A number of aspects linked to learning in a different cultural environment as opposed to one’s background present challenges in the studies. Issues related to prior learning background, the attitude towards the staff, language mastery, communication and the ability to interact with other students are pertinent issues that affect studies. Kingston and Forland (2008), conducted a study among East African students in the UK and established that tensions arose from the student’s expectations that emanated from their collectivism culture as opposed to that of the educators which took a more individualistic approach. On the other hand, Sovic (2008) through a qualitative study in the UK found that there was a major difference in teaching skills in the UK with their former schools, which adopted a more superficial learning approach. International students have therefore demonstrated unpreparedness to engaging in learning activities. The different methods of learning as well as teaching expose the students to academic shock.
Language and communication competence is a key aspect that presents a cultural shock to many of the students at Glasgow. Language forms the foundation of socialization among individuals, failure to which a person will feel out of place(Ramburuth and Tani, 2009), this is a major source of shock to the international students here at Glasgow. Since their communication, skills are deficient of the accent and other language skills that they are used in the foreign culture; they get to a state of confusion.