Academic programming

• Mastercard Foundation Scholars studied on various academic programmes, levels of study, and modalities (online and on campus) but across the board scholars struggled transitioning to Edinburgh’s self-led learning approach. A lack of early assessment and quality feedback exacerbates this issue as well as mixed interpretations within Schools on such areas as citation and writing styles.
• For example, some scholars may find that their previous learning relied more on memorisation and a descriptive style in academic writing, whereas their new academic settings demands a more critical evaluation of information from different angles. This can become more noticeable when it comes to academic writing, as scholars can experience uncertainty around demonstrating a critical reflective style in writing and around the use of their voice as an author.
• Due to Mastercard Foundation scholars’ background of high achievement and pressure from communities and families, and the Mastercard Foundation Scholars Program itself to succeed (however well meaning) – these academic experiences challenge how scholars view themselves and severely impacts on their mental health and outcomes.
• The online support made available by schools is known to be extensive and comprehensive, though scholars didn’t always make the most of these resources due to challenges navigating the system.  
• Mentoring has played a key role in support scholars’ transition into study and community life at the University of Edinburgh. It is key that people who engage in intercultural mentoring possess both the skills and the awareness of what engaging in an intercultural relationship means. 
• One of the main findings of a Mastercard Foundation research-funded project, led by University of Edinburgh and University of British Columbia, is that as African international students leave home to study in North Europe or North America, they can experience being part of a minority group for the first time. When students participate in ethnically non-diverse environments, they might feel that they stand out from the rest of the group, thus feeling uncomfortable, self-aware, or isolated. 
• These academic transitions refer to significant changes in a student's life that thus encompass a variety of adjustments to learning, attitudes, perceptions, and skills, and refer to a substantial shift in a students' life from one level of understanding, growth, and maturity to another, as students become active and independent learners.
• This research has also highlighted that as African international students move into unfamiliar educational and cultural settings, this can have an impact on their wellbeing as it involves separation from the familiar things one knows, and the creation of new meaningful connections within one’s new environments.
• The research project also illuminated that Mastercard Foundation Scholars can experience an array of positive emotions associated with the creation of a new home through forming new relationships with others in the host culture, as new relationships can become sites of great strength in their new contexts. 

Read the Mid-term Review Summary Report

• Use the Mentoring and Transitions Toolkit to shape mentoring programmes for other global access students. This consists of information, tools, practical advice and resources intended to assist mentors who support African International students during their time of studying abroad.
• It is key that people who engage in intercultural mentoring, for example to support transitioning from academic context to another, possess both the skills and the awareness of what engaging in an intercultural relationship means.
• In the long term, it is not enough to just better equip Scholars to meet the challenge of an unfamiliar environment, the University also needs to meet them halfway. Through the Curriculum Transformation mission, the University should act broadly to make sure that support services and content and delivery of teaching all reflect the full diversity of the student body.

 Visit the Mentoring and Transitions Toolkit