From Nowhere to Somewhere A School’s Experience in the Teaching of International Students

1. From Nowhere to SomewhereA School’s Experience in the Teaching of International Students Paul Osborne Swansea Metropolitan University PrifysgolFetropolitanAbertawe

2. Background • Why this presentation? Set against the background of capping in Wales where Vice Chancellor’s will be looking to international recruitment to boost income streams. • SMU teaching led Institution. • Initial student intakes at SMU – initially 6 students from Wuhan and Beijing in 2005-6.

3. In SBS, smaller group teaching mainly UG (70-80 per year) but some HN (say 20 per year) – top-up available to Level 6 from HND. • Chinese market – level 6 top-up direct entry from HN - top-up market. Strategically sensible – great experience in teaching HN top-ups from UK and Eire (very successful), thus a logical progression plus experienced teaching team. • Initial experiences – very positive – small numbers but hard working cohort, good marks as a result.

4. Victims of our initial success! • The problem: A large number of students arrived in 2007-8 having passed the SQA HND in China (taught and assessed in the medium of English) but, as we subsequently found out, with evident varying abilities in English Language. • Underwent SMU pre-sessional course for 6 weeks but a significant number where unable to attend due to visa problems etc

5. How did this problem propound itself in the initial weeks of the 2007-8 academic year • Antagonism from home students towards the international cohort (groups have become too big; this isn’t what we expect from SMU; they don’t take part; we do all the work in tutorials; they don’t seem interested) • Antagonism from some staff towards the international cohort (they don’t listen; I have to keep repeating myself; they won’t engage; they are always late)

6. Misunderstanding of the assessment process by the Chinese cohort (remember HN background, no examination experience Level 4 and 5) • Student Representatives – no clear leaders - happy to follow • Poor English!

7. From the ashes of disaster grow the roses of success • Immediately (October) split lectures for the core subjects – segregation on the grounds of teaching and learning needs; • Split the tutorials in the same way; • English Language support became mandatory (students having being assessed on English Language and placed in groups A to D);

8. Staff carried out a detailed audit of attendance (pre UKBA!) and attainment based on initial summative assessments and progress. A team evaluation took place of the results (December 2008); • Each international student was counselled (when necessary) in accordance with (4) above. Several were seen as “fit for purpose” and given opportunity to stay on the September cohort. Others were offered the following: take fees and leave, attend a free extended English Language for Academic Purposes Course from which, if successful you can rejoin next September’s (2008-9) cohort - fees held over

9. Cohort reduced from 86 to 48. Several students deemed not fit for continuation (although offered IEAP course) refused and accepted immediately by another English University (!) • Some students deemed fit for continuing on the September course opted to join the IEAP course and resume studies in September. • To avoid further disruption to the learning and teaching of the September cohort again the segregation on teaching and learning continued.

10. All matters discussed and reported to External Examiners. • Home and International Student satisfaction (peace broke out) • Eventual testing of IEAP and successful students onto September 2009 cohort (9 failures) • Visit to China to outline the issues we had faced and what had been done about it. Satisfaction expressed by Chinese University and care taken of the Chinese cohort

11. The new strategy 2008-9 to today • New strategy written by the SLT of SBS and agreed by Committees at SMU (agreement to report back on progress each year) • Visit to China to host University to explain and discuss new Strategy for Chinese students. Acceptance from the host University and praise for concern and learning and teaching offered in 2008. • Involvement of an outside provider Inlingua, to provide a pre-sessional course (non-attendance on pre-sessional , no place on degree subject to visas extraordinary issues etc)

12. Strategy 2009-10 • Students tested within three days of arrival for English Language ability to establish a benchmark • Students undertake 6 week pre-sessional course. • Students tested again after the 6 week pre-sessional course as above

13. Counselling • Those not deemed strong enough in terms of English Language offered shortened (6 month) IEAP course with certificate for successful completion and automatic place on a Spring “rolling cohort” (initially 33 students) • Evidence that these students benefitted from the later start – high level of achievement and satisfaction of the cohort – small group teaching. • Employment of a Chinese national (Bin - “Eason”) as link between students and SBS – this has illustrated the dependence the cohort have on a senior Chinese person.

14. Strategy 2010-11 • Teaching by members of SBS in China - meeting potential students and introducing (as appropriate) Western style teaching and learning. : extended pre-sessional (first module delivered for one month to cohort of 50 Chinese students by Inlingua in China) benefit in getting to know students. : staff development in teaching international students • New English Language conversation club – very successful

15. Further work underway in integration strategies for Chinese students (including work of TIS project and CAPRI being disseminated to staff) • Extended staff placement in China for up to 6 months at the request of the staff member. • Placement of Chinese University Staff with SMU and integration into lectures/tutorials (Lily and Eason) • Online English Language Testing under consideration (first year pilot) with very encouraging results – use of IELTS