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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

Glasgow 2013 Final Report

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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

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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.

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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

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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

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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.

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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).

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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.

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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.

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“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.”

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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.

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“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…”

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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.”

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“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.

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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

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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

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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

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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

[email protected]

ext 7584

May 28, 2013 5:00

pm

Louis

Harrison

Director of Studies, English as a

Foreign Language

[email protected]

ext 5595

Caroline

Mallon

Head of Academic and Student

Administration - MVLS

[email protected]

ext 4499

Pat Duncan Head of Academic and Student

Administration, College of

Science and Engineering

[email protected]

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

[email protected]

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

[email protected]

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

[email protected]

ext 6522

May 29, 2013 3:00

pm

51

James

Harrison

Student Representative Council-

President

[email protected]

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

[email protected]

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

[email protected]

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

[email protected]

ext 3914

Ian Thomson Head of International

Recruitment - Recruitment and

International Office

[email protected]

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

[email protected]

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

71

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.

72

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.

75

resource list with

the contact

information for all

the other offices.