Resources and advice for navigating different academic systems when studying abroad. Overview As you transition from schools and universities at home to higher education institutions abroad, you can become aware of the many differences between your new academic environment and your previous one when it comes to teaching and learning. Some of the differences between academic systems can include an increased academic workload, different requirements in relation to academic writing and critical thinking, as well as differences in grading systems. For example, in comparison to your previous educational experiences, your new learning environment might feel more fast paced on the basis of the volume of course material and other academic deadlines that you need to keep up with. Although this might feel tiring and stressful, it is important to remember that these feelings are a normal part of getting adjusted to a new way of doing things and will settle with time. You might also realise that compared to other types of writing you have previously done, academic writing requires a quite distinct set of skills, as it is typically more formal, and emphasises the argument rather than simply communicating or describing facts. This is closely linked to your ability to think critically which can play a very big part in your success in your studies. Theoretical perspectives Theoretical perspectives International students undertaking higher education in the UK have often been exposed to paradigms and ideas around learning that in some cases can be different from those of home students. Although both international and home students may face challenges during their transition from one educational level to another (e.g. from undergraduate to postgraduate), international students can face additional difficulties as they adapt into a learning and teaching culture that may feel more unfamiliar and different. For example, some international students may be more accustomed to teacher-led approaches rather than student-centred approaches (Bache & Hayton 2012). Overall, self-directed learning corresponds to the level of autonomy that students have, with reference to the degree to which they create goals, select resources and objectives, schedule practice opportunities, and keep track of and assess their own development (Warring, 2010). Independent learners are capable of critical thinking and inquiry, they are aware of their learning style, strengths and limitations, they are able to work toward their objectives, and they are capable of asking for assistance when necessary (Fallows & Steven, 2000). Although many international students may have the willingness to implement critical thinking and writing skills in their studies, in terms of their dedication and drive to excel, they may lack the experience and knowledge to achieve this. Giving oneself time to adjust to these changes and being aware that progressively one can learn the skills required to navigate different academic systems is key to international students’ success. References Bache, I., & Hayton, R. (2012). Inquiry-based learning and the international student. Teaching in Higher Education, 17(4), 411-423. Fallows, S., & Steven, C. (2000). Building employability skills into the higher education curriculum: a university‐wide initiative. Education+ training. Warring, S. (2010). Facilitating independence amongst Chinese international students completing a Bachelor of Applied Business Studies Degree. Innovations in Education and Teaching International, 47(4), 379-392. Context for Scholars As Mastercard Foundation scholars transition into new academic systems, they might realise that their previous learning practices can be less flexible than what is currently required in their studies, as critical and analytical thinking and writing skills might not have been encouraged to the same extent as in their new academic settings. 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. As a scholar, you might also find that there is a ‘smaller gap’ between university staff and students, which may also reflect different ideas around pedagogy compared to your previous academic setting. You might experience the relationship between staff and students as more equal and less hierarchical and this can allow meaningful conversations that can create a greater sense of belonging into your program of study. Practical suggestions Give yourself time to adjust. Experiencing difficulties as you transition into a new academic environment with different demands, is a normal part of adapting to the learning requirements of your new setting and is very common for both international and home students. Remember that the University and the Institute for Academic Development have various resources to support your learning during this phase. If you are not from the University of Edinburgh, your home institution will have similar pages. Balancing an increased academic workload can be challenging at first. It's vital to keep in mind that everyone has a different working pattern, so you might need to try several things before you find the most effective strategy to handle your own academic workload. When you have a lot of content to read and little time, having a plan might be helpful. Consider how much of the material you actually need to utilise and try to concentrate on what you actually need to cover. Preparing a list of questions you hope to get answers to can be a helpful strategy. A topic may be explored by authors from a variety of equally valid views. Research and reading on a subject will help you develop your own critical line of reasoning. Your academic voice develops through your interpretation and creative use of sources while you develop your arguments. Mastercard foundation scholars’ experiences Listen to the Scholars Podcast: New academic experiences and setting priorities In this podcast, we discuss the shocks and challenges we faced in adjusting to the new academic systems (grading and workload) and how we changed our approaches to learning. We also share the challenge balancing social life along with academic pressure and overcoming this by mastering the art of “setting priorities”. I think the academic writing style that is used here is quite different from what I know or what I've learned in my University. There's this more critical argument rather than description. It's a gap and difference between the modes of learning I've experienced. I think that's a major difference, trying to understand a new style of learning and writing in a way that relates to academics. Mastercard scholar Useful links Study Hub Learning Resources Institute for Academic Development This article was published on 2024-06-24
