HSS INTERNATIONAL COMMITTEE PAPER 09/13For information
Non-Disclosable
Enhancing Induction for International Students
The University set up a Working Group on Student Induction in spring 2009. In parallel, another Working Group was set up by V-P Prof Steve Hillier to consider how induction for international students could be improved. The second group has now reported, and its tasks and recommendations have transferred to the first cross-College Group, which is now considering the recommendations and is taking them forward.
The notes below are extracts from the proposals specifically for international student induction, and they focus on four areas, of academic, social, pastoral and careers support.
Internationalisation Strategy Phase 1 Project Report: Student Support
This Group was led by Dr Jon Turner (Director, Postgraduate Transferable Skills Unit), Dr Sue Rigby (Assistant Principal, Taught Postgraduate Programmes), Shelagh Green (Director, Careers Service).
Principal conclusions
1.In this short timescale project we have identified a number of areas and issues where action is needed. These include induction and orientation, support for taught masters, and better coordination between support services, Schools and Colleges.
2.We make several recommendations for further work linked to the ongoing development of the University’s Internationalisation Strategy and relevant University reviews and structures. We have also identified anumber of areas where action can be taken in the short term for implementation in academic year 2009/10, particularly in the coordination of induction, pilot projects for taught Masters support, and information for students.
3.We identify that induction support for International Students is provided by a wide range of key stakeholders and that there is a pressing need to increase communication between these groups, other central services and those with induction responsibilities in Schools. Excellent material produced by EUSA and the International Office in particular needs to be disseminated so that staff in Schools are aware of both its existence and its content.
4.We identify that induction and orientation is not a process that occurs only in Freshers’ week. Instead support to encourage students to learn specific skills or to seek out particular sources of help is needed at key points throughout their programme of study. We need to understand and ‘map’ the early and ongoing needs for particular cohorts of students and to tailor support to these needs. This includes academic, social, pastoral and career support, and needs to be an active process that is student led.
5.We consider that no single model of good practice, within or outwith the University fits all students (or even most students’) needs. We should therefore move via a series of low-stakes pilot projects towards a greater understanding of what works and what is needed.
The extent to which there should be stand-alone/bolt-on support for international students versus support integrated with degree programmes and the support provided for all students was a key area of discussion. In most cases what is good for international students is good for all students (e.g. improving induction and orientation, providing better coordinated information on available support). The support requirements of international students are also extremely varied, depending on background, experience and skills. Specific support needs are often relevant to a cross-section of both home and international students rather than being neatly split between them.
International Strategy Working Group’s recommendations:
Recommendation 1: For a short lived task group to consider the key pressure/transition points within undergraduate, postgraduate taught and postgraduate research degree programmes and identify a key spine of support that should be available to students.
Recommendation 2: To produce attractive and easy to use descriptions of the support available to students in different areas of the student experience (e.g. academic, career, study, transferable skills; pastoral support, visas, accommodation). This could include on-line and printed material.
Recommendation 3:work with the Cross-College Student Induction Group to improve links between Colleges and support services and encourage more two-way communication
Recommendation 4:provide investment in COMPASS for PGR students and the International Office PGT programme to further develop and evaluation the impact of this tailored provision.
Recommendation 5: run a study-skills orientation day for International undergraduates along the lines currently offered for International PGT students.
Recommendation 6:Develop a central repository of information and resources for the production of induction/orientation material.Communications and Marketing have produced a CD with logos etc that could be built into this.
Recommendation 7: investigate options for supporting in-year arrivals, particularly in terms of checklists for new students (Transkills to pilot something for PhD students; investigate the needs of January start VUGs).
Recommendation 8:invest in a mapping of the intellectual architecture of induction and produce a description (with visual representation e.g. map) of what students need in order to begin their studies most effectively. Use this to ensure that students, whenever they arrive, have support at the start of their engagement with the University. This could be organised through the receiving School, if this was clearly set out as an expectation on them, and they were provided with all relevant central information.
Recommendation 9: pilot some short term enhancements to PGT orientation for specific cohorts or programmes and evaluate these as part of a consideration of longer term improvements (e.g. Sandra Morris – PGT events, Susan Carpenter in-semester pilot, Chaplaincy), on-line academic resources project (Transkills with Glasgow and Glasgow Caledonian). Consider ways in which the costs of this support can be sustained beyond the pilots phase, for example by including the costing for such support within the budget of individual Schools or programmes.
Recommendation 10:work at a high level within the University to identify mechanism to enhance and ensure that high quality and appropriate study skills support is provided to taught postgraduate students (including on-line students).
Recommendation 11:provide investment in COMPASS for PGR students and the International Office PGT programme to further develop and evaluation the impact of this tailored provision.
Recommendation 12: For a short lived task group to consider the key pressure/transition points within undergraduate, postgraduate taught and postgraduate research degree programmes and identify a key spine of support that should be available to students. This could include identification of support needs best met within degree programmes and those best addressed at a University level. This could be linked to work on QAA enhancement themes (e.g. 21st Century Graduate) and greater engagement with students in their personal, professional and career development (e.g. linked to PDP).
Recommendation 13:Produce attractive and easy to use descriptions of the support available to students in different areas of the student experience (e.g. academic, career, study, transferable skills; pastoral support, visas, accommodation) using on-line and printed material. One idea for printed material is the equivalent of an underground map with lines and stations illustrating the types of support available and interconnections of different areas of the student experience. An on-line ready reckoner of support needs and associated services with links to PDP is another possibility.
Recommendation 14:work with the equivalent of a cross-College liaison group to improve links between Colleges and support services and encourage more two-way communication
Recommendation 15: run a study-skills orientation day for International undergraduates along the lines currently offered for International PGt students.
Recommendation 16:Develop a central repository of information and resources for the production of induction/orientation material.
Recommendation 17: invest in a mapping of the intellectual architecture of induction and produce a description (with visual representation e.g. map) of what students need in order to begin their studies most effectively. Use this to ensure that students, whenever they arrive, have support at the start of their engagement with the University. This could be organised through the receiving School, if this was clearly set out as an expectation on them, and they were provided with all relevant central information.
Edited by Janet Rennie
30 November 2009.
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