NUCCAT Quarterly Meetings 29 September 2011 International students - PowerPoint PPT Presentation

NUCCAT Quarterly Meetings 29 September 2011 International students studying in the UK: Guidance for UK HEIs Dr. Fabrizio Trifiro’ f.trifiro@qaa.ac.uk

QAA’s remit • To safeguard the public interest in sound standards of UK HE qualifications • To inform and encourage continuous improvement in the management of the quality of UK HE

How we do it? Visit HEIs to review how well they are fulfilling their Reviews responsibilities for standards and quality (Institutional Review) Nationally agreed Academic Infrastructure guidelines and reference points Research, Work in partnership, Development, conduct research , Partnerships provide information and guidance (including maintaining the AI)

The context: International students in the UK • 2° most popular country of destination after the US (10% & 18% respectively – OECD 2011) • 2° highest % of international students in HE after Australia (15.3% & 21.5% - OECD 2011) • 454,980 non-UK domiciled students in UK HEIs (+ 9.5% in 1yr, + > 50% in a decade – HESA 2011) • 308,710 non-EU domiciled students (+11% in 1yr) • 408,460 ‘off shore’ students (+ >100% in 2 yrs – HESA 2011)

Successes • ~80% satisfied with overall experience (ISB & NSS) • 81% would recommend UK HE v. 75% international index (ISB 2010) • Outcomes from institutional audit (QAA 2008): • 'the audit reports show that institutions are aware of the substantial learning and cultural issues involved in recruiting large numbers of international students’, and that • in anticipation of growth in the numbers of overseas students, institutions have been keeping support services under review in order to enhance the experience of international students’

Challenges • ~20% still not satisfied: • Integration on campus, work opportunities + career advice, cost + financial support (ISB 2010) • Intensifying global competition for talents + increasingly discerning prospective students • Increasingly varied range of expectations and needs • Thematic enquiries (QAA 2009): • concerns related to the admission of students with insufficient English language or academic skills

QAA Thematic Enquiries • Institutions should provide • “clear guidance to international students and their advisers about higher education teaching, learning and assessment practices in the UK and…support them in making the transition to studying in the UK” • “a general statement or guidance about the support arrangements that international students should expect from higher education institutions, including English language support and personal and academic support”

International students studying in the UK – Guidance for UK HEIs • Developed by QAA in collaboration with the sector • It aims to provide a UK-wide set of shared principles reflecting minimum expectations of support for i.s. • build on and consolidate existing practice, while assisting HEIs • The guidance is supportive, not prescriptive • recognises the diversity/autonomy of HEIs • point of reference for reviewing/enhancing HEIs own practice • recommendations + signposts to further information/guidance • not currently intended to form part of the AI/UK Quality Code

The Guidance (continued) • It is structured around the student journey (the same organising principle of the new UK Quality Code) • It is not premised on a clear-cut definition which international students aside as homogenous group • It acknowledges communalities between all students • It acknowledges the diversity amongst international students • It defines int. students simply as non-UK students • It focuses on ‘on-shore’ int. students only • It is premised on a set of overarching principles which apply throughout the whole of student lifecycle

Overarching principles • Inclusive environment • Institutions should seek to provide an inclusive environment where the needs of international students are considered and met alongside those of other students in an integrated and embedded way • Student engagement • Institutions should ensure that international students are represented in student engagement activities and that their feedback is taken into account in making enhancements to existing policies and practice. • Clear and accessible information • Institutions should ensure that the information they provide at all stages of the student lifecycle is accessible to international students.

Overarching principles • Shared responsibility • Responsibility for meeting the needs of a diverse student body should rest with all staff within an institution, not just those with a specific remit for managing international students' experiences. • Staff development • All staff working with international students should have access to appropriate training and development opportunities, which support them in recognising and addressing the particular needs of international students.

What’s in the guidance? • Marketing and recruitment • Admissions • Pre-arrival (information) • Enrolment, orientation and student services • Academic induction and learning and teaching • Employability, careers, graduation and departure

Marketing and recruitment • To provide as a minimum information about: UK HE, institutional profile, programme details, entry/visa requirements, study and living costs, acceptance conditions and refund policies, financial assistance, registered representatives/agents, etc. • To have in place policies and procedures for the recruitment of international students that are fair, clear, explicit and implemented consistently • To ensure that due diligence is undertaken during the selection process of agents and regularly review and train their appointed representatives to ensure they act responsibly + professionally

Admissions • To highlight any variations in the admission processes for international students, e.g. whether applicants are required to come to the UK to attend an interview or audition • To consider the impact of immigration requirements in the design and operation of their admissions processes • To provide a clear point of contact for enquiries about admission, including enquiries about qualifications and APEL • To make clear the English language requirements for their programmes together with the qualifications/tests used • To inform potential students in good time of any significant changes to a programme after an offer has been made • To make explicit the circumstances in which refunds may be made

Pre-arrival • To provide timely and accessible information about a minimum set of information including: • what to expect from immigration control, • joining instructions (where to go/what to do upon arrival) • details of registration/enrolment process, • details of accommodation made available (HEI or private) • details of any orientation/induction programmes, • access to bank and arrangements for healthcare, • basic guidance on personal safety/British law, • sources of information about living and studying in the UK, etc..

Enrolment, orientation and student services • As a minimum institutions should provide advice/information on • the institution's and the student's respective responsibilities towards UKBA; settling in and living in the UK; dealing with cultural shock and sources of support; arrangements for healthcare; social and other facilities on campus; academic and language skills support; support for employability; etc • Institutions should also specifically consider in designing orientation programmes • how best to facilitate integration between international and domestic students’, seeking the active involvement of student unions • the needs of diverse groups of international students (e.g. part-time students and with dependants) and have arrangements in place for students who join part-way through an academic year

Academic induction and learning and teaching • Academic induction should be continuous and cover at least • learning, teaching and assessment methods; academic practice and malpractice (e.g. referencing and plagiarism); academic support (tutors and tutorial); academic complaints and appeals procedures; opportunities for student representation and feedback, etc.. • Staff involved in programme delivery should be encouraged to: • adopt inclusive teaching and assessment methods, paying attention to the composition of taught classes and take into account global perspectives during the development and periodic review of modules and programmes • Institutions should ensure that: • arrangements are in place to enable students whose first language is not English to cope with academic demands of their programme • their quality assurance processes take account of international students

Employability, careers, graduation and departure • Make clear what students need to do for themselves in respect of preparation for employment and careers, e.g. develop their transferable skills • Be aware of differences in employment sectors and marketplaces in countries other than the UK, and being able to support students to research these issues in their preferred country of employment • Make clear the regulations/practicalities involved in leaving the institution to ensure a smooth departure (e.g. books, bills, etc.) • Provide information of any service available to students after graduation (e.g. alumni associations and employability support)