Session Outline

The internationalisation of UK higher education has created a diverse environment in which international faculty and students must navigate cross-cultural sensitivity challenges of unfamiliar communication styles, feedback practices, and academic expectations (Ryan, 2012). These cross-cultural differences often lead to misunderstanding, reduced confidence, and barriers to student engagement and academic success (Leask, 2015). These premises heighten the question of how HE institutions' faculty can effectively advise in times of rapid change. Conversely, Personal Academic Tutoring (PAT) practice potentially offers a relational space where students can interpret academic norms, articulate concerns, and build a sense of belonging, thereby supporting engagement and academic success. Current literature shows mixed findings on cross-cultural sensitivity and integration challenges of international students and faculty, but cannot support current times' reality in the UK HE (Brown & Holloway, 2008; McDonald, 2014; Lochtie et al., 2018; Spencer-Oatey & Dauber, 2019; Deuchar, 2022; Wang et al., 2025). Hence, necessitating a systematic, rigorous research to examine how PAT mediates these challenges. Therefore, the present study examined how PAT mediates cross-cultural challenges between international students and faculty in UK higher education and leveraged to support inclusive advising in a time of rapid change. The following research questions will guide the study.

1. What cross-cultural communication and academic adjustment challenges and adjustments do international students and faculty experience in UK HE?

2. What is the impact of these cross-cultural challenges on international students' confidence, academic integration, and sense of belonging?

3. How do international students and faculty describe the role of PAT as a relational space for mediating cross-cultural difference, academic integration, and fostering belonging?

This study employed a mixed-methods research design within an interpretivist paradigm, utilising a phenomenological approach to examine the lived experiences of both groups (Creswell & Poth, 2018). It combined survey data from over 100 international students and faculty with two focus group interviews in London. The survey component specifically addresses the quantitative understanding to answer RQ 1, 2, and 3. At the same time, the focus group interviews provided qualitative insights to explain/triangulate the PAT mediating effect in international student and faculty cross-cultural sensitivity building. These combined methods allow for in-depth investigation of how PAT influences cross-cultural sensitivity, supports academic integration, and fosters relationship-building. Thereby, producing a valid, reliable analysis to improve future policy and practice (Sammons & Davis, 2017; Zhou et al., 2024).

Findings: The study findings highlighted the key but understudied role of PATs in international faculty and student relationship-building. It reveals that PATs can influence student integration by acting as informal mentors, utilising responsive strategies such as active listening, empathy, and awareness of backgrounds to guide students. The study concluded that PAT practice goes beyond academic support to foster intercultural competence, aiding institutions in developing inclusive cultural sensitivity practices. Its novelty lies in supporting UKAT's aim to use PAT as a strategic tool for bridging cultural gaps and promoting equity in diverse UK higher education, enhancing student engagement.

Learning Outcomes

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