Liu, Chunxiao (2024) International Postgraduate Students’ Perspectives of their Scholarly Experience at an Australian University. PhD thesis, Victoria University.

Abstract

The doctoral investigation delves into the intricate relationship between two modes of educational delivery and the academic experiences of international postgraduate students at Victoria University. Utilising a mixed-method approach, the study integrates qualitative and quantitative analyses to offer a comprehensive exploration of this dynamic interaction. The qualitative study (Study 1) examines international postgraduate students’ educational experiences, aiming to understand the influence of Block Mode on student engagement and academic performance. Using a phenomenological approach, perceptions of eight students enrolled in both traditional and Block Mode units of study were analysed. Thematic analysis reveals 11 themes, such as Non-academic Commitments, Staying Focused, Information Assimilation Time, Intensive Learning and Teaching, and Students’ Study Mode Preferences. The study highlights the impact of assessment structure on academic outcomes and personal wellbeing. Despite the accelerated pace, small class sizes positively influence student engagement. While the Block Mode was generally favoured by students, individual preferences varied. The findings provide critical insights into the effects of delivery modes on international postgraduate students’ learning experiences. In parallel, the thesis incorporates insights from ten academic staff members who were invited to share their opinions on how international students’ experiences in Block Mode compare with those of domestic students (Study 2). The results of this qualitative study offered a multifaceted exploration of Block Mode education, unveiling both its challenges and opportunities when compared to traditional semester teaching. The benefits of this accelerated approach include closer student-teacher relationships, reduced time spent on content revision, and higher attendance rates in Block Mode education. However, they coexist with concerns about assessment adaptation, balancing study and work, differences in student engagement, and staff workload. The findings emphasise the importance of personalised support for international students, alignment of expectations, and effective use of the Learning Management System. Quantitative data (Study 3), extracted from university records, complements these qualitative insights. It presents an examination of how changes in coursework delivery modes impact the academic performance and unit satisfaction of international postgraduate coursework students across a diverse set of disciplinary cohorts. The quantitative analysis examined the academic success (phase 1) and student satisfaction (phase 2) within the context of different educational delivery modes. Descriptive and inferential statistics were employed to provide insights into the data, with international students with zero marks excluded to ensure the integrity of the findings. Phase 1 data revealed significant associations between academic success indicators (pass/fail rate, mean marks, and grade distribution) and various educational delivery modes across disciplines. Phase 2 results focused on student satisfaction with overall levels differing marginally between traditional and Block delivery modes, and workload satisfaction levels showing more pronounced variations. Subsequent analyses by delivery mode and academic discipline provided further insights into these differences, highlighting the nuanced relationship between delivery mode, student satisfaction, and disciplines. The research findings from Studies 1, 2, and 3 were aligned with the themes and perspectives that identified within the literature review. These themes include international postgraduate student engagement, satisfaction, academic achievement, and the impact of different educational delivery modes. Outcomes of the three studies emphasise the importance of effective assessment structures and small class sizes in enhancing student engagement and reducing stress levels. The findings also reinforce the VU Block Mode as an effective learning and teaching approach across multiple academic disciplines, particularly in improving student outcomes and supporting the transition to higher education. The research findings will contribute new knowledge to support innovative delivery modes in higher education, with a particular emphasis on the international student experience. Additionally, it is poised to enrich the academic discourse surrounding the academic experiences of international students, offering unique insights into the interaction between delivery methods and academic outcomes. The major findings of this research prompted several recommendations for practice and future research. These include the need for careful alignment of expectations between students and educators, the optimisation of Learning Management Systems to facilitate student engagement, and that institutions provide a stable and consistent learning environment for students.

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