How best to support these students is the subject of considerable debate. This paper will discuss some issues raised by an University of Glasgow funded project to assist international students with their management of the transition to UK Higher Education. The project aims to explore the needs of students adapting to the academic culture of a UK university and to develop open-access online support materials and a faculty/course-related virtual learning environment (VLE). It builds on previous research which challenges a ‘cultural deficit’ model in which international students are viewed as lacking in, for example, independent study, critical thinking and class participation².

In contrast, the focus is on recognising the very active contributions of international students, together with the diverse and changeable nature of the university experience. The challenge is to develop support information and activities which are actively international, in that they support students in managing the transition to UK academic culture, while recognising the diverse needs, skills and strategies that students themselves bring to institutions.

Research findings from the initial qualitative fieldwork stages of the project will be presented. The findings are based on purposive samples of international students and staff who took part in focus group interviews around the transition to UK higher education and focused essay support discussions. The focus groups were transcribed in full and used to analyse themes and develop the resulting learning and support material. Key themes included a focus on pre-arrival information, increased opportunities for interactive learning and the incorporation of student strategies into learning materials. The ways in which these research findings directed the subsequent development of online and VLE support materials will then be demonstrated and examples of some of the support material will be provided for illustrative purposes along with some early feedback on the support materials themselves. The paper will conclude with directions for future development and ongoing issues for student and staff development in relation to international student support.

¹ Ryan, J. & J. Carroll (2005) Canaries in the Coalmine: International Students in Western Universities in Carroll, J. & Ryan, J. (eds.) Teaching International Students: Improving Learning for All, Routledge, London.

² See, for example, De Vita, G. (2001) Innovations in Education and Teaching International 38(2): 165-173; Egege, S. & S Kutieleh (2003) International Education Journal 4(4): 75-85; Ninnes, P., C. Aitchison & S. Kalos (1999) Higher Education Research & Development 18 (3): 323-342.