This presentation outlines the main factors that have been found by previous research studies, including those by UKCISA and the British Council, which determine the quality of the international student experience. It then shows how universities can interrogate the extensive data sets that already exist, for example from the National Student Satisfaction (NSS) survey and internal institutional records of students’ progression and achievement, to assess their performance on a number of dimensions. Finally, it highlights the importance of continually communicating with international students to understand and respond to their changing needs, drawing on the experience of Nottingham Trent University. http://www.universitiesuk.ac.uk/Events/Pages/Internationalstudentexperience.aspx

1. The key components that shape a
positive international student experience
International student experience: developing
strategies to improve retention, satisfaction and
success
Professor Nigel Healey
Pro-Vice-Chancellor (International)
Nottingham Trent University
9 June 2015

2. A positive international student experience so
far?
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3. Overview
• What do we know about the factors that influence the international
student experience?
• How well does the data say we are doing?
• What do international students say they want?
• Some practical examples of ‘you said, we did’ from Nottingham
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4. An empirical model of international student
satisfaction
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Arambewela, R. and Hall, J. (2009). An empirical model of
international student satisfaction. Asia Pacific Journal of
Marketing and Logistics, 21(4 ), pp.555–569

5. Generic versus internationally specific factors
Generic factors:
• Valuable feedback from
lecturers
• Good access to lecturers
• High standard of teaching with
quality lecturers
• Cost of living
• Image and prestige
internationally
• Image and prestige in host
country
• Access to computer facilities
• Availability of modern facilities
• Reasonable cost
• Good standard
Internationally specific
factors:
• Counselling services
• Social activities
• Close working relationships with
all students
• International orientation
programmes
• Casual jobs
• Opportunities for migration
• Safety
• Life-style
• Image and prestige in home
country
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Adapted from Arambewela, R. and Hall, J. (2009). An empirical model of
international student satisfaction. Asia Pacific Journal of Marketing and Logistics,
21(4 ), pp.555–569

6. What international students think about
generic factors
6
Year
Overall
Satisfaction
Teaching on
my course
Assessment
and feedback
Academic
support
Organisation
and
management
Learning
resources
Personal
development
UK 2014 87 87 76 83 81 85 83
UK 2013 86 85 73 82 79 83 83
UK 2012 83 82 68 76 73 78 79
International 2014 87 81 77 80 80 82 79
International 2013 90 84 75 79 78 82 80
International 2012 79 82 70 78 72 76 77
NSS results for a university in the East Midlands

7. The NSS outliers (2014 results)
• Outliers often in areas where staff communicate to students
• Implication is that universities need to prepare academic and
professional services staff to support international students
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UK International
1. Staff are good at explaining things. 91 86
2. Staff have made the subject interesting. 83 75
3. Staff are enthusiastic about what they are teaching. 89 81
12. Good advice was available when I needed to make study
choices. 79 73
19. The course has helped me to present myself with
confidence. 82 76
20. My communication skills have improved. 86 80

8. What the data says about international student
performance – undergraduate progression
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80#
85#
90#
95#
100#
105#
110#
2010/11# 2011/12# 2012/13# 2013/14#
UK# Other#EU# Interna6onal#
Progression rates to Year 2 (UK = 100) for a university in the East Midlands

9. What the data says about international student
performance – academic attainment
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‘Good’ bachelors degrees (UK = 100) for a university in the East Midlands
HESA: international good
degrees for sector in
2013/14 = 74 (UK = 100)

10. Implications of the data
• There is evidence of:
– a progression ‘gap’ for international undergraduate students
– lower academic attainment for international undergraduate students
• But other EU (also ‘international’) students tend to outperform UK
students on both measures
• Since 2010, the mix of international students has changed, with a
huge increase in the proportion of Chinese students and a decline in
South Asian students
• There are implications for pastoral care, pedagogy and assessment
methods
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11. What international students say they want
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UK
friendsSocial spaces
which are
culturally
safe
Work experience,
including paid
part-time workI want to
feel I
‘belong’

12. It’s not that we Brits are uniquely unfriendly…
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13. Some attempts at NTU to address international
student needs: UK friends
• Help UK students see we are all ‘global citizens’ – ontological shock
• Promote Erasmus+ study abroad and internships
Plus:
• Mini travel scholarships
for UK WP students for:
– Voluntering projects
– Field trips
– Summer schools
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14. Sichuan University, July 2015
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15. Some attempts at NTU to address international
student needs: social spaces
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NTU Global Lounge is an international student hub which
welcomes UK students to experience global diversity

16. Some attempts at NTU to address international
student needs: work experience
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17. Some attempts at NTU to address international
student needs: belonging
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18. Conclusions
• There is well-developed literature on the determinants of
international student satisfaction
• The data suggests that international undergraduate students
are as satisfied as UK counterparts – with some exceptions
• There is some evidence of lower progression and academic
attainment
• International students report wanting to better integrate with
UK students, gain work experience, have culturally
appropriate social spaces and want to belong
• For more information: nigel.healey@ntu.ac.uk
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