The belonging and social integration of international Higher Education students: A course management perspective
Abstract
As global mobility continues to increase, a growing number of students are choosing to study abroad, including a substantial population attending UK universities. International students often seek to enrich their lives through higher education; however, many face challenges such as adapting to unfamiliar teaching methods, navigating a new cultural environment, and developing a sense of belonging within host communities. Previous research studies have framed belonging as a student-led process; however this paper argues that international students’ sense of belonging can be shaped, influenced and facilitated through course management structures and academic practices. It investigates how course management processes (e.g. timetabling, course design, delivery, assessment, feedback etc) can both support and hinder inclusion for international students. The purpose of this paper is to propose course management practices that enhance international students’ sense of belonging. Focus groups were conducted with undergraduate and postgraduate business students from India, Pakistan, Nepal, China, Vietnam and Chile at a university business school in the North of England, where three interconnected themes were identified: (1) social integration (2) academic practices and teaching (3) extracurricular activities and employment. The findings highlight the criticality of course management teams who play a frequently overlooked role in facilitating and supporting student integration, together with broadening institutional understanding of belonging to include pedagogical design. A range of practical and scalable approaches are therefore proposed for course leaders, these include structured pre-arrival onboarding, peer mentoring schemes to support cultural integration, development of student-led communities to encourage social and professional engagement and specific training for staff closely involved in supporting international students. This paper contributes to applied academic practice by recommending evidence informed strategies that enhance belonging through programme design and delivery.