Student Excellence: The Role of Academic Staff in International Student Success

On 18 March, Tempus Public Foundation organised a Competence Development Workshop for academic staff working with international students at Hungarian higher education institutions.

The introductory presentations and the institutional good practices shared during the event highlighted that student excellence depends not only on prior academic achievement, but also on the supportive educational environment created by academic staff and institutions.

The opening lecture focused on the experiences of Master’s and doctoral students studying in Hungary. It emphasised that within the Stipendium Hungaricum programme, the concept of “excellence” extends well beyond admission scores. For students arriving from diverse educational and cultural backgrounds, factors such as individual potential, learning pathways, the quality of the research environment, and supervisory support play a decisive role. Data presented by Tempus Public Foundation showed that doctoral students are generally satisfied with the quality of education, while also identifying several challenges related to administrative infrastructure.

Presentation addressing the academic pathways of international students demonstrated that, despite the comprehensive support system of the Stipendium Hungaricum Programme, many students continue to face financial uncertainty, cultural misunderstandings, linguistic isolation, and difficulties integrating into professional communities. At the same time, speakers highlighted that doctoral students often develop a strong professional identity that transcends cultural differences, allowing them to experience their studies abroad as both personal and professional growth.

Methodological Good Practices in Multicultural Education

The workshop also showcased a range of methodological approaches applied by different institutions to support international student success. Some universities have successfully introduced 12-week preparatory semesters that facilitate academic and professional integration, while others use gamification tools to reduce students’ anxiety related to classroom participation.

Several institutions presented research methodology courses based on structured and guided note-taking techniques, which have contributed to improved learning outcomes, higher student satisfaction, and increased participation in student research activities. In many cases, these courses also serve as important community-building spaces where group work, continuous feedback, and guidance related to grant applications support students’ integration and encourage research career development.

The workshop further highlighted the importance of personalised mentoring and interactive classroom methods built on constructive and individualised feedback. Compared to traditional lecture-based teaching, these approaches allow academic staff to focus more effectively on individual students and recognise their strengths and talents. According to institutional experiences shared during the workshop, several students who benefited from this type of supervisory support later achieved PhD candidacy. Beyond the innovative practices introduced by academic staff, student-led initiatives — including clubs, artistic and sports activities, debate societies, and mini conferences — were also identified as important platforms for community building and talent development.

Professional discussions during the workshop identified three key factors influencing student excellence:

• strengthening cooperation between Hungarian and international students,
• ensuring leadership support for embedding cultural sensitivity at the institutional level,
• and consciously integrating the talents and expertise of international students into the professional life of universities.

The main conclusion of the workshop was that international student success can best be achieved when academic staff are methodologically well prepared, institutions apply innovative learning-support solutions, and students are offered multiple opportunities for both academic and community engagement. The good practices presented demonstrated that Hungarian higher education institutions have significant potential to foster international student excellence, provided that supportive environments continue to be developed consciously and systematically at multiple levels.