Viewed from a role theory perspective, many of the ‘problematic’ learning behaviours of international students can be seen as necessary components of a process of role negotiation. Acknowledging that this process requires time, space, and responsiveness from the host institution has implications for the design and delivery of both preparatory and in-sessional provision. Neglecting to provide a transitional space for this process to take place can result in role ambiguity and role conflict, both for international students and for academic staff working with them further down the line.

By way of illustration, the paper considers the evolution of a preparatory course for international students entering higher education in the U.K. Successive incarnations of the course are presented as attempts to conceptualise and address the needs of international students, moving from a ‘deficit model’², which sees international students as lacking in language and/or study skills, to a ‘role adjustment model’, which aims to provide a transitional space in which international students can explore what the role of ‘student’ might mean within the U.K. higher education context. The paper concludes by highlighting areas of good practice and considering the forms that future preparatory and support programmes for international students might take, including the use of online provision.

¹ Biddle, B.J. (1986) Annual Review of Sociology 12: 67-92; Collero, P.L. (1994) Social Psychology Quarterly 57: 228-245

² Haggis, T. (2003) British Educational Research Journal 29(1): 89-104; Mann, S. (2001) Studies in Higher Education 26(1): 7-18