Academic Adjustment in the UK University: A Case of Chinese Students’ Direct-Entry as International Students

Abstract

This case study examines the academic adjustment of five direct-entry Chinese students at a UK university. Specifically, it investigates two questions: 1) What kind of academic challenges are faced by Chinese direct entrants enrolled in a banking and finance programme at a UK university? and 2) What are the external resources and personal coping strategies that participants perceive to be effective in counteracting these challenges? The findings from in-depth, semi-structured interviews fall under two broad domains: 1) the academic challenges; and 2) the coping strategies. The academic obstacles as experienced by participants include English language issues, content knowledge of the subject, course delivery pace, and time management. The perceived effective strategies that help to overcome the challenges include: making use of pre-sessional programmes, taking advantage of tutorials and professors’ weekly office hours, taking an active part in learning and figuring out the best learning approach, and seeking help proactively. This research has implications for educators and students who are involved or interested in similar programmes.