International postgraduate student transition experiences: the importance of student societies and friends

• Published in: Innovations in education and teaching international Vol. 51; no. 1; pp. 84 - 94
• Main Authors: Menzies, J.L., Baron, R.
• Format: Journal Article
• Language: English
• Published: London Routledge 02-01-2014; Taylor & Francis Inc
• Subjects: Australia; Foreign Countries; Foreign Students; friends; Friendship; Graduate Students; Graduate studies; international postgraduate students; Learning; Qualitative Research; Semi Structured Interviews; Social support; Social Support Groups; Social Theories; Student Adjustment; Student Experience; Student Organizations; student societies; Students; transition; Australia
• ISSN: 1470-3297; 1470-3300
• DOI: 10.1080/14703297.2013.771972

The study examines the experiences of international postgraduate student's (IPSs) transition at a university and adds to the literature as it focuses on student-based support for transition where mostly past research has focused on university-based support. The study utilises social support theory and Illeris' concepts on learning to explain why students transition. A qualitative methodology was used where 48 students were interviewed. It was found that IPSs experienced negative transition experiences in the beginning, but adjusted as time went on. Involvement in the student society was beneficial for transition, as it gave students the opportunity to make friends, and these friends, in turn, give students social support, which assists with their learning and transition.