Abstract

Introduction: From an historical perspective the United Kingdom (UK) has been the first European country of
choice for Nigerian students wishing to study overseas. As an international contingent, Nigerian students
continue to represent the UK's third largest international student body. This paper provides an insight into
research undertaken to examine students' capacity to transition into the UK Higher Education system from a
sociocultural perspective. Across the UK Higher Education Institutions (HEI's) have addressed issues surrounding
internationalisation and decolonisation of the portfolio of programmes available to overseas students, with
strategic curriculum design and justification processes evident in the extant literature. This project uses an
innovative approach for the facilitation of dialogue with international students about their experiences of
transitioning into UK systems of learning and teaching using a social constructivism approach.