International Student Inclusion in Higher Education through the Lens of Systems Thinking

: (Alternative Format Thesis)

Abstract

This doctoral thesis investigates the systemic challenges impacting international student inclusion (ISI) in higher education (HE). Comprising four interconnected publications and employing systems thinking (ST) as a theoretical lens, it highlights the complexities and interdependencies within the HE system, recognising that ISI is crucial for the successful internationalisation of HE (IoHE). As the academic literature shows no known application of ST to ISI, this study applies ST to a new field and extends ST theory by demonstrating its relevance to ISI in HE. Through the systems thinking (ST) lens, multiple interconnections, feedback loops, and leverage points within the HE system related to ISI were uncovered, revealing two key system dynamics: a systems paradox and systems silos. The paradox stems from geopolitical shifts and restrictive policies that reduce international student mobility (ISM), increasing reliance on Internationalisation at Home (IaH) to achieve IoHE goals. Yet, study environments are becoming less international and inclusive due to restrictions on English-language programmes and caps on enrolment. Thus, as reliance on IaH grows, the presence and inclusion of international students, essential to its success, paradoxically decline. In systems thinking, this reflects the Shifting the Burden archetype, where short-term, siloed policies lead to unintended consequences and weaken long-term solutions. A second systems silo lies in the narrow focus of existing inclusive leadership literature, which centres on inclusive workplaces and formal leadership behaviours rather than adopting a broader systems perspective necessary, amongst other aims, for advancing international student inclusion (ISI). This limited view maintains inequalities by overlooking the interconnections between formal and informal leadership and underexploring the relationships between workplaces, learning environments, and broader societal inclusion. This study expands knowledge on systemic approaches to ISI and identifies areas for future research by uncovering these underexplored linkages. Finally, a case study illustrates these systems dynamics within an institution and from the student's perspective, underscoring the importance of comprehensive internationalisation and effective feedback mechanisms. The findings of this study, derived from the analysis of feedback loops, archetypes, and leverage points, offer valuable insights for stakeholders to collaboratively, systemically, and sustainably enhance international student inclusion. Strengthening inclusion benefits international students and domestic students, faculty, staff, and institutions while advancing internationalisation goals and contributing to broader societal progress.

Date of Award	10 Dec 2025
Original language	English
Awarding Institution	University of Bath
Supervisor	Gina Wisker (Supervisor) & Charmaine Williamson (Supervisor)