Tag Archives: International students

How international is the University of Liverpool ?

Traditional HE measures of internationalisation typically include numbers of international staff and students, student mobility numbers, and international research. The University of Liverpool recently had the opportunity to participate in a pilot study of the Global-Education Profiler (GE-P), a diagnostic tool developed by Spencer-Oatey and Dauber to go beyond these traditional measures and help institutions identify what kind of global learning environment our students are actually experiencing.

This new tool asks students to rate items such as social and academic integration in terms of both their ‘importance’ and their ‘actual experience’.  The GE-P “identifies students’ actual experiences of integration, and opportunities and support for developing ‘Global Graduate’ skills”, which many employers say they are looking for graduates to possess, and which might typically include the following:

H Spencer Oatey image
British Council (2013), Culture at Work – The Value of Intercultural Skills in the Workplace

Spencer-Oatey and Dauber (2016) have also developed a model (below) to show the five stages of development for an institution to become fully internationalised:

H Spencer Oatey slide
(http://www.globalpad.net/ge-p)

Many institutions are in the middle stage of this model. The GE-P tool can provide information to help institutions develop strategies to facilitate movement to the higher stages.

Helen Spencer-Oatey gave a really interesting presentation to staff in May where she presented some initial findings from the survey. You can hear a short video from Helen about the importance of looking at ‘wider’ measures of internationalisation to support institutions in developing a truly international student experience, and how the Global-Education Profiler tool can provide strategic information to support this process. View a copy of Helen’s full presentation (available to Liverpool staff only at this stage as this work was part of a pilot study using a survey that is not yet refined nor generally available).

Although Helen’s team were only at the early stages of analysis of the pilot data, which was based on a fairly small sample, staff attending the talk were fascinated to see what Liverpool students think about their experiences. Although in some cases, Liverpool doesn’t quite meet the high expectations of students, the gap between expectation and experience is small for communication skills and academic integration, with a slightly bigger gap between the two noted for social integration. Language skills and global skills were a little more of a concern. Interestingly, comparing students from Asia with UK students, the overall differences in results are not large. Asian students saw social integration as slightly more important than UK students and their experience falls a little shorter of their expectations.  However, we were encouraged by the results which provide some useful pointers as to how we can get ourselves firmly into the stage of ‘Community Internationalisation’.

You may also be interested in a previous blog which highlights some of Spencer-Oatey and Dauber’s previous research in this area.

Anne Qualter and Trish Lunt

 

References

British Council (2013) ‘Culture at Work – The Value of Intercultural Skills in the Workplace’ Available at https://www.britishcouncil.org/sites/default/files/culture-at-work-report-v2.pdf (accessed 13 June 2016)

Developing graduates who can address 21st century problems

This blog is by way of an invitation for anyone interested in developing sustainability issues in programmes and modules to attend a workshop on 9th March 2016 at 12.30 run by the Education for Sustainable Development Working Group . Contact Nick Bunyan, nbunyan@liv.ac.uk in the Centre for Lifelong Learning for more details or just book on to the event.

Education for Sustainable Development (ESD) is a university responsibility.

Last year QAA published a framework for Education for Sustainable Development (2014) that is meant to guide UK universities towards the development of curricula that meet HEFCE’s vision:

“Within the next 10 years, the higher education sector in this country will be recognised as a major contributor to society’s efforts to achieve sustainability – through the skills and knowledge that its graduates learn and put into practice.”

This prompted work to develop a University of Liverpool Education for Sustainability approach led by the ESD Working Group.

An interdisciplinary approach to ESD

Some of the most exciting work for ESD has been done by a group of staff from across all three Faculties sponsored by Facilities Management Sustainability Team and enthusiastically supported by The Green Guild. Putting our university strategy into action, The Guild hosted an event at which students from three different disciplines came together to present their work from modules focusing on environment and using the campus as a city in microcosm.

The project arose out of changes needed to a second year Geography and Planning module resulting from a significant increase in numbers, mainly from XJTLU students to the programme (95 Chinese; 175 total), a desire to promote good group work and interdisciplinary and intercultural working, and a need to make the course more engaged with the real world. The assignment required students to respond to a brief from Facilities Management (the client) for proposals for Greening The Campus.

The module brings together students and staff and students from disciplines and departments from across all three faculties.

green space task group
The Green Space Task Group

Continue reading Developing graduates who can address 21st century problems

The Inclusive Department: international students

Following on from a previous blog on Internationalisation and Student Satisfaction, and in the wake of Welcome Week and the start of the new academic year, Anna Chen offers some of her observations and suggestions for better integration of Chinese students.

 

Timing of support

The first four to  six weeks of the semester are intense with a great deal to take in. This can lead to overload issues. For example, students whose English is not strong often have not really taken in everything they need (‘nodding’ is not the same as understanding), and personal and cultural shyness are also factors in this early stage.

So, for academic support, invitations need to be put in different ways and more than once throughout the year, e.g. for essay writing, literature review etc. If offers of support only come at the start of the year, when language skills are not so strong, the invitation may not be taken up, though the support is very much needed.

If the invitation also comes later in the semester and annual programme when language skills and cultural confidence have improved, the offer is more likely to be accepted and used.

Discipline-specific issues

There are subject-specific issues for international students e.g. need for essay writing in humanities, role of students’ opinion in social sciences etc. So, ‘opinion’ is itself a pedagogical issue, taken for granted with European students, but in need of pedagogical definition and development for some international students.

Working with the Guild

The staff view that their role is specific to the discipline, whilst the social side of the student is ‘for the Guild’ or elsewhere, does not work for many international students. These students often need or even expect their tutors to direct them in areas of student life beyond the subject. So, opportunities to become more socially and culturally integrated need to come from within the department as well as being on offer from the Guild.

Communications from the Guild about activities and social opportunities should be co-branded with, and come from within, the departments to give them ‘authority’ to international students.

Social Initiatives from within the department

90% of Chinese students do not join student societies (‘the girls go shopping; the boys play online games’). To encourage participation, attendance at co-curricular and departmental events could be attached to credits; part of the ‘life of the department/discipline’.

Could there be departmental fresher’s or society fairs – at more than one point in the year?

The city’s heritage should be used far more. After all, that is what the students do know about Liverpool before they come here (maritime, link with Shanghai (Expo), football, Beatles etc.). Tutors could perhaps take out groups of students – this is done as part of Health Sciences Welcome events, but not in most other departments.

Learning-at-scale issues

In departments where there are very large numbers of Chinese students (e.g. Liverpool School of Management), large lectures (1,000) should be followed by reinforcement seminars (as at the University of Manchester).

In-reach

Can UK undergraduate students become involved in types of integration effort within their department? Undergraduate students are already involved in out-reach to schools. Can they then become involved in ‘in-reach’ for international students?

Dr Anna Chen

Internationalisation, Integration and Student Satisfaction

The University of Liverpool can be justly proud of its international outlook (reflected in a Times Higher Education score of 79.5) and in the numbers of international students we attract. These ‘structural indicators’ are, according to a new report by Spencer-Oatey and Dauby, important pre-requisites for student integration and hence the development in our graduates of the ‘global skills’ that leading employers are increasingly placing high on their agendas.

Structural indicators may be a pre-requisite, but Spencer-Oatey and Dauby (2015) argue that they are far from sufficient. A diverse mix of students “can impact substantially on the social reality of the student” and that impact may not always be positive. Most universities in the UK see the benefits of internationalisation, but capitalising on this diverse mix needs work. A stark finding from the research carried out for the report is that the greater the proportion of non-UK students, the lower that students of all backgrounds rate their satisfaction. That is not to say that students don’t want an international experience; indeed research at the University of Warwick suggests they more than want it – good students expect an international experience. The question is how to provide an enriching international experience for all.

What is clear from the research is that creating richly diverse learning and social communities is the way forward. Intercultural skills need to be nurtured. This means within the department and the classroom as much as in their wider living and social life. Home and overseas students’ sense of belonging and hence their satisfaction increases substantially where they have been able to make friends with students from other countries. International students find this harder than home students, and some groups, such as Chinese students, find it particularly difficult.

So, what are the conditions for achieving positive contact and integration? Members having;

  • equal status
  • common goals
  • institutional support
  • perceptions of similarities between groups (something that good group work can support)
groupwork
Group work between home and international students can aid integration.

In another report Spencer-Oatey et al (2014) address ways in which integration can be achieved. They suggest that “integration is a process of mutual accommodation where the students and staff from the host culture have to be as open to engaging with difference and ultimately to change as the international students at that institution”(P6). Using a number of case studies this report offers ideas drawn from a number of UK universities. These focus mainly on activities outside the academic department such as shared reading groups where students read the literature from each other’s countries and through discussion develop a deeper understanding of each other; or student halls with a mix of residents engineered to be multicultural and where students were required to make special application; a music centre that encouraged ensembles of instruments from around the world. There are also examples within curriculum activities such as where students were asked to observe and reflect on their own and other’s behaviour during small group work, and so learn how to work better as a mixed team.

The rewards for both university and students are high where explicit and concerted efforts are made to promote integration. The consequences of not putting effort into this are quite serious and probably, given current league tables, fairly quick to present themselves.

Anne Qualter