This research was undertaken by Ivory Wang, BILT Student Fellow.
Tacit Knowledge Acquisition for International Students: Strategies and Recommendations
According to Polanyi (1966), tacit knowledge is a type of knowledge that is inherent to individuals and difficult to articulate clearly. It often originates from personal experiences. In contrast, explicit knowledge refers to knowledge that can be codified into rules and checklists. Spira and Keener (2020) further point out that tacit knowledge is often unique to individuals and context-dependent, requiring acquisition through apprenticeship, communication, and interaction.
For international students, the acquisition of tacit knowledge is particularly crucial. Tacit knowledge has a strong cultural and contextual nature. When immersed in a new cultural and learning environment, international students face numerous unwritten rules and behavioural patterns that local students take for granted but are entirely unfamiliar to them. This tacit knowledge encompasses various aspects of academic and daily life, including how to interact with professors, participate in classroom discussions, collaborate on group assignments, adhere to library usage rules, and master rental techniques. A lack of such tacit knowledge can lead to significant confusion and frustration for international students, impacting their learning and quality of life.
Measures that can be taken include:
1. Organizing knowledge elicitation workshops: Following the recommendations of Kucharska and Erickson (2023), university can regularly organize interactive workshops, such as brainstorming sessions and role-playing exercises, encouraging students to speak freely. In a relaxed and friendly atmosphere, students are more willing to share personal opinions and tacit knowledge. After the workshops, the elicited tacit knowledge can be compiled into documents for everyone to learn from and reference.
For example:
Academic aspects:
– Implicit rules of British academic writing, such as argumentative logic and citation conventions
– Preferred types of dissertation topics and research methods by supervisors
– Exam question patterns and answering techniques
Daily life aspects:
– How to communicate effectively with landlords to avoid rental disputes
– How to clearly describe symptoms and interact with doctors when seeking medical care
– How to seek help when facing legal issues
2. Encouraging Cross-Cultural Comparisons
Given the high dependency of tacit knowledge on cultural contexts, it is advisable for educators to guide international students in comparing their observations and experiences in the UK with those from their home countries, identifying similarities and differences. Through such comparisons, students can gain a deeper understanding of British culture while also extracting the cross-cultural core of tacit knowledge, forming a more comprehensive and objective perspective.
Academic aspects:
– British education emphasizes the cultivation of critical thinking skills
– UK universities value group discussions and presentations, requiring students to overcome the “culture of silence”
– The British academic community encourages novel research perspectives and questioning of authority
Daily life aspects:
– Differences in British dietary habits
– British people prefer understated and indirect expressions. When a teacher describes something as “interesting,” it is not necessarily a compliment; most of the time, it simply means “average”
– British social occasions have a more casual dress code, but certain formal events may have specific dress requirements
3. Creating Diverse Social Interaction Opportunities and Ensuring Their Effective Utilization
As Kucharska and Erickson (2023) state, the acquisition of tacit knowledge primarily relies on social interactions. Universities should actively create opportunities and encourage international students to engage with local faculty, students, and alumni through various clubs, discussion groups, and everyday conversations to absorb tacit knowledge.
– Chatting with supervisors to understand the unwritten rules within academia
– Participating in reading groups to learn how to discuss literature and exchange ideas
– Joining student unions and club activities to learn how to organize meetings and write proposals
– Attending dinner parties and watching sports games to learn British social etiquette
– Participating in community events to understand how to interact with local residents and use appropriate language
– Engaging in volunteer services to learn about British values
4. Pre-Arrival Orientation: Sharing Insights and Experiences from Senior Students
University should invite senior students (preferable also international students) to share their accumulated tips, insights, and experiences regarding academic life, daily living, social interactions, and cultural adaptation. The orientation content should comprehensively cover various aspects of the student experience. Additionally, providing supporting documents that list important information and resource links allows students to quickly access and review the material when needed.
Academic aspects:
– Understanding British classroom culture and learning culture, including the university’s expectations of students
– Recognizing the availability of extracurricular learning support, how to utilize these resources effectively, and their significance
– Familiarizing oneself with the university’s e-resources (e-books, online journals, and databases) and career resources
Daily life aspects:
– Transportation and travel guide
– Introduction to the healthcare system and how to access medical services
– Applying for credit cards
– National Insurance (NI) number application process and part-time job
– Council Tax exemption application for students
– Accessing student discounts through Unidays/Student Beans
To further enhance the effectiveness of the orientation:
1. Ensure the diversity of senior student speakers, representing various academic disciplines, cultural backgrounds, and extracurricular interests.
2. Encourage interactive sessions, such as Q&A panels and small group discussions, to facilitate direct engagement between new and senior students.
3. Provide comprehensive supporting documents that complement the orientation content. These documents should include step-by-step guides, checklists, and links to relevant university resources and local services.
Let’s take a closer look at what a complete tacit knowledge description might look like using specific examples (seminar and NHS).
Example One
Classroom Culture
1. Interactive Teaching
* Active participation in discussions: You can raise your hand to indicate your desire to speak or directly answer when the professor asks a question. Professors often value students’ initiative and independent thinking skills.
* Office Hours: Each professor has designated office hours, which provide an excellent opportunity for students to have one-on-one discussions with their professors and obtain additional help. Be sure to make an appointment in advance and prepare your questions.
Each student is also assigned a personal tutor, who is either a teacher or a research fellow from their department. Tutors will periodically communicate with their students to gather feedback on their learning progress. From the beginning of the term, tutors will also inquire about and provide guidance on matters such as dissertation topics, research methodology at each stage, and the final writing process.
Professors in each discipline will also have their own consultation schedules, which students can book. During these 15-30 minute individual consultation sessions, students can discuss any course-related questions with their professors. Professors are not on campus every day, so they have limited availability during their office hours to meet with students.
2. Pedagogy
Lectures: Generally, one or more professors or lecturers will explain knowledge, theories, and recent academic developments to the class. This is the best way to establish a professional theoretical framework. University lectures typically last 1-3 hours, with a large amount of information delivered at a relatively fast pace, requiring students to quickly digest the knowledge. Moreover, professors often assign readings before class and will discuss questions from the reading materials during the lecture. Therefore, completing the assigned readings before class is crucial; otherwise, students may feel like they are “falling behind.”
Seminars:
Seminars are a type of university class where an academic topic is discussed by a teacher and a small group of students. Seminar sessions usually last 30 minutes to 1 hour, with around 10-20 participants. The person leading the discussion may be a professor or a doctoral student in the same discipline. Seminars are a very important part of your university course because they are an opportunity to develop your ideas with other students and with your lecturers.
Some things you can do to get the most out of seminars:
• Participate actively and interact with classmates
• Give and justify your opinion
• Respond to others’ opinions as well as the lecturer’s questions
• Sit with a different person each session to get a range of different opinions
• Ask the lecturer to clarify a point if you don’t understand
British education places great emphasis on independent learning. Don’t expect professors to supervise your learning; most of the time, you’ll need to think through many points on your own, make note of what you don’t understand, and ask your professors for clarification either during or after class.
Self-directed learning is crucial! Professors may only cover a small portion of the material; the majority of learning comes from student discussions, self-study, consolidation, and understanding. Pay close attention to the references provided in the lecture slides, and carefully read the weekly reading list, as this is where you can truly learn something. Professors give you many directions to explore, and each point can be extended.
Let’s talk about pre-seminar preparation:
Each week, the seminar professor will provide questions for consideration and discussion. You should use these questions as a guide to find arguments in the required readings that can help answer them. Therefore, your weekly reading should not be aimless or without purpose.
To achieve this goal, you should read the required readings. Although there may be many, you don’t need to read them thoroughly from start to finish. The main focus should be on identifying the paper’s arguments and the methods the author used to prove their point. The readings will also contain a lot of introductory content; how much of this you read depends on your level of knowledge. If you’re unfamiliar with the topic, look more closely at the details. If you have prior knowledge and understand the gist, you can skip over these sections, as they are unlikely to be discussed in class.
If, after reading a paper, you still feel unclear about the main points, you can set it aside and move on to the next one. After skimming through several papers, you’ll have a general understanding of the key points in each article. At this point, you can return to the papers and carefully read and summarize the main arguments. At the same time, you need to consider how these arguments can answer the discussion question. Be sure to focus on the key points, as it’s easy to get lost in the vast amount of information in the readings. By this stage, you’ll have your pre-class reading notes.
In the seminar classroom, professors are more interested in discovering whether you’ve thought about the topic, whether you truly understand the question, and whether you have any further questions. At the beginning of each seminar, professors will always ask if anyone has any questions about the previous lecture. Therefore, you should genuinely reflect on what was covered in the lecture, the relationship between the lecture and the seminar, whether the logic of the argument is correct, and how it applies in practice. Incorporate this thinking into your seminar questions and answers. For some courses, you may also need to find case studies or relevant news to support your point of view.
Next, let’s discuss how to make the most of seminars:
- If you don’t understand something, ask. Don’t worry about what the professor might think of you; in fact, professors are happy to answer questions. Whenever a student asks a very basic question, I’m quite pleased.
- During discussions, share your conclusions from the readings with your group members. It’s okay to go off-topic a bit, relating the material to real life or discussing your thoughts on the reading’s arguments, whether you agree or disagree.
- In class discussions, don’t be afraid to speak up. Don’t worry about not expressing yourself well; professors also want to avoid awkward silences, so by speaking, you’re supporting the professor and demonstrating that you’re actively thinking and organizing your thoughts. In turn, receiving feedback from the professor can deepen your understanding.
It’s acceptable to politely interrupt during seminars. Interrupting at an appropriate moment to clearly express your point of view can greatly enhance the atmosphere and help you eliminate distractions, giving you more confidence to join in or transition the conversation.
1. Expressing Your Opinion
If you want to express your own opinion during a group discussion, it’s advisable to convey that “this viewpoint represents my personal perspective” while stating your opinion. This approach ensures that your statement doesn’t come across as overly assertive.
– In my opinion…
– Personally, I think that…
– My own view of the issue is that…
– It seems to me that…
– The point I would like to make is that…
2. Agreeing with Others’ Opinions
When agreeing with others’ opinions, there are various expressions you can use besides “I agree”:
– Yes, that is just how I see it.
– We both share the same point of view.
– We are on the same page.
– I hold the same view.
– As a matter of fact, she/he is right by saying that.
3. Partially Agreeing with Others’ Opinions
When partially agreeing with others’ opinions, it’s important to first express the parts of their viewpoint that you agree with, showing acknowledgment, and then state the parts you disagree with:
– Though I agree with…, it seems to me that…
– I see what you mean, but…
– I understand your point; however, I have a different view on this.
4. Disagreeing with Others’ Opinions
When disagreeing with others’ opinions, it’s recommended to express your disagreement in a polite manner. Therefore, using “I disagree” is more appropriate than directly stating “your opinion is wrong”:
– I disagree with you, I’m afraid.
– I don’t quite agree there.
– I’m not so certain/sure if that’s true/correct.
– I’m not convinced that…
– I wouldn’t say so.
– I don’t think so.
5. Asking Questions or Supplementing Others’ Opinions
During seminars, we sometimes need to ask questions or add our own thoughts. In these situations, we can express ourselves more politely:
– May I ask a question?
– I have a question I’d like to ask.
– May I say something here?
– I’d like to add something here, if I may.
– I have a point I’d like to make.
6. Expressions for Interrupting Others
Many students encounter situations during group discussions where they need to interrupt others. In this case, it’s advisable to avoid interrupting others as much as possible during conversations or discussions, allowing them time and space to fully express their viewpoints. However, if you must interrupt someone, you can try using one of the following expressions:
– I’m sorry to interrupt here, but…
– If I may interrupt, I would like to add that…
– Can I interrupt (you) for a moment?
– Excuse me, but…
– Excuse me for interrupting, but…
– Sorry to interrupt, but…
– If I could just come in briefly…
A Few more tips:
- Don’t always focus on trying to say something incredibly impressive. Start by asking simple questions, and you’ll find that people are generally very tolerant of basic inquiries. Moreover, given the complexity of the materials, everyone is often only half-understanding the material anyway.
- Although speaking up can be challenging, don’t push yourself too hard to force your participation at every opportunity. Wait until you feel comfortable before contributing to the discussion.
- Don’t burden yourself unnecessarily with language concerns. In fact, many professors are quite understanding of international students’ situations. Don’t worry excessively about potential language barriers. If you feel that your expression is not yet very fluent, you can slightly slow down your speaking pace. As you become more proficient, gradually increase your speed.
Example Two
Healthcare in the UK: A Comprehensive Guide
1. What are the NHS and GP?
The NHS (National Health Service) is the UK’s public healthcare system. It manages all hospitals, clinics, and medical staff in the UK. The NHS provides public healthcare services. The IHS you pay when applying for a visa is for this purpose. Therefore, after entering the UK, you can also enjoy the NHS’s public healthcare services, such as consultations and treatments, emergency care, check-ups, vaccinations, childbirth, etc.
A GP (General Practitioner) is a primary care physician. In the UK, you can’t go directly to a hospital when you’re sick; instead, you first visit a GP. GPs are responsible for arranging initial diagnoses, examinations, and treatments, such as writing prescriptions, conducting routine blood tests, etc.
If your condition is more serious or requires further examination (e.g., CT scans), you’ll need to see a specialist doctor. In such cases, the GP will refer you to a specialist at a hospital.
2. How to register with a GP
It’s essential to find a GP close to your home!
Firstly, each GP has their own catchment area, and they can’t manage patients whose addresses fall outside this range.
Secondly, it’s inconvenient to travel far for medical care when you’re sick. You can directly search for available GPs near your home using the “Find a GP” (please google) service and your postcode.
After finding this list, be sure to read reviews about each GP, focusing on: the speed of arranging appointments, service attitude, transportation convenience, and whether they provide services in foreign languages.
After choosing your preferred GP, you need to register with them. If you walk in, bring your passport, BRP, and proof of address (rental contract, bank letter, etc.), and fill out the GMS1 form to report your personal information and medical history. You can also register online, but not all GPs offer online registration.
3. How to make a GP appointment
Most GPs in the UK do not accept direct walk-in appointments but require a telephone appointment in advance. The booking process is very simple, simply describe the reason for the appointment, check your personal identity and the operator will tell you the nearest available time slot. Be sure to emphasise if your condition is serious and you can’t wait. If you have any special requirements, let them be known in advance, such as a female doctor or an interpreter.
Once you have confirmed your appointment, be on time, the doctor will not wait too long. The procedure is to report to the GP reception on the day of your appointment and check your number and consulting room on the big screen. Simply enter the consultation room when it is your turn. For common symptoms, the doctor will issue a prescription. Remember to tell the doctor which pharmacy is closest to your home, or specify a pharmacy, such as Boots, and the doctor will send the prescription electronically to the specified pharmacy, so all you need to do is bring your ID and go to the pharmacy to pick it up.
- How to get an emergency appointment if you can’t wait for your GP
If it’s an emergency and you can’t get a GP appointment, you can go to a walk-in centre. You don’t need to register for a GP or make an appointment for this type of clinic, but there are fewer of them, and the queues are longer. However, it is ideal for international students who have just arrived in the UK and have not yet registered for a GP. You can find a Walk-in Centre near you on the NHS website.
For very serious cases, it is recommended to go to the Emergency & Accident (A&E) department. However, if the situation is less serious, you may have to wait in A&E for five or six hours. If you are unable to move on your own, you can call 999 for an ambulance. Remember to memorise the location of your home, postcode etc. and describe your situation in as much detail as possible. If your English is not good, ask for an interpreter.
- What if I don’t want to bother booking a GP appointment?
For minor ailments such as colds, fever, diarrhoea, etc., you don’t need to book a GP appointment, you can just go to a pharmacy in the UK. You can go directly to a pharmacy in the UK, such as a roadside pharmacy or Boots. Pharmacy doctors are highly qualified and Boots also offers an online consultation service with a quick response time. If you know what medicines you need, you can buy them straight away – large supermarkets, Boots or Superdrug all have commonly used medicines on their shelves. If you can’t find it, you can ask a member of staff directly and they will give a recommendation. Please note, however, that there is a charge for buying medicines directly.
- How to See a Dentist in the UK?
To see a dentist at a public NHS hospital, you need to register separately. It’s different from registering with a GP. NHS dental services are not entirely free, but they are affordable.
NHS Band 1 dental services cost £22.70 and include:
– Complete oral examination, diagnosis, and oral hygiene advice
– Based on your situation, the dentist will perform teeth cleaning
– Prescriptions (antibiotics, painkillers, fluoride toothpaste, etc.)
NHS Band 2 dental services cost £62.10 and include:
– Everything in Band 1, plus: treatment for tooth decay
– Tooth filling, tooth removal
– Wisdom teeth removal, etc.
NHS Band 3 dental services cost £269.30 and include:
– Everything in Band 1 and 2
– Plus: dental crowns, installation of dentures, etc.
If you have an HC2 certificate for low income, dental treatment is free. However, there can be long waiting times for NHS public dentists. If it’s an urgent situation and you don’t want to wait, you can opt for private dental care.
- How to Get Glasses in the UK?
Eye Exams:
Eye exams are available at UK pharmacies, supermarkets, and opticians, such as Specsavers and Boots. If you purchase glasses at the store, the eye exam is usually free. If you only need an eye exam, there will be a fee. You can get a free eye exam by applying for the Boots Health Club or the UK NHS HC2 low income certificate.
Getting Glasses:
After the eye exam, you will receive a prescription with various measurements for nearsightedness, astigmatism, etc. You can use this prescription to get glasses at Boots, Specsavers, or Vision Express. Remember to ask the staff if there are any student discounts available. If you have a UK NHS HC2 low income certificate, you may be eligible for partial exemptions.
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