Communities of practice for international students: An exploration of the role of Peer Assisted Study Sessions in supporting transition and learning in higher education

Abstract

There is growing interest in understanding how international students can best be enabled to adjust to, participate in and learn within Higher Education (HE). This paper explores literature and examines findings from exploratory interviews in a UK institution in order to investigate the contribution the Peer Assisted Study Sessions (PASS) scheme makes to this process.Interviews with international students were analysed using Lave and Wenger’s (1991) social-learning model, Communities of Practice (CoP), for exploring the role of PASS in supporting international students’ transition and learning in HE. Using themes of community, practice and participation, findings illuminated the role of PASS in providing international students with an intermediary CoP, providing transition support into the CoP on their course and university life. PASS facilitated their social integration with students of other nationalities, developing relationships with peers and PASS leaders, contributing to an increased sense of belonging to a community. Through the mutual engagement of attendees and leaders, students developed shared language, values and practices relating to their discipline and studying in UK HE. Established PASS leaders shared first year experiences with ‘newcomer’ international students, supporting their transition into UK HE culture and enabling their legitimate peripheral participation to develop further. Participation in PASS fostered students’ engagement with learning activities and independent study habits. Limitations to the study and suggestions for further research are discussed.

Making Small Talk: Support for Chinese Graduate Students

“…Although taking part in certain activities and groups can be regarded as joining pre-existing CoPs, within these formal communities, participants are also learning how to communicate and socialize from others, and in this sense it can be said they are developing informal or emerging CoPs. This is consistent with Chilvers (2016), who outlined the importance of peer support sessions as CoPs to facilitate social integration, establish friendships, and increase the sense of belonging to the new learning community for international students.…”

Centralisation: placing Peer Assisted Study Sessions (PASS) within the wider work of learning developers

“…By being peer led, PASS sessions allow students to learn in an informal and supplementary environment; this encourages deeper knowledge and a greater sense of belonging and ownership among student cohorts (Hoffman et al, 2002;Tibingana-Ahimbisibwe et al, 2020;Garcia-Melgar et al, 2021) as well as increased communication and cohesion between students in the higher year(s) (Green, 2001;Dawson, et al, 2014). PASS is particularly beneficial to students from economically or socially disadvantaged communities as well as undergraduate and postgraduate international students, aiding both learning and integration (Rapley, 2011;Zaccagnini and Verenikina, 2013;Duah, Croft and Inglis, 2014;Chilvers, 2016). PASS schemes create a highly social and interactive learning environment that encourages the establishment of relationships with domestic and other international students feeling increased confidence, a greater sense of community, and ownership and learner cohesion (Zaccagnini and Verenikina, 2013;Higgins et al, 2019;Tibingana-Ahimbisibwe et al, 2020).…”