Beyond grades: Building skills for international students

Shakib Khan FHEA, CMBE, shares his teaching approach that aims to ensure international students leave with transferable skills and confidence, as well as their certificates.

When my MSc students introduce themselves in the first seminar, many admit they fear giving a presentation or conducting interviews in English. I see that fear, not as a weakness, but as a starting point.

The challenge

As a full-time module leader and lecturer in MSc Business Management at the University of Hull, London campus, I teach cohorts made up of students from across the world. For many, this is their first experience of studying in the UK. I recognise their struggles not only as their lecturer, but also because I once stood in their place when I first arrived here as an international student.

The challenges are wide-ranging: unfamiliarity with academic conventions such as referencing, paraphrasing, or the concept of academic misconduct; navigating virtual learning environments; and, most importantly, adjusting to a new cultural and communication landscape. Many are intelligent, motivated, and capable of achieving high grades, yet grades alone can mask deeper gaps in confidence, clarity of expression, or professional readiness.

This matters enormously in business and management education. International students make a significant investment in their education and naturally expect outcomes that translate into employability. But when graduates lack the confidence to speak in public, present ideas clearly, or communicate effectively in interviews, that investment is compromised. The responsibility lies with us, the educators, to ensure they do not leave with certificates alone, but with transferable skills and confidence.

My teaching approach

I design my 3-hour sessions in two phases. The first hour is devoted to lecture delivery, where I introduce concepts and frameworks. The following two hours are seminar-based and highly interactive.

I begin with a short online quiz to refresh understanding and build engagement. From there, I bring in real-life case studies linked to the lecture content and set tasks that students complete in small groups of three to five. Within these teams, students take ownership by dividing the work among themselves. They are encouraged to use their devices to conduct quick research, compare findings, and then merge their insights into short notes or slides.

Once prepared, each team presents its analysis to the class in a tightly timed five-minute slot. I keep detailed notes on their delivery, content, and overall communication skills, which allows me to give immediate feedback. Thanks to quick notetaking, I can provide both individual and group observations straight away, signposting where students can strengthen their skills. I also record these observations to track student progress over time.

The impact becomes visible after just a few weeks. Students gradually develop stronger verbal and interpersonal communication skills, greater confidence, and more collaborative ability. Many later share that these sessions helped them perform better in interviews and presentations beyond the classroom.

Interestingly, my module does not include a presentation as part of the summative assessment. Yet students recognise this formative exercise as one of the most valuable aspects of their learning, because it builds lifelong skills. These seminars give them a safe environment to rehearse research, analysis, critical thinking, and most importantly, professional communication.

Impact on students

The transformation is visible within weeks. Students who were once hesitant begin to present with confidence, collaborate effectively, and approach case studies with more critical engagement.

One student, for example, hardly spoke during the early sessions. Initially paralysed by fear of presenting, he later approached me to say he was grateful for the dynamic seminars, which had gradually strengthened his confidence. Another student shared that the practice she gained in my class helped her refine her presentation style with clarity and impact, skills she later credited as instrumental in securing a teaching role.

These stories highlight what grades alone cannot capture: the development of real-world skills that underpin employability. My classroom becomes a rehearsal space where students can practise, make mistakes, and grow into more confident communicators. This shift reframes success, moving it away from marks on a transcript towards lasting confidence and career readiness.

Closing reflection

As educators, our role goes far beyond delivering content or preparing students to pass assessments. We must ensure that international students leave not just with certificates, but with the confidence to communicate, collaborate, and thrive in global workplaces. If we measure success only by grades, we risk missing the real purpose of higher education.