University of Glasgow

Managing International Student Expectations: . . . . . . . Assessment Project

S. Clarke, K. Farrington, S. Lindahl, K. Pierce, and J. Pierson; University of Connecticut Higher Education & Student Affairs Masters Students

Summer 2013

Table of Contents
TABLE OF CONTENTS ............................................................................................................................. 1 ABSTRACT .................................................................................................................................................. 2 PURPOSE OF ASSESSMENT.................................................................................................................... 3 LITERATURE REVIEW ............................................................................................................................ 3 WORKING WITH INTERNATIONAL STUDENTS........................................................................................... 3 ETHNIC AND CULTURAL DIFFERENCES .................................................................................................... 4 PERCEPTIONS AND EXPECTATIONS ........................................................................................................... 4 CONCLUSION .............................................................................................................................................. 5 RESEARCH QUESTIONS .......................................................................................................................... 6 RESEARCH DESIGN.................................................................................................................................. 6 DATA COLLECTION ..................................................................................................................................... 7 DATA ANALYSIS ......................................................................................................................................... 7 KEY FINDINGS ........................................................................................................................................... 8 INTERNATIONAL STUDENT BAROMETER ..................................................................................................... 8 INTERVIEWS ...............................................................................................................................................17 FOCUS GROUP ............................................................................................................................................18 CONCLUSIONS ..........................................................................................................................................20 FINANCIAL AWARENESS (BANKING, COST OF LIVING, AND EMPLOYMENT) ..............................................20 ACADEMICS (FACILITIES, COURSE EXPECTATIONS, CLASS SIZES, AND LANGUAGE REQUIREMENTS) ........20 ACCOMMODATIONS (PRICE, TRANSPORTATION, AND FACILITIES) .............................................................21 POSITIVE FEEDBACK (LEARNING, WOULD RECOMMEND, AND COMMUNITY EXPERIENCE) .......................21 RECOMMENDATIONS ............................................................................................................................21 FUTURE RESEARCH ...............................................................................................................................24 LIMITATIONS ...........................................................................................................................................24 REFERENCES ............................................................................................................................................25 APPENDIX A: ISB FINDINGS .................................................................................................................26 APPENDIX B: FOCUS GROUP SCRIPT ................................................................................................29 APPENDIX C: FOCUS GROUP CONSENT FORM ..............................................................................30 APPENDIX D: POST-FOCUS GROUP ....................................................................................................31 APPENDIX E: FOCUS GROUP PARTICIPANTS .................................................................................32 APPENDIX F: FOCUS GROUP TRANSCRIPT .....................................................................................33 APPENDIX G: FOCUS GROUP FINDINGS ...........................................................................................42 APPENDIX H: INTERVIEW TRANSCRIPT..........................................................................................44 APPENDIX I: INTERVIEW SUMMARIES ............................................................................................45 APPENDIX J: PERSONAL COMMUNICATIONS ................................................................................50 APPENDIX K: U21 WEB REVIEW .........................................................................................................53 APPENDIX L: DOCUMENT REVIEW ...................................................................................................57

Abstract
Existing literature indicates that international students lived experiences in a university setting vary significantly from those of home students. The authors of this study utilized qualitative research methods to examine the experiences of international students at the University of Glasgow, how their experiences align with the expectations they entered university with, and how those expectations were created. Researchers conducted a focus group with current students, held interviews with university staff, and analyzed open comment data from the International Student Barometer, an international survey conducted by the University of Glasgow in autumn 2012. Findings indicate that international students expectations generally aligned positively with their lived experiences. Those areas that indicated a significant misalignment were financial awareness, academics, and accommodations. Based on these findings, the researchers made recommendations for university staff to augment current services and improve communications between the university and students, as well as advocating continued research into the international student experience at the University of Glasgow.

Purpose of Assessment
The University of Glasgow participates annually in the International Student Barometer (ISB) survey run by i-graduate. The ISB tracks decision-making, expectations, perceptions, and intentions of international students from application to graduation, providing valuable benchmarking information. The Student Services Management Team of the University of Glasgow has, in collaboration with members of the Students Representative Council (SRC), been monitoring the student feedback from the ISB in an attempt to identify any themes or issues that need to be addressed. The purpose of this assessment project is to address the emergent themes of managing students expectations more effectively.

Literature Review
As of 2007, more than three million students studied outside of their home country each year, and the majority did so at a Western university. Countries such as the United States, Australia, and the United Kingdom tended to attract a large number of these international students, but recently interest in studying at non-English speaking countries has increased (Beausaert, Grohnert, Niemantsverdriet, & Kommers, 2012). International students provide universities with increased diversity and financial support, and the importance of recruiting and retaining these students has increased in recent years (Roberts & Dunworth, 2012). An internationalized student experience is a key aspiration for many United Kingdom colleges and universities. This brings distinct challenges and opportunities for UK institutions in their teaching methods and systems of support for these students (The Higher Education Academy, 2013). Working with International Students Welcoming The Higher Education Academy (2013) discussed the importance of welcoming international students to their higher education experience. Research on student retention demonstrates that the first six weeks after arrival are vital for students to establish a sense of belonging and commitment to their course. To retain these students, it is important to make them feel welcome in their new environment and ensure that the messages they receive from the university website and other sources of documentation at all levels is authentic and welcoming. This provides a welcoming atmosphere that in turn sets the tone on campus and in classrooms for all to follow. This can help to ensure that international students are not subject to discrimination or exclusion and can effectively mix with domestic students (The Higher Education Academy, 2013). Recruitment and Support The Quality Assurance Agency for Higher Education (2012) created a guidebook of best practices for professionals who are recruiting and supporting international students in the United Kingdom. Recruiters should provide prospective students with accurate information about: the institution; its programmes, deadlines, all language and entry requirements; the cost of the
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programme and living; course duration; visa requirements; and all other pertinent information. Practitioners are encouraged to focus on international students inclusion into the new environment, have contingency plans for student accommodations in the case of an emergency in their home country or institution, information on what to do in the case of financial hardship, and ensure that immigration officers comply with the Office of the Immigration Services Commissioner (OISC). Academic induction should be an ongoing process, and include information about academic expectations, consequences of academic misconduct, learning and teaching methods, and feedback mechanisms for academic work. Students and professional staff should receive trainings on cultural sensitivity, and to assist students in their career development, practitioners should provide or post information about work legislation, alumni networks, employment databases, and multinational or virtual career fairs. Institutions are also encouraged to prepare students for reverse culture shock, the process of applying for graduation, and the job search and placement process (Quality Assurance Agency for Higher Education, 2012). Ethnic and Cultural Differences International student integration into institutional and societal culture can have lasting impact on their student experience. Severieus & Wolff (2008; as cited in Beausaert et al., 2012) found that international students who feel more at home, participate in extracurricular activities, and are connected with other students and instructors are more likely to graduate. In the study, the authors defined social integration as the extent to which students adapt to the social way of life at university and academic integration as the extent to which students adapt to the academic way of life at university (Beausaert et al., 2012). With their sample of 670 international students and 288 Dutch (home) students, the authors focused on social integration, academic integration, academic performance and ethnicity in first year, full time, undergraduate students in their sixth to eighth month of study (Beausaert et al., 2012). The participants ethnicity was categorized into Dutch, Western, mixed-Western, and NonWestern students. The results indicated that Western students motivation and learning attitudes were significantly more adjusted to higher education demands than Dutch students. MixedWestern students had significantly higher social integration and academic scores when compared to Dutch students. Non-Western students had significantly lower scores on academic and social integration in comparison to the other groups with the exception of academic achievement. These students had less support from friends and family and experienced more difficulty adjusting which resulted in lower personal and emotional well-being. Despite these obstacles, Non-Western students were performing at the same academic level as domestic students after one year. Two of the authors recommendations to assist international students were to introduce these students to the institution before they arrived, and the creation of a buddy system which paired a domestic student with an international student for academic and social support (Beausaert et al., 2012). Butcher and McGrath (2004) investigated Asian students expectations and experiences in New Zealand higher education. The students in the sample showed the largest percentage of difference between their expectations and reality in the areas of getting good grades and forming friendships with New Zealanders. These students also experienced more stress and had more difficulties with housing than they had expected. The authors recommend that closer attention be paid to the academic and social needs, safety, health, finances, and proactive pastoral care for international students (Butcher & McGrath, 2004). Perceptions and Expectations Student perceptions and expectations can also influence their international experience. Roberts and Dunworth (2012) conducted an exploratory study that examined differences in
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perception between staff and international students of higher education experiences at a large Australian university. The authors held focus groups with undergraduate and postgraduate students in a variety of academic disciplines who had been enrolled at the institution for at least one semester. Interviews were also conducted with key staff members. The authors identified four overarching themes from the interviews and focus groups: awareness; use and usefulness; access; and barriers to use. There were several differences between staff and student perceptions in each of the four categories of themes. The study revealed that the institution needed to make service delivery more student-centered, to help staff, particularly academic staff members, to be more knowledgeable about how to refer students to other services, and that students expectations were not being met in regards to integration into the larger community (Roberts & Dunworth, 2012). Bamford (2008) explored international students perception of learning at the London Metropolitan University Business School and their social, academic, and cultural adjustment. Four focus groups, three semi-structured interviews, and open-ended questionnaires were utilized with undergraduate, postgraduate, and semester-only students. Areas of difficulty identified by students were English language ability, social/cultural adjustment, and study method. Students reported that differing language abilities of international students can have a negative impact en masse. Study methods and academic engagement differ by culture, and individuals accustomed to a collectivist culture tend to struggle with the more autonomous learning style of Western societies and find group work more strenuous due to colloquial language barriers (Bamford, 2008). Some focus group members believed that they could also contribute to other students learning experiences, but that the international aspect of the classroom was often ignored (Bamford, 2008). Participants recommended the use of peer mentors, study skills groups for specific subjects, and university staff development and social activities to help students acclimate to institutions in the UK socially, academically, and culturally. Bamford (2008) described the benefit of these activities: students reported the usefulness of initial and ongoing induction and orientation, both academic, and emotional and cultural. This sort of induction reduces the wastage of emotional energy on culture shock. Conclusion The international student experience is becoming more common in higher education and these students bring diversity and income to the institutions where they study. Retaining and supporting international students often creates challenges and opportunities for their new institutions. Some best practices for working with international students include student and staff cultural sensitivity, effectively welcoming international students, providing a domestic buddy to assist with social and academic integration, and holding ongoing orientation and skill building sessions throughout the academic year (The Higher Education Academy, 2013; Beausaert et al., 2012; Bamford, 2008; Quality Assurance Agency for Higher Education, 2012) . These services will assist international students with their integration into the social and academic life at their institution.

Research Questions
1. What expectations do the University of Glasgow international students have of their university experience? 2. How are those expectations created by the University of Glasgow? 3. What is the reality of international students experience?

Research Design
Participants
International Student Barometer: The Autumn 2012 International Student Barometer participants and data were collected prior to the commencement of the placement project. The survey was administered and managed by i-graduate and the University of Glasgow. A total of 1,182 participants completed at least one of the open-ended comments and the comments from the Autumn 2012 survey were gathered from the data set. Interviews: The research team identified and conducted 22 interviews with 26 University of Glasgow staff members that who work in various capacities with international students. Some of the participants for the interviews were identified by the project manager prior to placement. Additionally, further interview subjects were identified through snowball sampling and web review of key stakeholders. (See Appendix J for a complete list of the interviews that were conducted). Focus Groups: Students were recruited by an email targeted to the international student listserv administered by Student Services. One focus group was held during the placement and yielded the participation of 9 students. Students represented a range of academic programmes, nationalities, races, ethnicities, and ages. Participants had attended the university for as few as eight months and as long as one year and eight months. Three researchers were present at the focus group: one facilitated discussion and two took notes. The researchers ensured they did not have a prior relationship with any of the focus group participants. (See Appendix E for a detailed description of each focus group participant collected via an anonymous post-focus group questionnaire).
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Data Collection
The research team conducted a web-based review of international resources and marketing at nine Universitas 21 institutions (to include University of Connecticut, Lund University, University of Auckland, University of New South Wales, University of Nottingham, University of Birmingham, University of Amsterdam, University College Dublin and McGill University) to help identify good practice in the area of international student support. (See Appendix K for data collection themes). The research team examined the information that is sent to international students through prearrival information (from Colleges and Schools and University Services). Documents were collected during interviews with University of Glasgow staff members, main buildings such as Fraser Building and the Main Building, and on the University of Glasgow website. The research team conducted interviews with staff from Colleges and University Services. (See Appendix H for the interview transcript and questions). The research team collected qualitative data through six open-ended questions included in the Autumn 2012 ISB. The research team collected qualitative data through a focus group that consisted of questions constructed in correlation with the ISB open-ended questions. The researchers asked questions that connect with the international student experience in relation to Arrival, Learning, Living, and Support. For the purposes of further investigation, probing and follow-up questions were used after each question, as needed. (See Appendix F for the focus group script and questions).

Data Analysis
For the open-ended questions in the Autumn 2012 ISB survey, constant comparative coding was used. Researchers coded the first half of the responses, and coded the subsequent responses against those themes. Themes were revised as needed. Interviews were coded by the researchers present at the interview. The interviews were coded against three themes including student expectations, communication of expectations, and reality of students experience. Afterwards, the researchers aligned these outcomes with the themes that emerged from the ISB and focus groups. The focus group was recorded and later transcribed verbatim. The responses were open coded for emergent themes. To address trustworthiness of all data, independent coding was used. Two researchers divided the first half of the responses, and came up with themes independently. The two researchers then came together to compare and revise themes as needed. Triangulation was achieved as data was gathered from multiple sources.

Key Findings
International Student Barometer
There were 1,182 participants who completed the Autumn 2012 ISB. Participants were allowed to share comments about their arrival, learning, living, and support experiences, as well as list advice and recommendations for future students. One hundred and sixty-five students shared arrival comments, 265 shared learning comments, 189 shared living comments, and 157 shared support comments; 1,055 students shared advice comments and 499 students shared advice about recommendations. Advice Themes Twenty-six participants commented on their on-campus accommodations. Of these comments one was positive, two were neutral and 23 were negative. Of the negative comments, eight noted issues of cleanliness, and three noted issues with various items within the flat being broken. The accommodation had problems like shower fan not working, sink blocked, molds on the ensuite ceiling and when trying to connect to the internet. Some problems have still not being sorted out. I moved into a room that had not been cleaned and had dirty bed sheets. These quotes denote not only the state that students found their living space, but also their assumptions that their room and common space would be clean, and that all of the appliances would be working within their flat. Twenty-four participants commented on welcome transportation. Of those who commented five were positive, two were negative and ten were either neutral or suggestions for improvement. Quotes that adequately represent these comments are below. Being met by a representative of the University at the airport was excellent and this should definitely be maintained for the future. For someone arriving to a new place for the fist time having somewhere to report to (the welcome desk) is ideal and extremely helpful, as well as comforting. It would be great if a pickup service from Edinburgh airport would be provided since a lot of students come to Scotland through flying to Edinburgh. No pickup to Dumfries campus, which is farther and harder to arrive. Another important theme is set-up. Of the 66 comments about set-up, banking arose as a prominent subtheme. Students reported feelings of frustration, not feeling supported by the institution, not being given adequate information prior to arrival, and irritation over only being given one banking letter from the school at a time.

There should be more information on GU sites for foreign students to understand how to get the bank account because I got the bank letter 3 times until I got it right. EU students are left by themselves in processes that are confusing even to them - e.g. banking and mycampus financial issues I've had a lot of problems with setting up bank accounts compatible with mycampus etc. I think the university should guide international students more in terms of setting up a bank account that will be compatible with mycampus and allow them to pay their fees promptly. As mentioned in the last two quotes, students also reported issues with MyCampus. In the latter two sub-themes, MyCampus and registration, students reported an overall need for more guidance in using MyCampus and a more straightforward process. For some students, MyCampus and registration issues often became conflated while going through the set-up process. Of the students that commented on these issues, 11 students expounded on MyCampus in broad terms and five of those comments were negative. In addition to MyCampus issues, 18 students commented on registration, one comment was positive, one comment was a suggestion and 16 comments were negative. Details for completion of online registration could have been clearer. Though the actual arrival and orientation experience was very good, the same cannot be said about the registration process. I was made to run around the mill for almost 2 months before I received my matriculation card in spite of no delays in any aspect of registration from my side. So many problems with the registration process and wait for long to solve it. The final theme within arrival comments was orientation. There were 20 total comments about orientation. Three were negative, five were positive and 12 were either neutral comments or suggestions. It is important to note that of the students that responded, eight did not attend orientation. Students that attended orientation had mixed perceptions. While some students found the experience beneficial, other students felt that they did not receive adequate information in their orientation and others reported wanting an orientation for graduate students [the researchers chose to include this comment, although we know an orientation process exists]. I loved the International students orientation. It was a wonderful experience and I met loads of people. I'm so glad I attended. It was an unforgettable experience. I felt very welcomed electronically, but not 'in person' as it were. It would be beneficial if students are provided walking maps of the university and surrounding areas that detail the specific stores for essentials. Certainly, it is fun to explore, but when moving here internationally, it would be beneficial to have this knowledge up-front. It would have been nice if there had been an orientation geared for international Post Graduate students and not just undergraduates.

Learning Themes Of the 265 comments about learning, five themes were identified. The first, academic programme organization, was addressed in 186 of the comments. Forty-seven comments were positive and 139 comments were negative. Of the negative comments 42 were about poor academic programme organization and 31 were about classes being too large. The workload is far too heavy as we are learning 25 different subjects and being tested on all of them. Our lecturers are not aware of how many subjects we are being tested on, so they lecture as if they are the only ones. In this respect, the planning was very poor, but the quality of the lecturers is excellent. In some lecture theatres I am having difficulties of hearing the lecturers because the theatres are large and the lecturers forget to use the microphones. In the lab, some of the microscopes are bad and I don't think I ever received enough guidance during the lab sessions. Students also spoke about their instruction experience. One hundred and eleven students commented on their instruction experience; 12 were positive and 99 were negative. The negative comments were divided into comments about poor instruction (48) and lack of contact with their instructors (11). Course is very unorganized, and I frequently receive information from peers rather than our supervising professor. Sometimes, I feel that the lecturers are just reading things off the slides rather than explaining them. Also, lecturers expect us to do research ourselves, I understand the need to research for our own resources but some things like understanding maths problems need to be taught. Or else I guess we could just study at home without having to come to the campus. Some lecturers don't even make the effort to add extra information and simply read out the slides, cannot explain the content properly or go too slow in some parts of the lecture and the rush through others (only very few lecturers). Another theme that arose is that of resources/facilities. Ninety-three comments were recorded with one being positive and 92 being negative. Negative comments were divided into three subcategories: (a) lack of resources with 31 responses, (b) poor facilities with 24 comments and (c) quality technology with 20 comments. Some of the lecture theatres are very cold (the one in the Joseph Black and Adam Smith Buildings) and others are in bad condition, with chairs broken and such (Western Infirmary Lecture Theatre). no heating in lecture theatres. We are wearing coats and gloves in the class. Impossible to concentrate The forth theme that arose was that of personal/cultural. Thirty-eight students commented on their experiences and 36 of the 38 comments were negative. Of the negative comments 18 were about language issues, and 10 were about overrepresentation of certain nationalities.
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I wanted to take the in session English course to improve my skills however, there were no more places available. I think you should consider the demand on those courses in order to provide enough training on the subject. Teachers are all with strong accent, which causes great trouble for us whose mother tongue is not English. There are no other cultures, only Chinese and a bit of others. So the majority in every classes are Chinese students who do not hesitate to speak Chinese with other Asian students and once they found out you're not one of them mostly they will just stop talking to you. Lastly, 13 students commented on service within their learning comments. Eleven of these comments were negative and eight of the negative comments were about needing more career guidance. The school need to improve on their career services, apart from the mails I receive from time to time about job opportunities. No adequate trainings and exposure for international students to know what is expected of us here in U.K. Living Themes One hundred and eighty-nine students commented on their living comments. From their comments five themes arose. Accommodations, the first theme, received 109 negative comments. These comments were about poor facilities (20), internet access problems (15), and finally a lack of adequate recycling bins (13). Internet at Murano Street Student Village does not work. My accommodation had inappropriate drawings engraved on the wall; the handle to my window fell off; there were dirty sheets shoved on the top of my wardrobe; the water to the sink is too hot (fatally burning); the refrigerator died; the internet does not work. I don't feel safe walking at night between the campus and Maryhill; the university did find a good solution by providing free transportation, however, via the SRC buses, which are very convenient. The second theme, finances, received 62 negative comments. Within this theme 36 students spoke about campus housing being too expensive. I do not find that Glasgow is an expensive city but I must say that it is ridiculous that I and other students are paying 400 pounds/month for living at Murano. The quality of the accommodation and the area definitely isn't worth that price. The third was about transportation. There were 43 negative comments and 34 of them were about on and off campus transportation. About the SRC busses from Murano to Campus I believe that they are way too small. There are lots of people leaving in Murano and a one bus with 13 seats every half hour is not enough. Getting on this bus is a nightmare and there are always people left behind. Those busses are a good idea and help, but their size is a joke - based on how many people have to use them
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The forth theme, personal/cultural, had 20 total themes. Five of these comments were positive, and 15 of them were negative comments. Of the negative comments five were about immigration and visa issues. All of the positive comments were about good social experiences. Immigration and visa advice from the university could be better--I am told via email to come in and ask questions and when I do come in they are not available. Hard for Garscube students to feel understood at Gilmorehill campus... I don't feel that they understand how hard it is for us to get down there and have appointment times that suit our schedules. Lastly, 13 students comment on support services. Seven comments were negative and four of those comments addressed general negative service experiences; six comments were positive. Of the positive comments, equal amounts addressed positive service experiences and sports/recreation services. I understand that much of this [frequent check-ins] is due to UK requirements but the process could be made more gentle and be staffed by people at the check-in desks who actually respond to your queries and concerns at that time instead of brushing you off with the instructions to write an email. If we are to check-in 9 times per year, the least that could be done is that someone speaks to you directly during those check-in times. Supporting Themes There were 157 support comments and six subsequent themes. The first theme, social, received seven comments of which five were negative comments related to the SRC shuttle buses. Students were generally grateful for the opportunity that the buses provide but dissatisfied with the number of seats on the buses and the frequency in which the buses run. The bus service is a biggest benefit for the students especially during the late hours and hostile climate. The SRC buses are never on time, badly organised and there are not enough of them to Mcclay/KHL in the evening; bus shuttle too small, long wait between them. Students also spoke about their experiences and impressions of administration. Of the 48 comments that addressed administration, eight spoke about the helpful staff in the Fraser Building, and 36 spoke about the long lines in the Fraser Building. While students expressed gratitude for the help they received when they were seen by staff in the Fraser Building, the frustration around the long waiting time leaves many students with feelings of dissatisfaction. The queues at the SRC at the beginning of this year were ridiculous. The Student Services Desk at the Fraser Building is helpful, but the queues are extremely long no matter what time of day I go, as it seems understaffed. Fourteen students commented on their experiences with Barclays Medical. Of the comments recorded, two were positive and 12 were negative. Negative comments centred on long wait times and frequency of return visits.

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The Barclay Medical Centre typically has a long queue, I realize it is a medical centre but seeing as people have classes and are ill. The wait is an inconvenience. The only place I have had problems with was Barclay Medical Centre as I had to come to them repeatedly after being sent home after my problem was sorted. Ten student reported negative Information Technology experiences. Regarding College IT support: don't reply to e-mails, are rather difficult to reach. Six students commented on negative visa issues. I hope international student office or visa team more supportive regarding attendance for research student, No need for many check-in points during the academic year. Fifty-nine students reported having negative catering experiences on campus. Nineteen of these comments reported that the food was too expensive and 14 comments spoke about a lack of food to meet their dietary needs. Vegetarians and dietary restrictions due to religious beliefs were the most cited feedback. I enjoy the campus eating places, but I would love to have a place that offers a healthier (and not too expensive) selection of food - salads, vegetarian/vegan dishes, fruit and fresh fruit juice, etc. I cant find suitable food for me as a Muslim in the eating place. Advice Themes The general advice comments had five themes. Seventy-three comments focused on communication. Within this section, 43 students encouraged students to ask questions, and 30 students encouraged students to actively communicate. Don't be scared of asking any questions or seeking advice in whatever area you feel in need of it! The staffs of the University of Glasgow welcome you with open arms and helpful minds. And open your own arms to the opportunity of feeling at home in a country that is not your own. Be as open-minded and positive as you can and approach the people and culture with interest and respect. Don't be afraid to talk and express your opinion because you are international, you'll be heard. Two hundred and eighty-two comments about preparation were recorded. Fifty-one comments centred around English preparedness, 49 centred around course expectations, 40 centred around financial awareness and 21 centred around goal setting and future planning. English is very important during studying but you wont have time to learn it here, so practice it before coming here.

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To read carefully all the instructions given everywhere, to inform themselves in advance as much as possible, prepare for their future course while still at home, and when arrived - to take as many opportunities as possible. Many students had advice regarding academics. Of the 201 comments about academics, 102 comments encouraged students to actively pursue their studies, 45 encouraged students to properly manage their time, 26 spoke about the diminished support that postgraduates receive, 17 students commented on the increased demand on independent learning, and 11 students regarded the need for high confidence in ones ability to study the university. I would advise them to study a lot, work passionately, and stay motivated about their research. Make sure you get ahead of lectures and study on-going, rather than just before tests/exams. Two hundred and seventy-nine participants advised students on ways that they can become more integrated in the community at the University of Glasgow. Of those comments, 102 comments focused on students participation outside of the classroom. Participants frequently encouraged students to challenge themselves by joining a student organization, union or society. Join groups as soon as you can; it's the best way to meet people. Participants also strongly encouraged students to pursue avenues of integrating with other students. A telling comment urges students: Don't stick with people of your country, make friends with international and Scottish students! Forty-five students recommended that students challenge themselves both in and outside of the classroom. Make the most of the opportunities to get the best out of your experiences at the University of Glasgow because that will sharpen your future for excellence. Forty comments encouraged students to make friends. Participants note that it helps students connect to the institution and feel supported. Try to find friends as soon as possible. I personally felt very depressed and lonely in my first academic year. Finally, in order to properly integrate, 17 participants recommended that students learning about and embracing different cultures with in the institution and the UK. Enjoy the valuable experience time in UK, of course study is very important, but I think the most important is touching the different culture and learn a lot of which you cannot learn in home country, such as self-care ability. Three hundred and ninety-three students had other more generally positive comments. Of those comments, 92 surrounded positive experiences within Glasgow and at the University of Glasgow.
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Glasgow University is an international arena and caters for different disciplines. It prides itself with their renowned image on research work. As an international student, I found the school to having a good support system in different areas and the staffs take their job seriously. Another sub-theme is positive academic experiences. Students spoke about excellent professors and seminars, and also being adequately challenged and supportive. Glasgow is a wonderful place to study, filled with great professors and a good environment. Eighty-three participants encouraged students to apply to Glasgow and 71 participants recommended that students enjoy it once they get here. Come to Glasgow, you won't regret it. Twenty-six participants reported positive experiences with city life. They reported enjoying the experiences that the city offered such as culture, heritage and music. Glasgow is a thriving city filled with culture and heritage. It keeps all that, and still maintains itself as one of the modern cities in Europe. Twenty-five participants spoke positively about the campus community. They felt that staff members were helpful and students were friendly; both factors made the experience of being an international student easier. Do not hesitate whether you will be accepted as part of the University of Glasgow, or whether you will make friends there. Just come and feel the friendly and welcoming atmosphere - something essential for us, the International students! As for the study, it is up to you to catch all the opportunities given by the university, help will always be provided, but you do need to be ready to accept it and do something with it. Finally, students recorded enjoying the aesthetics of the campus. Thirteen students commented on the beauty of the building and the maintenance of the grounds. It is a beautiful and well-known university, come and see. Recommendation Themes Four hundred and ninety-nine recommendations were made in this section. Within those seven themes arose. Two hundred and three focused on positive academic experiences. Participants reported high levels of satisfaction with their education and believing the calibre of education is sublime. My experience has been in Glasgow--both personal and academic--has been incredibly rewarding. [The] quality of education is excellent.

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A smaller number were dissatisfied with their academic experience. Thirty-two students reported discontent with the rigor of their courses, the structure of their field and other points of dissatisfaction. My course isn't well structured, and students have no idea what are they expected to know at each level. I might encourage people to consider the university, but not necessarily my course. One hundred and seventy-sis students had generally positive comments about their experiences. Common quotes spoke about the entire experience being wonderful, the best, or just great. It has been a wonderful experience for me as a whole. That's why. Conversely, a smaller number of students reported general negative experiences. These comments focused on the value of the education they received for their money, the institutions organization, and other negative experiences. No good value of money, I would recommend to invest their money in a better university. Universitys organisation very bad. One hundred and twelve students reported enjoying the location of the campus in the middle of a burgeoning city. They primarily reported enjoying the opportunities that arise as a result of the universitys placement, as well as enjoying the reputation of the institution. Because it's a beautiful city, full of social life, great courses. The University is great and I'm quite satisfied with the courses. A small minority, six, participants reported negative feelings as a result of the location of the institution. One participant reported that: I am not a huge fan of the city. Very claustrophobic to me. Everyone is in a rush, and many parts of the town are less than safe. Everyone is very friendly and open though. The climate of the area is annoying tome. Participants also broadly and positively speak about the reputation of the institution. Sixty-six participants reported that they were pleased with the reputation of the campuses. Only one student indicated displeasure with the reputation of the campus. Satisfied with course, excellent international relations, and good reputation. One hundred and eight students reported positive experiences with their social interactions. Comments centred around the friendliness of students, the ease in access to social actives and the assortment of social experiences. The education is at a high standard the social life (when you have time) is available and great The location is a great place to be, with accessible transportation.

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The friendly and welcoming Scottish community, the human and material resource of the school, the extra-academic support for students (eg job fair, career advice) are among reasons why I would encourage others to school in U of G. Eight students reported negative social experiences at the University. While these experiences touched on many things, the majority of these comments surrounded not being integrated into the community and feeling that the institution is not diverse enough. Too many Chinese here. It's not good for seeking a international environment unless you tried hard and spend your time outside your study--but time is really limited. The penultimate sub-theme is student services. Positive and negative comments were almost equal at 28 and 2, 3 respectively. Positive comments centred around the aesthetics if the campus, and general positive experiences. It is a beautiful and well-known university, come and see. Negative comments surround disperse student perceptions. The two quotes below highlight these. Because everyone is apparently here illegally'. Online photos are severely misleading'. Lastly, the final sub-theme is resources/facilities. Thirty one comments were positive and four were negative. Students had positive impressions of the library, recreation centre, and many academic buildings throughout the institution. I feel the University of Glasgow has very good facilities and library and very good lectures. (See Appendix A for a quantitative summary of the themes and sub-categories).

Interviews
Evidence from the interviews supported the four overarching themes that emerged from the International Student Barometer open comments. Each of the main categories: financial, academic, accommodation, and positive comments contained multiple sub themes. Within the category of financial comments, Avril MacGreggor and Helen Young both discussed the challenges of setting up a bank account in the UK. Although a bank comparison chart is provided online, international students tend to struggle to obtain the proper requirements set forth. The cost of living was another issue that was frequently mentioned. Pat Duncan and Katherine Henderson discussed personalized financial notifications sent to individual international students, and Katy Scott shared that she often has conversations about financial stability. Lesley MacInnes shared the e-induction resource, an important resource that on-campus residents fill out; it includes a cost of living calculator. The final topic that related to student finances was the challenge of obtaining a part time job. Avril MacGregor, Christine Lowther, and Angela Melley all discussed the challenges of finding a part time job, especially while abiding by visa

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regulations. Pat Duncan and Katherine Henderson noted that due to the United Kingdom Border Agencys guidelines, working after graduation is less realistic than before. Comments about academics revolved around facilities, course expectations, and language challenges. Pat Duncan and Katherine Henderson especially mentioned international students expectations of lab space are often not met. Course expectations were discussed frequently during interviews. Angela Melley, Christine Lowther, Helen Young, Val Stringfellow, and Heather Calder all noted that international students were often surprised by specific course structure. These comments also include interactions with lecturers and pedagogy. Finally, interviewees expressed challenges that international students had with accents, general language support, and language resources. Helen Young and Angela Melley discussed students who believed they would be able to improve their English skills. Students believed that they would be able to improve their language skills via classes, but were expressed frustrations with international lecturers and were upset that they werent improving their ability to understand western accents. Angela Melley pointed out that international students must recognize that if they desire to work in an international society its important to be able to understand a variety of accents. Accommodation information included comments about cost, distance from campus, and facilities. Lesley MacInnes commented that although Glasgow provides a competitive market for housing, student accommodations provide more services than others are able. Regardless, Lesley MacInnes and Katy Scott both mentioned there is a service provided to help students learn about appropriate private accommodations. James Harrison, Lesley MacInnes and Neil Campbell recognized that some accommodations are further than others. Each felt that the distance was transparent and recognized the mini-bus service that is constantly being increased. Overall, interviewees had very positive things to say about international students. Reverend MacQuarrie and Avril MacGregor described effective programmes that were well regarded by international students. Val Stringfellow, Heather Calder, Pat Duncan, and Katherine Henderson described an impression that many international students expectations are surpassed in regards to Glasgow as a city and their overall experience. These interviews not only supplemented the findings of the ISB, it provided new key information about the institutions communication and interaction with students. In some cases, offices recognized areas of misalignment. For example, Shona Robertson and Julie Summers recognized that some international students were not aware that official documentation needed to be provided to confirm a disability. Shona and Julie were working with others on their staff to make sure expectations were more readily available. Overall, the amount of support for themes confirmed that staff members were aware of students expectations and how expectations were or were not being met. (See Appendix I for quantified findings of the themes and sub-categories).

Focus Group
Five overarching themes emerged from the focus group: general ideas about expectations; academic expectations and experiences; cultural expectations and experiences; expectations and experiences with accommodations; and expectations and experiences with other student services. General comments revealed that participants utilize many sources to find information about the University of Glasgow. Beyond sources from the institution itself, blogs, other students, and their home university provided important information sources. It was clear that some information
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shared from these sources was correct and some was not. There were 32 total comments made, 17 of which were positive, 15 of which were neutral. I talked to friends [to learn about University of Glasgow]. I also read everything that was available from the university website and social networks. I follow different blogs for people that are written for and by students from my home country and there is a section about Scotland and there are a lot of online communities they can be very helpful. Participants reported both positive and negative experiences with academics. Comments talked about their perceptions of the workload, as well as administrative organization and facilities. There were 54 total comments made, 29 of which were positive, 4 of which were neutral, and 21 of which were negative. I did my undergraduate in the same degree. Lots of the stuff Ive already learned back home. Ive been slightly disappointed because Im expecting more detail, doing stuff I havent done before. Unfortunately that hasnt happened. Otherwise I say my experience just falls short of excellent. Cultural experiences and expectations related to the weather and the challenge with Scottish accents in everyday life. There were 33 total comments. I would second what people are saying about Scottish life and culture here. Im surprised by how friendly people here. Everyone does go out in the rain. I think that for me right now is the biggest challenge, just understanding what people say. Overall, while most participants lived in private residences, the participants were pleased with their accommodations. Some participants did note that they had conflicts with flatmates or desired a location closer to campus. There were 74 total comments made, 35 of which were positive, 11 of which were neutral, and 28 of which were negative. How theyve constructed the student housing, you dont have contact with other students. Its quite far from university. The other Erasmus students they are living in the West End and Im living in the east. Participants were critical of the visa process but had very good feedback about communication from student services as a whole. There were 33 total comments made, 13 of which were positive, 11 of which were neutral, and 9 of which were negative. I understand the need for security. I find it unusual that I am required to check in but my spouse is not required to check in. Every two months, three months, I am required to show my ID. But it is out there [information about student services] and it is available to students, at least that is my experience, I feel the information is easy to find. Overall participants feedback during the focus group reflected themes that were similar to the summary of ISB open comments. (See Appendix G for quantified findings for the focus group).

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Conclusions
An overarching theme for international students expectations, experiences, and reality was identified in regard to the transition to the University of Glasgow. In analyzing supporting and correlating key findings from the different methods of gathering qualitative data, the following four themes related to transitions emerged: Financial Awareness; Academic; Accommodation; and Positive Feedback.

Financial Awareness (Banking, Cost of Living, and Employment)

International students lack awareness of the process and requirements of working with banks. International students are not aware of the reasons that they would be required to have a bank account as a student, nor the process of opening a bank account at UK institutions. Some students indicated in qualitative data that their expectations and reality did not align in regard to the cost of living in Glasgow. Some students expressed that they were unaware of the cost differences between Glasgow and their home country. When indicating advice that students would provide to other international students, many indicated that future students should increase financial competency and literacy before attending the University of Glasgow. Some students enter the University of Glasgow believing that they will be able to supplement their stay with extra money through part-time work without realizing that it can be difficult to find a part-time job. This difficulty is compounded if they are in a one year Post-Graduate Taught programme as students may not realize that having a part-time job may be difficult to balance with their academic workload. The document review shows that part-time jobs are highlighted by university publications as a realistic opportunity for international students, but the ISB and interview data indicates that this is typically not realistic for international students.

Academics (Facilities, Course Expectations, Class Sizes, and Language Requirements)

Some students expressed their opinion that their academic facilities did not meet their expectations. Data from the focus group and the ISB Autumn 2012 data indicate students experiences in regard to classroom size, temperature, and location did not align with their expectations. Data from the ISB, focus groups, and interviews show that students expect more feedback and assessment during their academic coursework than they actually receive. Additionally, data indicates that students expectations related to course choices, workload, and programme structure do not match their lived experiences. Students indicated that they thought class sizes were either too large or too small. This was reflected in the ISB data set and reinforced by comments about the size of tutorial sessions in the focus group.

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Some students discussed their opinion about the level of language fluency necessary to be successful at the University of Glasgow. Students shared that they were unable to effectively learn in the classroom because they were unable to understand their lecturers. Also, the ISB comments indicated that current students would recommend future students be prepared with their English skills prior to attending university.

Accommodations (Price, Transportation, and Facilities)

Data indicated that student expectations were not met in regard to accommodation price and level of competitiveness relative to private accommodations in Glasgow. Students expressed that the distance of their accommodation from main campus did not meet their expectations. Findings show that students were dissatisfied with their maintenance, cleanliness, and experience in regard to facilities while living in accommodations. This was reflected in the open-ended comments of the ISB Autumn 2012 data set.

Positive Feedback (Learning, Would Recommend, and Community Experience)

Across all areas of qualitative findings, there have been an overwhelming number of positive remarks from students. Even though some areas previously identified show disconnect between some students expectations and their actual experiences, there were still a large number of positive comments across all university experiences. Many students indicated their positive experiences about learning at the University of Glasgow, the reputation of the institution as a whole, and their willingness to recommend the institution to others. Also, many students expressed their positive view of the community experience both on campus and in the greater Glasgow city area. It is important to note that positive remarks were strongly represented in the ISB, Focus Groups, and Interviews.

Recommendations
The following is a list of recommendations the research team would like to present to the University of Glasgow that are grounded in the key findings and conclusions previously identified. Financial Awareness 1. Relevant offices working with international students (i.e RIO and Student Services) should be more explicit in highlighting the following information related to bank accounts: a. Specify the reasons that a student will need to open a bank account in Glasgow and what types of students need to have a bank account.
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b. Highlight the information about the timeline for getting a bank account, and what needs to be completed prior to arrival in Glasgow. c. Add the Banking Facilities Comparison Chart that is on the International Student website into the International Student Handbook. 2. Relevant offices working with international students (i.e. RIO and Student Services) should review the Cost of Living information provided on the International Student landing page: a. Provide detailed information in a format that is easier to understand. Simplify and be more direct about the information provided to international students. For example, the UCD cost of living calculator was developed to reflect cost of living for students, and the ability to switch between currencies. This calculator could be developed for the University of Glasgow specifically and even go as far as different calculators based on student status (i.e. undergraduate, PGT, and PGR). b. Collaborate with Accommodations to review the Expense Calculator that is shared in e-induction and provide all students with this resource (not just students living in University accommodations). 3. Across all materials, including online and in the Handbook, emphasize the challenge in securing part time employment as a student. Academics 1. Schools and Colleges should consider adding additional images (instead of solely the Main Building) of relevant academic buildings and spaces in publications and newsletters. This may create more realistic expectation in regard to the academic settings. 2. Relevant offices working with international students in regard to their academics (i.e. RIO, International Services, and Colleges) should consider proactively highlighting the expectations of students within the classroom (including being transparent about different class sizes and structures) and the different learning expectations. As an example, reference the University of Glasgow College of Social Science Preparing For Study: Student and Staff Views page. The page highlights the following areas: what its really like to study at the University of Glasgow, what kinds of things are you expected to do on your degree course, what study advice do current students give, and will studying here be different from the kind of study you have done before. a. Collaborate in order to create a similar page that can be shared across multiple facets (prospective and current students) ensure that all of the information is communicated similarly. 3. More explicitly state the advantages of learning from people with different English accents (i.e. being a global citizen, being globally competent, being able to communicate with a multitude of individuals). Additionally, the University should consider posting sample podcasts of lectures from current professors with various English accents, so students can (a) get a sample of what a lecture is like and (b) learn to understand professors with different English accents than what they may be used to. Lastly, this new section should advertise the many ways that the university offers language support for English Language Learners. Accommodations 1. The cost of housing is competitive in Glasgow; in order to promote living on campus, highlight the benefits. Emphasize the housing guarantee and inclusive services like pastoral care (consider linking information to chaplain in materials), common areas, and workout facility fee. Compared to other U21 institutions in our research, Glasgow is the only one that guarantees on-campus housing to all international students. Provide anecdotes from students who have lived on campus and had a good experience.
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2. Some students are dissatisfied with facilities when they arrive at their on-campus accommodations. Maintenance issues may also arise later in a students stay. A potential practice may be to add information to the accommodations E-induction to clarify the services that staff members provide and details about those services. For example if your hot water is not working, submit a request at the reception desk and an attendant will take care of your request within 24 hours. 3. In regard to Accommodation, the university should consider: a. Creating a standardized email that each student will receive. This message should contain information about (a) if there are flatmates already in the flat, (b) where to retrieve their key, and (c) what to do if they arrive after hours. b. Providing accommodation information to general university gatekeepers. Gatekeepers that set up accommodations for students (i.e. agents, summer staff, etc.) may be unaware of check-in times and procedures. c. Information regarding check-in protocol and the procedure for after-hours checkin should be communicated more clearly and made available via the website. d. Accommodations should also consider adding a checkbox that allows the university to share flatmates contact information prior to arrival (i.e. Check here if you are okay with the management team sharing your name and email with future flatmates). 4. Currently images of residence halls may be misleading because theyre all linked in one gallery. Although better photos are planned for on-campus accommodation, consider video tours or other ways to be sure appropriate expectations are created regarding on campus accommodations. For example, McGill University includes comprehensive video tours of their residences, showing common areas, bedrooms, kitchen areas, and other facilities that students would be able to utilize. 5. Although an increased number of SRC mini-buses are planned, ISB data also supports the need for this change. General 1. Recruitment and International Office provides a comprehensive and high-quality country specific brochure. Although a pdf version appears on the website, it can be challenging to find and should be more directly accessible. 2. Findings indicate various services that are received very positively or have a strong positive impact on the student experience. In particular, the following programmes and services should continue to receive emphasis and support: International Student Family Network; advertising volunteer opportunities for international students; professional development opportunities (seminars); visa support. In particular, visa support from the university is very positively regarded. However, continuing changes from the United Kingdom Border Authority cause difficulties for many international students. The university should continue to improve visa and immigration support for international students and manage the reputation of the UKBA, particularly in regard to the new visa check in process. 3. Relevant offices working with international students (RIO, Student Services) should increase collaboration with the International Student Association. 4. Students are receiving communications from a variety of offices and individuals at the university. Ensure that the following offices in particular communicate the correct message to all prospective and incoming students on a common timeline: a. Academic Supervisors b. Recruitment and International Office c. Alumni Ambassadors d. The Student Network
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e. Managers of Media and Social Networks f. International Student Association 5. In university publications, include a Glossary of Terms to explain terminology specific to higher education in Scotland that students from other countries may not understand (Principal, chaplaincy, wardens, etc.).

Future Research
1. Further research should be completed to assess the potential impact of Freshers Week events for international students. Various events hosted during Freshers Week could benefit international students, even non-first year, first time students, as a general introduction to university life at the University of Glasgow. If some or all of these events would be of benefit, they should be advertised specifically to international students through various channels, including during International Orientation. 2. Evidence suggests that there are significant differences in experiences depending on level of study. Further research should be conducted to better understand the varying experiences of international students depending on whether they are undergraduate, Post-Graduate Taught, or Post-Graduate Research level. This research can further illuminate how the findings from this report apply to students at different levels of study. 3. The findings above discuss four prominent themes (Finances, Academics, Accommodations, Positive Experience) persistent across all data sources. Further investigation should focus narrowly on each theme individually to investigate issues and areas of improvement specific to each area. 4. The International Student Barometer qualitative data from previous years should be analyzed to compare it to the results from the Autumn 2012 data. Further long term data analysis can be conducted to continually compare results across years to see trends in data. 5. Further research should be completed to assess the impact of events at International Student Orientation on international students. This may provide insight into which events are most helpful or informative for students, and which are not. These findings could possibly influence funding decisions by administrators.

Limitations
1. Due to scheduling constraints the interview team did not have the opportunity to interview every staff member who had been identified through staff members and online review. 2. Undergraduate students were not fully represented in our data collection. The international student experience varies widely across academic degree level and the findings we have do not fully reflect the experience of undergraduates.

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References
Bamford, J. (2008). Strategies for the improvement of international students academic and cultural experiences of studying in the UK. Hospitality, Leisure, Sport and Tourism Network: Enhancing Series: International Learning Experience, 1-10. Retrieved from http://www.heacademy.ac.uk/assets/bmaf/documents/publications/Case_studies/b amford.pdf Butcher, A., & McGrath, T. (2004). International students in New Zealand: Needs and responses. International Education Journal, (5)4, 540 551. Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., & Kommers, P. (2012). Understanding academic performance of international students: the role of ethnicity, academic and social integration. Higher Education, 63(6), 685-700. Roberts, P., & Dunworth, K. (2012). Staff and student perceptions of support services for international students in higher education: A case study. Journal of Higher Education Policy and Management, (34)5, 517-528. The Higher Education Academy (2013). Internationalisation. Retrieved from http://www.heacademy.ac.uk/internationalisation The Quality Assurance Agency for Higher Education (2012). International students studying in the UK: Guidance for UK higher education providers. Retrieved from http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Internat ionalstudents.pdf

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Appendix A: ISB Findings

International Student Barometer 2012 Open-Ended Comments Summary

Question 1: Arrival Comment (Total Responses:165)

Arrival Themes Frequency of Response 26 (1 positive; 2 neutral; 23 negative) Accommodation Lack of Cleanliness 8 Too Expensive 4 Broken 2 7 (5 positive; 2 negative) Welcome Positive 5 Negative 2 24 Welcome Transportation Positive 5 Negative 2 Neutral 10 Set-Up Bank Issues 13 Long Lines 4 MyCampus Issues 11 Total, 5 Negative Registration 16 Negative, 1 Positive, 1 Suggestion Pre-Arrival Information 5 Orientation 20Total, 8 Did Not Attend Note: Most frequent responses listed and complete data set can be found in ISBOpenEnded2012.xls

Question 2: Learning Comment (Total Responses: 265)

Learning Themes Academic Programme Organization (Negative) Poor Academic Programme Organization Class Size Too Large Academic Programme Organization (Positive) Instruction (Negative) Poor Instruction Lack of Contact with Instructors Instruction (Positive) Resources/Facilities (Negative) Lack of Resources Poor Facilities Low Quality Technology Resources/Facilities (Positive) Personal/Cultural (Negative) Frequency of Response 139 42 31 47 99 48 11 12 92 31 24 20 1 36
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Language Issues Overrepresented Nationalities Personal/Cultural (Positive) Services (Negative) More Careers Guidance Services (Positive) Note: Most frequent responses listed and complete data set can be found in ISBOpenEnded2012.xls

18 10 2 11 8 2

Question 3: Living Comment (Total Responses: 189)

Living Themes Frequency of Response 109 Accommodations (Negative) Poor Facilities 20 Internet Access Problems 15 Not Enough Recycling Bins 13 62 Finances (Negative) Expensive On Campus Housing 36 43 Transportation (Negative) General Transportation Negative 34 Distance 4 15 Personal/Cultural (Negative) Immigration and VISA Problems 5 5 Personal/Cultural (Positive) Positive Social Experience 5 7 Support Services (Negative) Negative Service Experience 4 6 Support Services (Positive) Positive Service Experience 3 Sports & Recreation Services 3 Note: Most frequent responses listed and complete data set can be found in ISBOpenEnded2012.xls

Question 4: Support Comment (Total Responses: 157)

Support Themes Frequency of Response 7 Social SRC Shuttle Buses (Negative) 5 48 Administration Fraser Building- Helpful Staff 8 Fraser Building- Long Queue 36 14 Barclays Medical Positive Experiences 2 Negative Feedback 12 6 VISA Issues 10 IT Negative 59 Catering On Campus (Negative) Food is Expensive 19 Note: Most frequent responses listed and complete data set can be found in ISBOpenEnded2012.xls

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Question 5: Advice Comment (Total Responses:1055 )

Advice Themes Frequency of Response 73 Communication Ask Questions 43 Actively Communicate 30 282 Preparation Be Prepared (English) 51 Course Expectations 49 Financial Awareness 40 Goal Setting/Future Planning 21 201 Academics Increase Hardwork 102 Time-Management 45 Difference in Academics 26 Independent Learning 17 Increase Confidence 11 279 Integration Participate (Outside of Classroom) 103 Integrate with Other Students 63 Challenge Yourself 56 Make Friends 40 Learn Culture 17 393 General Positive Positive Experience 92 Positive Academic Experience 83 Apply to Glasgow 83 Enjoy 71 Positive City Life 26 Positive Campus Community 25 Positive Campus Aesthetic 13 Note: Most frequent responses listed and complete data set can be found in ISBOpenEnded2012.xls

Question 6: Recommendation Comment (Total Responses: 499)

Recommendation Themes Frequency of Response Academics (Positive) 203 Academics (Negative) 32 General (Positive) 167 General (Negative) 9 Location (Positive) 112 Location (Negative) 6 Reputation (Positive) 66 Reputation (Negative) 1 Social (Positive) 108 Social (Negative) 8 Student Support Services (Positive) 28 Student Support Services (Negative) 23 Resources/Facilities (Positive) 31 Resources/Facilities (Negative) 4 Note: Most frequent responses listed and complete data set can be found in ISBOpenEnded2012.xls
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Appendix B: Focus Group Script

Procedure: There are 2 people in the room. One is the facilitator (introduce) and the other is the note taker (introduce). All are bound by the same confidentiality requirements. To maintain confidentiality, we are asking you to create fake names. Please create a fake name and write it on the name place card in front of you. Assign a letter to each participant, and ask that their fake names start with those letters (A, B, C, etc.). This helps the note takers keep track of comments. We will be audio taping the focus group and transcribing it later. We will have 8 questions we will be asking you to answer in this group session. The facilitator will ask the question, and we will process through all participants until everyone who wants to has answered the question. When you answer the question, please state your fake name before you answer so we can keep track of comments. At times, you may remember things that you want to add to your answer after you hear someone else answer the question. This is fine, as long as one person speaks at a time. Any questions? Focus group questions: 1. 2. 3. 4. 5. 6. 7. 8. Tell us about your Arrival Experience. Tell us about your Learning Experience. Tell us about your Living Experience. Tell us about your experience in regard to support from the University. Thinking about your experiences, how did they match up with your expectations? Where do you think those expectations came from? What information do you wish you knew before attending/upon arrival at University of Glasgow? a. What advice would you want to share to a student from your home country? Anything else that you would like to share? Probe Questions: Can you clarify, do you mind explaining that a little more, could you provide an example, anything else that anyone would like to share/add?

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Appendix C: Focus Group Consent

Form
Study Title: Assessing International Student Experiences at University of Glasgow Introduction to this study You are invited to participate in a research study to examine international student expectations, experience, and reality at University of Glasgow. You are being asked to participate because you are an international student at University of Glasgow. This focus group is being conducted by Higher Education and Student Affairs graduate students from the University of Connecticut and is supported by Student Services. What are the study procedures? What will I be asked to do? If you agree to take part in this research, you will be asked to participate in a focus group comprised of a small group of participants. During the focus group session, the investigators will ask a series of general questions. Participants will be audio recorded to assume accurate data collection. These meetings will occur only once and last approximately 1.5 hours. How will my personal information be protected? The following procedures will be used to protect the confidentiality of your data: All participants will use fake names. The investigators will store all data in a secure, password protected location. Audio recordings will only be kept until they are transcribed and verified. Consent forms will be kept separate from the recordings. After transcription, audio recordings will be destroyed. Can I stop being in the study and what are my rights? Participation in this study is completely voluntary. If you agree to be in the study, but later change your mind, you may drop out at any time. There are no penalties or consequences if you choose not to participate. You do not have to answer any questions that you do not want to answer.

Documentation of Consent: I have read this form and decided that I will participate in the project described above. Its general purposes, the particulars of involvement and possible hazards and inconveniences have been explained to my satisfaction. I understand that I can withdraw at any time. My signature also indicates that I have received a copy of this consent form. ____________________ Participant Signature ____________________ Signature of Person Obtaining Consent ____________________ Print Name ____________________ Print Name __________ Date __________ Date

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Appendix D: Post-Focus Group

Post-Focus Groups Questionnaire

Focus Group Name (Fake Name): Age: Nationality: Native Language: Race(s): Ethnicit(ies): Your current enrolment status (Graduate, Post Graduate Research, Post Graduate Taught, etc.)

Academic Programme:

Number of years in residence in the United Kingdom:

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Appendix E: Focus Group

Participants
Pseudonym Gemma Age 25 Nationality New Zealand Swiss Pakistani Native Language English Race(s) New Zealand European Nordic European Asian Ethnicit(ies) New Zealand European Nordic European Asian Enrolment Status Full Time PGR Undergraduate Full Time PGT Full Time PGT Full Time PGT Full Time PGT PGR Full Time PGR Undergraduate Academic Programme Joint Auckland/Gla Theology International Strategic Marketing Accounting and Finance MSc Sociology International Banking and finance Full Time PhD Math Full Time Number of years in UK 8 mo.

Frederika Harry

38 26

German Urdu

1 yr 8mo 9 mo

Jazz Blair Kily

23 21 24

Chinese Ukraine Chinese

Chinese Ukrainian Chinese

Chinese Ukrainian Chinese

Chinese White Ukrainian Chinese

1 yr 1 yr 1 yr

Adam Cessy Dee

61 24 30

Jamaica Chinese Bulgarian

English Chinese Bulgarian

African Chinese Caucasian

Caribbean Han Bulgarian

1 yr 5 mo 1 yr 5 mo 1 yr

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Appendix F: Focus Group

Transcript
Focus Group 5/29/13 S First tell us about your arrival experiences D Meaning our first days here? S The sum total of your arrival experiences D Nothing unusual for me, it was the same as any other trip, nothing exceptional C Well the first day I arrive here I like it. Its night and the flight is a bit earlier than expected, thats a good sign. Because its night I cant feel bad weather, which is very famous here. I liked the building, can I say the department? S Absolutely C I'm from math department well when I apply here, all the pictures is about the main building which is very tall and the rest of the years I stay in maths building which is quite different from the main building A - For me I got here at midnight and my supervisor picked me up and we stopped at the store so I have a few things. He suggested a time meeting about 11 am which I thought was reasonable. So I came in, he stopped at my apartment and we make sure everything is fine. So the next morning I wake up and look through the curtains and it is very dark so I go back to bed. Then I wake up naturally, and when I look at the clock it is 1 pm. So I hurry and I show up at the meeting and he was just laughing the whole time and he was saying it happens to everyone. He say, you look outside and it was dark and you thought it was still early. For me I never had a preconceived idea of where I was coming, so when I came everything to me was fine. A little darker than I thought than it would have been, but everything has been pleasant so far because of my initial experience F - I came by train so nobody could fetch me because they only have support for airport. I came on the last train from London, so I had to organize a hostel because I could not fetch a key. There was no support because I was Erasmus so no one care about me. G When I arrived I stayed for two weeks, my partner and I stayed with my supervisor. So we had a really great experience and she cooked for us. Her father came over and played the bagpipes so that was wonderful. We had quite a difficult experience getting a flat there because we hadn't organized anything before we arrived and just filling out paperwork. So my initial experience meeting my supervisor was great but getting settled into a house was kind of stressful and difficult. S Do you mind elaborating on why? G It was just that my partner was unemployed at the time and that meant that we had to get a guarantor to get a flat and we didnt really have anyone in the UK. I've got a cousin in London who said he would act as our guarantor. And it just made it difficult just getting the paperwork from Glasgow to London. I think the real estate agent wasn't as quite as proactive has could have been. It just made a stressful experience but we eventually got it all sorted out. S - Thanks G. H Well my arrival was actually quite smooth because I didnt have problems or delays with the flight. I already sorted everything out regarding the accommodation and I knew where to go. I didnt sign up for the shuttle service that took the students from the airport to the accommodations because I was staying at a private accommodation. But I did know where to find a cab so I said pretty much that I knew what I was doing. And initially it was really

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overwhelming to be here because Ive never been out of my country before, so yeah, it was a good start. S - Thanks H. A If I could add one thing that I think made a difference before I actually came. My supervisor had taken photographs of the apartment that I was going to be assigned to so he sent me photographs of the bedroom, bathroom, kitchen, so I pretty much had an idea. He said to me that it was pretty near everything so I suggest that you take it. And he actually deposited on it to ensure that it was reserved. And when I came it was quite good, it's two steps from everywhere I need to go to. S - Thanks A. C I arrived two weeks later because I had some problems with my documents. So that's why I missed all the kind of introductory meetings and everything. But it's quite well because I had a friend from my hometown that arrived on time so he met me at the airport and showed me around. Then in was quite difficult because I had to find the offices, find my timetable, go to every lecture, but in general I think I did quite well. So, experience was quite difficult but not because of something that was here just because I was late. S - Thanks C J I first came here and someone picked up at airport. It was rainy every day and all my luggage is wet through. I think was bad weather. I think people here were warm and even smiled at strangers and there is one thing shocked me. It were not that dark until 11 pm. Next day my friend showed me around at Glasgow and I thought oh is this the third largest city in UK I can walk to almost anywhere. S If no one has anything to add, tell us about your learning experiences. Many uhh what? S Anything you consider learning experiences, whether that's in the classes, study session, or support services, anything that you consider learning experiences. A Alright I'll go ahead. I think one of the learning experience I had I think had the biggest impact on me was the fact the fact that rain does not stop anything. I am from Jamaica and usually when it rains a lot of people do not go to work (laughter) and a lot of things dont happen when it rains. And here I got to learn that the rain stops absolutely nothing. If you wait for the rain to finish before you go out you will never go out. I think what I found very impressive was to see mothers with their babies in the rain. Kids playing in the rain. I have to pass a school at the bottom of the road here and every day I see them playing in the rain. One day I stop and ask the teacher why do you allow children to play in the rain. She says if I don't they would never play. Those are things which to me were significant. I see people as cold as it is I see people sitting outside with a beer. The other thing that I found that is very very useful - If you stand anywhere with a map, my experience is so far within 3 - 4 minutes someone will ask if they can help you. Also what I find is that they do not direct you where to go but they want to take you there. They are very friendly that way. There are many opportunities for self improvement professionally because you have many courses that can be done. What I find is strange is everything is online so if you wait for anybody to tell you anything you may never know or you may know after it is gone. So you actually have to check online consistently to find out what is happening. Overall I think the learning experience has been positive. Just the shape and the history of the building makes me feel motivated to learn. F I was not so happy because my expectation from the Erasmus agreement that in Europe now, everyone would accept if I have a bachelor and I have studied 4 years that I would qualify as graduated and I could study on master level. But they put me in undergraduate. They only had few courses, and we had more courses that we can choose more. So I had to take courses which I have already done in Switzerland. The other thing was is they asked me to do English classes and I had to bring exams and European language track which level I am but when I was here my supervisor and professor found I am not strong enough in English so I should take language classes but the language classes did the language department they did not have on my level classes. Because they said I am advanced for the Erasmus student to be in session class, but my professor were not happy. Another things that happened they put me in the student hall, I had to take private student hall because I expected to be graduated so I
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applied in residence for graduated. But I came later on the list because Glasgow said I am only undergraduate. So there was complete confusion with the residences so I did not come in and I had to find private so I was in a private student hall. Then I found my English is so well that I could teach older Erasmus students so they could improve their English. So they put me with 3 Spanish people and they spoke Spanish the whole time. They still dont know. So my English was not really improving outside the class, so I only had 4 hours really and because Im studying at home as an arts subject we do most time in library and you have to be quiet. So I expected really more because Erasmus is an exchange to improve the language and to learn more about the people especially the Scottish people I wanted to learn, not only in the subject but how they live. S - Thank you F. B My experience was challenging and interesting because I was doing sociology in my undergrad and now I'm doing it in master's level. I thought so I know sociology so it mustn't be that difficult, but here the whole system is. Back in undergrad we usually just have exams and here we have to write essays and I've never wrote them before and for me it was quite a challenge. Here I was so impressed by the library, it is huge and they have everything and if you ask they will get it and it will arrive on time. So it is really nice. In general I like to take and choose different subjects to study and then, I now know that I'm happy that I dont have exams because it's easier now for me to take my time and write and actually learn everything and pass exams. I think sometimes essay things might be subjective in marking it. Because when you write something you know everything about the subject but if you didn't manage to put it quite right on paper and the person that is marking can think that you are not as good. So I have quite nice marks but in general I think it might be a problem for most students. S - Thanks B. H My learning experience has been really good so far. Im in a masters programme and Im studying with a lot of different nationalities. I guess Im constantly aware of all the various international student and nationalities. Any international student who comes doesnt just bring their own culture; subconsciously they bring their own cultures and norms. Just by interacting you get to know about their home country as well and other stuff you didnt know before. Ive been here since September last year and in these 7 or 8 months Ive probably leaned more than in the last 4 or 5 years. I used to work for an international organization back home. Despite working there for 3 - 4 years I thought I knew a lot about British people. Surprisingly I was wrong. I think by being here Ive learned a lot. Ive slightly been disappointed when it comes to the degree or curriculum. I did my undergraduate in the same degree. Lots of the stuff Ive already learned back home. Ive been slightly disappointed because Im expecting more detail, doing stuff I havent done before. Unfortunately that hasnt happened. Otherwise I say my experience just falls short of excellent. C My learning experience I think is a very happy one. I changed from my degree in undergraduate I get very big help here. The teachers and professors in our dept are quite diverse range well everyone not just your supervisor know you, they just want to help you. There are so many seminars you can attend, well whichever subject you can just go and its quite broadened my horizons. Another thing I want to say is the lifestyles here. Every time you say a big shower, they are just running in the rain. Its quite strong minded its kind of affected me to go for some activities. Before I dont do any of them, its too much for me, but now I even go some hiking. Threes one time Im struggling to go to the top, I saw some older people, theyre just running, not jogging to the top. Thats why they lived longer than us. That makes sense. G I would second that what people are saying about Scottish life and culture here. Im surprised by how friendly people here. Everyone does go out in the rain. So Ive learned a lot in terms of what life is like here. Also in terms of my studies I learned a lot. Im doing one term of my PhD here, Ive learned a lot about services and support, that was a big learning curve. Ive been kind of positive overall in learning experience. Ive been able to do things I cant do back home. Im from New Zealand so its an isolated country. Lots of opportunities to take part in D My experience is also very positive. I guess I was actually prepared for life here. It wasnt my first time in UK, but not Scotland. Ive heard about how nice people are and it is
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true. Im happy with my degree, with my subjects, um I would like probably a little bit more seminars, tutorial time, but otherwise everything else is great. Im quite happy with the support, administrative, learning, careers support it starts from day one in undergraduate programmes. So its been very positive for me K I guess they provided a lot of support they provide language support. Besides that our department the provide lots of rec team for students to help us write our essay or dissertation. The departments they tend to help us its our first term to come here, we're not familiar with the writing system here. They only begin the exams or dissertation; they provide us a lot for the lecture the seminar to attend. Before I get here I expected much tutorials, if they can give us more presentation opportunities it would be good. Only two lectures have tutorial, but the other subjects I think I need more help because its a lecture hour for one lecture per week its not enough for me to get enough info from the teachers so Im expecting more tutorials for help. C As for tutorials I think the ratio between the teacher and students is much bigger than that in china. Well the first time I saw their request for tutors, its like 1:5 student to teacher and its quite embarrassing that you just stand there and no student will ask questions. In china everyone asks questions. I think its quite enough tutorials you can get, well thats my personal thinking about that F i forgot something because in theology, they put me in 4th year, the older, Scottish students are in placement with churches, but we Erasmus, we cannot go in placement, so you find out theres a difference between candidate of churches and not churches. S Anything else to add J I discovered her we have more free time for us to learn something by ourselves. It is quite hard for us to find teachers after the class is finished. Although they have office times, but it still hard to access the teachers. And the teachers will give us a long reading list for us to prepare in the exams and I think we need more self control during the period of study here. Another thing I think I interesting, we have to cite inference for every single sentence in our essay, we have to find the references, and paraphrase them into our own person and then if we do not do this it will be regarded as plagiarism, that is a different from my experience back in my country. I think it is a good thing to read a lot and to analyze other peoples opinions and to form our own about this issue. B When I first came here during first semester, I realized I only had 3 classes a week, and I was happy to have free time. I realized its so demotivating and now I have to submit my dissertation and its at the end of the semester, so Im worried theres no deadlines. Maybe if theres more deadlines to show youre doing something it would be better. F We had always in our department when we had to deliver we were checked, for every essay we had sometime with our advisor, so theyre well organize. A If found that a disadvantage, in that youre left pretty much on your own, you find out later you should have done A shouldnt have done B. If we had like a template like first semester you need to do 1 2 3. I studied in US and they say in first semester you need to do. I find it is not that structured I find that is a disadvantage because you are doing work but you're not sure if youre doing the right things. The other thing that is a disadvantaged for me is that when I applied I was told it doesnt matter, you can get here any time. I came in January only to find that theres no orientation because it takes place in August. I find when does that start, they say it starts in August. It would be helpful to see a list of things that if you come these take place in August. If youre not going to do that maybe you need to do a second session for people that start in January. That could be something that could be looked at and say youre better off starting here rather than you can start any time. S Ok, tell us about your living experiences. I know you alluded to that earlier. F Because Im really feel the odd one out with the Spanish flatmates. Im also the only woman. Even if I ask them what they have said theyre not able to translate to English most of the problems are communications. Its also very dirty, I think its because Im Swiss. How theyve constructed the student housing you dont have contact with other students. Its quite far from university. The other Erasmus students they are living in the west end and Im living in the east. I always have to organize a taxi S You mention your flat is dirty, is that because
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F Yes the flat mates, because they say I am woman A My experience in different, I have no problem with my accommodation. I only tell accommodations I dont want to move. The place is clean I dont know who live in my building. I only hear footsteps coming and going at time. I think if there are disadvantages is that I dont think there are social opportunities. I thin the first 4 months I was here, I only know my supervisor, and maybe one other people. I think because I dont go to class, I only go to office, so I only see the other person in office. I am just between my supervisor, my apartment, my office. But for me the accommodation is quite ok. It is near to bus subway gym, I think Im very lucky to live in a place like that. I was telling someone Ive never heard noise, the only thing I hear in my apartment is like birds singing. On Southpark terrace, just two steps across from here. C Birds singing? A Yeah you hear the birds, you dont hear people speaking, and the door slams when people enter or leave. If there is a challenge, its the heat. Because the heating goes off at intervals. When I studied at the US the heating was on 24/7, here it comes on for a fixed period, so you find that 3 am that it can get a little cold, but I overcome that by making sure I have good pjs. And up I say there is absolutely nothing to feel uncomfortable. They make regular checks to make sure everything is working and if something goes bad and you report it by the same day or next day they fix it. D I am quite happy with my pace too, I like in the west end, its quite nice because I walk everywhere. Good museums parks close to where I live, so there are only 10 20 minutes to go where I want to. We have no issues with the apartment itself. No problems with heating, if we want to we can heat the apartment247. So quite happy I dont think theres anything bad or complain. S Do you live in university housing? D No its a rented apartment, we had taken a good look at the photos, we were a bit hesitant, but we decided to rent it before we arrived just to be on the safe side. Its clean, well maintained, if theres a problem C I want to comment on that as soon as possible. Flat is totally good, except for one thing, if there is a problem with the flat, we call the agent, they say they will send someone as soon as possible most of the time it is 2 weeks at least. I dont know why, but other things its totally fine. S You live in private? C Private J When I first come here I live in school accommodations, but then I realized I need to learn living skills so I chose to rent a flat with my roommate. It takes u 1 month to find a place t live. Because we hesitated to take on. We were afraid that if there are problems. We finally find a good flat, just near art gallery, its quite good. Theres one thing I think is weird is we cannot find the electricity and the gas companies and company, but we cannot find a store in Glasgow city, we just need to phone them and say we have just moved to a new flat can you please open the gas and electricity for us. Also for the telephone we also need to tell them what our meter readings are gas and electricity, and they are, at first they are strong Scottish accents and we cannot understand anything on the telephone, and we knocked on our neighbors door so ewe then because good friends with our neighbors. And our agent will fix out things as soon as possible. A When she spoke about the Scottish accent because Im still clueless. Something the guy who I share an office with Im sure he thinks Im a idiot, everything he says Laughter A I have a very, very challenging time, because every time, I think slower, Im beginning to understand and I remember when my wife just cam here she would say what did you say/? I find that the Scots who interact a lot with international people it is easier to understand that. But the Scots who have never left the country, it is difficult. I think that for me right now is the biggest challenge, just understanding what people say. B My living experience I was living in grad students experience, and my experience is great, I think its quite expensive for this kind of place. Im moving to another accommodation for the summer, it's cheaper, better, and better location. I living break-ins in
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my building, theres nothing special about it, but you can rent a flat in the city center which would be cheaper. In general my experience it is ok. Its really well organized even if you have, because once my neighbors flooded our kitchen, but we called the reception, everyone came on time. H My living experience is very good, I was initially going to go to university accommodation. But now I find that my decision to go to this private is better one. I think I just got lucky over the internet because Im paying half what the university residences are charging, and Im the envy of my friends, the best part is Im getting my own shower my own so I dont have to wait. I think its good a nice location and stuff so I think Im better off not staying in university accommodations. G Im also in private rented flat, its a good locating about a 10 minute walk to my office, really nice flat, got a great landlord. Im really happy with it. F I find the main problem is that I did not know until one week before I arrive if I have university acc or not. It was a sacred process you never have a look through how it works. It would be nice if you know earlier if you can be sure you got university accommodation or not. If you can be assured if you are now on the list or not, or if they found early there was a mistake because I could not know. S Tell us about your experience in regard to support D I think its one of the best things about this university. I think theres a lot of support, because apart from the admin support, theres also help and support with issues or placements you might have some of the studying like theres support and seminars about essay writing and dissertation writing, lots of information on references, theres support with math if you need to. Theres also up the international family network that is actually really neat because you get to meet lots of other people who go trough the same experience as you do. Its really good because its not just there to help you, you need other people as well I find it very good I cant complain. G Ive been to a couple of the training services they have there, a coupe other training course, which I found useful, but apart form that I havent used the other services like counsel. Or careers, I am aware they exist but I have read. S How did you become aware that they exist? G Probably emails, just things that are available. C They also have a... I think they are quite concerned about each and every ones comments. Especially support for international students is quite nice. I feel like well um we are kind of important in their heart. Its good. A I like to, I see surveys done quite often, its not just a question of doing them quite often so I see emails like this, you asked for this we have don this, and Im really impressed by this because sometimes people do surveys and you dont get the results. Ever time I have two supervisors, they start every meeting by is everything ok, are you comfortable, its almost like a ___ it really makes you feel good, you feel comfortable speaking about and if you raise issues they als or you see emails some services I have no need to access, but as you mentioned you see emails advertising. Sometimes you see so many emails you delete some. The library is excellent, they are many opportunities for training, so you guess because I came here with some working experience so I know my deficiencies and what I need to do, so I can look at all these course that they offer so I choose a lot that I go, it has nothing to do with my PhD but form professional development. D I would just like to add that a lot of the information about support services available and they present it to you during orientation and you find about it on your first day, if you want to or if you feel like that, you dont need to use any of the services, but if you ever felt the need you could sign up for a class or as session or a seminar that is actually useful for you. Apart form the emails we receive, theres a lot of advertising I guess going on. But it is out there and it is available to students, at least that is my experience, I feel the information is easy to find. A If there is one thing that could be improved its opportunities for jobs, for me and other students speaking bout it. There might now be enough opportunities on campus where you could get jobs. That is crucial support, because after six months I could get a job and that s an area where you could have more support
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H Regarding the support services I would say they're good at the administrative level. Almost everything is done through email, so you get a lot of emails, we get lots of emails about services, seminars, with my degree even has dedicated administrator we can always email or contact regarding anything. It can be simple like not locating classroom, to something much more complicated sort of like a grade or something when we arrived over there the y introduced that person you should get in touch with him because he will be your best friend. So that is good. But at the societal level Im the university has a lot of societies and I regarding a project I wanted to get the help with something I emailed about 4 of them, two didnt help, two didnt reply, on that end I thin the services are a bit week. Im not sure whether the societies are run by students or not. So that balances out the admin support services. G I have used the sports gym at this university. I think its great for students F I had a funny problem because I didnt know that I thought international student means something different than Erasmus student. I found they mean me with international student. IN Switzerland intern students are outside Europe. I missed a lot because of my misunderstand. D It can be confusing for people that are from Europe, a lot of things you are considered a home student but in some aspects you are considered international. So I checkout out things that are for international. I found out there are a lot of European students who attend the same things, I decided to go for it. It can be confusing sometimes S When did you find out that you were being counted in both ways? D when I applied because the process is streamlined and its clear from the beginning that you apply that everyone from EU and most of the European countries is considered a home student, and you can apply for the same kind of support as Scottish students, we pay the same fees for all of the degrees, so its clear from the beginning that you come from another country, your mother tongue is different, so when I arrived, I saw the emails and info I received and I found about he international student activities. I know Im technically someone who comes from the EU but I can also use the chance to meet other people and foreigners. F In my case what is more complicated, because as Swiss I count as not EU student. Sometimes I didnt find box to tick because I fall out of all categories as Swiss B during the process I was applying I had some problem because I think some emails went to spam folder, then I decided to send a Facebook message to group, but the person in just amazing helped me with serious problems that I didnt think Facebook would help me with. I think if you send message to anything connected to university they will help you. D My experience is the same with social networks, you receive support almost immediately. F I didnt have Facebook so I was missed out S Think about our experiences how did you they match up with your expectations A for me I dont know that I came in with preconceived idea, I knew I was going to Scotland one that was oldest in Europe, so I came in with open mind, but what I saw with my experience so far is that I have not regretted my decision, and I would come back 50 times and if someone on Tuesday someone asked me from home, I said come to Glasgow, dont hesitate its nice, the weather is not so nice but its very good. I its hard to see what could have been done different to see what could have made you more comfortable. So my experience here is beyond expectations. I would be happy to friends family anybody it. D I did my research and I knew what I wanted before I came here and I think Glasgow is an excellent match for me the university as well, so Im very happy. Someone asked me right now would recommend it I would K Before I got here I though I would have a beautiful campus its amazing. For most of my classmates in high school or university in china, they also come here but they dont have the beautiful building and I also get a lot of help in my life, I mean to live here, we have a fantastic society called international society they organize trips every six days its very cheap they take us to each part of Scotland to do a day trip, for one day a week I go to maybe four or five place and besides during the trip I also make a lot of friends. Because a lot of people theyre from different countries and subjects. Some students they are undergraduate and we are post graduate so I can meet more people to know what are you they doing in their life

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whats their what are the subjects theyre doing so I have more opportunity to know the other students in the campus. S Thanks k H As I already mentioned I hadnt been out of my country before I came so when I was coming I was very excited. I was coming to the u of g its supposed to have a good reputation so as far as Im concerned I havent been disappointed at all and all my expectations have been probably met. The campus looks like Hogwarts all the services and are really good, the weather is out of our control so thats ok, apart from that its been very good ok B I dont know about the weather, I studied in Ireland, so the weather here is perfectly normal, I had experienced that in four countries. And I had language course, in different university, so I had expectation about how it is to study abroad. So here it is better than expected, the campus the quality of education. D I don't min the weather either, I dont know if I'm used to it, I dont mind the rain G I expected C there is one complaint I dont know if you have it we have a four times check in from the UKBA per year, it started from last year well its quite annoying because they just select several countries and you go to building or and go there and tell them Im here Im right here, well, its quite annoying. G Ive had to do that too and I think its quite annoying too. I understand theres a reason why they do it. A I've understand the need for security. I find it unusable that I am required to check in but my spouse in not required to check in. Every two months three moths, I am required to show my id. But my wife is not required. Its just not logical where you allow someone to come with their partner, but from a security my safety is also at risk, not necessarily a inconvenient, you should monitor anyone who is here because o me D Dealing with the UKBA is one of the most unpleasant experiences of my life, Im not required to go through the same processes because of EU membership, but there are other things we have to contact them for its terrible. No one likes bureaucracy, band they slow you down significantly, I didnt expect that. Its out the control of the university so its not directed at the university or Scotland F I had not a problem with the NHS, very strange problem, because I was too late informed or the university I should have, there was big fight who would pay vaccination. I would highly recommend a Erasmus exchange for bachelors, but its highly disappointed as a masters student, if they dont accept your degree, you are three year bachelor, one year master study, you have already done one year master study, it is not our standard, and I was completely not information about how they do degree in UK I think that is information Erasmus student should have before it S - For those of you who had expectations going in where did they come from? D I talked to friends, I also read everything that was available from the university website. Social networks. I follow different blogs for people that are written for and by students from my home country and there is a section about Scotland an there are a lot f online communities they can be very helpful. I know it can be quite subjective but they are very active so you can get information from there as well, s the internet has been very helpful in my case. C well I think Im living more independent after I came her I become a person I like more, so thats where expectation come from A I think for me my expectation is from wanting to have a European experience because I did undergraduate in US and I didnt want to go back to US for studies because I though it would make me more valuable if you have US and European experience. So my expectation came from that because you need to have exposure and the experience it work so far because I now both side of the Atlantic. F My expectation came from the Erasmus coordination my institute and the information they had from reports from earlier students. And I especially asked if I can study master and the Erasmus coordinator in Switzerland said yes Glasgow has master students course and they had master student from Switzerland from my institute. I also said in my application from my application for 5000 level courses, so I was surprised why they said they dont have master level class, you have to study undergraduate.
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A I find terminology is different; Im accustomed that college and university is the same. And I find here different. Terminology is different how you interpret one terminology from your location is different from somewhere else. J My expectations come from my imagination based on some stories from others. A short time before I came here I kept myself from hearing about other people stories, because when they tell me their stories they will have their own opinion. I would experience or myself. I like to imagine B I went to educational fair so I talked to some representatives from the University of Glasgow they gave me information and also this whole media image of UK education and its quality and its rankings of top 10 top 15 university of which Glasgow was really highly ranked. S Im going to say thank you and we'll wrap up.

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Appendix G: Focus Group Findings

Note: Most frequent responses listed and complete data set can be found in FocusGroupSummary2013.xls Theme: General Expectations (Positive) Expectations (Negative) Information (Neutral) Misc. (Positive) 12 3 10 5 Expectations met, positive experience, positive overall Expectations from wanting a global experience Blogs, friends, prior institution, website International students feel valued, would recommend the University, positive reputation Not new to the UK

Misc. (Neutral) Theme: Academics General Academics (Positive) Academic Workload (Positive)

4 13

Academic Workload (Neutral) Academic Workload (Negative)

4 15

Academic Administration (Positive) Academic Administration (Negative) Academic Facilities (Positive) Academic Facilities (Negative)

8 5 4 1

Good academics, quality education, support Small teacher student ratio, There is enough online tutorial time, Seeking professional development is easy Assessment is different, Grading is subjective Less rigor, Independent learning is challenging, Expected more tutorials, English issues Supervisor support, Positive faculty Erasmus students transition negative Beautiful campus, Nice library Misleading buildings and images in marketing

Positive

Neutral

Negative

Theme: Accommodations (Primarily Private Accommodations) 22 Less expensive than University accommodations, Quiet building, Easy to report issues 10 Came with partner, Private Accommodations, Wanted independent living experience 18 Dirty flatmates, far from University, Paperwork issues, No contact with others in building

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Positive

Theme: Culture (Weather/Accents) 13

Neutral Negative

11 9

Friendly people, Helpful people, Lots of sunlight, Walking to places is nice Weather, Cultural exposure, Dont mind the rain Scottish accent challenging to learn, No social experience, No time for activities outside of work

Theme: Student Services UKBA (Neutral) UKBA (Negative) Communication (Positive) 6 9

Communication (Neutral) Communication (Negative)

1 5

Defining INTL (Positive) Defining INTL (Neutral) Defining INTL (Negative)

1 1 4

Programming (Positive)

Programming (Neutral) Programming (Negative)

1 6

General (Positive)

Understand that UKBA process is separate from University UKBA process is difficult, annoying, and a new process Information about services is easy to find and well advertised, Surveys are supported, Social Networking is positive Everything is online Paperwork issues, Expectation of being able to arrive at any time for orientation (PGT) Application for international definition is clear Sent emails and knew they were an international student Terminology is different, Some nationalities more tricky because not well defined, Confusing definition of international students-missed services Picked up from orientation, International family network support is good, EU students can participate in international activities Not taken advantage of careers, counselling No train pick up, No orientation offered in January, Societies are not strong because student-run Good gym, Good student support, Services are positive

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Appendix H: Interview Transcript

Interview Transcript Name: Title: Department: Research Team Interviewers:
1. Could you tell me a little more about your department/office and your position responsibilities? 2. How do you classify international students? 3. Does your office offer services to international students? 4. Do you mind explaining the information you send to international students and what timeline you send it on? 5. Who is responsible for information (website, brochure) that is sent to international students? a. Do they send students other information as well? If so, what? 6. Do you (or your office) ever refer international students [to other offices]? If so, where? 7. What questions do you hear from international students most often? 8. In what areas do you think/notice international students struggle? 9. In what areas do you think/notice international students thrive, do as well as, or surpass domestic students? 10. What forms of communication do you have with prospective or current international students? 11. What are your most common interactions with international students? 12. Are there additional ways that you think your office can better support international students? If so, in what ways? 13. Is there anything else that we should know? 14. (Optional if you do not receive communication that international students would receive): Can you please provide us with any and all communication materials (email, brochures, viewbooks, etc.) that you use in your interaction with international students?

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Appendix I: Interview Summaries

Interview Evidence Aligned with Conclusion Themes Financial Banking o Interview with Helen Young - School of Business Students have difficulty setting up bank accounts o Interview with Lesley MacInnes Within the required e-induction for students who are living on campus, a link exists to the main university student UK bank account page. o Interview with Avril MacGregor Reported that students have difficulty setting up bank accounts Cost of Living o Interview with Katie Scott Engages in many scholarship & financial assistance conversations with students. o Interview with Pat Duncan and Katherine Henderson - College of Science and Engineering RCMO sends out customized emails to students with relevant scholarship information Communication is individualized dependent on level and kind of financing - UGs tend to be more self-financed while PGT/R tend to have more home government support o Interview with Lesley MacInnes A cost of living calculator is a part of e-induction but only for students confirmed living on-campus Jobs o Interview with Avril MacGregor Students believe that they will be able to supplement their stay with extra money--scholarships, part-time work, etc. without realizing that it can be difficult to find a part-time job. If they are in the one year PGT programme (12 months through no breaks) they may not realize that having a part-time job may be difficult to balance with their academic workload. o Interview with Christine Lowther Some students expect to be able to work and have VISA support. o Interview with Lesley MacInnes In the e-induction materials students account for a part time job when accounting for their finances, there is no information about the actual likelihood of obtaining a part time job o Interview with Angela Melley Some students will expect that they will be able to participate in a job as well as their academic work. Angela noted the main issue is finding time (and mentioned a hiring preference for UK students). Finidng time is especially troublesome for PGT students. o Interview with Pat Duncan and Katherine Henderson - College of Science and Engineering
45

Students expect or hope to be able to work after graduation, especially PGT/R students, but that changes by UKBA have changed that possibility. New UKBA Doctoral Exception changing now, currently in the process of communicating that to students. College needs to work to manage reputation of UKBA. Academics Facilities o Interview with Pat Duncan and Katherine Henderson - College of Science and Engineering. College of S&E will soon be creating a virtual tour of lab and classroom spaces to be put online. Expectations for S&E students related to academic facilities are different from other students - higher expectations of quality of labs. o Interview with Val Stringfellow and Heather Calder (College of Arts) The College of Arts is the only college where PGT and PGR have an advisor separate from their supervisor. Course Expectations (includes information re: class sizes) o Interview with Kate Connolly Some students struggle academically when they get here and that leads to them struggling in other ways (i.e. socially and with mental health). Asian students have a lot of pressure to perform and when it becomes harder to do so they are often stressed and become overwhelmed. o Interview with Christine Lowther Studying, learning, and teaching expectations can be very different based on the student. o Interview with Helen Young - School of Business International students do not always understand the expectation to work independently. Many international students have a high expectation of personal attention and service. PGT students do not have as many opportunities because of the short timeline and work intensive nature of their course. o Interview with Angela Melley- Social Sciences Students may have expectations about course sizes/classroom pedagogy but those are just based on prior experience. o Interview with Pat Duncan and Katherine Henderson - College of Science and Engineering. A larger numbers of entering PGT students in the Fall makes it easier to coordinate message. The RCMO sends out e-newsletters every month to students with offers, includes recent news of the school and college, including pictures and articles. First contact with students differs depending on level - UG & PGT typically go to RIO, PGR tends to be case by case, usually with student reaching out to professors first. The contact between PGRs and academics is positive in relationship building, but could mean crucial information is missed. Students may arrive with a higher expectation to work and learn independently

46

Different teaching styles may exist at UoG compared to students home countries o Interview with Val Stringfellow and Heather Calder--College of Arts Report that students want more contact hours with faculty and staff, and that international students expect more hand holding- direct support and services. Generally report international students are academically successful. A buddy system exists within the College of Arts. The programme pairs experienced students with less experienced students, this helps emphasize the social experience. Language o Interview with Helen Young - School of Business Many students, especially Chinese students, expect to be able to improve their English in their coursework, but the opportunities are not always there or it is more difficult than expected. The Business school partners with other departments on campus to offer language support for international students. o Interview with Angela Melley Students expect to improve their English and learn the accent but must understand just as they may be international; faculty may be as well and have a variety of different accents. If students expect to participate in a global society learning how to understand all accents is key. Student learning services is an appropriate place to seek language help. o Interview with Avril MacGregor Family Network provides students and their dependents with English language classes for free o Interview with Val Stringfellow and Heather Calder (College of Arts) Report that international students struggle with language--especially accents and other international staff. There may not be enough intersession English classes for international students. Accommodation Price o Interview with Lesley MacInnes Further information about rent is linked to e-induction but actual prices and inclusion of accommodations is on a separate web page. Offer information and links to GlasgowPAD help students find reputable private residences if interested. Transportation/Distance? o Interview with James Harrison To help alleviate the issue of accommodations being too far from campus, the SRC has sponsored several buses to help with transportation. o Interview with Lesley MacInnes Students may have to take SRC transport (1 residence hall is 45 minutes away) or walk to campus and they dont necessarily expect the travel time, even though the distances are clearly listed in resources. o Interview with Katy Scott When students ask about off-campus accommodation, she will refer them to websites such as the GlasgowPad Website. o Interview with Avril MacGregor

47

The welcome team meets students at the airport and transports them to their accommodation. This service exists for about 9 days at the beginning of the fall semester. Students who arrive before or a after this time period may still expect to be picked up at the airport or train station, etc. Facilities o Interview with Lesley MacInnes Some students move into rooms that have current residents, they need to be made aware. Also the existing residents should clean; this may not always be the case. Students all must complete e-induction, although some complete it after they arrive on campus. E-induction covers and quizzes on preknowledge like safety/budget/staff concerns. Students may assume residences look different- just based on their own prior experience, accommodation services are working on better images/descriptions of each. o Website- pictures are confusing to access. o Interview with Reverend Stuart MacQuarrie Religious groups want their own space, but the Chaplaincy only offers shared religious space Positive Learning o Interview with Val Stringfellow and Heather Calder (College of Arts) Students perform well academically. Would Recommend o Reverend Stuart MacQuarrie Chaplaincy is a small part of positive student recommendations - for example, Islamic students can go home and say they received support from the university in regards to their religion. Community (City & University) o Interview with James Harrison Many international students are volunteering at rates that surpass home students. Non-native international students seem to really enjoy the integration and the ability to practice their English language skills. o Interview with Pat Duncan and Katherine Henderson - College of Science and Engineering Expectations of city are surpassed once students arrive. Students probably have little to no expectations or assumptions of Glasgow, but have a very positive experience once they arrive o Interview with Avril MacGregor The Family Network hosts weekly lunches, trips for international students and their family members/dependents. The Family Network allows international students and their families to get to know one another. o Interview with Val Stringfellow and Heather Calder (College of Arts) An induction programme is held for all students at the beginning of the school year Other o Interview with Shona Robertson and Julie Summers (Disability Services) Concerned that students may not realize that they need to have documentation about their disability to be provided with services from

48

the university. They should get this prior to their arrival from their home country to speed up the accommodations process. Concerned that student may not realize that if they are coming from another country their medications may not be licensed in the UK may have to wait to see a general doctor to get the UK equivalent of the medication. No information we came across alludes to the office proactively informing students of this prior to arrival. Office sends out an email link about special impairments but only if the student contacts the office beforehand. Interview with Val Stringfellow and Heather Calder (College of Arts) International student conception different for fee structures vs. actual services offered and interactions VISA ISSUES interview with Angela Melley- Social Sciences students have to check in- attendance and otherwise though the college, and seem to get frustrated with the lack of autonomy Interview with Pat Duncan and Katherine Henderson - College of Science and Engineering [interview with Avril supported this] Students, especially PGR/T, expect to be able to work after completing their degree, but changes at the UKBA wont allow that o There is a new Doctoral Exception that will apply to some students and the college is in the process of communicating that o College has to manage reputation of UKBA Social Experience Interview with Pat Duncan and Katherine Henderson - College of Science and Engineering Students entering with many other individuals from same country entering together form cohorts and have harder time integrating with other students. Interview with Helen Young International societies dont always meet integration needs. It may be easier for UG students to integrate; they stay for an extended time and most likely experience less academic stress. PGT students often have the hardest time integrating because of the parameters of their year long, work intensive programme.

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Appendix J: Personal Communications

Name Position Contact Date/Time Interviewed May 28, 2013 5:00 pm Angela Melley International Development Manager, College of Social Sciences Director of Studies, English as a Foreign Language Head of Academic and Student Administration - MVLS Head of Academic and Student Administration, College of Science and Engineering RMCO College of Science and Engineering Head of Academic and Student Administration, College of Arts RCMO College of Arts Angela.Melley@glasgow.ac.uk ext 7584

Louis Harrison Caroline Mallon Pat Duncan

Louis.Harrison@glasgow.ac.uk ext 5595 Caroline.Mallon@glasgow.ac.uk ext 4499 Pat.Duncan@glasgow.ac.uk ext 4362 May 23, 2013 11:00 am

Katherine Henderson Val Stringfellow Heather Calder Kate Connolly

Katherine.Henderson@glasgow.ac.uk

May 23, 2013 11:00 am May 23, 2013 2:30 pm May 23, 2013 2:30 pm May 23, 2013 11:00 am May 22, 2013 3:00 pm May 22, 2013 3:00 pm May 23, 2013 3:00 pm May 24, 2013 10:00 am May 29, 2013 3:00 pm

Val.Stringfellow@glasgow.ac.uk ext 5123 Heather.Calder@glasgow.ac.uk

Counselling and Psychological Services Recruitment and International Office Team Recruitment and International Office Team Director, Residential Services

Kate.Connolly@glasgow.ac.uk ext 4528 Alison.Browitt@glasgow.ac.uk

Alison Browitt

Bo Wang

Bo.Wang@glasgow.ac.uk

Neil Campbell

Neil.Campbell@glasgow.ac.uk ext 6523 Shona.Robertson@glasgow.ac.uk

Shona Robertson Helen Young

Disability Service

Head of Business School Administration

Helen.Young@glasgow.ac.uk ext 6522

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James Harrison Jess McGrellis

Student Representative CouncilPresident Student Representative Council President-Elect Deputy Head of Admissions Study Abroad Director of Student Services

president@src.gla.ac.uk Tel 330 5360 vp-support@src.gla.ac.uk

May 24, 2013 10:00 am May 24, 2013 10:00 am May 20, 2013 2:00 pm May 24, 2013 11:00 am May 29, 2013 2:00 pm May 21, 2013 12:00 pm May 20, 2013 2:00 pm

Colette McGowan Christine Lowther Avril MacGregor Jim Campbell

Colette.McGowan@glasgow.ac.uk ext 6516 Christine.Lowther@glasgow.ac.uk ext 1678 Avril.MacGregor@glasgow.ac.uk ext 6064 james.d.campbell@glasgow.ac.uk

Senior International Student Adviser International Careers Advisor

Sarah Ward

U21 Coordinator

Sarah.Ward@glasgow.ac.uk ext 4215 naomi.allum@glasgow.ac.uk ext 3914 Ian.Thomson.3@glasgow.ac.uk ext 8084

Naomi Allum

Deputy Head of International Recruitment RIO Head of International Recruitment - Recruitment and International Office International Officer - RIO

Ian Thomson

Katy Scott

Katy.Scott@glasgow.ac.uk

May 24, 2013 9:30 am May 30, 2013 1:00 pm May 28, 2013 11:00 am

Lesley MacInnes Helen Speirs

Accommodations

lesley.macinnes@glasgow.ac.uk

Equality and Diversity Officer

helen.speirs@glasgow.ac.uk ext 4714

Helen Clegg

Senior Academic Policy Manager Helen.Clegg@glasgow.ac.uk (Senate Office) - Plagiarism ext 2533 contact University Chaplain Stuart.MacQuarrie@glasgow.ac.uk May 30, 2013 10:00 am

Reverend Stuart D MacQuarrie Graeme Mcdiarmid

Deputy Director, Recruitment Marketing - Recruitment and International Office School of Education

Graeme.Mcdiarmid@glasgow.ac.uk

May 29, 2013 3:00 pm

Bob Davis

Robert.Davis@glasgow.ac.uk

June 6, 2013 11:30

51

Administration Emma Sloan International Development Officer Development and Alumni Customer Services Manager Sports and Recreation Service Emma.Sloan@glasgow.ac.uk

pm June 7, 2013 11:00 am

Greg Sheridan

Greg.Sheridan@glasgow.ac.uk

May 20, 2013 11:00 am

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Appendix K: U21 Web Review

U21 Web Review Themes This assessment team performed a web based review of multiple Universitas 21 (U21) institutions, focusing specifically on benchmarking two themes: the availability and accessibility of information on institutional websites and the types of services offered to international students. The institutions researched included: Lund University, McGill University, University College Dublin (UCD), University of Amsterdam, University of Auckland, University of Birmingham, University of Connecticut (UConn), University of Glasgow (UoG), University of New South Wales (UNSW), and University of Nottingham. The web review yielded various results across the ten different universities. Along with many similarities in website structure, format, and available information, there were unique methods that can be incorporated in UoG material. The universities varied even more drastically in the types of services provided to international students. The information presented below is intended as a benchmarking comparison highlighting the most significant differences that can be incorporated into UoG practice. Accessibility of Information The types of information available and relative accessibility varied widely among U21 institutions. There were four significant conceptual themes demonstrating the differences of practice between universities. Ease of Navigation The assessment team analyzed the relative ease of navigation of various institutional websites. The team endeavoured to conceptualize the navigation from the perspective of incoming international students, with special consideration to English Language Learners (ELLs). UoG, along with Lund, McGill, Birmingham, Amsterdam, and Nottingham, have websites that could pose considerable difficulty in navigation for international students. Traits common across all of these websites include text heavy information, confusing link flow from parent to subordinate pages, and unclear page or section headings. Websites from UCD and UNSW were considerably easier to navigate, with intuitive navigation between pages, textual and visual representation of information, and a greater emphasis on charts, graphs, and pictures that are easier for international students to understand. These institutions also conveyed large amounts of information, just like other universities, but presented the more complex information behind drop down or accordion menus, so the initial landing on the page was not overwhelming. These
53

characteristics make navigation easier for ELLs and are generally more visually appealing than paragraphs of text. Types of Information Available Universities consistently provided great amounts of information for international students, with little variability in topics addressed. Almost every institution addressed visa and immigration issues, accommodations, living costs, orientation, and scholarships and funding, among others. There were various low priority topics that other institutions addressed that are not available on UoG websites. University of Auckland includes detailed information on the time zone and time differences from New Zealand to other parts of the world, as well as information about the safety of drinking water, local and national taxes, popular day trips among international students, halal facilities in the area, and typical costs of everyday goods and services. UCD and UNSW present information on communications, including cell phones, landlines, and internet connectivity. International Student Handbooks For many universities, the primary, comprehensive source of vital information for international students is found in the International Student Handbook or Prospectus. Many universities have this handbook, including UoG, Auckland, UCD, UNSW, Birmingham, and Lund. Some universities, including UoG, make the documents available as paper copies as well as online. As a document containing a great deal of important information, the only university to feature their handbook prominently on the international student landing page is Lund. All other examined universities either do not have a similar document or have it posted in a subordinate page off of the main website, making it difficult to find. Additionally, of all the handbooks reviewed, certain documents were more difficult to read. UoGs in particular contained a great deal of text in small print, without many visually appealing tables, charts, or pictures. Some universities, such as Auckland, UNSW, and UCD included those graphics, as well as student pictures and testimonials, calendars of events, and other visually appealing components that make the information easier to read and process, especially for ELLs. Points of Contact Across all universities, finding contact information for university offices was simple and easy to find. Almost every university, including UoG, McGill, Birmingham, Nottingham, and others, provided contact information that directed web users to generic email addresses or office phones. Some universities, including UCD, provided direct contact information for specific individuals, including their name, email, phone, and staff picture, depending on the nature of the enquiry and the enquirers home country and enrolment status. This practice provides web users with an individual point of contact that creates a more personal connection with the university.

54

Services Offered The types of services offered by U21 institutions vary widely across universities. Though all universities provide some similar services for international students, such as orientations, accommodations, learning services, and others, there are many variations in how those services are provided and communicated to students. Below is a summary of some of the most significant differences between universities in a variety of categories. Orientation Programmes All universities provide some type of orientation programme for international students, with great variation of length and included activities. Most programmes run from three to seven days, with certain universities, such as UCD, providing ongoing activities at less frequent intervals for two or more weeks after the first arrival date. Typical programmes include tours of campus and the local area, social activities, campus resource fairs, and academic preparation seminars. All programmes emphasize social and cultural integration to the university. Some universities, such as Lund and Nottingham, utilize peer mentors or organizations to provide support and student to student contact throughout the orientation programme. Arrival Support Many universities provide tangible arrival support for international students. UoG, Nottingham, and Lund provide transportation to campus for arriving students during designated times and days. UNSW provides the same services but charges a fee for the university provided transportation. UCD and McGill use student leaders to staff a checkin desk at airport arrivals to answer questions and direct arriving international students to transportation services. Some universities, such as UConn and Auckland, offer no transportation services, but have information for students about transportation services. Mentoring/Buddy Programmes Some universities offer university wide mentoring or buddy programs. Lund, Amsterdam, and McGill offer to pair experienced international students with new students as a resource and guide to campus life. McGill pairs students in the summer before new student arrival, allowing students to contact each other with questions and concerns before departing their home country. International Spaces Four universities, UCD, UConn, UNSW, and Auckland, provide a type of international student lounge. This lounge area is a shared space for all international students. The lounge creates opportunities for community building and social events, as well as a gathering place for the international student community. Staff also utilizes the spaces for official events, such as tea times, lecture series, and cultural dinners. The lounges also typically include televisions, sometimes with international channels, book and video libraries, and board games.

55

Family Partner Programmes Some universities, including Lund and Auckland, offer to partner international students with local families. These pairings allow students to connect socially and culturally with home families. Families typically invite students to holiday dinners, local festivals and events, or offer to meet informally throughout the year. Accommodations University accommodation offerings and policies vary widely across institutions. Accommodation practices related to international students depend largely on available resources. The only universities to communicate a guarantee of accommodations for both undergraduate and postgraduate international students are UoG and Nottingham, provided students accept an offer and apply for housing within certain time restrictions. Other universities, including UCD and Lund, reserve certain numbers of bed spaces for international students. Many other universities provide housing guarantees for a limited number of years, usually only for undergraduate students. Birmingham, UNSW, McGill, and UConn do not communicate any distinction or preference for international student accommodations. For available residences, some universities provide extensive information on accommodations and facilities. McGill provides the most exhaustive preview of residence facilities, utilizing 5-10 minute, and student led video tours of residences that show living areas, common areas, bathrooms, laundry facilities, and other areas students will use in the residences. Other universities, such as UoG, UConn, UNSW, and Birmingham, provide very limited and sometimes confusing previews of facilities. These universities either do not offer floor plans, have few pictures of residences, have pictures and resources that do not clearly communicate the actual accommodations students will occupy, or mix pictures from different accommodations together without distinguishing between residences. Conclusions Availability of information and types of services provided for international students varies widely across the ten Universitas 21 institutions reviewed. Analyzing the web pages and documents provides insight into practices that can be incorporated into current services and offerings from the University of Glasgow. It should also be noted that this web review is not exhaustive. It is recommended that individuals or offices at UoG continue to benchmark their services against other institutions, within Universitas 21 and other international university organizations.

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Appendix L: Document Review

Department Accommodation Brochure A Place to Study: Your Guide to Student Accommodation Audience Students Content Information on how to apply for housing, common questions asked, map of accommodations, information about the facilities within each, walking distance away from campus Built Expectations Students that apply by the deadline and meet the requirement will be assigned housing. Recommendation Include information and the URL for glasgowpad.org in the accommodations brochure (A place to stay: Your guide to student accommodations); Additionally, pictures of all the living spaces or measurements of the average room should be provided in the brochure; "Category of priority should be more explicit to limit confusion." Accommodation Services should consider rephrasing that section to more clearly highlight who has priority in the housing application process

Career Services

The Careers Service Guide Glasgow 2013

Students and employers

This brochure includes advertisement of employers, where Career Service is and how to make an appointment, the services offered, advise for current students (including a section for international students) on getting a job/internship and advise on how navigate the job/internship search

Career Services is there to supplement and help with the job and internship search

57

Career Services

Club 21 Business Partnership Programme

Employers and undergraduate students

College of Arts

College of Arts Graduate School Guide to Doctorial Research & Skills Development (Academic (20122013)

Postgraduate students

College of Science & Engineering

Monthly Newsletter: A Warm Welcome to the School of Chemistry

Accepted students that have not matriculated

For employers, information is provided about their ability to network with students, staff, departments, and career professionals; additionally, they are able to navigate the various subjects that students take and determine what that means for them and their industry. For students, information is provided about their ability to be a part of this club ; student quotes indicating satisfaction with the club is also included Information on what a PHD is, what happens once a student accepts, the people a student would interact most often with one accepted, general orienting information (including information about the rights and responsibilities of students under the PGR code of practice), the degree requirements, post graduate opportunities (i.e. assistantships, eSharp, etc.) and funding schemes This newsletter holds a welcome from the head of the school (a professor) followed by school news (includes recent trips, new and exciting

Internship and networking opportunities are available with various corporations. This may lead to a permanent position

There will be funding opportunities available, the PHD programme will be fairly structured but will allow for some flexibility in study

There will be great academic and professional development opportunities available; there is plenty to do in the city of Glasgow
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College of Science & Engineering

Monthly Newsletter: A Warm Welcome from the School of Engineering

Accepted students that have not matriculated

College of Science & Engineering

Monthly Newsletter: A Warm Welcome from the School of Geographical & Earth Sciences

Accepted students that have not matriculated

College of Science & Engineering

Monthly Newsletter: A Warm Welcome from the School of Mathematics and Statistics

Accepted students that have not matriculated

changes, and any recent recognitions or awards, information on life in Glasgow, information on funding and a reminder to accept their offer This newsletter holds a welcome from the head of the school (a professor) followed by school news (includes recent trips, new and exciting changes, and any recent recognitions or awards, information on life in Glasgow, information on funding and a reminder to accept their offer This newsletter holds a welcome from the head of the school (a professor) followed by school news (includes recent trips, new and exciting changes, and any recent recognitions or awards, information on life in Glasgow, information on funding and a reminder to accept their offer This newsletter holds a welcome from the head of the school (a professor) followed by school news (includes recent trips, new and exciting changes, and any recent recognitions or awards, information on life in Glasgow,

outside of the university

There will be great academic and professional development opportunities available; there is plenty to do in the city of Glasgow outside of the university

There will be great academic and professional development opportunities available; there is plenty to do in the city of Glasgow outside of the university

There will be great academic and professional development opportunities available; there is plenty to do in the city of Glasgow outside of the university

59

information on funding and a reminder to accept their offer

College of Science & Engineering

Monthly Newsletter: A Warm Welcome from the School of Physics and Astronomy

Accepted students that have not matriculated

College of Science & Engineering

Monthly Newsletter: A Warm Welcome from the School of Computing Science

Accepted students that have not matriculated

Disabilities Services

Disability Service for Staff

Staff

This newsletter holds a welcome from the head of the school (a professor) followed by school news (includes recent trips, new and exciting changes, and any recent recognitions or awards, information on life in Glasgow, information on funding and a reminder to accept their offer This newsletter holds a welcome from the head of the school (a professor) followed by school news (includes recent trips, new and exciting changes, and any recent recognitions or awards, information on life in Glasgow, information on funding and a reminder to accept their offer This brochure describes the process of getting disability services, the types of accommodations available and outlines University funding for disabilities (1st 1,000)

There will be great academic and professional development opportunities available; there is plenty to do in the city of Glasgow outside of the university

There will be great academic and professional development opportunities available; there is plenty to do in the city of Glasgow outside of the university

If a staff member has a disability they may be eligible for accommodations if they go through the proper channels. Additionally, the first 1,000 of their accommodations are taken care of by the University

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Disabilities Services

Disability Service

Students

Disabilities Services

Supporting Students with disabilities: A guide for Academic Staff

Academic Staff

Disabilities Services

What happens when I register with the disabilities service?

Students

This brochure addresses campus accessibility, assistive technology, dyslexia screening and assessment, liaison with academic schools, library support, accommodations services, financial assistance and referrals This brochure addresses legal compliance, best practices for helping students, the role of the department, referring students with a disability, academic adjustments and Personal Emergency Evacuation Plans (PEEPS) This brochure addresses how to register with disabilities service, what students should bring to the appointment, the length of an appointment, who will be notified of their disabilities and available exam support This brochure addresses legal requirements for accommodations, how to get tested, how often a student may need to be tested, funding for the assessment and what happens after the assessment

Students with disabilities will have the proper accommodations for their disability once they see Disabilities Services. Additionally, there may be more funding available for students

Students with disabilities will have the proper accommodations for their disability once they see Disabilities Services; they will also be supported in other ways

Disabilities Services

Dyslexia Assessment

Unstated (Staff and Students?)

A limited number of professionals will have access to a students disability records. Additionally, accommodations will be available as needed (in academic and nonacademic university affairs (physical accommodation if necessary)) The registry will reimburse for the cost of getting tested within 2 weeks, a post assessment meeting is necessary to secure accommodations, accommodations will be provided if it is determined that a student has
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Dyslexia

RIO

Your World Awaits you! International Exchange Programmes for University of Glasgow Students

Students including Erasmus and International students

RIO

Welcome to Glasgow: Studying, Living or Visiting? Tips offers things to see & do

Students

RIO

The Gen (Glasgowgen.net)

Students

This brochure provides general information about study abroad including where students can study. There is special information included for Erasmus and international students regarding funding. Additionally, information provided disavows myths about study abroad (i.e. perception and funding misconceptions) This brochure addresses lists UOG's rankings in five major publications, proudly displays the inter-nationality of the campus and it's students, advertises having some of the "best" clubs, societies and media in the UK and list of a few things to see while in Glasgow (21 options) Alludes to the many things there is to do but highlights the pubs, clubs, gigs, music, Unions, Comedy, and nightlife. Emphasis placed on the accessibility of it all

Students (international students included) will be able to study abroad; General funding will be available

There will be many things to do; there will be many international students from all over the globe (brochure says 120 countries); students will receive an excellent education

There will be many things to do and social occurrences happening

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RIO

Student Network

Students

RIO

Study Glasgow Scotland

Students

RIO

Information for applicants from (Insert country here)

Students (specific to where they are from)

This flier focuses on the common introductory questions students may have before, immediately after, or longer term after arrival Emphasis on the nightlife (primarily regarding music), Football, shopping, the Hunterian, Hunterian Art Gallery, Whistler Boys, City of Are, Europe's Adventure Capital; Information on the library and clubs are available. Things to do on the West end, North Side, City Centre, Merchant City, The Clyde, South Side, East Side, East End and Dumfries. General fees for rooms are stated (2,705). General information about sports and history is provided This publication addresses who their admission counsellor is (by country), provides information about tuition & fees and advises how much money students should bring with them. Additionally, information regarding admission requirement from high school students and post graduate students is provided. "Guaranteed housing" is described,

The student network will be there to offer advise (current students)

There will be many things to do and social occurrences happening; Accommodations are available and clubs and libraries are as well

Accommodations are available; The university has several clubs and societies

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information about the university and it's ranking is provided, and general information about clubs and societies is included

RIO

Undergraduate Prospectus Entry 2013

Undergraduate perspective students

RIO

Undergraduate Prospectus Entry 2,013

Undergraduate perspective students

Pt 1: Information about the schools and colleges (Arts, Education, Engineering, Social Science, Science, Professional Degrees, and Dumfries Campus); Information about accommodations (including who is eligible and who is not as well as how to apply), clubs and organizations, and career opportunities. Academic Service information is provided (study skills services, IT training, language support, etc.) Pt 2: Club 21 boasts being able to place students for 8 - 12 weeks of paid internships. Information about how to apply for full time, part time, and international admission is listed, entry requirements by subject area is available, and information about being honours is available

Accommodations is guaranteed for most international students (Erasmus students included); there will be many free services available if/when a student needs help; clubs and organizations is also available

Business students will find a paid internship; to graduate on time students need to fulfil the requirements

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RIO

Postgraduate Prospectus Entry 2013

Postgraduate perspective students

RIO

Postgraduate Prospectus Entry 2013

Postgraduate perspective students

Rio

Undergraduate Prospectus 2014 Entry

Undergraduate perspective students

Pt.: This publication provides information about the colleges, the Dumfries campus, Scotland, student services, funding, international students and research in general terms. Additionally, information about the admission requirement, an overview of programmes, language requirements and information on career services is also available Pt 2: Jobs: "When you're studying, you may wish to work part-time to help with your tuition fees and living costs. Parttime employment is a great way to gain some real-life work experience and make you more enjoyable. Career service advertises details of part-time work opportunities on their website at..." (p. 21) Information for domestic, Erasmus and international students. Information boasts of the rankings that the University has received. Information about the undergraduate fields of study is available along with an "Our International Links" section for each field. Study abroad

There will be staff available to help no matter the trouble had; The educational experience, specific to the sequence of the courses and support/interaction promised will be experienced; scholarship and experiential components listed about each programme are unchanging

Students will be able to find a job with the help of the school

Glossary - what is a warden or pastoral staff; difference between college, school and university; self-catering; ensuite (international students will not know what that means)

There will be resources available to help international students (i.e. language centre, career services, etc.); representatives will likely be available in "my" country; Students can study abroad, have internships, and have an active social life. Accommodation is
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information is addressed, funding options, and the application process is reviewed

guaranteed if they fit the criteria and apply at the appropriate times

SRC

UOG Freshers Week 2012 10 - 14 September Events Guide

Students

SRC

Conversational English & Language Cafe

Native speaking students or strong English speaking students

SRC

Language Cafe

International Students or Students hoping to improve their English

SRC

Printing & Coping...

Students

SRC

Nightline

Students

SRC

More than a degree

Students

Information on events happening during Freshers week (including when and where); Information on where to find the GUSRC, QMU, GUSA, and GUU and what their roles are. Native speaking students or strong English speaking students will have the ability to volunteer to engage in conversations with international students hoping to improve their English Events geared at helping international students or nonnative speakers improve their language skills through informal conversations and themed events The SRC has the cheapest photocopying available Nightline is a service for students to call in between 7am - 7pm to get answers to informal questions This brochure provides information on volunteer

There will be a lot of social events that will help a student adjust to life in Glasgow and at the university

Every fortnight international students and English speakers will engage in conversations

The SRC should consider putting the location and time of these conversations

There will be native speakers or strong English speakers at these events to engage in conversations with

The SRC should consider listing the time for these conversations

The SRC has the cheapest photocopying available There will be a student available to help with questions between 7am - 7pm

Students can volunteer on and off campus and SVVS can help
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SRC

The SRC Advice Centre Guide to Academic Appeals

Students

SRC

Glasgow University Students' Representative Council

Students

SRC

The SRC Advice Centre Guide to University Complaints Procedure

Students

opportunities on and off campus through the Student Volunteer Support Service (SVSS) This brochure provides information on university student policies; It also addresses under what circumstances one can appeal, how to appeal, the different ways to resolve an academic matter (informally or formally), what an appeals committee does, student recourse and information about the types of help a student can get from the SRC Information about the various types of representation that is available on the SRC (council and student). Additionally, information on the events and activities that support student well being, volunteerism and Employability is also available. Information is also available on how to get involved with the SRC How and what a student can "complain" about, the statue of limitations on these complaints and the different processes for various groups i.e. GUU, QMU, and SRC. This brochure also addresses the SRC's role in the

The SRC will help in academic appeals; there are formal and informal ways in which academic matters can be appealed

The SRC is there to represent students; Initiatives aimed at supporting student well being, volunteering and employability are readily available

Students can complain about something in formal and informal ways and the SRC will/can help. Students can appeal a decision.

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SRC

The Advice Centre

Students

SRC

Conversational English Programme and English for Doctors

Students

SRC

Hate Crime: What you need to know

Students

complaint, how to complain, the formal and formal ways a situation may be resolved , the procedure of complaining and what a student can do if they are displeased with the outcome The advice centre will help with general and academic advice. Information is provided on when they are available and how to access them The Conversational English Programme is designed to help students get more comfortable with their English via conversations with the same person once a week. The English for doctors programme allows students in the medical profession to become proficient at an accelerated rate because of what they aim to do How the gov't defines Hate Crime, some of the various forms it can take, how to engage in third party and first party reporting. It also addresses how to report online, why it is important to report and the various support services that are available within Glasgow

The Advice Centre is available to help with student questions

The Conversational English Programme and English for Doctors programme is available for students that want to practice their English in informal ways

Hate crime can be reported in multiple ways and there are resources available to help with reporting

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SRC

The Gilchrist Postgraduate Club

Postgraduates and staff

SRC

The SRC Advice Centre Guide to Tenancy Deposit Schemes

Students

SRC

Volunteer with the Student Volunteer Support Service

Students

SRC

Wage Slave or Winner? A guide to your Employment Rights

Students

SRC

Minibus Timetable: Cairncross & KHA

Students

The Gilchrist is available for postgraduates and staff to study, buy and eat food, and be social Tenenat rights under the Tenancy Deposit Scheme and the process if what happens once the money has been deposited Overview of the various volunteer opportunities and the requirements to volunteer (time requirements, etc.) Addresses limits one is able to work, taxes one has to pay, the advantages of joining a trade union, break rules, safety, discrimination and bullying complaint procedures, sick leave, etiquette on being fired, resources if fired unfairly and redundancy. Information on pick-up and dropoff

There is a space available for graduate students and staff to study, buy and eat food, and be social. Tenents will be protected under law

There are many volunteer opportunities to fit various interests

There are legal rights and responsibilities a student has. A student can go to the SRC for help with employment "rights" questions

Buses will be available to pick students up and drop them off at their dorm

Student Services

International Orientation Programme (20122013)

International graduate and postgrad students

Information on getting to campus (including the pickup service information); schedule of orientation for international, Erasmus and study abroad students.

There will be an orientation to help students get acclimated to life at UOG

The SRC should consider listing the number of seats available on the bus and emphasizing that students may have to walk if there isn't enough space This packet does not mention Freshers week so students may not be aware that it is occurring until they get here. Student Services should can consider listing writing a brief explanation of what it is and providing a url to learn more.

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Student Services

International Student Handbook (2012-2013)

International graduate and postgrad students

Student Services

(Confucius Institute) A Bridge to China

Students (primarily non-Chinese)

Student Services

EntryPark International Career Book (2012-2013): Discover the right employers across Europe Engineering & Science

Students

Student Services

International Family Network

International students with families

Visa requirements, general transportation to the campus, what to do upon arrival; general information about setting up a bank account, general immigration information, information about student services (disabilities services, counselling, etc.), religious places of worship, shopping, and leisure Information about the Chinese language courses, events and support from the school. Additionally, there is information on research and business opportunities that are available within the centre Information for students about various employers, the culture of the office, opportunities available, deadlines and contacts. Articles on general job/internship application/intervie w tips Information on language support (for self and spouse/partner), family orientation schedule, activities/trips and social lunches/coffee put on by the office and registration information available

There are several ways to get to the University and there will be University officials to assist students within a given time period (orientation). There is shuttle from the airport that students can access. Immigration includes work before you leave your country and after you arrive in Scotland

There will be opportunities for engaging in research opportunities, business opportunities and Chinese language learning

Finding a job or internship is attainable and Career Services is there to help

Support for spouse/partner will be provided

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Student Services

Guidance for Advisers of Studies: Careers Service Support for Students and Graduates

Academic Advisers

Student Services

Guidance for Advisers of Studies: Staff guidelines for dealing with a student death or student crisis

Academic Advisers

Student Services

Guidance for Advisers of Studies: Dealing with personal and sensitive issues

Academic Advisers

Who career service is, what they do, how they help students; additionally this sheet discusses what they do specifically for international students (virtual career fairs, interview academies) and students with disabilities; information on how to contact this service is provided Information about who to contact in the case of a student death or serious incident (suicide, hospitalization, etc.); This leaflet also addresses the advantages of getting these people involved (experience, assistance, support); There are also practice scenarios available on this sheet This flier focuses on referring students to the counselling centre when needed. It also highlights how to discern if a student is in need of these services (i.e. the questions to ask); references are made to the SRC for less serious matters and the Crisis Team for more serious matters

Career Services is available to help students determine the ways that they can use their degrees

In the case of a serious matter (death, suicide, etc.), there is a team of professionals that will help students

If a student is in distress Academic Advisers can refer them to the appropriate office and they will be helped.

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Student Services

Guidance for Advisers of Studies: Relevant University Policies for Supporting Students

Academic Advisers

Student Services

Guidance for Advisers of Studies: Supporting Disabled Students

Academic Advisers

Student Services

Interfaith Chaplaincy: Religious & Belief Guide (Academic 2012-2013)

Staff and students

This leaflet focuses on the rights of students under the Students Carers' Policy and Student Maternity, Maternity Support and Adoption Policy. It also briefly addresses the limitations of these two laws This leaflet discusses the services that disabilities services provide to students and faculty (emphasis is on the student); It highlights the various disabilities specialists in the office, how to contact the office, the kinds of permanent and short term accommodations that can be made and it briefly alludes to laws and funding availability for disabled students Contacts for the Chaplin's of each faith, overview of the origins, beliefs, customs/practices, places to worship, festivals, food limitations/require ments and concerns of people form the Buddhism, Christian, Jewish, Islamic, Sikh, Hindu and Humanist faith. Also included is an explanation of the Religion and Belief Equality Policy, definitions of key terms like religion,

Students that are carers or on maternity will be supported by the institution

Students with disability will receive the help they need to be academically successful

There will be chaplains for Buddhism, Christianity, Judaism, Islamic faith, Sikh faith, Hindu and Humanist faith

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Student Services

Feeling a Bit lonely? (Counselling & Psy Services)

Students

belief and discrimination, disclosure of the code of practice for implementing the University Religion & belief Policy. Lastly, the brochure also addresses Equality Monitoring and the University's Religion & Belief Equality Group; calendar of religious events/observances Information that a drop-in service exists.

Drop-in service is available. May be there for transitional home sickness

Student Services

Counselling & Psychological Services

Students

How to register with Counselling services, make an appointment and the drop-in hours Map of Glasgow campus, general information about how to get to campus and general information on how to get around Glasgow via public transportation

Counselling services is available when you need it

Counselling should consider including on when the drop in service is (time) and that students have to make an appointment the morning of the drop-in Counselling should consider including a disclaimer that there are high traffic times and not all students may be seen immediately

Travel Guide

Everyone

Accommodation

E-Induction

Students

Pre-arrival information, orientation to the accommodation staff and what they do, the damage process, security and safety, health and safety information, Financial Planning, expense calculator, where to access help, pre-arrival check-list and the

Include more information for students that may want to get around to the city centre or within Glasgow. Where can students go to find essentials? How do they get there and what are the cost? There will be staff members available to help within accommodation services.

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accommodation contract.

RIO

Find your career path at Glasgow

Students

Information about the career preparatory information that is available Glasgow is one of the top ten cities according to the Lonely Planet and there are many things to do including sports, outdoor activities, cultures, shopping and music Mini-interviews with students from different schools, colleges, and countries. Information about contacting the international student support team Information campus resources (i.e. library), printing and photocopying, contacting student learning services, contact information on how to contact the student support services and what they help with, ways that financial aid and career services can help students. Additionally, information is available on the Student Service Enquiry Team, Campus recreation, counselling and Recreation Services, residential services and a

Career services is available to help students prepare for and get jobs There will be many things to do socially in the city of Glasgow

RIO

Discover Glasgow

Students

RIO

Take a peek into student life at Glasgow

Students

RIO

The Guide to Student Service

Students

There are a myriad of people across the campus to help me with any questions I may have.

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resource list with the contact information for all the other offices.

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