International Student Experiences in UK

This assignment delves into the experiences of international students pursuing higher education in the United Kingdom. It examines the psychological, social, and cultural factors influencing their decision-making process regarding studying abroad. The questionnaire explores issues such as adjustment to a new environment, cultural dilemmas, potential discrimination, and the perceived benefits of UK education. Furthermore, it seeks insights into how universities can create a more supportive and inclusive learning experience for international students.

Research Project
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Table of Contents
TASK 1 INTRODUCTION .................................................................................................................3
Background of the study .................................................................................................................3
Aim..................................................................................................................................................3
Objectives........................................................................................................................................3
Research questions...........................................................................................................................4
Rational ...........................................................................................................................................4
TASK 2 LITERATURE REVIEW .....................................................................................................5
Decision making process ................................................................................................................5
Views on Psychological adjustment................................................................................................5
Other personal issue.........................................................................................................................7
Social Relationships.........................................................................................................................7
Academic Issues .............................................................................................................................8
Differences in Teaching and Learning ............................................................................................9
Mechanism for refining experiences of International Students ......................................................9
TASK 3 RESEARCH METHODOLOGY.........................................................................................12
Research philosophy......................................................................................................................13
Research design.............................................................................................................................13
Type of research.............................................................................................................................13
Research approach ........................................................................................................................13
Data collection method..................................................................................................................14
Sampling........................................................................................................................................14
Data analysis..................................................................................................................................14
Ethical consideration......................................................................................................................14
TASK 4 DATA ANALYSIS ...............................................................................................................15
CONCLUSION .................................................................................................................................20
RECOMMENDATION .....................................................................................................................20
REFERENCES...................................................................................................................................21
APPENDIX .......................................................................................................................................24
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TASK 1 INTRODUCTION
Background of the study
In the recent time, the acquiring higher education is a most important aspect to many young
and middle age people across the world. This thing has prepared them to face the challenges of the
world. In the emerging glob of knowledgable society, it is not only essential to acquire the
knowledge (Andrade, 2006.). It is also needed for acquire new skills and core competencies to
survive in the society. Moving of youth for the sake of learning of different knowledge from one
place to another is becoming a trend now. Most of the students around the world especially of
developed nations have been visiting developing countries to receive university degrees for the
graduation and post graduation such as Bachelors, Masters, PhD's etc (Arthur, 2007). Various UK
universities are most attracting destinations for too many students from across the world. Chines,
European and Asian students are leading nations in the race of visiting UK for the educational
purpose.
From the statistics, it has been found that the growth of international student mobility has
been increased from last 14 years. The present rate of this mobility till the 2014 is about to 5.9
million (Bartram, 2009). Beside this, in UK, the number of international student enrolment in
different UK universities have raised with the time. Many of the youth are taking decision to
complete their higher education from the UK because their education system are more effective as
compare to nations. But there is no doubt that the strange environment, different society and other
aspects are work as challenges for international students (Bennett, S. L., 2014). For example, UK is
different with the other countries in terms of values, religions, traditions, customs, ethnic groups
etc. Therefore, international students meet some challenges or barriers and not able to UK tradition,
values, ethics etc.
Aim
To critically analyse the barriers that are faced by international students from reaching full
adaption in the UK.
Objectives
 To identify those factors which are responsible for motivating international students to move
to UK for education.
 To determine barriers faced by international students in UK.
 To explore different adjustment methods to make the international students for full adaption
in the UK.
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Research questions
1. What are those factors which are responsible for motivating international students to move
to UK for education.
2. Which kinds of barriers faced by international students in UK.
3. Suggest different adjustment methods to make the international students for full adaption in
the UK.
Rational
What is the research issue?
The present research is relating to barriers that are faced by international students from
reaching full adaption in the UK. It is an research issue because many of the youth of various
countries are moving to the UK for the educational purpose. The reasons behind this mobility of
international students towards the UK is depending on their perception (Dominic, 2011). So, it is
needed to identify those motivational factors which influence them for seeking education in foreign
nations.
Why is it an issue?
The propose research is an issues because the international students are facing different type
of problems while studying in the UK. Most of the students are not aware about the difficulties that
may be look during the adjustment at new place. It is hard to learn and understand the new culture,
values, tradition etc because it takes long time to adapt them for an international student (Emma
Kingston, 2009).
Why is it an issue now?
As per the aim of the stud, it is an issue now because when an student move to the other
nations for the educational purpose, he has no idea about which type of problems he will be face
during the adjustment. The new environment and place affects the student academic success,
physiological state, well being etc either in negative or positive manner (Frølich Nicoline, 2010).
So, it is important to determine the various barriers that can be look by the international students for
complete adaption in the UK.
What could this research shed light on?
The present study will shed lights on those factors which motivate the international students
to move on to UK for educational purpose. Along with this, it will also define barriers that face by
them during full adaption in country. Beside this, the different adjustment methods will also be
suggested for overcome the barriers issues and their impacts on international students (Immy
Holloway, 2008).
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TASK 2 LITERATURE REVIEW
Decision making process
Goldbart etal 2005 noted increasing mobility of students making decision to study abroad.
More recently, Findlay 2010 questioned reasons behind choosing the UK for their higher
qualification. At present students make their decision to study in the UK for many reasons. Kettle
2011 found that quality deliverance was the most vital factor persuading the judgment of
international students to study abroad. Other authors like bennet 2014 Goldbart er al. found reasons
including to improve English, to advance career aspects and to obtain cultural experience. Carter
2004 mentioned, reputation of the institution and financial reasons as well as personal reasons are
other determining factors that influence international student’s decision to study in the UK.
However ( Challungsoth and Schener, 2011) further said that these influential factors can
also cause significant stress for an individual. The decision to study abroad often contains large
personal, social and huge financial investment on the part of the students and their families’ bunnet
2014. Moreover, the pressure about staying away from the family and adjustment factors in a
different culture are highlighted in the form of stressors in their decision making process.
Interestingly, xxx stated that the excitement of coming abroad may cease them temporarily from
these stressors, however, the reality strikes on their arrival. Further, (Dominic, 2011) said that prior
to their arrival in the UK, international students tend to have strong pre-conceptions about British
cultures and society, which might not match their expectations. Therefore, the process which
started from excitement may end after a few weeks of living in the UK.
Views on Psychological adjustment
Culture is a vital issue emphasized by many writers and described by (Immy Holloway,
2008) a stress from losing familiar signs and character of social communication, which according to
(Bennett, 2014) is very hard to assess. According to (Ramachandran, 2011), students who are
traveling to the UK for the first time, especially from outside Europe, are more likely to experience
culture shock. However, (Bennett, 2014) stated that there is no set period over which International
students experience culture shock, and it should be prominent as each international student has its
own adjustment pace. Further, Brown 2007; Campbell, 2011) identified that the fact adjustment/
acculturation/ culture shock or any other concepts that seize these integration processes experienced
by international students are instead examined as dependent and independent variables. When
(brown, 2007; camphall, 2011) measured adjustment and acculturation as dependent variables, it
suggests that they are mainly interested in which other factors encourage these processes. In
contrast, analyzing the independent variables that (Brown, 2007; Camphall, 2011) related with
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acculturation/ integration and adjustment, (Luminiţa NICOLESCU, 2013) identified two main
categories. One of the categories involved academic aspect and the other personal and culture
aspect. The vital academic issues were the level of English language proficiency, the difference
between teachings (back home d/f host), access of information about host country and other
extracurricular activities. The continuing personal/cultural issues involved personal characteristics,
individual values, types of social interfaces and cultural dimensions.
Relatively, personal/cultural issue as one of the categories under independent variable
portrays the stress amongst international students regarding their different beliefs and cultural
norms compare to the host culture. Several cultural classification methods have been suggested,
underlining features of cultural values, behaviors and beliefs. The best known of these is the set of
dimensions defined by Hofstede (1986). Taking Asia as an example, its culture is totally opposite to
the UK culture, with particularly solid variation being found on Individualism/collectives. The
dimension has been used to describe certain difficulties that sojourn from Asian background face in
the process of their learning in the UK. For instance, international students might aim to work
together with appearance of collectivist approach according to (Arthur, 2007), in relation (Emma
Kingston, 2009) describes those holding collective approach might also shy away from situations
where they have to speak their own opinions in front of all in a seminar or tutorial or group
meeting.
Further, Brown (2007) stretched on the discussions of cultural stress or cultural shock by
emphasizing on the W-Curve of adjustment discovered by (Jeanne E Gullahorn, 1963) (Figure 1).
The curve portrayed the potential stages that international students go through in reaching
adjustment in the host country and after their departure to their own country. As you can see below
the stages starts from excitement as in honeymoon stage, then there is culture shock which poses
stress and everything seems strange before they start recovering and ultimately reach the adaption.
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Illustration 1: Psychological adjustment
(Source: Kingston, 2004)
Many international students have reported that this model has revealed somewhat of their
experience. Brown (2007) stated that the model was based on assumptions so at times the process is
faster or slower. As stated earlier, each individual has their own adjustment pace and they might go
through different phases of the process of adjustment a number of times, so parts of the curve in
diagram may repeat itself. For instance, at substantial times like on a festival or any other family
occasion, one may feel isolated or distressed, while on other times one may feel quite settled
(Lysgaard, 1995).
Ultimately, the curve puts emphasis on culture and personal issues that construct gaps for
international students in the process of adjustment. Thus, it demonstrates that psychological
adjustment is directly related to the cultural/ personal issues, and in some cases social relationships
and financial issues might be the part of personal issues, which in fact possess equal amount of
burden in reaching psychological adjustment in the UK culture (Mazzarol Tim, 2002).
Other personal issue
Social Relationships
Maintaining social relationships in a different cultural environment is also proved to be
difficult for international students and in some cases it poses stress to them. International students
may find social events, family gatherings and parties with friends different in the UK from what
they usually experience in their home countries (Michele Schweisfurth, 2009). Factors such as
language barriers, lack of familiarity with conventions and practices, and a fear of being ignored
encourage international students to form smaller groups based on language and cultural
background, even within large gatherings. Moreover, In the UK alcoholic beverages, in modest
amounts, are often consumed and served in social settings for adults. It is also not uncommon to see
students in universities consuming alcohol during lunch and dinner (Oberg, 1960). International
students from families with backgrounds that do not allow alcohol or meat find such environments
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interfere with academic goals, weaken relationships with other students and conflict with their
belief systems. It becomes unmanageable when such issues force international students to keep
themselves away from their peers or avoid social gatherings (Paola Signorini, 2009).
Financial Issue
Universities in the UK generally charge higher fees for international students than for
students from the UK and European Union. The appropriateness of this differential fee is an issue
that troubles international students, especially when the academic programme is the same, support
services are similar and universities are committed to the principle of equality, accessibility and
fairness in treatment (Qing Gua, 2009). In addition, International students are not only surprised by
the high cost of living in the UK but also puzzled by the factors that contribute to these costs. A
reminder of home is comforting, but restaurants serving traditional cuisine are usually expensive in
the UK. Hence students are either forced to choose among limited options or end up cooking
themselves, which generates other problems (Ramachandran, 2011). In addition to accommodation
expenses, living expenses and other expenses they have to budget for everything which might be
very first experience for most international student, plus in a different country.
Academic Issues
Other that personal and culture issues, academic issues also fall under the category of
independent variable. As stated earlier, vital academic issues were the level of English language
proficiency, difference between learning and teaching in the UK compare to their own country and
academic engagement in the UK environment (Searle, 1990). These issues are as follows.
English Language Proficiency
Moving to a new environment is generally one of the most stressful and unpleasant events
of a person’s life, and they go onto suggest various other stressful things that international students
have to face. One of those stressful factors is ability to speak and understand English
(Ramachandran, 2011). They find that the way of speaking, accent and words used in everyday
activities is different from what they were familiar with. Moreover, it depress them even more
when they realize that their earlier training in English language and accomplishment of
IELTS/TOFU do not really help them in rectifying the possible issues that arise in a lecture/tutorial
environment. (Michele Schweisfurth, 2009).
Further, students who have only just met criterion of English language, studying and
understanding in English can prove stressful. There are those who are quite confidence about their
English but complications in understanding of various English accents may halt them in gaining
maximum confidence in communicating with others. For an international student, their home accent
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is very different to Scottish, welsh, Irish and various other English accents. In a group meeting,
when local students use local metaphors and accents, students from abroad might not be able to
have a clear understanding of what is being said or discussed (Immy Holloway, 2008). It may also
lead international students to have misconception of thoughts communicated to them by their fellow
home students. Sooner or later, these differences show their involvement in daily life. For instance,
the word TUBE is very well understood by all the locals to imply the London underground railway.
However, for a new international student it might be confusing to figure out what exactly it means.
(Immy Holloway, 2008) (Ramachandran, 2011)
Differences in Teaching and Learning
(Hostede, 1986) Described the relationship between teacher and student as an archetypal
role pair in virtual any society. When teacher and student represent different cultural/perosnal
backgrounds, many misunderstandings can arise. A vital piece of research done by (Hofstede,
1980) played an important role in recognizing different cultural/personal aspects (Emma Kingston,
2009). In the UK, thousands of students take admissions in its universities every year, however, it
very much depends on the fact that international student coming from European background would
be less affected than a student representing Asian background (Emma Kingston, 2009). According
to (Hostede, 1986), research into integration of Asian students into western education outlines some
of the ways in which these cultures differentiate, particularly drawing on the differences in power
distance between teacher and student relationships. (Paola Signorini, 2009) For the purpose,
(Hofstede, 1980) describes power distance as the degree to which less power full member of a
society accept or expect that the power is distributed unequally. He argued that UK is appeared as a
low power distance culture, where students are expected to be independent learner, a challenger, a
critical thinker and an active participant in the classroom. (Emma Kingston, 2009) Whereas,
countries such as India or china is amongst high power distant culture where students have to be
passive in class, also, where teaching and learning is directive and teacher expects more respect.
(Paola Signorini, 2009) For instance, UK originated students might call their senior professors by
their names, which in fact puzzles many international students from low power culture, as for them
using ‘sir/mam’ or using ‘respected’ ,before calling out for their tutors is more comfortable
(Ramachandran, 2011).
Mechanism for refining experiences of International Students
As discussed in the earlier divisions, International students face number of challenges that
begin from their decision making days and continue while they are in the UK. According to
(Ramachandran, 2011) there is no one time explanation to all the issues faced by international
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students, as it comes time to time and it has to be addressed by the universities. Also (Bennett,
2014) suggests that to acquire international student’s confidence, a commitment is needed from
institutions to build a fortunate academic and social life for them. In return, (Bennett, 2014) also
stated that international students should also be able to show concern in line of their expectations
from the institutions.
On the other hand, Abel (2002) identifies factors that influence academic success, such as
learning strategies, classroom dynamics, language proficiency, role of social and educational
assistance delivered by individuals in a group and peer support or tutoring. These factors along with
monitoring of time spent on studies are most important factors that influence success. Relatively,
Universities in the UK have their own style in fostering the growth of internationalization. Some
even take issues that concern international students to their agencies and other professional bodies.
However, according to (Jackson. P, 2003) and (Ramachandran, 2011) What is lacking is
comprehensive participation of universities as a whole in promotion of internationalization, and
with a spirit to encourage the presence of international students on campus and provide them with
productive and rewarding experience with observable or visible support system that encourage
international community altogether.
Preliminary strategies like communicating benefits of international students on campus and
providing welcoming environment for them is to be addressed by institutions. Let’s put this as
following-
Preliminary Strategies
Communicating Providing Welcoming
Benefits for Environment
International Students
International students influence encouragement to the university’s surroundings, and also
contribute to the economy of the UK. An increase profile of international student on campus can
boost cross-cultural understanding for themselves and home students. They also enhance academic
status and meet the expense of opportunities to establish global connections and increase
international research opportunities (Gribble, 2008). In their home countries, they publicize not only
their programs and institutions but also a variety of British goods and practices. A sustained
campaign on how international students enrich the local community and the institution will enable
local students and academic staff to understand the importance of international students on campus.
On the other hand, although it is not possible to relieve international students from all
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personal stressors completely, the host institution can put some measures in place to assist students
and reduce their stress levels. Zhou and Todman (2009) suggest that the primary emphasis should
be on meeting the student’s physiological survival needs in order to reduce the feeling of isolation
on arrival. Brown and Holloway (2008) recommend the presence of a representative from the
university’s international office at the airport, as well as the provision of appropriate advice before
students leave their country in relation to travel and accommodation. Andrade (2006) emphasises
that students cannot be expected to adjust to a new country and educational system without
appropriate support, while Dunne (2009) notes the importance of the orientation week, suggesting
this is a critical time to develop intercultural relationships and interventions that promote interaction
in events, which Pherali (2012) argues should focus on the international student. It can be useful to
have familiarization sessions led by senior academic staff and the international office. International
students might be encouraged to spend time with academic staff and support staff in the university
who comes from their homeland. To reduce the anxiety related to student life in the UK, senior
students may accompany international students shopping, sight-seeing and eating out; all these
sessions will provide opportunities for interaction between new students and their seniors.
Further, Douglas et al. (2006) notes that teaching and learning had the greatest impact on the
international student’s satisfaction, after the preliminary strategies being placed, bettle 2014 notes
that the next big step is to reduce the gaps between adaption and the struggling period of
international students, and this can work out through teaching and learning by the support of their
peers and teachers. Further, perhaps the gaps in reaching full adaption can get reduced by just
supporting them in developing English language skills, simplifying procedures, increasing access to
information, encouraging classroom participation and bridging cross culture difference. A study by
Ramachandran 2011, involved all four of these procedures contribute in the process of improving
experiences of international students.
Support from peers and academic staff will enable students to work with confidence and go
long way to improve their language skills. Providing them with a glossary of English academic
terms would make a good beginning. Lee (1997) outlines strategies for teachers that could help
students to overcome problems relating to English-language proficiency, Sessions on English for
academic purposes, structured workshops, classroom activities, group works, inter-departmental
activities and participation in internal and external events promote the use of English language
skills.
Further, in the process of simplifying procedures, student recruitment centers, student affairs
departments and international offices should understand the spirit of the questions that come from
international students and provide relevant and timely information instead of only generic booklets,
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brochures and other marketing material. Academic departments and the registry should attempt to
understand and to establish an equivalence of academic systems and procedures across countries
instead of shifting the responsibility to the student.
On the other hand, Studies have found that international students may perform better than
the home student population (Morrison et al., 2005: 328). Yet there is limited participation by
international students in classroom activities. Academic staff can overcome this situation by helping
students to form groups that recognize the talent in each student. When international students find
that their presence adds value not only to themselves but also to the team they participate more fully
and readily. Many of these functional issues can be resolved when academic staff explains how
students could reach their teachers, the practices and conventions to be followed for effective time
management and the benefits of raising issues in class.
As can be noticed, all of these measures are not possible without support, without the
presence of teaching and learning within academic staff and international students. Similarly,
counselling across culture is another factor that needs to be worked on with the presence of teaching
and learning. International students need support in adapting to UK culture, practice and daily life.
While skills training for the development of socio-cultural competency does not guarantee students’
educational success, being socially confident and achieving a sense of identity in the host country
can significantly enhance interpersonal communication and inclusion in social networks,
contributing to individual well-being (Turner and Robson, 2008: 92). Managing cultural issues
cannot be addressed solely through classroom lectures or distributing booklets. Qualified staff,
familiar with cultural issues, should organize programs that highlight the possible cultural variations
international students may come across. Universities can respond by creating societies and interest
groups, reflecting commitment to respecting and recognizing different cultures, nations, religions
and ethnic groups. Orpen (2003) emphasizes the need to involve students in activities that help them
to develop awareness and understand how to adapt to a different culture. Such activities should also
be provided for academic staff in the university so that they understand diverse cultures and are
willing to be flexible when students approach them with special requests to observe religious
practices and traditions. Teekens (2003) describes how teaching staff are confronted with new
challenges in the international classroom and suggests a profile for the lecturers who need to
respond to a culturally mixed group.
TASK 3 RESEARCH METHODOLOGY
Research design is a kind of plan that help in analysing the research problem and methods to
solve as well as address them. It shows the right direction to the researchers to conduct the
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investigation by following systematic process and achieve the right outcomes. The proposed
investigation is relating to determine barriers that are faced by international students from reaching
full adaption in the UK. For this, the research will use various research methodologies to address
the issue and achieve aim and objectives (Creswell, 2013). Some research methods and their
justifications for present study are as follows.
Research philosophy
On the basis of the assumption of the researchers, research philosophy can be divided into
two types: interpretivism and positivism (Daniel and Sam, 2011). In the case of examine the barriers
that are faced by international students from reaching full adaption in the UK, the scholar has been
selected interpretivism research philosophy because it has helped out the researcher to determined
the various barriers that are currently facing by international students from full adaption in the UK.
With the help of this, the scholar can also find out those factors which positively and negatively
affect the decision of taking higher education in UK (Fiegen, 2010).
Research design
Descriptive and exploratory are basic classification of research design. Both are playing an
important role in research to achieve aim and objectives in right manner (Flick, 2011). For
addressing the investigation issue, the researcher has been selected exploratory research design
because it has delivered the useful background information about the problem. On the basis of the
gather information, the investigator has able to found the barriers faced by international students
from reaching full adaption in the UK (Garner and Scott, 2013).
Type of research
Research type can be categorised into qualitative and quantitative. As per the research aim of
the present investigation, the researcher has been selected qualitative research type (Gay, Mills and
Airasian, 2011). The reason of using this method in the investigation is here the scholar has been
used structured questionnaire and interview techniques for gathering the data. Along with this, the
sample size of respondents have also small. Another reason of choosing this research type is it has
helped the investigator to deliver the effective results by meeting the objectives and aim of the
research (Wyse, S., 2011).
Research approach
Research approach can be categorised into two types: inductive and deductive. For
addressing the present research issue, the researcher has been selected inductive because scholar
wants to explore those elements that influence the international students to move UK for the
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education (Choosing appropriate research methodologies. 2015). With the help of the gather
information, it will be to arrange and select most motivating factors taking decision regarding
studying in UK.
Data collection method
For collecting the information and data for the present investigation, the researcher has been
chosen both primary and secondary data collection methods (Research approach. 2015). To gather
primary information, the scholar has been prepared structured questionnaire and interview. The
reason of selecting this is it will help in knowing the responses of the respondents to understand the
barriers that are currently facing by international students during studying in UK (Research
Methodology. 2015). On the other hand, for collecting the information from secondary sources, the
researcher has used previous research on the similar topic, books, journals, newspapers, magazines
etc.
Sampling
For the proposed research, the research has been chosen random sampling techniques
because this technique has provided the equal opportunities to the respondents who are taking part
in the study (McMillan and Schumacher, 2014). The sample number of the respondents have 30.
During the sampling process, the researcher has first of all prepared a list of international students
who are studying in Oxford University, UK. After this, the scholar has explained the reason of
conducting the study in front of the students and distributed the questionnaire among them. For
selecting the sample, the investigator has given specific code to each participant for reducing the
baisness and other issues (Mackey and Gass, 2015).
Data analysis
Data analysis is a method of applying different statistical and logical techniques for the
assessment of the data. The following research is based on understand the barriers that are currently
facing by international students during studying in UK. For this, the researcher has been used
thematic analysis because it has provided the flexibility to the investigator to apply multiple
assumptions for reaching at appropriate outcome. In addition this, interpretation of themes have
supported the entire study of the scholar.
Ethical consideration
The ethical considerations in a research has played an important part because it leads the
study in a new and systematic direction. For the proposed investigation, the researcher has been
taken various ethical consideration to address the research problem in right way. First consideration
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in this direction is security and privary of the information. For this, the investigator has been ensure
that the personal information of the participants will be keep secure and safe from the third party
and not published in different source of information. On the other hand, for conducting the research,
the scholar has taken prior approval from Oxford University top management. Similarly, during the
conducting the investigation, the investigator has clearly mentioned the aim and purpose of the
study in from of the respondents. Along with this, the meaning of all the questions and method of
completing them has been explained. Rather than this, scholar has faced the issue regrading access
of the various sites because of restriction. To use there data into the research, the researcher has
been taken the permission and ensure to keep the data confidential and not publish them into the
research paper directly.
TASK 4 DATA ANALYSIS
Under this section, the collected data from the different sources have analysed because of to
meet the objectives and aim of the investigation. Current study is relating to the finding out the
barriers that are faced by international students from reaching full adaption in the UK. To evaluate
the gather information, thematic analysis has been undertaken by the researcher (Panneerselvam,
2014). For this, various patterns have been prepared and accessed.
Theme 1: Factors work behind taking decision of higher education in UK.
What factors work behind your decision of taking higher education in UK? No of respondents
Improving future learning potential 12
Quality of learning process 8
Engaging in a different social life 4
To get new culture experience 6
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Findings and analysis: To know about those factors which influenced international students to take
decision regarding higher education in UK, the research has include it in the questionnaire. From
the above table, it has found that 12 respondents were voting in the favour of improving future
learning potential. 8 were responding in the context of for quality learning process and 6 were
response to get new culture experience option. Therefore, from the above stated findings, it can be
analysed that there are three factors work behind taking decision of higher education in UK. Most
of the international student have visited UK with the motive of improve future learning potential
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Improving future learning potential
Quality of learning process
Engaging in a different social life
To get new culture experience
0 2 4 6 8 10 12
factors work behind decision of taking higher education in UK
No of respondents

and some have for take quality learning process experience.
Theme 2: Factors become barrier for decision making regarding studying abroad.
Which factors become barrier for your decision-making regarding studying
abroad?
No of respondents
Financial incapability 10
Social bondage 4
Family pressure 8
Not able to amalgamate in a different culture 5
Other 3
Findings and analysis: The following theme relates to factors which become barrier for
international students for taking decision regarding studying in abroad. From the recorded data, the
research has found that 10 respondent select the financial incapability option as a factor of barrier in
decision-making. 8 responders say that due to family pressure, they are unable to take decision for
going abroad for education purpose. On the other hand, 5 respondents have voted in the favour of
not able to mix with the different culture an due to this, they have not preferred to go outside for
education. Beside this, due to social bondage with local community, 4 respondents have selected
this option. From the above mention findings, it can be easily analyse that due to financial
incapability, family pressure, social bondage and unable to mix in a different culture are the major
factors that affect the decisions of international students to regarding studying UK.
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Financial incapability
Social bondage
Family pressure
Not able to amalgamate in a different culture
Other
0 1 2 3 4 5 6 7 8 9 10
Factors become barrier for decision-making regarding studying
abroad
No of respondents

Theme 3: Factors influencing to study in UK.
What factors influence you to study in UK? No of respondents
Urge for increasing English language efficiency 6
Academic engagement 4
Practical learning process 10
Job opportunities after graduation 8
Others 2
Findings and analysis: The objective of present research is determine those factors which are
responsible for motivating international students to move to UK for education. To achieve it, the
researcher has included it in the questionnaire. From the gathered data, it has found that 10
respondents have voted in the context of for taking practical learning process. 8 responses have
recorded in the favour of getting the job opportunities after graduation. On the other hand, 6
respondents have selected urge for increase English language efficiency as a influencing factor. The
rests have chosen other options as per the their assumptions and understanding. Therefore, after the
evaluation of the findings, it has analysed that desire for learning English with high efficiency,
practical learning process and get job opportunities after studying are the major influencing factors
to study in UK.
Theme 4: Factors that can satisfy learning in UK.
18
Urge for increasing English language efficiency
Academic engagement
Practical learning process
Job opportunities after graduation
Others
0 1 2 3 4 5 6 7 8 9 10
Factors influence to study in UK
No of respondents

What factors can satisfy your’ learning in UK? No of respondents
Good job after graduation 10
Good learning and teaching process 12
Culture and social learning while staying in UK 6
Others 2
19
Good job after graduation
Good learning and teaching process
Culture and social learning while staying in UK
Others
0 2 4 6 8 10 12 14
Factors can satisfy international students learning in UK
No of respondents

Findings and analysis: From the recorded data in the table, it has been determined that 12
respondents have considered as a good learning and teaching process as a satisfaction factor of
learning in UK. But 10 responses have recorded in the context of good job after graduation as a
satisfying element of learning in UK. On the other hand, 6 respondents have selected culture and
social learning as a satisfying component of learning in UK. Hence, after the assessment of the
findings, it has been found that international students are considering good job after graduation,
good learning and teaching process and culture and social learning as a satisfying factors while
learning in UK.
CONCLUSION
The present investigation is related to analyse the barriers that are faced by international
students from reaching full adaption in the UK. From the entire investigation, it can be concluded
that most of the international students are moving to the UK for the educational purpose. While
studying their, they have faced various adjustment issues and unable to adopt the culture, beliefs,
traditions and other aspects in complete manner. In this context, the researcher has found that such
as improving future earning potential, to get new culture experience, quality of learning process etc
as a factors that work behind decision-making of international students of taking higher education in
UK. On the other hand, financial incapability, social bondage, not able to mix in a different culture
and so on considered as a barriers that negatively influence the decision making of pupil regarding
studying abroad. Similarly, there are some influencing components that positively affect the
decision making of study in UK such as practical learning process, job opportunities after
graduation, learning English from efficiency etc. But there are some factors which increase the
satisfaction level of international students in UK are like good job after graduation, culture and
social learning, good learning and teaching process etc.
RECOMMENDATION
From the data analysis process, it has been determined that there are various barriers that are
faced by international students from reaching full adaption in the UK. These challenges may have
impact on student's well-being, psychological state etc. In this respect, to solve such type of issues,
UK universities should take some important actions. First of all they should create a welcoming
environment for the international students and treat them very well. Along with this, by giving the
educational assistance to them, the barriers can be easily minimized. Second one is, by giving the
academic study support to them where the teachers can change the teaching style, reducing
speaking speed, etc. With the help of this, it can help the students to adapt UK traditions and other
aspects. On the other hand, by introducing mentoring scheme to solve the problem. Under this, the
20

student can take the help of the professors and other teachers to resolve studying queries. Rather
than this, UK government should provide International Student Services to the international
students. It will help them to live in the UK in effective manner and solve their various studying and
living issues.
21

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24

APPENDIX
Questionnaire
1. Which region are you from?
 From EU countries
 Asia Pacific Countries
 Asia
 America
2. What is your gender?
 Male
 Female
3. What factors work behind your decision of taking higher education in UK?
 Improving future earning potential
 Quality of learning process
 Engaging in a different social life
 To get new cultural experience
4. Which factors become barrier for your decision-making regarding studying abroad?
 Financial incapability
 Social bondage
 Family pressure
 Not able to amalgamate in a different culture
 Others
5. How far do you agree that cultural and societal factors dominate your psychological
decision making regarding abroad study?
 Strongly agree
 Agree
 Neutral
 Disagree
 Strongly disagree
6. Are you stressed regarding adjustment in a different cultural and societal environment?
 Yes, to high extent
 Yes, so some extent
 Neutral
 No
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 Not at all
7. Do you find any cultural dilemmas while studying in UK?
 Yes
 No
 Not at all
8. Do you think UK universities follow discrimination policy for international students
 Yes
 Neutral
 No
9. If you think yes, which discriminatory factors can you recognise?
 Higher fees
 No compensation
 Lower support from module leaders
 Support services are minimal
 Poor accommodation and high cost
 Others
10. What factors influence you to study in UK?
 Urge for increasing English language efficiency
 Academic engagement
 Practical learning process
 Job opportunity after graduation
 Others
11. How far do you agree that the typical UK English accent is a barrier for your learning in
UK?
 Strongly agree
 Agree
 Neutral
 Disagree
 Strongly disagree
12. Can you recognise what makes you believe that higher study in UK is beneficial?
 High quality of learning process
 Famed institution, so opportunities for first preference in job search
 Others
26

13. Do you agree that the module leaders and professors need to be more prominent in
building good relationship with international students?
 Strongly agree
 Agree
 Neutral
 Disagree
 Strongly disagree
14. Do you feel insecure in UK cultural environment as UK and EU students are unable to
cope with your cultures?
 Yes, to high extent
 Yes, to some extent
 Neutral
 No
 Not at all
15. Have you ever felt of leaving higher study in UK and went back to home?
 Yes
 No
 Not at all
16. Do you agree that there is a requirement from the universities to solve the challenges faced
by international students?
 Strongly agree
 Agree
 Neutral
 Disagree
 Strongly disagree
17. What actions UK universities can take for making the learning and study of international
students fruitful in UK?
 Educational assistance
 Welcoming environment creation
 Productive and rewarding experience with observable or visible support system
 Others
18. What factors can satisfy your’ learning in UK?
 Good job after graduation
 Good learning and teaching process
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 Cultural and social learning while staying in UK
 Others
19. What could be the ultimate solution for encouraging and attracting international students
to study in UK higher learning institutions?
 Lower the fees
 Provide proper accommodation as per cost
 Create good learning environment
 Provide good social and cultural environment to interact with everyone
 Others
28