International postgraduate taught students’ perspectives on resources to support learning transitions: A preliminary case study

Abstract

The importance of universities understanding the induction needs of international students to enable them to succeed is well documented in literature. This article focuses on a small-scale, exploratory study into an Induction Resource developed for international students to support them with the academic aspects of transition into Postgraduate Taught (PGT) programmes. The article gives some insights into the Induction Resource and discusses findings and analysis under three key themes: ‘A matter of timing and clarity’, ‘Great expectations – active and engaged learning’, and ‘Beyond classroom walls’. The article concludes with some recommendations for next steps in supporting the academic transitions of international PGT students that may be of interest to any higher education institution with international students on a PGT programme.