The Impact of an Immersive Block Model on International Postgraduate Student Success and Satisfaction: An Australian Case Study

Abstract

International postgraduate students enrich higher education institutions and host societies, contributing economically, socially, and culturally. However, much less is known about how to improve their academic outcomes compared with their undergraduate counterparts. This study explores the impact of a non-traditional form of learning, a six-week immersive block model underpinned by guided, active learning pedagogy, on the academic success, satisfaction, and experiences of international postgraduate students at an Australian university. A convergent mix-methods design was used. Chi square tests and generalised estimating equations were used to compare the students’ success rates (N = 14,340) and unit satisfaction (N = 4903) in traditional semester and immersive block learning over five years. Qualitative insights were gathered via student focus groups (N = 9). Significant positive changes in success were observed after controlling for gender, age, discipline, and home region, with particularly strong positive effects for male and information technology students. Despite some challenges with depth of learning and placement organisation, focus group participants valued the clear timelines and flexible delivery, reporting that this supported effective time management and study-work–life-balance. Immersive block learning appears to be an effective strategy for transforming the experiences and outcomes of international postgraduate students in higher education.