – I’m going to say thank you and we'll wrap up.
42
Appendix G: Focus Group Findings
Note: Most frequent responses listed and complete data set can be found in FocusGroupSummary2013.xls
Theme: General
Expectations (Positive) 12 Expectations met, positive
experience, positive overall
Expectations (Negative) 3 Expectations from wanting a
global experience
Information (Neutral) 10 Blogs, friends, prior
institution, website
Misc. (Positive) 5 International students feel
valued, would recommend the
University, positive
reputation
Misc. (Neutral) 2 Not new to the UK
Theme: Academics
General Academics (Positive) 4 Good academics, quality
education, support
Academic Workload (Positive) 13 Small teacher student ratio,
There is enough online tutorial
time, Seeking professional
development is easy
Academic Workload (Neutral) 4 Assessment is different, Grading
is subjective
Academic Workload (Negative) 15 Less rigor, Independent learning
is challenging, Expected more
tutorials, English issues
Academic Administration (Positive) 8 Supervisor support, Positive
faculty
Academic Administration
(Negative)
5 Erasmus students transition
negative
Academic Facilities (Positive) 4 Beautiful campus, Nice library
Academic Facilities (Negative) 1 Misleading buildings and
images in marketing
Theme: Accommodations (Primarily Private Accommodations)
Positive 22 Less expensive than University
accommodations, Quiet
building, Easy to report issues
Neutral 10 Came with partner, Private
Accommodations, Wanted
independent living experience
Negative 18 Dirty flatmates, far from
University, Paperwork issues,
No contact with others in
building
43
Theme: Culture (Weather/Accents)
Positive 13 Friendly people, Helpful people,
Lots of sunlight, Walking to
places is nice
Neutral 11 Weather, Cultural exposure,
Don’t mind the rain
Negative 9 Scottish accent challenging to
learn, No social experience, No
time for activities outside of
work
Theme: Student Services
UKBA (Neutral) 1 Understand that UKBA process
is separate from University
UKBA (Negative) 6 UKBA process is difficult,
annoying, and a new process
Communication (Positive) 9 Information about services is
easy to find and well advertised,
Surveys are supported, Social
Networking is positive
Communication (Neutral) 1 Everything is online
Communication (Negative) 5 Paperwork issues, Expectation
of being able to arrive at any
time for orientation (PGT)
Defining INTL (Positive) 1 Application for international
definition is clear
Defining INTL (Neutral) 1 Sent emails and knew they were
an international student
Defining INTL (Negative) 4 Terminology is different, Some
nationalities more tricky
because not well defined,
Confusing definition of
international students-missed
services
Programming (Positive) 5 Picked up from orientation,
International family network
support is good, EU students
can participate in international
activities
Programming (Neutral) 1 Not taken advantage of careers,
counselling
Programming (Negative) 6 No train pick up, No orientation
offered in January, Societies are
not strong because student-run
General (Positive) 8 Good gym, Good student
support, Services are positive
44
Appendix H: Interview Transcript
Interview Transcript
Name:
Title:
Department:
Research Team Interviewers:
1. Could you tell me a little more about your department/office and your position
responsibilities?
2. How do you classify international students?
3. Does your office offer services to international students?
4. Do you mind explaining the information you send to international students and what
timeline you send it on?
5. Who is responsible for information (website, brochure) that is sent to international
students?
a. Do they send students other information as well? If so, what?
6. Do you (or your office) ever refer international students [to other offices]? If so, where?
7. What questions do you hear from international students most often?
8. In what areas do you think/notice international students struggle?
9. In what areas do you think/notice international students thrive, do as well as, or surpass
domestic students?
10. What forms of communication do you have with prospective or current international
students?
11. What are your most common interactions with international students?
12. Are there additional ways that you think your office can better support international
students? If so, in what ways?
13. Is there anything else that we should know?
14. (Optional if you do not receive communication that international students would receive):
Can you please provide us with any and all communication materials (email, brochures,
viewbooks, etc.) that you use in your interaction with international students?
45
Appendix I: Interview Summaries
Interview Evidence Aligned with Conclusion Themes
Financial • Banking
o Interview with Helen Young - School of Business
� Students have difficulty setting up bank accounts
o Interview with Lesley MacInnes
� Within the required e-induction for students who are living on campus, a
link exists to the main university student UK bank account page.
o Interview with Avril MacGregor
� Reported that students have difficulty setting up bank accounts
• Cost of Living
o Interview with Katie Scott
� Engages in many scholarship & financial assistance conversations with
students.
o Interview with Pat Duncan and Katherine Henderson - College of Science and
Engineering
� RCMO sends out customized emails to students with relevant
scholarship information
� Communication is individualized dependent on level and kind of
financing - UG’s tend to be more self-financed while PGT/R tend to have
more home government support
o Interview with Lesley MacInnes
� A cost of living calculator is a part of e-induction but only for students
confirmed living ‘on-campus’
• Jobs
o Interview with Avril MacGregor
� Students believe that they will be able to supplement their stay with extra
money--scholarships, part-time work, etc. without realizing that it can be
difficult to find a part-time job. If they are in the one year PGT
programme (12 months through no breaks) they may not realize that
having a part-time job may be difficult to balance with their academic
workload.
o Interview with Christine Lowther
� Some students expect to be able to work and have VISA support.
o Interview with Lesley MacInnes
� In the e-induction materials students account for a part time job when
accounting for their finances, there is no information about the actual
likelihood of obtaining a part time job
o Interview with Angela Melley
� Some students will expect that they will be able to participate in a job as
well as their academic work. Angela noted the main issue is finding time
(and mentioned a hiring preference for UK students). Finidng time is
especially troublesome for PGT students.
o Interview with Pat Duncan and Katherine Henderson - College of Science and
Engineering
46
� Students expect or hope to be able to work after graduation, especially
PGT/R students, but that changes by UKBA have changed that
possibility.
• New UKBA Doctoral Exception changing now, currently in the
process of communicating that to students.
• College needs to work to manage reputation of UKBA.
Academics • Facilities
o Interview with Pat Duncan and Katherine Henderson - College of Science and
Engineering.
� College of S&E will soon be creating a virtual tour of lab and classroom
spaces to be put online.
� Expectations for S&E students related to academic facilities are different
from other students - higher expectations of quality of labs.
o Interview with Val Stringfellow and Heather Calder (College of Arts)
� The College of Arts is the only college where PGT and PGR have an
advisor separate from their supervisor.
• Course Expectations (includes information re: class sizes)
o Interview with Kate Connolly
� Some students struggle academically when they get here and that leads to
them struggling in other ways (i.e. socially and with mental health).
� Asian students have a lot of pressure to perform and when it becomes
harder to do so they are often stressed and become overwhelmed.
o Interview with Christine Lowther
� Studying, learning, and teaching expectations can be very different based
on the student.
o Interview with Helen Young - School of Business
� International students do not always understand the expectation to work
independently. Many international students have a high expectation of
personal attention and service.
� PGT students do not have as many opportunities because of the short
timeline and work intensive nature of their course.
o Interview with Angela Melley- Social Sciences
� Students may have expectations about course sizes/classroom pedagogy
but those are just based on prior experience.
o Interview with Pat Duncan and Katherine Henderson - College of Science and
Engineering.
� A larger numbers of entering PGT students in the Fall makes it easier to
coordinate message.
� The RCMO sends out e-newsletters every month to students with offers,
includes recent news of the school and college, including pictures and
articles.
� First contact with students differs depending on level - UG & PGT
typically go to RIO, PGR tends to be case by case, usually with student
reaching out to professors first.
• The contact between PGR’s and academics is positive in
relationship building, but could mean crucial information is
missed.
� Students may arrive with a higher expectation to work and learn
independently
47
� Different teaching styles may exist at UoG compared to students’ home
countries
o Interview with Val Stringfellow and Heather Calder--College of Arts
� Report that students want more contact hours with faculty and staff, and
that international students expect more “hand holding”- direct support
and services.
� Generally report international students are academically successful.
� A “buddy system” exists within the College of Arts. The programme
pairs experienced students with less experienced students, this helps
emphasize the social experience.
• Language
o Interview with Helen Young - School of Business
� Many students, especially Chinese students, expect to be able to improve
their English in their coursework, but the opportunities are not always
there or it is more difficult than expected.
� The Business school partners with other departments on campus to offer
language support for international students.
o Interview with Angela Melley
� Students expect to improve their English and learn the accent but must
understand just as they may be international; faculty may be as well and
have a variety of different accents. If students expect to participate in a
global society learning how to understand all accents is key.
� Student learning services is an appropriate place to seek language help.
o Interview with Avril MacGregor
� Family Network provides students and their dependents with English
language classes for free
o Interview with Val Stringfellow and Heather Calder (College of Arts)
� Report that international students struggle with language--especially
accents and other international staff.
� There may not be enough intersession English classes for international
students.
Accommodation • Price
o Interview with Lesley MacInnes
� Further information about rent is linked to e-induction but actual prices
and inclusion of accommodations is on a separate web page.
� Offer information and links to GlasgowPAD help students find reputable
private residences if interested.
• Transportation/Distance?
o Interview with James Harrison
� To help alleviate the issue of accommodations being too far from
campus, the SRC has sponsored several buses to help with transportation.
o Interview with Lesley MacInnes
� Students may have to take SRC transport (1 residence hall is 45 minutes
away) or walk to campus and they don’t necessarily expect the travel
time, even though the distances are clearly listed in resources.
o Interview with Katy Scott
� When students ask about off-campus accommodation, she will refer them
to websites such as the GlasgowPad Website.
o Interview with Avril MacGregor
48
� The welcome team meets students at the airport and transports them to
their accommodation. This service exists for about 9 days at the
beginning of the fall semester. Students who arrive before or a after this
time period may still expect to be picked up at the airport or train station,
etc.
• Facilities
o Interview with Lesley MacInnes
� Some students move into rooms that have current residents, they need to
be made aware. Also the existing residents should clean; this may not
always be the case.
� Students all must complete e-induction, although some complete it after
they arrive on campus. E-induction covers and quizzes on ‘pre-
knowledge’ like safety/budget/staff concerns.
� Students may assume residences look different- just based on their own
prior experience, accommodation services are working on better
images/descriptions of each.
o Website- pictures are confusing to access.
o Interview with Reverend Stuart MacQuarrie
� Religious groups want their own space, but the Chaplaincy only offers
shared religious space
Positive • Learning
o Interview with Val Stringfellow and Heather Calder (College of Arts)
� Students perform well academically.
• Would Recommend
o Reverend Stuart MacQuarrie
� Chaplaincy is a small part of positive student recommendations - for
example, Islamic students can go home and say they received support
from the university in regards to their religion.
• Community (City & University)
o Interview with James Harrison
� Many international students are volunteering at rates that surpass home
students. Non-native international students seem to really enjoy the
integration and the ability to practice their English language skills.
o Interview with Pat Duncan and Katherine Henderson - College of Science and
Engineering
� Expectations of city are surpassed once students arrive. Students
probably have little to no expectations or assumptions of Glasgow, but
have a very positive experience once they arrive
o Interview with Avril MacGregor
� The Family Network hosts weekly lunches, trips for international
students and their family members/dependents. The Family Network
allows international students and their families to get to know one
another.
o Interview with Val Stringfellow and Heather Calder (College of Arts)
� An induction programme is held for all students at the beginning of the
school year
Other o Interview with Shona Robertson and Julie Summers (Disability Services)
� Concerned that students may not realize that they need to have
documentation about their disability to be provided with services from
49
the university. They should get this prior to their arrival from their home
country to speed up the accommodations process.
� Concerned that student may not realize that if they are coming from
another country their medications may not be licensed in the UK→ may
have to wait to see a general doctor to get the UK equivalent of the
medication.
• No information we came across alludes to the office proactively
informing students of this prior to arrival.
� Office sends out an email link about special impairments but only if the
student contacts the office beforehand.
o Interview with Val Stringfellow and Heather Calder (College of Arts)
� International student conception different for fee structures vs. actual
services offered and interactions
o VISA ISSUES
� interview with Angela Melley- Social Sciences
• students have to check in- attendance and otherwise though the
college, and seem to get frustrated with the lack of autonomy
� Interview with Pat Duncan and Katherine Henderson - College of
Science and Engineering [interview with Avril supported this]
• Students, especially PGR/T, expect to be able to work after
completing their degree, but changes at the UKBA won’t allow
that
o There is a new Doctoral Exception that will apply to
some students and the college is in the process of
communicating that
o College has to manage reputation of UKBA
o Social Experience
� Interview with Pat Duncan and Katherine Henderson - College of
Science and Engineering
• Students entering with many other individuals from same
country entering together form cohorts and have harder time
integrating with other students.
� Interview with Helen Young
• International societies don’t always meet integration needs.
• It may be easier for UG students to integrate; they stay for an
extended time and most likely experience less academic stress.
• PGT students often have the hardest time integrating because of
the parameters of their year long, work intensive programme.
50
Appendix J: Personal Communications
Name Position Contact Date/Time
Interviewed
Angela Melley International Development
Manager, College of Social
Sciences
ext 7584
May 28, 2013 5:00
pm
Louis
Harrison
Director of Studies, English as a
Foreign Language
ext 5595
Caroline
Mallon
Head of Academic and Student
Administration - MVLS
ext 4499
Pat Duncan Head of Academic and Student
Administration, College of
Science and Engineering
ext 4362
May 23, 2013 11:00
am
Katherine
Henderson
RMCO – College of Science and
Engineering
[email protected] May 23, 2013 11:00
am
Val
Stringfellow
Head of Academic and Student
Administration, College of Arts
ext 5123
May 23, 2013 2:30
pm
Heather
Calder
RCMO – College of Arts [email protected] May 23, 2013 2:30
pm
Kate Connolly Counselling and Psychological
Services
ext 4528
May 23, 2013 11:00
am
Alison Browitt Recruitment and International
Office Team
[email protected] May 22, 2013 3:00
pm
Bo Wang Recruitment and International
Office Team
[email protected] May 22, 2013 3:00
pm
Neil Campbell Director, Residential Services [email protected]
ext 6523
May 23, 2013 3:00
pm
Shona
Robertson
Disability Service [email protected] May 24, 2013 10:00
am
Helen Young Head of Business School
Administration
ext 6522
May 29, 2013 3:00
pm
51
James
Harrison
Student Representative Council-
President
Tel 330 5360
May 24, 2013 10:00
am
Jess McGrellis Student Representative Council –
President-Elect
[email protected] May 24, 2013 10:00
am
Colette
McGowan
Deputy Head of Admissions -
Study Abroad
ext 6516
May 20, 2013 2:00
pm
Christine
Lowther
Director of Student Services [email protected]
ext 1678
May 24, 2013 11:00
am
Avril
MacGregor
Senior International Student
Adviser
ext 6064
May 29, 2013 2:00
pm
Jim Campbell International Careers Advisor [email protected] May 21, 2013 12:00
pm
Sarah Ward U21 Coordinator [email protected]
ext 4215
May 20, 2013 2:00
pm
Naomi Allum Deputy Head of International
Recruitment – RIO
ext 3914
Ian Thomson Head of International
Recruitment - Recruitment and
International Office
ext 8084
Katy Scott International Officer - RIO [email protected] May 24, 2013 9:30
am
Lesley
MacInnes
Accommodations [email protected] May 30, 2013 1:00
pm
Helen Speirs Equality and Diversity Officer [email protected]
ext 4714
May 28, 2013 11:00
am
Helen Clegg Senior Academic Policy Manager
(Senate Office) - Plagiarism
contact
ext 2533
Reverend
Stuart D
MacQuarrie
University Chaplain [email protected] May 30, 2013 10:00
am
Graeme
Mcdiarmid
Deputy Director, Recruitment
Marketing - Recruitment and
International Office
[email protected] May 29, 2013 3:00
pm
Bob Davis School of Education [email protected] June 6, 2013 11:30
52
Administration pm
Emma Sloan International Development
Officer – Development and
Alumni
[email protected] June 7, 2013 11:00
am
Greg Sheridan Customer Services Manager –
Sports and Recreation Service
[email protected] May 20, 2013 11:00
am
53
Appendix K: U21 Web Review
U21 Web Review Themes
This assessment team performed a web based review of multiple Universitas 21 (U21)
institutions, focusing specifically on benchmarking two themes: the availability and
accessibility of information on institutional websites and the types of services offered to
international students. The institutions researched included: Lund University, McGill
University, University College Dublin (UCD), University of Amsterdam, University of
Auckland, University of Birmingham, University of Connecticut (UConn), University of
Glasgow (UoG), University of New South Wales (UNSW), and University of
Nottingham.
The web review yielded various results across the ten different universities. Along with
many similarities in website structure, format, and available information, there were
unique methods that can be incorporated in UoG material. The universities varied even
more drastically in the types of services provided to international students. The
information presented below is intended as a benchmarking comparison highlighting the
most significant differences that can be incorporated into UoG practice.
Accessibility of Information
The types of information available and relative accessibility varied widely among U21
institutions. There were four significant conceptual themes demonstrating the differences
of practice between universities.
Ease of Navigation
The assessment team analyzed the relative ease of navigation of various institutional
websites. The team endeavoured to conceptualize the navigation from the perspective of
incoming international students, with special consideration to English Language Learners
(ELL’s). UoG, along with Lund, McGill, Birmingham, Amsterdam, and Nottingham,
have websites that could pose considerable difficulty in navigation for international
students. Traits common across all of these websites include text heavy information,
confusing link flow from parent to subordinate pages, and unclear page or section
headings.
Websites from UCD and UNSW were considerably easier to navigate, with intuitive
navigation between pages, textual and visual representation of information, and a greater
emphasis on charts, graphs, and pictures that are easier for international students to
understand. These institutions also conveyed large amounts of information, just like
other universities, but presented the more complex information behind drop down or
accordion menus, so the initial landing on the page was not overwhelming. These
54
characteristics make navigation easier for ELL’s and are generally more visually
appealing than paragraphs of text.
Types of Information Available
Universities consistently provided great amounts of information for international
students, with little variability in topics addressed. Almost every institution addressed
visa and immigration issues, accommodations, living costs, orientation, and scholarships
and funding, among others. There were various low priority topics that other institutions
addressed that are not available on UoG websites. University of Auckland includes
detailed information on the time zone and time differences from New Zealand to other
parts of the world, as well as information about the safety of drinking water, local and
national taxes, popular day trips among international students, halal facilities in the area,
and typical costs of everyday goods and services. UCD and UNSW present information
on communications, including cell phones, landlines, and internet connectivity.
International Student Handbooks
For many universities, the primary, comprehensive source of vital information for
international students is found in the International Student Handbook or Prospectus.
Many universities have this handbook, including UoG, Auckland, UCD, UNSW,
Birmingham, and Lund. Some universities, including UoG, make the documents
available as paper copies as well as online. As a document containing a great deal of
important information, the only university to feature their handbook prominently on the
international student landing page is Lund. All other examined universities either do not
have a similar document or have it posted in a subordinate page off of the main website,
making it difficult to find.
Additionally, of all the handbooks reviewed, certain documents were more difficult to
read. UoG’s in particular contained a great deal of text in small print, without many
visually appealing tables, charts, or pictures. Some universities, such as Auckland,
UNSW, and UCD included those graphics, as well as student pictures and testimonials,
calendars of events, and other visually appealing components that make the information
easier to read and process, especially for ELL’s.
Points of Contact
Across all universities, finding contact information for university offices was simple and
easy to find. Almost every university, including UoG, McGill, Birmingham,
Nottingham, and others, provided contact information that directed web users to generic
email addresses or office phones. Some universities, including UCD, provided direct
contact information for specific individuals, including their name, email, phone, and staff
picture, depending on the nature of the enquiry and the enquirer’s home country and
enrolment status. This practice provides web users with an individual point of contact
that creates a more personal connection with the university.
55
Services Offered
The types of services offered by U21 institutions vary widely across universities. Though
all universities provide some similar services for international students, such as
orientations, accommodations, learning services, and others, there are many variations in
how those services are provided and communicated to students. Below is a summary of
some of the most significant differences between universities in a variety of categories.
Orientation Programmes
All universities provide some type of orientation programme for international students,
with great variation of length and included activities. Most programmes run from three
to seven days, with certain universities, such as UCD, providing ongoing activities at less
frequent intervals for two or more weeks after the first arrival date. Typical programmes
include tours of campus and the local area, social activities, campus resource fairs, and
academic preparation seminars. All programmes emphasize social and cultural
integration to the university. Some universities, such as Lund and Nottingham, utilize
peer mentors or organizations to provide support and student to student contact
throughout the orientation programme.
Arrival Support
Many universities provide tangible arrival support for international students. UoG,
Nottingham, and Lund provide transportation to campus for arriving students during
designated times and days. UNSW provides the same services but charges a fee for the
university provided transportation. UCD and McGill use student leaders to staff a check-
in desk at airport arrivals to answer questions and direct arriving international students to
transportation services. Some universities, such as UConn and Auckland, offer no
transportation services, but have information for students about transportation services.
Mentoring/Buddy Programmes
Some universities offer university wide mentoring or buddy programs. Lund,
Amsterdam, and McGill offer to pair experienced international students with new
students as a resource and guide to campus life. McGill pairs students in the summer
before new student arrival, allowing students to contact each other with questions and
concerns before departing their home country.
International Spaces
Four universities, UCD, UConn, UNSW, and Auckland, provide a type of international
student lounge. This lounge area is a shared space for all international students. The
lounge creates opportunities for community building and social events, as well as a
gathering place for the international student community. Staff also utilizes the spaces for
official events, such as tea times, lecture series, and cultural dinners. The lounges also
typically include televisions, sometimes with international channels, book and video
libraries, and board games.
56
Family Partner Programmes
Some universities, including Lund and Auckland, offer to partner international students
with local families. These pairings allow students to connect socially and culturally with
home families. Families typically invite students to holiday dinners, local festivals and
events, or offer to meet informally throughout the year.
Accommodations
University accommodation offerings and policies vary widely across institutions.
Accommodation practices related to international students depend largely on available
resources. The only universities to communicate a guarantee of accommodations for
both undergraduate and postgraduate international students are UoG and Nottingham,
provided students accept an offer and apply for housing within certain time restrictions.
Other universities, including UCD and Lund, reserve certain numbers of bed spaces for
international students. Many other universities provide housing guarantees for a limited
number of years, usually only for undergraduate students. Birmingham, UNSW, McGill,
and UConn do not communicate any distinction or preference for international student
accommodations.
For available residences, some universities provide extensive information on
accommodations and facilities. McGill provides the most exhaustive preview of
residence facilities, utilizing 5-10 minute, and student led video tours of residences that
show living areas, common areas, bathrooms, laundry facilities, and other areas students
will use in the residences. Other universities, such as UoG, UConn, UNSW, and
Birmingham, provide very limited and sometimes confusing previews of facilities. These
universities either do not offer floor plans, have few pictures of residences, have pictures
and resources that do not clearly communicate the actual accommodations students will
occupy, or mix pictures from different accommodations together without distinguishing
between residences.
Conclusions
Availability of information and types of services provided for international students
varies widely across the ten Universitas 21 institutions reviewed. Analyzing the web
pages and documents provides insight into practices that can be incorporated into current
services and offerings from the University of Glasgow.
It should also be noted that this web review is not exhaustive. It is recommended that
individuals or offices at UoG continue to benchmark their services against other
institutions, within Universitas 21 and other international university organizations.
57
Appendix L: Document Review
Department Brochure Audience Content Built Expectations Recommendation
Accommodation A Place to Study:
Your Guide to
Student
Accommodation
Students Information on how
to apply for
housing, common
questions asked,
map of
accommodations,
information about
the facilities within
each, walking
distance away from
campus
Students that apply
by the deadline and
meet the
requirement will be
assigned housing.
Include information and
the URL for
glasgowpad.org in the
accommodations
brochure (A place to
stay: Your guide to
student
accommodations);
Additionally, pictures of
all the living spaces or
measurements of the
average room should be
provided in the brochure;
"Category of priority
should be more explicit
to limit confusion."
Accommodation
Services should consider
rephrasing that section to
more clearly highlight
who has priority in the
housing application
process
Career Services The Careers Service
Guide Glasgow
2013
Students and
employers
This brochure
includes
advertisement of
employers, where
Career Service is
and how to make an
appointment, the
services offered,
advise for current
students (including
a section for
international
students) on getting
a job/internship and
advise on how
navigate the
job/internship
search
Career Services is
there to supplement
and help with the
job and internship
search
58
Career Services Club 21 Business
Partnership
Programme
Employers and
undergraduate
students
For employers,
information is
provided about their
ability to network
with students, staff,
departments, and
career
professionals;
additionally, they
are able to navigate
the various subjects
that students take
and determine what
that means for them
and their industry.
For students,
information is
provided about their
ability to be a part
of this club ;
student quotes
indicating
satisfaction with the
club is also
included
Internship and
networking
opportunities are
available with
various
corporations. This
may lead to a
permanent position
College of Arts College of Arts
Graduate School
Guide to Doctorial
Research & Skills
Development
(Academic (2012-
2013)
Postgraduate
students
Information on
what a PHD is,
what happens once
a student accepts,
the people a student
would interact most
often with one
accepted, general
orienting
information
(including
information about
the rights and
responsibilities of
students under the
PGR code of
practice), the degree
requirements, post
graduate
opportunities (i.e.
assistantships,
eSharp, etc.) and
funding schemes
There will be
funding
opportunities
available, the PHD
programme will be
fairly structured but
will allow for some
flexibility in study
College of
Science &
Engineering
Monthly
Newsletter: A
Warm Welcome to
the School of
Chemistry
Accepted students
that have not
matriculated
This newsletter
holds a welcome
from the head of the
school (a professor)
followed by school
news (includes
recent trips, new
and exciting
There will be great
academic and
professional
development
opportunities
available; there is
plenty to do in the
city of Glasgow
59
changes, and any
recent recognitions
or awards,
information on life
in Glasgow,
information on
funding and a
reminder to accept
their offer
outside of the
university
College of
Science &
Engineering
Monthly
Newsletter: A
Warm Welcome
from the School of
Engineering
Accepted students
that have not
matriculated
This newsletter
holds a welcome
from the head of the
school (a professor)
followed by school
news (includes
recent trips, new
and exciting
changes, and any
recent recognitions
or awards,
information on life
in Glasgow,
information on
funding and a
reminder to accept
their offer
There will be great
academic and
professional
development
opportunities
available; there is
plenty to do in the
city of Glasgow
outside of the
university
College of
Science &
Engineering
Monthly
Newsletter: A
Warm Welcome
from the School of
Geographical &
Earth Sciences
Accepted students
that have not
matriculated
This newsletter
holds a welcome
from the head of the
school (a professor)
followed by school
news (includes
recent trips, new
and exciting
changes, and any
recent recognitions
or awards,
information on life
in Glasgow,
information on
funding and a
reminder to accept
their offer
There will be great
academic and
professional
development
opportunities
available; there is
plenty to do in the
city of Glasgow
outside of the
university
College of
Science &
Engineering
Monthly
Newsletter: A
Warm Welcome
from the School of
Mathematics and
Statistics
Accepted students
that have not
matriculated
This newsletter
holds a welcome
from the head of the
school (a professor)
followed by school
news (includes
recent trips, new
and exciting
changes, and any
recent recognitions
or awards,
information on life
in Glasgow,
There will be great
academic and
professional
development
opportunities
available; there is
plenty to do in the
city of Glasgow
outside of the
university
60
information on
funding and a
reminder to accept
their offer
College of
Science &
Engineering
Monthly
Newsletter: A
Warm Welcome
from the School of
Physics and
Astronomy
Accepted students
that have not
matriculated
This newsletter
holds a welcome
from the head of the
school (a professor)
followed by school
news (includes
recent trips, new
and exciting
changes, and any
recent recognitions
or awards,
information on life
in Glasgow,
information on
funding and a
reminder to accept
their offer
There will be great
academic and
professional
development
opportunities
available; there is
plenty to do in the
city of Glasgow
outside of the
university
College of
Science &
Engineering
Monthly
Newsletter: A
Warm Welcome
from the School of
Computing Science
Accepted students
that have not
matriculated
This newsletter
holds a welcome
from the head of the
school (a professor)
followed by school
news (includes
recent trips, new
and exciting
changes, and any
recent recognitions
or awards,
information on life
in Glasgow,
information on
funding and a
reminder to accept
their offer
There will be great
academic and
professional
development
opportunities
available; there is
plenty to do in the
city of Glasgow
outside of the
university
Disabilities
Services
Disability Service
for Staff
Staff This brochure
describes the
process of getting
disability services,
the types of
accommodations
available and
outlines University
funding for
disabilities (1st
£1,000)
If a staff member
has a disability they
may be eligible for
accommodations if
they go through the
proper channels.
Additionally, the
first £1,000 of their
accommodations
are taken care of by
the University
61
Disabilities
Services
Disability Service Students This brochure
addresses campus
accessibility,
assistive
technology,
dyslexia screening
and assessment,
liaison with
academic schools,
library support,
accommodations
services, financial
assistance and
referrals
Students with
disabilities will
have the proper
accommodations
for their disability
once they see
Disabilities
Services.
Additionally, there
may be more
funding available
for students
Disabilities
Services
Supporting
Students with
disabilities: A guide
for Academic Staff
Academic Staff This brochure
addresses legal
compliance, best
practices for
helping students,
the role of the
department,
referring students
with a disability,
academic
adjustments and
Personal
Emergency
Evacuation Plans
(PEEPS)
Students with
disabilities will
have the proper
accommodations
for their disability
once they see
Disabilities
Services; they will
also be supported in
other ways
Disabilities
Services
What happens when
I register with the
disabilities service?
Students This brochure
addresses how to
register with
disabilities service,
what students
should bring to the
appointment, the
length of an
appointment, who
will be notified of
their disabilities and
available exam
support
A limited number
of professionals
will have access to
a students disability
records.
Additionally,
accommodations
will be available as
needed (in
academic and non-
academic university
affairs (physical
accommodation if
necessary))
Disabilities
Services
Dyslexia
Assessment
Unstated (Staff and
Students?)
This brochure
addresses legal
requirements for
accommodations,
how to get tested,
how often a student
may need to be
tested, funding for
the assessment and
what happens after
the assessment
The registry will
reimburse for the
cost of getting
tested within 2
weeks, a post
assessment meeting
is necessary to
secure
accommodations,
accommodations
will be provided if
it is determined that
a student has
62
Dyslexia
RIO Your World Awaits
you! International
Exchange
Programmes for
University of
Glasgow Students
Students including
Erasmus and
International
students
This brochure
provides general
information about
study abroad
including where
students can study.
There is special
information
included for
Erasmus and
international
students regarding
funding.
Additionally,
information
provided disavows
myths about study
abroad (i.e.
perception and
funding
misconceptions)
Students
(international
students included)
will be able to study
abroad; General
funding will be
available
RIO Welcome to
Glasgow: Studying,
Living or Visiting?
Tips offers things to
see & do
Students This brochure
addresses lists
UOG's rankings in
five major
publications,
proudly displays the
inter-nationality of
the campus and it's
students, advertises
having some of the
"best" clubs,
societies and media
in the UK and list
of a few things to
see while in
Glasgow (21
options)
There will be many
things to do; there
will be many
international
students from all
over the globe
(brochure says 120
countries); students
will receive an
excellent education
RIO The Gen
(Glasgowgen.net)
Students Alludes to the many
things there is to do
but highlights the
pubs, clubs, gigs,
music, Unions,
Comedy, and
nightlife. Emphasis
placed on the
accessibility of it all
There will be many
things to do and
social occurrences
happening
63
RIO Student Network Students This flier focuses
on the common
introductory
questions students
may have before,
immediately after,
or longer term after
arrival
The student
network will be
there to offer advise
(current students)
RIO Study Glasgow
Scotland
Students Emphasis on the
nightlife (primarily
regarding music),
Football, shopping,
the Hunterian,
Hunterian Art
Gallery, Whistler
Boys, City of Are,
Europe's Adventure
Capital;
Information on the
library and clubs
are available.
Things to do on the
West end, North
Side, City Centre,
Merchant City, The
Clyde, South Side,
East Side, East End
and Dumfries.
General fees for
rooms are stated
(£2,705). General
information about
sports and history is
provided
There will be many
things to do and
social occurrences
happening;
Accommodations
are available and
clubs and libraries
are as well
RIO Information for
applicants from
(Insert country
here)
Students (specific
to where they are
from)
This publication
addresses who their
admission
counsellor is (by
country), provides
information about
tuition & fees and
advises how much
money students
should bring with
them. Additionally,
information
regarding
admission
requirement from
high school
students and post
graduate students is
provided.
"Guaranteed
housing" is
described,
Accommodations
are available; The
university has
several clubs and
societies
64
information about
the university and
it's ranking is
provided, and
general information
about clubs and
societies is included
RIO Undergraduate
Prospectus Entry
2013
Undergraduate
perspective students
Pt 1: Information
about the schools
and colleges (Arts,
Education,
Engineering, Social
Science, Science,
Professional
Degrees, and
Dumfries Campus);
Information about
accommodations
(including who is
eligible and who is
not as well as how
to apply), clubs and
organizations, and
career
opportunities.
Academic Service
information is
provided (study
skills services, IT
training, language
support, etc.)
Accommodations is
guaranteed for most
international
students (Erasmus
students included);
there will be many
free services
available if/when a
student needs help;
clubs and
organizations is
also available
RIO Undergraduate
Prospectus Entry
2,013
Undergraduate
perspective students
Pt 2: Club 21 boasts
being able to place
students for 8 - 12
weeks of paid
internships.
Information about
how to apply for
full time, part time,
and international
admission is listed,
entry requirements
by subject area is
available, and
information about
being honours is
available
Business students
will find a paid
internship; to
graduate on time
students need to
fulfil the
requirements
65
RIO Postgraduate
Prospectus Entry
2013
Postgraduate
perspective students
Pt.: This
publication
provides
information about
the colleges, the
Dumfries campus,
Scotland, student
services, funding,
international
students and
research in general
terms. Additionally,
information about
the admission
requirement, an
overview of
programmes,
language
requirements and
information on
career services is
also available
There will be staff
available to help no
matter the trouble
had; The
educational
experience, specific
to the sequence of
the courses and
support/interaction
promised will be
experienced;
scholarship and
experiential
components listed
about each
programme are
unchanging
RIO Postgraduate
Prospectus Entry
2013
Postgraduate
perspective students
Pt 2: Jobs: "When
you're studying,
you may wish to
work part-time to
help with your
tuition fees and
living costs. Part-
time employment is
a great way to gain
some real-life work
experience and
make you more
enjoyable. Career
service advertises
details of part-time
work opportunities
on their website
at..." (p. 21)
Students will be
able to find a job
with the help of the
school
Glossary - what is a
warden or pastoral staff;
difference between
college, school and
university; self-catering;
ensuite (international
students will not know
what that means)
Rio Undergraduate
Prospectus 2014
Entry
Undergraduate
perspective students
Information for
domestic, Erasmus
and international
students.
Information boasts
of the rankings that
the University has
received.
Information about
the undergraduate
fields of study is
available along with
an "Our
International Links"
section for each
field. Study abroad
There will be
resources available
to help international
students (i.e.
language centre,
career services,
etc.);
representatives will
likely be available
in "my" country;
Students can study
abroad, have
internships, and
have an active
social life.
Accommodation is
66
information is
addressed, funding
options, and the
application process
is reviewed
guaranteed if they
fit the criteria and
apply at the
appropriate times
SRC UOG Freshers
Week 2012 10 - 14
September Events
Guide
Students Information on
events happening
during Freshers
week (including
when and where);
Information on
where to find the
GUSRC, QMU,
GUSA, and GUU
and what their roles
are.
There will be a lot
of social events that
will help a student
adjust to life in
Glasgow and at the
university
SRC Conversational
English &
Language Cafe
Native speaking
students or strong
English speaking
students
Native speaking
students or strong
English speaking
students will have
the ability to
volunteer to engage
in conversations
with international
students hoping to
improve their
English
Every fortnight
international
students and
English speakers
will engage in
conversations
The SRC should consider
putting the location and
time of these
conversations
SRC Language Cafe International
Students or
Students hoping to
improve their
English
Events geared at
helping
international
students or non-
native speakers
improve their
language skills
through informal
conversations and
themed events
There will be native
speakers or strong
English speakers at
these events to
engage in
conversations with
The SRC should consider
listing the time for these
conversations
SRC Printing &
Coping...
Students The SRC has the
cheapest
photocopying
available
The SRC has the
cheapest
photocopying
available
SRC Nightline Students Nightline is a
service for students
to call in between
7am - 7pm to get
answers to informal
questions
There will be a
student available to
help with questions
between 7am - 7pm
SRC More than a degree Students This brochure
provides
information on
volunteer
Students can
volunteer on and
off campus and
SVVS can help
67
opportunities on
and off campus
through the Student
Volunteer Support
Service (SVSS)
SRC The SRC Advice
Centre Guide to
Academic Appeals
Students This brochure
provides
information on
university student
policies; It also
addresses under
what circumstances
one can appeal,
how to appeal, the
different ways to
resolve an academic
matter (informally
or formally), what
an appeals
committee does,
student recourse
and information
about the types of
help a student can
get from the SRC
The SRC will help
in academic
appeals; there are
formal and informal
ways in which
academic matters
can be appealed
SRC Glasgow University
Students'
Representative
Council
Students Information about
the various types of
representation that
is available on the
SRC (council and
student).
Additionally,
information on the
events and activities
that support student
well being,
volunteerism and
Employability is
also available.
Information is also
available on how to
get involved with
the SRC
The SRC is there to
represent students;
Initiatives aimed at
supporting student
well being,
volunteering and
employability are
readily available
SRC The SRC Advice
Centre Guide to
University
Complaints
Procedure
Students How and what a
student can
"complain" about,
the statue of
limitations on these
complaints and the
different processes
for various groups
i.e. GUU, QMU,
and SRC. This
brochure also
addresses the SRC's
role in the
Students can
complain about
something in formal
and informal ways
and the SRC
will/can help.
Students can appeal
a decision.
68
complaint, how to
complain, the
formal and formal
ways a situation
may be resolved ,
the procedure of
complaining and
what a student can
do if they are
displeased with the
outcome
SRC The Advice Centre Students The advice centre
will help with
general and
academic advice.
Information is
provided on when
they are available
and how to access
them
The Advice Centre
is available to help
with student
questions
SRC Conversational
English Programme
and English for
Doctors
Students The Conversational
English Programme
is designed to help
students get more
comfortable with
their English via
conversations with
the same person
once a week. The
English for doctors
programme allows
students in the
medical profession
to become
proficient at an
accelerated rate
because of what
they aim to do
The Conversational
English Programme
and English for
Doctors programme
is available for
students that want
to practice their
English in informal
ways
SRC Hate Crime: What
you need to know
Students How the gov't
defines Hate Crime,
some of the various
forms it can take,
how to engage in
third party and first
party reporting. It
also addresses how
to report online,
why it is important
to report and the
various support
services that are
available within
Glasgow
Hate crime can be
reported in multiple
ways and there are
resources available
to help with
reporting
69
SRC The Gilchrist
Postgraduate Club
Postgraduates and
staff
The Gilchrist is
available for
postgraduates and
staff to study, buy
and eat food, and be
social
There is a space
available for
graduate students
and staff to study,
buy and eat food,
and be social.
SRC The SRC Advice
Centre Guide to
Tenancy Deposit
Schemes
Students Tenenat rights
under the Tenancy
Deposit Scheme
and the process if
what happens once
the money has been
deposited
Tenents will be
protected under law
SRC Volunteer with the
Student Volunteer
Support Service
Students Overview of the
various volunteer
opportunities and
the requirements to
volunteer (time
requirements, etc.)
There are many
volunteer
opportunities to fit
various interests
SRC Wage Slave or
Winner? A guide to
your Employment
Rights
Students Addresses limits
one is able to work,
taxes one has to
pay, the advantages
of joining a trade
union, break rules,
safety,
discrimination and
bullying complaint
procedures, sick
leave, etiquette on
being fired,
resources if fired
unfairly and
redundancy.
There are legal
rights and
responsibilities a
student has. A
student can go to
the SRC for help
with employment
"rights" questions
SRC Minibus Timetable:
Cairncross & KHA
Students Information on
pick-up and drop-
off
Buses will be
available to pick
students up and
drop them off at
their dorm
The SRC should consider
listing the number of
seats available on the bus
and emphasizing that
students may have to
walk if there isn't enough
space
Student Services International
Orientation
Programme (2012-
2013)
International
graduate and post-
grad students
Information on
getting to campus
(including the pick-
up service
information);
schedule of
orientation for
international,
Erasmus and study
abroad students.
There will be an
orientation to help
students get
acclimated to life at
UOG
This packet does not
mention Freshers week
so students may not be
aware that it is occurring
until they get here.
Student Services should
can consider listing
writing a brief
explanation of what it is
and providing a url to
learn more.
70
Student Services International
Student Handbook
(2012-2013)
International
graduate and post-
grad students
Visa requirements,
general
transportation to the
campus, what to do
upon arrival;
general information
about setting up a
bank account,
general
immigration
information,
information about
student services
(disabilities
services,
counselling, etc.),
religious places of
worship, shopping,
and leisure
There are several
ways to get to the
University and
there will be
University officials
to assist students
within a given time
period (orientation).
There is shuttle
from the airport that
students can access.
Immigration
includes work
before you leave
your country and
after you arrive in
Scotland
Student Services (Confucius
Institute) A Bridge
to China
Students (primarily
non-Chinese)
Information about
the Chinese
language courses,
events and support
from the school.
Additionally, there
is information on
research and
business
opportunities that
are available within
the centre
There will be
opportunities for
engaging in
research
opportunities,
business
opportunities and
Chinese language
learning
Student Services EntryPark
International Career
Book (2012-2013):
Discover the right
employers across
Europe -
Engineering &
Science
Students Information for
students about
various employers,
the culture of the
office, opportunities
available, deadlines
and contacts.
Articles on general
job/internship
application/intervie
w tips
Finding a job or
internship is
attainable and
Career Services is
there to help
Student Services International
Family Network
International
students with
families
Information on
language support
(for self and
spouse/partner),
family orientation
schedule,
activities/trips and
social
lunches/coffee put
on by the office and
registration
information
available
Support for
spouse/partner will
be provided
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Student Services Guidance for
Advisers of Studies:
Careers Service
Support for
Students and
Graduates
Academic Advisers Who career service
is, what they do,
how they help
students;
additionally this
sheet discusses
what they do
specifically for
international
students (virtual
career fairs,
interview
academies) and
students with
disabilities;
information on how
to contact this
service is provided
Career Services is
available to help
students determine
the ways that they
can use their
degrees
Student Services Guidance for
Advisers of Studies:
Staff guidelines for
dealing with a
student death or
student crisis
Academic Advisers Information about
who to contact in
the case of a student
death or serious
incident (suicide,
hospitalization,
etc.); This leaflet
also addresses the
advantages of
getting these people
involved
(experience,
assistance, support);
There are also
practice scenarios
available on this
sheet
In the case of a
serious matter
(death, suicide,
etc.), there is a team
of professionals that
will help students
Student Services Guidance for
Advisers of Studies:
Dealing with
personal and
sensitive issues
Academic Advisers This flier focuses
on referring
students to the
counselling centre
when needed. It
also highlights how
to discern if a
student is in need of
these services (i.e.
the questions to
ask); references are
made to the SRC
for less serious
matters and the
Crisis Team for
more serious
matters
If a student is in
distress Academic
Advisers can refer
them to the
appropriate office
and they will be
helped.
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Student Services Guidance for
Advisers of Studies:
Relevant University
Policies for
Supporting
Students
Academic Advisers This leaflet focuses
on the rights of
students under the
Students Carers'
Policy and Student
Maternity,
Maternity Support
and Adoption
Policy. It also
briefly addresses
the limitations of
these two laws
Students that are
carers or on
maternity will be
supported by the
institution
Student Services Guidance for
Advisers of Studies:
Supporting
Disabled Students
Academic Advisers This leaflet
discusses the
services that
disabilities services
provide to students
and faculty
(emphasis is on the
student); It
highlights the
various disabilities
specialists in the
office, how to
contact the office,
the kinds of
permanent and
short term
accommodations
that can be made
and it briefly
alludes to laws and
funding availability
for disabled
students
Students with
disability will
receive the help
they need to be
academically
successful
Student Services Interfaith
Chaplaincy:
Religious & Belief
Guide (Academic
2012-2013)
Staff and students Contacts for the
Chaplin's of each
faith, overview of
the origins, beliefs,
customs/practices,
places to worship,
festivals, food
limitations/require
ments and concerns
of people form the
Buddhism,
Christian, Jewish,
Islamic, Sikh,
Hindu and
Humanist faith.
Also included is an
explanation of the
Religion and Belief
Equality Policy,
definitions of key
terms like religion,
There will be
chaplains for
Buddhism,
Christianity,
Judaism, Islamic
faith, Sikh faith,
Hindu and
Humanist faith
73
belief and
discrimination,
disclosure of the
code of practice for
implementing the
University Religion
& belief Policy.
Lastly, the brochure
also addresses
Equality
Monitoring and the
University's
Religion & Belief
Equality Group;
calendar of
religious
events/observances
Student Services Feeling a Bit
lonely?
(Counselling & Psy
Services)
Students Information that a
drop-in service
exists.
Drop-in service is
available. May be
there for
transitional home
sickness
Counselling should
consider including on
when the drop in service
is (time) and that
students have to make an
appointment the morning
of the drop-in
Student Services Counselling &
Psychological
Services
Students How to register
with Counselling
services, make an
appointment and
the drop-in hours
Counselling
services is available
when you need it
Counselling should
consider including a
disclaimer that there are
high traffic times and not
all students may be seen
immediately
Travel Guide Everyone Map of Glasgow
campus, general
information about
how to get to
campus and general
information on how
to get around
Glasgow via public
transportation
Include more
information for
students that may
want to get around
to the city centre or
within Glasgow.
Where can students
go to find
essentials? How do
they get there and
what are the cost?
Accommodation E-Induction Students Pre-arrival
information,
orientation to the
accommodation
staff and what they
do, the damage
process, security
and safety, health
and safety
information,
Financial Planning,
expense calculator,
where to access
help, pre-arrival
check-list and the
There will be staff
members available
to help within
accommodation
services.
74
accommodation
contract.
RIO Find your career
path at Glasgow
Students Information about
the career
preparatory
information that is
available
Career services is
available to help
students prepare for
and get jobs
RIO Discover Glasgow Students Glasgow is one of
the top ten cities
according to the
Lonely Planet and
there are many
things to do
including sports,
outdoor activities,
cultures, shopping
and music
There will be many
things to do socially
in the city of
Glasgow
RIO Take a peek into
student life at
Glasgow
Students Mini-interviews
with students from
different schools,
colleges, and
countries.
Information about
contacting the
international
student support
team
RIO The Guide to
Student Service
Students Information campus
resources (i.e.
library), printing
and photocopying,
contacting student
learning services,
contact information
on how to contact
the student support
services and what
they help with,
ways that financial
aid and career
services can help
students.
Additionally,
information is
available on the
Student Service
Enquiry Team,
Campus recreation,
counselling and
Recreation
Services, residential
services and a
There are a myriad
of people across the
campus to help me
with any questions I
may have.