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What do students need: from essentials to “nice-to-haves”

What do students need: from essentials to “nice-to-haves”. Tim Rogers International Education Consultant tim@intedco.com. The ACA study: setting the scene. With more international student travelling for education, the level and elements of competition have become more diverse

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What do students need: from essentials to “nice-to-haves”

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  1. What do students need: from essentials to “nice-to-haves” Tim Rogers International Education Consultant tim@intedco.com

  2. The ACA study: setting the scene With more international student travelling for education, the level and elements of competition have become more diverse The provision of services – academic and others – is increasingly seen by students as a significant factor in their decision-making process The recognition of this situation amongst European universities, however, is inconsistent and has a potentially adverse impact on the attractiveness of these universities

  3. ENATIS: Enhancing attractiveness through international student services The principal aims of the study were to: to discover the support needs of international degree students, both at undergraduate and postgraduate level, and especially those coming from significantly different cultural and religious backgrounds; to provide recommendations on how to meet those needs at institutional and other levels in strategic and organisational terms, based on a series of examples of good practice; propose guidelines of good practice for international student support at European level

  4. “Must haves” for international students • Two clear concerns for non-EU students pre-arrival: housing and visa advice • There is an expectation that support will be actively provided for both demands • Other aspects appear to be dependent on a mix of perception of the availability of services, tuition fees and pre-arrival contact • Pre-arrival academic advice regarding programme content is increasingly important for many non-EU Masters students • Information provided by universities is, in the main, generic rather tailored to students

  5. Expectations: important pre-arrival services

  6. “Must haves” for international students • On arrival and during study: continued support for housing, orientation and study support are essential • Significant evidence to suggest that provision in these areas is inconsistent • Lack of clear “sign posting” for all of these services • Balance between duty of care responsibilities and what a student is right in demanding • Organised peer-to-peer contact addresses many of these issues, particularly where an institution has insufficient resources

  7. Expectations: important arrival services

  8. Expectations: important study services

  9. “Nice-to-haves” for international students • The “Rolls Royce” service offered by many institutions is almost always related to the level of tuition fees levied • “Nice-to-haves” not only depend on the expectations of incoming students, but their level of study and their background • Clearest distinction between exchange and full-degree students • But the connectedness of today’s student dictates the relative importance of many of these services

  10. “Nice-to-haves” for international students These services include: • Pre-departure briefings • Alumni and current student contact • Arrival pick-up • Extensive social activities during orientation • Formal welcome • Cultural programmes • Formal cross-cultural training

  11. How important are services on study choice?

  12. Problem areas • Accommodation • Visas: information and support • Registration: national and academic (institutional) • Bank accounts and other financial issues • Work opportunities and internships • Information: at all levels • Language • Integration • Support for families • Feedback mechanisms: institutionally and at the department level • Acknowledgement of “duty of care” responsibilities

  13. Conclusion • The provision of services for international students is now significant • Only 20% in the ACA survey say it is “not important” in their decision making process • The awareness of this change in behaviour needs to be acknowledged and discussed throughout the institution • Clear priorities need to be set • And resources allocated • But, there is also an awareness amongst students that in some cases, a country’s education system is “not good” for services and so they arrive with a diminished level of expectation

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