Centre for Research and Evaluation, Sheffield Hallam University and

1. Centre for Research and Evaluation, Sheffield Hallam University and Centre for Research into Quality, UCE Birmingham

2. International Students as a Global Commodity Figures for International Students in the UK indicate: In 2004-05, there were 2,287,540 students in higher education of which 318,395 are non-UK students (14%): 100,000 from within EU 218,395 from outside EU (HESA, 2006) International students provide an estimated £1.25 billion in tuition fees and £1.86 billion spending on other goods & services (UUK 2005)

3. Research Objectives To extend understanding of: • International students’ expectations and experiences of careers advisory services • Frameworks for the development and targeting of careers advisory services around the needs of international students • Ways in which provision of careers advisory services aids recruitment of international students [International Students were defined as non-UK domiciled, but many issues raised in the research concern mostly non-EEA domiciled students]

4. Methods Practitioner Forums: Workshops & Discussion Staff Survey: Electronic Questionnaire 8 Critical Case Studies: 41 Staff In-Depth Interviews 12 Student Focus Groups Student Survey: Electronic Questionnaire 1895 responses 18 institutions

5. The report’s findings comprise: A: Marketing Recruitment and Induction B: Careers Advisory Services C: Employment During Studies D: Employment After Graduation E: Resourcing and Development F: Case Studies G: Recommendations

6. A: Marketing, Recruitment and Induction IS consider many aspects when deciding to study in the UK, including: • Reputation of higher education institutions & qualifications • English language/ British culture • Length of course • Expectation of enhanced employability after graduation • Expectation of being able to earn whilst studying • Immigration regulations • Costs

7. A: Marketing/ Reality conflict? MARKETING PERSPECTIVE CAS PERSPECTIVE Accurate Information Promoting UK education Realistic Expectations Promoting the HEI/ location Compromise/ Adaptation? Enchancing expectations

8. B: Careers Advisory Services Careers advisers report: • Perceptionsthat IS are earlier, heavier and more persistent users of services • Frustration that IS misunderstand the nature and scope of CAS • Dilemmas about how much services can be adapted to the needs of IS • Concerns regarding how much you correct the English in job applications and CVs

9. B: Jobs and Careers Marketing ESSENTIAL INFORMATION MODES OF COMMUNICATION Location web pages pre-arrival info embedding welcome Services available email induction newsletters Diary of Events web site notice boards

10. B: Guidance about the Job Application Process ELEMENTS DELIVERY ISSUES seminars, workshops letter of application for all students? CV one-to-one sessions tailored for IS? application form email, telephone how far to correct English? interview

11. C: Employment During Studies Difficulties raised include: • Mundane jobs available, unrelated to future career • Financial reliance on part-time work • Competition with home students & those fluent in English • Prejudice Work placements usually relevant to future employment Employers may prefer students who can stay remain in UK

12. The Job Maze: Locating Information & Advice

13. D: Employment After Graduation (in the UK) Points arising included: • Minority of non-EEA students who seek work in UK are usually helped by schemes, such as SEGS, HSMP & FTI • Lists of employers who employ IS are difficult to maintain • There is a more open market for graduates in the UK than in some other countries • Potential employers are deterred by the bureaucracy involved

14. D: Employment After Graduation (overseas) Concernswere raised about: • Breadth and depth of coverage of opportunities in overseas countries that is possible • Difficulties in getting and maintaining information for Alumni databases IS destination data

15. D: Enhancing Employer Links INTERACTION WITH EMPLOYERS INTERACTION WITH STUDENTS JOB MARKETS Liaison Information UK Education Seminars Overseas Collaboration Databases

16. E: Resourcing and Development Points that were raised included: • IS represent a strain on limited resources e.g. English usage; links with employers • Some specialist careers advisors are being appointed • Some institutions favour a one-stop approach for information, advice and support • Monitoring of services to IS is limited

17. F: Case Studies: Locating Careers Advice Liverpool: Careers Service incorporates a part-time job service Strathclyde: Careers Service manages the Student Employment Service Brunel: Placement and Careers Centre incorporates a Job Shop Oxford Brookes: Careers Centre is within the same building as the Student Union Jobshop Lampeter: Employability Unit is within the same building as Student Support Sheffield Hallam: Careers & Employment Service is within the Student Services Centre, along with international office

18. F: Case Studies: Embedding careers advice Bradford: Career Development Services is part of Learning Support Services - partly funded as academic department, delivers careers modules on all UG courses Lampeter: The Employability Unit incorporates careers guidance and delivers credit-bearing employment-related modules Sheffield Hallam: the Careers and Employment Service delivers career management activities in partnership with faculties

19. F: Case Studies: Specialist staff for IS Strathclyde: one careers advisor has specific but not exclusive IS responsibility Brunel: a careers adviser was being appointed to work with IS with regard to UK and overseas job markets Newcastle: an international liaison manager was appointed to build links with employers, make overseas visits and build a database for IS

20. F: Case Studies: CAS working for IS Liverpool: IS careers seminar is provided in the first semester Newcastle: Job application/ CV/ interview advice sheets for 10 overseas countries are available Oxford Brookes: Post-graduation booklet for IS has been created by collaboration with international student advisory service

21. G: Recommendations: CAS services • Address awareness of services • Review extent of assistance with application forms & CVs • Encourage IS to help themselves • Promote expansion of on-line services

22. G: Recommendations: working in the UK • Publicise nature of part-time work • Produce leaflet for employer information • Ascertain which employers will consider IS

23. G: Recommendations: overseas employment • Provide more information about application and selection processes overseas • Enhance information about jobs and employers • Improve communication via alumni databases and websites • Consider development of destination data

24. G: Recommendations: wider issues • Identify improvements to benefit both home students & IS • Improve formal monitoring of services • Encourage sharing of good practice – internally and externally • Increase labour market information through collaboration

25. G: Recommendations: wider issues • Increase integration of services- consider one-stop approach • Consider recruiting more specialist careers staff • Review proportion of revenue dedicated to IS • Promote cultural awareness raising

26. The Challenge of Optimising Limited Resources Resources: integration, benefiting home & IS; staff specialisation; monitoring Communication: scope of CAS; services available Managing IS & CAS Cultural issues: helping IS to self-help; staff education Professional issues: degree of help given; services exclusive to IS Collaboration: to optimise resources; & share ideas