Migrating for PhDs: The Experience of Middle Eastern and North African Students Migrating with Family to Northern Ireland to Undertake Healthcare-Related Doctoral Studies

Abstract

Background: The experiences of studying abroad have been extensively examined; however, most research concentrates on the experiences of undergraduate or postgraduate students who are unaccompanied. There is limited information concerning the experiences of doctoral healthcare students who migrate to study abroad with their families. Although existing studies have provided considerable insight into the cultural and academic challenges encountered by international students abroad, they have offered only a limited understanding of how accompanying family members influence the study abroad experience and address these challenges, particularly among doctoral students from the Middle East and North Africa (MENA). Aim: To explore the experiences of students migrating with family from the MENA region to Northern Ireland (NI), in the United Kingdom (UK), to undertake doctoral studies in healthcare. Methodology: An interpretive qualitative research design was used. Semi-structured interviews were conducted with PhD students from MENA region who migrated with their families to pursue healthcare at Queen’s University Belfast (QUB) in NI, UK, students from Saudi Arabia who were preparing to immigrate for postgraduate healthcare studies at QUB, and faculty members from QUB. Thematic analysis was utilised to identify key themes. Results: PhD students studying abroad with their families faced a wide array of personal, academic, cultural, and social challenges. Their experiences encompassed both positive and negative facets before, during, and after their arrival. Many characterised studying abroad with family as a “golden experience,” notwithstanding the difficulties encountered. The presence of family members offers essential security, support, practical assistance with daily activities, and emotional comfort, especially during challenging academic periods. This familial support is regarded as more significant and impactful than other social connections, such as friendships. Academic adjustment, relationship development, and securing appropriate housing were integral to their adaptation process. Previous experiences and support from institutions and communities substantially facilitated their adjustment. Conclusion: This study is the first to examine students' experiences migrating with their families from the MENA region to NI (UK) for doctoral studies in healthcare. While the presence of family members plays a significant role as a source of emotional and practical support, the challenges they face while in the host environment make the academic experience of doctoral students complex from another perspective. The research highlights the advantages to postgraduate healthcare students from the MENA region of bringing their families with them during study period and the value of support from universities to facilitate this.