attracting international students: equitable services and support, campus cohesion and community engagement acknowledgments ========
Attracting international students:
equitable services and support, campus cohesion and community
engagement
Acknowledgments
===============
Researched and written by a team from the Centre for Education for
Racial Equality in Scotland, University of Edinburgh and the Centre
for Remote and Rural Studies, University of Highlands and Islands led
by Dr Rowena Arshad and Dr Philomena de Lima.
ECU would like to thank the following individuals as members of the
project advisory group for their support and valuable guidance for
this research:
*
Dr Simin Abrahams, Universities Scotland
*
Naseem Anwar, University of Strathclyde
*
Janine Chalmers, University of Aberdeen
*
Johanna Holtan, Edinburgh University Student Association
*
Margaret Irving, Strategic Funding and International Higher
Education and Learner Support Division, Scottish Government
*
Tim Johnson, British Universities International Liaison
Association (BUILA)
*
Kristina Konstantoni, Centre for Education for Racial Equality in
Scotland
*
Beatrice Merrick, UK Council for International Student Affairs
(UKCISA)
*
Liz Neil, British Council Scotland
*
Helen O’Shea, National Union of Students (NUS), Scotland
*
Ailsa Ritchie, AMOSSHE, the UK Student Services Organisation
We would also like to thank the institutions that participated in the
study:
*
University of Edinburgh
*
Glasgow School of Art
*
Heriot-Watt University
*
Robert Gordon University
*
University of St Andrews
*
University of Strathclyde
Contact
-------
Freya Douglas
[email protected]
1 Introduction
==============
In an increasingly competitive international market, higher education
institutions (HEIs) are adopting various strategies to attract
talented students from overseas.
World rankings aside, word of mouth is probably one of the most
effective marketing tools for encouraging students to consider a
particular HEI. The messages that students take back to their
countries about their experience of student services should be an
important consideration of any HEI’s internationalisation strategy.
Previous ECU research investigated how providing an inclusive
environment for all students can result in increased attraction,
retention and achievement of international students.
ECU (2011) Joining up agendas: internationalisation and equality and
diversity in higher education
www.ecu.ac.uk/publications/joining-up-agendas
In autumn 2010, ECU developed a project in collaboration with Scottish
HEIs to look further into how advancing equality and diversity can
support the internationalisation agenda.
Through assisting the development of inclusive practice for both
international and UK students, the project also identifies ways in
which the sector can ensure compliance with the Equality Act 2010. The
recommendations of this report align with the ambitions of this
legislation and will support HEIs in their delivery of inclusive
provision for international and UK students.
Further information on current equality legislation is available on
the ECU website www.ecu.ac.uk/subjects/equality-act-2010
1.1 The research
----------------
Equality and diversity practitioners from the Scottish sector
highlighted three areas of importance for consideration:
*
the equity of support and professional services between
international and UK students
*
campus cohesion – the relationship between international and UK
students, between staff and international students and the ways in
which institutions support good relations
*
community engagement – how international students engage with
local communities and how institutions encourage this
The research aimed to identify good practice and transferable
learning, and provide recommendations for developing practice in these
areas, focusing on the support services deemed most relevant by the
project advisory group.
Respondent breakdown
Through an online questionnaire, semi-structured interviews and
discussion groups, undergraduate and postgraduate EU and non-EU
international students and UK students – and staff members from
targeted services – participated in the research:
*
965 responses from students from five HEIs were drawn between May
and October 2011 of which 55 per cent came from one HEI where the
survey was actively promoted
Nationality and level of study of survey respondents
Nationality
Percentage of respondents
UK
53.1
EU international
15.2
Non-EU international
31.7
*
71 staff members took part in interviews – staff held a range of
positions and worked in different services (see appendix for full
details)
*
199 students took part in group discussions – the balance of UK,
EU and non-EU undergraduate and postgraduate students varied
between institutions
Nationality of focus group participants
Nationality
Percentage of respondents
UK
32.5
International
67.5
A full profile of student respondents can be found in the appendix.
1.2 Using this report
---------------------
This report uses the term ‘international’ to mean EU and non-EU
students. Any distinctions made are explicitly mentioned.
Based on the research, this report makes a number of recommendations
for HEIs. However, it is important to bear in mind that not all
recommendations may be applicable for all institutions. Issues are
frequently affected by broader contextual factors, of which there are
examples overleaf, including:
*
the size and profile of the student population
*
geographic location of institution
*
partnerships with particular industries and international academic
institutions
*
evolving UK legislation
Student profile
An institution that caters largely for UK undergraduates may choose to
prioritise accommodation for undergraduate rather than postgraduate
students. This decision may have more of an impact on international
postgraduates, and particularly those with families, than UK
postgraduates.
Geographic location
Geographical location can influence the experiences students have of
local communities (eg, some HEIs are located in largely monocultural
areas while others are situated in areas of greater diversity). This
will have an impact on the range of community organisations, services
and networks that an HEI might be able to work with or call upon to
support students.
Partnerships
Small institutions, to ensure economies of scale, might form
partnerships with larger institutions to cover the range of services
that students require. Therefore these institutions might have a more
limited control over their support services.
Some institutions offer specialist courses and will develop particular
relationships with the sectors their programmes are working in. They
may find that this affects the students they recruit, and there may be
a large number from a certain country. This may enable them to develop
more specific support for students, for example by the careers
service.
Evolving UK legislation
Another overarching factor affecting all HEIs at present are changes
in United Kingdom Borders Agency (UKBA) requirements. Evolving
immigration and visa rules have meant that HEIs have had to be quick
to respond to legislative requirements.
Staff respondents were concerned that the focus on meeting UKBA
requirements has a real potential of diverting resources away from
day-to-day student support.
In a couple of cases, international students raised concerns with the
restrictions UKBA places on the numbers of hours they would be
eligible to work, which they deemed unfair.
2 Equity of support services to all students
============================================
A key focus of this study was to find out whether services are
provided equitably to international and UK students.
Being equitable does not mean providing the same for every student but
recognising the different needs within a diverse group and making
necessary steps to ensure that services are provided in a way that
meets these needs as far as possible.
Interviews with staff at the six HEIs highlighted the level of effort
that has been made by different services to provide quality and
efficiency for international and UK students. The majority of students
interviewed and surveyed were satisfied with the range and quality of
support services provided by institutions. Services are provided
equitably for international and UK students in most cases, though each
service area identified in this study has room for improvement to
ensure greater equity of provision.
This section provides a commentary on the following services
identified by the project advisory group.
*
Accommodation service
*
Careers service
*
Catering
*
Chaplaincy
*
Disability service
*
Finance
*
Health
*
Sport, leisure and exercise
*
Students’ unions and associations
*
Support for international students with dependants
The recommendations will be relevant to the service area in question,
but will also have implications for other areas of the institution and
senior management.
2.1 All services
----------------
International students particularly valued:
*
receiving information about the institution and its services
alongside course information, particularly in hard copy
*
pre-entry information and advice, for example: pre-arrival
briefings, a dedicated section on the institution’s website for
international students, information related to key services (such
as access to an international student calculator and information
on how to set up a bank account)
*
the meet and greet service at airports and on arrival at the HEI
*
advice on available support for improving English language skills
*
advice on study skills and social customs
*
availability of cultural and faith support services on campus
However, students interviewed in the study were not always aware of
the various support services in their HEI. This was attributed to an
overload of information about services at the beginning of the
academic year and uncertainty about what the service provides and its
relevance for them personally.
‘What I don’t really know is what the student welfare service is. I
would think that that would be something more for local, home students
… You know, when I see the word ‘welfare’ I think of welfare system …
I wouldn’t think that it’s something for me.’
Non-EU international postgraduate
Staff cited information overload, particularly during freshers’ and
induction week, as an area that needs immediate attention. They
indicated that students should be reminded throughout the year of the
range of support services available and be offered a clear explanation
of what each service can offer. Staff were beginning to consider how
to address the overload and provide ongoing updates and advice.
Improving communication between support services
Despite a high level of effort from different services to provide
efficient, good-quality support for international and UK students,
communication between services could be improved to maximise support
efforts. The highly devolved nature of services in larger institutions
may be a barrier to consistent, transparent provision. If there is no
well-developed referral system between services, students may find
themselves being passed from one service to another.
Staff acknowledged that the devolution of some support services
ensures that students can access services in different areas of the
HEI campus, close to where they study. However certain key services,
such as immigration advice, need to be centralised. Despite the
potential impersonal feel, centralisation results in a more efficient
and accurate service for students.
Closer working across services facilitates the sharing of good
practice and creative initiatives, while avoiding duplication of work.
There is an urgent need for HEIs to review the way services work
together so that the overall student experience can be enhanced. This
should include consideration of ways to distribute information to
students throughout the academic year and of ways to ensure that
academic staff are well aware of the range of support services for
students.
Freshers’ week
The start of academic life is filled with a large number of activities
from academic departments, support services, the chaplaincy, the
students’ union, English language centres and student societies.
Student services, the students’ association and the athletic union at
the University of St Andrew’s coordinate a freshers’ week programme
that pulls together essential and recommended activities for students,
including specific activities for postgraduates, in one brochure.
Within the brochure, events are clearly listed by day using a coded
system with venue and timings. A map of the university with numbered
buildings and a street plan is included in the middle of the brochure,
which can be pulled out for future use.
Listing these events in one brochure gives students a sense of
partnership between these different arms of student services.
Co-location of services
Heriot-Watt University redesigned the layout of its services along a
corridor akin to an underground shopping mall. This student support
services hub hosts the following support offices as well as spaces
available for meetings and individual sessions:
*
accommodation service
*
counselling and support service
*
disability service
*
finance
*
international student adviser office
The central position of the international office encourages students
to make use of other services. The proximity of services enables
better communication and synergies to develop between them.
Alongside these support services, the hub also contains a bank,
hairdressing services, a bookshop, student advice, the students’ union
shop and eating places. This mixture gives the whole area an
accessible and friendly buzz.
Student induction and experience coordination group
The University of Edinburgh has set up a group of a range of academic
and support services to prioritise work to roll out in a systematic
and coherent way.
The group has worked on a number of initiatives, including:
*
supporting postgraduate international students who are here with
families and dependants
*
identifying ‘buddy systems’ in use across the university to
consider the most effective practices to extend
*
developing a postgraduate induction website
Recommendation
--------------
*
Assess the effectiveness of communication between student services
to avoid duplication and improve the efficiency of responding to
international and UK student needs.
2.2 Accommodation service
-------------------------
Accommodation services provide information about available
accommodation and other related services including:
*
advice on accommodation
*
dealing with the application process
*
marketing
*
issuing and managing leases
*
working with the private rental sector
*
responding to students’ welfare and pastoral issues
*
helping students make the transition from home to HEI
accommodation or external rented accommodation
Some HEIs are exploring ways to provide accommodation information
online in a format that will enable prospective students to explore
the accommodation facilities using a virtual tour. Staff indicated
that this could be accompanied by clearer advice on the suitability of
accommodation buildings and information on their position in relation
to other institutional areas.
Some HEIs in this study provide a ‘cooling off’ period of seven days.
This allows students who are unable to view the accommodation prior to
commencing studies to make a decision on the accommodation allocated
to them after they have arrived. International students found this
particularly helpful.
Students were generally satisfied with accommodation services and
facilities.
‘It’s really safe and it’s really central which is, I think, important
especially when you first arrive and you don’t kind of know what’s
going on.’
International postgraduate
Allocation of accommodation
Some students and staff perceived some HEIs in Scotland to operate an
informal ‘segregation’ policy, despite the fact that none of the HEIs
in this study have such a policy.
Staff acknowledged that at times they are constrained by the need to
ensure full occupancy and meet financial targets. The UK Council for
International Student Affairs (UKCISA) advises that difficulties can
be minimised by maximising transparency of the services and minimising
the potential gap between expectation and reality.
Accommodation services may need to work harder to reassure
international students that they are not being segregated. Some
international and UK students in focus groups were under the
impression that some nationality groups were deliberately housed
together as part of an inclusion imperative. These students were
critical of any such policy and thought attempts to group
international students to make them feel included or comfortable was
naïve.
Activities
Students appreciate the events and activities organised by
accommodation services which enable students to feel at home quickly.
This is particularly true for international postgraduate students who
might only be in their programme of study for a year.
Events include evenings where students can bring dishes to swap and
share recipes, movie nights where popcorn and soft drinks were on
offer and ‘Come dine with me’-type activities between flats where
people could mix. Events organised by HEI accommodation services were
often alcohol-free or had minimal alcohol.
‘In the events we run across the board, we have very little alcohol
involved. This is a very deliberate policy on our part, partly to try
to educate and partly to try to move away from the notion that you
can’t have fun without having a drink.’
Staff member
Students also mentioned how some accommodation services organised
cultural festivals and events and outings such as celebrating Chinese
New Year by going to local Chinese restaurants.
The role of accommodation staff
Wardens and resident coordinators are considered valuable by both
staff and students. These individuals help to shape the ethos of the
residential block they are assigned to and some accommodation service
managers stressed that they took great care to select the right person
for these roles.
‘We’re looking for some understanding of the difficulties that
students might face and we’re also looking for some sort of
understanding of what the resolution to some of these problems might
be. They are by and large the first port of call for students who live
here. And we need to be able to deal with whatever happens and then be
able to help the students and point them in the right direction.’
Staff member
The online survey indicated that international students appreciate the
presence of a warden and feel comfortable about approaching their
warden with concerns. Some of the students who took part in the focus
group had been wardens themselves and they empathised with
accommodation staff, recognising that the role of warden is
challenging due to the need to consider a range of cultural and
diversity-related issues.
‘Some [students] don’t even like to be in the same room. It’s really
challenging … but then you can’t separate cultural groups into certain
flats … cause you are creating a ghetto. Well ghetto is probably the
wrong word but you are creating these divisions … You’ve got to take
all that into account. And at the end of the day remember that they’re
here to study but also here to have fun. You’re not here to be a
prison warden and say “don’t do this, don’t do that”. ’
UK postgraduate
Accommodation services staff stated that they work hard to provide a
feeling of home where students can feel safe and supported,
particularly as they are more likely to be productive learners in this
environment. Domestic staff members may be the first to pick up on
loneliness, isolation or health issues which they then alert the
wardens about.
‘Domestic staff are very good at highlighting to us if they think
there is an issue. They see a student who is never up, does not go to
class, has take-away packets in the bin every night when they are on a
catered option, what’s that about?’
Staff member
Gender and disability considerations
Single-gender occupancy was not mentioned by staff or students,
although when asked about this, staff generally indicated that there
are women-only floors or that women are allocated rooms above ground
floor level for safety reasons. While most accommodation staff
discussed the need to be sensitive about visitors staying overnight,
most appeared to depend on the wardens or janitors to ensure some
boundaries were placed on the number of nights a visitor could stay
and so on.
One student indicated that there was insufficient information about
accommodation provision for disabled students from the HEI’s
accommodation services. There was information available from the
disability office’s website but the information was not easily
accessible.
‘There is good information on the disability office website, but you
have to know to look for it. There was extremely poor information on
accommodation and local services for disabled students from the
accommodation service.’
UK undergraduate
Private accommodation
Some institutions make arrangements with private companies to manage
university properties. There are also some large private sector
providers of student accommodation. There is an important issue here
about whether HEIs’ contracts with private sector providers ensure the
same level of adherence to equality policies (see ECU’s Handbook for
student accommodation providers: support and guidance for equality and
diversity).
Staff indicated that advice is offered on tenancy and contractual
rights to those who take up private sector option. However, students
felt the advice and information about private lets should be improved.
‘When I first came it was the beginning of September and I couldn’t
find any place [at the university]. And then you have to go outside
and go through the headache of finding a flat or something. So it
would be great if there was like … one website that could connect the
two worlds together or something.’
Non-EU international postgraduate
Particular suggestions include:
*
ensuring that the private lettings are of a good standard and in
safe areas
*
providing information on accommodation that is suitable for
families, with easy access to schools
*
developing a standards charter with private sector landlords to
act responsibly and not exploit international students, for
example, by not returning deposits
International students raised issues they had regarding the level of
support they received from accommodation services to find private
accommodation, which led to increased expenses.
‘I was never even sent an email. I had to look for a flat myself and I
had to do it from home. A little bit more assistance could have
helped, like a person to contact. I couldn’t even come here and see
that accommodation. So I had to just kind of pick one and if I didn’t
want to stay then I don’t know what to do.’
Non-EU international postgraduate
Aside from information of where to seek suitable accommodation,
international students wanted information that affects day-to-day
living, for example, about council tax and how to keep safe, as well
as general information about neighbourhoods.
‘We all come from different backgrounds, different ways of, I don’t
know, dealing with things. So we don’t know how is the Scottish way …
So it would be important to know all details like [house of multiple
occupancy] licence or council tax … it’s all new for us.’
Non-EU international postgraduate
The UKCISA benchmarking survey of international students for 2010/11
(currently unavailable publicly) showed a clear difference in the way
that HEIs in the UK approach the matter of private sector lets. For
example, only 18 per cent of HEI and college respondents in Scotland
indicated that they considered private sector options for students
compared with 49 per cent in England and 38 per cent in Wales. Only 29
per cent of respondents in Scotland indicated they provide advice on
housing rights compared with 67 per cent in England and 75 per cent in
Wales.
Recommendations
---------------
Accommodation service information
*
Provide detailed online information about accommodation to allow
students who are not able to visit accommodation prior to
application to form a clearer understanding of the types of
accommodation available, for example 360-degree virtual tours of
residences, photos, floor plans and information about the location
of the property in relation to other institutional services.
*
As far as possible, provide reassurance that international
students will not be segregated from UK students.
*
Provide students with information about the various accreditation
schemes that exist at national and local level.
See, for example
www.ukcisa.org.uk/student/info_sheets/accommodation_overview.php#accred
*
Provide training on cultural awareness and challenging
discrimination to staff and volunteers (from managers to domestic
and janitorial staff) associated with accommodation services.
*
Organise house-hunting events to provide students with information
about what to look for and be aware of when seeking accommodation.
The University of Portsmouth has an example
www.port.ac.uk/studentlife/accommodation/privatehousing/househuntingevents
*
Work with other services in the institution and external agencies,
such as local voluntary sector organisations and faith and
cultural groups, to provide a range of activities (eg,
alcohol-free events), particularly for postgraduate students with
families.
HEI-owned accommodation
*
Provide more family flats as part of the HEI-managed
accommodation.
*
Offer short-lease tenancies.
*
Consider other equality and diversity implications of service
provision, for example, ensure that accommodation is suitable for
people with a specific impairment or a certain religion.
*
Review the role of wardens or resident coordinators to ensure they
are proactive in providing opportunities to assist integration and
have the knowledge, skills and confidence to address issues of
prejudice or discrimination.
Private accommodation
*
Provide clear housing and tenancy rights advice and a vetting
service of private sector lets to assist students with their
selection of accommodation and enable them to enter into contracts
with confidence.
*
Provide students with information about any existing deposit
protection scheme.
The Scottish Government has an example
www.scotland.gov.uk/Topics/Built-Environment/Housing/privaterent/government/SGTD1/FAQtenants
*
Explore the availability of family flats and be mindful of safety
issues (eg, avoid areas where students might be exposed to overt
racism, bigotry and harassment), proximity to schools and public
transport routes, and travelling costs when selecting premises.
Further reading
*
ECU (2009) Handbook for student accommodation providers: support
and guidance for equality and diversity
www.ecu.ac.uk/publications/student-accommodation-providers-handbook
*
Scottish Government FAQs: tenants. Online resource.
www.scotland.gov.uk/Topics/Built-Environment/Housing/privaterent/government/SGTD1/FAQtenants
*
UKCISA (2010) Managing accommodation for international students: a
handbook for practitioners
www.ukcisa.org.uk/about/material_media/good_practice_guides.php
*
UKCISA Accommodation for international students: an overview.
Online resource.
www.ukcisa.org.uk/student/info_sheets/accommodation_overview.php
*
UKCISA What you need to know when choosing accommodation. Online
resource.
www.ukcisa.org.uk/student/info_sheets/accommodation_things_to_know.php
2.3 Careers service
-------------------
International and UK students were generally satisfied with the level
of service provided by careers services, in particular the combination
of one-to-one support, sessions, talks and workshops involving both
internal staff and external speakers. The HEIs in this study have
dedicated pages on their websites to provide advice to international
students about working in the UK as well as local volunteering
opportunities.
‘I used [careers advice] when I was getting a job and I did get one
which was good. And also they are really informative and they will
help you with anything you want … if you just want them to look over
your CV or personal statement or they have information on a tonne of
stuff and you can use their computers.’
EU international undergraduate
To identify areas for improvements or consolidation for all students,
careers staff draw on feedback from internal surveys or graduate
surveys.
To develop discipline-relevant provision, careers staff reported
partnership working with academic programmes and subject areas, though
this is frequently ad hoc and dependent on the goodwill or commitment
of faculty staff. Methods for delivering industry or
discipline-specific career advice, such as specific teams, are also
being considered, with questions of the balance between centralised
and devolved advisers being raised.
International student use of services
Careers service staff described international students as heavy users
of the careers service with regard to:
*
accessing information
*
finding part-time employment opportunities
*
CV checking
One respondent indicated that over 50 per cent of their time was taken
up advising and assisting international students in employment areas
that UK students would either take for granted or have other sources
and networks to access for advice. Several staff respondents suggested
that perhaps too little time was spent encouraging UK students to
consider careers and employability issues.
In one HEI, staff indicated that North American students were the
least demanding of careers services and as a consequence they
concentrated their efforts on students making more demands on the
service or who had fewer visa restrictions. Another HEI, which carried
out research to find out why North American students were not using
the careers services as much, found that North American students
heading home thought that the careers service would be unable to
assist them. This information led the careers service to strengthen
connections with the alumni team so that ‘back at base’ opportunities
could be formalised and opened up to returning North American
students. These opportunities include mentoring about career
opportunities for current students and recent graduates from former
graduates, in some cases using tools such as Facebook to accelerate
the process.
Staff recognised the need to enable closer working with other service
areas, such as the international office which has expertise on visa
and immigration matters, to advise on employment and internship
opportunities that depend on visa conditions.
Staff were uncertain whether a generic careers service would be able
to meet the needs of all students. In one HEI there was an attempt to
embed international issues into general service provision, but
concerns were raised over whether this approach would dilute the needs
of international students.
Managing expectations
Careers staff stressed the importance of understanding a student’s
cultural context to tailor the advice and service to the student’s
needs. Specialised attention to the career needs of different groups
and nationalities was more fruitful than a one-size-fits-all approach.
For example, some students might wish to have more structured work
experience and internship opportunities, while others require advice
and support on how to apply for work.
‘In general the expectations differ. For example, you know if you have
American students, they would be expecting to work on campus because
traditionally in America quite a lot of campus opportunities occur …
so it’s very much about pointing them to where it does happen and
broadening out their horizons, saying “well actually if you want to
work in [city name] one of the best places is …“ Another example is
that sometimes we have Chinese students who are very anxious about
language issues and dealing with the local accent. So again it’s about
kind of approaching that and building their confidence.’
Staff member
‘International students are increasingly wanting to find out how
successful students from particular courses and universities are in
gaining employment once graduating. So they are asking, what happened
to the international students before I invest my £20,000 or whatever.
So it would be in the university’s interest to obtain this type of
information.’
Staff member
Of the small number of students who indicated that they were not
satisfied with the careers service, 58 per cent of these were
international students. Careers staff believed this was often due to
international students’ employment expectations which could be
challenging to meet.
‘Students come in here with an expectation that yes there is a global
oil and gas industry out there. But the challenge for us is how do we
actually prepare them for when they leave with the skills that
employers will take in.’
Staff member
The following reasons were cited by students as a cause for their
dissatisfaction:
*
they were unaware of the range of support provided by the careers
service, for example how to create a CV
*
the careers service was perceived to be less relevant for
postgraduates
*
international students who wanted to work in Scotland felt more
could be done to help them create a more ‘Scotland-focused’ CV
*
there was a view that the careers service is not sufficiently
internationally focused, or only relevant for EU students
‘I feel that maybe some of their programmes could be better tailored
to suit international students … I am referring more to non-EU
students. So I have been to some career information sessions. And
there was one last year and it was about how to create a good academic
CV. A lot of the advice, even though they were useful they were more
specific and perhaps targeted towards the EU and home students. It was
hard to visualise how they would apply in my context.’
Non-EU international postgraduate
Some students felt that the careers service provides more than it
tells students, and that there is a communication and information gap.
‘I think they provide a lot of services they don’t even really make
clear they provide. Because when I went in to get their help about a
job interview they said “oh by the way we have a big book of feedback
forms for people who have been so you can look up a specific company
and get the specific feedback on the company you are applying for”.
And I was like “that is really good idea” but I never heard about it.’
EU international postgraduate
Career support methods
Many HEIs take part in the range of initiatives offered through the
workplace experience programme for international students and annual
virtual careers fairs from the Association of Graduate Careers
Advisory Services Scotland.
Careers services and academic programmes have also embraced the matter
of employability in a number of other ways:
*
mock assessments and interviews to help students develop
strategies and interview techniques
*
course-focused career events, lectures and workshops facilitated
by internal speakers and external employers
International students at Robert Gordon University have found
programmes where students are placed within an industry context to
undergo assessment centre selection processes particularly useful.
Participation and presentation are critiqued and suggestions are made
on how participants can improve. Students have found these to be
realistic and helpful to fine-tune the skills and dispositions that
make for more successful interviews and assessment.
The master’s extra programme at the University of St Andrews runs
events alongside taught master’s programmes. Attendance at events is
voluntary but can earn credit points towards a certificate in career
development, which students find a useful addition to their CV.
www.st-andrews.ac.uk/management/programmes/pgtaught/mx
Allocation of opportunities
The issue of perceived inequity in how part-time paid jobs or tutoring
opportunities are allocated within HEIs is something to which
institutions need to be alert.
Staff indicated that some employers, particularly small companies, are
reluctant to work with employees whose first language is not English,
or invest in a student they believe will leave in under two years.
Links with employers and job centres
UK students see local job centres to be more effective than HEI
careers services. Some students suggested that their careers service
should signpost students to job centres, advise them to consider
handing CVs to shops on the high street and create better links with
local employers. Links with employers were seen as crucial in
providing graduate employment opportunities. Some international
students expected institutions to provide better opportunities for
networking with graduate employers.
‘I thought that, since it is a top university in the UK, I would see
the university having links with various private sector enterprises
and companies, have exposure to the people from the industrial sector,
which I think this university lacks … Not just organising seminars
within the university but going beyond that.’
Non-EU international postgraduate
Funding
The need for greater investment in personnel for the careers services
was seen as critical if the service is to fully meet its obligations
to international and UK students and as student expectations of these
services increase.
Recommendations
---------------
Careers service organisation
*
Consider whether the level of funding and organisation of careers
services provides a balance between central and devolved advice
and generic and industry-specific provision.
*
Review equity in support provision for non-EU international
students in terms of placement, internship and job opportunities
whether here in the UK or back in their home country.
Institutional work opportunities
*
Ensure transparency of recruitment and selection of students for
part-time jobs or tutoring opportunities within the HEI.
Cross-departmental working
*
Embed closer working between academic departments and career
services to promote graduate attributes and employability.
*
Review how effectively different student support services within
an institution work together, such as the international office and
the careers services to facilitate opportunities for international
students with graduate employability requirements with visa
conditions attached.
Approaching employers
*
Work more closely with local employers and bodies such as the
local Chamber of Commerce, the Federation of Small Businesses and
the Scottish Confederation of British Industries to consider
internship and employment opportunities for international
students.
*
Work alongside the HEI’s international office to inform employers
on situations affecting international students to break any
stereotypes or fears relating to diversity, language, faith and
culture.
Further reading
*
AGCAS Starting your career in – country guides for international
students. Online resource.
www.agcas.org.uk/agcas_resources/132-Starting-Your-Career-In-Country-Guides-for-International-Students
*
HECSU (2005) Careers advisory services and international students
www.hecsu.ac.uk/assets/assets/documents/CASIS_full_report.pdf
*
NASES More than work. Online resource.
www.nases.org.uk/students/content/234963/international_students
*
NASES Prime minister’s initiative. Online resource.
www.nases.org.uk/content/22962/research_and_publications/prime_ministers_initiative_2
*
UKCISA Working in the UK after your studies. Online resource.
www.ukcisa.org.uk/student/working_after.php
2.4 Catering
------------
Food was acknowledged by numerous respondents as being a resource that
could assist social gatherings and bring people together. However,
staff and students’ union representatives felt that the catering
provision at their institution was not diverse enough to meet the
dietary needs and palates of students.
‘It is not about the food needs of one individual, it is how we
approach the issue for the whole institution. So if you have diverse
people on campus, I think diverse cuisines does play a part. I don’t
buy the soups there. Everybody goes on about the wonderful homemade
soup they provide. I asked if there was vegetarian soup and I said
‘what stock do you use?’ One uses ham, the other uses pork in
vegetarian soup. The good thing at least they were honest enough to
admit that. The downside is I don’t think most people will ask.
Vegetarian is vegetarian.’
Staff member
‘The lack of diversity forces people to self-cater and then they don’t
mix and then they get blamed for sticking together.’
Staff member
Staff suggested that catering managers should be more proactive and
creative in considering different cuisines, for example providing more
rice-based meals. They wanted to see greater food diversity offered on
campus and for hospitality functions. More than one respondent
suggested the idea of a global food court which was well received
during a subsequent test on staff respondents from the range of HEIs.
‘I think their view is that they would do various types of food if
there was a demand for it … and they don’t think there is a demand for
a huge range of things.’
Staff member
Students, despite usually self-catering, raised a number of issues
with campus catering when prompted, including criticism of the quality
of food, the high prices, the opening hours and the canteen space.
‘It’s over-priced and the food isn’t that good quality.’
EU international postgraduate
‘On campus you can’t get food anywhere past seven or eight. Which if
you’ve been out … say you’ve been for a day out or been away on field
trips and have come back to uni at six or seven … by the time you’ve
had a shower it’s eight or nine o’clock. So now you can’t get food
anywhere.’
Non-EU international postgraduate
Some students expressed dissatisfaction with the limited diversity of
the food provided.
‘I never used their cafeteria and never found anything suitable for
vegetarians. So that is something that can be improved … Even the
issue of religious students because it’s a matter of their faith … I
mean so for vegetarians they should also give separate utensils.’
Non-EU international postgraduate
‘For catering I would have preferred if they put into common sense
when there are different cultures here and not just do white food or
like they could incorporate African … Not just British kind of food.’
Non-EU international postgraduate
‘I don’t need an en suite, I don’t need a double bed: I need food. I
hated it.’
EU international undergraduate
Where vegetarian and halal foods were routinely provided, students
expressed appreciation.
‘Culture, I don’t think that exists on this campus. Halal, there might
be the odd sandwich, perhaps, if you are lucky enough to find one on
that day. The students’ union shop is more up to speed and more
diverse.’
UK undergraduate
Food on a budget
Glasgow School of Art offers a cookery class once a month in the staff
canteen for all students. The school saw this as a good way of
encouraging students to integrate while providing an opportunity for
students with families to meet each other.
Initially the class was called ‘international flavours’, however it
was rebranded to ‘food on a budget’ when the original name failed to
attract UK students who assumed that it was not for them.
‘It was basically saying … come and cook a dish from your country or
whatever you fancy’
Students bring ingredients, which they are reimbursed for, though they
may also just watch if they prefer. The chef stays to keep an eye to
ensure health and safety. Once everyone has cooked everyone shares the
meal.
The cookery class provided a place for students with families to meet,
while giving an opportunity for students to share cultures through
food and address issues of budgeting.
Recommendations
---------------
*
Review menus and increase the provision of foods from different
cuisines which would enable the service to better meet cultural,
ethical and religious diversities.
*
Provide frequent and up-to-date training for catering staff in
meeting standards for diverse clients. For example, how to ensure
that halal food is prepared without cross-contamination and
developing awareness of why it is important to label, segregate
and cover foods.
*
Consider involving minority ethnic communities or local
cafes/restaurants in the vicinity of the HEI to assist with
training or the supplying of ingredients and catering options.
2.5 Chaplaincy
--------------
Staff and students rated the chaplaincy highly as an accessible
resource. Respondents appreciated that activities in the centre are
largely alcohol free. The commitment to a multi-faith approach has
enabled students from a range of beliefs and backgrounds to integrate
at the centre. Some chaplaincies advertise their activities in a
number of the main languages spoken around campus. Chaplaincies have
good working links with different religious and belief leaders from
external organisations and within the local communities, and provide
support structures for international and UK students and staff
throughout the academic year.
‘I was speaking to the chaplain and he said we have an international
student befriending scheme. So students who can’t go back home for
Christmas, one because you might not celebrate Christmas back home, or
two affordability, or three you are too busy to travel to and fro, we
have an international befriending scheme. You don’t have to spend
Christmas day on your own. The student can take part in everything
except the religious service. So I joined in and sat down next to
students from Thailand, China and elsewhere. It was really good
inclusion.’
Staff member
Chaplaincies also provide support in practical areas such as passing
on cooking utensils from previous international student cohorts for
new international students, running cookery courses using ingredients
you can buy in Scottish supermarkets, helping students to manage
budgets and so forth.
‘[Leaving students] don’t want to take their pots and pans home
because they’re all worried about weight for their plane. So we invite
them to donate it and then at the start of next semester we farm it
out to … well it is to international students actually because we feel
the Brits can manage themselves.’
Staff member
International students identified that the chaplaincy not only
provides a quiet place suitable for reading and studying, but also a
place they can socialise and meet people irrespective of religion.
‘I like the chaplaincy during exam time because it offers a very quiet
space so it is an alternative study place. And there are tea and
coffees.’
Non-EU international postgraduate
‘I think the churches here are doing a very good job integrating
people … a really good place.’
Non-EU international postgraduate
Many chaplaincy centres offer multicultural food evenings to encourage
mixing between international and UK students which had proven to be
popular events.
Recommendations
---------------
*
Chaplaincies are highly valued by international students and are a
key venue to support integration. HEIs should build and
consolidate this provision further in promoting good relations
between international and UK students.
2.6 Disability service
----------------------
The disability service advises students on their support requirements
and builds individual student learning profiles for all students who
have declared a disability. Student support assistants are provided
for both international and UK students.
Use of the disability service
The majority of student respondents were unaware of the services of
the disability office. This was perhaps not unexpected, given that
under 3.5 per cent (3 per cent of online respondents and 5 per cent of
120 focus group participants) declared a disability. Student focus
groups highlighted a need to raise postgraduate and international
student awareness of the disability service. However, both
international and UK students who do use the service were satisfied
with the quality of care and advice.
‘I’ve had to use a lot of the disability support because I’m dyspraxic
and I’ve had mental health issues with depression over the last couple
of years. And I’ve found them really good. I’ve had appointments quite
frequently with them and counselling and stuff … immediately upon
getting to my university, I had an appointment with them and they set
up extra time for essays and stuff. And that was very helpful.’
UK undergraduate
A staff member stated they had not proactively targeted their services
at international students due to the high demand on staff time from UK
students. They were concerned about whether the needs of disabled
non-EU international students were being adequately met. Staff
indicated that EU students were most likely to seek advice and
support. However, respondents were aware that there are other
complexities such as different cultural views and understanding of
various disabilities that they were not sure they had the knowledge
capacity or time to address.
‘We would like to take the service to international students maybe
more than we’re able to do at the moment … whether you can actually
effectively break down a cultural barrier around something like
dyslexia in a year, an international student’s year … who knows. I
think that’s possibly a bigger job than we’re able to take on.’
Staff member
Funding for international students
International students do not have statutory funding equivalent to the
UK government’s disabled students’ allowance (DSA). As a result, when
they enter an institution they may not receive the rigorous needs
assessment linked to this funding provided for eligible UK students,
which could result in opportunities for support being missed.
‘While of course we do something, it’s much more informal. But it’s
not perhaps as stringent as it might be and if we are talking about
equity in service provision, then maybe it should be. And I’ve been
thinking to myself of late well that’s not really how we should be
approaching this.’
Staff member
At present, individual HEIs fund any support that an international
student requires. This ensures the HEI upholds the values of the
Equality Act 2010. In one HEI, the majority of the money from the
disabled students support fund provided by the Scottish Funding
Council is used to support international students.
Staff providing disability support services highlighted the need for
more resources to support international disabled students.
‘We can’t just be going full steam ahead and say this is our strategy
for attracting international students without recognising the amount
of support that these students need or are entitled to.’
Staff member
This difference in provision did not go unnoticed among disabled
students.
‘[The disability service is] really good. They’ve helped because I’ve
got a visual impairment. So they’ve helped me to get computer
equipment and specialist programmes. And also they’ve helped me with
the library to get electronic books and stuff like that … so it’s made
a big difference but I don’t know how … foreign students have found
it. Because like they managed to get funding to get me stuff from the
DSA. But I know there’s a girl in my class from Taiwan. And she wasn’t
able to get so much because they couldn’t get funding to get stuff for
her.’
UK postgraduate
Disclosure of an impairment
International students were less likely than UK students to initially
disclose impairments that would affect their study. Issues such as
dyslexia or mental health problems were more likely to come to light
once students had begun their course and realised they could not cope
with it.
Staff suggested that there are students who may have an impairment
that they did not declare on entry, either because they did not wish
to be seen to be ‘making excuses for themselves’, or were concerned
that they may be treated differently if they disclosed. Different
experiences and uncertain expectations of the system combined with
policy and cultural responses to disability and mental health issues
in their home countries were offered as potential reasons for why
international students in particular might be reluctant to declare an
impairment.
‘I think there’s a culture in the UK of getting support at school and
getting support at a college and things like that … and I’m not sure
if that’s the same in other countries, so … more of the international
students I think may present when difficulties start to arise on the
course.’
Staff member
Staff indicated that more could be done to educate international
students about their rights in relation to equality legislation
relating to disability equality during their studies.
Mental health
Beliefs, custom and practices in different countries can affect
student behaviour and understanding. Respect for different
perceptions, particularly from a non-European context, will help staff
to understand how students react to, or cope with, aspects of stress
and life. Staff, particularly in health and counselling services, need
to be aware of the different ways disability and mental health matters
are considered, discussed and handled in different parts of the world.
Some students felt that mental health services were limited in terms
of provision. Although support for depression was well regarded, this
was an area that students indicated required additional specialist
support as the general practitioners in the health centre or local
practice were not necessarily qualified to assist. Though students
were informed of services like Nightline, the UK listening and
emotional support service for students, students felt that there
should be more provision to allow doctors to refer students to
specialist mental health professionals.
Staff identified the importance of supporting international students
with mental health concerns. While there are resources and good
examples to draw from, the challenge remains to provide an environment
in which students feel able to seek advice and support for stress and
other mental health-related matters.
‘For some students, the crowded campus can be the loneliest place.’
Staff member
Counselling services reported an increase in students seeking advice
and medical help for stress, which echoes the findings of the National
Union of Students Scotland survey of students in Scottish HEIs and
colleges in 2010 and 2011.
‘Mental health is a major area of student health. I would say that
something like 15 per cent of our consultations are about
psychological issues. A fifth to a third of those presenting with
mental health matters would be overseas students. We have tried to
address that by having, for example, a visiting community psychiatric
nurse once a week. But I think if somebody is isolating themselves,
showing very much withdrawal, then really we have got to go out there.
I go out there with a student counsellor.’
Staff member
Health staff reported that international students in particular are
unlikely to discuss psychological matters. The experience and empathy
shown by medical or health staff are critical in such cases.
Medical and counselling staff report increased numbers of students
requiring support for psychological reasons year on year.
‘About a fifth to a third of those coming for medical consultations
would be overseas students. We do have a huge number of overseas
students and inevitably many of these are stress related, financial
stress, or isolation or integration or perceptions, problems of
perception. Sometimes they are simply of the neurosis type nature and
talking things over will suffice.’
Staff member
A close relationship between academics and support services, including
mental health services, is important to detect early signs of need.
‘If an academic staff raises a problem, saying “X is having falling
grades and I think there is a psychological issue. He is withdrawing.
He is not turning up to classes.” Then we make the approach and
contact the student.’
Staff member
Through disability services, health services and student associations
in particular, HEIs have worked proactively with key partners
including the NHS to support disabled students, particularly in the
area of mental health.
Equally Connected is an action research project from NHS Lothian, NHS
Health Scotland and Heriot-Watt University that uses community
development approaches, including the creative arts, to learn from
black and minority ethnic communities about:
*
attitudes to, and experiences of, mental health
*
what helps maintain wellbeing
*
effective ways of challenging stigma and discrimination
A short film, Breaking isolation, was developed from this project as a
resource to encourage international students to be more proactive in
protecting their mental health and wellbeing by seeking help earlier.
It deals with breaking isolation and dealing with stress, two key
issues identified by the student film crew, which included students
from Egypt, India, Nigeria, Poland, Portugal, Saudi Arabia and
Scotland.
www.youtube.com/watch?v=lGz6wih3TLs
Recommendations
---------------
*
Review how the disability service is publicised to ensure all
students, including postgraduates and international students, are
aware of the support available.
*
Consider whether a more rigorous needs assessment process,
comparable to that for UK students, is necessary for international
students.
*
Review funding for disability services so that they can better
meet the demands required by the Equality Act 2010.
*
Support integrated working with other departments, including with
academic staff to provide proactive support, particularly for
students with potential mental health difficulties.
*
Provide training and support for service staff on how culture
impacts on key health and disability areas such as mental health
and stress.
Further reading
*
ECU (2012) Evidencing equality: approaches to increasing
disclosure and take-up of disabled students’ allowance
www.ecu.ac.uk/publications/evidencing-equality-approaches-to-increasing-disclosure-and-take-up-of-disabled-students-allowance
*
ECU (2010) Managing reasonable adjustments in higher education
www.ecu.ac.uk/publications/managing-reasonable-adjustments-in-higher-education
*
NUS Scotland (2010) Silently stressed: a survey into student
mental wellbeing
www.nus.org.uk/en/campaigns/campaigns-in-scotland/student-mental-health/silently-stressed
*
NUS Scotland (2011) Breaking the silence: the follow-up report to
silently stressed
www.nus.org.uk/en/campaigns/campaigns-in-scotland/student-mental-health/nus-scotland-launches-breaking-the-silence
*
NUS Scotland (2011) Students without borders: supporting
international students toolkit
www.nusconnect.org.uk/campaigns/nations/scotland/withoutborders/sistraining
*
Young Minds (2006) Stressed out and struggling: higher education
institutes and international students’ mental health
www.mhhe.heacademy.ac.uk/themes/about-themes/student-mental-health-
2.7 Finance
-----------
Staff highlighted the importance of having an awareness of changing
financial circumstances for students in order to be able to provide
appropriate financial advice and support.
‘If there are students where there are real difficulties … rebellions
or revolutions or monies prevented from coming from wherever it’s
supposed to be coming from … we would of course as a university take
steps, you know, around fees and … living expenses.’
Staff member
This includes awareness of cash flow issues for students whose loans
have not come through and ensuring that UK students commencing Erasmus
programmes abroad are provided with appropriate advice on budgeting.
Postgraduate students may have specific financial considerations they
would need support with.
‘What that does mean is that they often come with grown-up issues,
they come with families, and they come with housing issues. They come
with money issues.’
Staff member
Staff were concerned that changes in the UKBA regulations would force
them to spend increasing amounts of time on credit control rather than
providing advice and support related to budget and debt management.
Hardship funds
All HEIs in the study have a way to support international students in
cases of financial hardship and cash flow issues due to reasons
outside the student’s control, such as a national disaster in their
home country or unforeseen political unrest preventing money from
being transferred to the UK. They have different practices for this,
including:
*
specific crisis funds
*
generic hardship fund for both unforeseen crises and other
reasons, similar to the hardship fund for UK students
*
money given as a loan rather than a grant, which students are
required to pay back before graduating
*
an amount taken from the fees of each full-time international
student to form a hardship fund for all non-EU international
students which is used to help students in distress, either as a
grant or a loan, and any unused portion is carried forward to the
following year
‘It’s a fund for international students and basically we top-slice for
every international student fifty pounds into a fund. But that mounts
up about seventy or eighty thousand and we then allocate that to
students who are in financial hardship.’
Staff member
Transparent and fair support mechanisms provide important signals that
all students are valued by the HEI. This includes being clear how HEIs
can assist international students in financial hardship. In addition,
providing good advice can also alleviate difficulties such as
providing advice to students to take out insurance to cover themselves
against unforeseen circumstances, for example, the loss of valuable
property while studying in the UK.
37 per cent of international students and 65 per cent of UK students
were aware of a hardship fund, which is mainly used by UK students.
Staff suggested that the common perception that international students
are from middle-class families is a possible factor for HEIs not
prioritising hardship funds for international students. The absence of
information about hardship funds for international students could be
viewed as an inequity in provision.
‘Sometimes among the international body finances can be quite an issue
because again they don’t have the element of funding available to
them. The UK students can go and get hardship loans and things like
that and again I suspect that this is a lot to do with pride and lack
of knowledge of the facilities and services available … So sometimes
we will get reports of people who have, it’s been noticed that they’re
not eating. Or you know they never eat in the flat or you never see
them eating and things like this. So that comes up occasionally.’
Staff member
While UK students were more aware of the existence of hardship funds,
both international and UK students indicated that there needed to be
greater clarity about what these funds were for and who was eligible
for them.
‘I think it could help so many people, you know, who are in that
position. But nobody really knows about it.’
UK undergraduate
Some international students are unclear whether these funds are for
both international and UK students. One international student assumed
that the hardship fund was for UK students only, as the student had
enquired about financial support but was not provided with any help or
advice about the next steps.
‘I told them that I’ve been one year and … I have family and I don’t
have salary something like that they said “We can’t do anything for
you” .’
Non-EU international postgraduate
Students mainly hear about hardship funds through word of mouth. HEIs’
websites should provide clear guidance to international and UK
students about eligibility criteria, application processes and any
fund limitations.
In most cases, students (including one international student) who had
used hardship funds were highly positive about the service. In
particular, students appreciated that once deemed eligible, the
process of completing the forms and obtaining the funds was swift.
However, one student experienced issues with the hardship fund during
her Erasmus programme which was due to a lack of clarity and
insufficient communication between offices.
‘Things aren’t always clear. Like when I was in [country name] I was
really so incredibly skint. I mean it was terrible and I applied for
hardship while I was away. And they kept on needing more things that I
just couldn’t provide. And then I had to then borrow all this money
from different family members when I was away and put them under loads
of stress as well. When I spoke to [the hardship office] a week before
I left they told me I’d get my grant and nothing would change. [They
told me] that the cheque had been waiting for me since December and I
didn’t know any of that so it didn’t actually help me that time. I
think that … things aren’t always communicated.’
UK undergraduate
Examples of HEI webpages with clear information:
University of Bristol
www.bris.ac.uk/studentfunding/ihf.html
University of Edinburgh
www.ed.ac.uk/schools-departments/student-funding/financial-support/additional-financial-assistance/hardship-fund
University of Exeter
www.exeter.ac.uk/students/finance/studentfunding/internationalstudents
University of York
www.york.ac.uk/students/housing-and-money/financial-support/hardship/intnat-students-hardship
Recommendations
---------------
*
Provide clear information on the website for international
students on hardship or emergency funds including eligibility
criteria, the application process and any fund limitations.
*
Review how advice or guidance on money management and budgeting is
made available to international students before they arrive.
*
Consider implementing a model of setting aside a small sum per
full-time international fee to build up a hardship fund that can
offer grants as well as loans.
Further reading
*
BBA (2011) International students: opening a bank account
www.bba.org.uk/publications/entry/international-students-opening-a-uk-bank-account/leaflets
*
UKCISA Financial hardship. Online resource.
www.ukcisa.org.uk/student/info_sheets/financial_hardship.php
*
UKCISA (2008) Students in financial hardship: an adviser’s guide
www.ukcisa.org.uk/about/material_media/good_practice_guides.php
2.8 Health service
------------------
Students mentioned the usefulness of the health service in providing
advice and support for specific needs such as depression, dyslexia and
dyspraxia. However, it was otherwise barely mentioned in the student
focus groups, which may be due to a general satisfaction with the
service or because it is not a service that the students have utilised
as much.
Medical staff, like many other services, have developed knowledge of
some of the cultural differences or interpretations of health and
disease as they have increasingly worked with diverse student groups.
While students did not discuss health in great detail, this area was
mentioned in focus groups in each participating HEI. Student views
were mixed. Some stated that the health service was helpful in
relation to providing advice and support for areas like depression
while others indicated there were occasions when reception staff were
abrupt and prone to making assumptions triggered by age, nationality,
ethnicity or gender.
Consultation periods need to be long to enable students to talk about
issues facing them. Often time is required to identify the real cause
of the illness or anxiety.
‘They will come along with headaches or come along with stomach-aches,
come along with a physical problem. I think we need the time to
enquire a bit more rather than write out the prescription for some
painkillers or some antacids. I think we need the time to talk about
how school is doing, how is the family doing, what contact do you have
with your parents back home … sometimes if you have visited that
particular country … it is amazing how people will light up if you say
you have been to Pakistan … you have grown up in east Africa, whatever
it is … and then there is a lot more … you are taking it out with
specifically the medical problem and then you move on from there.’
Staff member
Registration
Both international and UK students experienced difficulties in
registering with a doctor, describing the process as time consuming
and problematic.
‘I found that quite hard because it is really hard to find a doctor
and really hard to find someone who has space for you. Every time I
have been ill here I have had to go to A&E because I have just not
been able to register.’
Non-EU international postgraduate
Visibility of the health service on campus
Students stated that HEI health centres should have an easily
identifiable physical presence on campus. An integrated health centre
offering a range of health services including general practice,
dentistry and a community psychiatric team was seen as a benefit by
students.
Sexual health service
Sexual health-related matters were not approached in a systematic way
by HEIs leaving many students unaware of where to go to for advice or
help.
Recommendations
---------------
*
Provide guidance on local health services, how to register with a
doctor and different types of health provision on offer.
Further reading
*
Lartey, GK, Mishra, S, Odonwedo, DE and Chitalu, C (2009) ‘Factors
influencing the health behaviours of international students at a
university’. International Journal of Health Research
2(2):131–138.
www.ijhr.org/vol2_no2/index.php
2.9 Sport, leisure and exercise
-------------------------------
One HEI described a few examples of inclusive practice in sport in the
research. These initiatives, outlined in this section, demonstrate how
participation rates among a diverse student population including
international students can be increased.
Cultural awareness sessions
Cultural awareness sessions were held with sports centre staff to
enable staff to appreciate how diversity might impact on their work.
‘We did some training with the staff just on equality and diversity,
helping them to sort of find other ways to communicate if you know
language can become an issue. It is also about helping someone think
about different behaviour. For example, some cultures are more abrupt
than others and you know just helping the staff to realise that
doesn’t mean that they’re dissatisfied or anything it’s just, you
know, what they’re used to.’
Staff member
‘There was this Muslim lady who played in the netball team. She has
been coming for about three years now. However in the early stages,
there were issues that came up. One being that she obviously wears a
headdress and she has to wear it with a pin in it so that was an
issue. It was a case of the umpire not being sure of how this could
affect play because obviously you’re not allowed any jewellery on. But
that was something that was sorted out. The lady tucks up her head
dress rather than pins it.’
Staff member
This woman’s presence in the netball team encouraged the umpire and
teammates to consider other elements of inclusion, such as the venue
choice for team meals to ensure that halal or vegetarian options were
available.
Consultation
Early and frequent consultation with a range of students, including
international students, facilitates programming, assigning the use of
space and developing new activities. As a result of consultation, it
became clear that a large number of international students were
interested in basketball. The sports centre staff programmed a number
of drop-in hall spaces for basketball.
‘On a Saturday pretty much for about four hours, the basketballs are
out and it’s international students who just come, they can drop in
when they want basically and just play basketball.’
Staff member
Action following consultation can help to increase participation in
sports services from a range of students. The HEI responded to
students’ desire for increased privacy in the communal single-sex
changing facilities by adding a number of cubicles to the changing
rooms. This contributed to improved participation from a number of
student groups, including women, students from certain faith groups
and international students.
Similarly, enabling rooms to be hidden from view by attaching blinds
may also improve participation rates.
‘Last summer the Muslim society came to us and this guy he said “I
really want to keep exercising … but I just can’t because of religious
grounds. I wouldn’t even change in front of my brother never mind
people that I don’t know.” We were able to take a staff changing area
that was in there and change it into individual change areas and then
on the ladies’ side we put in cubicles in the showers so that in
theory they could change privately. And that was a big issue … not
just for the Muslim community, for international communities but also
for home-based students because a lot of them just don’t like changing
in public. Any new development that we do we would consider the
international nature of the university and speak to the groups on
campus and say “right, what ideally would you be looking for?” ’
Staff member
‘We had another group [mainly Muslim women] wanting to use the hall at
different times, but one of the issues was being overlooked so the
sports hall now has blinds on the windows so that if they wanted to do
anything in the hall it can be completely shut off.’
Staff member
Activities and sports offered
The HEI ran an international students’ sports day, which was organised
by student representatives at the sports centre, to showcase the
facilities and activities available at the sports centre. It was also
a useful opportunity to hear from international students what they
would expect from the centre or new sports that could be supported,
such as Gaelic football.
‘We need to provide them with the student experience if they come to
the university. They can get involved in the culture and the
surroundings and not only them coming to the Scottish culture but the
Scottish culture developing really to get to know the foreign cultures
… and you really achieve this through discussions and relationships.’
UK undergraduate
Staff and students saw team sports as an ideal platform to encourage
mixing of international and UK students. Staff highlighted how greater
participation by international students strengthens the sporting
achievements of clubs. They also indicated that an HEI with an
inclusive sports and exercise centre with access to a personal trainer
that can help with fitness and diet issues was seen as a real benefit
that contributes to the overall student experience, which may be of
particular interest for students who have not previously participated
in sport.
To appeal to a diverse demographic the HEI’s sports centre offers
exercise classes including yoga and tai chi, alongside a range of
competitive sports. Staff indicated additional benefits for broadening
the programme.
‘The reason they go to the sports centre is they know someone else
will be there. Their loneliness is so great that they don’t have to
speak to anyone but they know that there will be staff there and they
know that there will be other people around so they just feel, you
know because the isolation is such as that they’re in a hall’s room,
they haven’t made any friends. So I think getting on and selling the
non-sports element of it is crucial because not everyone wants to play
sports.’
Staff member
Sporting culture
Staff and student respondents felt that sports club cultures need to
be addressed to ensure that they engage with the increasingly
multicultural and diverse demographic on campus. Failure to do so can
not only exclude but also discriminate. One staff respondent discussed
how black and minority ethnic students, including international
students, appeared to participate less in sporting clubs or
associations than white students. Several staff respondents also
voiced concern that participation in drinking culture still helps
develop camaraderie and facilitates selection on to teams.
‘So if you want to be chosen to be picked for a game by the captain,
in one of the top teams, you have got to participate in a drinking
competition. If you don’t drink or can’t be in an alcoholic
environment … it is like going back to the old boys network. But this
is what happens … and as for the students’ union … well they are all
on the same page so not sure about raising it as an issue.’
Staff member
Working with other services and departments
Close working with other services is important to ensure students view
the sports, leisure and exercise facilities as part of the student
experience and not a service to be taken up only by those who are
particularly good at sports. Staff respondents from sports services
work closely with the international office and students’ union to make
sure they have a strong presence during freshers’ week.
They felt that there are still more opportunities to work with other
departments and support areas.
‘We’ve got a hundred students arriving from wherever to start an MSc
at the business school … so that we could say right there’s all the
leaflets, can we have five minutes with them, you know before they
come in … tell them that they’ll get a tour at this date, this time
round the facilities. Academics, registry and ourselves need to work
closer together so that we can approach the September as well as the
January intakes.’
Staff member
Staff members recognised that more could be done for international
students with families such as organising summer placement schemes and
holiday clubs. Community groups and other local resources may support
this.
Postgraduate and mature student participation
For postgraduates, the biggest restriction to taking up sports and
positions within clubs was their length of stay in Scotland, according
to staff.
‘Say you are voted on into a committee at the sort of AGM time which
is March and so you start your position in the next year. For
postgraduate students to get roles, it would really be on the odd
chance where a position hadn’t been filled or the person was here for
more than one year.’
Staff member
Students mentioned that age was a barrier for some in participating or
using sports centre facilities, particularly in HEIs that cater for a
large number of undergraduate students. Students suggested that more
effort was required to ensure that facilities were open and attractive
to mature students as well.
Cost
Students expressed contrasting views in relation to the pricing of
sports services. Some suggested lowering prices while others spoke
positively of the discounts available for HEI members. Some students
indicated that the membership fee structure was potentially
inequitable, particularly for students who spend large amounts of time
on placement. Where these placements necessitated time away from
campus, there should be some compensation for the loss of ability to
use the facilities. Students suggested one way of overcoming these
would be to have semester memberships at a pro-rata rate of the annual
fee, which are provided by some HEIs. This would also benefit exchange
students who may only be on campus for one semester.
Recommendations
---------------
*
Review how sports, exercise and leisure centres, sports clubs and
affiliated groups have assessed their provision in relation to the
requirements of the Equality Act 2010.
*
Consider how international student views are sought to inform the
programming and planning of facilities and activities.
*
Provide cultural awareness training for all staff and sport
association leaders.
*
Consider the diverse needs of students such as supporting those
with families by providing sports activities for children during
school holidays.
*
Consider the introduction of pro-rata fees for short-term
membership.
Further reading
*
ECU (2011) Include and inspire: sport and fitness services in
higher education
www.ecu.ac.uk/publications/include-and-inspire-sport-and-fitness-services-in-higher-education
2.10 Students’ union or association
-----------------------------------
UK students spoke positively about their students’ union or
association and its ability to represent the student voice. They
specifically noted the ways the union or association communicates
information to students through class representatives, enabling email
contact with elected members, filling in feedback comment sheets and
the use of Facebook. UK students felt the students’ union or
association is particularly effective on some of the major issues
currently facing students such as responding to cuts, challenging the
rise in tuition fees, and supporting lecturers on the changes to
pension rights.
‘For big things like anti-cuts or lectures, pensions or fees, the
union’s been really good at setting up a system for you to then
complain. So they’ve written standard letters and then sent it to
everyone and been like “if you want to send this to the principal you
can”. So that kind of complaint is really easy. Or you can email the
union and be like “can we do something about this?” … then if a lot of
students write a letter or sign a petition then those people are …
able to go to the higher levels [and say] “look 200 people have
written to us and said this is what they want” .’
UK undergraduate
Students who have used the union or association found the staff and
student representatives to be helpful. International students were
less forthcoming with comments about their students’ union or
association, however, those who had used the union or association felt
that their views were listened to and taken seriously and that they
were treated fairly. Several staff respondents felt that unless
students’ unions or associations appoint a paid sabbatical officer
with primary responsibility for international matters, these issues
risk being overlooked or marginalised.
‘In this university, we have over a third of our students who are
international. I think international student voices should be heard
and if there was an international student sabbatical, in a paid post.
That would definitely help.’
Staff member
Students’ unions or associations as a business
Students felt students’ unions or associations need to have a strong
working relationship with the HEI as a whole and not try to charge
students ‘for everything they can’. Some students stated that their
unions were too money-focused.
‘In my past three years, and especially this past year, seeing the
relationship between the union and the university and how appalling it
is, is really disheartening. It is more of a battle between the union
and the university because the union is very poorly funded and the
university doesn’t necessarily have more money to be giving them as
the union is meant to be a business. Our union won’t allow clubs and
societies to start up if there is any chance that they will lose
money. It is great that they are trying to encourage students our age
to be careful with money and to be treating it like a proper business
… but especially at university level, this is one of the times in our
lives that I personally feel we can endeavour in something and fail
and that is OK. And I don’t think students should be put off of
starting societies because they are not quite sure how it is going to
end up.’
Non-EU international undergraduate
Awareness of diverse needs
The National Union of Students’ research into international student
experiences of unions recommended that unions need to ‘develop as a
place for cultural and social exchange for all students’ and that
‘traditional social events adapted for international students do not
work’. ECU’s Inclusive students’ union project found that in the main
student leaders are not representative of the student body, and are
not suitably well-informed of equality issues. The project suggested
that international students were less likely to participate in the
students’ union than other groups.
Staff felt that diversity awareness is currently dependent on having
sabbatical officers or international student volunteer officers who
have an interest in this area. The online survey found that while
international students were comfortable about approaching their
students’ union or association for advice, the union or association
was not one of the first places they would go to for support. The
students’ union or association was ranked below other categories such
as friends, staff and the careers service. In HEIs with a higher
number of international students, particularly at postgraduate level,
international students are slightly better represented within the
students’ union or association.
‘You are seeing international students beginning to … get elected and
get into those roles. So they are beginning to address the issues
round religion and sports, around societies and tapping into support
networks in Aberdeen area … and that’s driven from not necessarily the
university but from the students themselves.’
Staff member
Staff within students’ unions or associations are aware that they need
to better represent international students and adopt different
strategies to achieve this. One HEI avoided a specific
internationalisation strategy for the union, believing that this might
create a bolt-on approach, preferring instead to embed international
issues into all activities. In another HEI, the students’ union has
developed an internationalisation strategy as well as a mainstreaming
approach. This study would support the latter as the most effective
way forward. Mainstreaming only works if those who have to engage with
mainstreaming already understand the issues that need to be embedded.
If this is not the case, then mainstreaming has the potential for
diluting or losing the issue it is meant to address.
The student association at the University of Strathclyde has developed
an internationalisation strategy outlining action areas for ensuring
that international student matters are considered. Key areas include
induction, representation and communication, democracy and
participation, access to services, officer and staff development and
links with the community.
Officers with responsibility for these key areas have to identify how
they are taking international issues on board and assign key
performance indicators.
This strategy was developed as part of the prime minister’s initiative
for international education, a funded National Union of Students’
project on internationalising students’ unions.
Student societies
There was also criticism from some international students of the union
or association’s relationship with affiliated societies.
‘I think it is a view that is shared among all the students. You just
hear everyone saying “I hate x, it is so irritating, they are very
inefficient” … I am in several societies and x has lost several of our
applications, speaking from experience. I think people feel alienated
from the union.’
International student
There was some concern that more popular societies were accorded
higher status than those that cater for cultural issues associated
with minority or international groups.
Class representatives
Both international and UK students in the focus groups felt that the
role of the class representatives is important. However, students
suggested that class representatives should be selected carefully to
ensure they are not merely taking the role to pursue their own agenda.
‘You get the impression he’s definitely got his own agenda … And he’s
taken the role very seriously but I think to suit his own purposes,
not the class.’
UK postgraduate
Students felt that postgraduates were less represented than
undergraduates in student matters, unless there is a specific
postgraduate issue. They agreed that while it is helpful to have
representation at each level, this depends on individual students
putting themselves forward as potential representatives and it may be
more difficult to attract postgraduate students. However, an active
campaign to address underrepresentation of certain groups can be
successful if there is commitment to pursue such an initiative.
Students were not sure how effective students’ unions or associations
could be when it comes to dealing with the HEI system. Students from
the focus groups were critical of HEI bureaucracy and management and
how much student representatives can achieve.
‘There’s a lot of arrogance and disrespect towards students. I mean as
soon as you come over slightly negative, a slightly critical and you
just have as much as a question and say “could you please clarify this
for me?”. You’re very often treated that way. You’re very often just
dismissed like it doesn’t really matter, if you would however go
through the right channels which I don’t know where they are or
whether there are any. Because as soon as you talk to someone that
feels above you, you’re just not heard.’
UK undergraduate
Alcohol
Many staff members and students in this research spoke of the role of
alcohol in Scottish/UK student culture. Though the views expressed can
result in perpetuating homogeneous views of cultures and contribute to
stereotyping, the points made about alcohol use were mentioned too
frequently to be marginalised.
‘UK students are more prone to anti-social noise behaviour, alcohol
related issues … Some nationalities will occasionally drink but the UK
body of students is more a constant alcohol frenzy kind of thing. For
a lot of the international body out with Europe that tends not to be
their cultural thing so you tend not to find those kind of issues.’
Staff member
‘You find even the freshers’ packs have things like bottle openers,
vouchers for cheap or free shots of alcohol, it is such an
alcohol-infused culture.’
Staff member
There were concerns about the health aspects of drinking to excess,
particularly affecting students from abroad, who might not be used to
drinking so heavily, but feel they need to in order to fit in.
Students in focus groups also mentioned that many of the social
activities provided by unions or associations were linked to alcohol,
which was restricting for students that do not drink.
‘There’s quite a few international students and … women who come in
and they’re not coming from a drinking culture … and so many of our
activities here are centred around a bar or drinking.’
Non-EU international postgraduate
Spaces to socialise in students’ unions or associations
Some respondents mentioned opportunities to create spaces for
socialising that are not linked to alcohol consumption. However, the
lack of physical space in the students’ union or association was cited
as a barrier to creating or releasing spaces to enable alcohol-free
zones. Staff and students also felt that students’ unions or
associations may be reluctant to decrease alcohol-related activities
because of the income-generation possibilities of bars.
‘I’ve kind of noticed is that Middle Eastern student groups like to
sit and drink coffee together. Extremely strong coffee. Although we
have coffee shops, we don’t as a university sort of say, you know this
is something that some of the students could really enjoy, let’s make
it part of the students’ union.’
Staff member
‘A lot of it’s to do with the structure of the students’ union. You
know there’s a bar on each level so it’s really difficult to have an
area that’s not got alcohol in it.’
Staff member
Students’ union or association officers taking part in this study were
aware of these issues and had begun to make sure that alcohol-free
spaces are factored in to any refurbishment of premises. Staff and
students suggested that the students’ union or association culture
could be rethought so that facilities have wider appeal to a diverse
student population, including child-friendly areas.
The prevalence of alcohol-related social events in sports clubs and
associations was also mentioned (as outlined in section 2.9).
Recommendations
---------------
*
Adopt an international strategy as well as embedding
internationalisation issues into functions and activities.
*
Consider how international issues might be better championed among
sabbatical officers.
*
Review how clubs and associations affiliated to the union or
association meet the spirit of the Equality Act 2010 and consider
the participation of international students.
Class representatives
*
Issue guidance for students intending to take up the role of
student representative so that the duties associated with the role
are clear.
*
Provide training for class representatives covering issues of
equality and international issues.
*
Address the issue of improving representation from postgraduate
students.
Awareness of diverse needs
*
Consider how to better meet the needs of international students
with dependants by developing a ‘café culture’ and an ethos that
is more conducive to a multicultural and diverse student cohort.
*
Services providing hospitality, food and beverages for all
students on campus should explore how they can move towards a
format where alcohol is part of what is offered but not the
dominant focus.
*
Senior managers should give clear messages of standards that
should be set by clubs, societies, service providers and those
organising events for students or staff of the need to consider
diversity as part of the planning process.
Further reading
*
ECU (2007) Inclusive students’ unions: equality and diversity in
practice
www.ecu.ac.uk/publications/inclusive-students-unions-equality-and-diversity
*
NUS (2009) Internationalising students’ unions in higher
education: a strategic framework and audit toolkit for students’
unions
www.ukcisa.org.uk/files/pdf/pmi/nus_internationalising_su_audit_tool.pdf
*
NUS and SPARQS (2010) Students without borders: international
student engagement
www.nus.org.uk/en/campaigns/campaigns-in-scotland/learning-and-teaching-campaigns-page/beyond-borders
2.11 Support for international students with dependants
-------------------------------------------------------
While at present the number of international students with dependants
is a minority (6.7 per cent of survey respondents said they have
dependants), many respondents felt that current provision needs
attention.
Staff said that HEIs assist students with children who seek support in
finding relevant accommodation and giving advice on schools and
childcare. However, the few students with dependants who took part in
the focus groups indicated that they did not always receive relevant
or adequate support. One student did not know that accommodation
services could offer specific accommodation for families. Others
suggested that more information about nurseries and how places are
allocated would be helpful. International students in particular
wanted to know if there could be positive action taken to provide them
with spaces in HEI-run nurseries.
Most HEIs are exploring ways to provide activities for international
students and their families, including activities for their children,
English language classes for partners who may otherwise be isolated,
and arranging affordable trips so that international students have the
opportunity to get together as family groups.
One HEI organises trips for international students with families where
the adults pay but the children go free. These are generally organised
via the international student support office, the chaplaincy or
students’ union. However the lack of funding is a barrier to
increasing such provision.
International students are likely to feel the impact of a lack of
information about schooling, childcare, youth activities and further
education options more than UK students. While a UK student might –
like an international student – face moving to a new geographical
location, they face fewer issues in adapting to the culture or
language and have greater access to support networks.
Recommendations
---------------
*
Provide information about schooling (early years, primary and
secondary), areas to look for accommodation that are safe and
within easy walking distance of schools, places to buy different
foods and information about the NHS and eligibility for family
members.
*
Establish links with local authorities and schools to assist
students with families, especially those arriving at non-standard
times of the school year.
*
Provide information on youth services, further education options
and English language classes based within local adult education
programmes.
3 Campus cohesion
=================
Staff saw the increasing representation of international students in
societies and at course and faculty level as assisting the promotion
of good relations.
While staff described the campus atmosphere as one where students get
on well together, three issues emerged.
*
The challenge to ensure a ‘truly’ international experience given
that some subject areas consist nearly exclusively of
international students, in some cases from the same country.
*
The importance of being aware of the potential conflicts that may
arise between individuals and groups. That is, inter and intra
group issues that may be shaped by the political contexts and
relationships in their countries of origin.
*
The importance of emphasising the contribution of international
students not only to the HEI but also to the city. International
students have a great deal to offer and should not be perceived as
merely having needs. In general staff reported that they pick up
‘cultural awareness’ on the job and would value receiving seminars
to explore inter-cultural communication or awareness raising from
personnel with expertise in these areas.
3.1 Relationship between staff and international students
---------------------------------------------------------
Several staff respondents felt that staff need support to move beyond
the perception of difference as a problem.
‘Some staff really need to move away from a “what now syndrome”. Their
reaction particularly for international students from some countries …
it’s like what are we being asked for now, kind of thing.’
Staff member
International students noted at times that staff were impatient,
appeared to lack understanding or were perceived as rude.
‘As an international student, with the whole visa thing, sometimes you
just get a little frustrated because you don’t know if they understand
what it is like to be an international student. And you are just like
“you don’t understand, this is an actual problem. I need to get my
visa so I can book this ticket” and it doesn’t happen. And you know
they are not mean, it is just very frustrating. So it would be nice if
they could understand that.’
Non-EU international postgraduate
Some staff respondents discussed their concerns about how different
international cohorts were perceived, with staff seeing some as easier
to deal with than others.
‘I know that if somebody is from the Republic of Ireland staff don’t
see them as different or problems, unlike another student, say, who’s
from China. It’s just an ingrained thing and while somebody’s response
might not be inherently to discriminate as these other cultures are
out with your own terms of reference, maybe you do. And I think
actually we need to challenge but in a non-threatening way … in a way
that says you don’t have to panic because someone’s different.’
Staff member
Preparing staff to deal with international students’ issues
The increasing focus on internationalisation and competition for
students was seen to be a key driver for change.
‘I would say, in the past two, maybe three years, there’s been a focus
on well wait a minute, what are they bringing to the university, what
are they getting from the university? What do our staff know about
them? How do we prepare the staff?’
Staff member
Staff recognised a need to be more culturally aware, however it is
difficult to say from the interviews conducted whether recruiting
diverse staff in the context of internationalisation is a strategic
priority, and if it is, how it is being addressed.
Staff members recognised that there is still some way to go to move
beyond ‘lip service’ to ensure all support staff understand the
implications on their roles of having international students.
‘Of course [international students] have challenges but they have
different challenges and we have to address that … and understand it’s
not just a student from a local community coming which is a fairly
straightforward entry route in … and that comes with all support
services, admissions, enrolment, careers, finance, sport, everything,
worship.’
Staff member
Senior staff in particular were aware of the need to address attitudes
towards different cultures at all levels of the institution,
especially those with frontline duties, in the context of growing
numbers of international students. Training for staff in interacting
with people from diverse backgrounds was seen to be critical to
meeting increasing diversity.
‘If you look at someone coming into an institution the first people
they see are either the janitor … or the receptionist and if you’ve
got a good receptionist as we’ve seen in some buildings, that can
create a whole different ambience to how somebody feels versus
somebody who doesn’t.’
Staff member
‘Students have come across as being quite abrupt but library staff
have done sessions on cultural differences … how to be careful of any
gestures or speaking in kind of library speak that might you know
confuse anybody. So we’ve had several of these courses that library
staff have gone to and combined with our customer service experience.’
Staff member
Staff across a range of services talked about the challenges of
keeping up with cultural matters which they saw to be increasing as
the student population becomes more diverse. They recognised that lack
of awareness of other cultures could lead to misinterpreting behaviour
or reinforcing stereotypes; maintaining a balance between the two can
be a challenge.
‘Sometimes with the Chinese community they tend to all talk at once
and very quickly and people say “oh, something terrible is going on
next door” like, you know and you’re “oh, no they’re sitting doing
their coursework”, sitting round the table drinking coffee and having
a nice time.’
Staff member
‘Some people are terribly oversensitive. I mean in all of my years in
the library service I’ve had members of staff come to me and say,
somebody at the desk is being very difficult. And actually they’re not
being difficult … staff perceptions vary enormously … really about
what is rudeness, what is someone being difficult.’
Staff member
Preparing international students for a different cultural environment
Staff acknowledged that international students may benefit from
sessions to give understanding of the Scottish and UK culture, which
would assist them to become familiar with the norms of the institution
and the local community. Sessions would not force any form of
assimilation but provide information that would better enable
international students to negotiate their way through daily
interactions. HEIs could use these sessions as an opportunity to
explain their values in relation to equality, diversity and fairness.
Staff indicated that both international and UK students need to
increase their awareness of different cultures, for example in
developing friendships with a more diverse range of fellow students.
Staff felt that some were clearly not used to encountering diversity.
‘I think a lot of the home students, particularly the younger ones,
they don’t get it you know. They are not used to speaking to people
from other cultures so you know they’ll maybe talk too fast. It’s not
that they’re hostile but they just don’t quite know how to do it.’
Staff member
Several female staff respondents across several HEIs mentioned the
difficulties female staff had in interacting with male students from
some countries and attributed these to differences in cultural value
systems about gender and role status.
‘We’ve had students, male students, who don’t want to be dealt with by
female members of staff.’
Staff member
‘Some students just do not respect support staff like they do academic
staff.’
Staff member
Recommendations
---------------
*
Ensure that there are regular opportunities for staff to attend
equality and cultural awareness training.
*
Provide opportunities for open dialogue to allow staff to discuss
anxieties within a learning and supportive framework as well as
share examples of good and innovative practice to promote
integration and good relations.
*
Provide opportunities to enable support staff to reflect on how
personal values and attitudes can influence behaviour at every day
service levels.
*
Ensure cultural differences and norms are featured in orientation
activities and materials.
3.2 Interaction between international and UK students
-----------------------------------------------------
From the small amount of research there is currently on international
students, there seems to be a tendency for international students to
interact with co-nationals with little evidence of extensive
cross-cultural relationships and friendships. In addition, for UK
students, friendships with international students are not a priority.
This is supported by comments from several staff respondents who note
the need for more work to be done with UK students to raise their
awareness of diversity and to become comfortable with diversity. Staff
saw this as important to take forward, with the added benefit that it
would assist UK students to become more employable in diverse settings
and also across the world.
Stereotypes, prejudice and misunderstandings
Both international and UK students made positive and negative comments
about each other.
Students talked about divisions as a result of age, or levels of
programmes (undergraduate or postgraduate), social class, ethnicity
and national groupings. Where people live can also act as a bridge or
barrier.
‘Having more in common with people that live closer to you outside the
university.’
International postgraduate
International postgraduate students were likely to indicate that it
was difficult to form friendships with UK students.
‘We are here in Scotland but I don’t have lots of Scottish friends.’
International postgraduate
‘Meeting Scottish people is difficult even when your first language is
English.’
International postgraduate
Some international students explained that socialising within their
own language or nationality groups enables them to discuss and focus
on their coursework. As many postgraduates are only on site for just
under a year, the ability to discuss coursework without language
barriers was seen to be helpful for learning purposes. Others felt
that being with ‘your own people’ was simply easier as it took any
strains out of trying to adjust and understand cultural differences.
However, some international students felt that they had been forced to
form study and friendship groups among themselves as UK students were
not prepared to include them.
‘Between the foreign students, we make ourselves a team. We have a
team for meeting on the non-class days to discuss about the class, how
to take it forward but [UK students] don’t, never mingle with us and
even if you try to speak to them they avoid us. It’s a little pathetic
for us because we come here to study and thought like knowing their
culture would be better but they are arrogant in allowing us to join.’
Non-EU international postgraduate
UK students felt that internationals students from other Western
countries or from European backgrounds have difficulties because of a
lack of familiarity with the Scottish or British education system.
Their perception of other non-EU international students was more of
cultural difference and the language used tended to reflect views of
these students as the ‘other’.
‘I don’t know if there’s a scope for … orientation course at the
beginning, for international students … especially in time keeping.
And just little cultural things like, you know, hand to your mouth
when you cough and these things that only seem really small but to us
they’re not. You know … you’re talking to someone and they cough in
your face … it kind of puts you off them a wee bit.’
UK postgraduate
‘A lady gets on a bus, you get up and you give her a seat. It’s what
we do. It’s the British kind of culture, you know, or the European
culture if you want. I know I’m generalising here … I’ve actually said
to people, you know, “give the lady a seat”, and actually asked them
to get up because the buses are packed and they just don’t notice.’
UK postgraduate
There were strong views towards particular nationalities who were
perceived to speak loudly, be discourteous as they spoke over other
people, be unable to keep to time, prone to miss classes and could not
be trusted to carry out any positions they hold with integrity (eg,
class representative). While it was helpful that students felt able to
discuss these sentiments openly during the focus group session, UK
students in particular stated that they would find matters related to
race, ethnicity, religion or cultural differences difficult to mention
and uncomfortable to discuss for fear of being seen to be racist.
Quite a few UK students prefaced their comments with statements like
‘I have to be careful what I say here because it is a cultural thing’
or ‘I’m not being racist saying this but …’.
‘If you say anything you feel like people point the finger straight
away and say “you are being, you know, a racist or a bigot” or
something. You go “well I’m not really”, you know. It’s just a fact.
You know, you’ve got people turning up forty five minutes after a
lecture started. And then when you want to go these are the people at
the end asking long convoluted questions. And I think “well if you
were here at the beginning” .’
UK postgraduate
This could be detected particularly in views towards Muslim students
where UK students were conscious not to fall into the trap of
stereotypes and Islamophobia but in so doing demonstrate their
nervousness when discussing issues of difference.
‘It’s fascinating to find out more about their Muslim culture and what
it is … you know, because it gets such a lot of bad press. You realise
that it’s absolutely the opposite of everything that you hear about.
And so it’s a real eye opener … I’ve put down none in the religious
[monitoring form box]. But if I was going to be anything I’d probably
be a Muslim to be honest with you [laughs]. Cause they’re such an easy
going chilled out bunch!’
UK postgraduate
Some UK students took being in the majority as a given and had a
preference for ‘sameness’ when it came to forging relationships. This
was largely due to having the security of shared commonalities and
‘same’ ways of being brought up.
‘As white British we’re used to being the majority in any sort of
cultures that we’ve been part of previously. I think you sort of fall
in to the circles that you would fall into anyway. So although I live
with an Irish guy and an American guy, I’d probably say the people
from the UK or the males from the UK I’m greater friends with because
we have more in common anyway.’
UK postgraduate
Similarly, some UK students expressed dissatisfaction when in a
minority within class or study group. UK students studying in
predominantly international cohorts found they sat apart and felt
excluded.
‘I’m the only one. There are a few European white students and they
tend to stick together. I’m usually with those [names the nationality]
people just because we’ve been put in the same groups to do assessed
work. And I’m working with them mostly. So usually just land up with
them.’
UK postgraduate
‘I would say that for international students, it is easier to kind of,
be on a one-year masters, to kind of get off on a good footing
socially because your friends are already there. My courses have
always been dominated by Germans … I’m just the same because I studied
in France for a year. All my friends were from the UK as well, so
that’s what you do, that’s how it works, because we’re lazy and it’s
easier to speak English.’
UK postgraduate
Where UK students talked positively about international students it
was generally related to the size and diversity within a cohort. A
small and diverse group would appear to aid integration and enable
positive views of each other.
‘We researchers are all international as well. But it’s very positive.
Algerian, Iraqi, Dutch, British. You know, and it’s a really, really
good mix, really productive. It’s not a negative experience at all.
Because there’s just a wee bit from each rather than a huge contingent
from one.’
UK postgraduate
Some negative views were voiced by international students about the
level of fluency in English of other international students.
‘I think they get a lot leeway in our department. I have seen the
final hand ins and it was appalling. It was just like, I would not
pass if that was me handing it in. That is just because I am a fluent
English speaker and they would challenge me on it …’
International postgraduate
Mutual support and integration
Students in the focus groups offered suggestions to assist
integration.
*
Lecturers could assist by forming groups rather than leaving
students to form work or study groups themselves. This would
assist students to talk to people they may not naturally choose
to.
*
International students should be offered advice on ‘dos and
don’ts’ while staying in Scotland at a social level – what is
deemed to be polite behaviour – and at an academic level –
understanding how the system here works such as the need for
evidence-based writing – not copying – citing correctly and so on.
*
UK students should be offered opportunities to develop awareness
of diversity and difference.
*
It would help to see more diversity in HEI staff, particularly
academics. The latter are generally white and either UK, EU or
from North America.
The majority of staff felt that international and UK student
interactions are positive. Some indicated that there is a need to
question the term ‘integration’ and questioned the role support
services had in ‘forcing integration’ if these links do not occur
naturally. The general view was that ‘forced integration’ was not
acceptable.
This study found examples of creative practices that have been
developed to foster mutuality and integration between international
and UK students.
Peer proofreading
The University of Edinburgh’s student association developed a scheme
following high demand from students for whom English is an additional
language for reliable sources of help in proofreading assignments. In
the scheme, student volunteers proofread the work of fellow students
after attending a training session run by the students’ association
and the institute of academic development.
The aims of the scheme are:
*
to increase access to trustworthy proofreading services on campus
*
to reduce dependency upon proofreading services among users of the
scheme by training them to spot basic grammar and spelling errors
*
to enhance the sense of community among students at the university
through peer support
*
to provide student volunteers with a rewarding volunteering
opportunity, developing their transferable skills and experience
In order to take part, students must:
*
not speak English as their first language
*
submit assignments at least seven days before the deadline
*
submit assignments of 3000 words or less
*
submit no more than two assignments or chapters per semester
*
have a valid university address
Proofreaders do not comment on the content of the assignment or
chapter, they only comment on the grammar, vocabulary and general
clarity of written English. This scheme has proven to be highly
successful and is now a permanent service offered to international
students each year.
Feedback from peer proofreading has fed into the university’s
initiative to improve English language support available for
international students.
Tandem
Originally funded by the Scottish government’s fresh talent challenge
fund, Tandem is a language exchange programme now funded by the
University of Edinburgh’s students’ association. Through weekly events
and an online matching database, the scheme promotes mutuality and
appreciation of what international and UK students can offer each
other.
For example, UK students interested in volunteering abroad can be
paired up with a student from the country who is willing to offer
conversational classes in the local language. Similarly, an
international student coming to Scotland may wish to have
opportunities to improve their language skills and will be paired up
with a native speaker of English from the UK.
Through the Tandem scheme, not only are language skills being improved
but the programme has enabled people to learn in a fun, relaxed social
environment without the pressure of examinations or lectures.
Feedback from Tandem has fed into the students’ association’s
successful campaign to lobby the university to provide a range of free
language courses for all students.
Recommendations
---------------
*
Encourage relationships between international and UK students.
*
Provide UK students, regardless of their programme, with
opportunities to develop their awareness of diversity issues and
understanding of different cultures and their skills to challenge
prejudices, stereotyping and discrimination.
*
Consider providing sessions to help international students learn
about the social and academic conventions in the UK and assist
integration. Such sessions should be clear and honest and discuss
difficult and sometimes controversial issues such as the need for
students to respect gender equality and know about equality
principles, and issues of racism in Scotland or the UK and where
students can go for support.
Further reading
*
British Council (2011) Creating confidence: making sure that your
time in the UK is safe and enjoyable
www.britishcouncil.org/creating_confidence_2011-12.pdf
*
UKCISA (2009) Discussing difference, discovering similarities
www.ukcisa.org.uk/about/material_media/pubs_crosscultural.php
4 Community engagement
======================
Engagement with local communities is an important part of the
international student experience.
The relationships between HEIs, students and the local communities in
which the HEIs are located may vary depending on a number of factors.
These include:
*
location of the HEI and its regional context
*
the extent and nature of students’ relationships with the local
community
*
issues such as students’ length of study, financial constraints
and cultural difference
*
individual staff contacts
Community relationships may involve:
*
volunteering
*
participation in faith, cultural, family-orientated or leisure
activities
*
accessing services
*
part-time employment
Most students from the focus groups who are involved in the local
community, particularly UK undergraduates, either volunteer, have a
work placement or work part-time. Some students were aware that they
could access relevant information in relation to getting involved with
the community from the HEI, and had actively done so from the career
service website, students’ union or association, chaplaincy or
academic departments.
‘There are opportunities within departments to do summer placement.
The advice career centre is very well prepared and it is very active
and supportive. They have so much information and contacts with
employers providing placements.’
UK postgraduate
On the whole, most students, and international students in particular,
were not actively involved in their local communities. The main
reasons cited for this were:
*
lack of time
*
extensive programme demands
*
not knowing how to contribute
*
not knowing that the HEI could provide relevant information
*
opportunities are not advertised or only targeted at specific
courses
*
feeling guilty about the short-term nature of any potential
contributions
*
being uncertain whether opportunities would contravene visa
restrictions
‘I think one of the reasons I didn’t volunteer is because I thought if
I leave I would feel really guilty to stop. So I think the idea of
knowing I am not going to be here prevented me from volunteering. I
would feel quite guilty to start a project and then leave it. So that
uncertainty about that has maybe stopped me getting really involved.
And it turns out that is good because I am moving. I am like “OK that
was a good call” because I would feel bad.’
Non-EU international postgraduate
‘I think they maybe make assumptions about the type of course you’re
on … my undergraduate course was social work. And it’s on this floor.
If you turn the corner you’ll see a notice board full of notices
asking people to volunteer for this, that and the next thing. But in
the business school you won’t see that on their notice boards. So
these organisations obviously think they should target people that’s
on courses like social work. That they might be more amenable to doing
volunteering which isn’t necessarily the case.’
UK undergraduate
It is difficult to effectively assess the extent and quality of
relationships between host communities, international and UK students
from the research. Staff, particularly at more rural campuses,
expressed some concerns of potentially negative attitudes to
international students, especially those who struggled with English,
among the local population.
4.1 Volunteering
----------------
Volunteering opportunities are usually organised and provided through
institutions’ students’ unions or associations or careers services.
HEIs and students’ unions or associations routinely organise events
such as a travel and volunteering fair, to encourage students to
consider community or international volunteering and buddying schemes.
‘We started a student buddy scheme and that’s been expanded this year
incrementally. It does rely on volunteers it’s a kind of win-win
situation. It’s a win for the students who are being either helped by
a volunteer ambassador or mentored by a buddy. But also for the buddy
or the ambassador then it’s something that they can use as evidence of
additional, if you like, skills and they would put on the CV.’
Staff member
Staff emphasised the importance of volunteering opportunities as a
route into employment and felt that students who choose to volunteer
are aware of these benefits. Staff suggested that volunteering may
also be useful in helping international students get their bearings.
The majority of student respondents did not volunteer or know of local
organisations to approach for volunteering opportunities. They
indicated that their HEIs did not assist them with making links
between their external involvement and their course of study or
employability.
UK students were marginally more aware of community organisations to
contact than international students. It was also noted that
international students fluent in English had higher contact or
opportunities to interact with local communities. Students who had
volunteered said that they had found opportunities themselves by
making direct approaches to organisations, using search engines,
seeing adverts and word of mouth.
‘I’d like to get more involved in the local community because I feel
that we are sharing the town with them and it can’t just be about
students. But can’t say that the university has facilitated many
opportunities for that. The union has been more helpful in that sense
but even then there is no like formal mechanism.’
EU international undergraduate
Students who volunteer do so across a range of sectors, including
faith-related (predominantly within Christian church communities),
children and youth (eg, the Scouts, Duke of Edinburgh awards,
Barnardos), sports and leisure (eg, in a museum, coaching a youth
football team, with animal charities) health and social care (eg, Red
Cross, local first aid groups, Shelter) and environmental media and
cultural (eg, local orchestras, role-playing clubs, Chinese schools).
The students who engaged externally with local host communities and
organisations did so for a range of reasons, such as to:
*
overcome loneliness and establish a more stable social network
‘Really we need a community and because we feel very lonely and
homesick as well, yeah. We do need support from local community.’
Non-EU international postgraduate
‘While I am here I want this to be my town, my community.’
EU international undergraduate
*
create greater connections with local host communities as part of
the international experience by getting to know the local culture,
customs, local people, the language and accent
‘Just to get to know the culture, the people here, like that’s one
part of the learning, that’s why we came here. Like we have the
finance education in our countries as well. There’s you know global
world and technology and internet and everything is there but … still
you know we come here, spend money to you know get the international
exposure to get the mix.’
Non-EU international postgraduate
*
contribute to the community
*
improve the local community’s opinion of students
*
enrich their CV with working experience and gain contacts
*
gain inspiration and have a more direct way to participate within
the city
4.2 Sports
----------
Team sports are a useful vehicle to assist integration, so links with
external sporting clubs and organisations were viewed as important,
particularly for sports and activities that are not offered within the
institution’s main sports services. This could be particularly useful
in terms of connections to clubs that appeal to groups of
international students.
One of the respondents mentioned the involvement of international
students in the local cricket clubs, which appeared to be initiated
independently of the HEI in this case.
‘You go out on a Sunday or a Saturday, you’ll see the international
students. They’ll have joined the local cricket club. So they are
embedding themselves in the local community.’
Staff member
Further reading
*
Brown, JC and Daly, AJ (2004) Exploring the interactions and
attitudes of international and domestic students in a New Zealand
tertiary institution
eprints.utas.edu.au/6733/1/Hawaii_Justine.pdf
*
Dunne, C (2009) ‘Host students’ perspectives of intercultural
contact in an Irish university’. Journal of Studies in
International Education 13(2): 222–239
*
Fielden, J (2007) Global horizons for UK universities
www.cihe.co.uk/category/skills
*
Hart, C, Sheehy-Skeffington, J and Charles, I (2007) International
students and local communities: a research project by HOST UK
www.ukcisa.org.uk/files/pdf/world_views/local_communities.pdf
*
Holland, A (2008) The integration of international students with
Dutch students and the local community
www.ukcisa.org.uk/files/pdf/pmi/osv_holland.pdf
*
Peacock, N and Harrison, N (2009) ‘It’s so much easier to go with
what’s easy: “mindfulness” and the discourse between home and
international students in the United Kingdom’. Journal of Studies
in International Education 13(4): 487–508
http://eprints.uwe.ac.uk/16272
*
Ward C (2001) The impact of international students on domestic
students and host institutions
www.educationcounts.govt.nz/publications/international/the_impact_of_international_students_on_domestic_students_and_host_institutions
4.3 Links with black and minority ethnic organisations
------------------------------------------------------
Staff felt that HEIs were fairly good at establishing relationships
with schools, local authorities, police, third sector organisations
and established businesses to benefit all students. However, there was
not a consistent approach to creating relationships with relevant
black and minority ethnic (BME) organisations. Some HEIs appear to
conflate association with specific organisations as being synonymous
with forging links with ‘communities’.
‘I wouldn’t say [HEIs] were exceptionally good, they are reasonably
good at connecting with host communities. When I say host communities
it is primarily through agencies and institutions such as schools,
such as the police, such as main service providers, transport and so
on and so forth. I think what they are exceptionally good at is their
connections with the business community. Which they often confuse with
the community per se. That is what they understand by community
engagement, business community.’
Staff member
Chaplaincy service respondents have a range of contacts from external
faith groups; however other services lack tangible links with external
BME organisations. Reliance on the chaplaincy and faith groups to
signpost students to particular services not only has the potential to
exclude those who do not use the chaplaincy or have a faith but also
has implications for confidentiality.
Staff felt that collaboration with external agencies could provide
greater specialist support for students.
‘I’ve had some contact with the Ethnic Minorities Law Centre. I have
to say they’re like an excellent resource. Because there’s a limit to
some of the things I can advise about say immigration, which requires
expertise in this area of advice. I thought we could refer people who
were in serious difficulties and they could really, you know use a
good immigration solicitor and get things done. I’ve experienced that
a few times. But I think the Ethnic Minorities Law Centre as well as
the Citizens Advice Bureau are hugely underrated and
underappreciated.’
Staff member
‘We did get a student about a year ago who came in and said … I want
to report an incidence of racism … He said I saw the bus coming and I
was running for the bus and you know the bus driver clearly saw me but
he didn’t stop at the bus stop. And I sort of thought right, OK.
Welcome to [city name]. Racism can be something that happens to
students in the street and not within the university so we need to
find community ways of supporting students too.’
Staff member
Staff at one institution made contact with local Chinese community
groups but found that many Chinese students were not interested in
getting involved in these local groups. Staff highlighted the
importance of avoiding stereotyping and treating particular groups as
homogeneous.
‘That everybody from China is the same … I think that can be really
problematic and work very much against … what you’re trying to do.’
Staff member
Overall what emerges from the staff interviews in this context is that
there is little or no institutional awareness of BME organisations in
the local area or in Scotland. Connections between HEIs and BME
organisations are frequently serendipitous and largely based on
individual staff awareness, knowledge and contacts rather than on a
carefully considered institutional strategy.
Herriot-Watt University made connections with Saheliya, a local BME
agency offering mental health and counselling services for BME women.
Contact was made thanks to a senior counsellor who knew about the
organisation and was keen to establish a link.
Saheliya representatives came to campus to offer some counselling
slots. However, the take-up was poor and this service tailed off.
Although the reasons for the lack of use of the service are unclear,
it nevertheless is an example of creative practice.
Recommendations
---------------
*
Take a strategic and systematic approach to policies and processes
that foster good relationships between local communities and
students from diverse backgrounds. This would contribute to
institutions meeting some of their obligations for promoting good
relations under the Equality Act 2010.
*
Consider what formal links exist with external and community
organisations that might provide support and alternative
opportunities for UK as well as international students.
*
Build on initiatives that are already taking place, for example,
buddy systems, placements, HOST initiatives.
*
Share ideas and strategies across the sector.
*
Consider monitoring and evaluation systems to assess impacts of
initiatives on relationships between HEI and local communities and
between international and UK students to help assess relationships
between initiatives and their impact.
*
Explore new ways of engaging with communities in the broadest and
most diverse sense such as developing strategic partnerships with
BME organisations alongside ‘mainstream ‘organisations providing
services such as the Citizens Advice Bureau.
*
Invite community organisations to take part and contribute to
institutional events.
5 Conclusion
============
This study confirms the significant role student support services play
with regard to the overall student experience and satisfaction.
Being a student in higher education involves more than engaging in an
academic pursuit; it is an all-encompassing life and cultural
experience. Therefore, services that enable students to fulfil this
wider purpose require investment as well as scrutiny.
The study found a great deal of enthusiasm and commitment from staff
to enhance the student experience of both international and UK
students. Some innovative and thoughtful practices have been
highlighted in the report. HEIs could do more to seek out these
examples of good practice within their own institution and commend
these more publicly.
The report has identified recommendations for different service areas
but also general areas to improve campus ethos. One key area is the
need to be far more proactive in breaking down barriers between
international and UK students. Another important area that HEIs need
to focus on is developing wider and more active connections with
external organisations and communities both from majority and minority
communities. The HEI needs to take the lead in forging such links,
breaking down barriers and seeking opportunities for partnerships and
mutual interactions. These connections can contribute to an even more
successful study experience for all students.
An area that was mentioned by students in interviews across all
participating institutions but has not been captured elsewhere in this
report was the lack of information on how to make a complaint.
Students indicated that the procedures for making complaints, for
example about service provision or reporting incidents such as racist
language, were unclear. Information about complaints procedures is
available at every HEI but this may need to be more clearly signposted
to students. It is perhaps less clear how students can report issues
of discrimination that they have experienced or witnessed.
The onus for creating a more positive student experience for all lies
with the HEI and its staff.
Consideration therefore needs to be given to:
*
raising staff awareness of how to work and react in an
increasingly diverse setting to explicitly address issues of
prejudice and discrimination
*
continuous evaluation of whether and how services are meeting the
range of student needs, including those specific to postgraduates,
and have the flexibility to adapt or adjust services to meet
diverse needs
*
collaborative working between support services and academic
departments to avoid duplication of work and unnecessary delay in
addressing student needs and concerns
*
consideration of how to inform international and UK students of
what support services can offer beyond the initial information
deluge at freshers’ week or during induction
*
sharing practice within institutions and across the sector on how
to improve support services and promote interaction and good
relations
*
developing clearer links between staff working on equality and
diversity and those engaged in the internationalisation agenda
*
clearly outlining how students could put forward a complaint or
report a discriminatory incident that they have witnessed or
experienced themselves
*
developing partnerships with external organisations, particularly
those working with BME people, to enhance volunteering and
employment opportunities, broaden the range of specialist support
services and promote good relations
*
using data from support service evaluations to arrange
consultation activities and seek feedback from international and
UK students to ensure continuous improvement takes place
*
working with the students’ union or association to develop a
strategy for promoting good relations and mutual respect between
international and UK students
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Studies Association, Pecs, Hungary, May 2010
www.regional-studies-assoc.ac.uk/events/2010/may … /Cochrane1.pdf
*
Young Minds Stressed Out and Struggling (SOS) project (2006)
Higher education institutes and international students’ mental
health. SOS, London.
www.mhhe.heacademy.ac.uk/silo/files/sos-young-mind-in-he.pdf
Appendix: methodology
=====================
The research utilised a mixed methods approach which involved:
*
an online questionnaire (quantitative)
*
semi-structured interviews and discussion groups (qualitative)
Informed consent was obtained from all participants involved in
interviews and discussion groups and all participants were provided
with information on the ethical guidelines employed in the research.
Desk-based research was also undertaken to inform the overall project
and in particular to help shape the online questionnaire, interviews
and group discussions.
Online questionnaire
--------------------
The online questionnaire for students focused on the main themes
identified by the project advisory group and ECU. Students who
participated were entered into a prize draw for three prizes of £50
Amazon or iTunes vouchers.
Interviews and group discussions
--------------------------------
Interviews were semi-structured, focusing on the three themes of
equity of support, campus cohesion and community engagement, and
lasted between one and half and two hours. Participating students were
given a small cash amount as a thank you for their involvement. All
interviews and groups discussions were recorded with permission from
participants and transcribed in full. The transcripts were analysed
using the four themes as a framework for coding data and to produce a
thematic analysis focusing on services. Nine members of the project
advisory group were also interviewed as they provided useful
contextual information to this study.
The study sample
----------------
Staff and students were interviewed at six Scottish HEIs, chosen to
reflect a reasonable balance of provision, pre- and post-1992
institutions, geographical location and potential size of
international student population. ECU and the project advisory group
provided advice in terms of the final six institutions selected.
Once they had agreed, each institution was contacted by a senior
researcher and identified a key contact who became the link person
with the project team. The researcher provided background information
about the project and clarified the requirements of the institution’s
involvement in the project.
The institution’s contact helped to recruit staff and students for
interviews and made practical arrangements (eg, circulating and
promoting questionnaires, organising venues for group discussions,
setting up staff interviews).
As far as possible the sampling of participants was representative in
terms of roles, services, gender, age, type of study.
There was a general information leaflet for staff and one for
students.
Staff
The study aimed to interview ten staff from different support services
from each institution making a total of 60 interviews. However
institutions were very keen to take part in the study so group and
one-to-one interviews were undertaken with 71 staff members from a
wide range of positions including senior managers and frontline staff
across different services.
Student experience, student services
12
International related
7
Accommodation
7
Sport and exercise
6
Senior management
5
Language support
4
Registry, admissions
4
Equality and diversity
4
Counselling
3
Disability office
3
External relations, marketing, recruitment
3
Students' union or association
3
Careers
3
Academic
2
Library
2
Chaplaincy
2
Health services
1
Students: questionnaire
Students took part in an online questionnaire and group discussions.
The student sample included UK, EU international and non-EU
international students studying at undergraduate and postgraduate
levels.
There were 965 responses from five HEIs with 748 fully completed
questionnaires and 217 nearly completed questionnaires (these had some
sections with missing data). Nearly 55 per cent of the online
responses came from that one institution. Just over half studied arts,
humanities and social subjects.
Alongside monitoring questions on age, disability, ethnicity,
religion, country of origin, sexual orientation and whether they have
dependants, students were asked about:
*
their level of study (undergraduate, masters, doctoral) and
subject area
*
their reasons for choosing their institution
*
whether and what information on support services was provided
before starting and on arrival
*
their levels of comfort to approach certain services and ability
to discuss concerns
*
whether they feel there is good interaction between international
and UK students and suggestions to improve interaction
*
their knowledge of, and involvement with, local community
organisations
53 per cent of respondents were UK students, 31 per cent were non-EU
internationals and 16 per cent EU internationals. 63 per cent of
respondents were undergraduates, 23 per cent were at master’s level
and 14 per cent at doctoral level. The data from the questionnaire was
analysed using the SPSS data program.
Region of origin of international survey respondents
Region of origin
Percentage of respondents
EU
31.8
Non-EU Europe
2.2
Africa
6.4
Americas
9.6
Oceania
1.8
Western and central Asia
6.2
Eastern Asia
19.3
Southeastern Asia
10.0
Southern Asia
12.7
Ethnicity of survey respondents
Ethnicity
Percentage of respondents
White
68.8
Asian
20.9
Black
2.7
Mixed
2.2
Other
3.1
Prefer not to say
2.2
Gender of survey respondents
Gender
Percentage of respondents
Male
43.8
Female
56.2
Age of survey respondents
Age
Percentage of respondents
20 and under
13.8
21 to 30
71.2
31 to 40
10.3
41 to 50
3.9
51 to 60
0.6
61 and over
0.1
Disability status of survey respondents
Disability status
Percentage of respondents
Disabled
3.5
Non-disabled
96.5
Sexual orientation of survey respondents
Sexual orientation
Percentage of respondents
Not LGBT (lesbian, gay, bisexual, transgender)
93.1
LGBT
5.1
Prefer not to say
1.8
Religion of survey respondents
Religion
Percentage of respondents
Christian
36.8
Muslim
7.1
Hindu
3.1
Buddhist
3.0
Other
1.1
Sikh
0.3
Jewish
0.3
None
48.3
Area of study of survey respondents
Subject area
Percentage of respondents
Arts, humanities and social subjects
54.5
Science and maths
20.9
Engineering
23.4
Medicine and veterinary medicine
3.1
Students: group discussions
Completing the interview form was a voluntary exercise. 199 students
were interviewed, but only 120 completed forms were received.
Region of origin of focus group participants
Region of origin
Percentage of respondents
UK
28.3
EU
16.7
Non-EU Europe
0.8
Africa
7.5
Americas
9.2
Oceania
0.8
Western and central Asia
3.3
Eastern Asia
13.3
Southeastern Asia
5.8
Southern Asia
12.5
Prefer not to say
1.7
Gender of focus group participants
Gender
Percentage of respondents
Male
51.7
Female
47.5
Prefer not to say
0.8
Age of focus group participants
Age
Percentage of respondents
20 and under
10.8
21 to 30
75.8
31 to 40
10.0
41 to 50
1.7
No reply
1.7
Disability status of focus group participants
Disability status
Percentage of respondents
Disabled
5.0
Non-disabled
95.0
Sexual orientation of focus group participants
Sexual orientation
Percentage of respondents
Not LGBT (lesbian, gay, bisexual, transgender)
89.1
LGBT
5.9
Prefer not to say
5.0
Religion of focus group participants
Religion
Percentage of respondents
Christian
35.8
Muslim
10.8
Hindu
5.8
Buddhist
1.7
Other
1.7
Sikh
0.8
No reply
2.5
None
40.8
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