In the diverse and dynamic landscape of United Kingdom (UK) Higher Education (HE), the challenges and opportunities faced by international Postgraduate Taught (PGT) students have become a focal point for institutions striving to create an inclusive environment. The influx of international students highlights their importance to the UK HE sector, yet despite HE institutional efforts to provide support, students often report ongoing challenges and feeling limited in their opportunities to share their student voices in shaping institutional actions. This creates gaps in a feedback loop between problem and solution. We report here on a case-study arising from a recent three-year mixed-methods project in a UK university, exploring student engagement with academic support. Based on a participatory approach, we included students in each year of the project through surveys, focus groups and workshops. Findings from each stage were evaluated by students to feed into the next, leading to the co-creation of practical, inclusive, interculturally-aware resources on how to make the most of a Masters’ experience, from the students’ perspective. These resources are now refreshing student recruitment and staff practice at our University, to ensure a welcoming, empathetic, and inclusive environment. This project highlights the importance of a collaborative approach in supporting international PGT students, valuing their unique contributions to the academic community, and demonstrating the central role played by student partners in closing the feedback loop.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)