How to Improve Quality of Care in a Care Setting | BUS6004 | Assignment Brief ||

BUS6004

 

Quality Management in a Care Setting

 

Essay

 

  Date for Submission: Please refer to the timetable on ilearn

 

(The submission portal on ilearn will close at 14:00 UK time on the date of submission)

 

 

 

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Assignment Brief

 

As part of the formal assessment for the programme you are required to submit a Quality Management in a Care Setting essay. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments.

 

Learning Outcomes:

 

1.         Critically analyse the need for their care setting to achieve the best possible outcomes for the service user.

 

2.         Critically discuss the performance of teams.

 

3.         Critically discuss the management of continuous quality improvement. 

 

4.         Reflect upon strategies that develop, maintain and evaluate systems and structures to promote the rights, responsibilities and diversity of service users in their setting.

 

Graduate attributes: Discipline Expertise 

 

Knowledge and understanding of chosen field. Possess a range of skills to operate within this sector, have a keen awareness of current developments in working practice being well positioned to respond to change. 

 

 

Maximum word count: 4,000 words

 

Please note that exceeding the word count by over 10% will result in a reduction in grade by the same percentage that the word count is exceeded.  

 

 

You must not include your name in your submission because Arden University operates anonymous marking, which means that markers should not be aware of the identity of the student. However, please do not forget to include your STU number.

 

Assessment Task - Essay

 

This assessment is worth 100% of the total marks for the module.

 

Question 1

 

Using specific examples from own practice to support your discussion, make a case for why care settings must achieve the best possible outcome for users off service in their care.

 

Note: Also consider the advantages of outcome-based care, challenges experienced in implementing it in your practice. Are there success stories or case studies to share?

 

                                                      (40 marks)

(1500 words)

(LO 1)

Question 2

 

With reference to a relevant team development and motivation theory, critically discuss the performance of teams in managing Continuous Quality Improvement (CQI) in care settings.

 

Note: Consider using CQI tools and frameworks to support your critical debate.

 

(40 marks)

(1500 words)

(LO 2 & 3)

 

 

Question 3

 

Using a recognised reflective model or tool, evaluate strategies, systems and structures used in health and social care practices to promote the rights, responsibilities and diversity of service users.

 

Note: Consider the role of critical reflection in evaluating strategies, systems, structures and policies in supporting the principles of support for working in Health and Social Care.

 

 (20 marks)

(1000 words)

(LO 4)

 

 

 

             

Page  of 6

 

 

 

Formative Feedback

 

You have the opportunity to submit a draft assignment to receive formative feedback.

  

The feedback is designed to help you develop areas of your work and it helps you develop your skills as an independent learner.  

 

If you are a distance learning student, you should submit your work, by email, to your tutor, no later than 2 weeks before the actual submission deadline. If you are a blended learning student, your tutor will give you a deadline for formative feedback and further details.  

 

Formative feedback will not be given to work submitted after the above date or the date specified by your tutor - if a blended learning student. 

 

Student Guidelines

 

 

You MUST underpin your analysis and evaluation of the key issues with appropriate and wide ranging academic research and ensure this is referenced using the AU Harvard system. 

 

The My Study Skills Area on iLearn contains useful resources relating to referencing.

 

You must use the AU Harvard Referencing method in your assignment.

 

Additional notes: 

 

Students are required to indicate the exact word count on the title page of the assessment. 

 

The word count excludes the title page, tables, figures, diagrams, footnotes, reference list and appendices. Where assessment questions have been reprinted from the assessment brief these will also be excluded from the word count. ALL other printed words ARE included in the word count. See ‘Word Count Policy’ on the homepage of this module for more information. 

 

 

 

  

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Submission Guidance

 

Assignments submitted late will not be accepted and will be marked as a 0% fail.

 

Your assessment should be submitted as a single Word (MS Word) or PDF file. For more information please see the “Guide to Submitting an Assignment” document available on the module page on iLearn. 

 

You must ensure that the submitted assignment is all your own work and that all sources used are correctly attributed. Penalties apply to assignments which show evidence of academic unfair practice. (See the Student Handbook which is on the homepage of your module and also in the Induction Area). 
 

Assessment Criteria (Learning objectives covered - all)

Level 6 study represents the student’s increasing autonomy and independence in relation to their knowledge, understanding and skills. At Level 6, students are expected to demonstrate problem solving skills in both practical and theoretical contexts. This should be supported by an understanding of appropriate theory, creativity in expression and thought based on independent but informed judgments. Students should demonstrate the ability to seek out, invoke, analyse and evaluate competing theories and claims to knowledge and work in a critically constructive manner. Work at this level is articulate, coherent and skilled.
Grade	Mark Bands	Generic Assessment Criteria
First   (1)	80%+	An exceptional knowledge base exploring and analysing the discipline, its theory and any associated ethical considerations. The work demonstrates extraordinary independence of thought and originality. There is exceptional management of learning resources and a high degree of autonomy is demonstrated which goes above and beyond the brief. The work demonstrates intellectual originality and creativity. Writing is exceptionally well structured and accurately referenced throughout. Where appropriate, outstanding professional skills are demonstrated. The work is original and with some additional effort could be considered for internal publication.
	7079%	An excellent information base within which the discipline is explored and analysed. There is considerable originality in the approach and the work demonstrates confidence and autonomy and extends to consider ethical issues. Learning resources have been managed with exceptional confidence and the work exceeds the assessment brief. Writing is exceptionally well structured and accurately referenced throughout. Where appropriate, an excellent level of professional skills are demonstrated and the work demonstrates a high level of intellectual and academic skills.
Upper second (2:1)	6069%	A very good knowledge base which explores and analyses the discipline, its theory and any associated ethical issues. There is evidence of some originality and independence of thought. A very good range of learning resources underpin the work and there is clear evidence of self-directed research. The work demonstrates the ability to analyse the subject and apply theory with good academic and intellectual skills. Academic writing skills are good, expression is accurate overall and the work is consistently referenced throughout.
Lower second  (2:2)	5059%	A satisfactory understanding of the discipline which supports some analysis, evaluation and problem-solving within the discipline. There may be reference to some of the ethical considerations. The work shows a sound level of competence in managing basic sources and materials. Academic writing skills are good and accurate overall and the work is planned and structured with some thought. Professional skills are satisfactory (where appropriate). The work may lack originality but academic and intellectual skills are moving into the critical domain. The work is referenced throughout.
Third (3)	4049%	Basic level of performance in which there are some omissions in the understanding of the subject, its underpinning theory and ethical considerations. There is little evidence of independent thought and the work shows a basic use of sources and materials. Academic and intellectual skills are limited. The work may lack structure overall. There are some difficulties in developing professional skills (where appropriate). There is an attempt to reference the work.
Marginal Fail	3039%	A limited piece of work in which there are clear gaps in understanding the subject, its underpinning theory and ethical considerations. The work shows a limited use of sources and materials. Academic and intellectual skills are weak and there are errors in expression and the work may lack structure overall. There are difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative.
	29% and below	A poor performance in which there are substantial gaps in knowledge and understanding, underpinning theory and ethical considerations. The work shows little evidence in the use of appropriate sources and materials. Academic writing skills are very weak and there are numerous errors in expression. The work lacks structure overall. Professional skills (where appropriate) are not developed. The work is imitative.

 

 

Neoliberalism's Impact on Women Entrepreneurs in the Global South: Exploring the Challenges and Opportunities 3000 words

Neoliberalism's Impact on Women Entrepreneurs in the Global South: Exploring the Challenges and Opportunities

Introduction

By virtue of the non-absorption of labour as a result of the ongoing changes in the external environment and the precariousness and flexibility of employment, the new economic order favours individuals being inserted into other productive activities. In spite of their advanced education, women are still at the bottom of the pyramid when it comes to the financial resources they get from their work. This has prompted many women to look for new methods to make ends meet (Bastia & Piper, 2019). Women's engagement in the economy may be highlighted in this scenario via entrepreneurial acts, where they put their knowledge into practise, typically as a consequence of a communal construction based on the axes of equality and justice family, local and cultural. There has been an increase in entrepreneurial activity by women in the economy, while not necessarily related to organised professional action and still lacking in management direction, limiting the potential for empowerment, but present and in quest of progress in the face of new obstacles. Therefore, the essay will analyze how neoliberalism affects women entrepreneurs in third world countries.

When it comes to starting a firm, this level of women entrepreneurs ranks just below North American and Chinese women in terms of sheer numbers (Chant, 2013). It's important to remember that the country's present standing is largely thanks to the active engagement of women. In spite of the fact that south countries has long been interested in entrepreneurship, it wasn't until the 1990s that the country stepped up its efforts in this direction in light of the global trend toward more job flexibility and technology advancements. Because they cannot be replaced in the labour market and out of need, women are pushed to act in order to ensure their existence, which happens on a broad scale via informal professional practice as one of the repercussions.

Public policies for minorities have been promoted by national and international organizations because they understand the importance of taking special measures to address this population, which suffers from multiple forms of discrimination, exacerbated by patterns of social, political, and economic exclusion in the country. These findings show that women should not only be analyzed but also be at the center of any public policy initiatives aimed at improving their status in societies in the Global South.

BOP

There has been a significant increase in the number of female entrepreneurs in the South since 2000, according to data from the GEM. Taken as a time frame, the years 2002-2007 are used to chart the progress made in creating a more equal working environment for southern female business owners and entrepreneurs. those who had to look at entrepreneurs in more detail due to necessity. Gender discrepancies in the workplace have been identified by national and international organizations after conducting a number of studies. Although it is feasible to understand how educational advancements may benefit the professional engagement of women, these advancements have yet to be reflected in their economic practices. Public policy initiatives that seek to improve working conditions and gender equality have helped women in recent years. Because of this, it has been impossible to predict big gains in the larger picture that would reduce the asymmetries of increased vulnerability in this specific group's everyday lives (Chant, 2013). Gender-based obstacles and challenges exist in the development and implementation of public policies, such as: lower salaries for women, even if they are in the same professional position as men, and changes in family structure; underemployment, high involvement in the informal sector and in precarious and/or nonpayment occupations, the care for private space and the changes taking place in the home structure;

Development in the time of globalisation 

We refer to this development as globalisation, which refers to the integration of nations' financial and cultural systems via international organisations. From the beginning of the 20th century forward, globalisation became more pronounced because of the widespread availability of communication tools (Chaudhry, 2019). An worldwide strategy of financial integration is promoted by the IMF, the UN, and the World Bank, which are all international institutions. There is an issue with this situation because we see an unequal connection in which one is considerably stronger than the other and consequently ends up assuring its advantages to the cost of the weaker one. Furthermore, the culture of emerging nations, which is displaced by hegemonic cultures like the United States, creates an atmosphere suitable to the ideological dominance of weaker countries by stronger ones (Eisenstein, 2017). In many regions of the globe, feminist legacies are currently under growing examination. Women's advancement throughout Latin America, Africa and most of South and Southeast Asia seems to be insufficient in the light of the destruction done by structural adjustment initiatives. There is a rising worry about the confluence of neoliberal capitalism's ambitions with some versions of feminism. first to examine what she called the "dangerous link" between modern capitalism and a liberal feminism that dominates today was her. 

This means that we must pay attention not just to what neoliberal administration says, but also to the silences that it creates. Social transitions, public engagement, the social compact, social justice, power relations, and social conflict are the most crucial silences in the governance matrix. Crisis of legitimacy was defined in the 1970s using these terms (Bastia & Piper, 2019). Modern critical theory was also founded on these ideas. Critical theory has been defeated on both the social and political levels by government, which silences them without providing a good alternative. Instead of social transformations, solving problems; instead of popular participation, participation of holders of recognised interests (stakeholders) instead of the social contract, ego; instead of social justice, positive-sum games and compensatory policies; instead of power re-election, the government proposes a negative alternative: Since the whole conceptual instrument, ideological and technological, of governance is at odds with the logic of the market, it is possible to question the notion that governance is the type of government of neoliberalism based on the supremacy of market rules. Creative destruction is replaced by social issues; profitability is replaced by social cohesiveness; unanticipated repercussions are replaced by consequences that are addressed as if they had been predicted (Wilson, 2011). In the place of the market, the civil society. In a nutshell, the governance matrix arose to repair market failings, influenced by a social logic rather than an economic rationale. I believe that social redistribution is the most pressing issue of our day. There are others, too. Social redistribution has been complicated in recent years by the need to acknowledge and respect differences.

Gender Equality

Equality isn't the only virtue we hold dear in today's society; it's just one of many (Tansel, 2017). When the 1970s legitimacy problem was first defined, there was a lack of emphasis on the identification of differences without hierarchy between them. If government can address both social redistribution and the recognition of diversity, it will be a success. In light of what I indicated before, I don't think that the governance matrix generates any major social redistribution. In the case of recognising difference rather than social redistribution, governance is in a better position to address the issue, but even then its structural limits will be clear.

"Bottom of the Pyramid" was the initial name given to this notion by Prahalad and Hart in a 1998 research report. However, the phrase "Bottom of the Pyramid" is more often used as a synonym in modern literature since it better describes the setting of the pyramid base (Speak, 2013). The definition of this base varies from source to source. Currently, the World Bank's data is often used to define "severe poverty" and "moderate poverty" based on a per income per capita (measured in purchasing power parities) of up to US $ 1.25 per day and 1.25 to 2.5 US dollars per day, respectively (Soederberg, 2004).  Thus, the whole BOP is home to more than half of the world's population; some estimates put the number at over 4 billion. Radhakrishnan & Solari (2015) argue that such "poverty lines" are flawed, and that the BoP should not be defined by income (or other comparable monetary values), but rather by the special qualities of such marketplaces, such as subsistence and informality, rather than by their monetary worth.

A major objective of the original Prahalad strategy is to find previously untapped sales markets at the bottom of the pyramid. At the present projected value of more than US $ 5 trillion in purchasing power parity (PPP), the BoP has an unusually large market potential. The individuals at the BoP have so far remained mostly outside of the global market system, despite the existence of several commercial possibilities. This is mostly owing to the widespread misperceptions, particularly in the richer regions of the globe. According to the writers cited, the idea that there is not enough buying power at the bottom of the pyramid (BoP) and hence no sustainable market has to be challenged. People in low-income areas have the ability to buy goods and services that would otherwise be out of reach to them because of their collective buying power.

Instead of seeing the BoP as just a sales market at the conclusion of a value chain, modern interpretations view it as an integral component with its own added value potential. In particular, the incorporation of the BoP in different stages of the value chain, as well as the development of additional sales prospects, are the emphasis of these initiatives (Singh, 2013). A resource pool's commercial potential are thought to be overlooked because of a narrow focus on sales markets alone. For many of the small and medium-sized businesses (SMBs) at the BoP, the integration into global value chains offers a link to sales markets outside of their original business sectors. 

According to the original BoP idea, sales potential for markets located on the BoP are smaller than they seem to be. Tobacco goods and alcohol have been questioned in certain circumstances because of their perceived quality advantages for the general public. The unfettered spread of western consumerism and consumption practises might potentially have severe effects for the BoP and sustainable development in the future.. Some argue that private sector enterprises alone aren't enough to improve the lives of the world's poorest people, while others argue that the BoP concept's business models need additional efforts by other stakeholders (e.g. state or civil society institutions).

Ethnographic evidence

Ethnographic evidence from outside of formal markets, however, shows otherwise. A medium-term future is what BoP entrepreneurs strive to avoid, and the 'ethics of immediacy' is what its proponents sell. One might see this as a strikingly distinct view of development. It mirrors a transition in the larger development sector from the big designs of macro-economic restructuring and transformation that previously fueled national visions of modernity, to a entrepreneurial person as the catalyst to human betterment and national prosperity. It's not only humanitarian aid that's being replaced by entrepreneurship and 'inclusive markets' in these new economies of development, but also long-term goals like sustainable wide ranging development that were the stock-in-trade of the development community less than a decade ago . For example, Zaloom points out that the change in planning from macroeconomic restructuring to microeconomic planning or individual choice is a result of this new objectivist paradigm of progress, which re-scripts growth as personal development. Whether it's economic policy or religious dogma, this shows the risk of projecting experience without illustrating how it is concretely experienced or even how it could offer new opportunities for action alongside impotencies (Davids et al., 2015). We want to focus on the issue of agency. When we talk about temporality, we aren't talking about its fundamental essence, but rather how it moulds or limits the abilities of those who find themselves in such dangerous situations. Rather than the 'mandated presentism' of neoliberal temporalities, we find a more complex interaction of constraints, ambition, and agency in our ethnography of the BoP business, which we detail in our paper. Similarly to the medium-term focus of new recruits, we see pockets of (although limited) agency coexisting with the powerlessness of lives spent under extreme stress (Saavedra & Pérez, 2018). A dark future and a terrible present don't need the kind of self-empowerment that the BoP's own rhetoric encourages, and this is not an attempt to imitate that language. Insecurity of such a severe kind does not decrease the 'psychic turbulence' associated with it. Because of the scarcity and uncertainty, our goal is to understand how individuals are able to re-enroll in ambitions of mobility or hope for a better life.

Considerations, conceptual expansions, and empirical significance are a few of the topics that will be discussed in the following sections. Expanding the BOP idea to incorporate procurement marketplaces and manufacturing operations is a substantial expansion. There has been an increased emphasis on collaboration with other players in the field of development cooperation. Numerous case studies on successful BOP business models demonstrate the empirical usefulness of such types of collaboration (Graaff & Ha, 2015). Considerations on corporate social responsibility have been explicitly linked to successful business initiatives around the BOP in a number of talks. The subject of whether and how these business strategies support development and sustainability has also been examined in recent study (Saavedra & Pérez, 2018). For example, Western lifestyles that rely on a lot of resources might put future generations at risk. Economically, the concept of "social business" has a lot in common with the former. However, social business models are more concerned with social outcomes than with profit margins (for example, the creation of jobs or the supply of essential goods). Reinvesting earnings in certain social issues is the goal here.

Global South Woman's 

By virtue of the non-absorption of labour as a result of the ongoing changes in the external environment and the precariousness and flexibility of employment, the new economic order favours individuals being inserted into other productive activities. In spite of their advanced education, women are still at the bottom of the pyramid when it comes to the financial resources they get from their work. This has prompted many women to look for new methods to make ends meet (Runyan, 1999). Women's engagement in the economy may be highlighted in this scenario via entrepreneurial acts, where they put their knowledge into practise, typically as a consequence of a communal construction based on the axes of equality and justice (family, local and cultural). There has been an increase in entrepreneurial activity by women in the economy, while not necessarily related to organised professional action and still lacking in management direction, limiting the potential for empowerment, but present and in quest of progress in the face of new obstacles. When it comes to starting a firm, this level of women entrepreneurs ranks just below North American and Chinese women in terms of sheer numbers (Reynolds, 2008). It's important to remember that the country's present standing is largely thanks to the active engagement of women. In spite of the fact that countries like Brazil has long been interested in entrepreneurship, it wasn't until the 1990s that the country stepped up its efforts in this direction in light of the global trend toward more job flexibility and technology advancements. Because they cannot be replaced in the labour market and out of need, women are pushed to act in order to ensure their existence, which happens on a broad scale via informal professional practise as one of the repercussions. Public policies for minorities have been promoted by national and international organisations because they understand the importance of taking special measures to address this population, which suffers from multiple forms of discrimination, exacerbated by patterns of social, political, and economic exclusion in the country. These findings show that women should not only be analysed, but also be at the centre of any public policy initiatives aimed at improving their status in societies in the Global South. There has been a significant increase in the number of female entrepreneurs in the South since 2000, according to data from the GEM (Radhakrishnan & Solari, 2015). Taken as a time frame, the years 2002-2007 are used to chart the progress made in creating a more equal working environment for southern female business owners and entrepreneurs. those who had to look at entrepreneurs in more detail due to necessity. Gender discrepancies in the workplace have been identified by national and international organisations after conducting a number of studies (Kirk & OkazawaRey, 2000). Although it is feasible to understand how educational advancements may benefit the professional engagement of women, these advancements have yet to be reflected in their economic practises. Public policy initiatives that seek to improve working conditions and gender equality have helped women in recent years. Because of this, it has been impossible to predict big gains in the larger picture that would reduce the asymmetries of increased vulnerability in this specific group's everyday lives (Patel & McMichael, 2004). 

Gender-based obstacles and challenges exist in the development and implementation of public policies, such as: lower salaries for women, even if they are in the same professional position as men, and changes in family structure; underemployment, high involvement in the informal sector and in precarious and/or nonpayment occupations the care for private space and the changes taking place in the home structure;

State expenditures were cut by implementing a neoliberal strategy, which privatised numerous state corporations and provided incentives for foreign businesses to open new branches in our nation. While the economy remained stable, the gap between the rich and the poor grew even more pronounced. Public services were eliminated (Miraftab, 2009). A lack of money meant that hospitals, schools, and public institutions were unable to purchase essential supplies. There was a lack of public career progression opportunities for teachers, police officers, doctors, as well as federal government officials in general. Unhappy workers staged a series of strikes, while the country's poorest citizens were malnourished and unable to get adequate health care or education (Medie, Peace A & Kang, 2018). As the economy recovered, social concerns were pushed to the side. As the IMF and globalisation spread neoliberalism, the educational systems of developing nations have embraced neoliberal policies and theoretical ideas to shape their curriculum. 

Conclusion

Public education systems may be privatised or outsourced, and public-private partnerships can be formed to handle educational programmes. It is clear that governments are unwilling to completely bear the responsibility for public education and are promoting the concept that education should be removed from the state's control in order to reduce its burden. Non-profit organisations such as the Millennium Institute and the Leman Foundation, which provide goods and services to help leverage education, have evolved in this context. The neoliberal logic of meritocracy the assumption that success is the single and exclusive product of human work and the significance of entrepreneurship for students at school are passed on by educational institutions that use these methods. Consensus norms scepticism was widespread throughout Latin America in the early 1990s. Although economy was bolstered by the real plan, it lost a lot of money by following the rule of unlimited privatisation, and our State was weakened to the point that it couldn't invest in public services. Criticisms of the neoliberalization of the educational system might centre on training: Neoliberal educations are designed to produce individuals who are ready to compete in the capitalist world, whereas liberating educations are more concerned with the development of citizens and intellectuals.

Expanding Horizons: The Impact of Study Abroad on Personal and Intellectual Growth - Insights from Interviews with Students 3500 words report

The Impact of Study Abroad on Personal and Intellectual Growth

Abstract 

This report explores the significance of study stays abroad for students' personal and intellectual growth, based on interviews with 18 students. It discusses the impact of cultural shock, the role of stereotypes, and the context of internationalization and student mobility. The findings shed light on the transformative effects of study abroad experiences and challenge preconceived notions, highlighting the complexities of intercultural encounters.

Introduction

The purpose of this essay is to reveal the significance of a study stay abroad for students' personal and intellectual growth. An introduction to the interviews conducted with 18 students at the end or after their ventures abroad begins with a brief reflection on the preconceptions encountered in a cultural shock. The processes that occur in the encounter with the other are broadened as a result of these encounters, concentrating on the question. When the study stay is placed in the context of ICP, issues such as university internationalization and student mobility are discussed. The interviewees' starting point was reflected in their assessment of the encounters with others in the specified countries. The preconceptions that the circumstances were tied to had a significant effect, and they are fictitious in terms of the qualities and actions that are ascribed to a specific group of individuals. They're behavioural models that break down complex situations into smaller chunks. The validation of the stereotype can be found in the concrete meeting, or the exact reverse can be found.

Method 

Theoretical techniques allow us to create a theory about the topic examined, which is how the phenomena researched may be abstracted and represented. The test techniques contain object practices which enable us to disclose the fundamental characteristics and relations on the question examined (Adhikari & Khadka, Ram Kumar, 2021). Statistical approaches enable us to determine the outcomes of the data collected from applied instruments through tables, visual figures and mathematical computations. In order to identify the changes to the adaptation of international students from arrival at the host institution until departure, the research conducted in this portion seeks to ascertain. Therefore, we shall identify what are the hopes, sentiments, internal and external tensions, all merged between shock or adaptation to the new cultural environment, in the following directions of our end-of-study work. 

The objective of the research is to characterize the present geopolitical atmosphere of international students' cultural and social experiences in a UK institution. The questions raised by the research were open and necessarily exploratory in character. The following are:

• RQ1: How do overseas students describe their cultural adaptation to the UK?

• RQ2: How do overseas students characterize the social contact they have with individuals in Britain?

Since we are studying, we have concluded that qualitative approach would certainly be the most suited for carrying out our research, since it focuses on the views, perceptions and personal viewpoints of students who have stayed directly at ICP. That is why we created an online survey questionnaire (Ali et al., 2021). Finally, 18 direct enrolment students were numbered in this research over the two semesters stated. We have designed it to automatically propose another specific item in the following, depending on the information given by the learner (Collins et al., n.d.-a). Therefore, only questions relating to their prior replies were addressed by participants. This is why it is not possible to present the precise number that corresponds to all of the questions contained in the survey, given that it does not have a uniform format in reality.

At the time of this survey, around one in four students from over 100 other countries, including over 50% from the People's Republic of China, were from full time and distance education. The sample obtained was 18 international students based on the unlikely use and snowball sampling. The same number of women (n=9) and men (n=9). The interviews were carried out by the same number of female (n=9) and males (n=9). In Asia and the Far East, the bulk of participants came in, in particular: India (n=1), Pakistan (n=5), Taiwan (n=4), China (n=3), Japan (n=1) and South Korea (n=1). The other three were from Palestine, Hungary and the USA. Fifteen students were postgraduate graduates (Collins et al., n.d.-b). 

There were fourteen students registered at the Faculty of Social Sciences, three at the Faculty of Science and Technology and one at the Faculty of Humanities. This study retraced 18 trips of high initial expectations and cultural shock to overseas students. This study tracked 18 travels from high beginning expectations to varied eventual accommodations through cultural shocks (Eseyin & Wagbara, Chinyere Dorathy, 2021). The study indicated that people were faced with hurdles to meet their human needs. A regression of Maslow's hierarchy was caused by the initial cultural shock. In certain situations, a sort of accommodation follows, allowing the individual to restore access to their requirements. This is not the case for others and these people leave (Dudija et al., n.d.). This tiny research reflects earlier studies and also goes beyond current literature to highlight the problems of overseas students. The special feature of this study is the thorough narrative of their own travels supplied by overseas students. The sensation that some of the students say they are victims of racial discrimination, exploitation of economic resources and disinterested marketing is a specific cause for worry (He, 2021). 

There was an introduction and five questionnaires to the survey. We pilot five students who completed the Direct Registration Program and carried out minor modifications based on their input after its inception (Hassan et al., 2021). The final version of this study dealt with the following aspects in five sections: participant profiles, general information on the study abroad program, a comparison between the United Kingdom and American universities, preparations received and impressions of direct inscription lessons at the UK University. We inquire about their age, gender, origin, academic year and university degree in the Partner Profile area. We also asked them to take care of themselves (Murwantono & Rinawati, 2021a).  We asked them to evaluate their UK level with regard to each of the abilities and vocabulary before beginning their international semester. Although introspective approaches are often attacked for the alleged lack of objectivity and thus of methodological trustworthiness, the truth is that in the creation of what the learners consider the "perfect" native speaker a mental picture is important (Kuning, Dewi Sri, 2021). Self-evaluation they make it possible for our work to identify our level properly. All this information is meant to find out how many students studied a degree in UK Linguistics and how many other disciplines and how many trends were produced among similar sex, age or even linguistic students throughout the survey. Lastly, all the data obtained by the survey should be documented (Zhao & Kung, 2021). 

Discussion 

Turning back to the point of departure, that is, students' experiences in studying abroad, the university's function as a higher education institution must be highlighted, which should improve the process of approaching and exchanging students in other nations (Wright et al., 2021). In the establishment of a world society with multicultural connections in a global globe the sciences and the universities as their most significant location are regarded as the institution of extreme importance. The university, as its name indicates, is viewed as a cross-cultural idea since it needs to be independent of the cultures established by its nation and even know the interrelationship. The university is understood, as its name states, as an intercultural idea, as its programme, even with the interconnections with the dogmatic knowledge of dominants, must be autonomous from the cultures established by the country (Sun, 2021). The information discovered, safeguarded and taught in universities has a universal aspect in many fields, because tradition is found in the world's thirst for knowledge. In the past decade of the last century, the major subject of the universities was "internationalization," which included a knowledge of the rise of international activity. Internationalization is connected to mobility, scientific and knowledgeable collaboration. Physical mobility, scientific interaction, knowledge transfer and foreign education is all involved in internationalization (Skakni et al., 2021). The proposal for internationalization considers that students in higher education should develop the capabilities and knowledge to be effective in a globalized environment and, in the UK, should commit itself to providing students with a deep understanding of other countries' languages, different cultures and global issues that was previously the heritage of a few and that the unified knowledge enhanced by the promotion of other cultures knowledge (Adhikari & Khadka, Ram Kumar, 2021).  The answer to rapid transformations in a globalized world, the internationalization and the rising need of the labour market is student mobility, and this implies that mobility is first and foremost a social product. Mobility is, in its inherently political and politized nature, far from a neutral action and idea without issues or merely desireful (Eseyin & Wagbara, Chinyere Dorathy, 2021). 

Therefore, mobility, in view of its autodynamics political nature and, above all, it’s essentially relational and transdisciplinary nature as a subject for research, must be treated (Collins et al., n.d.-a). Meeting the stranger is a very powerful obstacle, which demands preparedness, in the process of student mobility.  In the face of complexity in a worldwide society, the acquisition of competencies that enable the interaction in the shock of culture gains increasing relevance. It is not objective at all to distinguish one from the odd, the normal and the aberrant. (economist, 2014)

If the unusual is identified as the foundation of a connection, differences and not similarities are distinguished. Finally, the decision to recognize someone as a weird person is a type of definition that might also prove to be distinct. The odd one is therefore established, not from an individual's perspective, as the trait of the items, persons or social groups.  In order to avoid the conflict "here the correct and the odd," a process of reconciliation must be reached, which involves opening to the possibility of starting from an understanding. Without the fundamental aim of understanding the foreigner, procedures leading to intercultural learning would not be feasible (McLeod et al., 2021). 

In the second section, the name of the study abroad program in which they were registered was asked, whether it was a sixth or the entire year of their studies, the city and university in the UK, the direct entry through which they were registered, the number of subjects they studied there in English as well as in the UK, the titles of the study abroad programme.  If you did some sort of assignment or assessment at the moment of carrying out the survey, it will contribute towards the grade, for the direct enrolment subject(s). 

The above option to establish specific questions from the answers provided was used, because we wanted only a student from a particular foreign study to be able to answer questions with them to increase the reliability of this survey. The answer was based on the above-mentioned section. In this second portion, the students who have come from each seat of the study abroad program have been identified and then compare their responses to their training and experience in general (Dudija et al., n.d.). At the same time, it enabled the students who take direct enrollment courses in English to be compared to the problems faced by students from a certain UK University with those of another institution and the discomfort of students in that particular UK university. It also enabled the possible identification of more challenging themes or subjects. The last questions provided a better understanding of the student's experience. 

The last questions provided a better insight into the experience of the student and their viewpoint and attitude towards it. The topic of transferring marks from the university in Great Britain to the institution of origin is significant as students are more or less concerned about their university courses abroad. Where part or all of the degrees are immediately transferred, that means it has a major influence on the degree average, so you may relieve a greater degree and anxiety (which is not just a graduation requirement but above all, a competitive factor when it comes to finding a job). If some or all of the degree(s) are transferred directly this means they have a great influence on the grade point average, and consequently the academic record (which is not just a graduation requirement but, above all, a competitive element when it's important to get a job). On the contrary, if you just need to pass on all the topics (which are not only requirements for graduates but above all competitive when it comes to finding a job), this might bring a greater degree of tension and worry in order to perforate the employment. If all the topics on the academic record are only passed on (which is not only an obligation to graduate, but, especially, a competitive part of finding a job), it can lead to more tension and anxiety in order to achieve the maximum academic performance. If, however, all topics of Direct Enroll merely have to be passed in order to obtain the relevant credits, the student is supposed to have a considerably more relaxed experience of the destination institution. Finally, the last question affects directly the responses to the questions in the next sections.  Finally, the last issue has a direct influence on the responses to the questions in the next sections, since it shows whether or not the pupils have previously been assessed. The positive response to this question clearly shows a more comprehensive perspective of the direct registration experience as a whole, as it includes the assessment component. In the event of a negative answer, it was taken into consideration when analyzing the data that the student involved has only a partial perception of what the direct registration procedure is, since they   might not get any feedback, know not anything about his own advancements, or have received any feedback. In case of a negative answer, the data analysis has taken into account the fact that the student concerned is only partially aware of the direct registration procedure because he may not have had any feedback at all, that he does not know anything about his own progress, and that the assessment criteria applied by the teacher are not experienced first-hand. It is crucial to highlight that these students exhibited promising indicators and two of them were in harmonious and steady contact with the partners who accompanied them to Great Britain, with the exception of the Palestinian student. In Maslovian terminology, this means that, contrary to the majority of their worldwide peers who have been singletons, their membership and love requirements have been satisfied. Three of the rest of the pupils left the classes and came home. Two of these kids have been open about the problems in adjustment. 

Adjustment is flexible and people talk about partial adjustment. 10 pupils have somewhat adapted their lives to their circumstances in Britain, which means that they have shown their acceptance or resignation. At the time of the interviews, these individuals seemed to be working on the best way to describe what could be described as a fundamental orientation for survival, reducing their social and emotional expectations and concentrating on an instrumental commitment to its environment that was oriented towards academic results. The readiness of the latter group to endure emotions of loneliness and isolation was a major distinction between those who abandoned themselves and those who opted for partial change. The role of their stubborn attitudes.  Another crucial element is the role of their attitudes towards their education. The authors will discuss in full the academic experience of these students in a later publication. Based on our experience at universities, we decided to use tools to enable foreign students to disclose their experiences in order to overcome them and to comprehend the cultural adaption process they through. We thus joined in the university life of resident students, for a period (till data collection) to study the interactions with the native people. Our goal was to know what university life means for these young people and how much does it impact student mobility experience? In the data collecting phase, therefore, the researcher employs a number of techniques and instruments in any scientific investigation. Thus, in the data collecting phase the researcher employs a number of strategies and instruments in every scientific investigation for reaching and measuring information. As we said before, our survey takes place at the ICP, where we can discover foreign students of many countries that are able to easily connect with local professors and students to learn the language of the host country. 

The school has offered a number of language courses for several years to the advantage of the student, to encourage interdisciplinary training and to fulfil the requirements of individuals who need to improve or learn the language. Thus, in English, it helps to acquire a strong level of language. Today, more than students from all around the globe are welcomed. The centre accepts more than students from all universities, the Economics and Management preparatory schools and Sciences and Technology institutions, as the students are unprepared to speak English in which they are taught. As seen in the first figure, the respondents claimed that they had generally pleasant sentiments within the institution, they were full of happiness, comfort and contentment. This leads us to believe that most students in other countries are at the honeymoon level at the moment. In addition to a variety of amenities, these include educational services such as free education owing to the excellent circumstances of the site (Zhao & Kung, 2021).

Reflexive Account 

The cultural shock is an example describing the reactions which may occur when the unfamiliar person is encountered. And this is about problems when someone remains in an unfamiliar cultural setting for a short or long time. In 1960, anthropologist Kalvero Oberg invented the idea of a culture shock. It offers two situations: one, the emotional downturn which comes following the sense of exhilaration because of the awareness of the unfamiliar and the cultural crisis process (Kuning, Dewi Sri, 2021). 

The centre accepts more than students from all universities, the Economics and Management preparatory schools and Sciences and Technology institutions, as the students are unprepared to speak English in which they are taught. As seen in the first figure, the respondents claimed that they had generally pleasant sentiments within the institution, they were full of happiness, comfort and contentment. This leads us to believe that most students in other countries are at the honeymoon level at the moment. In addition to a variety of amenities, these include educational services such as free education owing to the excellent circumstances of the site.

The phases are

• Stress generated by the fear that psychological adaption processes are not achieved.
• Feeling loss in friends, occupation, possessions.
• A sense of refusal when someone feel rejected or rejected by members of the new culture.
• Confusion regarding the own function, the expectations, the ideals, the own sentiments and the own identity.
• The degree of cultural disparities is seen as surprise, anxiety and indignation.
• feel paralyzed because you think you can't adjust to the new society

Staying in a distant nation involves confrontation with a culture that is strange to itself and with various regulations. If the individual does not prepare himself for the meeting, he tries to react according to his own learning behaviour and reflection patterns, which means that he evaluates his own and the conduct of others in accordance with established cultural paradigms (Ali et al., 2021).

Conclusion

In a worldwide society, student mobility gives opportunities to extend our planet's view. The globe with its many cultures, its variety of living conditions and the many kinds of education provide pupils with new views. The experience of a stranger, of having to cope with biases and preconceptions towards one's own culture, leads to a shift in one's and others' perceptions. An overseas study involves an intercultural meeting which cannot be avoided. A confrontation with the known and unusual is needed to be involved in daily life. International exchange between higher educational bodies must be incorporated in the curriculum in a globalized society, where the meetings of different cultures are becoming an increasingly present result. After having encountered variety in a study abroad, the students portrayed in this article meant new prospects for their personal and academic life. In the linguistic domain important talents are discovered which need adequate understanding of the nation language or region. Expertise of nation or site geography and culture as well as systematic organizational and research knowledge are important. Very basic is a social sensitivity, which above all has empathy and compassion for the 'other' and is strongly linked with non-verbs. The capacity to express one's own culture and to know about techniques for moderating and resolving conflict situations are of the utmost importance. Finally, the capacity to reflect on one's culture, as well as the acknowledgment of cultural relativity, is highly important in knowing oneself. 

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