International student experiences at the LSE – a recent survey

Neil McLean

LSE Language and Teaching and Learning Centres

Outline The survey Results Summary

The survey Seek feedback on the ‘international student

experience at LSE’ – is not having an International Office critical?

Conducted collaboratively by the Language, Careers, Teaching and Learning Centres and Recruitment and Student Support Offices.

Survey combined questionnaires with follow up focus groups

Questionnaires Distributed in weeks 3 and 10 of the

Michaelmas term, mainly in Language Centre classes.

367(week 3) and 83 (week 10) respondents Key themes that emerged – academic

expectations, university system and provision of services (language support, accommodation, UK job market etc.)

Focus groups 5 focus groups of 8 – 12 students held

with groups of Msc, PhD, General Course (US) and undergraduate international students

Group discussions followed academic expectations, university system and support services format.

Results – Academic expectations

Independent study ethos wasn’t explained / sold beforehand

No clear expectations established by term, or even for the year, no regular testing etc. meaning no clear sense of progress – tests / module exams at Xmas?

More transparency and clarity on assessment – coursework and exams

Results – university system

Value for money of a 20 week academic year with 8 contact hours a week?

Course architecture and information variable – excellent to poor – webCT / dept. web pages / virtual course packs / electronic journals valued where provided

Results – university system

100% exams not a fair assessment method

Tutorial support isn’t supportive Facilities are variable – e.g. in terms of

communal areas to socialise in

Results – support services

Surprise so much was offered for free, this isn’t the case in many countries

Role of student societies? Division between foreign and UK societies

Bottleneck times of year – LC in Michaelmas term, Careers in November / April etc.

One central information source for what’s available? (virtual international office)

Summary

Rather than specific issues, same concerns as UK students, but the perspective of their own cultures

Key issue really is academic departmental performance – clarity, feedback, support, lecturing, seminars – and variability between departments / courses

Summary

Bottom line finding is that department / course provision is the basis for student experiences / satisfaction

Course convenors appear the key staff within institutions in terms of welfare and satisfaction of international students

An International Office etc. is peripheral to this

Role of Language Centres beyond language support? Understand and offer insights into the system /

departments? – departmental support / liaison – e.g. dissertation writing seminars

Provision to meet high demand periods and more extended induction – five week block courses in Michaelmas term? Provide overview of the year as well as writing tips?

Longer terms / vacation courses / events run by LC?

Recommendations

Support – if not tutorials in the traditional sense, mentoring? Esp. PhD?

Provision of communal spaces / non-alcoholic events / societies

Management of expectations – build expectations pre-arrival, sell the independence of UK study, be transparent on assessment expectations post-arrival