The international student experience regarding

university politics and decision-making

 
Sorin Pavel (2010)
Canterbury Christ Church University
-----------------------------------------
Module: Political Research and Practice
Course: Global Politics
Tutor: David Bates
 

Abstract
Background:
The current paper is a report on ‘The international student experience regarding university politics and
decision-making’, the aims and objectives of this study is to analyze and understand what are the
procedures in which students can influence both university politics and decision making.

Conclusion:
After presenting the data gathered, as well as my own views as a participant observer, it is clear to say
that students can influence university policy, although the scope and depth of this is debatable.

 
Key Words: International Student, University Politics, Canterbury Chris Church University,
Student Experience
 
 
Introduction
 
The current paper is a report on ‘The international student experience regarding
university politics and decision-making’, the aims and objectives of this study is to
analyze and understand what are the procedures in which students can influence
both university politics and decision making, reflecting on my impact as both a
Student and EU Citizen at ‘Canterbury Christ Church University’. The approach I
chose for this was to join both a university led society and running and attaining a
position in one of its student forums. For this project as external partners I chose
‘The Student’s Union’, ‘Making Politics Matter’, the reasoning behind this being
that, in regards to the former, it is a direct link between ’The University’ and ‘The
Student’, and latter, because it is one of the most important societies led by the
university.
 
Methodology
 
In regards to methodology, the project is created in the form of an action
research, because of the reflective manner of it. Thus, in regards to action research
McNiff and Whitehead (2006), make a case that it is a form of investigation that
allows the researcher to enquire and evaluate their own labor, their accounts
depicting their willingness to improve their learning and influencing the learning of
others.
 
The procedure used to understand and interpret the setting comes in the form
of quantitative statistic provided by the ‘Student’s Union’, qualitative research
interviews and a small exercise of participant observation, to further expand the
analysis. The participants for this task were two senior members of staff at
The international student experience regarding university politics and decision-making - 2010

 
‘Canterbury Christ Church University’, as seen in both Appendix 1 and Appendix 2,
these being Dr. David Bates, Program Director of Politics and International
Relations with the job title of Principal Lecturer and Ellie Coker, Advice Caseworker
and Student Representation Coordinator

The research interviews are used to provide an insight on international student

involvement, my own and in general, Kvale (1996) argues for the use of this method
because it ‘seeks to describe and the meanings of central themes in the life world of
the subjects’ having the role of understanding the meaning behind what the subject
is saying covering both a factual and a meaning level. Also McNamara (1999) argues
that interviews are predominantly useful for getting the story behind a participant’s
experiences; the researcher can pursue in-depth information around the topic and
also as follow-ups to statistics and questioners.

The statistics received from the external partner, ‘The Student’s Union’,
provided in Appendix 3, and Appendix 4, are used to present an exact situation of
the number of international students engaged in the student forum and council
making a direct link between the it and the interview. The reason for this is that,
according to Moses and Lincoln (1986), statistics are considered to be a mathematical
science pertaining to the collection, analysis, interpretation or explanation, and
presentation of data.

The use of the participant observation method for this project is preferred for
the self-analysis component which is a defining part of understanding the setting,
thus reflexivity, which refers to circular relationships between cause and effect,
becomes a tool of understanding my involvement. As Mac and Ghaill argue in Smith
(1997) the participant observer collects data by participating in the daily life of those
he or she is studying. Becker (1958) argues that ‘The approach is close to everyday
interaction, involving conversations to discover participants' interpretations of
situations they are involved in’. Therefore the aim of participant observation is to
produce a 'thick description' of social interaction within natural settings providing an
in scope picture.

Preliminary Results
According to the statistics presented in Appendix 3 and Appendix 4 for the
academic year 2009-10, there are currently 17988 total students enrolled at
‘Canterbury Christ Church University’, of which 1007 are EU Students, this
meaning 5.6%, 515 are Non EU Students, this meaning 2,8%, thus, having a total
number of non-uk national Students of 1522, meaning 8,4%. Analyzing the statistics
from Appendix 3 shows that ‘Canterbury Christ Church University’ has annually
increased its number of international students, thus, this could be interpreted that
the policies and measures are positive and attracts international undergraduates to
attend its courses.

In regards to Student Representatives, Appendix 3 shows that 17% of the

students that have undertook Students’ Union Student Rep Training are
international students, also 20% of the students that are Students’ Union Elected
Faculty Reps are International students. These aspects suggest that there is a wide
involvement of international undergraduates in student life. The main point of my
argument comes in regards to The Students’ Union Student Rep of the Year the
proportion of International students who have achieved this is 55%, this showing

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that non-uk undergraduates are more involved, or, are perceived as being more
involved than native students.

Secondly, as shown in Appendix 3, there are also other aspects that need to be
taken in account, and these being that 8% of the students of Students’ Union
Academic Appeal cases are International students, that 14% of Students’ Union
Complaint cases are International students, that 32% of Students’ Union Plagiarism
cases are International students, that 38% of Students’ Union Placement Issue
cases are international students the main point of this argument is that 24% of
Students’ Union cases overall are international students. This is also could be
interpreted as that non-uk are more involved because the problems and issues that
they face are much wider and complex thus needing special attention, this can also
be seen by the number of representatives.

After putting forward the statistics and presenting an overview of international

student presence and representation we will try to understand and interpret the data
gathered through the use of the interviews. Relevant to our research is a statement
by Ellie Coker of ‘The Student’s Union’.

“It goes to show that International students are highly engaged with the system
of representation but are also overly represented in casework which could be a
negative, although could also be down to many varying factors.”
Ellie Coker – Appendix 4

The varying factors and complexity of the issues they face make this topic
complicated to understand at first glance, thus a more detail analysis and covering
is needed.

Qualitative Research
 
After presenting the preliminary results of the research we must try to
understand how decision making takes place, what are the policies and how can
these be altered by students. The methodology for this is qualitative research, more
precisely to this case, the analysis of the two interviews, Appendix 1 and Appendix 2
with correlations to the statistics, Appendix 3 and Appendix 4 as well as my own
thoughts and views as a participant observer.
 
Firstly, as both Bates and Coker when asked ‘Can university policy really be
altered or changed because of student interaction?’ stated, that university policy can
be altered by student interaction. For a student to be able to influence policy or
have a say he must go through the proper channels of representation or enlist as a
representative. The process of becoming a ‘Student Representative’ has probably
been my first interaction with university policy, for a student to become a ‘Student
Representative’ a vote must take place in the course framework, or, as was in my
case by default, there were 3 candidates running for 3 positions, so there was no
need for a vote. Although each candidate presented itself and its statement, there
were no objections. The Student Representative then has to attend training with
‘The Student’s Union’ to learn what are the methods and procedures when putting
forward a motion or complaint, although not all reps attended these sessions.

In regards to policy altering both Bates and Cooker argue that this is done on a
faculty and course level, through ‘Student Staff Liaison Meetings’ and at university
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level through ‘Student Forum’ meetings where reps from all faculty and courses
gather, talk and put forward their issues and suggestions. Bates, when asked ‘Are
there any government policies to this?’ responded that there is a government body
called the ‘Quality Assurance Agency’ that visited ‘Canterbury Christ Church
University’ with the scope of seeing if and how the student voice is being heard.
This meaning that policy altering through student feedback is a legal necessity for
the University. A clear example for this, as both Bates and Cooker argue, as well as
my own involvement in the ‘Student Forum’ comes in the form of Coursework
feedback, in this instance university policy has been altered through rep meetings
and lobbying the university.

Thus the question if policy can be altered take in a new form, to what extent can
it be altered. Moving forward to my role in ‘Making Politics Matter’, after joining the
society, through my involvement in publicity and marketing matters I was designate
‘Creative Publicity Officer’, thus being in charge crafting and promoting and the
image of the university led initiative. Initially, I found no problems in regards to
university policy, thing went along without problems, posters, adverts and
advertising in general throughout the campus went smoothly.
This change during my second year in the position, as we tried to up the scale
of the advertising we found a great deal of resistance from the university
departments, more specifically, the Marketing Department. As Bates argues in
Appendix 1 when asked ‘How well is “Making Politics Matter” seen amongst the
university administration?’ there has been more than a couple of instance were the
policy and bureaucracy within the institution held back and negatively impacted a
series of events. As we tried to influence and alter the policy we always hit the same
wall, especially when it came to promoting the initiative outside of the university,
culminating with constant rejections of our advertising work, basically taking this
side of running things outside the society, this had a profoundly negative impact on
the society, attendance amongst students to events dropping.

Conclusion
After presenting the data gathered, as well as my own views as a participant
observer, it is clear to say that students can influence university policy, although the
scope and depth of this is debatable. It is safe to state that international students
are more involved than uk-nationals, in both the case of Ellie Coker and David
Bates, they argue that international students make a difference, the motivation
behind their student experience being somewhat different from uk-nationals,
whether this is due to the scope of the issues their facing or personal ambition.
Reflecting on my own involvement as Bates argues and as my own self-analysis
suggest, I could have been more proactive, both in my role as ‘Creative Publicity
Officer’ in ‘Making Politics Matter’ and as a ‘Student Representative’. It seems to
me that I have failed on some occasions to put in the necessary effort or I failed to
make my view more clearer.

 
Word Count

Including Quotes: 1793

Excluding Quotes: 1733

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Bibliography

Books

• Kvale, S.(1996) Interviews An Introduction to Qualitative Research Interviewing,

Sage Publications,
• McNamara, C. (1999) PhD. General Guidelines for Conducting Interviews,
Minnesota,
• McNiff, J. and Whitehead, J. (2006) All You Need to Know About Action
Research, London: Sage
• Moses, Lincoln E. (1986) Think and Explain with statistics Addison-Wesle
• Becker, H. et al (1961) Boys in white; student culture in medical school, Chicago:
University of Chicago Press.

Internet Articles

• Smith, M. K. (1997) 'Participant observation and informal education', the

encyclopaedia of informal education, accessed on the 20th of May 2010,
available at : www.infed.org/research/participant_observation.htm.

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Appendix 1

Interview with Dr. David Bates – Programme Director

Politics and International Relations, Principal Lecturer

1.
Sorin Pavel: Could you please describe your role in the
university?
David Bates: I’m the programme director of Politics and International Relations and
my job title is principle lecturer

2.
SP: For how long have you been working in the university?
DB: Since 2001. A long time, yes. Too long some may say.

3.
SP: Does your department enroll or work with international
students?
DB: It depends how you’re defining international students in this context, we do
work with international students, but mostly there are European students, there may
be some exceptions, but they are mostly European.

4.
SP: What is your opinion regarding them and their involvement?
DB: It’s pretty good. I’m impressed with the level of engagement that EU students
have. Sometimes they are more engaged than UK students are with various
activities, whether that’s the life at the university, whether it’s extracurricular,
whether it’s debate or discussion in the class.

5.
SP: Does your department have any representatives in the student
council that are non-uk nationals?
DB: Yes, we do. More than 50% of our students are from the wider EU. But I would
like to see that balance as well in the student council.

6.
SP: Could you describe, in your view, their involvement?

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DB:I have a concern with this, university wise, I think sometimes that the
involvement is too minimal, sometimes the meetings take place in a strictly formal
function which means that student voices aren’t heard as much as they could be.
There have been 2 or 3 meeting in this academic year, and those meetings typically
go on for an hour, sometimes longer depending on the issues involved.

7.
SP: Could you argue that they made a difference?
DB: I think generally, not just specifically EU and international students, made their
voices heard more clearly. And I also think that if they would participated more,
students could be a stronger and a more significant voice for change and actively
involved in this context would mean that student voices can make a difference. We
did both small things and also larger things on the basis of those meetings, we
changed assessments, introduced a module, for example one on political economy
in the degree programme, students came up with ideas that we wouldn’t have even
thought about in the Methodist staff . So, yes, they all make a difference.

8.
SP: Can university policy really be altered or changed because of
student interaction?
DB: In terms of university policy I think student can have a big influence on that as
well. In the Student’s Union, for example, they have a very important role in
influencing, probably shaping the university’s policy because that voice is taken on
by the academic board and other comities and different drives come from the
students that the staff have adapted according to it. For example there is a big
debate at the university about the assessment feedback and examination feedback
and blind marking, course work and all those sorts of issues and the Student’s
Union has a particular view point on that and the staff has other views, putting
together those views will help to shape policy.

9.
SP: Are there any government policies to this?
DB: Yes, we had a body which was called the Quality Assurance Agency, that came
to CCCU, a few weeks ago, and what they were concerned to look at was how the
student voice is given. I think that in lots of ways this university is very good at that. I
can’t judge, of course, every programme, but I think it is a legal obligation, I do think
in terms of experience I had at other institutions where I have taught or been a
student myself or having an external examiner type role, I think this institution as a
whole is pretty good, I wouldn’t say it’s perfect, there’s a lot of issues, but it’s pretty
good in relation to other places.

10.
SP: In regards to the “Making Politics Matter” initiative, how
would you describe the international students’ involvement?
DB:I think in the history of “Making Politics Matter”, international students have
been at least as active as any other group of students, sometimes more so. There
are some clear cases, such as yourself and your involvement within that. There are
people like Carmen and Andreea who have been active with the AMNESTY group
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and they brought that in discussions of “Making Politics Matter” , there’s Ivanka
who’s at the heart of the comity that’s driving this initiative forward to the end of last
year.

11.
SP: Would you argue that they are more involved than UK
nationals?
DB: Often, yes. I think in terms of positive attitudes in class towards engaging in
debates and discussions, towards completing the required work for particular
modules, submitting assignments in time, becoming involved in extracurricular
activities in this whole series of things, I think international students have been at
least as strong as any other group.

12.
SP: How well is “Making Politics Matter” seen amongst the
university administration?
DB: It is funny how administrates is seen as the higher echelon, this can tell a thing
about universities. In general I receive good comments from senior members of staff
and very positive comment from the vice chancellor office about what’s been
achieved and the senior vice chancellor as well, they are very aware of its role in
terms of bringing big speakers to the university, looking after the public face of the
university. I think like anything, the university is a bureaucracy and it takes us a long
time to learn how this bureaucracy functions. As you were aware for example we
had difficulties with the marketing department, the publicity, different aspects of
“Making Politics Matter”, sometimes procedures being more obstructive and not as
fast as we needed them. It has been difficult for getting a poster approval, that
damaged quite seriously the publicity for at least three events.

13.
SP: I am both a student rep and a member of MPM how would
you describe my involvement in university life?
DB: I think what strikes me is that you’re positively involved in a whole series of
things, “Making Politics Matter” being one of them and you also are a Student Rep,
that’s too more responsibility than a lot of students don’t take on.

14.
SP: Could you say that my involvement made a difference, in
either my role in MPM or as a student rep?
DB: I think you need to come to more Reps meetings, the reasons for you not being
there is for completely different reasons and they’re understandable, besides that
you’re involvement has been very positive. I think the difficulty with “Making Politics
Matter” is that people haven’t pulled together in the same manner as a team which
drawn out a series of problems.

15.
SP: If any, what do you think were my faults and achievements?

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DB: Perhaps you could assess that yourself in the context of you final Action
Research write up, that’s my diplomatic response.
 
 

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Appendix 2

Interview with Ellie Coker – Advice Casework, Student

Representation Coordinator

1.
Sorin Pavel: Could you please describe your role in the
university?
Ellie Coker: I have two job roles, firstly advice casework, so I support students who
have plagiarism panels, academic appeals, disciplinary hearings, sickness practice
panels, anything they need to face university policy and procedure so I help them to
understand that, and the second part of the job is dealing with Student
Representation, so training Student Reps across the university, across different
programmes, and supporting their way, offering them regular meetings at the
Student’s Union, supporting them in attending student staff liaisons meetings and
how they should prepare properly for them.

2.
SP: For how long have you been working in the university?

EC: A year and a half now, since I started in January 2008, so half way through last
academic year.

3.
SP: Does your department enroll or work with international
students?
EC: In terms of how we’re involved with working with international students,
obviously, we support all students so a lot of our student representatives are
international students because they’ve put themselves forward for the role and so
we support all student reps. In terms of clear involvement with the international
students’ community we try and pursue any issue so we deal quite often with the
International Office when it comes to issues to do with involvement in the university,
the whole process that they have to go through with the International Office in terms
of recruitment and admission.

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4.
SP: What is your opinion regarding them and their involvement?
EC: We often find that international students are incredibly engaged with the whole
university experience and actually very keen to be involved in the educational
welfare, and the welfare of the students that they represent. We often find that
there’s a higher proportion of international students who put themselves forward to
be a Student Rep, because perhaps they’re more engaged, they’re obviously taking
a bigger leap coming to this university because they’re not only choosing a
university they’re choosing a new country to go to.

5.
SP: Does the Students Union employ or work with International
Students for the higher posts?
EC: We do have, one of our new Sabbatical Officer will be Silvia Rasca, who is an
international student, so technically, yes, she will be employed, because the four
Sabbatical positions are played positions within the Student’s Union, but they are
voted by the student body and they have one year term of employment.

6.
SP: Regarding the student council and student reps, how do you
perceive international students?
EC: Again fairly engaged and involved, our faculty reps for example, a high
percentage of them are international students, so we find that the more engaged,
the more keen to look at issues and student welfare are international students.

7.
SP: Could you argue that they made a difference?
EC: Being an engaged and pro-active student means that you’re making a
difference, not only for yourself but also for the students you represent, because
they are bringing issues to you, they are asking for your help, so you’re raising those
issues within the academic staff, within your programme, perhaps taking it to faculty
level. I think whether the student is international or not, can make a difference if he
engages within the university life.

8.
SP: Can university policy really be altered or changed because of
student interaction?
EC: Most definitely and the biggest example of how we changed university policy in
the last academic year was our feedback campaign, for the campaign that we

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started this time last year called “Dude, where’s my feedback? “came out of a
Student’s Union faculty council meeting that we had in March, last year, the faculty
took that forward, it went to an academic board last September and the academic
board agreed.

9.
SP: How does the university perceive international students?

EC: The University has a big commitment to their international students, not only
that they have a big commitment to the student experience but the international
students bring in a lot of money for this university so they have , so they have a
commitment for the huge volume of fees that they pay, they really have to show that
they support international students, so not only they have the International Office
but they also employed an International Student Advisor in Student Support. Laura
Spencer is the souly to advise international students on issues regarding visas and
immigration.

10.
SP: Would you argue that they are more involved than uk
nationals?
EC: In terms of representation it’s good to see that there’s a higher percentage of
international students that are heavily involved in engaging with student
representation, but that doesn’t mean that we have home students that aren’t.

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Appendix 3

 
Percentage of International Students involved in SU
Representation and University Casework

2008-09
University proportion of International students   6%  

Students’ Union Student Rep Training proportion of

18%  
International students  

Students’ Union Elected Faculty Reps proportion of

30%  
International students  

Students’ Union Student Rep of the Year proportion of

33%  
International students  

2009-10
University proportion of International students   6%?  

Students’ Union Student Rep Training proportion of

17%  
International students  

Students’ Union Elected Faculty Reps proportion of

20%  
International students  

Students’ Union Student Rep of the Year proportion of

55%  
International students  

Source:
Christ Church Students’ Union Student Representation System Statistics 2009-10
Ellie Coker, Student Representation Coordinator

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2008-09
University proportion of International students   6%  

University Complaint cases proportion of International students

10%  
 

University Academic Appeal cases proportion of International

14%  
students  

University Plagiarism cases proportion of International students   24%  

University Fitness to Practise cases proportion of International

27%
students

University Discipline cases proportion of International students 29%

Source:
The report on the operation of student procedures 2007-08: executive summary for the
meeting of the senior management team on 31 March 2009
Robert Melville, Assistant University Secretary, March 2008

2008-09
Students’ Union Academic Appeal cases proportion of
8%  
International students  

Students’ Union Complaint cases proportion of International

14%  
students  

Students’ Union Plagiarism cases proportion of International

32%  
students  

Students’ Union Placement Issue cases proportion of

38%  
International students  

Students’ Union cases overall proportion of International

24%
students

Source:
Christ Church Students’ Union Advice Centre Statistics 2008-09 and Christ Church
Students’ Union QAA Institutional Audit Student Written Submission 2010
Ellie Coker, Student Representation Coordinator, Becky Cripps, Students’ Union General
Manager and Liam Preston, Students’ Union President

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Appendix 4

Correspondence with Ellie Coker, Student

Representation Coordinator

---------------------------- Original Message ----------------------------

Subject: RE: percentage of international students
From: ellie.coker@canterbury.ac.uk
Date: Tue, 18 May, 2010 3:52 pm
To: "Radu-Sorin Pavel" <r.pavel127@canterbury.ac.uk>
--------------------------------------------------------------------------

Hi Sorin,

Here are the stats on International Students for last year and this current year:

2008-09:

EU Students : 806 - 4.8%

Non EU Students : 477 - 2.8%
Total : 1283 - 7.6%

Total students : 16755

2009-10 currently showing:

EU Students : 1007 - 5.6%

Non EU Students : 515 - 2.8%
Total : 1522 - 8.4%

Total students : 17988

---------------------------- Original Message ----------------------------

From: Coker, Ellie (ellie.coker@canterbury.ac.uk)
Sent: 14 May 2010 16:29
To: 'Radu-Sorin Pavel'
Subject: percentage of international students
--------------------------------------------------------------------------
Hi Sorin,

Here are some stats for you. I just need to check on the % of International students for this
academic year to see if it has increased at all. The stats for casework for this year will not be
available until August.

It goes to show that International students are highly engaged with the system of
representation but are also overly represented in casework which could be a negative,
although could also be down to many varying factors.

Hope this helps,

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Ellie

Appendix 5
Research  Ethics  Checklist  

Please  answer  each  question  by  marking  (X)  in  the  appropriate  box:  
 
      Yes     No  
1.   Does  the  study  involve  participants  who  are  particularly  vulnerable  or    
    x  
unable  to  give  informed  consent  (e.g.  children,  people  with  learning  
disabilities,  your  own  students)?          
2.   Will  the  study  require  the  co-­‐operation  of  a  gatekeeper  for  initial  access    
    x  
to  vulnerable  groups  or  individuals  to  be  recruited  (e.g.  students  at  
school,  members  of  self-­‐help  group,  residents  of  nursing  home)?          
3.   Will  it  be  necessary  for  participants  to  take  part  in  the  study  without    
    x  
their  knowledge  and  consent  at  the  time  (e.g.  covert  observation  of  
people  in  non-­‐public  places)?          
4.   Will  the  study  involve  discussion  of  sensitive  topics  (e.g.  sexual  activity,    
    x  
drug  use)?  
         
5.   Are  drugs,  placebos  or  other  substances  (e.g.  food  substances,  vitamins)    
    x  
to  be  administered  to  the  study  participants?  
       
6.   Does  the  study  involve  invasive  or  intrusive  procedures  such  as  blood    
    x  
taking  or  muscle  biopsy  from  participants?  
         
7.   Is  physiological  stress,  pain,  or  more  than  mild  discomfort  likely  to    
    x  
result  from  the  study?  
         
8.   Could  the  study  induce  psychological  stress  or  anxiety  or  cause  harm  or    
    x  
negative  consequences  beyond  the  risks  encountered  in  normal  life?  
         
9.   Will  the  study  involve  prolonged  or  repetitive  testing?    
    x  
 
       
10.   Will  financial  inducements  (other  than  reasonable  expenses  and    
    x  
compensation  for  time)  be  offered  to  participants?  
         
11.   Will  the  study  involve  recruitment  of  participants  (including  staff)  from    
x      
other  Faculties  at  Canterbury  Christ  Church  University?  
       
12.   Will  the  study  involve  recruitment  of  participants  (including  staff)    
    x  
through  a  Local  Authority  (e.g.  Kent  County  Council)  Department  of  
Social  Services?    
     
 

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The international student experience regarding university politics and decision-making - 2010

 
13.   Will  the  study  involve  recruitment  of  patients  or  staff  through  the  NHS?    
    x  
 
       
 

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