“I think I am better off than I was when I arrived”: an exploration of international postgraduate student experiences at a UK university through the lens of their ‘academic self-concept'

Abstract

This thesis considers the Academic Self-concept (ASC) of international postgraduate students on taught courses in a Higher Education Institution in the UK. ASC relates to self-perception, attitudes and beliefs of one’s skills and achievements in an academic area. It investigates their experiences of the academic activities required over their courses. This knowledge is important to HEIs to better understand their students and thus to ensure they are properly supported to achieve their aims. HEIs seek to attract and grow their international student numbers to improve diversity and to contribute to the institution's finances. Therefore, it is crucial they provide an appropriate and equitable teaching and learning environment to ensure its continuance.

The research comprised a longitudinal study over two and a half years of data collection in three waves incorporating the beginning, middle and end of the participants’ PGT programmes. It used a combination of qualitative and quantitative research to gather data and an emergent grounded theory approach to analysis.

The findings revealed an ASC paradox in comparison to previous ASC research with examples of high and low ASC evident in some individuals at the same time. It demonstrated diversity in their self-perceptions of knowledge, ability, and confidence in academic activities, which changed over the duration of their courses. It showed that many were unfamiliar with PGT level academic activities, due to the differing nature and requirements of their undergraduate courses, especially some academic writing activities. Group work was an issue for some, demonstrating potentially undermining behaviour in response to others. Feedback and grades were found to be sources of validation, but not for all. Feedback can also be pivotal in ASC and how a person perceives their knowledge and abilities which impacts on their levels of confidence and trajectories of self-belief. It found that the participants were determined and resilient in the face of the unknown, creating individual personal networks of support and underutilizing university sources of support. Changes in self-belief could be either positive or negative dependent on previous experience of studying, feedback, social and dimensional comparison, and self-perception of ability.

This concept has not been used to consider PGT students in the UK using a qualitative instrument in combination with a quantitative inquiry in a longitudinal study. It provides a view from inside the participants' experiences and reveals attitudes and behaviours that would remain unknown without this investigation. It highlights issues for consideration for HEIs concerning how the students may be better supported.

Date of Award	23 May 2024
Original language	English
Awarding Institution	Northumbria University
Supervisor	Graham Hall (Supervisor) & Alex Leung (Supervisor)