International students’ cultural experience: A study based on Chinese undergraduate students in the context of the UK

Abstract

This case study research was designed to investigate the cultural experiences of Chinese international students in the UK. The study was carried out in two stages. The first stage used an online questionnaire to explore Chinese international students’ general cultural experience in the UK with participants across the whole UK (N = 108). The case was defined with the data gathered from this online questionnaire, and the research subjects were narrowed to undergraduate Chinese international students in a British university (N =12). The second stage of data collection took place over 12 months. Data were collected using two research methods: three one-to-one interviews, each lasting for about an hour, and monthly self-evaluation entries between interviews, combining qualitative and quantitative methods. The findings showed that Chinese international students might face great challenges in relation to language, academic and daily life, and that they encountered racial discrimination in the UK. However, during the cultural adjustment process, they lacked systematic, conscious and effective skills and awareness to overcome cultural challenges. The COVID-19 pandemic outbreak made life in the UK more difficult for Chinese international students as it enforced changes in all aspects of their lives. At the same time, it was found that these Chinese international students might suffer even greater racism and meet great challenges when returning home. The difficulties they faced exposed gaps in international student support. They highlighted the need for a better understanding of international students’ problems and a more well-rounded support system. Finally, the data suggested that current models and definitions might not adequately describe international students’ cultural adaptation. What is needed is a more recent, relevant and flexible theory for studying international students’ cultural experiences and measuring their cultural adaptation outcomes. The study has a number of implications for understanding international students’ needs and providing better support services. Firstly, it calls for academic support, which focuses specifically on international students’ issues and struggles in adjusting to the UK academic environment. Secondly, the findings clearly indicate that institutions should provide systematic cultural introduction sessions to cover a wider range of issues in greater depth and involve broader communities to make international students feel at ease in the host culture. Thirdly, the research calls for a support system better suited to international students’ needs.