A reflection on adaptability, achievement motivation and success of Central and Eastern European students in one English university

Abstract

This article reflects on and discusses Central and Eastern European (CEE) learners’ adaptability and achievement in one English post-1992 university. There appears to be a scarcity of studies of values, beliefs, attitudes and needs as well as achievement (and factors contributing to it) between CEE and other learners. Since the expansion of the European Union, CEE students’ presence in British higher education has become more pronounced. CEE learners are treated as home students (for the purpose of fees) and yet they come from a distinctively different socio-historical background and pedagogic tradition – tradition (as explained further in the article) that is, to a certain extent, common in CEE countries as a result of the sovietisation of education systems within post communistic countries of Central and Eastern Europe. In the British higher education sector there is a move in curriculum delivery towards more personalised learning, which underlines that effective teaching and learning starts with understanding the individual student. Therefore, it is important that universities with a high proportion of EU students attempt to understand where CEE students come from and what their aspirations might be. This article provides some insights into CEE learners’ values, attitudes and motivations to learn and looks for possible reasons for their success.

Keywords:

• Central and Eastern European (CEE) students
• reflection
• adaptation
• attainment
• socio-historical and cultural background

Acknowledgement

I am indebted to all Central Eastern European students whose stories invited me to embark on this reflective journey.

I thank Dr Kathryn Ellis and Dr Andrea Raiker for the support, encouragement and insights they continue to give me in my work. I also would like to acknowledge the helpful comments of two anonymous reviewers.

Notes

1. The academics acted as a community of critical friends, especially on a writing retreat, where this article was subjected to rounds of peer feedback, and invoked an animated discussion touching upon many aspects of education, like for instance the widening participation agenda.

2. Central European University is an international graduate university in the social sciences and humanities, based in Budapest, Hungary.