After having the questionnaires open to students for 3 weeks I received just 5 completed responses from them, this was the minimum amount I encountered for. I was hoping I would have enough data from them in regards to analysis and also enough to implement this project at a later date.
I had 7 completed questionnaires from academics and Learning Zone staff which was a great response.
Research on Analysis
I attended some tutorials which were very helpful in regards to my project findings. First of all I wanted to make sure I got to grips with the definition Analysis :
Defining Analysis
‘To evaluate’ is to ascertain the value of something and to judge or assess its worth. To ‘analyse’ is to examine something in detail in order to discover its meaning; in a more scientific sense, it is to break something down into components or essential features.’
(Gray and Malins 2004, pp.123)
This definition really made it useful for me to understand on what I need to do with all my data.
After reading material and also part of a book about analysis, Alberto scappini, The Art of Data Analysis: Non-Technical Skills for Data Analysts, pp.50-86. I narrowed down which type of Analysis would really bring out my data.
- Narrative Analysis – These approaches typically focus on the lives of individuals as told through their own stories.
- Thematic Analysis – It is a method for identifying and analysing patterns (themes) in the data by means of thematic codes.
(Abdulkareem et al. 2018)
All my questionnaires from both staff and students were Anonymous so this made it easier for me to not put a face to the responses and not to judge any one too. After going through each questionnaire, I decided to go with Thematic analysis as I certainly could see some patterns (themes) from every single response.
Also, I created a pie chart (see below) and with this, I thought the four responses that came up in every single response would need to be implemented.
I then had a look at all Staff/Academics questionnaires too and below are the themes from them. Some raw data (key words) are below.
There were a couple of stories from students which I am keeping confidential as part of my ethical form promise. It was quite touching to read about being disowned and family struggles. It was also very nice to see some of the students thanking me for asking them to complete the questionnaire and were very appreciative of knowing something will be done to some of the issues around inclusivity for new international students.
Below are some open ended questions and their answers by the academics/library and learning zone staff. I have included snippets of some answers which I thought will be very useful especially for the implementation stage of the project at a later date. I have included this raw data as my colleagues gave me consent to include this in my project.
In your opinion, what can be done to encourage more interaction and social integration between international students and local students? Required to answer.
sharing food and music cultural practices?
What improvements or changes could be made to enhance the effectiveness of support services for international students ? Required to answer.
make the college cheaper…specially the canteen
What, in your opinion, are the key factors that contribute to a more inclusive environment for international students at our university? Required to answer.
having staff and lecturers who are international too, not being surrounded by predominantly English staff and students making them feel that there’s a hierarchy where english-englishness comes on top
Are there any specific challenges or barriers that you have observed in ensuring inclusivity for international students, and do you have suggestions for addressing these challenges ? Required to answer.
unfotunately many chinese students don’t have the required levels of English to understand basic communication, instructions and workshops. staff from the language centre often blame this on TOEFL/IELTS not being heavy enough on speaking skills but that can’t be true. some students are not literate in english and use translators for everything. They couldn’t even take the test with the levels they have here. How is this possible?
How can UAL’s policies and practices be adjusted to better support international students and foster inclusivity? Required to answer.
english classes adequate for the course levels! also, international staff and students could benefit from top-up english classes that addressed common mistakes for ESOL.
What improvements or changes could be made to enhance the effectiveness of support services for international students ? Required to answer.
Resources and support for international students better signposted and advertised physically on campus e.g. posters. More signage and resources in students own language where necessary for example at induction events.
What, in your opinion, are the key factors that contribute to a more inclusive environment for international students at our university? Required to answer.
Explaining processes clearly to students, making written content accessible, giving all students access to English lessons before they join UAL or as they start out if they want them. Creating events that make international students feel welcome when they start out.
In your department or role how do you contribute to creating an inclusive environment for international students?
Being aware of extra support services available to assist students, from Academic support services, to Language support, and pre-sessional courses. Directing students to UAL website to find information on their UAL International Suport representative
In your opinion, what can be done to encourage more interaction and social integration between international students and local students? Required to answer.
Exchange events highlighting different cultures – maybe a recipe swap, international food events etc.
Balancing act
Staff and Academics mentioned that training programs that enhance staff member’ understanding of diverse cultures, cultural differences, and communication styles are essential.
Knowledge of Support services is also very essential, as we need the awareness and information about available support services tailored for international students, including counselling, academic advising and cultural adjustment programs.
Language Support is also essential as staff need resources or training to assist students when communicating with them, especially if English is not their first language.
Access to Professional Development was another point mentioned by all staff/academics who completed the questionnaires. They would like to stay updated on best practices and strategies for supporting international students.
I read the book Conscious Inclusion by Catherine Garrod and it was very intriguing to learn that everything above is so valid in my research and she had a saying Happy Staff/Academic = Happy Student
If support staff and academics feel supported then that really is the answer to everything and it make a world of a difference to students especially our 1st year international students who are so new to their new university space.
Secondary data
How to deal with loneliness: The first step is to understand it
A National Library of Medicine study revealed that 32.4% of university students report feeling moderately lonely, while 3.2% report feeling severely lonely.
The study then split loneliness into two categories: emotional (lack of intimate relationships) and social (lack of social relationships).
Even with this research, it is clear to see that loneliness affects individuals in different ways, such as the following:
- You don’t have your usual support system nearby
- You see everyone else finding a boyfriend, girlfriend or partner
- You’re unfamiliar with your new routine and programme
- You feel like no one cares about you
- You feel anxious and depressed
- You are overwhelmed by doing tasks you’ve never done before
- You feel inadequate when comparing yourself ot others.
For some, loneliness is a passing feeling, but for others, there can be serious consequences to their health.
Chronic loneliness can stress your body, leading to more serious illnesses, from heart problems and depression to decreased memory and a higher risk of drug abuse.
Identifying what is wrong is often the first step on how to deal with loneliness.
The results of a study found that it was important to make students aware of their loneliness early.
This is because the magnitude of loneliness was higher among the first-year student group, female students, students with poor economic status, and those who smoked and lived in dormitories.
It adds that it is important to investigate “the circumstances and factors that exacerbate this sensation among first-year students (mainly between 18-21 years old), and devising intervention to alleviate it.”
(https://studyinternational.com/news/how-to-deal-with-loneliness/)
This was very interesting to find out from my research both primary and secondary as loneliness as being one of the key themes from UAL students.
This paper was very interesting and this section was particularly relevant to my research :
“The findings demonstrate that, in spite of the university’s long-standing commitment to aspects of EDI, international students felt excluded and othered in the community. Their experiences pointed to a lack of intercultural awareness and sensitivity on the part of the superficially multicultural community, a lack of institution-led initiatives to include the students through socialisation with peers, and the limited internationalisation of the curriculum.”
UAL has started to make some changes when it comes to Inclusivity. The intranet page is now mentioning key religious days, like Eid, Gurupurab, and not just Christmas and Easter etc.
This is great to know but a lot needs to be done locally in the colleges, and this is where we in the Learning Zone could be doing a lot more to help our 1st year international students feel comfortable and welcomed.
I will address the implementation of my project and what I would like to do in my summary.