{"id":3745,"date":"2025-02-27T11:19:03","date_gmt":"2025-02-27T11:19:03","guid":{"rendered":"https:\/\/microsites.ncl.ac.uk\/casestudies\/?p=3745"},"modified":"2025-07-16T16:01:10","modified_gmt":"2025-07-16T15:01:10","slug":"international-support-fms","status":"publish","type":"post","link":"https:\/\/microsites.ncl.ac.uk\/casestudies\/2025\/02\/27\/international-support-fms\/","title":{"rendered":"Enhancing support for international students in Faculty of Medical Sciences"},"content":{"rendered":"<h4><strong style=\"color: #003f80;\">Dr Alessio Iannetti\u00a0<\/strong><\/h4>\n<h4><strong style=\"color: #003f80;\">School of Biomedical, Nutritional, and Sports Sciences<\/strong><\/h4>\n<h4 class=\"entry-content\"><strong style=\"color: #e96556;\">Faculty of Medical Sciences<\/strong><\/h4>\n<hr \/>\n<div class=\"flex max-w-full flex-col flex-grow\">\n<div class=\"min-h-8 text-message flex w-full flex-col items-end gap-2 whitespace-normal break-words text-start [.text-message+&amp;]:mt-5\">\n<div class=\"flex w-full flex-col gap-1 empty:hidden first:pt-[3px]\">\n<div class=\"markdown prose w-full break-words dark:prose-invert light\">\n<p>As an International Admissions Tutor, Dr\u202fAlessio\u202fIannetti set out to understand the unique support needs of international students\u2014both as they first arrive and as they move through their degree programmes. Realising that many of these challenges might also affect home students, he undertook a research project comparing the needs of both groups. By gathering feedback from students and staff, Dr\u202fIannetti\u2019s pilot project highlights ways to support inclusive learning communities.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<hr \/>\n<h4><strong>What did you do?<\/strong><\/h4>\n<p>With funding from Newcastle University\u2019s Education Enhancement Fund, Dr\u202fIannetti and collaborators conducted a series of semi-structured interviews with undergraduate students across different stages (Years\u202f1, 2, and 3), from both home and international backgrounds. The aim was twofold:<\/p>\n<ul>\n<li><strong>Identify support gaps for international students<\/strong> and compare them against the needs of home students.<\/li>\n<li><strong>Explore how these needs evolve<\/strong> as students progress in their academic journey.<\/li>\n<\/ul>\n<p>They examined themes such as induction experiences, academic skills, social integration, personal tutoring, and broader practical challenges (e.g. housing, finances). By engaging both students and staff\u2014through interviews and a follow-up workshop\u2014the research team developed a set of recommendations to address common concerns and offer targeted support for specific groups.<\/p>\n<p>In the videos below, dr Iannetti introduces the project and its aims.<\/p>\n<p><iframe loading=\"lazy\" style=\"border: 1px solid #464646;\" src=\"https:\/\/recap.cloud.panopto.eu\/Panopto\/Pages\/Embed.aspx?id=6c3d62b1-88c7-4849-8fce-b28800ee093b&amp;autoplay=false&amp;offerviewer=true&amp;showtitle=true&amp;showbrand=true&amp;captions=false&amp;interactivity=all\" width=\"720\" height=\"405\" allowfullscreen=\"allowfullscreen\" aria-label=\"Panopto Embedded Video Player\"><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<p><iframe loading=\"lazy\" style=\"border: 1px solid #464646;\" src=\"https:\/\/recap.cloud.panopto.eu\/Panopto\/Pages\/Embed.aspx?id=9f9211e6-a4a4-4e38-af6e-b28800f3cea0&amp;autoplay=false&amp;offerviewer=true&amp;showtitle=true&amp;showbrand=true&amp;captions=false&amp;interactivity=all\" width=\"720\" height=\"405\" allowfullscreen=\"allowfullscreen\" aria-label=\"Panopto Embedded Video Player\"><\/iframe><\/p>\n<hr \/>\n<h4><strong>Who is involved?<\/strong><\/h4>\n<p>Dr Alessio Iannetti and Dr Shiney Mathew, FMS<br \/>\nDr Dangeni (LTDS), Kathleen Gustin (Student Life)<br \/>\nAnna Toon, Marcus Subunvong (student interns)<\/p>\n<p>Funded by: <a href=\"https:\/\/www.ncl.ac.uk\/learning-and-teaching\/professional-development\/funding\/enhancement-fund\/\">Newcastle University Education Enhancement Fund<\/a> 2023-24<\/p>\n<hr \/>\n<h4><strong>What are the findings?<\/strong><\/h4>\n<p>The study suggested that while both groups face similar core challenges, international students generally experience them more intensely and with additional layers of complexity due to cultural, linguistic, and geographical factors.<\/p>\n<p>The project also revealed that students\u2019 support needs vary considerably across different stages. While first-year undergraduates tend to require practical, transitional assistance\u2014such as guidance on day-to-day logistics (bank account, SIM card, accommodation) and adapting to university culture\u2014more advanced students increasingly focus on academic and social challenges, ranging from understanding feedback to finding inclusive ways to connect with peers. By speaking with learners at various points in their degrees, Dr\u202fIannetti\u2019s research uncovers how these evolving needs can be addressed more effectively.<\/p>\n<p>Dr Alessio Iannetti presents the findings of the research in the video below.<\/p>\n<p><iframe loading=\"lazy\" style=\"border: 1px solid #464646;\" src=\"https:\/\/recap.cloud.panopto.eu\/Panopto\/Pages\/Embed.aspx?id=c63b8678-5b94-4ad3-93a7-b28800f426d7&amp;autoplay=false&amp;offerviewer=true&amp;showtitle=true&amp;showbrand=true&amp;captions=false&amp;interactivity=all\" width=\"720\" height=\"405\" allowfullscreen=\"allowfullscreen\" aria-label=\"Panopto Embedded Video Player\"><\/iframe><\/p>\n<p>Some of the themes include:<\/p>\n<ul>\n<li><strong>Transition to university:<\/strong>\n<ul>\n<li>International students often face challenges linked to practical tasks (e.g. setting up bank accounts, phone contracts).<\/li>\n<li>Home students highlighted struggles with unfamiliar academic norms and self-directed learning, despite facing fewer logistical hurdles.<\/li>\n<\/ul>\n<\/li>\n<li><strong>Academic needs:<\/strong>\n<ul>\n<li>Many home students found Stage\u202f2 more demanding than international students, especially regarding essay-based assessments and time management.<\/li>\n<li>Across both groups, interpreting and acting on feedback was a recurring difficulty. Students often felt the feedback was \u201ctoo general\u201d and wanted clearer advice tailored to their work.<\/li>\n<\/ul>\n<\/li>\n<li><strong>Social integration:<\/strong>\n<ul>\n<li>Home and international students tended to socialise within their own groups. Both emphasised the importance of accessible events\u2014particularly daytime or alcohol-free gatherings\u2014to encourage genuine interaction across cultures.<\/li>\n<\/ul>\n<\/li>\n<li><strong>Practical support:<\/strong>\n<ul>\n<li>Housing (particularly finding private accommodation) was consistently a stress point for all students.<\/li>\n<li>Financing concerns emerged more often among home students (e.g. sourcing affordable lunch options near the medical school).<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>Overall, the project confirmed that while home and international students share certain challenges, distinct differences require more targeted interventions.<\/p>\n<h4><strong>Student Voice<\/strong><\/h4>\n<p>The quotes below highlight some of the challenges home and international students face, and their recommendations.<\/p>\n<blockquote><p>ON FEEDBACK: It just felt like it was really vague sometimes (&#8230;) If it was complimenting something, it would just say good, but it wouldn&#8217;t necessarily say why it was good. And then, something was lacking (&#8230;) sometimes they would just say, like this isn&#8217;t relevant (&#8230;) I didn&#8217;t find it all that helpful.\u00a0 Stage 3 Home Student.<\/p><\/blockquote>\n<p>&nbsp;<\/p>\n<blockquote><p>ON DECOLONIZATION: I had an ageing module, and obviously aging is quite like a broad topic, but they really focus on like how Mediterranean diet is very like good for you know promoting health. (&#8230;) But I did think that it could also be beneficial to research other cultures who also have high life expectancies\u00a0 like, maybe Japan cause they don&#8217;t eat Mediterranean food, but they do so also have a high life expectancy. So I&#8217;m not really sure why they don&#8217;t really include researchers on those type of a more worldwide view of other culture\u2019s diets. Stage 3 international student<\/p><\/blockquote>\n<p>&nbsp;<\/p>\n<blockquote><p>ON LANGUAGE BARRIER: Sometimes I do also struggle with like the accents here, because you both you and I have, like American accents. Yeah, I think a lot of international students find it hard to adjust to like the British accent here. Stage 2 international student<\/p><\/blockquote>\n<p>&nbsp;<\/p>\n<blockquote><p>ON CAPTIONS: And I think with ReCap&#8230; a lot of international students definitely rely on ReCap a lot. (&#8230;) I know now it&#8217;s mostly auto generated [captions], but I think it will be way better if it could actually be a script that they [lecturers] actually submitted. Just so that even with like these difficult words, these scientific words, sometimes I don&#8217;t even know how to spell these words so , I have to kind of guess. Stage 2 international student<\/p><\/blockquote>\n<p>&nbsp;<\/p>\n<blockquote><p>ON SOCIALISING: I&#8217;ve still made English friends over here, but they&#8217;re a bit more set in their groups, and it&#8217;s a bit more difficult to crack into that, because it&#8217;s not quite as fluid\u00a0 &#8211; Stage 1 International Student<\/p><\/blockquote>\n<p>&nbsp;<\/p>\n<blockquote><p>ON EXTRA-READING: I think we are encouraged more this year to like do a lot more extra reading, and I feel like it would have been good if we had more support for that earlier on in the in like the degree like in maybe from stage one.\u00a0 Stage 3 Home Student.<\/p><\/blockquote>\n<p>&nbsp;<\/p>\n<blockquote>\n<div class=\"x_elementToProof\">ON SOCIAL EVENTS: Events tend to be at bars or involve drinking, and that not really an option for everyone, especially like if you don&#8217;t drink for like personal reasons, like dietary reasons, religious reasons. So I think, probably more like social, so like sober events would be good and especially things that are like ideally free and like in a in an area that&#8217;s fairly accessible for everyone.\u00a0 Stage3 Home Student<\/div>\n<\/blockquote>\n<div class=\"x_elementToProof\"><\/div>\n<hr \/>\n<h4><strong>Recommendations<\/strong><\/h4>\n<div class=\"flex max-w-full flex-col flex-grow\">\n<div class=\"min-h-8 text-message flex w-full flex-col items-end gap-2 whitespace-normal break-words text-start [.text-message+&amp;]:mt-5\">\n<div class=\"flex w-full flex-col gap-1 empty:hidden first:pt-[3px]\">\n<div class=\"markdown prose w-full break-words dark:prose-invert light\">\n<p>Based on his research, Dr\u202fIannetti recommends the following strategies to colleagues seeking to support international students more effectively:<\/p>\n<p><strong>Recognise distinct practical challenges<\/strong><\/p>\n<ul>\n<li>Offer (or signpost) guidance on everyday tasks, such as opening bank accounts or navigating local housing.<\/li>\n<li>Consider timely refresher sessions in addition to induction-week briefings, as not all students address logistical needs at the same pace.<\/li>\n<\/ul>\n<p><strong>Facilitate social and intercultural engagement<\/strong><\/p>\n<ul>\n<li>Arrange inclusive social events where students can meet in a relaxed setting\u2014daytime or alcohol-free activities help increase accessibility (for example, intercultural cooking class).<\/li>\n<li>Where possible, embed these sessions into timetabled activities (e.g. within a \u201clearning community\u201d module) to encourage participation.<\/li>\n<\/ul>\n<p><strong>Provide clear academic support<\/strong><\/p>\n<ul>\n<li>Strengthen personal tutoring and mentoring structures, ensuring staff are aware of common barriers international students face.<\/li>\n<li>Encourage feedback literacy by showing students precisely how to locate and interpret feedback; supply concrete suggestions for improvement.<\/li>\n<\/ul>\n<p><strong>Tailor resources to diverse backgrounds<\/strong><\/p>\n<ul>\n<li>Acknowledge differing educational traditions: some international students may excel with certain study strategies while home students might require more guidance, and vice versa.<\/li>\n<li>Ensure cultural inclusivity in teaching examples (e.g. referencing global perspectives rather than focusing on one region).<\/li>\n<\/ul>\n<p><iframe loading=\"lazy\" style=\"border: 1px solid #464646;\" src=\"https:\/\/recap.cloud.panopto.eu\/Panopto\/Pages\/Embed.aspx?id=062a3486-0646-4273-9b3e-b28800f48d3b&amp;autoplay=false&amp;offerviewer=true&amp;showtitle=true&amp;showbrand=true&amp;captions=false&amp;interactivity=all\" width=\"720\" height=\"405\" allowfullscreen=\"allowfullscreen\" aria-label=\"Panopto Embedded Video Player\"><\/iframe><\/p>\n<p>Dr\u202fIannetti\u2019s project highlights that effective interventions often benefit <strong>all<\/strong> learners while still addressing the unique needs of specific groups. His research underlines the importance of practical guidance, academic support, and inclusive community-building to enhance the student experience for everyone involved.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"mb-2 flex gap-3 empty:hidden -ml-2\">\n<div class=\"items-center justify-start rounded-xl p-1 z-10 -mt-1 bg-token-main-surface-primary screen-arch:mt-1 md:absolute flex\">\n<hr \/>\n<h4 class=\"flex items-center\"><strong>The Graduate Framework<\/strong><\/h4>\n<p>This case study demonstrates the following attributes:<\/p>\n<ul>\n<li>Collaborative<\/li>\n<li>Confident<\/li>\n<li>Curious<\/li>\n<li>Engaged<\/li>\n<li>Future-focused<\/li>\n<li>Globally and culturally aware<\/li>\n<li>Resilient<\/li>\n<\/ul>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Dr\u202fAlessio\u202fIannetti (FMS) explored how best to support international students\u2014while comparing their needs to those of home students. Guided by student and colleagues feedback, his pilot project suggests practical ways to strengthen support and foster inclusive learning communities.<\/p>\n","protected":false},"author":4699,"featured_media":4063,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1,280,275,274,592,583],"tags":[604,631,618,615],"class_list":["post-3745","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-all","category-assessment-and-feedback","category-biomedical-sciences","category-fms","category-student-support","category-international","tag-flexibility-and-resilience","tag-internationalisation","tag-learning-communities","tag-undergraduate"],"_links":{"self":[{"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/posts\/3745","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/users\/4699"}],"replies":[{"embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/comments?post=3745"}],"version-history":[{"count":22,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/posts\/3745\/revisions"}],"predecessor-version":[{"id":4061,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/posts\/3745\/revisions\/4061"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/media\/4063"}],"wp:attachment":[{"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/media?parent=3745"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/categories?post=3745"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/microsites.ncl.ac.uk\/casestudies\/wp-json\/wp\/v2\/tags?post=3745"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}