Managing the transition from undergraduate to taught postgraduate study: perceptions of international students studying in the UK

Abstract

This article explores the perceptions of international students studying in the UK regarding their transition from undergraduate to postgraduate study, the challenges they faced in the process and the factors that supported that transition. Semi-structured interviews were conducted with 44 taught international postgraduate students at a UK university. It was found that students initially struggled with the academic demands of the course, particularly the ability to integrate critical thinking into written submissions. Consequently, students looked to develop peer support networks. The paper concludes by discussing the implications of the findings for universities, particularly concerning pre-course preparation and ongoing structured support.

Keywords:

• Critical thinking
• postgraduate study
• academic progression

Acknowledgements

This research was carried out by a postgraduate student, under the supervision of a senior academic, as part of a ‘Students as Partners’ programme at a UK university.