Denis Hyams-Ssekasi

The nature and the wellbeing of students have been exhaustively discussed in academia from the 19th century. The unravelling of the visible and invisible challenges pertaining to students’ wellbeing is a common practice in UK higher education (HE). Society has been channelled into thinking that highly visible support systems in HE enhance students well-being. This study provides perspectives from international students, in particular Black African students, on their experiences in higher education, in relation to acquiring relevant support services for their well-being. The study identifies the indignation aroused in HE with regards to the challenges faced by the students. Findings indicate that there is a dichotomy between what is generally accepted as students’ well-being and what they encounter in the course of their student life. In view of the recurring issues that affect the student’s high level of well-being, coping strategies have been adopted by the international students to maintain their status quo. The study concludes by arguing that UK HE institutions, should consider within its main stream services and systems, the wellbeing and coping mechanisms for international students, which supports their critical moments of dissatisfaction whilst undertaking their studies in a foreign country. This will ensure a meaningful social life and positive wellbeing for all students, irrespective of their country of origin.

New approaches to learning essentially necessitates the use of social media and technology to be efficient, however there is also a need for interpersonal relationships to be successful. The use of technology has dissuaded millennial students from engaging with the ordinary means of learning and acquiring business skills. Research shows that current millennium students are losing the social skills required to be successful in business due to the advancement of technology. Whilst technology is highly embraced in educational settings, it is hampering rather than enhancing the social skills required to be successful entrepreneurs. Most millennials social interactions are through a seven inch screen and this has become a serious impediment to standard teaching practices, and fostering a need for more creative and innovative teaching.

There has been a great interest by UK universities in the recruitment of international students. Higher education institutions in the UK have attempted to put measures in place to ensure international students settle quickly when they embark on their studies. This study has noted that when international students start university they are often overwhelmed by the new systems and learning cultures. this can create both academic and social challenges, potentially resulting in poor performance and extra support.
This study explores the progress of international undergraduate business students at the University of Bolton during the academic year 2015-2016. In order to undertake this study, data was gathered from students and staff members. This was done using both questionnaires and semi structured interviews focusing on key pedagogical issues faced by international students at the university. The research findings from this study show that the undertaking of education in a new country resents international students with additional challenges, which if not managed effectively can form serious barriers to learning. Potentially, those students who are not effectively supported may become disorientated and disconnected from heir course and the wider university. Based on initial research, the study has established several potential barriers: initial orientation, academic interaction, social integration.
The aim of this research is to review some of the key issues facing international students with a view to providing examples of best practice focusing on student centred pedagogy and support at the university.