Defining critical components for pre-arrival guidance to enhance the transition of international students to Finland
Korotkova, Vasilisa; Borg, Juliana (2023)
2023
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2023121337119
https://urn.fi/URN:NBN:fi:amk-2023121337119
Tiivistelmä
The objective of this study was to find out the critical components of the pre-arrival guidance for international students coming outside of EU/EEA. The students were enrollees of long-term programs. The aim was to provide findings enhancing the pre-arrival guidance conducted for students. Enhanced guidance’ purpose is to prepare students for future studies and support further integration. Due to privacy concerns, the commissioner’s name and certain information is confidential.
The theoretical framework of the thesis is Michelle Morgan’s “Improving the student experience: a practical guide for universities and colleges” (2012). In particular, the practitioner model is utilized in explaining what process students follow when entering an institution. The initial version of critical components was outlined from four examined materials of the anonymous practitioner. The survey collected data from 26 students that evaluated the pre-arrival process conducted for them.
Thesis results suggest that most students were satisfied with the pre-arrival guidance and the topics included in it: the average rate is 4,34/5. It was indicated by some respondents that there were missing topics. Recommendations to tackle the missing topics are provided in the thesis. The main research was answered by defining nine critical components that should be included in the pre-arrival process.
The findings indicate that the anonymous commissioner’s pre-arrival guidance includes most of the components that were found relevant by students. The pre-arrival guidance of the anonymous practitioner benefits from elaborating on these topics further: employment, importance of Finnish language, family information. These topics were mentioned the most as needing development.
The theoretical framework of the thesis is Michelle Morgan’s “Improving the student experience: a practical guide for universities and colleges” (2012). In particular, the practitioner model is utilized in explaining what process students follow when entering an institution. The initial version of critical components was outlined from four examined materials of the anonymous practitioner. The survey collected data from 26 students that evaluated the pre-arrival process conducted for them.
Thesis results suggest that most students were satisfied with the pre-arrival guidance and the topics included in it: the average rate is 4,34/5. It was indicated by some respondents that there were missing topics. Recommendations to tackle the missing topics are provided in the thesis. The main research was answered by defining nine critical components that should be included in the pre-arrival process.
The findings indicate that the anonymous commissioner’s pre-arrival guidance includes most of the components that were found relevant by students. The pre-arrival guidance of the anonymous practitioner benefits from elaborating on these topics further: employment, importance of Finnish language, family information. These topics were mentioned the most as needing development.