Understanding and enhancing academic and well-being support for international and mature postgraduate students: Understanding and Enhancing Academic and Well-Being Support for International and Mature Postgraduate Students

Jessie Shepherd; David O’Reilly; James Lamont; Violet Huaijue Jiang; Beth T. Bell

doi:10.32674/apc1b259

Authors

Jessie Shepherd University of York https://orcid.org/0000-0002-8373-3706
David O’Reilly University of York https://orcid.org/0000-0002-0959-8315
James Lamont University of York https://orcid.org/0000-0001-7696-3637
Violet Huaijue Jiang University of York https://orcid.org/0000-0001-8716-9105
Beth T. Bell University of York https://orcid.org/0000-0002-6587-0336

DOI:

https://doi.org/10.32674/apc1b259

Keywords:

International Students, wellbeing, student support , academic needs, postgraduate students

Abstract

International and mature students bring their diverse backgrounds, experiences, and needs to higher education institutions every year. The needs of international and mature international students vary widely, posing a challenge for lecturers in determining how best to support them. Using a qualitative, critical realist and contextualist approach, this exploratory, focus group study examines the academic and well-being needs of international and mature students in two taught postgraduate programs in the United Kingdom. The participant included international students (nonmature), mature international students, home students (nonmature), and mature home students. Findings using Reflexive Thematic Analysis suggest that academic pressures and language differences create stress for all taught postgraduate students, but only international students reported impacts on their well-being. Recommendations for how academic teaching teams can better support the needs of international students, especially those of mature status, are provided.

Author Biographies

Jessie Shepherd, University of York

Shepherd, Jessie, PhD, Associate Lecturer in Psychology in Education, Department of Education, University of York in the United Kingdom. Her major research interests lie in exploring the complex interplay between individual characteristics and pervasive issues of equity, investigating how these factors profoundly impact the well-being of high-risk groups.
David O’Reilly, University of York

O’Reilly, David, PhD, Lecturer in Education, Centre for Advanced Studies in Language and Education (CASLE), Department of Education, University of York, in the United Kingdom. His research interests are second language metaphoric competence and vocabulary knowledge, language testing and test development, and language play.
James Lamont, University of York

Lamont, James, M.A. is an Associate Lecturer in Skills Development, Department of Education, University of York in the United Kingdom. His research interests include academic literacies, student welfare and how universities are responding to the challenges of machine translation and generative AI.
Violet Huaijue Jiang, University of York

Jiang, Violet Huaijue, M.A. is a PhD candidate in Education, Department of Education, University of York in the United Kingdom. Her research interests include gender and sexuality, relationship and sexuality curriculum and political discourse around educational policy.
Beth T. Bell, University of York

Bell, Beth T., DPhil, Associate Professor in Mental Health and Wellbeing, Psychology in Education Research Centre, Department of Education, University of York, UK. Her major research interests are in the areas of youth wellbeing, qualitative methods and digital literacy.

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Understanding and enhancing academic and well-being support for international and mature postgraduate students