Abstract
This thesis explores the learning experiences of direct-entry pre-sessional Chinese students in the UK during the COVID-19 pandemic and its aftermath, using Pierre Bourdieu’s theoretical framework. Through the metaphor of students as "fish in different water", the research examines how these learners navigate and adapt to new educational environments that often starkly contrast with their prior experiences.The study employs a two-stage semi-structured interview process with student participants, first in China during their online pre-sessional courses and later in the UK during their degree programmes. All interviews were conducted in Mandarin Chinese to ensure linguistic and cultural accessibility. Additionally, expert interviews with lecturers provide complementary insights into the students' experiences.The thematic analysis suggests that students encounter significant challenges when transitioning between fields, as they navigate the unfamiliar "water" of their new learning environments. While some students thrive by strategically accumulating cultural capital deemed valuable in the UK context, others struggle, facing confusion and frustration due to a lack of understanding or alignment with established academic practices.The findings emphasise the need for greater awareness at both individual and institutional levels about the complexities of cross-field learning. Students could benefit from adjusting their expectations and addressing skill and knowledge gaps, while universities should strive to create more inclusive and supportive environments for these particular groups of students. By fostering mutual understanding and preparedness, the chances for students to thrive, rather than merely survive, can be significantly enhanced.
Awarding Institution(s)
University of Plymouth
Supervisor
Ulrike Hohmann, Peter Kelly
Keywords
Direct-entry Chinese students, Pre-sessional programmes, Learning experiences, International student experience, COVID-19 pandemic, Online learning, Academic transition, Language and academic preparedness, Cultural adjustment, Habitus, Field and capital (Bourdieu), Thematic analysis, Reflexivity in research, Higher education in the UK, Post-pandemic higher education landscape
Document Type
Thesis
Publication Date
2025
Embargo Period
2025-06-30
Deposit Date
June 2025
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Osgathorpe, L. (2025) “Fish in different water, to survive or to thrive?” Understanding Direct-Entry Pre-Sessional Chinese Students’ Learning Experiences during COVID-19 and its Aftermath. Thesis. University of Plymouth. Retrieved from https://pearl.plymouth.ac.uk/sc-theses/93
