ABSTRACT
This chapter considers the learning support needs of students from overseas. Little detailed research exists into overseas students’ experiences of studying and lecturers’ experiences of supervising and teaching them (though for notable exceptions see Kinnell 1990; Ballard and Clanchy 1991; Harris 1995). Given the importance of overseas students to the income and culture of UK universities (Sherlock 1995; Woods and Woods 1995) and the widespread perception of them as problematic this is a surprising omission. Though there seems to be good practice in many universities little is documented about it.
