Navigating Challenges Faced by International Students at UWL

In the last two decades, there has been a significant improvement in the education system in developed nations such as the United Kingdom which has made many students prefer to complete their studies in these countries. The UK is a popular studying destination since the English language has become the primary international language of academic publications. As a result, the United Kingdom is one of the top destinations for overseas students, accounting about 12.6 percent of the global market for recruitment. More students from developing nations are studying in overseas universities because of advanced technology, management philosophy, and to experience a new environment. However, international students face numerous problems in their studies due to language, culture and lifestyle differences. The University of West London (UWL) is ranked the top modern university in London and among the best higher learning institutions in the UK. Consequently, the university has many international students. The focus of the paper is to explore the problems overseas students face in UWL and suggest possible solutions strategies.

Demographic challenges and academic difficulties due to poor language ability and student-teacher interaction are the key problems facing international students studying at UWL and other UK universities. It is easy to identify international students in the UK since they are often at the border control, holding their documents and biting their lips with anticipation. Furthermore, their accent makes them stand out in public. For overseas students, university life is more challenging compared to national students.

The language barrier is a serious issue for international students since it determines their success in the host nation. One cause of language problem is the accent, which is different according to the region of origin. Most people consider the British accent as fast and difficult to understand based on their own language. Similarly, the Australian accent is a challenge for many British people making international students hard to be understood. Additionally, these students tend to lack communication with local students and lecturers which affects their confidence. As a result, international students in UWL tend to feel bashful and are afraid of being mocked by native English speakers, especially during a presentation. Moreover, language issues lead to poor reading and writing skills which translates to more reading time and low study efficiency.

There is a minimum language requirement for entry for all international students in UWL and despite students meeting this requirement; they might not be familiar with technical terminologies for a certain topic. For overseas students who fulfill the basic requirement for language, studying in English at higher levels is difficult and stressful. Moreover, some students are well-versed in their language capability and feel that language classes are too general in their approach because little time is spent addressing the specific needs of the students. These students are seeking further understanding of specialized vocabulary. Consequently, this knowledge gap is frustrating to students because lecturers might confuse the lack of knowledge concerning technical or cultural vocabulary as having difficulties with the English language, which is far from reality.

Moreover, international students have a different level of English. This hampers the educational experience of the entire group such as a class. Students come from different backgrounds with some from English-speaking nations. As a result, the understanding ability differs from student to student and lecturers might not consider this when teaching. When students do not speak up in class, it makes it hard for tutors to know the levels of English language capacity and understand the students.

The second problem facing international students in UWL is social and cultural adjustments. The first issue an oversea student faces when they arrive in London is a culture shock, which is defined as the feeling of disorientation experienced by a person when they are abruptly exposed to a new culture. When a student moves to the UK, they see and experience many things for the first time and it tends to be overwhelming. As a result, these students feel powerless and insignificant and fall into isolation since they are not sure what is expected in the new culture.

It is the responsibility of higher learning institutions to provide a learning environment that encourages students` intercultural adaptability (Barachini & Al-Hawamdeh, 2007). However, tutors fail to incorporate the knowledge of students` native cultures in their lessons. Similarly, most tutors do not consider non-English students when explaining things in class. As a result, international students have traumatic experience during discussion since they do not understand the lessons. Some cultural groups find class interaction more challenging than others since different backgrounds react differently. This has made it difficult to make friends in London and UWL.

The study style poses a significant problem for many overseas students. Different countries have varying teaching styles and ways of thinking. The teaching methods applied in international students` motherland are different from the ones employed in the UK. This is why oversea students get poor performance. An example is the critical thinking approach which is commonly used in UWL. Many lectures agree that international students need more critical thinking ability compared to local students because they need to solve a wide range of problems. In most nations, students spend more time in class than in the UK. Furthermore, some focus less on independent study in favor of information provided by the tutors. As a result, many students have a hard time transitioning to a new teaching method within a short period of time. It is also crucial to note that group work might be an issue since it requires students to utilize intercultural skills that entail training.

International students in UWL also face homesickness. The longing to go back home is very stressful and hard to deal with. When it becomes too much, it can lead to frustration and poor academic performance. Racial discrimination another problem facing overseas students in the UK. Despite London being one of the best places to live in, many overseas students experience racial discrimination on and off campus in terms of physical and verbal abuse.

Knowledge Management System

A knowledge management system is essential for UWL to help deal with the issue faced by overseas students. For UWL to achieve its knowledge management goals, it must implement an integrated management system that problems for overseas students using various knowledge management techniques. The best strategy is the utilization of school resources.

Social activities

It is beneficial for UWL to provide social activities for all students to encourage the social adjustment that international students need. Furthermore, students should be given the chance to organize these events since social networks are crucial in college. Connections are vital in aiding students to feel a sense of identity in the University and with peers. Getting involves with groups in the university is a way to meet new people. This includes participation in academic clubs or social organizations. Moreover, these activities offer international students a chance to practice their English since they interact with native English speakers. Sports activities offer a great opportunity for interacting with other students.

Mentoring

This entails peer-assisted learning which has proven to be a significant student support mechanism. Students tend to learn a lot from international and British students who have already done the course. Mentor students provide a wide range of advice on study skills and probable ways to approach assessment.

Training

The university should invest in training the staff and tutors on how to deal with students from different backgrounds (Vukasinov & 2013). The administration should ensure new employees and lecturers are offered the necessary skills to deal with a diverse group of students. This plays a crucial role in facilitating international students’ transition from one culture or language to another.

Campus counseling service

On-campus counseling service is a significant resource for students. These services are fundamental to overseas students who struggle emotionally and socially. These struggles include cultural shock and poor performance. Furthermore, international students feel lonely for being away from family and friends. Consequently, these feelings might impact their academic performance as it is hard to focus. Counseling services provide an excellent way for overseas students to deal with their challenges. On-campus counseling involves advisers and therapists who are qualified and prepared to help students deal with challenging situations (Fuller, 2002).

Writing centers

The university has writing centers that help students improve their writing skills. These centers should be increased to make them more accessible to students. Writing centers offer students social and academic support as they help international students carry out research and write essays. These centers offer one-on-one writing tutorials as well as a platform for overseas students to release stress and fit in.

Interfaculty sharing

UWL has many schools that offer different courses. The administration should facilitated inter-faculty sharing to install a school culture that unites all the students.

Knowledge Management evaluation

Content management system: The University maintains a vast database of the students and other aspects of the institution. It also contains a summary of all projects which is essential in gauging the best way to improve the experience of international students.

Monitoring: This involves active measuring the impact of international students’ integration in the university by examining its reputation and graduates marketability.

It was a unique and thrilling experience to set up a knowledge management system. I got to learn first-hand the importance of designing such a system in the higher education sector. It gave me the opportunity to identify specific problems faced by international students and how to alleviate these issues methodically. As part of the group, I was tasked with identifying the possible solutions to issues faced by international students. I had to list and explain each solution based on the knowledge management system.

References

• Barachini, F., Start, C., & Al-Hawamdeh, S. (2007). Knowledge Management: Innovation, Technology And Cultures - Proceedings Of The 2007 International Conference. Singapore: World Scientific. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=518680&site=eds-live
• Fuller, S. (2002). Knowledge management foundations. [electronic resource]. KMCI Press. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=cat07375a&AN=glc.N39201&site=eds-live
• Vukasinov, T., & Draskovic, N. (2013). Knowledge Management : Technology, Applications and Impact. New York: Nova Science Publishers, Inc. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=581822&site=eds-live