Supporting international students on professional doctorate programmes: A perspective from the United Kingdom

Abstract

This paper explores academic, personal and professional challenges associated with the increasing recruitment of international students to university programmes, particularly professional doctorate programmes. The discussion notes the ‘culture shock’, ‘adaptation’ and a ‘change in self-­‐perception’ that international students face highlighted by Scherto (2007) and suggests how these should be considered. The three broad priority areas of pre-­‐course information, pedagological issues and academic supervision are addressed. It is argued that this structured input should begin with the provision of clear information about what a professional doctorate is and the requirements of undertaking such a programme. The importance of finding ways of conveying this message to candidates from overseas requires careful consideration. Students need to understand their roles and responsibilities, and the instructional/assessment approaches to which they will be exposed, which may differ from their previous educational experiences. Therefore it is imperative for professional doctorate programme teams to gain a meta-­‐awareness of cultural differences relevant to education and research. In an attempt to maximise the experiences of international students, programmes involving working and supporting each other in groups can be beneficial.