Abstract:
The purpose of this study was to understand the engagement and experiences of International Postgraduate Students (IPGS) in South African universities. Given the situation of being in a foreign country, IPGS were likely to face unique challenges as they engage in the new higher education environments. This is against the background that the concept of student engagement features prominently in most academic performance predictions in higher education. The study was a qualitative case study situated in the interpretive paradigm. Tinto’s Social and Academic Integration Theory and Kahu’s Conceptual Framework of Student Engagement guided the study. A purposive sample of 22 former (11) and current (11) IPGS and one (1) representative from the International Relations Office (IRO) constituted the study participants. The dimensions of student engagement and experiences of the participants were captured through audio-taped one-on-one, telephonic semi-structured interviews. The university internationalisation policy document was analysed to explain policy against practice. Data captured was managed, sorted and organised through the process of thematic coding. The study established that IPGS were positively engaged in their studies despite the challenges encountered because of their sheer determination to get the prestigious South African qualification. Secondly, IPGS found dissatisfaction with the services provided by the institution and the IRO was a letdown as their primary host. The findings also revealed that there were genuine challenges peculiar to IPGS. To succeed with their studies IPGS had to find ways to deal with the struggles where the institution was not of assistance. Results availed information that can be used to help design services and resources that address IPGS’ needs and generate continued development and improvement in hosting HEI systems to enhance the quality of IPGS’ academic experience.
