Dreams interrupted? Time to wake up!

Last month I interviewed some international students who were stuck at home in China. Most were stranded because they had travelled back for a short break for Chinese New Year, or had been preparing to travel for overseas study but been prevented by the outbreak of Covid-19.

The 1-hour interviews (via Zoom) had two main objectives: firstly, to check how things were going during this period of remote learning, and secondly to explore their student journey as input and preparation for some upcoming client workshops.

Overall I found the students in good spirits, despite the drama and disruption of the global pandemic. Some were accepting and even philosophical about their situation:

“There are things we worry about that we can’t control, like the visa, the pandemic and closed borders […] We will just wait, and study by ourselves”

Others were naturally bored, frustrated and sad as they saw their friends both locally (at Chinese universities) and overseas able to continue with their studies. As we discussed their experiences both generally and in this specific period, a number of themes emerged, many of which have been echoed in industry webinars I’ve attended in the last few weeks.

1. Studying isn’t just about learning or qualifications

For some students, the choice to study overseas was the beginning of a different lifestyle, a new opportunity or a long-held dream. One student told me her Chinese name meant ‘go abroad’, which fuelled her desire to experience a different life.

Right now, all those dreams have been suddenly interrupted.

“I had my visa, everything was ready, and suddenly coronavirus made everything disappear”

2. Studying at home doesn’t work for everyone

Students are trying their best to keep studying wherever they are, but it’s not easy. Whilst some have adapted to their new environment (particularly those more intrinsically motivated and happy to work alone), others are really missing the tangible structures, motivation, and social support of a classroom.

“I’m working, but I can’t focus. I feel like my efficiency is low […]. Study environment is very important – I can’t concentrate when I’m by myself”

“[At home] I can’t always focus on the computer, but in the classroom, I have no choice but to focus. I can talk to someone if I need help”

3. Students are worried about wasted time

Many felt concerned about losing ‘momentum’ in their study journey, and getting behind in their plans. Students who had spent time preparing and were ready to travel found the brakes put on before they could start.

“I thought I would come back to China for just 2 weeks, then I couldn’t go back. I feel I can’t study, I can’t graduate at the right time now”

“I was really frustrated – I waited for two months and suddenly feel like all my efforts were for nothing”

4. Students really appreciate teachers who connect

As ever, teachers are a key touchpoint for students. Even those who have not yet met their teachers in person are noticing individuals with human connection, warmth and kindness. Isolation is emphasising how important personal relationships are to students, and remote connection doesn’t feel the same.

“I really miss my teachers and classmates. If I was in school, they could help me”

5. Personal and social connections are crucial

Students are attempting to maintain contact with old friends and new for learning support and social connection. Formal and informal groups connect students to share experience and tips, and to keep each other motivated.

“The teacher left some homework and I needed help to understand something. We have a WeChat group where you can ask any question; I added a girl to see if we can become friends”

“Every day, we’re always chatting (on WeChat) about when we can go back, and sharing information”

6. Education institutions and staff are a trusted source of information

Frequent communication is appreciated for practical reasons, but also keeps an emotional connection for students, who like to hear from familiar staff. Education institutions are valued as a trusted source of up-to-date information, which students use in addition to other sources such as social media.

“Our college sent emails, keeping in contact, letting us know they didn’t forget us”

“There is a lots of fake news, I think. I trust my teachers and the school staff to give us the right information”

You can download a summary version of these findings in the original blog here.

Time to wake up

With lockdowns easing and education institutions in some countries getting ready to welcome students on campus again, we already know that student life and learning isn’t going to look and feel the same as before.

Staff numbers are down, student support services may be working harder with fewer resources and many teaching staff are exhausted from having to re-think how they plan, design, engage and assess in their teaching approaches for the last few months.

Learning environments will also be fragmented, with learners studying in multiple modes, locations and even time zones for the foreseeable future. The social ‘glue’ that can help to hold a learning community together (a quick chat after class, an unscheduled coffee) is not impossible, but certainly not as easy to create in virtual spaces.

Where’s your alarm clock?

For those looking across the whole student experience and journey, understanding the foundations that underpin students’ behaviours and attitudes is central to navigating the next phases. Building on these insights and making time to listen, question and act quickly on feedback could mean the difference between another attrition statistic and a student whose dreams, whilst interrupted, can still be in reach.

In the coming weeks I’ll be running some interactive client workshops (online) where we put student voices and experiences at the heart of our thinking, from the students’ discovery and awareness stages through to alumni experience. Good research surfaces their behaviours and attitudes, but developing shared understanding and empathy across every role in a campus helps us connect journey stages and provide better student experiences, from everyday actions to strategic plans.

If you’re working in an education institution and starting to plan for your next phase, what are the key insights you’re drawing on? With so much talk of innovation and opportunity, how are you putting student needs and voices at the heart of your own strategic plans? I’d love to hear from you!