Respondents categorised by country of permanent address prior to entry to their programme of study

Categories: Irish domiciled students (students for whom Ireland, including Northern Ireland, is their country of permanent address) or internationally domiciled students (students for whom another country is their country of permanent address)

There is no significant difference between Internationally domiciled and Irish domiciled students in relation to having a suitable working space.

Across four out of five questions within Supervision, no significant differences are observed.

Nonetheless, a higher proportion of Internationally domiciled students agree their supervisor(s) help them to identify training and development needs as a researcher (78.5% Internationally domiciled; 73.6% Irish domiciled). 

Significant differences are observed across three out of four questions relating to Progress and Assessment. 65.4% of Internationally domiciled students noted they have received an appropriate induction / orientation to their research degree programme, compared to 59.7% of Irish domiciled students. 

Significant differences across all four questions within Research Skills is observed.

A higher proportion of Irish domiciled students agree that their skills in critically analysing and evaluating findings and results have developed during their programme (83.1% Internationally domiciled; 87.3% Irish domiciled) and that their understanding of ‘research integrity’ has developed during their programme’ (84.7% Internationally domiciled; 88.4% Irish domiciled).

No significant difference between Internationally domiciled and Irish domiciled students is evident in relation to having developed contacts or professional networks during their programme.

While 28.0% of Internationally domiciled students indicate that they are aware of the various student supports available, compared to 36.1% of Irish domiciled students.