How can Spanish speakers from South America prepare for success in Universities of the Anglophone Europe: the case of Trinity College Dublin

Abstract

The purpose of this interpretive qualitative study was to explore the views on the nature of success of Spanish-speaking students of South America (SSoSA) enrolled in an Anglophone European university and who self-reported being successful. I employed three inter-connected studies: a study of the nature of success for Ecuadorian students in SA, a study of the experiences of success for SSoSA in Trinity College Dublin, and an analysis by gender across Study 1, Study 2, and Study 3.

In Study 1 surveys and online interviews were used primarily as data collection methods. Study 2 was a cross-multiple case study based on the experiences of four SSoSA successful students. Data were primarily collected through surveys, in-depth interviews, and commentaries from the participants. Descriptive data in Study 1 and Study 2 were sex-disaggregated which served for the analysis by gender in Study 3.

The study resulted in a description of the roots of success for Ecuadorian and South American and Spanish speakers who contributed in a critical reflective dialogue through the different data collection instruments. The study valued a participatory and cross-cultural approach which was reflected in the collection and presentation of the data along the study. The findings suggest various resources than can be applied to replicate success and inform forthcoming generations of students prior to embarking on their undergraduate studies in English speaking countries.

Finally, some implications for research and implications for practice are suggested at the end of this dissertation.