Betty Alali Odema, Nottingham Trent University, BA (Hons) International Relations (Year 1) Dr Victoria Crane, College Director, Nottingham Trent International College ‘Going the Distance’ Nigerian disabled scholarship students: transition to college and university

The presenters. The college and its work. The research we undertook. The findings. Conclusions so far and next steps. Questions – what are the implications for the academic community: - your experiences of supporting international students? About our paper

Opened September 2005: one of six KIC colleges in UK (Sept ’11: 7) Pre-university pathway programmes for international students different education system: 12 years; ordinary degrees Subjects: Business, Law and Social Sciences, Art and Design, Computing, Media and Communications; International Relations etc. Academic skills and English Language support 48 permanent staff (33 permanent tutors) About our college

Glasgow International College Location: Glasgow, Scotland Partner : University of Glasgow Liverpool International College Location: Liverpool, England Partner: University of Liverpool Sheffield International College Location: Sheffield, England Partner: The University of Sheffield Nottingham Trent International College Location: Nottingham Partner: Nottingham Trent University Kaplan International College London Location: Angel, London Partners: City University, Cranfield University, University of Westminster Kaplan International Colleges Kaplan International College Bournemouth Location: Bournemouth Brighton International College Location: Brighton Partners: University of Brighton

Rapid growth in numbers 148 students in Year 1 ( ) 2009/10: 1,000 students 43 nationalities represented 2009/10 – ‘international’ experience Chinese, Nigerian, Kenyan, Saudi Arabian Future growth: South America; Russia About our students

Betty – physically challenged (disabled) female student. from Nigeria. former student of NTIC. now studying International Relations at NTU. Victoria – formerly: Lecturer, School of Social Sciences, NTU. Associate Director, Quality, Kaplan International Colleges. College Director for Nottingham Trent International College. About the presenters

Very little published research on the experiences of disabled international students in higher education in the UK (Soorenian, 2008). - culture shock. - no official body for disabled international students. - ‘fragmented’ support. - isolation. International students generally: Montgomery (2010) context; social and cultural environment. What is the institution’s role? What can students do? About the literature

Qualitative methodology Peer-led model: Victoria designed the questions. Victoria interviewed Betty. Betty interviewed nine other students. Betty transcribed the interviews. Betty did initial analysis work, looking for themes. Today: focus on learning and teaching aspects About the research

Semi-structured interviews Why study in the UK? What did you know before you arrived? What was your experience of travelling to the UK, leaving your home? What were the first few weeks like? What help did you seek/did you receive? Did it meet your needs? What is still missing? What will study at the university? Are you prepared? What three things do prospective students need to know? About the questions

All students have physical disabilities (polio) Most students lived away from home before coming to NTU Leonard Cheshire Home. Sponsored by government Rivers State Sustainable Development Agency (RSSDA). Only Nigerian state government to send disabled students abroad for study. Supported by KOT Agency (office in Nottingham). Students studying range of programmes. About the research participants

About the distance

About the distance: at home Nigeria

About the distance: students in Nigeria

Grateful for opportunity (Governor and RSSDA, KOT, NTIC). Key issues accessibility of learning environment. acceptance as ‘any other student.’ UK approach to learning and teaching. the UK educational system: why attractive? what didn’t we get right? (institutional learning) About the learning experience

About the accessible learning environment In NigeriaIn the UK paid same tuition fees – couldn’t access classes. can access buildings, and can do so alone. No lifts, had to be carried upstairs.lifts to facilitate access; don’t need to be carried. not treated the same as other students. ‘any other student’ (e.g. punctuality) had to leave class early to reach next class. timetable considers disabled students (NTIC and NTU adapted) Disability legislation in the UK.

About the UK approach to learning and teaching In Nigeria: overcrowded classes; no access in a wheelchair. all lecture style; no visual aids. no air conditioning. not confident to speak in class (as a disabled person) In the UK: seminars: ask questions; debate; share ideas. electronic boards: makes learning more interesting.

About the UK approach to learning and teaching “I decided to study in the UK because studying here leads to great advantage; back in my country, education is not taken seriously…..the UK educational system broadens your horizons…” (Tonye Amachree)

About why students choose the UK for study? Experience another culture, share experiences. UK Education is recognised and is the best in the world. Good learning facilities (including technology) Serious study environment: “I chose to study in the United Kingdom because...it is recognised throughout the world. Coming to UK to study will improve my certificate value when I go back to my country; it will be respected and valued.... the UK education system is well respected” (Chindo Jack) Make an impact back home when studies are complete

To date: not much? Listened and learned from students; adapted processes (timetable changes) Teaching students in mixed subject groups: students misunderstood the benefits; be more explicit. Also benefits wider body of students. About what we didn’t get right

culture shock. isolation. ? no official body for disabled international students. ? ‘fragmented’ support. (Soorenian, 2008) international students: context; social and cultural environment Montgomery (2010) About the literature

About the emerging theory Impression people didn’t talk to students because of accent/culture, not because of disability. Difficult to make friends: didn’t know about other cultures - not appreciated; English first language – isolation? Fear that support won’t continue when at university – will someone advocate on students’ behalf?

About the emerging theory Maslow’s hierarchy of needs – get the fundamentals right. Unreasonable requests: have all buildings together – manage expectations. What to tell other students: read your books, do the work you are set – independent?

Key: the study environment: conducive; minimal barriers staff queries and concerns Consideration needs to be given to timetabling and movement between classrooms Community is important (Montgomery, 2010) Student induction: opportunities to get together Students need a chance to learn skills not used in home country presentations, seminars, group work Cultural barriers exist, not just language barriers Next – further round of interviews About our findings: to conclude

Soorenian, A. (2008) The Significance of studying disabled international students' experiences in UK universities. In: Campbell, T., Fontes, F., Hemingway, L., Soorenian, A. and Hill, C. Disability Studies: Emerging Insights and Perspectives. Leeds: The Disability Press Montgomery, C. (2010) Understanding the International Student Experience. London: Palgrave Macmillan. References

Betty Alali Odema, Nottingham Trent University, BA (Hons) International Relations (Year 1) Dr Victoria Crane, College Director, Nottingham Trent International College ‘Going the Distance’ Nigerian disabled scholarship students: transition to college and university