Clarifying hidden expectations: an orientation event for Chinese international students

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Introduction

In an effort to support a better sense of belonging among international Chinese students, I developed innovative teaching strategies to support the transition of international Chinese students to higher education in the UK. The transition to university is a period of profound change, requiring students to navigate an unfamiliar academic environment, assume greater personal autonomy, and establish new social networks. When not managed effectively, these challenges can negatively affect students' academic and personal experiences (Holliman et al., 2022a). International students, in particular, face additional complexities as they adapt to new cultural and educational landscapes (Zhai, 2004). Given that Chinese students represent the largest group of international students in the UK, concerns regarding their transition and integration have gained increasing attention (Zhang, 2020).

Building on my collaborative work with Chinese international students (Holliman et al., 2022b, 2023) and in consultation with key stakeholders at UCL—including the Senior Student Welcome and Induction Officer, the Student Adviser for Psychology and Human Development, and Student and Faculty Representatives—I co-conceived, designed, delivered, and evaluated a tailored English-Mandarin orientation event. 

This initiative, developed in partnership with Yukou Lai, a native Mandarin speaker and recent UCL graduate, was the first of its kind. It aimed to enhance students’ transition experience, foster a sense of belonging and confidence, and provide insights into the challenges and enablers associated with studying at a UK university. It was also delivered in part-English and part-Mandarin. 

The orientation session took place in September 2024 in a UCL lecture theatre. It took the form of an interactive lecture using PowerPoint and was presented simultaneously in both English and Mandarin. Drawing on personal experiences as well as pertinent academic literature, the session offered tips on navigating this transition and managing expectations. It illustrated how the UK university learning environment may differ from previous experiences; how to thrive in and beyond the classroom, including embracing opportunities to challenge, disagree, and show critique (something many students are less accustomed to); and how to approach assessment. I presented along with Yukou. Approximately 50 Chinese international students attended the session, with a notable proportion being postgraduate students rather than the intended undergraduate audience, which required some rethinking on the fly. A post-session survey was administered via Qualtrics to gather feedback and assess the session’s impact.

Quantitative Feedback

Survey responses indicated a highly positive reception:

• 85% of participants found the session helpful in increasing their understanding of university study in the UK and strategies for academic success.
• 90% reported that the session enhanced their knowledge of class participation expectations.
• 85% acknowledged a clearer understanding of the differences between UK and Chinese education systems.
• 65% expressed increased confidence in their ability to transition successfully into UK higher education.
• 70% appreciated the bilingual approach, with the same proportion advocating for additional sessions of this nature.

The session was slightly less effective (60% agreement) in helping students understand extracurricular engagement opportunities.

Qualitative Feedback

Participants highlighted various aspects of the session that they found particularly valuable. Several responses expressed broad appreciation, with some stating they enjoyed “all of it”. Specific praise was directed at discussions on differences between Chinese and British education systems, learning styles, critical thinking, and marking criteria. These insights were seen as instrumental in preparing students for academic success.

In terms of areas for improvement, many responses indicated overall satisfaction (e.g., “NA,” “nothing,” “it is fine”). However, some participants suggested including more practical skill development components with concrete examples, as well as additional resource recommendations. One in-person comment raised a concern about whether the session accurately represented China’s educational landscape.

Conclusion

This orientation event represents a significant step toward addressing the challenges faced by Chinese international students as they transition to UK higher education. The overwhelmingly positive feedback underscores the importance of such initiatives in fostering academic confidence, cultural adaptation, and a sense of belonging. Future iterations could benefit from expanded content on skills development, more illustrative examples, and an even more nuanced representation of Chinese educational experiences. Ultimately, this project has provided a foundation for ongoing enhancements in supporting international students’ integration into UCL and beyond.