Ian Teo1, Shanton Chang2
1Trinity College Foundation Studies, Trinity College; Melbourne Centre for the Study of Higher Education, The University of Melbourne; 2Melbourne School of Engineer, The University of Melbourne
Foundation studies (or pathways) programmes (FSPs) seek to prepare international students for their transition into university by providing bridging courses to meet their academic, sociocultural and personal needs. According to StudyPortals and Cambridge English (2016), the growth of such programmes over the previous decade has boomed to over 1,000 English-medium providers worldwide and has been valued at $1.4 billion with no indication of slowing down. While these programmes serve an instrumental purpose in terms of providing international students with a pathway into university, it has become clear that these students seek more than just a qualification by the end of their sojourn, and value also the quality of their broader relationships, preparation, and participation at university (Teo, 2016). For more than 25-years, Trinity College Foundation Studies (TCFS) in Melbourne has served to prepare international students for their higher education studies. The present study will report on quantitative and qualitative data derived from TCFS alumni who were surveyed at the start of 2017. In particular, two branches of alumni-related expectations and experiences will be addressed. First, the types of extra-curricula activities respondents reflected upon as being important for their broader welfare or well-being while enrolled as foundation students will be discussed. Second, findings involving the types of supports they sought during and after university, and the ways in which they wished to reconnect with TCFS will be described. Implications and recommendations relating to the aforementioned data will subsequently be presented.
Ian has been working within the Trinity College Foundation Studies since 2004. For much of this time he taught as a Psychology lecturer within this program while pursuing postgraduate qualifications in Higher Education. His PhD thesis, “Transitioning from a Chinese education to an Australia education – A study of FSP students”, emphasised the critical role that the social dimension has in shaping international students’ university experiences. Since 2016, Ian has transitioned into the role of Research Coordinator: Foundation Studies Program to further investigate issues relating to international education and provide research support for Trinity College staff.