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Examining the sociocultural, psychological, and academic adjustment of Algerian PhD students in the UK and Ireland
Date
2025
Abstract
With the rapid growth of internationalisation and globalisation, Algeria, a North African Arab and Berber country, aims to position itself globally by implementing English as the first foreign language in its educational sector. To achieve this, Algeria has been sending English graduates abroad to enhance their academic and language skills by pursuing doctoral studies in the UK since 2014, and in Ireland in 2020. Recent years have been characterised by a steady annual growth in international student mobility, which has gained significant attention from researchers. However, research on international students from the MENA region, and especially PhD students, remains limited. To address this issue, this phenomenological mixed-method study examines the sociocultural, psychological, and academic adjustment of Algerian PhD students in the United Kingdom and Ireland. Following Schartner and Young's (2016) conceptual model of international student adjustment, this research provides a comprehensive analysis of the multifaceted adjustment processes across three domains - social, psychological, and academic adjustments. Data were collected combining quantitative questionnaires completed by 25 Algerian PhD students in the UK and 18 Algerian PhD students in Ireland, as well as qualitative semi-structured interviews with 6 participants from the UK cohort and 6 participants from the Irish cohort. Findings revealed that the adjustment process of Algerian
PhD students is an ongoing process influenced by several interrelated factors across the three key domains: sociocultural adjustment (cultural differences, integration, social support, language), psychological adjustment (emotional well-being during doctoral studies, social support, educational concerns), academic adjustment (academic experiences, academic stress, academic integration). In addition, participants shared their perception of the scholarship programme and coping strategies abroad for future sojourners. The study highlights the importance of fostering cultural awareness and providing support to enhance the adjustment process of international students from the MENA region. It also offers insights into enhancing the Algerian PhD scholarship programme by addressing communication gaps, promoting pre-departure intercultural workshops, and strengthening support abroad. This research contributes to the existing literature on international student adjustment, particularly within the context of the MENA region, while providing recommendations to improve the experiences of Algerian sojourners.
Supervisor
Description
Publisher
University of Limerick
Citation
Files
Funding code
Funding Information
Sustainable Development Goals
External Link
Type
Thesis
Rights
http://creativecommons.org/licenses/by-nc-sa/4.0/