Direct entry students in UK higher education: lived learning experiences and a sense of belonging amidst crisis environments

DOI: 10.24818/jamis.2025.03002

Vol. 24, No. 3, pp. 417-455, 2025

© 2025. This work is openly licensed via CC BY 4.0.

Author(s): Nadia Gulko^1,a,b, Madiha Sarwar^a and Catriona Hyde^c

^a University of Lincoln, Lincoln, UK
^b North-West University, Potchefstroom, South Africa
^c University of Leicester, Leicester, UK
¹ Corresponding author: Nadia Gulko, University of Lincoln, Email: ngulko@lincoln.ac.uk.

Keywords: international Chinese students; direct/advanced entry; learning experiences; higher education; crisis environment; accounting education.

JEL codes: I21, I23, M40, M41

Abstract

Research Question: How do direct entry accounting students perceive their experiences during a period of unprecedented disruption to the higher education environment caused by the pandemic?
Motivation: With the internationalisation of higher education and the fact that UK Universities have become a major option for studying abroad, Chinese students represent one of the largest components of non-EU students in the UK. The present study responds to Heng’s (2018) calls for more research on the contextual understanding of Chinese students’ experiences. To the best of authors’ knowledge this is the first research in the UK that offers empirical evidence of Chinese direct (advanced) entry students’ perceptions of the impacts of the COVID-19 pandemic on their learning.
Idea: The rapid shift to distance or blended learning resulting after COVID-19 created an unforeseen learning crisis and a significant disruptive impact on how students have developed their learning interactions with the physical university environment, teachers, and peers.
Data: We conduct a qualitative open-ended questionnaire with 41 undergraduate Chinese students who directly enrolled into the final year of an accounting programme in the UK.
Tools: This study is influenced by the sociocultural and cultural adaptation theories.
Findings: This study offers unique insights on learning environment, teacher’s role, sense of belonging, and cultural adaptation and socialisation. The findings have applicability beyond the UK context.
Contribution: We contribute to scarce academic literature on the experiences of direct entry students and highlight the implications for successful educational transition as well as the role of teachers in cultural adaption.

 Full paper at: http://online-cig.ase.ro/jcig/art/24_3_2.pdf