“Fish in different water, to survive or to thrive?” Understanding Direct-Entry Pre-Sessional Chinese Students’ Learning Experiences during COVID-19 and its Aftermath

This thesis explores the learning experiences of direct-entry pre-sessional Chinese students in the UK during the COVID-19 pandemic and its aftermath, using Pierre Bourdieu’s theoretical framework. Through the metaphor of students as "fish in different water", the research examines how these learners navigate and adapt to new educational environments that often starkly contrast with their prior experiences.<br/>The study employs a two-stage semi-structured interview process with student participants, first in China during their online pre-sessional courses and later in the UK during their degree programmes. All interviews were conducted in Mandarin Chinese to ensure linguistic and cultural accessibility. Additionally, expert interviews with lecturers provide complementary insights into the students' experiences.<br/>The thematic analysis suggests that students encounter significant challenges when transitioning between fields, as they navigate the unfamiliar "water" of their new learning environments. While some students thrive by strategically accumulating cultural capital deemed valuable in the UK context, others struggle, facing confusion and frustration due to a lack of understanding or alignment with established academic practices.<br/>The findings emphasise the need for greater awareness at both individual and institutional levels about the complexities of cross-field learning. Students could benefit from adjusting their expectations and addressing skill and knowledge gaps, while universities should strive to create more inclusive and supportive environments for these particular groups of students. By fostering mutual understanding and preparedness, the chances for students to thrive, rather than merely survive, can be significantly enhanced.

Author dc:creator

• Osgathorpe, Lingyuan

Contributors dc:contributor

• Ulrike Hohmann, Peter Kelly

• Direct-entry Chinese students
• Pre-sessional programmes
• Learning experiences
• International student experience
• COVID-19 pandemic
• Online learning
• Academic transition
• Language and academic preparedness
• Cultural adjustment
• Habitus
• Field and capital (Bourdieu)
• Thematic analysis
• Reflexivity in research
• Higher education in the UK
• Post-pandemic higher education landscape

Language dc:language

eng

Repository record dc:identifier

https://pearl.plymouth.ac.uk/sc-theses/93

OAI identifier oai:identifier

oai:pearl.plymouth.ac.uk:sc-theses-1092