Internationalisation of University of Strathclyde Students' Association by Strathclyde Students' Union

01 - 02

Introduction

03 - 04

The International Student Experience: Key Challenges

- Internationalisation - Why is internationalisation important? - Internationalising the Student Experience

- Culture shock - Immigration - Fees - Housing - Other Issues - Internationalising the Union: The Challenges

The Strategic Framework

07 - 10

Internationalisation Audit

- Vision - Strategic objectives

- Objective - Audit areas - Baseline data

11 - 12

Other Organisations

13 - 15

Democracy & Representation

16 - 18

Campaigning

19 - 21

Activities & Participation

22 - 24

Membership Services

25 - 27

Commercial Services

28 - 30

Communications

31 - 33

Staff & Officer Development

34 - 36

Partnerships & Collaboration

37 - 40

International Experience

- Audit - Framework - Case studies

Introduction There has been a significant increase in the number of international students studying at Strathclyde. Overall, international students represent 22% per cent of the total student population. However, these figures conceal huge variations in patterns of enrolment. The number of international students is more concentrated in postgraduate taught courses. These numbers are due to increase. The University is on target to increase the number of overseas students by 8.7%, while the number of Scot/EU undergraduate students flat-lines, and the dependence on income from the Scottish Funding Council has been steadily decreasing since 2009. It is not difficult to guess where the funding is coming from instead. Looking into the future, the University of Strathclyde is performing well in its vision of ‘a leading international technological university’. We can’t afford to ignore the ‘international’ in this. While there are examples of outstanding provision for international students in some areas, there is much to be done. This review will provide us with information and guidance that we can use to internationalise USSA.

Internationalisation Internationalisation in the context of students’ unions is defined as: •

engaging, supporting and representing international students more effectively;

•

encouraging opportunities for integration between home and international students;

•

incorporating a global perspective in all areas of students’ union activity.

Why is internationalisation important? Our union is as diverse as the members we represent and it is important for international students to feel welcomed in their Union. We exist to represent and support all students, and need to create the same great experience for both home students and international students. To be respected as the voice of the student body, and increase our influence, it is vital that we include all students including international students. It is important that we are aware of the particular needs of international students and are able to represent them effectively. Our home students have a lot to gain from internationalising their own experience and integrating with their international peers. Strathclyde graduates need to be able to compete in a global economy in order to gain employment in their chosen fields. Post-graduation, the world of work is increasingly globalised, and having international experiences early on, whilst still a student, creates a more culturally aware workforce. With the current focus on internationalisation, entrepreneurship, and employability, it is hoped that the university will be receptive, excited, and invested in the effort and changes we are making to internationalise our union. Increasing integration between home and international students is something we frequently talk about. It is important not to force integration, as it must be a voluntary activity, but our union is well placed to provide opportunities for integration through activities and social events. We should be prepared to challenge the university when obstacles to integration occur, such as entirely separate induction processes and university accommodation for home and international students.

Internationalising the Student Experience University of Strathclyde has an international strategy based on recruitment, our union has to push towards a more holistic approach, covering a wider range than just institutional activity. The Associaiton need to look at the international student experience in the context of living in and around Glasgow and not just attending University of Strathclyde. This involves recognising the importance of internationalising the student experience for all students, in the context of increasing competitive potential. Much work is being done to explore what this means in practice for the curricula (both formal and informal), learning and teaching, and student support. The Higher Education Academy (HEA) is a useful starting point for further information on this issue. The HEA Internationalising HE Framework activities include: •

Fostering an inclusive ethos enhanced by, and appropriate for, the diversity of the whole academic community.

•

Promoting intercultural engagement underpinned by empathy, sociability and sensitivity to all forms of diversity.

•

Enabling a global learning experience informed by international interactions and/or perspectives, outward, inward and virtual mobility, cultural immersion and language acquisition.

•

Facilitating a global academic community driven by international knowledge generation, exchange, networking, partnerships and collaboration.

•

Embedding social responsibility demonstrated by a commitment to addressing global issues and inequalities, as well as their impact on cultures and wider society. The HEA Internalisation Enhancement focus include:

•

Global academic community: international knowledge generation, exchange, networking, partnerships and collaboration;

•

Global learning experience: outward, inward and virtual mobility, cultural immersion, language acquisition, international interactions and/or perspectives;

•

Global intercultural engagement: empathy, sociability and sensitivity to all forms of diversity and the plurality of language;

•

Global social responsibility: commitment to addressing global issues and inequalities, as well as their impact on cultures and wider society.

University of Strathclyde must comply with equality and diversity legislation by assessing the impact of their practices on race, gender and disability equality. The Equality Challenge Unit has suggested that there is an overlap between the internationalisation, equality and diversity agendas. Each emphasises the need for processes to be inclusive and accessible to all groups of students. By making our union more accessible, we will benefit all groups of students, particularly those from underrepresented groups. Our union is well placed to make a positive impact in all of the areas outlined above, for the benefit of all students. Our union can influence the student experience in the areas of learning and teaching, co-curricular activities, social and welfare provision and play a key role in integrating international students effectively to enable their full participation in student life.

The International Student Experience: Key Challenges International students, like home students, are not a homogeneous group – they have multiple identities and perceive their student experience differently. International students, particularly those at postgraduate level, face many of the same issues as home students. However, due to cultural differences and distance, these are often felt more intensely. There is a growing interest in teaching and learning practice for international students. International students may share many concerns with their home student classmates, but there is increasing awareness of the distinctive challenges faced by them.

Culture shock The key distinction between international students and home students is that the former come to study in a different academic culture, often in their second or third language. This brings particular challenges for integration into academic and everyday life as everything may be unfamiliar at first. Those feelings may be shared by many home students, but are more acute for international students who may not have family and friends close by. International students cannot easily go home at the weekend if they are finding it difficult to settle in. Unsurprisingly, access to the internet is rated by students taking part in the International Student Barometer as one of the most important factors as it enables them to keep touch with family and friends at home.

Immigration Students from outside the EU must apply for visas to come to study in the UK and cannot stay on for further study or work without permission from the immigration authorities. As immigration policy and guidance are revised frequently, specifics details are not given here but can be found through the UK Visas and Immigration. There is specific provision within the Tier 4 visa system which allows international students to become a full time sabbatical officer for up to two years during or directly after their studies.

Fees The other key distinguishing feature of non-EU students is that they pay a higher rate of fee. In addition, a high proportion of non-EU students are self-financed and have restricted access to hardship funds if required. That’s why it’s really important to retain and monitor the Universities EU and International hardship fund as our Union campaigned for this. Fees for international students are uncapped and vary between and within institutions.

Housing International students often have to pay 6 months or up to a year of rent in advance if they do not have a UK based guarantor. This is often unaffordable. Students are often placed in desperate financial situations and sometimes resort to desperate measures to secure a home.

Other Issues There are other challenges faced by international students that have been highlighted in a number of national surveys and reviews, including: •

difficulties in opening bank accounts;

•

concerns about accommodation costs;

•

safety;

•

discrimination;

•

making friends with home students;

•

immigration issues for students from outside the EU;

•

opportunities for work experience (working hours for international students are limited);

•

funding and scholarships (most international students are self-financed and cannot access many scholarships or funds);

•

integration with the local community. 03

Our union should be aware of the feelings and perceptions of our own international student population, and how this relates to the national picture. Overall satisfaction ratings among international students for our union tend to be high, and while this headline rating is very encouraging, the International Student Barometer does not focus in detail on the activities of our union. We know there is some excellent work going on in our union, as shown by some of the case studies later on in the toolkit. Clubs and societies play a particularly important role in integrating international students. More detailed research carried out by ECU (2008), in conjunction with the Association of Managers in Students’ Unions (AMSU) and NUS for the Inclusive Students’ Unions project found that: •

international students participate less in student elections;

•

students’ unions find it difficult to communicate with some hard-to-reach groups (including international students);

•

freshers’ weeks need to be more integrated for home and international students.

This highlights that whilst satisfaction levels tend to be high, international students do not engage with all the opportunities open to them.

Internationalising the Union: The Challenges Our union faces a number of challenges when dealing with issues of internationalisation which need to be considered and overcome. Our union needs to celebrate the differences and individuality of each culture without forcing integration. The challenges highlighted for our union include: •

How to increase international students’ participation in democratic processes and representative structures.

•

Responding to key issues, e.g. concerns about accommodation, immigration, finances and employment, teaching and learning.

•

Facilitating home/international student interaction.

•

Providing services that meet the needs of international student members.

•

Establishing genuine, two-way communications with our international student members and responding to different students’ perceptions of their union.

•

Ensuring officers and staff have the skills to work sensitively in this area.

•

Developing appropriate partnerships to work on internationalising the student experience.

•

Creating a global union in which all students can have an international experience.

The Strategic Framework The strategic framework presented here enables us to formulate a strategy which will address some of these challenges. The following framework was used as a guide when developing an internationalisation strategy for our union. While remaining focused on the needs of international students, the long-term goal of this strategic framework is to benefit the wider student community. The work undertaken as part of the international strategy will feed into the Associationâ&#x20AC;&#x2122;s overall strategic plan due to be launched later in the year.

Vision Our vision is of a union that develops people-oriented, bold, innovative, collaborative, ambitious, vibrant, and international experience for all students.

Strategic objectives The following eight strategic objectives have been developed and tested in studentsâ&#x20AC;&#x2122; unions. Each objective relates to one of the key areas identified as having a significant impact on the international student experience and an area where our union can internationalise our activity. The aim is that these objectives will be worked on at our own pace and in our own way, often in partnership with the University and with other Studentsâ&#x20AC;&#x2122; Unions.

Democracy & Representation

We will ensure that all international students are able to participate in the democratic processes and representative structures of our union.

Campaigning

We will campaign for positive change and lobby to make sure the voices of international students are heard locally, nationally and internationally.

Activities & Participation

We will create opportunities for home and international students to come together through societies and activities.

Services: Membership & Commercial

We will develop services that meet the needs of our international student members.

Communications

We will develop genuine two-way communication between our union and our international student members and ensure our communication is accessible and appropriate.

Staff & Officer Development

We will develop and promote learning and development opportunities for officers and staff.

Partnerships & Collaboration

We will develop networks at local, regional and national level to support internationalisation.

International Experience

We will provide an international experience for all students, make our union a space where home and international students can come together and promote a global perspective in all areas of union activity.

Internationalisation Audit In developing our strategy we have audited key areas of activities in the Union with the aim of evaluating our current provision for international students and internationalisation activity and to identify areas for future development.

Objective To Identify: •

Key issues for, and opinions of our International Students

•

Key trends affecting our international students at University

•

Current areas of good practice

•

Partnership and collaboration opportunities

•

Areas that need development

Audit areas •

Democracy & Representation

•

Campaigning

•

Activities & Participation

•

Services: Membership & Commercial

•

Communications

•

Staff & Officer Development

•

Partnerships & Collaboration

•

International Experience

Each area was graded by the relevant lead staff, lead sabbatical officer, and lead student proposed (most engaged or in some cases - most impartial). The numbers were averaged. There were no major differences (mostly) between what students, staff, or sabbatical officers thought.

Each question asked was graded against the following criteria: No work or activity in this area/far below where we want to be.

Little work in this area/below where we want to be.

Some work done in this area/we want or need to improve.

Evidence of continuous improvement in this area / we are satisfied with where we are. We believe we are doing work of an outstanding quality / we are exceeding our targets.

This audit is intended to help with continuous improvement. Itâ&#x20AC;&#x2122;s not expected that each area will score the highest levels in every indicator.

Baseline data:

Demographic (numbers year to date) Study Level

Scot.

RUK

Overseas

Total

11,544

370

988

844

13,746

PGT

3,102

353

480

1,647

5,582

PGR

789

188

224

369

1,570

Total

15,435

911

1,692

2,860

20,898

Demographic (% year to date) Study Level

Scot.

RUK

Overseas

Total

55.2%

1.8%

4.7%

4.0%

65.8%

PGT

14.8%

1.7%

2.3%

7.9%

26.7%

PGR

3.8%

0.9%

1.1%

1.8%

7.5%

Total

73.9%

4.4%

8.1%

13.7%

100.0%

SCOTLAND

• 15,435 students • 73.9%

REST OF THE UK • 911 students • 4.4%

• 1,692 students • 8.1%

OVERSEAS

• 2,860 students • 13.7%

Top 10 overseas countries CHINA

• 772 students • 27.0%

INDIA

• 186 students • 6.5%

UNITED ARAB EMIRATES

• 170 students • 5.9%

SAUDI ARABIA

THAILAND

• 153 students • 4.7%

UNITED STATES OF AMERICA

• 130 students • 4.6%

• 772 students • 27.0%

OMAN

• 152 students • 5.3%

NIGERIA

• 74 students • 2.6%

SINGAPORE

• 131 students • 4.6%

MALAYSIA

• 258 students • 9.0%

Domicile

% of overseas population

Number

China

27.0%

772

Malaysia

9.0%

258

India

6.5%

186

United Arab Emirates

5.9%

170

Oman

5.3%

152

Saudi Arabia

4.7%

153

Singapore

4.6%

131

Thailand

4.6%

130

United States of America

3.2%

Nigeria

2.6%

Other Organisations UK Council for International Student Affairs (UKCISA) ukcisa.org.uk UKCISA is the UKâ&#x20AC;&#x2122;s national advisory body serving the interests of international students and those who work with them. It is a source of impartial information, advice and support for students and staff on complex matters such as immigration and fee status. They produce a wide range of publications on topics ranging from volunteering to cross-cultural awareness.

European Studentsâ&#x20AC;&#x2122; Union (ESU) esu-online.org ESU is an umbrella organisation of 45 National Unions of Students from 38 countries which aims to represent and promote the educational, social, economic and cultural interests of students at European level. Members are supported through training, campaigns and research.

Higher Education Academy (HEA) heacademy.ac.uk The role of the HEA is to enhance learning and teaching practices and student experience in HE. Information about a number of internationalisation initiatives can be found at www. heacademy.ac.uk/ internationalisation.

International Student Barometer (ISB) i-graduate.org This is an independent benchmarking survey of HEIs in the UK.

Equality Challenge Unit (ECU) ecu.ac.uk The ECU supports equality and diversity for staff and students in higher education. It has produced a number of useful reports including Inclusive Students’ Unions, which is available online.

British Council britishcouncil.org Specialising in cultural exchange, the British Council can assist you in finding opportunities for your students. They also run the ‘Shine!’ awards for international students.

UK Border Agency ukba.homeoffice.gov.uk Up to date visa and immigration information can be accessed from UKBA, as well as guidelines for international students who would like to become full time sabbatical officers.

Democracy & Representation

Proposed Lead Staff: Involvement & Development Manager • Proposed Lead Sabb: VP Education

Audit: 2

What proportion of international students vote in Union Elections?

What proportion of international students stand as Union officers?

2.6

How many course representatives are international students?

What have you done to increase participation by international students in your elections? Comment: Manifesto in multiple languages.

Have you got a part-time or full-time international student officer or similar? If so, are you able to identify the benefits for international students as a result of this position?

2.5

Do you have any international students on your officer team in roles other than international representative?

1.5

Do you have an international students’ committee or association? If so, what are its main activities? Comment: Social based.

Do you have international representatives on all your committees?

Do you have a home student representative on your international committee/association?

What proportion of your delegation to NUS Conference is made up of international students?

Do any of your members attend the NUS International Students’ Conference or international networking days?

Does your union’s Strategic Plan take account of the needs of international students?

Does your union have an Internationalisation Strategy?

1.5

How does your union ensure that international students are involved in the setting of its strategic direction? Comment: Not specific.

1.5

Do you have a forum to bring together student representatives and staff on international matters?

2.5

Are international students represented at all levels within the university? Comment: President, VPE & VPS are on most committees.

2.5

If your union has student trustees, do you receive applications from international students? If not, what could you do to encourage applications from international students?

0: No work or activity in this area/far below where we want to be. 1: Little work in this area/below where we want to be. 2: Some work done in this area/we want or need to improve. 3: Evidence of continuous improvement in this area/we are satisfied with where we are. 4: We believe we are doing work of an outstanding quality/we are exceeding our targets.

Framework: We will ensure that all international students are able to participate in the democratic processes and representative structures of our students’ unions.

ITEM: Informing, Targeting, Engaging & Supporting, Monitoring & Evaluating Informing •

We will explain the definition and purpose of a students’ union in easily understandable language. Students’ unions operate differently in different countries and some places may not be familiar with the concept of a students’ union. This also applies to other terms familiar to those working in students’ unions, including democracy, manifesto, hustings and many more. We should be clear and concise and avoid jargon.

•

Give students information as early as possible about democratic processes, the timings of elections and how to stand and vote. You may be able to include this information in pre-arrival material.

•

Outline the benefits of getting involved in the students’ union.

•

For sabbatical elections, provide information about visas and sponsorship as one barrier is that some international students do not know it is possible to run for full time positions. Information on visa provision for sabbatical officers is available on the UKBA website.

Targeting •

Be proactive and ensure that all staff and officers make an effort to speak to international students about the possibility of getting involved.

•

Consider arranging to meet individually with international students who are already involved in the students’ union and highlighting the benefits of running for a post.

•

Encourage all candidates to think about international students when writing their manifestoes.

•

Highlight the proportion of international students that voted in the previous year and use this as an incentive for candidates to speak to this group of students. This also works for other underrepresented groups.

•

Create tailored materials for international students that target their specific issues, concerns and ambitions.

•

There are some key places which can be targeted to increase the number of democratically engaged international students. These include international societies, courses with a high number of international students, chaplaincy centre and halls with a high number of international students.

Engaging & Supporting • • • • •

•

Make sure that you work to engage not only international students to stand and vote but also to engage and support all candidates, officers and staff in understanding and considering international student issues. Ensure meetings are accessible as not all students will be comfortable meeting in bars. Use this as an opportunity to promote the union and have a variety of events. Buddying and mentoring schemes for new international students can be a great way to help students get involved and to understand the benefits that the student union brings. Language confidence is often cited as a barrier to involvement, and running conversation clubs and language exchanges can also help students build confidence and meet others. Encourage current international officers to attend training available through NUS and build the capacity of our existing international cohort to engage more international students. The Association should also encourage representatives to attend the International Students’ Conference. Deliver the Supporting International Students Training to ensure that all staff and officers know about international student issues and are culturally aware - this is available online.

Monitoring & Evaluating •

• •

Ensure that there is the opportunity for international students to be represented at all levels of representation in your union, including course reps, club and society committees, union councils and any other representative structures. Consideration should be given to creating an International Students’ Officer. The Inclusive Students’ Unions Report (2009) suggested that there are groups who are poorly represented as student officers. These include BME (Black and Minority Ethnic) students, postgraduate students and students who hold a religious belief. All of these subgroups form a proportionally higher percentage of the international student population. The Association should undertake research and surveys to find out what the experiences of our students are and consider the different equality groupings as well as the international student cohorts in this research. 14

(Continued...)

• •

Carry out equality monitoring of candidates running for election as well as those who get elected into post. This can help identify where the barriers lie. An action plan should be developed based on the research to ensure that we close the feedback loop and report the findings back to international students. The Association should identify two or three key improvements that can be implemented to take forward next year.

Case Studies: Northumbria Students’ Union: International Student Representation Northumbria Students’ Union has created a new representation structure, to ensure that international students’ voices are heard in the union. Instead of a part-time international students officer they now have three reps – one general, one for EU students, and one for non-EU students. The three reps sit on Union Council. The union has also worked hard to get international students involved in other representative roles. Targeted information on elections and how to run has led to significant increases in the number of international students standing for officer positions in the students’ union. They have also increased participation in academic representation structures, and 1 in 6 school reps are now international students.

King’s College London Students’ Union: Targeting International Students for Nominations and Elections KCLSU highlighted international students as one of their target audiences for nominations and elections. They completed an audit of elections for the past 4 years and identified that 9.3 per cent of candidates were international students, meaning international students were significantly underrepresented. KCLSU identified two key strategies to target international students with news about nominations: • •

Promote roles which may appeal the most to them (VPAA, President, Trustees). Encourage them to bring their international perspective to the Student Officer roles (as opposed to promoting what the roles can do for them).

They got the message out to international students in five ways: • • • • • •

Direct E-mails: E-mails reflected the two strategies above. Website - the website content about elections took into consideration international students (as well as other underrepresented groups - postgraduate students and part-time students). Face to face promotion - two student staff were recruited for peer to peer promotion to go out to busy campus spots to specifically talk to international, postgraduate and part-time students about nominations and elections. Lecture Announcements (shout-outs) - current officers announced the opportunity to get involved in nominations in various lectures. Accommodation - information was left in halls (specifically halls known to have international students). Following their campaign to increase international student participation in student union democracy, KCLSU elected an international student to a sabbatical officer position for the first time.

York University Students’ Union: Representing International Students through the International Students’ Association York University Students’ Union (YUSU) decided to increase the representative role of the International Students’ Association (ISA) by bringing it under the students’ union and making its President the part-time International Students’ Officer for the students’ union. The ISA has a large membership, but had previously functioned independently from the union and focused on social events and activities. The union hopes that under the new structure the ISA will be a channel for international students to get their voice heard in the union.

Campaigning

Proposed Lead Staff: Advice Hub Manager • Proposed Lead Sabb: VP Education

Audit: 2.3

What are the mechanisms for international students to voice the need for a campaign? Comment: executive, democratic structures (diversity comittee), motions.

2.3

Do you have any campaigns specifically on international student issues? How do you evaluate their effectiveness? Comment: based on result, #savelord, guarantor scheme, walkout, hate crime.

To what extent do you think about the needs of international students when developing your mainstream campaigns?

2.3

Do you have any campaigning figureheads? Who are these for international student campaigns? Comment: VPD, VPS (MSA), SUMSA President, BME Officer, VPE.

2.5

Has your students’ union engaged on local issues that have affected international students? Comment: halls, #savelord, halls christmas issues, housing, funding (EU and Int. fund).

1.5

Are international student needs represented at a local community/authority level, e.g. through the city council or local residents’ groups?

To what extent do your international student members view you as a campaigning organisation for students’ rights at a local level?

To what extent do your international student members view you as a campaigning organisation at a national level?

Do any of your members get involved with NUS International Students’ Campaign? Are any of them aware of this Campaign?

How does your union effectively represent international students within NUS? What issues have you raised?

2.5

What is your institution’s strategy towards international student recruitment and support? What are you doing to influence this?

2.5

What are the key issues you need to represent to your institution regarding international students? What is the evidence for this? Comment: housing, home office, curiculum, prevent, part time employment - talking to students.

How do you ensure that the needs and opinions of international students are effectively represented, with regard to quality assurance of academic standards?

Does your union engage with the European Students’ Union (ESU)?

Does your union run or support any global campaigns?

Framework: USSA will campaign for positive change and make sure the voices of international students are heard locally, nationally and internationally.

EVIA (based on the Apathy Staircase): Experience, Injecting Injustice, Visioning, Action Experience •

USSA will ensure there are mechanisms for international students to voice the need for a campaign and communicate with the union about their experiences. There should be clear guidance on the support that international students can expect to receive from the students’ union if they are looking to raise an issue.

•

Canvass international student opinion in a variety of ways. USSA will explore the potential for an elected international officer to represent international issues on our executive committee, set up an international committee that can be consulted on major decisions and formulate robust communication strategies and encourage all officers to go out and talk to international students about their experiences.

•

USSA will consider the needs of international students as a distinct group when developing our mainstream campaigns.

•

USSA will work to gain insight and capture the issues impacting international students at all levels, within our institution and community, and at local, national and international government levels.

Injecting Injustice •

International students may be less likely to complain or voice their opinions for cultural reasons or fears about visa implications. In addition, a lack of language confidence may also compound this. Research by the Equality Challenge Unit suggests this may be particularly significant when it comes to academic issues.

•

USSA must clearly communicate that feedback is welcome, that internaitonal students are able to challenge decisions and situations they are unhappy with and USSA will support them to do this.

•

When an issue is raised, trust must be established through face to face discussions. Contextualise their experience to establish whether it was what they expected and how it compares to the experiences of other students.

•

Use available evidence to highlight differences between the international student experience and the home student experience. This should be available through surveys or examples and case studies. NUS can provide further assistance with this.

•

Highlight any injustices to home and international students and engage all students in any campaigns.

Visioning •

Plan and identify solutions - bearing in mind that international students are not a homogenous group and will have different opinions. Therefore, it is important to try and get feedback from as many different international student cohorts as possible - use all communication methods open to the Association. Run planning and brainstorming sessions with your international students’ committee and societies.

•

The key to effective campaigns are SMART objectives - this will help to demonstrate the impact. Consider how the campaign may progress and whether there are different methods to use depending on different outcomes as the campaign progresses.

•

Ensure the campaign has a tangible result - move beyond raising awareness and focus on creating change. The issue should be widely felt, deeply felt and winnable.

•

Speak with other unions who have had similar issues and see what they have done - use best practice networks and contact the NUS International Students’ Campaign for more information.

Action •

Ensure the whole executive committee are onboard so they can help promote the campaign – let NUS and other unions know about this too.

•

Use a variety of campaigning methods and try to be innovative. Look at creative campaigns that other unions have run for inspiration.

•

Reflect upon the campaign and evaluate its impact. Measure success against our objectives and use this to consider how we could improve our next campaign. Get feedback from all students, including international students, on the methods and outcome.

Case Studies: University of Exeter Students’ Guild: Campaigning on Student Visas International students at University of Exeter launched the “No Visa No Party” campaign in response to the UKBA consultation in January 2011 on changes to the student visa rules. They collected evidence from students and local businesses on the potential impact of proposed changes to working rules, the availability of post-study-work visas, and visas for dependents. Students then worked with the Students’ Guild to prepare submissions for the Home Affairs Select Committee and the UKBA consultation.

SOAS Students’ Union: Lobbying for a Global University SOAS Students’ Union have been using the “Global University Charter” produced by the NUS International Students’ Campaign to lobby for changes in their university. Through meetings with university management they have secured agreement on the majority of the points in the charter. They are continuing to lobby for a more transparent policy on international student fees. The international students’ officer promoted the NUS post study work visa survey and ensured that more than 1,000 international students from SOAS responded – providing important evidence for the NUS campaign on student immigration. *NUS Global University Charter 1. Every university should have an international strategy 2. Students’ unions should engage students to develop a global university 3. Institutions should provide accurate and accessible information when recruiting international students 4. Universities should have a transparent process for recognising qualifications and credit obtained in other countries 5. Universities should have a well-planned induction and academic transition for international students 6. Institutions should consider income from fees as a by-product, not an aim 7. Universities should support international students effectively 8. Institutions should be fully integrated in the Bologna Process 9. A global university will have a truly mobile student population 10. Institutions should have an internationally-focussed team of staff

Liverpool Students’ Union: International Students’ Society As part of its commitment to ensuring that the union is driven by the voice of its members, Liverpool Students’ Union (LSU) created an action plan to ensure that the 10% of their demographic who are international students feel engaged with LSU. The plan centres on supporting key activists to campaign for international students’ rights and providing the resources for the international student voice to be heard not just within the university and the local community but on a National level. The union’s first key project was to set up an International Society, chaired by one of the union’s key activists. The union organised two networking evenings for international students, one of which had a focus group element where students were asked to fill in surveys telling us about their time at Liverpool John Moores University and experiences so far with LSU. The union is currently working with the International Society to make changes based on the results of this research.

Activities & Participation

Proposed Lead Staff: Sports Development Manager â&#x20AC;˘ Proposed Lead Sabb: VP Volunteering & Development / VP Sports & Wellbeing

Audit: 2.3

What is the level of international student participation in student societies?

2.6

What is the level of international student participation in volunteering? Comment: hours.

What is the level of international student participation in competitive sport?

What is the level of international student participation in student recreational sport?

What is the level of international student participation in other student-led activity?

What are the levels of international student participation in other clubs and societies? Comment: not monitored.

What are the levels of home student participation in national/cultural societies?

0.6

With reference to the last three questions, what are you doing to investigate barriers and encourage participation?

How many national/cultural societies do you have? Are there any significant groups of students who do not have a national/cultural society? Comment: 33 societies, no canadian, usa, or arabic societies.

0.6

Are there home student representatives on national/cultural society committees?

1.3

Are there international student representatives on other club and society committees? Comment: SUMSA has International rep.

What evidence do you have of satisfaction levels among international students, regarding their involvement in union clubs and societies?

2.3

What is the level of participation of international students in volunteering?

0.3

Are international and UK/EU students asked about integration issues, either by you or the university?

1.6

To what extent are you happy with the level of integration between home and international students in your union?

1.6

Do you encourage clubs and societies to work together to increase integration? Comment: Chinese Burns Night (EEE & CSSA), Diversity Week, etc.

Framework: USSA will create opportunities for home and international students to come together through societies and activities.

GAME: Global Perspective, Awareness of Diversity, Monitoring Participation, Engaging & Integrating Global Perspective •

USSA will encourage integration by having an international rep position on sports and society committees and a home rep position on cultural or national society committees.

•

USSA will create incentives for societies to increase their international student membership, and for cultural and national societies to increase their home student membership. This could include a small financial prize to spend on an event or activity.

Awareness of Diversity •

Deliver the Supporting International Students training modules to staff working in students activities so they have an awareness of the international student population at Strathclyde.

•

Check that all major countries and areas are represented within societies, particularly in relation to USSA’s membership. If there are any significant omissions, work with international students from that region to assist them in setting up a society.

•

Ensure that all USSA societies are accessible. Speak to societies about avoiding jargon and overuse of acronyms. If there are initiations, ensure that non-alcoholic alternatives are available and that participation is not a prerequisite for further involvement in the club or society.

Monitoring Participation •

Gather insight and data on international student participation and develop a strategy for increasing this where improvements could be made.

•

Ask international students that are already involved to write testimonials about what they have enjoyed about being a member of societies and promote this though student media channels.

Engaging & Integrating •

Set up a fund which clubs and societies can bid to for joint projects. Promote working together and innovative partnerships.

•

Some unions have seen positive results with ‘Give it a Go’ programmes, with a variety of different activities available for low financial and time commitment – consider trialling something like this.

•

Offer more than one opportunity to get involved. International students may miss club and society fairs when settling in at the beginning of term, which may be the only chance to join societies. Consider holding another fair later in the year.

•

Hold volunteering fairs and ensure you involve and target international students. Encourage the international societies to get involved with local community groups and run community activities. Ensure voluntary work by international students receives coverage in your student media to engage more international students.

•

Promote the specific benefits of volunteering to international students. These include language skills, integration and a greater knowledge of British culture.

Case Studies: University College London Union: In-country Pre-arrival Briefings by Societies UCL Union received funding from the Prime Minister’s Initiative for International Education (PMI), in order to organise in-country briefings for international students during the summer holidays. Cultural societies were provided with grants, which they used to organise activities in their home country. The Malaysian society organised a camping trip, for example, while the Chinese Society organised a meal. The students who were to carry out the briefing received training from the union, so that they were able to pass on key messages about the students’ union to the new students. This year, the union has found that several of their societies want to run events, even without additional funding. The societies are organising for prospective UCL students to meet in their home countries for low budget but effective events, such as meeting students in cafés or organising a picnic.

University of Portsmouth Students’ Union: Establishing international student societies Portsmouth Students’ Union has worked hard to support international students to set up societies. Students have set up a Romanian Society, a Bulgarian Society and a Nepalese Society in addition to the Indian, Pakistani and Chinese Societies which already existed. These student societies played an important role in the union’s One World Week, running stalls and organising cultural presentations at the popular “Around the World in One Day” event. This event was held in the “third space” an area in the union which has been designed to be flexible, creating a “pop-up” union where diverse activities can take place.

Loughborough Students’ Union: International Students’ Volunteering Handbook Action, the volunteering section of Loughborough Students’ Union, produced a volunteering handbook specifically aimed at international students. The handbook included a welcome from officers and staff in the volunteering department, and from the Vice Chancellor of the university. It also introduced students to the International Students’ Volunteer Coordinator, and the Action Committee – all elected positions. It then provided students with information about projects they can get involved in, including projects with an international element as well as projects in the union and the local community. Finally, the handbook informed students about the awards they could receive in recognition for their voluntary work.

Membership Services

Proposed Lead Staff: Involvement & Development Manager â&#x20AC;˘ Proposed Lead Sabb: VP Support

Audit: 3

What non-commercial services do you provide? Comment: training, campaigning, class reps, academic representation, community engagement, advice, sports, societies, MSA, SUMSA.

What is the uptake of these services by international students? What is the evidence for this? Comment: evidence taken in advice hub, sports union, MSA.

2.6

What are the levels of satisfaction among international students with your membership services? What is the evidence for this? Comment: no evidence.

1.3

How can international students influence the non-commercial services available through the union? What evidence do you have for this? Comment: not specific.

2.3

Do you have international students working or volunteering in your non-commercial service activities? Comment: no. executive assistant is international. though applications are high. High proportion of volunteers are international. Do you provide specialist help for international students in immigration? Comment: no. Do you provide specialist help for international students in accommodation? Comment: yes. Do you provide specialist help for international students in finance and funding? Comment: yes. Do you provide specialist help for international students in academic? Comment: yes.

0.5

Do you provide specialist help for international students in employment/finding work? What is your institutionâ&#x20AC;&#x2122;s strategy towards international student recruitment and support? What are you doing to influence this? Comment: USSA does not employ graduates from overseas, not specific, unable to provide visa advice Do you provide specialist help for international students in any other areas? Please specify. Comment: complaints, academic process, general support, chats, negotiateing repayment of fees.

If you do not provide specific welfare support for international students, can they access support elsewhere in your institution? Comment: yes. 22

(Continued...)

Do you monitor trends in academic appeals and take action where appropriate? Comment: yes.

What are the levels of satisfaction among international students with institutional support services? What is the evidence for this? Comment: I asked.

Do you provide support for international students’ family members to settle into the UK? If so, what form does this take?

Do you provide facilities for students of faith e.g. prayer facilities and access to local groups? Comment: MSA has prayer mats, SUMSA, university has chaplaincy.

Do you provide a safe space for students in crisis? Comment: yes.

3.3

Do your students have access to a hardship fund? If not, have you lobbied for this? Comment: discretionary, accomodation fund, International and EU fund. communication of these is low.

Framework: USSA will develop services that meet the needs of our international student members.

HELP: Holistic & Diverse, Expert Advice, Learning & Responding, Participation & Ownership Holistic & Diverse USSA staff and students should appreciate the diverse make up of the international students and the multitude and scope of different needs that they have. Services should take into account the specific needs of international students in terms of: •

Academic Support - specific academic needs of international students including language requirements and academic representation and plagiarism can be a particular issue.

•

Mental & Physical Wellbeing - the risk of mental health issues are higher among international students due to the increased stresses they often face. Physical wellbeing can be impacted by new culture, food and issues engaging with a new health service.

•

Finance - high fees, a lack of access to support funding and limited working hours can cause financial issues.

•

Visas and Immigration - At Strathclyde this work is undertaken by the university. However, USSA should still have a basic understanding of the issues but should also know when to refer the issue to a specialist advisor.

•

Accommodation - this can be a particular issue for new students, especially if they are not housed in university accommodation. Students in later years can find themselves in difficulty relating to not having a full understanding of the contract they have signed.

Try to think of innovative solutions to these problems and to build capacity so international students can support each other. Provide support in a variety of formats, through written guides, face to face conversations, web resources, peer support, buddy schemes and drop in services.

Expert Advice •

Ensure that staff and student officers are informed and up to date on international student issues.

•

It is really important that volunteers, officers and staff know the boundaries of their knowledge, when to refer to specialists and who those people are. Create clear signposting to services so that students understand what support is offered by the institution and the students’ union, highlighting overlaps and clear divisions.

•

Establish strong connections with Strathclyde University’s International Office (RIO).

(Continued...)

•

Establish links with external expert networks and advisory bodies such as UKCISA to make sure you have access to advice and guidance for wider issues. Engaging with the NUS Staff Internationalisation Network will also help you to do this. Local community groups with a specific national or cultural focus may also be able to provide informal networks for you and your students.

•

Promote available web resources and guidance to international students, including through pre-arrival networks and blogs. Current international students can help you design and distribute these materials.

Learning & Responding

•

Changes in the legal system and global political events mean that the support needs of international students are constantly evolving and the ability to respond to this is paramount. Monitor international events which could have an impact on our students.

•

Constant evaluation of services through surveys and face to face discussions with students will be useful.

•

Be flexible when responding to new challenges and changes in the law including changes in the visa system.

Review our mechanisms for supporting international students in times of crisis. Natural disasters, the impact of recession, and wars or conflict have an impact on international students studying in the UK. Examine our past approach and look at what the Association has learned and how we can improve on this in the future.

Participation & Ownership •

The more international students that are involved the more likely our services are to be tailored to better understand and meet their needs. Target international students to involve them in services through volunteering as international students are more likely to use services if they see international students working there. Liaise with the international officer and committee on a regular basis to ensure our services are appropriate and marketed correctly.

•

If you have international staff in the organisation, see if they have any insights that they could bring to the running of this service.

Case Studies: St Mary’s University College Students’ Union: Support for International Students St Mary’s University College has a small but fast-growing international student population. The union had recently set up an international society with an elected chair, to provide support for students. Together with the international society, the union ran a series of groups to determine what support international students needed from the union. As a result of these groups, they decided to set up a buddy scheme for international students, to be run by the students’ union and the international office.

Edinburgh University Students’ Association: Peer Proofreading Service Edinburgh University Students’ Association set up a proof reading scheme so that international students could receive support from their peers. Native Englishspeaking student volunteers received training in how to proofread without contravening plagiarism regulations. Non-native English speakers can send their work to be proof read through the service to be checked. The scheme has been very successful. The proof reading service at EUSA operates alongside two other peer support projects at EUSA aimed at helping international students: an International Buddy Project and a Tandem English Café where students can learn languages from each other.

University of Birmingham Guild of Students: Christmas Socials University of Birmingham Guild of Students organised social activities for students staying in university accommodation over the Christmas holidays, which can be a lonely time for international students a long way from home. 24

Commercial Services

Proposed Lead Staff: Commercial Manager â&#x20AC;˘ Proposed Lead Sabb: President

Audit: 2.6

What commercial services do you provide? Comment: Recharge, Barony, Yard, pop ups, external functions, Sports Union memberships, Taco Mazama.

2.6

How do international students access your commercial services, and how much do they use them? What is the evidence for this? Comment: no formal evidence.

0.7

What are the levels of satisfaction among international students with your commercial services? What is the evidence for this? Comment: no formal evidence.

2.3

Do you have effective mechanisms for international students to influence the choice of services and/or products in your activities and venues?

3.6

Do you have international student staff working in your commercial outlets?

0 2.7 1

2.3 2

If you have a specific outlet for international food, how much do your home students use them? What are the levels of home student participation in national/cultural societies? Do you have any examples of joint working with non-commercial services to bring benefits to international students? Do you provide food appropriate for different faiths e.g. halal/kosher? Are there home student representatives on national/cultural society committees? Comment: no formal evidence. Do you provide food appropriate for national and cultural events? Comment: case by case. Do you hold events in non-licensed social space?

Framework: USSA will develop services that meet the needs of our international student members.

DASH: Diversity & Influence, Accessibility & Provision, Staff & Training, Hearing Feedback Diversity & Influence •

USSA will work to engage all students when planning our services and get input from a diverse range of students. Liaise with international students about the products and services we offer and are planning to offer. This is a good discussion topic to present to your international officer or committee.

•

Look at ways of offering more diverse products, potentially working with local suppliers. Think beyond food and ask students what other products and services they would find useful.

•

Our communications should make it clear that all the profits are reinvested in the students’ union.

Accessibility & Provision •

Continually monitor what we are providing our students and and how they are using it. Ensure we have monitoring processes in place that capture the different groups of students that use our services and include international students as a distinct group.

•

Look for differences and trends that will help you to understand how international students use your services - remember that they are not a homogenous group and there may be significant variations between different groups of international students.

•

Consider any specific provisions we may need to make to make our services more accessible to international students. This could include clearly labelling food and ingredients.

•

Be aware of our international student population and design our provision accordingly - if we have a large number of students from a particular national, cultural or faith background, we could adapt our provision in line with festivals or events.

•

Look at how commercial services establish joint working with membership services to bring benefits to international students.

•

Review our marketing materials and channels to see whether they are appropriate for our audiences.

Staff & Training •

The attitudes and knowledge of staff in commercial outlets on campus can have a big impact on the international student experience.

•

Include cultural awareness training as part of the induction process for all staff. Materials to help you with this are available online.

•

Ensure all staff selling or working with food are trained in dietary needs and are aware of products available.

•

Monitor the number of international students applying for and receiving jobs in our commercial outlets. Provide clear guidance and support for international students in terms of working hours and visa restrictions - ensure managerial staff have full training in this area.

•

Consider the different expectations of service that international students may have.

Hearing Feedback •

Ensure we are hearing the international student voice when capturing customer satisfaction levels. Make certain we are actively asking them for their views. Include international students as a distinct group when asking for feedback.

•

Use a variety of feedback methods including face to face feedback, online surveys, focus groups and comment card competitions. Capture new suggestions and ideas - international students bring with them an international perspective that could lead to an innovative new approach to our business.

•

Act on the feedback we receive and take action to address areas of concern.

•

Share results with the rest of the officer team to get their input and research the commercial viability of different ideas with the relevant union staff member(s).

•

Close the feedback loop - let international students know that you have acted on their feedback.

Case Studies: University of Bath Students’ Union - Fresh Oriental Food Shop University of Bath Students’ Union originally ran just one grocery store on campus (Fresh), offering a standard range of groceries and a small selection of international products. After conducting a number of customer feedback surveys they realised that the product range did not meet the needs of international students from China, India, Japan and South East Asia who account for about 30 per cent of the international student population. With the support of the International Office and the university they were able to open another retail outlet specialising in products familiar to many international students. Staff and students are able to buy large volumes of rice, and other products which they endeavour to source from local suppliers. Similarly, Fresh Oriental stocks products such as vegetables that may not be found in the local supermarket – fresh and frozen tofu and halal meat. Most staff working in the shop are international students. They are able to give ongoing advice to the union on the product range, as well as advice to customers on using the products and recipes. The shop has become a social centre for many students. Fresh Oriental staff are also very proactive at promoting products during events such as Chinese New Year to all staff and students.

Loughborough Students’ Union: Universal Thursdays Loughborough Students’ Union has established a weekly international and postgraduate student entertainment event - ‘Universal Thursday’ - set up by a group of international students working alongside a full-time staff member. The night has international music from around the world, and attracts more than 700 students a week. Universal Thursday has raised the profile of international students on campus, and has allowed the union to raise awareness of dates in the international calendar such as Chinese New Year. At the event there are photographers who take pictures of students which are uploaded to the students’ union website, providing further publicity. As well as attracting international students, Universal Thursday is also attended by home students who enjoy the international atmosphere of the event. 27

Communications

Proposed Lead Staff: Marketing Manager • Proposed Lead Sabb: President

Audit: 1

To what extent do your international members know the function and activities of your students’ union?

1.3

Do you have a communications strategy that considers the international student journey and the different cultural backgrounds of international students?

Have you asked international students to give you feedback on all your communications in terms of clarity of English?

Have you asked international students to give you feedback on all your communications in terms of appropriateness of images and language?

Have you asked international students to give you feedback on all your communications in terms of adequate explanation?

Have you asked international students to give you feedback on all your communications in terms of preferred media?

Does your union have a presence on all social networking sites (including those which are more popular in other countries)? Comment: no wechat, weibo, etc.

1.6

Is there an international dimension to your student media? What is the level of participation by international students in student media?

How do you communicate with international students during the pre-arrival period?

How do you communicate with students on placement overseas? Comment: no idea if they get the ‘All student email’.

1.6

What mechanisms do you have for gathering international students’ opinions on issues affecting them? How do you make connections with your international student members? Comment: societies, comments on media. Increased this year. Not specific.

2.3

What are the perceptions held by the international student members of your students’ union?

0.6

Do you have any examples of joint working with membership services to bring benefits to international students? Comment: not specific, freshers week, designing promo materials for campaigns and societies, online ticketing/shop.

1.3

Do you engage with international alumni networks? Comment: via facebook.

Framework: USSA will develop genuine two-way communication between our students’ unions and our international student members and ensure our communication is accessible and appropriate.

TALE: Timing & Planning, Angle & Relevance, Language & Culture, Evaluation & Development Timing & Planning •

Ensure that part of the Associaiton’s communications strategy focuses on international students and ask international students to be involved in the development and review of this.

•

Find out what information currently goes out to students before they arrive and see if we can influence or add to this. These materials are developed early in the calendar year so we will need to speak to RIO early on if we want to coordinate prearrival materials.

•

Develop pre-arrival networks online and use social networking sites to connect with students before they arrive in the UK. Be aware that sites which are frequently used in the UK are not always the most popular elsewhere, so try to ensure that we have a presence on a wide variety of platforms.

•

Induction is a key time to communicate with international students and an important point to engage. However, be aware of ‘information overload’ - define the key messages and repeat them throughout the term.

•

During exam and assessment times, target information that will help international students. The culture of learning and teaching may be very different from what some students have been used to so this would be a good time to distribute information about plagiarism and promote academic support.

•

For ongoing engagement, consider international students as a distinct group during any communications. Consult with your international committees on bigger issues and ensure you have mechanisms for feedback in place that are clearly communicated to international students.

Angle & Relevance •

Consider whether you are sending or speaking with international students about information that is appropriate and interesting. Use a variety of communication methods including face to face.

•

Create tailored materials that can be sent out to students pre-arrival and to welcome them to the students’ union when they arrive. Include important information on issues such as democracy as well as fun events and activities they can attend during orientation.

•

Review our materials regularly to ensure they are up to date.

•

Get international students involved in producing leaflets, web pages, videos and podcasts as well as engaging them in the planning process. Collect informal feedback on the communications they have received in the past and harness their personal experience in improving processes. Ask international students that are involved in media societies to help you with this.

•

The chaplaincy centre can be the first point of contact for international students and may have a good understanding of key issues so build up a good relationship with them.

Language & Culture •

Culture - ensure the literature we create is culturally sensitive.

•

It is generally accepted that international students do not want literature translated when they have come here to study in English. However, having a word such as ‘welcome’ or a phrase like ‘get involved’ in different languages can be a signal to international students that the union has a global perspective and wants international students to get involved.

•

Try to avoid using jargon and slang. Some institutions translate key guides for more technical issues regarding visas and bank accounts into some of the most popular languages, whereas others produce guides detailing the definitions of key terms.

Evaluation & Development •

Evaluation is a key part of any process and time to do this thoroughly should be built into your communications strategy from the beginning and be part of an ongoing process.

•

Use a variety of methods and take action based on feedback. Take into account that people from some cultures are less likely to complain or provide feedback.

•

When closing the feedback loop, bear in mind that many international students may only be here for a short time. Consider how we can let them know we act on their suggestions. 29

Case Studies: University of Surrey Students’ Union: International Student Guide The University of Surrey Students’ Union produced an International Student Guide for students starting in September 2010, providing information about the union and how to get involved in its activities. The handbook was written in plain English and includes a glossary to key students’ union jargon. It includes stories from international students who are involved in the union and an introduction to the union’s international societies at the union, as well as useful information about trips, volunteering, support services and key union facilities.

University of Strathclyde Students’ Association: DiverCity! Magazine From January 2010, the University of Strathclyde Students’ Association published a monthly supplement to the union’s newspaper the Strathclyde Telegraph. The supplement is called DiverCity! and highlights the diverse nature of the union. It contains news stories relating to international students, as well as those relating to women students, black students, LGBT students and disabled students. The supplement also provides information to readers about union services that are available and how to access them.

Kings’ College London Students’ Union: International Student Research King’s College London Students’ Union carried out quantitative and qualitative research with international students at the same time as they were completing an internationalisation audit. The research aimed to identify support and services which the union could provide to improve international students’ experience, and to help determine the priorities for action. The research focused on the responses of 440 international students to the KCLSU annual survey 2010, four focus groups involving 30 undergraduate and postgraduate international students, and 10 one-toone interviews with international students involved in societies. The research focused on four key points: • • • •

induction and orientation integration communication attitude to KCLSU

The results of the research were compiled into a report with recommendations for the union. The primary recommendation was a joint partnership with King’s College to look into international student issues. Secondary recommendations were to build a better partnership with King’s during orientation, extending the welcome period for international students to allow more to access orientation activities, and providing tailored information for international students on a specific section of the KCLSU website. 30

Staff & Officer Development Proposed Lead Staff: CEO • Proposed Lead Sabb: VP Diversity

Audit: 0.5

Do you conduct any training for officers, course representatives or staff about the issues faced by international students? If so, is this mandatory or voluntary?

0.5

Do you provide any cultural awareness training for full time/part-time officers and staff?

Have you delivered the NUS Supporting International Students training resources?

Are relevant members of staff involved in the NUS staff network (Students’ Unions Network for Internationalisation (SUNI))?

Is your institution a member of the UK Council for International Student Affairs (UKCISA)?

Is your students’ union a member of UKCISA?

Have you attended or presented at the UKCISA Conference?

Do officers or staff attend any external courses/conferences on issues relating to international students?

Have you carried out visits to other unions/institutions in the UK or overseas to look at different models of practice?

Have you considered delivering cultural awareness/best practice training to other local or mission group unions?

In what other ways do you get information on best practice or develop your skills to work effectively with international students?

Framework: USSA will develop and promote learning and development opportunities for officers and staff.

TEST: Training, External Memberships & Events, Sharing Best Practice, Taking the Lead Training •

Provide cultural awareness training and training in the issues that impact on international students for all staff and officers even if they do not have a specific remit for international students.

•

Run in-house training programmes for staff, student officers, class reps and volunteers. Freshers’ volunteers should also be trained, and consider meeting international students at the local airport, train or bus station.

•

Embed this training in the induction process for new staff and officers.

•

Look at the training available through NUS. Ensure that our officers and international committee members are aware of these opportunities and are encouraged to attend - these opportunities include specific international officer training, as well as activist, campaigns and leadership training.

External Memberships & Events •

Look into membership of the UK Council for International Student Affairs (UKCISA).

•

Ensure that our union is represented at the NUS International Students’ Conference and networking days. If they are unable to attend, contact the NUS International Students’ Committee as they may be able to pass useful information on.

•

Encourage your outstanding international students to submit entries for the British Council ‘Shine!’ awards.

Sharing Best Practice •

Peer learning can benefit international students but also union staff and officers. Visit other unions and institutions in the UK or overseas to look at different models of practice.

•

Join the Students’ Unions Network for Internationalisation (SUNI).

•

If we have had a particularly successful project, offer to run a workshop or presentation at NUS events such as the International Students’ Committee Networking Days, or submit a proposal for the UKCISA Conference.

•

Remember to share best practice within the union too. Bring together student societies that work with international students, support staff as well as student officers and discuss the best ways to engage and support them.

Taking the Lead •

Start a local internationalisation network bringing together institutions. This is a great way to share best practice,generate ideas and identify areas for joint working and capacity building.

•

Engage with the European Students’ Union (ESU) through NUS see how you can contribute to policy and project work and look at what is happening on a European level.

Case Studies: Coventry University Students’ Union: Training Programme for Front-Line Staff Coventry University Students’ Union carried out an audit in their union, and identified three priority areas of work: staff and officer development and training, communications and networking. In addition to carrying out research visits to other unions, they have developed the first session of a training programme for front line staff in the union. The union has trained staff in front line roles who deliver direct services to students in administration, volunteering, marketing, sports and societies admin. The purpose of the training is: •

to give these key staff an understanding of the numbers of international students, the range of countries of origin and the critical mass of students from various countries that make a sustainable interest group (e.g. 1,000 Indian students);

•

to make all staff aware of the internationalisation agenda so that they can all play a part in delivering services to students and that this is a long term strategy; - to make sure staff members understand the importance of collecting information and data on international students;

•

to surprise them about what they do not know about the membership.

•

This session will be repeated to Union Council members and other non-sabbatical officers in their training and to student staff when recruited in September and will form a permanent part of the annual training programme. They will be carrying out a Training Needs Analysis following this session to deliver further support and training in this area.

Edinburgh Internationalisation Network Edinburgh University Students’ Association set up a network of students’ unions in Edinburgh, to share good practice on internationalisation and to organise joint activities. The network had its inaugural meeting in May 2011, with representatives from six students’ associations in the city. Participants discussed induction events and materials for international students, and joint training activities. They are setting up an area on NUS Connect for sharing resources, and are planning joint Freshers’ events. They are also working on a project to provide an introduction to local slang for international students arriving in Edinburgh. 33

Partnerships & Collaboration Proposed Lead Staff: CEO â&#x20AC;˘ Proposed Lead Sabb: VP Diversity

Audit: 1

Do you have a group within the union that considers the international agenda? If so, who is on the group? Comment: Diversity committee, International society.

Is there a group which brings together the union and the university to consider international student issues?

0.5

Do you have regular meetings with the International Office?

Have you worked with other unions to share best practice on international student matters, on a regional or national basis or with other unions in your mission group? If so, what benefits has this brought?

What other networks (both internal and external) are you involved with which may bring benefits to your international student membership? Comment: NUS, UKCISA.

Do you have partnerships that can help you to meet the needs of international students in the area of employability/employment?

What projects do you run to help bring international students in touch with the local community?

Do you have working relationships with community or local organisations with an international focus, e.g. Chinese Advice Centre? Comment: SUMSA has an International rep now.

Have you developed links with local bodies such as local government, residentsâ&#x20AC;&#x2122; associations and the police to work on issues of concern to your international student members?

Framework: USSA will develop networks at local, regional and national level to support internationalisation.

NILE: NUS Networks, International Connections, Local International Communities, External Organisations NUS Networks •

There are a number of networks USSA can engage with through NUS that will help develop partnerships and sector knowledge: » International Students’ Campaign (officers) » Students’ Union Network for Internationalisation (staff) » Linking up with other unions locally and nationally » Using resources available on NUS Connect.

International Connections •

Look at opportunities for international partnerships that USSA could be developing. University of Strathclyde has international relationships and we should work to make links with these unions.

•

We need to find ways of linking with international students on exchange programmes and find ways can you link with them and link with their home institutions. Use the same strategy for students who go on an international placement.

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Access the European Students’ Union website and see what is happening in Europe and if there are any projects we would like to be involved with.

Local International Communities •

Get involved with local cultural and international Community groups.

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Look at the work already happening and expand on this. It is likely some of your societies, executive members, committee members, institution or the chaplaincy may have links with local community groups already and relationships you can work to develop.

External Organisations •

Look at the membership and relationships that USSA and the University have with external organisations and keep an eye open for interesting events relating to international students. Ensure we are on mailing lists to hear about upcoming training, conferences and information. 35

Case Studies: Coventry University Students’ Union: Project Funding from the University Coventry University Students’ Union carried out an internationalisation audit in their union, and developed several projects they would like to work on as a result. They put in a funding bid for £140,000 from their Vice Chancellor and were awarded the money. Their bid for internationalising the union was selected as the best of the 40 proposals entered for the Vice Chancellor’s Fund. The funding will allow them to undertake all of their planned projects, including a member of staff to coordinate activities, installation of international television in the union, production of a pre-arrival DVD, an international film programme, establishing ten country-based societies, and creating a mentor programme for international students.

University of Birmingham Guild of Students: Joint Working with Advice Services After carrying out an internationalisation audit, University of Birmingham Guild of Students decided to improve their systems for collecting data on international students, in order to better identify their needs. From September 2009 the Advice and Representation Centre (ARC) kept spreadsheets to record key information about how students were using their services. Similar records were kept by the Jobshop. The Guild then took action on the basis of the data collected. For example, they successfully protected the budget for employability workshops, having identified that 30% of those using the workshops were international students. They have used data on appeals to work with schools on a joint strategy for tackling plagiarism. The Guild has also built a closer working relationship with the International Students’ Advisory Service (ISAS) based in the university. ISAS has been moving away from a focus on visas and towards a more holistic approach, and joint-working with the Guild has been an important element in this move towards a focus on the international student experience. ISAS and the Guild have worked closely on international student orientation, and on events such as Christmas socials.

University of Bath Students’ Union: Joint Union/University Post The University of Bath Students’ Union works closely with the International Office and has over the last few years looked at ways of developing closer working relationships. In September 2007, the Chief Executive of the Students’ Union and the Senior Assistant Registrar with responsibility for the International Office put forward a proposal for a member of staff who would work across both departments. The remit for this member of staff is to work on studentfacing issues within the International Office, including organising events for orientation week, while in the student union they take a more strategic role, to look at the current experience of international students and the barriers to participation in the union. There are many advantages to this joint role, including the fact that the knowledge of individual students’ aspirations and impressions which are gleaned from the face-to-face work in the International Office can be extremely useful when considering the current provision within the students’ union and possible changes. The Students’ Union has for some years collected participation statistics on all membership services areas, such as volunteering, representation, welfare, sports, societies, jobshop and training. The member of staff is able to use these statistics to identify the areas where there is a high participation rate by international students and those where there is a disproportionately low participation and to ask pertinent questions and draw up an action plan. The role has recently been widened to include Postgraduate students as well.

International Experience

Proposed Lead Staff: Advice Hub Manager • Proposed Lead Sabb: VP Support

Audit: 2

What activities does your students’ union run to encourage socialising/mixing between international students and home students? Comment: speed meeting, freshers week, diversity week.

Do you run a global or international week/programme of events? Comment: diversity week, our global union?

Do you involve academic departments in your internationalisation work e.g. through lectures or workshops during international celebrations?

Can you identify projects that could be delivered with external partners, e.g. local schools, to foster global awareness? Comment: StrathGuides?

Do you promote opportunities for volunteering or working abroad? Comment: Camp America?, childreach?

Do you promote opportunities for studying abroad e.g. ERASMUS? Comment: Go Global, there is ESN society, International exchange.

Are home and international students housed separately in university accommodation? Have you asked students for feedback on this and its effect on integration? Comment: yes in most cases for non EU students. Yes. Bad.

What social provision is available for international students during university holidays? Comment: a Christmas halls party event in Lord todd (looking for volunteers and funding btw).

What do you do to help new international students settle into the UK? Comment: no specific, welcome team and freshers week.

Are home students involved in welcome activities for new international students? If so, how?

Do you operate a buddy or mentoring scheme for new students? Comment: welcome team kind of do it. Not specific.

Do you provide informal academic support for international students e.g. language cafés? Comment: in the MSA, there’s a language café but for learning other languages, study skills, not explicit.

Does your union celebrate a wide range of social and cultural occasions? Comment: history months, faith weeks, help society led initiatives when asked.

Has your union or institution considered a hosting scheme, where international students can stay with staff temporarily for experience of living with a UK family? 37

(Continued...)

Does your union engage with internationalised movements, e.g. Fairtrade? Comment: fairtrade, karmacola, beergooder. Not promoted to students.

Have you considered forging links with students and students unions overseas? Comment: Lyon 3 University (go global), Chalmers University Students Union.

If you have overseas campuses, do you engage effective with these students?

Framework: USSA will provide an international experience for all students, make unions a space where home and international students can come together and promote a global perspective in all areas of union activity.

WISE: Worldwide Culture, International Projects & Partnerships, Strategy for Internationalisation, Exchanges & Study Abroad Worldwide Culture •

Create a culturally diverse atmosphere on our campus. Speak with the international committee and international students and ask whether their cultures are represented in our union building, social schedule and facilities.

•

Help facilitate events with an international flavour and encourage international students and international societies to lead on this.

•

Look at the diversity of food served in the students’ union and suggest ways this could be improved. Recognise cultural and religious festivals.

•

Ensure our social programme is culturally diverse and provide events in non-licensed social space.

•

If there are trips for international students to places of interest, investigate the possibility of opening these up to home students.

International Projects & Partnerships •

Look at how USSA can get involved with international campaigns and projects. Some of our societies are already engaged with fundraising, awareness raising and volunteering.

•

Key campaigns include International Women’s Day, Amnesty Campaigns and Fairtrade. Engage with NUS liberation campaigns.

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Form links with students’ unions in other countries. We could do this directly, through international students on exchange programmes, use academic links to institutions, get in touch through European Students’ Union or contact NUS to discuss any other projects they may be involved with internationally.

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Recognise and map the projects we do have running already. Perhaps there are societies linking up with international charities and campaigns.

Strategy for Internationalisation •

Having a clear plan of how we are going to internationalise will allow USSA to track progress and provide the ability to measure the impact of the work we are doing.

•

Look at best practice models around where to start and engage international students in this process.

•

Ensure our internationalisation looks at both outward and inward mobility.

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Look at where our strategy links in with the University strategy and identify opportunities for joint working. There also may be opportunities for joint working with other HE or FE institutions.

•

Make sure everyone on the executive committee and staff are aware of this strategy - there needs to be buy in from everyone if we are to embed the ethos of internationalisation in the culture of our union.

Exchanges & Study Abroad Opportunities •

One of the best ways to get home students to understand the importance of internationalisation and the challenges international students face is to encourage them to have the experience themselves. It is also hugely beneficial in terms of confidence building and employability. 38

(Continued...)

•

Make sure all students are aware of the exchange schemes available and the funding available to take part. Widen access to these opportunities - organise events with academic staff and students to discuss opportunities for study abroad.

•

Look at shorter mobility windows and promote summer study or volunteering programmes to open up opportunities for more students and provide fundraising support and training. Promote the employability benefits this will bring.

Case Studies: Edinburgh University Students’ Association: Institutional International Strategy Edinburgh University Students’ Association worked closely with the university to create and implement their International Strategy. Developing a global student community is one of the cornerstones of the international strategy, and EUSA is leading on this area of work. The university funded EUSA to employ an Internationalisation Coordinator, who runs the EUSA Global programme. This programme included the internationalisation audit and resulting projects: an International Round Table to encourage cooperation between international societies, language learning opportunities, peer support schemes, volunteering, improved class representation, postgraduate engagement and student societies. EUSA’s work was showcased in the university’s Internationalisation Strategy Highlights 2010 report.

University of Exeter Students’ Guild: Events with International Student Societies University of Exeter Students’ Guild has worked with international societies to organise a number of successful events: • Chinese New Year celebration saw collaboration between the Chinese Society, Students Guild, University and Community. 2000 people attended the day long event and feedback was incredibly positive. Student volunteers from all nationalities worked on the event. •

Asian Society in collaboration with the Guild and University ran a very successful Diwali Celebration which saw 1,000 people attend - a huge achievement for the first time the event has been run.

•

A collection of International Societies got together to run Asia Night for 500 people at a local community centre in the city. This event sold out.

•

International Society achieved sponsorship to run a Football World Cup competition with 5 a side teams from all nationalities being represented.

Loughborough University Students’ Union: Experience the World Website Loughborough University Students’ Union launched the Experience the World website to encourage students to take up international opportunities. This is a complete source for students on how they can have an international experience at Loughborough. They can find out how to “enjoy the world” by celebrating cultures and festivals, “study the world” by working or studying abroad, “save the world” by taking part in international campaigns or undertaking voluntary work overseas, “explore the world” and share their travel experiences, “involve the world” by teaching others about their culture, and “play the world” by taking part in international sports programmes. The campaign has also organised events at the union including an international Carnival at the end of the year. Outstanding contributors in each of the categories above were awarded prizes for their work. 39

De Montfort University Students’ Union: English Café De Montfort Students’ Union set up various pilot projects based on the results of their internationalisation audit. The most successful of these to date has been the English Cafe. 12 volunteers received training to become language tutors to students looking to improve their confidence in speaking English. The Cafe runs as an informal meeting place, for 2 hours each week with many students returning each week to catch up with new friends and practice their English with a free cup of tea or coffee. Around 40 students attend the Cafe each week and requests for the Cafe to run a second session on a different day are being explored. In addition the group have set up a language exchange with French the first language being delivered to students at a separate session. Feedback has excellent, from university staff as well as students.

Newcastle University Students’ Union: Culture Challenge Through the audit process, Newcastle University Students’ Union identified creating opportunities for home and international students to make friends and integrate as one of their key priorities. The team secured funding from the university to run the Culture Challenge programme, designed to celebrate the university’s cultural diversity and bring students together in a fun social setting. The programme included a variety of events to encourage social integration between home and international students, including a successful ‘Come Dine with Me’ event to support intercultural communication in halls of residence.

Edinburgh University Students’ Association: 360º Exchange Society As part of their internationalisation work, EUSA set up the 360º Society, to support students before, during and after exchange trips abroad. The society brings together exchange students studying at Edinburgh, and Edinburgh students who have been (or are about to go) on an exchange trip abroad. In addition to organising social activities, the society provides opportunities for students to share information, so that prospective exchange students can learn about their destination. The 360º Exchange Society won ‘Society of the Year’ at the NUS Awards 2011.

University of Nottingham Students’ Union: Supporting student representation at campuses in China and Malaysia The University of Nottingham has overseas campuses in China and Malaysia. While the students’ union does not technically represent the students at these campuses, it offers support and advice to the students’ associations which do. The students’ union officers act as educational consultants to these students’ associations, advising their overseas counterparts via video conferencing and an annual trip to the two overseas campuses. The partnership between students’ representatives at home and overseas is supported by the university, who pay fund the annual overseas trip. This year, the President and the VP Education are due to spend two days each at the Malaysian and Chinese campuses, to meet with university management at each site and to keep a critical eye on facilities. The VP Education will focus on ensuring that the Quality Manual is being adhered to, while the President will meet with the students’ association. They will look at accommodation, student support facilities and campus issues, and advise the students’ association on how to handle problems. On their return, the students’ union officers will report back to the university on their findings. The students’ union also hosts visits from students from the overseas campuses.

All proceeds go towards student services.