My journey through this action research project has been as revelatory as it has been formidable. Balancing my role as a part-time lecturer at the University of Westminster with my PGCert studies at UAL presented its unique set of challenges, not the least of which was navigating the intricacies of ethical approval.

There was a moment when it seemed the hurdles might prevent the focus group’s realisation, prompting me to devise a contingency online survey. Fortunately, perseverance paid off, allowing me to facilitate a fruitful 90-minute focus group and circulate a short survey both contributing significantly to my research.

The highlight for me was the focus group; it exceeded my expectations. The interaction with international students offered a profound glimpse into their experiences at a UK university, underscoring the necessity of further investigation into how we can better support our international students.

The focus group was a highlight, sparking engaging discussions that could have been amplified with more extensive promotion to attract a broader participant base. In retrospect, while providing valuable data, the subsequent survey perhaps wasn’t essential. The richness of the focus group dialogues alone offered ample insight, suggesting that direct, qualitative engagement might be the most impactful research method in this context.

This project has cemented my belief in the critical nature of this issue. Our students, akin to customers in the academic realm, deserve the highest standard of service. To this end, I advocate for the implementation of cross-cultural training for staff. Such initiatives can bridge the gap between diverse student backgrounds and the academic environment, fostering a more inclusive and understanding community.

Moreover, minor modifications to our teaching methodologies can significantly enhance the learning experience. By refining our practices and habits through the lens of inclusivity and engagement, we can unlock a more enriching educational journey for all students.