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)

By country of domicile, there were significant differences observed between Internationally domiciled and Irish domiciled students, across all nine indicator scores, with small to medium effect sizes.

Internationally domiciled students had significantly higher Reflective and Integrative Learning scores (35.1) than Irish domiciled students (31.8). This relates to their ability to connect learnings to issues in wider society, to their own experiences, and to critically think.

Internationally domiciled students are significantly more likely to interact with faculty (18.0) than Irish domiciled students (13.3). Internationally domiciled students are also more likely to perceive their institution as providing a supportive environment (33.1) than Irish domiciled students (28.6).

Internationally domiciled students had higher Higher-Order Learning, Quantitative Reasoning, Learning Strategies, Collaborative Learning, Effective Teaching Practices, Quality of Interactions, and Learning, Creative and Social Skills.