Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572939
Title: A qualitative study of international students' experiences of engaging in learning on UK full-time taught masters programmes
Author: Liu, Lisha
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2013
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Abstract:
International students who are studying a full-time taught master's programme have become the largest postgraduate student group in UK higher education institutions (HEIs). However, their general engagement in learning on such programmes seems to be comparatively overlooked in academic discussions. This thesis describes a study which seeks to understand the learning engagement from these students' perspective. It begins with a systematic review of the background literature about UK taught masters education and international students' learning situation. Then, it presents an analytical review of the definitions and dimensions of student engagement in higher education. Given the nature of the research question, an inductive generic qualitative research design was employed in the empirical stage of this study. Forty-three international taught master's students from three UK universities participated in the researcher's in-depth interviews. Thematic analysis was used to capture their perspectives on engagement in programme learning. At the end of the thesis, some suggestions based on the findings are provided for both international students and UK HEis in order to enhance taught master's students' learning engagement. Based on the empirical findings, an inductive conceptual framework was developed to describe full-time international taught master's students' experiences of engagement in learning. It includes three common themesĀ· managing learning time, developing learning capacity, and experiencing emotional pain. Overall, the main contribution of this study is to the conceptualisation of students' learning engagement in higher education. The first is that it extends the understanding about students' time input, an existing component in the previous conceptual models. The second is that it clarifies students' emotional involvement in learning and adds emotional adjustment as a new component. In addition, the findings are significant for the inquiry of UK taught master's education and international students' learning experience.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.572939  DOI: Not available
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