Enhancing a Sense of Academic and Social Belongingness of Chinese Direct-Entry Students in the Post-Covid Era: A UK Context

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  • Author(s): Xianghan O'Dea (ORCID Xianghan O'Dea (ORCID 0000-0003-1533-1067)
  • Language:
    English
  • Source:
    Perspectives: Policy and Practice in Higher Education. 2024 28(2):97-108.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      12
    • Subject Terms:
      Foreign Countries; Sense of Community; Foreign Students; COVID-19; Pandemics; Student Attitudes; Study Abroad; Business
    • Subject Terms:
      China; United Kingdom (England)
    • Accession Number:
      10.1080/13603108.2023.2255838
    • ISSN:
      1360-3108
      1460-7018
    • Abstract:
      Transnational routes such as direct-entry have become a more attractive option for Chinese students, due to the pandemic-imposed travel restrictions in China. The rise of Chinese direct-entry students can potentially lead to a significant increase in demand for academic and non-academic support not only after their arrival, but also before their departure from China. By applying Schlossberg's transition theory, this paper seeks to develop a good understanding of the academic and social belonging of Chinese direct-entry students in the UK through re-analysing the portraits (written narratives) of a previous research project. The findings indicate that these students were feeling disconnected from the academic and social communities. The factors affecting their sense of belonging are described using the 4S framework, namely self, strategies, situation and support. The paper ends with recommendations to key university stakeholders on how the partner institutions in China and the UK can help enhance a sense of academic and social belongingness of Chinese direct-entry students.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1417727