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Challenges International Students Face during Master's Degree (Thesis Sample)


IT was a task for one of my uk students who was studying in glasgow university. i first made a research proposal for him then after its approval the whole dissertation was created. first i wrote introduction chapter then took the review of professor in which he suggested some changes in the objectives and little bit grammar correction. then we moved to second chapter where various themes were created according to the topic under consideration and literature review completed. it was critical as along with writing the work of writers it was also described how their work contributed to this study and then a comparison also conducted between the various work included in paper. METHODOLOGY chapter was quite easy only difficult task was to make survey. survey was developed using google forms and before sending it to targeted audience i developed participant information sheet, consent form and invitation email drafts. once these documents were approved by the professor then i used them for conducting survey. once the survey was completed by 50 participants i used results for developing discussion and results section. instead of just writing the same results again as depicted in picture instead critical discussion was made. finally conclusion and recommendations were added in the paper once the professor gave clearance to rest of the paper.


An Investigation of Challenges that International Students face during Master's Degree in Glasgow Universities.
This specific research has explored the potential factors that directly or indirectly impact international students and cause serious problems for them. The research was conducted in the Scottish Universities, and only those students were included who were not native. A survey was conducted among students for knowing the potential factors that cause challenges for them. Survey results revealed that there are multiple factors like language barrier, complexity of the course, financial pressure, new cultural and societal setting, as well as group learning environment which directly affects them. In all those cases in which impact is negative, the students feel depressive, and some of them think about dropping out and going back to their home countries, although most of them are in foreign universities for obtaining high-quality education so they can build effective careers and life.
It has been recommended that special long-term courses should be arranged for these students after the class in which they can learn the techniques to deal with the new learning environment because the survey effectively revealed that free career counselling and career advice was quite helpful for most of the students. However, it is one-time thing, and not all the students have the same capabilities; thus, not all of them can take advantage of the opportunity. Long-term courses, language classes and group learning techniques can make the adjustment quite smooth for them. Due to limited time and resources, research could not include various dimensions and obtain an opinion from the large number of students. However, future researchers can work on the dimensions like the motivational factors for the international students as well as how training and learning programs can ease down the challenges for the international students.
Table of Contents TOC \o "1-3" \h \z \u 1Chapter 1: Introduction PAGEREF _Toc92657728 \h 71.1Background PAGEREF _Toc92657729 \h 81.2Rationale PAGEREF _Toc92657730 \h 91.3Aim and Objectives PAGEREF _Toc92657731 \h 91.4Research Question PAGEREF _Toc92657732 \h 101.5Research Purpose PAGEREF _Toc92657733 \h 101.6Research Hypothesis PAGEREF _Toc92657734 \h 101.7Research Outline PAGEREF _Toc92657735 \h 102Chapter 2: Literature Review PAGEREF _Toc92657736 \h 122.1Introduction PAGEREF _Toc92657737 \h 122.2Concept of International Higher Education PAGEREF _Toc92657738 \h 122.3Challenges Faced by International Students PAGEREF _Toc92657739 \h 132.3.1Cultural Shock PAGEREF _Toc92657740 \h 132.3.2Academic Challenge: PAGEREF _Toc92657741 \h 142.3.3Linguistic Challenge PAGEREF _Toc92657742 \h 152.3.4Socio-Cultural Integration PAGEREF _Toc92657743 \h 162.4Motivational Theories PAGEREF _Toc92657744 \h 172.4.1Self-determination Theory PAGEREF _Toc92657745 \h 182.4.2Cognitive Dissonance Theory PAGEREF _Toc92657746 \h 182.4.3Maslow Hierarchy of Needs Theory: PAGEREF _Toc92657747 \h 182.5Critical Discussion PAGEREF _Toc92657748 \h 193Chapter 3: Methodology PAGEREF _Toc92657749 \h 223.1Introduction PAGEREF _Toc92657750 \h 223.2Research Design PAGEREF _Toc92657751 \h 223.2.1Exploratory Research Design Selection Rationale PAGEREF _Toc92657752 \h 233.3Research Approach PAGEREF _Toc92657753 \h 233.3.1Rationale for Deductive Research Approach PAGEREF _Toc92657754 \h 243.4Research Philosophy PAGEREF _Toc92657755 \h 243.4.1Rationale for Selecting Research Philosophy; Positivism: PAGEREF _Toc92657756 \h 243.5Data Collection PAGEREF _Toc92657757 \h 243.5.1Rationale for Selecting Questionnaire as Data Collection Tool: PAGEREF _Toc92657758 \h 243.6Sampling PAGEREF _Toc92657759 \h 253.7Data Analysis PAGEREF _Toc92657760 \h 253.8Ethical Considerations PAGEREF _Toc92657761 \h 254Chapter 4: Results and Analysis PAGEREF _Toc92657762 \h 264.1Introduction PAGEREF _Toc92657763 \h 264.2Demographics PAGEREF _Toc92657764 \h 264.3Quantitative Questions: PAGEREF _Toc92657765 \h 274.4Linking with Research Objectives PAGEREF _Toc92657766 \h 444.5Discussion & Overview of Key Findings PAGEREF _Toc92657767 \h 455Chapter 5: Conclusion PAGEREF _Toc92657768 \h 475.1Overview PAGEREF _Toc92657769 \h 475.2Conclusions PAGEREF _Toc92657770 \h 475.3Recommendations PAGEREF _Toc92657771 \h 495.4Future Scope of Research PAGEREF _Toc92657772 \h 505.5Limitations PAGEREF _Toc92657773 \h 506References PAGEREF _Toc92657774 \h 517Appendix PAGEREF _Toc92657775 \h 557.1Questionnaire: PAGEREF _Toc92657776 \h 55
TOC \h \z \c "Figure" Figure 1: Gender Statistics of Questionnaire PAGEREF _Toc92657777 \h 26
Figure 2: Country Statistics of International Students in Scottish Universities PAGEREF _Toc92657778 \h 27
Figure 3: Consent for Participating in the Questionnaire PAGEREF _Toc92657779 \h 28
Figure 4: Student Information as International Students PAGEREF _Toc92657780 \h 28
Figure 5: Motivational Factors for Pursuing Degree in an International University PAGEREF _Toc92657781 \h 29
Figure 6: Greatest Concern before Coming to Scotland PAGEREF _Toc92657782 \h 30
Figure 7: Course Curriculum & Design PAGEREF _Toc92657783 \h 31
Figure 8: Transition to Scottish University PAGEREF _Toc92657784 \h 32
Figure 9: Adjustment to the New Academic Culture PAGEREF _Toc92657785 \h 33
Figure 10: Impact of Student Counselling & Free Guidance Programs on Transition PAGEREF _Toc92657786 \h 34
Figure 11: Impact of Cultural Differences PAGEREF _Toc92657787 \h 35
Figure 12: Decision of Dropping Out & Going Back Home PAGEREF _Toc92657788 \h 36
Figure 13: Capability to Get Along with People PAGEREF _Toc92657789 \h 37
Figure 14: Impact of Language Barriers on Collaboration with Peers & Professors PAGEREF _Toc92657790 \h 38
Figure 15: Impact of Academic Environment, Infrastructure & Academic Norms PAGEREF _Toc92657791 \h 39
Figure 16: Impact of Pedagogy Techniques on Academic Engagement & Learning Environment PAGEREF _Toc92657792 \h 40
Figure 17: Barriers to Group Learning Environment PAGEREF _Toc92657793 \h 41
Figure 18: Impact of Financial, Accommodation or Other Social Engagement Failure on Academic Motivation PAGEREF _Toc92657794 \h 42
Figure 19: Reasons for Demotivation PAGEREF _Toc92657795 \h 43
An Investigation of Challenges that International Students face during Master's Degree in Glasgow Universities.
Chapter 1: Introduction
International students make up 20.7% of the total student population in the UK. A survey was conducted among international students in which 82% of the students claimed that they were satisfied with their studies and careers so far CITATION Uni211 \l 1033 (Universities UK International, 2021). UNESCO data confirmed that the UK is the second most popular destination for students while the USA has the first position. Even in the whole UK, Scotland is famous for attracting most international students because there is the large number of higher education institutes in the region. According to a recent report, international students accounts for 22% of HEIs (Higher Education Institutes) of Scotland, which is higher in comparison to the UK as a whole. Students are enrolled in both undergraduate and postgraduate courses; however their prevalence is higher in postgraduate courses CITATION Gov18 \l 1033 (Government Scotland, 2018). The concept of transition within the HE is closely related to the quality and inclusivity of the HE sectors that go giving the best to every student and assure their success of them.
The HE in the region is developing the strong tradition to be at the forefront of the driver that is the reason most students are likely to get admission in these universities. This is a result of globalization, demographic challenges, economic development and rising income in different paths of the globe; this could lead to increased demand for higher education and the expansion in student mobility. As per research conducted, more than 82% of students are happy to choose careers they are currently pursuing, and collectively, HE students at the international level makes around 20.7% of the total student population in the UK (Universities UK International, 2021). The international students represent economic and international relations, the expenditures on living and torturing the living expenses, the international students often affect the families of these students as well. To meet the financial needs in the university, they have to pressure their family so that they cannot meet their needs (Jessica, et al., 2017).
Traditionally Scottish universities have always welcomed international "sojourners" whether they are students, cultural associates, visiting scholars or research partners from throughout the globe. Scottish HEIs have been dealing with significantly more students from a wide range of countries than in the past. The growth in international studying trend has been driven by Asia as major students from South Korea, China and India are present in the region. Most the Scottish institutions have internationalization policies or strategies in place for facilitating these international students CITATION Bel16 \l 1033 (Bell, 2016).
Language proficiency in the students is contributing to the success of the international student, all this due to the capstone writing requirement for HE students. The impression of any shortcomings in English writing skills is aggravated amid transnational graduate students as writing expectations are higher associated with undergraduate coursework. International students face many issues in settling down in a university that has a different culture; th...

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Other Topics:

  • UK Students Studying in Glasgow University
    Description: International students make up 20.7% of the total student population in the UK. A survey was conducted among international students in which 82% of the students claimed that they were satisfied with their studies and careers so far CITATION Uni211 \l 1033 (Universities UK International, 2021). UNESCO data ...
    44 pages/≈12100 words| 50 Sources | Harvard | Management | Thesis |
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