1. Dr Rob Daley Heriot-Watt University r.a.daley@hw.ac.uk @RD531
Untangling the evidence! How well do we understand the International PGR Student Experience in the UK? Advance HE Surveys Conference Bristol, May 8th 2019
Dr Rob Daley
Heriot-Watt University
@RD531
Dr Dely Elliot
University of Glasgow
@DelyLElliot

2. PRES Overall Experience Question
Overall, I am satisfied with the experience of my research degree programme UK
Other EU
Non-EU

3. PRES Section Responses
Only differences > 4% UK
Other EU
Non-EU

4. Teaching UK Other EU Non-EU …..but feel better supported & prepared?
Non-UK students do less teaching ….
…..but feel better supported & prepared? UK
Other EU
Non-EU

5. International PGRs happier with responses to feedback
Responsibilities UK
Other EU
Non-EU

6. Development Opportunities
Not really a surprise as Visa issues and other cultural elements –would expect it to be less! UK
Other EU
Non-EU
Less involved in public engagement

7. Development Opportunities
Other Qs: Does this suggest that non-EU students less valued as academics than others? Or are less motivated to gain academic capital? UK
Other EU
Non-EU

8. Whose experience is reflected in PRES 2017?

9. EBSCOhost Database Search
43,906
International Students(a)
14,291
Challenges(b)
428
Doctoral Students(c) 69
Qualitative 9
UK (d) 6
Quantitative 1
or “foreign students” or “overseas students”
or “challenges” or “barriers” or difficulties” or “issues” or “problems” or “limitations” or “obstacles”
or “PhD students” or “doctorate” or “doctoral”
or “United kingdom” or “Britain” or “England” or “Wales” or “Scotland” or Northern Ireland”

10. Issues affecting local & international PGRs

11. Issues affecting international PGRs

12. International PGRs’ & Mental Health

13. A UKCISA Funded project, see:

14. Are you OK? A UKCISA funded project researching:
how well supervisors understand the support needs of international doctoral students, and
what support supervisors feel confident to provide
More detail at

15. Preliminary Findings 1
Key PhD journey stress points for international students were:
initial entry into the country and ‘settling in period’ into the PhD;
‘During field work - especially if the field work was in their ‘home’ country.
As well as the period leading up the viva due to issues with academic writing.

16. Preliminary Findings 2
Triggers that were seen as ‘unique’ to international students, generally focused around:
‘legal and financial’ such as visa and funding expectations;
‘Isolation’ such as loss of family support network;
‘difference in education style’ such as expectations and quality of work;
‘external pressures’ such as supporting a family back in their home country or this country.

17. Questions for Discussion
What is your initial response to this presentation?
Are you aware of other existing data that might be helpful?
What data do you think would be helpful but might not yet exist?
How can we gain a better understanding of the international PGR experience?

18. References
Elliot, D.L., Reid, K., & Baumfield, V. (2016). Beyond the amusement, puzzlement and challenges: an enquiry into international students’ academic acculturation. Studies in Higher Education, 41(12), DOI: doi.org/ /
Elliot, D.L., Baumfield, V., & Reid, K. (2016). Searching for ‘a third space’: a creative pathway towards international PhD students’ academic acculturation. Higher Education Research & Development, 35(6), DOI: doi.org/ /
Elliot, D.L., Baumfield, V., Reid, K., & Makara, K.A. (2016). Hidden treasure: successful international doctoral students who found and harnessed the hidden curriculum. Oxford Review of Education, 42(6), DOI: doi.org/ /
Evans, C. (2007). The experience of international doctoral education in nursing: An exploratory survey of staff and international nursing students in a British university. Nurse Education Today, 27(5),
HEA (2017). Postgraduate Research Experience Survey 2017 National results available at (accessed on 10/04/18)
HESA (2017). Where do HE students come from? from (accessed on 21/05/18)
Holliday, A. (2017). PhD students, interculturality, reflexivity, community and internationalisation. Journal of Multilingual & Multicultural Development, 38(3), doi.org/ /
Metcalfe, J., Wilson, S., & Levecque, K. (2018). Exploring wellbeing and mental health and associated support services for postgraduate researchers. Report available at report/ (accessed on 29/04/19)
Odena, O., & Burgess, H. (2017). How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: a qualitative approach. Studies in Higher Education, 42(3), doi.org/ /

19. Acknowledgements Are You OK? Project Team:
Dr Chris Blackmore (University of Sheffield)
Dr Kay Guccione (University of Sheffield / GCU)
Dr Dely Elliot (University of Glasgow)
Sally Ohlsen (University of Sheffield)
Participants at previous workshop at the:
UKCGE Annual Conference, Bristol, July 2018
15th Enhancement Conference: Evaluation, Evidence & Enhancement: Inspiring Staff & Students, Glasgow, June 2018.

20. Thank You!