How international postgraduate coursework students navigate academic writing expectations in Australian universities

Abstract

International students often face challenges with academic writing expectations in host institutions, despite existing support mechanisms. For international postgraduate coursework students transitioning into the Australian academic context, understanding these expectations is central to their success. This study investigates how international postgraduate coursework students navigate academic writing expectations in Australian universities. Using a mixed methods-grounded theory approach, the study employs surveys, interviews, journal entries, and focus group discussions with international Master by coursework students and academics teaching and assessing students of this cohort. Data were collected from 106 student surveys, 12 student interviews, 24 student journals, 8 students in focus groups, and interviews and a focus group with 9 academics. Findings indicate that students were confused about course-specific and general writing expectations, viewing their educational and cultural backgrounds as both resources and challenges. They felt that support from academics and university services was insufficient, leading to self-reliant strategies. Academics held varying interpretations of writing expectations and attributed student confusion to language competency, academic ability, personal efforts, disciplinary background and the hidden curriculum. A theoretical model is presented to capture the perception gap due to unclear writing conventions, ineffective support and misaligned understandings of writing expectations. The study offers theoretical, pedagogical, and policy contributions. Theoretically, it provides a model of student navigation of academic expectations. Pedagogically, it underscores the importance of clarifying writing expectations. At the policy level, it highlights the need for improved transparency, clarity, and communication about academic writing expectations for international postgraduate coursework students.