How a buddy scheme created social and intercultural space for international and home students

Authors

  • Ebba Brooks University of Salford

DOI:

https://doi.org/10.47408/jldhe.vi32.1456

Keywords:

peer-led support, international students, transition, buddy, mentor

Abstract

Buddy schemes are a form of learning intervention that create a space for students to support each other by ‘sharing knowledge, ideas and experience between [...] participants’ (Boud, 2001, p.3). The author set up and conducted research to evaluate a buddy scheme to support international Nursing students on a one-year programme by matching them with a home-student buddy studying at the same level. This small-scale, qualitative study sought to investigate international and home students’ experiences of participating in the buddy scheme. An online survey asked students to evaluate their access to social and academic support before and during the scheme through textual and numerical questions. A self-selecting subgroup of participants subsequently took part in semi-structured interviews to reveal their experiences and insights. These were recorded and transcribed before the data were analysed using inductive textual analysis to identify key themes.

In line with wider literature, this study found peer support has a positive influence on international students’ socio-cultural transition (McPherson, Punch and Graham, 2017; Shu et al., 2020; WONKHE, 2022), yet it is also ‘mutually beneficial’ (Boud, 2001, p.3), having a positive impact on both groups of students. Home students valued the opportunity to build relationships with peers they would not have otherwise met (Bethel, Ward and Fetvadjiev, 2020). This opportunity for intercultural exchange enriched their experience too. As such, this study adds weight to existing evidence that buddy schemes are a useful means by which UK universities can support international and home students.

Author Biography

Ebba Brooks, University of Salford

Ebba Brooks is a Peer Assisted Learning Manager at the University of Salford where she is currently setting up several peer-assisted learning pilots. She promotes inclusive pedagogical approaches that champion equity. Ebba became interested in supporting international students due to her own experiences as an international student. She has worked as a Learning Developer in the School of Health and Society at the University of Salford for six years, and she was previously a Digital Skills Trainer and a Creative Writing Lecturer in the Lifelong Learning Centre at the University of Leeds. Ebba is a member of ALDinHE’s EDI working group.

References

Bethel, A., Ward, C. and Fetvadjiev, V.H. (2020) ‘Cross-cultural transition and psychological adaptation of international students: the mediating role of host national connectedness’, Frontiers in Education, 5, pp.1−12. Available at: https://doi.org/10.3389/feduc.2020.539950

Boud, D. (2001) ‘Introduction: making the move to peer learning’, in D. Boud, R. Cohen and J. Sampson (eds.) Peer learning in higher education: learning from and with each other. London: Kogan Page, pp.1−19.

Connolly-Panagopoulos, M. (2021) ‘Centralisation: placing Peer Assisted Study Sessions (PASS) within the wider work of learning developers’, Journal of Learning Development in Higher Education, 21, pp.1−22. Available at: https://doi.org/10.47408/jldhe.vi21.647

Keenan, C. (2014) Mapping student-led peer learning in the UK. Available at: https://www.advance-he.ac.uk/knowledge-hub/mapping-student-led-peer-learning-uk (Accessed 9 October 2024).

Lochtie, D. and McConnell, C. (2024) Student-led peer learning and support. Available at: https://www.advance-he.ac.uk/knowledge-hub/student-led-peer-learning-and-support (Accessed: 9 October 2024).

McPherson, C., Punch, S. and Graham, E. (2017) ‘Transitions from undergraduate to taught postgraduate study: emotion, integration and belonging’, Journal of Perspectives in Applied Academic Practice, 5(2), pp.42−50. Available at: https://doi.org/10.14297/jpaap.v5i2.265

Shu, F., Ahmed, S.F., Pickett, M., Ayman, R. and McAbee, S. (2020) ‘Social support perceptions, network characteristics, and international student adjustment’, International Journal of Intercultural Relations, 74, pp.136−148. Available at: https://doi.org/10.1016/j.ijintrel.2019.11.002

WONKHE (2022) Students’ perceptions of belonging and inclusion at university. Available at: https://wonkhe.com/wp-content/wonkhe-uploads/2022/02/Belonging-and-inclusion-survey-Wonkhe-Pearson-Feb-22.pdf (Accessed: 9 October 2024).

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Published

31-10-2024

How to Cite

Brooks, E. (2024) “How a buddy scheme created social and intercultural space for international and home students”, Journal of Learning Development in Higher Education, (32). doi: 10.47408/jldhe.vi32.1456.

Issue

No. 32 (2024): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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