The international student experience begins long before students arrive in a new country and walk on to campus. It takes shape when the student is still far away and considering a shortlist of schools. Institutions that provide stellar encouragement and support during this period are building trust and satisfaction even before students are enrolled.

Brand image is built over multiple touchpoints

If you have ever bought a pair of jeans, a digital device, or any other product online, you know how rewarding it is when a brand creates anticipation and excitement before your purchase. You know the satisfaction of getting an immediate response to your questions and reassurance that should you need to make a return, there is a fair process for doing so.

Once you鈥檝e made your purchase, you look for email updates on your order, estimated delivery dates, tracking information, and notifications about any delays. You grow more eager when you go to your inbox and there鈥檚 a message with an anticipatory subject line, e.g., 鈥淵our stunning new jeans are on their way!鈥�

When the package arrives, you are delighted to see your purchase wrapped beautifully in tissue paper, contained in a sleek, branded box, or accompanied by a personalised note. In fact, 鈥渦nboxing鈥� videos 鈥� where purchasers ooh and ahh as they open their packages 鈥� are so popular that they often go viral on social channels. They are also perfect examples of the power of word-of-mouth marketing.

Clearly, a great deal of brand engagement happens before consumers ever try on or try out their purchase. Online brands that provide great service and communications before and directly after a purchase encourage a positive consumer mindset that inspires satisfaction right from the get-go.

Jeans and headsets are one thing. Study abroad is another 鈥� and it is much, much more
of an investment. Yet many schools miss the opportunity to deliver gold-standard service to prospects still deciding where to go and to keep inspiring confidence after students have applied.

Study abroad begins at home

When designing pre-enrolment student support, imagine a prospect sitting in a living room chatting with family and friends about institutions on their shortlist. Parents are naturally worried and determined to make a good choice. After all, they care deeply about their children鈥檚 happiness and safety and often make the financial investment in study abroad. Friends may also be considering foreign schools or universities, and so there is vigorous debate about the pros and cons of various options.

That living-room discussion touches on all the typical considerations: rankings, affordability, quality, location, visas, programmes, work opportunities, possible scholarships, etc. But also: Which institutions have great websites? Which institutions make it easy for students to contact them?

You can imagine parents poring over emails from institutions to compare pros and cons. And they aren鈥檛 just looking for information. They notice if the tone is professional and friendly, and they notice when an admissions staff member offers to talk personally to them about a programme. They like impressive percentages about post-graduation employment rates. If parents aren鈥檛 proficient in English or another language of study, they appreciate an o聣 er to have information and answers translated into their first language 鈥� which is becoming much easier to do with AI tools, and which is just beginning to happen at some institutions.

Students, meanwhile, look for prompts to speak with student ambassadors, offers to connect with the career services team, and housing assistance. They like links leading to virtual tours of campus facilities and 鈥渄ay-in-the-life鈥� videos of students having fun at orientation and graduation ceremonies, attending lectures, enjoying meals with friends, and interacting with industry professionals as part of their programme.

If those students and parents were looking at communications from your school or university, would they be impressed? Would your email and website strategies truly represent what it is like to study on your campus? If not, it鈥檚 time for a review and rethink.

Keep it going

Congratulations! The prospect you鈥檝e been handling with great care has decided to apply! Ahh, all that effort was worth it. But that鈥檚 not where it ends.

Kasper Baars, head of university partnerships at Uni-Life, notes: 鈥淔or many institutions, the post-application phase is where things go quiet. Students go dark. Engagement drops. And teams shift their focus to the next cycle. But this silent stretch is actually one of the most critical moments in the entire journey.鈥�

Mr Baars continues: 鈥淭he admissions process isn鈥檛 just about checking boxes and verifying documents; it鈥檚 about sustaining momentum, building trust, and reassuring students that they鈥檝e made the right choice.鈥�

As students wait for a visa decision, your institution could:

• Provide one-on-one guidance about accommodation, academic expectations, study tips, course structure, reading lists, etc.;
• Guarantee late admission in the event of visa decision delays;
• Deliver virtual tutorials for students who may need language support;
• Create virtual meet-ups with other international student applicants to start creating community.

Roll out that welcome mat

When new students arrive on campus, arrange for airport greetings and transportation to ensure their first impression of your country and school is incredible. When students tuck in for bed on their first night, you can be sure they are messaging with family and friends at home and posting photos and videos before they go to sleep.

For additional background, please see:

• “Five key steps to driving ROI from your student ambassador programme“
• “黑料官网 Podcast: Beyond the offer letter: The services that drive international student success“
• “How likely are students to recommend your institution?“

The post Building the bridge to campus: The first stage of student satisfaction begins long before admission appeared first on 黑料官网 Monitor - Market intelligence for international student recruitment.

But students do not always know whether a higher education institution that promises 鈥渃areer-focused education鈥� will truly deliver. David Pilsbury, Chief Development Officer at Oxford International Education Group, wrote for Universities UK on 3 October 2025 that argues that it is time to abandon 鈥渧ague promises.鈥� He writes about a TNE initiative in which he has been closely involved that bucks this trend: the University of Southampton鈥檚 new Delhi campus. Mr Pilsbury writes:

鈥淭his project 鈥� breaks the mould of 鈥榖usiness as usual鈥� in transnational ventures. Instead of the usual rhetoric about employability, it hard-wires a commitment to real employment outcomes for students.鈥�

Mr Pilsbury goes on to explain how the Southampton branch manifests this commitment:

鈥淭hanks to partnerships with industry 鈥� for example an agreement with Deloitte India 鈥� students at the Delhi campus gain access to internships, placements and clear graduate job pipelines from day one. The campus is located in an innovation park amid major businesses, and curricula are specifically designed to prepare students for global careers. In practice, this means engaging industry experts in guest lectures and projects, and constantly updating programmes to match skills needed in the market 鈥�. Crucially, Southampton鈥檚 venture doesn鈥檛 operate in isolation 鈥� it integrates a 鈥榯riple helix鈥� of education, research and industry engagement at its core. Students benefit from links to leading firms with internship and placement schemes already in place.鈥�

The University of Southampton鈥檚 commitment to employability is admirable, and there are other universities that are similarly impressive in accompanying promises with strategy and infrastructure.

We have highlighted a few great examples below.

Experience for the win

Northeastern University (US) is a pioneer of integrating workplace learning into academics. It is famous for its six-month co-op opportunities 鈥� mostly paid, and the university strongly encourages employers to compensate students 鈥� at the undergraduate and master鈥檚 levels. For example, business and law students can work with legal firms or multinationals including Deloitte and Microsoft to gain hands-on expertise. In fact, if you look at Northeastern鈥檚 , you鈥檒l see that 鈥淓xperience鈥� leads the branding in the university鈥檚 carousel-styled banner, followed by 鈥淩esearch鈥� and 鈥淕lobal.鈥�

Leading with excellence in work placements

The landing page for says it all 鈥� and the message is directed right at students:

鈥淓xplore careers, earn money, and gain experience through the world’s leading co-op (paid internship) program.

As a Waterloo co-op student, you鈥檒l typically alternate between four months in school and four months as a full-time employee of the organization you’re working for.

Open to Canadian and international students, Waterloo’s co-op program is an amazing way to learn to successfully interview for jobs, test drive up to six careers, graduate with up to two years of valuable experience 鈥� and make money!鈥�

Skills-demand forecasting for relevant programmes

As reported by (in a fascinating article about preparing students for long-term success), (RMIT) “forecast the growth of digital jobs in Australia. The university then formed strategic partnerships with major employers to establish pathways and programs aimed at reskilling current students so that they can access these job opportunities.鈥� This is an amazing example of following through on promises of academic鈥搃ndustry connections.

Beyond traditional career supports

Check out Korea-based Seoul National University鈥檚 and you鈥檒l need to scroll to see all the career supports the university provides. From courses to internships to job fairs and career 鈥渃oncerts,鈥� the list is extremely impressive. There are even options specifically for international students and one focused on jobs in the global economy, complete with English-language coaching for resumes, interviews, and presentations.

Make it personal

In France, the EDHEC Business School doesn鈥檛 just offer career services 鈥� it offers for students focusing on one sector or profession. Their website says:

鈥淥ne of the unique strengths of EDHEC鈥檚 Career Centre is its specialised teams that focus on specific tracks and industries. Whether students are pursuing finance, marketing, consulting, or data, they receive expert support tailored to the demands of their chosen field. This ensures precise alignment between academic preparation and market needs.

The Career Booster programme offers sector-specific training, recruitment preparation, and networking opportunities. With 30 sectorial career boosters, students can focus on industries like luxury goods, fintech, consulting, entertainment, and more, ensuring they stand out in a competitive global job market.鈥�

Within the Career Booster initiative is an Assessment Centre that 鈥渟imulates real-world recruitment processes. Students participate in tests, group exercises, and case studies, receiving immediate feedback from industry experts. Each year, our students benefit from this immersive preparation, entering the job market with confidence.鈥�

Lifelong career support

The University of Edinburgh (UK) recognises 鈥� and even after they get their first job. The university offers lifelong career support to its alumni through its Careers Service and the Alumni Services platform. This includes access to online resources and advice, careers events, networking opportunities, and individual counselling support.

Back it up

The five universities profiled here offer a glimpse of best practices in career services as well as a real commitment to graduate outcomes. Increasingly, developing more comprehensive, strategy-based, labour-market connected career supports represents a huge competitive edge 鈥� and one that should be surfaced not just on landing pages, but on the institutional homepage as per the Northeastern example. If they are the real deal 鈥� and not just a claim 鈥� experiential learning and graduate outcomes can be the strongest element of a brand.

For additional information, please see:

• 鈥�What students want: The top decision factors for study abroad鈥�
• 鈥�Global student satisfaction survey highlights growing attention to career services鈥�

The post Is your institution doing enough to boost career outcomes for students? appeared first on 黑料官网 Monitor - Market intelligence for international student recruitment.

Those topline findings, notes the study report, show that, 鈥淓ducation abroad delivers outcomes that go far beyond employability鈥or most students, the mindset shift is clear 鈥� exposure to new cultures, languages and perspectives helps them see themselves as part of a wider global community, not just visitors in another country.”

The findings come from a new impact study published by sector research specialists . The study is a pilot and the beginning of a wider effort to benchmark the impact of education abroad.

The pilot cohort was made up of more than 4,250 students enrolled at 21 higher education institutions across multiple countries. However, the majority of the study participants were citizens of Australia (36%), the United Kingdom (31%), the United States (10%), or New Zealand (6%).

As we see in the following chart, more than half of the pilot cohort participated in a semester abroad, with another third attending a short international programme. The remaining 14% participated in a varsity of work placements, internships, or volunteer assignments.

When it comes to why they choose an international programme, miXabroad says, “Students are strongly motivated by the chance to step outside the familiar and experience something different.” CEO Emily O鈥機allaghan adds that study abroad participants, “Seek connection, culture and experience 鈥� reminding us that meaning, not just resume building, is at the heart of global learning.”

We see that reflected clearly in the next chart below, which illustrates that that pursuit of a new experience, across cultures and personal networks, is the primary motivator for international programme participants.

The vast majority of respondents (96%) report being satisfied or very satisfied (72%) with their international experience. A similar proportion of(97%) said they would likely recommend their international programme, with 77% indicating they definitely would.

“Our focus is on those who are very satisfied 鈥� because that鈥檚 when students are most inspired to actively recommend their experience, strengthening institutional reputation and driving future participation,” adds the report. “In short: the higher the satisfaction, the stronger the advocacy. Providers that aim to deliver truly satisfying experiences will see students become champions.”

Based on the research findings, miXabroad offers a number of important takeaways for programme designers and leaders.

• Centre personal growth in program design. “Build in opportunities for cultural immersion, social connection and self-discovery. These are the elements students value most and where they report the greatest personal impact.”

• Share student stories to illustrate those personal benefits.

• Engage with students before they start university. Nearly half of students consider going abroad before beginning their university programmes. Universities can boost student engagement and participation in programmes abroad by exposing prospective or incoming students to international opportunities as early as possible.

• Measure personal and social outcomes. Along with grades, universities are encouraged to track the impact of education abroad on student confidence, adaptability, and cultural awareness.

• Strengthen support at every stage of the student journey. “Pair pre-departure preparation and local orientation with ongoing pastoral and academic support. Students who feel guided, included and connected report the highest satisfaction.”

For additional background, please see:

• “黑料官网 Podcast: Beyond the offer letter: The services that drive international student success“
• “Global student satisfaction survey highlights growing attention to career services“
• “How likely are students to recommend your institution?“

The post Impact study shows pursuit of new experience is a key driver for international exchange appeared first on 黑料官网 Monitor - Market intelligence for international student recruitment.

Our co-hosts are then joined by two special guests 鈥撀燬arah Todd, principal consultant with ; and Gordon Scott, managing director of 鈥撀爁or a discussion that goes beyond the offer letter to break down the hierarchy of student needs and concerns about study abroad. The discussion focuses on the programmes and services that are absolutely essential for students to make a smooth transition, which are ‘nice-to-haves’ that enhance the experience, and 鈥撀爌erhaps most importantly 鈥撀爓hich are the overlooked elements that truly determine whether a student thrives.

You can listen right now in the player below, and we encourage you to subscribe via your favourite podcast app in order to receive future episodes automatically.

For additional background, please see:

• “黑料官网 Podcast: From 鈥榩olicy focused鈥� to 鈥榮tudent centred鈥�: A new era in international education?“

The post 黑料官网 Podcast: Beyond the offer letter: The services that drive international student success appeared first on 黑料官网 Monitor - Market intelligence for international student recruitment.

The programme 鈥� produced in partnership by Studyportals with Uni-Life and the British Council IELTS 鈥� relies entirely on student reviews, which this year amounted to 102,000 reviews from students across 3,059 universities and 124 countries. The reviews were submitted between January 2023 and July 2025, from current students or alumni who graduated after January 2022.

Overall student satisfaction remains high at 4.18/5.00, reflecting a marginal decrease from 2023’s rating of 4.21. Comparable to the 2023 survey, just under 96% of responding students rated their overall study experience at either four or five stars.

At a national level, the top-performing destinations 鈥� based on that overall satisfaction score 鈥� were the United States (4.32), Belgium (4.29), and Austria (4.28). The following figure highlights a wider selection of country ratings (for overall satisfaction), comparing destination performance on two dimensions: (i) positive or negative change relative to the 2023 rating and (ii) relative ranking compared to the global average of 4.18.

Aside from the US, Canada showed steady improvement over the last four years, climbing from a rating of 4.07 (2021) and 4.11 (2023) to reach the global average for first time. The United Kingdom has also shown steady, if more gradual improvement, rising from 4.1 (2021) and 4.18 (2023) to 4.23 this year. Australia, however, remains below the global benchmark, with ratings consistently around 4.13 over the past four years.

As we see in the following summary of other key indicators from the 2025 ratings, there is a little more variability sitting behind that overall score.

鈥淭hese results show where universities are winning student trust, and where they risk losing it,” said Studyportals CEO Edwin van Rest. “Students are more confident about career prospects, but increasingly concerned about diversity and their quality of life. In today鈥檚 competitive environment, these student voices are critical signals for universities. Understanding these perspectives is crucial for shaping policies and programmes that genuinely meet students鈥� needs.鈥�

Signals for improvement

The student rating for “Admissions Process” declined from 4.41 in 2023 to 4.24 this year. This parameter reflects student feedback with respect to ease of application, clarity of website information, and quality of staff assistance during the admission process.

Part of the issue here may lie in the premium that students place on ease of use and streamlined experience in other parts of their lives. “Students specifically appreciate when online applications are ‘easy and simple to operate’ and websites are user-friendly,” adds Studyportals. “Modern students expect admission processes to match the usability standards of consumer applications, with intuitive interfaces and straightforward procedures.”

Another notable change this year was in the area of “Student Diversity,” which reflects “how effectively universities foster welcoming environments for students from different countries, cultures, religions, age groups, gender identities, backgrounds, and those with special needs.”

Student satisfaction with respect to “Student Diversity” dropped from 4.37 (2023) to 4.15 this year, a change that the report summarises as, “Universities that intentionally create welcoming spaces for students from different backgrounds see higher satisfaction. Conversely, some students faced problems integrating into the campus community or feeling at home in a new country.”

The meaningful thing about both parameters is that they are largely within the control of each university, which highlights that they remain areas of opportunity and potential competitive advantage for most institutions.

The steady rise of career services

Students rated their satisfaction with “Career Development” at 4.13 this year, a small increase over the 4.08 rating from 2023 but an impressive gain over four years from the 3.86 rating from 2021. As the term suggests, this aspect of student experience is concerned with, “How well universities support students’ career development through extracurricular courses, workshops, conferences, internship assistance, and other employability-enhancing activities.”

Overall, “Career Development” is the most-improved category tracked in the programme, indicating the greater attention to student support and student outcomes in this respect. Given everything we are learning in recent years about the greater emphasis students now place on those outcomes, this is a particularly relevant finding in the 2025 ratings.

This year’s report also includes a series of related recommendations for institutions planning to further strengthen their career services for students.

• “Facilitate industry professional connections. Organise regular interactions with working professionals through guest lectures, networking events, and mentorship programmes. These direct industry connections often prove more valuable than theoretical career guidance, providing students with realistic insights and professional networks.

• Expand hands-on learning opportunities. Bridge the gap between academic learning and professional application through well-supported internships and real-world projects. Students need practical experience with current industry tools and challenges to feel prepared for their careers.

• Leverage faculty research connections. Ensure professors actively engaged in current research translate contemporary industry challenges into classroom content. This makes education feel immediately relevant and prepares students for the evolving problems they’ll encounter in their professional lives”.

For additional background, please see:

• “How likely are students to recommend your institution?“
• “Global survey says graduate outcomes the most important factor in students鈥� choice of institution abroad“
• “Better living and social environments for students linked to better mental health“
• “Is employability still the holy grail for the new generation of international students?“

The post Global student satisfaction survey highlights growing attention to career services appeared first on 黑料官网 Monitor - Market intelligence for international student recruitment.

is the world鈥檚 largest international student experience survey of enrolled students, and it is conducted and analysed by Etio (formerly i-graduate). This latest wave generated 192,581 student responses, including 122,975 international students, studying at 155 institutions in 24 countries.

Rethinking career services

鈥淔uture career impact鈥� has been the most important determinant of study abroad decision making since 2018, and this year it came in at 96%, compared to 94% for 鈥渟pecific course title鈥� and 鈥渦niversity reputation.鈥� Other top influences were 鈥渞esearch quality,鈥� especially at the post-grad level, and 鈥渆arning potential鈥� (93% each).

In a webinar devoted to discussing the findings, Nannette Ripmeester, director client services for Europe and North America for Etio, noted that she often hears university staff wondering why their students aren鈥檛 more satisfied with career supports despite improved institutional attention to that aspect of the study experience. She says that often, the problem is that preparing students for work is a siloed or even one-off endeavour:

鈥淪tudents really expect more. It鈥檚 not just a workshop at the end. That鈥檚 not going to do the trick. Employability must be really integrated into your curricula, and from first year to last year, it should be embedded in everything.鈥�

Previous waves of the ISB have asked only final-year students about career preparedness, but this year, this expanded to students in earlier years as well. The research found that career concerns are prevalent in all years, suggesting that institutions should integrate work-related programming 鈥� e.g., lectures or entire units being delivered by industry professionals, work placements/internships, career advice and other supports, alumni networks, etc. 鈥� across the whole student journey.

Globally, 80% of final-year students said they feel prepared for their career goals. Ms Ripmeester noted that while this is a solid majority, it also means that 1 in 5 surveyed students do not feel prepared to meet their career goals when they graduate.

Costs and safety also matter

Not surprisingly, given the topsy-turvy economic context and persistent inflation in many countries in 2025, costs of living and studying also weigh on students鈥� minds when they are choosing where to enrol and while they are enrolled.

Safety is another top concern, especially for Chinese and Saudi Arabian students and their parents. Robin Hallows, the head of surveys for Etio, noted that good safety measures and a strong safety record should not be overlooked in promotional materials, saying it can go a long way in influencing students鈥� choice of destination and institution.

Related to safety is a student’s experience in a host country as a foreigner. Globally, 1 in 5 students said they had experienced some form of discrimination (e.g., race or nationality), with Chinese students particularly likely to have felt targeted.

How likely are students be brand advocates?

During the webinar, Etio panelists explained an important metric they are tracking in the ISB: the Net Promoter Score (NPS). This score is based on answers to the question 鈥淗ow likely is it that you would recommend this institution to family or a friend?鈥�, where students were asked to pick a number on a scale of 0鈥�10, where 10 is the most likely to recommend.

The following screen grab from the webinar explains how the NPS is derived. The higher an institution鈥檚 NPS, the more active promoters (or brand advocates) they have within their student body. This is an incredibly important metric given that the opinion of current students is highly influential for prospective students deciding where to study.

Don鈥檛 ignore AI

This wave of the ISB asked students for their opinions about artificial intelligence (AI). Fully 94% said it improved their study experience. Whatever academics鈥� concerns are about AI and studying, there鈥檚 no debating the fact that students are using it, and happily.

For additional background, please see:

• 鈥�Global survey says graduate outcomes the most important factor in students鈥� choice of institution鈥�

The post How likely are students to recommend your institution? appeared first on 黑料官网 Monitor - Market intelligence for international student recruitment.

“We know that international students choose their study destination based on factors that help them become job ready, with access to post-study employment being the key influence,鈥� said Simon Emmett, chief partner officer at IDP Education. “The research serves as a timely reminder for governments and policymakers to embrace international students, who go on to fill vital skill gaps and foster long-lasting diplomatic ties between their home and host countries.”

Roughly a third of respondents were prospective international students (29%), another 43% had applied to study abroad, and 21% were already enrolled overseas. Consistent with earlier cycles of Emerging Futures findings, just over two-thirds of respondents (67%) cited “career development” as their main motivation for study abroad. Only “education quality” received a comparable rating (also 67%), with other factors such as “acquiring global knowledge” and “reputable qualifications” coming in slightly lower.

Respondents are also keenly looking at graduate outcomes. “Graduate employment rate” ranked as the top indicator of “high-quality education” abroad, ahead of “institution ranking” or “quality of academic staff.” In a similar vein, “job outcomes from the institution” represent the top non-academic factor for students, ahead of “range of scholarships” or “access to part-time work opportunities.”

Affordability continues to be a major concern

When asked about their main concerns about studying abroad, most students (66%) cited “cost and finances.” That concern placed well ahead of the next-most pressing item: “visa challenges” (47%). Those factors, along with a growing student interest in post-study outcomes, are reflected in the following chart, which measures the relative attractiveness of leading study destinations across a range of criteria.

In fact, concerns around affordability are so high that one in two students told IDP they would consider switching to another destination if it had lower savings requirements.

The bottom line, says IDP, is that, “Students are driven by career development, job outcomes, and return on their investment when choosing where to study internationally. Employability is a critical priority, underscoring the need for institutions to strengthen career support and industry connections to enhance students鈥� international study experience.”

For additional background, please see:

• “The impact of immigration settings, affordability, and job opportunities on international students鈥� study abroad decisions“
• “Reimagining career services for international students“
• “The three persistent themes in student accommodation: affordability, availability, and accountability“

The post Global survey says graduate outcomes the most important factor in students’ choice of institution abroad appeared first on 黑料官网 Monitor - Market intelligence for international student recruitment.

But new research from Jisc, the UK’s data and technology agency for higher education, points out that students are now exposed to another type of challenge when transitioning to study abroad: .

Speaking at 黑料官网 Digital in Berlin earlier this month, Elizabeth Newall, the senior consultant for digital transformation at Jisc, pointed out that, “The pandemic accelerated the use of digital technologies in teaching and learning. What we see now is that digital technologies are embedded throughout the student life cycle, from application all the way through to graduation.”

The Jisc research begins from the perspective that it is important for institutions and schools to consider the expectations and experiences of international students to ease their transition to study abroad. Part of that is framed by students’ cultural differences, which now includes their prior experience of technology.

“What we found in our literature review is that international students are also experiencing something called digital shock,” said Ms Newall. “This, when you bring it together with the culture shock and the learning shocks that students encounter when they transition into [higher education abroad], were actually negatively impacting them in terms of their well-being and also their performance on course for weeks if not months after arrival.”

One of the published sources that Jisc examined was the (NRI). The index effectively ranks countries in terms of “digital maturity.” In 2022, for example, it ranked China 8th in terms of the readiness of people to use or adopt new technology. India was ranked 46th in that same year, and Nigeria 100th. By contrast, a major receiving destination, the United Kingdom, was ranked 19th in the 2022 NRI. One general observation arising from the NRI is that students from countries ranked 50th or below struggled the most with the transition to digital teaching and learning during the pandemic.

What do the students say?

Released on 20 November 2023, the findings from the latest phase of Jisc’s continuing research into the impacts of digital shock are based on more than 2,000 responses to an online survey across 14 higher education institutions in the UK as well as a series of focus groups in which another 150 students participated. Roughly eight in ten were post-graduate students, with most coming from Asia or Africa. Most were mature students and had had some professional career experience before going abroad for post-graduate study. And most students reported using digital technology daily to support their learning in their home countries.

Some of the key findings from the student research phase include:

• Most students felt positively about their experiences with technology-enabled learning. For example, 73% agreed that digital learning on their course was at the right level and pace for them.

• Most also reported using AI tools to support their learning, often in relation to checking their writing style and grammar in English.

• Challenges reported included authenticating user accounts, access to university system outside of the host country, lecturers with unfamiliar accents, and a lack of sub-titles or captions on recorded lectures.

In terms of key areas of support requested by students:

• Many asked for “dedicated time and support at the beginning of their course to learn about the digital platforms and resources provided by the university and how different systems interact.”

• Students emphasised the importance of easy and reliable access to their learning materials, most importantly high-quality recorded lectures (preferably captioned), and user-friendly digital platforms that were simple to navigate. Ideally, they want to access such systems both from their home country as well as from within the UK.

• Several students mentioned their desire for more training in how to use digital effectively. One telling finding from the research was that many foreign students were more used to relying on mobile data services in their home countries for Internet connectivity, as opposed to wifi. They continued to do so after arriving in the UK, even though there is free wifi available to all university students. As a result, they incurred unnecessary additional costs for data usage.

“Many international students reported experiencing digital shocks on transitioning to UK higher education,” adds Ms Newall. “This was largely in terms of the expectations that were placed on [the use of technology] in teaching and learning. What they were wanting and what they were needing very much was very clear support and signposting at the beginning of their programmes as to what [technology] they were going to be using, how it was going to be used, when, and why they were using it within their programmes. Many said what would be really helpful is a one-page guide or map that said what the university was providing, what would be provided by third parties or vendors, and thirdly what they would be able to use when they transitioned to employment at the end of their programmes.”

The survey also observed that part of what greater use of technology can lead to is more “learning at a distance” 鈥� that is, more independent or self-directed learning. But what the Jisc researchers clearly found is that international students expect and want more face-to-face instruction, more access to faculty, and more opportunities for group discussion and exchange with their peers.

Please see the Jisc website for .

For additional background, please see:

• “黑料官网 Podcast: Bridging the skills gap: Preparing international students for their future careers“
• “Survey finds students are becoming more comfortable and satisfied with online learning“

The post Why managing digital shock needs to be part of your student support plan appeared first on 黑料官网 Monitor - Market intelligence for international student recruitment.