Internationalising Equality, Equalising Internationalisation

Internationalising equality, equalising internationalisation

The intersection between internationalisation and equality and diversity in higher education: scoping report Equality Challenge Unit

Internationalising equality, equalising internationalisation The intersection between internationalisation and equality and diversity in higher education: scoping report

Contents Summary...... 4 1 Background and methodology...... 9 2 Context...... 18 3 Institutional responses...... 36 4 Conclusions and recommendations...... 135 References...... 146 Appendix A: Questionnaires...... 155 Appendix B: Kato’s institutional audit...... 166 Appendix C: Conferences...... 169 Appendix D: Key websites...... 175

-2- Written and researched by:

Kathryn Eade, Partner, thinkingpeople

Nicola Peacock, International Student Support Manager, University of Bath

Commissioned by Equality Challenge Unit in 2008

Acknowledgements Equality Challenge Unit would like to thank all those who contributed to this scoping study.

Contact Sue Cavanagh, Head of Policy and Programming Email: [email protected]

-3- Summary

Context This study was designed to investigate existing or potential areas of overlap between the internationalisation and the equality and diversity (E&D) agendas in higher education in the UK. It was commissioned by Equality Challenge Unit and undertaken by the consultants thinkingpeople (www.thinking-people.co.uk) and Nicola Peacock during 2008. Its aims were to:  investigate areas of actual and potential synergy between the two agendas in UK higher education  form an understanding of the actual and perceived barriers inhibiting integration of the two agendas  identify gaps in provision and research and outline recommendations for future work, promoting dialogue across the sector and opportunities for sharing and developing effective practice.

The research took a small-scale, broad-scope, desk- based approach, involving qualitative interviews and long and short questionnaires, which were collected via email, face-to-face and at the 2008 Annual Conference of the UK Council for International Student Affairs (UKCISA, www.ukcisa.org.uk).

-4- Summary of findings

Internationalisation in higher education Interest in ‘internationalisation at home’ is gathering momentum in UK higher education in the light of global competition and the need to prepare students for global employability and citizenship. Respect for others and intercultural learning are at the heart of this agenda, which is dependent on inclusive approaches to the delivery and development of formal and informal curricula, pedagogy and student support functions.

Equality and diversity Changes in the student/staff demographic and E&D legislation in recent years have had an impact on the role of E&D in higher education institutions (HEIs). E&D was originally concerned mainly with institutional compliance (largely with regard to staff), but there is now an expectation that it will contribute to the positive learning and living experience of all students and staff, achieved in part through inclusive approaches to informal and formal curricula, learning, teaching and support.

Opportunities for synergy Practitioners and policy-makers could see benefits for internationalisation and E&D working together to strengthen the impact of both agendas in institutions and to increase efficiencies for students and staff. In terms of identifying areas of overlap, joint areas of responsibility -5- were identified in preparing the estate and complying with legislation. Many respondents identified synergies in learning and teaching practice and formal and informal curriculum development, in terms of promoting respect for others and global citizenship.

Institutional governance and management The size, geographical position and profile of the institution will affect the approach taken regarding internationalisation and E&D. The evidence collected for this study suggests that for the majority of institutions, E&D and internationalisation are not integrated at a strategic level. Respondents cited a number of possible reasons, including the contrasting character and roots of the two agendas and, simply, that the link has not been made.

Student experience: support There are a number of areas of overlap between E&D and internationalisation and a number of gaps in provision, particularly regarding disability and sexual orientation. Integrating diverse groups of students through events, mentoring schemes and training are all areas where the two agendas could draw strength from one another and learn from some of the effective practice that already exists in institutions.

Student experience: learning and teaching The area of learning, teaching and curriculum development offers evidence of much actual and potential overlap between E&D and internationalisation under the -6- banner of ‘inclusivity’. It is also possible to access effective practice examples easily as academics working in these areas, particularly education developers, readily communicate developments through journals and conferences.

International staff Supporting international staff and taking their diversity into account is a relatively new development in HEIs. The scoping study has revealed some significant work in this area, but more needs to be undertaken.

The estate i-graduate’s (www.i-graduate.org) International Student Barometer and Broadening Our Horizons (UKCOSA, 2004) indicate that international students are often less than satisfied with their accommodation and catering provision on campus, usually in connection with religious and cultural observances. The impact of the environment on the quality of the student experience is recognised by, among others, the 1994 Group of universities (www.1994group.ac.uk), which emphasise the importance of a student-friendly physical infrastructure for facilities and learning spaces.

Further work In response to the findings of this scoping study, ECU intends to explore some specific areas for further investigation, leading to practical briefings and resources.

-7- These ideas will be tested through further engagement and discussion with potential partners and interested stakeholders. A seminar is planned for 2009. The areas currently being explored are:  institutional commitment – examples of effective structures linking E&D and internationalisation policies, structures and activities within a sample of institutions  international students and disability – further resources to support disabled international students, building on existing materials  addressing international students’ complaints and grievances – initiatives for dealing with complaints, grievances and hate crimes reported by international staff and students, and initiatives that could provide positive support  international staff – monitoring and understanding staff progression, retention and staff experiences according to nationality/domicile.

-8- 1 Background and methodology

1.1 Project background – aims and objectives

1.1.1 Introduction This is a scoping study designed to investigate any existing or potential areas of overlap between the internationalisation and the equality and diversity (E&D) agendas in higher education in the UK1. It was commissioned by Equality Challenge Unit (ECU) in the context of:  the globalisation of higher education  growing diversity among the student and staff body in UK higher education  increasing recognition in the UK, across the sector, of the importance of the student experience and the benefits of internationalisation at home (Crowther et al., 1999)  changes in E&D legislation.

1. A study of transnational education in respect of these issues was not within the scope of this report.

-9- 1.1.2 Project aims The aims of the project were to:  investigate areas of actual and potential synergy between the two agendas in UK higher education as delivered in UK higher education institutions (HEIs) and further education colleges  form an understanding of the actual and perceived barriers inhibiting integration of the two agendas  identify gaps in provision and research and, as a result,  outline recommendations for future work, promoting dialogue across the sector and opportunities for sharing and developing effective practice.

-10- 1.1.3 Project objectives To achieve the above aims, the research team:  reviewed current internationalisation literature around policy and practice  identified whether any literature exists that explicitly links the two agendas  surveyed practitioners in both the internationalisation and E&D fields to measure awareness at ground level and gather examples of effective practice  interviewed key players in international education and E&D to ascertain personal views and gather useful leads for further research  interviewed a key policy-maker (pro-vice chancellor) in a selected institution to gain a deeper insight into their strategic vision.

1.2 Methodology The research approach taken was small-scale, broad- scope and desk-based, involving qualitative interviews and long and short questionnaires, which were collected via email, face-to-face and at the 2008 Annual Conference of the UK Council for International Student Affairs (UKCISA, www.ukcisa.org.uk).

-11- 1.2.1 Interviews with key players (policy- makers/champions) Nine key players in the field of internationalisation and E&D were identified by the project team and ECU, including those based in institutions and government funded bodies, to provide a combination of personal, institutional and sector insight. One policy-maker was contacted to facilitate a deeper insight into the strategy and vision of a selected institution. Telephone interviews of approximately one hour each were carried out with all ten people. They were asked to comment on areas of potential synergy between E&D and internationalisation, barriers to integration, ideas for future research and examples of effective practice.

1.2.2 Detailed questionnaires with key players (practitioners) Twenty-five key players were identified, based on their past record of achievement (from personal knowledge or anecdotal evidence) and/or the reputation of the institution with regard to internationalisation and/or E&D. Each was sent a questionnaire, which had been piloted with two colleagues working at different institutions at senior management level, one in marketing and the other in student support. A copy of the questionnaire is included as Appendix A. A broad range of questions were included, covering internationalisation and E&D issues with regard to the five strands identified below (1.2.5). Respondents were given one month to reply, and eight responses were received. -12- 1.2.3 Short questionnaires and post-it activity Four questions were sent out to staff via the UKCISA and ECU email-base, asking respondents to identify areas of overlap in institutions, barriers and examples of effective practice. These questions are included in Appendix A. Eight were received in total, the majority from E&D staff (rather than staff working in internationalisation). To improve the response rate, the same questions were asked during three workshops at the UKCISA 2008 Annual Conference, reaching approximately 90 staff in total, the majority of whom were working in the field of internationalisation. A number of comments and examples were received.

In interviews and long and short questionnaires, respondents were informed that we might name them or their institution in the final report unless requested not to do so.

1.2.4 Desk research A review of the internationalisation literature was completed, including published and ‘grey’ literature. There was no requirement to complete a review of the E&D literature within the scope of this research. The time allocated did not allow for a detailed review of journal articles or conference papers. A number of conference papers have been identified as a basis for further investigation, and are included in Appendix B. Due to time constraints, the search was limited to UK-based literature. However, where appropriate, reference to effective -13- practice or perspectives from staff working overseas has been included for follow up. The review was intended to investigate both policy and the student experience, to identify key players and effective practice in institutions. Websites were visited where necessary to source further information, follow up leads and seek evidence of strategy and mission.

1.2.5 Data management and analysis Data collection was structured around five areas:  institutional governance and management  student experience: international students and the six equality strands (race, gender, disability, sexual orientation, faith, age)/student support and informal /curricula  student experience: learning and teaching  international staff and the six equality strands/staff support  the estate.

Once the data had been collected, key themes were identified and opinion, feedback and examples were grouped accordingly. The quality and quantity of information in each section is, to some extent, weighted according to who was available for interview and the literature identified. The ready availability of opinions and examples in itself suggests areas of interest and activity among internationalisation and E&D staff.

-14- In each of the five areas, the context is set by the reflections of the research team, based on their knowledge and experience of working with these agendas and ideas located in the literature. This is followed by institutional responses, the reflections of key players and, where available, examples of effective practice in institutions.

1.2.6 Terminology and definitions ‘Informal curricula’ here refers to activity that is not considered part of the students’ programme of study but nevertheless may contribute to their personal development and progression.

‘Internationalisation staff’ refers to staff working with the international agenda, whether supporting, recruiting, or developing/implementing internationalisation strategy. The term is employed to differentiate between these staff and ‘international staff’ in the sense of staff who come to the UK to work.

Acronyms BME black and minority ethnic WP widening participation E&D equality and diversity HEI higher education institution UKCISA UK Council for International Student Affairs UUK Universities UK HEA Higher Education Academy LGB(T) lesbian, gay, bisexual (and transgender/ transsexual) -15- Interviewees’ comments or thoughts are identified by surname (family name) and ‘interview’, to differentiate comments collected by the research team from references in the literature – these are identified by author’s name and date of publication.

1.2.7 Limitations of the research approach Universities are highly decentralised institutions with a wide variety of stakeholders. Although evidence of strategic commitment can be gleaned from conversations and from online and paper resources, the limitations of this approach are acknowledged. Practitioners often do not have the bigger picture. Lewis (2007) notes that staff working in international offices may not have a sense of how well the university implements internationalisation strategy in areas outside their immediate remit. A deeper understanding of how strategy is led and implemented would involve a number of detailed institutional case studies, enabling deep analysis and comparison of strategic and policy statements in relation to awareness and activity at ground level.

The report includes a mix of responses from both E&D and internationalisation staff. It does not state explicitly where each response originates. In order to provide greater insight into the two agendas and their relative importance within institutions, it might be helpful to compare and contrast the perspectives of E&D and internationalisation staff.

-16- A broad-brush approach was adopted for this study. While running the risk of providing only superficial insight, this nevertheless allowed a wide scope, provided a feel for trends in the sector, and stimulated ideas for further research. Effective practice case studies identified here can be followed up for details of project implementation and outcomes.

The limitations identified above were mainly the result of time constraints, and may be addressed in the second stage of this research.

-17- 2 Context

2.1 Internationalisation in higher education

‘The challenge for universities is to keep abreast of the shifting expectations of an increasingly diverse and informed student population and to adjust accordingly to provide the best possible experience to each of them.’ Smith (2007)

2.1.1 Growth in international student and staff numbers In the past 10 years, numbers of international students in higher education have grown from 77,000 to 157,000, and international students are now worth £8.5 billion per year to the economy (Morris and Russell, 2007). In some institutions, international students represent 25 per cent of the total student population. They represent a wide variety of cultures and speak many different languages.

In 2006/07, 27 per cent of academic staff appointed were non-UK nationals (UUK, 2007). This is likely to increase as institutions are keen to employ the best global talent in the face of growing global competition.

-18- 2.1.2 The impact of global competition Increased competition globally and a more mature and sophisticated higher education market have resulted in both government [via the Prime Minister’s Initiative (PMI) 2] and institutions adopting a more sustainable approach to the recruitment of international students to the UK and, increasingly, developing strategies to recruit international staff. There is a greater focus on working in partnership with overseas institutions and, at least in word, a growing recognition of the importance of the student experience at home.

Much recent literature explores institutional rationales for internationalisation (Knight, 2003; Fielden, 2007; Lewis, 2007; Middlehurst and Woodfield, 2007) and the impact on policy and practice. It is widely agreed that institutional strategy is likely to be driven by one or a combination of several rationales, whether economic, academic, competitive or socio-cultural. Some are evidently more institution-led (with a focus on marketing and recruitment), others more student-led (with an emphasis on enhancing the student experience) (Caruana and Hanstock, 2008). Some focus more heavily on internationalisation abroad (transnational education, study abroad, partnership), others on internationalisation at home (cross-cultural competence and global perspectives) (Caruana and Hanstock 2008). Middlehurst and Woodfield (2007), through a comprehensive institutional audit, recognise indicators of a successful internationalisation strategy to include both social integration and the promotion of -19- cultural diversity. Jane Knight, too, refers to the intercultural aspect:

‘Internationalisation at the national, sector, and institutional levels is defined as the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of post-secondary education.’ Knight (2003)

A recent report for the Council for Industry and Higher Education (Brown, 2007) suggests a mood change in the sector. As global, environmental and wider sustainability issues gather momentum, along with social justice and other value driven agendas, the role of education in society comes under scrutiny. The report considers the responsibility of higher education as ‘a force for social justice and social cohesion’, and whether there is a moral duty to prepare all our students not only for global careers but also for global citizenship.

2.1.3 Internationalisation at home In the majority of UK HEIs, internationalisation continues to be market-led, with an increasing focus on international partnerships, but there is a growing interest in the process of internationalisation at home (Crowther et al., 1999), particularly among education developers and international support staff. Internationalisation at home includes the process of internationalising the curriculum, both formal and informal, and moving towards an inclusive,

-20- pedagogical approach. It is based on the notion that students can have a transformative cultural experience here in the UK through studying, living and working in a multi-cultural environment, and that this may even be of more benefit than a period of study abroad (Halliday, 1999, cited by Caruana, 2007). It is about all the ways in which institutions can maximise the benefits of living and working with diversity for all staff and students in preparation for global employability and global citizenship.

2.1.4 The student experience The introduction of variable fees and the globalisation of higher education have changed the relationship between HEIs and students. Students are now considered ‘agents of change’ (Smith, 2007). In an increasingly market-led environment, the importance of the student voice is paramount. In recent years there have been a number of international student surveys (International Student Barometer, www.i-graduate.org/services; UKCOSA, 2004; UNITE, 2006), as well as surveys canvassing opinion from the wider student population (National Student Survey, www.ipsos-mori.com; International Student Barometer, www.i-graduate.org/services; UNITE, 2006).

-21- International Student Barometer data reveal that international students have many issues that are shared by the wider student body, as evidenced by the National Student Survey and The International Student Experience Report (UNITE, 2006), concerning:  making the transition to UK higher education  good teaching  accommodation  finance.

In terms of learning and teaching, expectations of ‘good teaching’ and ‘good teachers’ are shared. All students want clear and fair assessment, passionate teachers, appropriate induction and support from tutors (Focus groups, Bath 2008). This challenges traditional assumptions that international students have special needs and should be treated differently. With the differential in international and home student fees reduced, the case for extra support for international students is increasingly harder to justify.

Integration A major theme that emerges from student surveys is the lack of interaction and integration between international and UK student populations. International students wish to meet UK students, but find it difficult to make contact and develop friendships (UKCOSA, 2004; UNITE, 2006; Middlehurst and Woodfield, 2007; Harrison and Peacock, 2009). This has a negative impact on the international -22- student experience (Ward et al., 2005) and inhibits the possibility of cross-cultural interaction and learning for all students.

The literature suggests that improving the quality of the student learning experience and improving integration between diverse student groups is increasingly a key focus in many HEIs, with the 1994 Group (among others) committing significant resources (Smith, 2007).

Inclusive learning and teaching Among international educators, traditional policies of assimilation (inducting international students to adjust to ‘how we do things here’) are losing favour to more inclusive, pedagogical approaches based on reciprocity, where all students are valued, their experiences and perspectives recognised and respected equally (Stier, 2003; Caruana, 2007; Shiel, interview). There is a shift in the perception of international students, from academic tourists or consumers to fully integrated partners and active agents in the intercultural learning process ‘at the heart of the university as a source of cultural capital and intentional diversity’ (Brown and Jones, 2007, p. 2). Such approaches challenge the traditional perception of ‘international students’ as ‘problematic’ in considering the difficulties faced by many students when entering higher education, particularly those from widening participation (WP) backgrounds.

-23- Inclusivity demands working with cultural diversity in its broadest sense. It is about understanding not only who our international students are (Middlehurst and Woodfield, 2007), but also who we all are. It is about challenging notions of ‘national culture’ and questioning unhelpful categorisation of students by fee status (home, EU, international) (Middlehurst and Woodfield, 2007; Luker, interview; Shiel, interview), or by race or ethnicity. Cousin (interview) suggests that a revision of certain models of multi-culturalism is emerging in some universities – a movement away from concepts of fixed identity (as espoused, for instance, by Hofstede, 1994) towards a deeper exploration of the complexity and fluidity of identity construction of self and other, which defeats reductive racialised or ethnicised classifications. Cousin describes this as ‘a dance between commonality and difference’.

Student support/informal curricula Beyond the classroom, the 1994 Group proposes that student support functions should be reviewed in terms of improving accessibility and efficiency. Within this discourse, the issue arises of mainstreaming international student support, both in light of equality issues and accessibility, and also towards improving integration. Support staff are increasingly working across the institution with academics and students’ unions to create forums in which international and UK students can meet, interact and learn from each other. Opportunities are created during orientation, through students’ union societies, volunteering projects, mentoring schemes and -24- student training programmes. All these are considered below in more detail in relation to E&D. It is recognised that there is a need to help all students develop the skills and confidence necessary for successful cross-cultural interaction and learning, and that this can happen in both formal and informal learning environments. The UKCISA website (www.ukcisa.org.uk) indicates these changes through a growing number of institutional case studies and good practice guides.

Historically, student support developments have rarely found their voice through academic journals, publications or conferences, although this is slowly changing.

2.1.5 Summary Interest in internationalisation at home is gathering momentum in UK higher education in the light of global competition and the need to prepare students for global employability and citizenship. Respect for others and intercultural learning is at the heart of the internationalisation at home agenda, and depends on inclusive approaches to the delivery and development of formal and informal curricula, pedagogy and student support functions.

-25- 2.2 Equality and diversity

This section provides a brief overview of what the research team considers the relevant issues, in order to understand how internationalisation and E&D might intersect.

2.2.1 Changes in legislation Changes in legislation around race, disability, gender, and the proposed introduction of the Single Equality Bill have raised the profile of E&D in higher education. Where traditionally E&D was concerned mainly with staff and located in human resources (HR) departments, there is now an obligation to provide for both staff and students. Institutions are obliged to carry out certain adjustments for all staff and students regardless of their background. This includes audits of provision and impact assessments. As a result, most HEIs now have a dedicated resource, and strategies and action plans to ensure compliance. Further, this broadening of remit perhaps draws E&D staff out of their traditional silos.

2.2.2 Changes in the student/staff population The international staff and student population There have been rapid increases in international student and staff numbers in higher education in recent years (see above). This has increased the diversity of our student/staff population, with implications for the E&D agenda. This raises the following questions: -26-  Are there resources in place to ensure provision and support for higher numbers of international staff and students?  Are international educators, officers and support workers sufficiently aware of the public sector duties?  Are all E&D institutional policies and responsibilities made explicit in internationalisation strategies?

The ‘home’ student population ‘Cultural diversity’ is often (mis)understood to refer to national culture and associated with increasing international student populations. However, in many UK institutions there is a rapidly changing demographic among the home student population, as a result of increased migration globally and WP strategies nationally. The home student population is increasingly complex and diverse in terms of nationality, ethnicity and faith, challenging traditional notions of ‘Britishness’.

The issue of integration is broader than promoting interaction between home and international students. There is also the question of how British students engage with the diversity within the home student population. Inclusive pedagogical approaches (as outlined above) and extracurricular activity designed to promote cross-culture interaction is relevant both within and across the home student population.

-27- 2.2.3. Definitions of cultural diversity Cultural diversity is traditionally associated with nationality, ethnicity, race and faith. There is a trend in the sector to broaden out definitions of ‘culture’ to include other areas identified in the E&D agenda. Gray and Grocoff (2007) define diversity as ‘all the ways in which we differ from other human beings’, while Jones (2008) embraces a definition of ‘culture’ in its broadest sense to include students with a disability, gender and age.

2.2.4 Unhelpful categorisation Traditional definitions of ‘international’ (in terms of nationality) and standard categorisation of ‘home’, ‘EU’ and ‘international’ as defined by fee status are increasingly unhelpful. Language ability, cultural knowledge, experience and perspective depend on who you are as an individual and what your background is, regardless of fee status. As an example of the complexity of the issue, an exploration of intercultural contact on campus at Dublin City University (Dunne, 2008) found an ‘unexpected’ construction of cultural difference by home students. Nationality and age were found to be underpinned by a perceived maturity, relating to a different set of values, motivations, responsibilities and authority. This is supported by research into home students’ perceptions of international students and responses to intercultural contact carried out by Harrison and Peacock (2009).

-28- 2.2.5 Summary Changes in the student/staff demographic and E&D legislation in recent years have had an impact on the role of E&D in HEIs. Although E&D was originally concerned mainly with institutional compliance (and largely with regard to staff), there is now an expectation to contribute to the positive learning and living experience for all students and staff, achieved in part through inclusive approaches to informal and formal curricula, learning, and teaching and support.

2.3 Opportunities for synergy

2.3.1 Introduction

‘Responding to the diversity of international students and responding to the diversity of home students are in fact not two agendas but one.’ Jones and Killick, 2007, p. 110

The majority of literature identified that explicitly addresses potential or actual synergies between the internationalisation and E&D agendas is related to learning, teaching and curriculum development (see section 3.3). The following is based solely on opinion collected from practitioners and policy-makers and on hypotheses formulated by the research team.

-29- A combination of the changing student and staff demographic in higher education, an increasingly values- driven approach to internationalisation (even if underpinned by economic motives), a new interest in the process of internationalisation at home, and changes in E&D legislation suggest a timely assessment of how the two agendas might work together. Evidence for this was provided by respondents who suggested that they had just begun to make explicit connections in this area. Several commented that both internationalisation and E&D share the same goals.

2.3.2 Benefits of synergy Benefits for the internationalisation agenda  Sustainability of internationalisation strategies may depend in part on how institutions work with cultural diversity (Dandridge, interview).  Internationalisation might benefit from some of the legal requirements posed by E&D in the sense that some activity is obligatory and demands that all staff reassess their practice towards equality of opportunity.  Both agendas may gain in impact if they move forward together (Sheffield Hallam University).

-30- Benefits for the E&D agenda  In terms of institutional strategy, integrating internationalisation and E&D could provide institutions with an opportunity to mainstream E&D activity (Manchester University).  Aligning with internationalisation might enable a business case to be made for the importance of E&D, traditionally associated with the ‘stick’ approach and/or high morals/political correctness (Manchester University).  E&D is sometimes viewed as negative and moralistic, and might benefit from association with the internationalisation agenda, which can be viewed as new and exciting (Caruna, interview; Cousin, interview).

-31- Benefits for staff and students  From an ideological point of view, working together to explore cultural diversity in its broadest sense will enable us to generate a dynamic dialectic between commonality and difference and to explore traditional categories, to move away from traditional ‘us’ and ‘them’ approaches to cultural understanding, and to move towards the notion of the global citizen (Cousin, interview; Roehampton University).  Aligning the two agendas provides an opportunity to enrich and evolve the curriculum through incorporating diverse perspectives in the broadest sense.  Combining resources might result in greater efficiencies for staff and students.

-32- 2.3.3 Potential areas for synergy Learning and teaching  Internationalisation in the context of higher learning and pedagogy has social, cultural, moral and ethical dimensions that establish synergies with other agendas (Caruana, 2007).  Conceptually, internationalisation and E&D unite around global citizenship and intercultural capability (Cousin, interview; Jones, interview; Shiel, interview).  Internationalisation and E&D should feature in learning and teaching strategy, promoting inclusivity in terms of race equality and exploration of cultural diversity, respect for and valuing of others.

-33- Student and staff experience  Both have a role in creating forums for cross-cultural interaction and learning (volunteering schemes, mentoring, societies, festivals) for both students and staff.  Both have a role in monitoring student progression and attainment according to all equality strands and nationalities.  Both agendas have a role in monitoring the student experience by all equality strands and nationalities.  Both agendas have a role in providing ongoing training and support for all staff to ensure they have the skills and confidence to operate effectively in a diverse learning and living environment (Caruana, 2007); and to help them understand E&D and how it interacts with cultural awareness in the context of the E&D framework in the UK.

The estate  Both agendas have a role in promoting appropriate and reasonable adjustment of campus facilities.  Both agendas have a role in multi-faith provision, supporting and promoting dialogue and understanding across faiths.

-34- Legislation Both agendas potentially have a role in promoting compliance with the race public sector duty in relation to international students and staff, including policies to deal with race crimes/harassment.

2.3.4 Summary In summary, practitioners and policy-makers could see benefits for internationalisation and E&D working together to strengthen the impact of both agendas in institutions and to increase efficiencies for students and staff. In terms of identifying areas of overlap, joint areas of responsibility were identified in preparing the estate and complying with legislation. Conceptually, many respondents identified synergies in learning and teaching practice and formal and informal curriculum development, in terms of promoting respect for others and global citizenship.

-35- 3 Institutional responses

3.1 Institutional governance and management

3.1.1 Introduction Strategic level engagement and leadership at senior management level is vital for the progression and development of internationalisation and for embedding E&D in the structure of the institution. According to Ellingboe, culture change involves:

‘ongoing, future oriented, multi-dimensional, interdisciplinary, leadership driven vision that involves many stakeholders working to change the internal dynamics of an institution to respond and adapt appropriately to an increasingly diverse, globally focused, ever-changing external environment.’ Ellingboe (1998) p. 199

It is recognised that the existence of a strategy or ‘high level visionary statements’ (Fielden, 2008, 4.24) are irrelevant if not communicated and evident in practice. However, it is not within the scope of this study to analyse individual strategies in detail or to consider how words translate into practice. Rather, this section gathers evidence from international educators, policy-makers, institutional strategies and external vision or mission statements to provide a sense of how far institutions are -36- committed to internationalisation and/or E&D, how far these agendas are linked at strategy level, and an indication of the strategic approach adopted.

Further research might consider using the model adopted by Lewis (2007) whereby opinions and observations of policy-makers and practitioners in a number of selected institutions are compared and contrasted to ascertain how far strategy translates into ground-level activity. It is also proposed that the strategy, policy and vision statements in the same institutions be analysed, focusing on the language used, definitions of terms, and evidence of relevant key performance indicators.

3.1.2 Visible commitment to E&D and internationalisation on external facing websites The research team scoured 25 university home pages, seeking evidence of institutions’ commitment to internationalisation and/or E&D. Several sites highlighted international news stories or included a cultural diversity or ethical dimension. Only three sites included permanent indications of commitment to the agendas in question. The Leeds Metropolitan University homepage (www.lmu.ac.uk) featured ‘international reflections’ and ‘ethical reflections’ submitted by both students and staff at the university. The University of Liverpool (www.liv.ac.uk) proudly stated: ‘the University of Liverpool offers you the opportunity to join a diverse community of over 20,000 students following hundreds of programmes’. University College London (www.ucl.ac.uk) promoted itself as ‘London’s Global University’. -37- From this brief search, ‘equality and diversity’, ‘international’ and ‘global’ do not feature strongly as part of many institutions’ external image. Only at Leeds Metropolitan University does the home page reflect the ethos outlined in strategy as detailed below, suggesting that this institution is clear about its global identity and values. A study of outward-facing publications (prospectuses, etc.) might feature in future work to improve our understanding of the core values of institutions and whether they align with policy and vision statements.

3.1.3 Institutional factors affecting how far internationalisation and E&D overlap A number of factors might impact on how internationalisation and E&D overlap at strategic level:  the institutional rationale for internationalising (see above)  the student/staff profile (related both to the geographical location of the institution, whether it is a recruiting or selecting institution, teaching- or research-led)  the size of the institution.

Impact of institutional rationale for internationalising As outlined above, there has been much discussion at strategic level of rationales for internationalising institutions (Knight, 2003; Fielden, 2007; Lewis, 2007; Middlehurst and Woodfield, 2007) and the impact on -38- policy and practice. Where institutions are aware of their social responsibility and place importance on the student experience and the internationalisation at home agenda at strategic level, particularly where this is value-driven, there is likely be greater synergy between internationalisation and E&D (Cousin, interview; Luker, interview).

At Leeds Metropolitan University, the synergy between two agendas comes from a broad drive to develop cultural capability in students and staff (Jones, interview). This is an area that might be researched in more detail.

Impact of student/staff profile The profile of the institution, whether recruiting or selecting, research-intensive or teaching-led, together with the geographical position, will dictate the student/staff mix and whether cultural diversity is more or less exclusive to the international student population, or is also a feature of the home student population. Fielden (2007) refers to a necessary differentiation between internationalisation strategies developed by institutions set in a ‘white Anglo- Saxon environment’ and those set in ‘a multi-cultural city with a wide range of home languages and cultures’. Similarly, universities with high numbers of WP students will affect the student mix. This, too, may influence strategies for inclusion and how far internationalisation and E&D agendas combine in a more holistic approach.

-39- Examples of practice

The School of Oriental and African Studies (SOAS) is a research-intensive, selecting university with a majority international population due to the highly diverse range of subjects concerned with Asia, Africa and the Middle East. The Diversity Adviser there states: ‘working internationally is so thoroughly a part of SOAS’s activities that the issue of “internationalisation” seldom gets a mention. Diversity is at the heart of our mission to such an extent that as Diversity Adviser I have not really needed to raise the issue.’

Bradford University has a strong WP agenda and is situated in a local community with a large black and minority ethnic (BME) population. Professor Geoff Layer, Pro-Vice-chancellor, Learning and Teaching, describes how the student population has changed in recent years. International student recruitment has increased, but so has the diversity of the home student population as a result of WP strategies, as follows:  living at home has risen from 22.5 to 54 per cent  minority ethnic groups have risen from 34 to 54 per cent  low socio-economic groups have risen from 36 to 46 per cent  mature students have risen from 20 to 30 per cent.

-40- In response, international students are not compartmentalised and the experiences of all students are considered ‘in the round’ (CIHE and SRHE, 2007, p. 25).

Fielden (2007) identifies London Metropolitan University as an institution where home students come from 130 different country backgrounds, and where cultural diversity is not primarily as a result of internationalisation. The challenges traditionally associated with increasing numbers of international students exist for a growing number of home students: many have language difficulties, are marginalised from the discourse of higher education, and face social challenges. For example, asylum-seekers and refugees are classed as home students with regard to fee status. Although they have similar needs to international students, they are often not able to access the extra support provided.

Impact of size of institution In smaller institutions, in particular further education colleges, the remits for E&D and international activities are often combined in one role, which will have an impact on how the two agendas overlap.

Telford College of Arts and Technology has a high proportion of WP students and fewer international students. The Diversity Manager is also the International Services Manager, with a wide remit including recruitment of international students, partnerships, student advice, welfare and implementation of E&D policy. He is keen to promote both a ‘global in the local’ and a ‘local in the global’ approach, and works closely with the local BME community and overseas on a number of projects around leadership, mediation and mentoring. His approach is very much about breaking down traditional divisions between international and home students, recognising a broad similarity in the issues they face in an area that has recently seen high levels of immigration.

The University of Worcester is an example of a smaller institution where the International Student Adviser takes an active role on both international and E&D committees and feeds into both.

-42- 3.1.4 Is there any overlap between E&D and internationalisation at strategy level? Koutsantoni (2006, cited by Caruana and Spurling, 2007) researched the means by which institutions develop internationalisation both strategically and practically. She analysed 133 websites and explored 51 strategies in depth, and found that in 44 of 51 strategies the focus was on recruitment of international students, six referred to the international student experience, and only two acknowledged the importance of creating a culture of E&D.

A recent report on the practice of internationalisation (Fielden, 2008) states that ‘the extent to which the international(isation) strategy is directly linked to an institution’s other strategies, such as its overall corporate strategy and its learning and teaching strategy, depends on factors such as the timing of its production vis a vis the production of its other strategies’ (p. 16). Perhaps significantly, learning and teaching, research, estates and other strategies are mentioned, but E&D is omitted.

Developing strategy As expressed above, there is not the scope here to analyse individual institutional strategies in depth for evidence of cross-referencing or conceptual/actual synergies, or to discover whether institutions have a combined approach. This section is based on the perspective of practitioners and policy-makers working with either the E&D or the international agenda. -43- The majority of E&D or international practitioners consulted for this report were unaware of the process by which the strategy had evolved, or of any links between the two strategies. Most reported the existence of two separate strategies. Further investigation is needed to ascertain the implications of low levels of awareness and whether this may be read as an indication of how far strategy is embedded and communicated internally.

Where policy-makers and senior managers were available for interview or completed detailed questionnaires, their reflections on strategic involvement are included below. Several reported low levels of collaboration in the development of internationalisation and E&D strategies through joint consultation between international and E&D staff. There are examples of institutions in which internationalisation leads the way and others where E&D is dominant (taking into account that our interviewees were a mix of international and E&D staff, and thus likely to hold different perspectives). Only one institution, Leeds Metropolitan University, appears to have genuinely linked internationalisation and E&D, and appears to demonstrate an ethos that pervades the institution.

Both policy-makers and practitioners referred to a general trend towards international staff being represented on E&D committees, enabling some level of cross- fertilisation.

At Roehampton University the Internationalisation Strategy (2006) states a commitment to ‘promote equality, diversity, mutual respect and understanding’. The strategy was led by the Pro-Vice-chancellor and combines both economic and social rationales, including preparing students for employment in the global economy and developing students as global citizens. It also includes reference to the recruitment and support of international staff. The E&D strategy emanates from both the Pro-Vice- chancellor and the Head of HR. Both strategies were written after informal consultation between staff working in international and HR. The learning and teaching strategy adopts an internationalisation rather than an E&D focus.

At Bournemouth University the internationalisation strategy is driven by a mix of economic and social rationales, the recruitment of international students, preparing students for global employability and developing students as global citizens. There is also an E&D strategy. Both feed into the corporate and strategic plan. The strategies evolved separately, although each makes reference to the other. The main area of overlap is at operational level, where staff work together on shared projects under the umbrella of the new Centre for Global Perspectives.

-45- Education for ‘global citizenship and leadership’ is a key element of strategic thinking at University College London. UCL aims to prepare students to respond to the intellectual, social and personal challenges they will encounter throughout their lives and careers, and to produce graduates who are:  critical and creative thinkers  ambitious but also idealistic and committed to ethical behaviour  aware of the intellectual and social value of culture difference  entrepreneurs with the ability to innovate  willing to assumer leadership roles: in the family, the community and the workplace  highly employable and ready to embrace professional mobility.

At the University of Warwick, all university staff were involved in a wide consultation exercise to consider the university’s overall strategy, Vision 2015. This was led by the Vice-chancellor. Internationalisation was not considered separately from other strategic considerations, but was embedded in the overall strategy.

-46- The following extract from an online blog, in which Professor Nigel Thrift, Vice-chancellor of the University of Warwick discusses the challenges to universities related to the globalisation of education, indicates some commitment to the internationalisation at home agenda with reference to diversity. He does, however, dismiss this as the ‘easy bit’:

‘The challenges are easier to meet “at home” where well established modes of mobility and diversity can quickly be accelerated. This important work – opening our institutional cultures to worlds beyond the local and national cultures in which universities as institutional presences are suspended – is both a challenging and long-term endeavour. But domestic policies on internationalisation, safely judged within local confines, is the relatively easy bit: ‘internationalisation light’, in other words, or diversity very much on our own terms.’ Thrift (2007)

Thrift goes on to outline what he sees as the tougher challenges (and, by implication, the key priorities); the role of research-intensive universities ‘in the knowledge economies of the global era – driving innovation, creating sustainable change, educating global citizens, and tackling in collaborative endeavours the problems that bedevil our planet.’

-47- Economic factors, academic prestige and internationalisation overseas feature strongly, with some understanding of the home agenda, cultural diversity and social corporate responsibility. From the Vice-chancellor’s words, and discussions with international and E&D staff, it is apparent that internationalisation is part of the DNA of the institution at Warwick. Leadership is apparent and active at all levels, and the prosecution of international initiatives takes place in all councils of the university – from departmental meetings to meetings of the university’s governing body. In terms of outward-facing communications, Warwick has chosen ‘cosmopolitanism’ as a core value, over and above internationalism or globalism.

The university has a separate Equality and Diversity Policy and Action Plan, Disability Equality Scheme and Action Plan, Race Equality Scheme and Action Plan, and Gender Equality Scheme and Action Plan. It is currently starting consultation on a Single Equality Scheme and Action Plan, which covers all six equality strands. There is both internal and external consultation, and development is led by both HR (staff focus) and Campus Affairs (student focus). The Equality and Diversity Committee is chaired by the Pro- Vice-chancellor and reports to the Senate and the Council. Staff who we spoke to were unsure if one strategy informed the other.

-48- At the University of Manchester, internationalisation and E&D strategies were developed separately. The internationalisation strategy leads the way and is embedded in the strategic vision, ‘Manchester 2015’. Strategic goals include ‘high international standing’, ‘world class research’ and ‘widening participation’. There is no explicit reference to cultural diversity or global citizenship. The university is increasingly recruiting international staff to senior academic positions, and this is beginning to have an impact on strategy. According to the Head of Equality and Diversity (Johnson, interview), the E&D agenda is starting to inform the internationalisation strategy. As an example, the University organised a Diversity Conference in November 2008, focusing on international staff and the diversification of the workforce.

At the University of Essex, E&D strategy is embedded in the university’s social– cultural ethos. Internationalism is a key part of E&D, although the Equality and Diversity Officer (Kent, interview) made reference to international only in terms of nationality, race and ethnicity. Kent suggests that institutions should focus on making provision more inclusive, rather than internationalising. He finds it difficult to understand how the two agendas can operate separately as they are so deeply interlinked. There is no separate E&D or internationalisation strategy at the University as far as he is aware and, although there is an internationalisation office, this does not provide support services to international students as it does in other institutions, because everyone at the university does -49- this as part of working in an international community. He describes how the university was set up in 1964 as an international institution, and the international aspect has remained a strong part of its identity. Kent suggested we look at the university’s mission statement and strategic plan for ‘strong messages regarding international and diversity’. The mission reads as follows:

‘The university is an institution of advanced scholarship, research, teaching and training. It is dedicated to international excellence and rigour in the creation and communication of knowledge, skills and ideas, for the wealth, health and well being of society at home and abroad.’

The following two statements from the plan were identified as making reference to international and diversity:  to continue to be a leading UK university of choice for international students and to further develop the international dimension of its educational and cultural activities  to maintain the diversity of the university’s student intake by enhancing access to all those able to benefit from its educational provision.

Kent described the Staff Forum at Essex as an example of synergy between international and E&D. The Forum includes representatives from E&D, International, WP, Student Support and Admissions, is chaired by one of the Pro-Vice-chancellors, and has responsibility to ensure -50- consistency of approach across the institution in maintaining equality of opportunity for all. There is also an International and BME staff committee, which is tasked with improving the international student experience.

According to international and E&D staff at Sheffield Hallam University, there is ‘progressive and appropriate’ embedding of E&D within international development. They were clear that the E&D agenda applies to all students and staff, regardless of whether they are home or overseas. Although there was no mention of their internationalisation or E&D strategies, they stated that it is the intention of the university that all E&D policies be incorporated into all international developments. They explained that the complexity and breadth of issues involved means that they are not always adequately addressed in practice.

The University of Brighton is currently going through an ‘internationalisation audit’. As part of this process, a report on student race equality was consulted on and referred to in the context of internationalisation of the curriculum. According to our respondent, it was clear from a series of related workshops (which were attended by the Student Equality and Diversity Adviser and the E&D Adviser – Personnel) that the senior staff conducting the audit see a clear relationship between E&D issues and principles and the internationalisation agenda. There is broad understanding of the impacts of internationalisation, including:

-51-  the effects of an increasingly diverse student and staff profile, with increasingly complex relationships between students and students and staff across both home and international student populations  the importance of embedding E&D in the curriculum  the need to consider differences in attainment by ethnicity  the need to provide reasonable adjustments across the campus.

In terms of external communications, the international pages on the University of Brighton’s website explicitly state that ‘the University of Brighton is committed to pursuing a strategy of internationalisation.’ In order to achieve its mission, it will ‘create a diverse student community as a basis for the enrichment of learning, formal and informal’.

Leeds Metropolitan University provides a good example of where internationalisation meets E&D. The values associated with these two agendas are all-pervasive and embedded in institutional strategy. Jones (interview), Pro- Vice-chancellor, described how the university no longer has a separate strategy for E&D and internationalisation, and cited the recent Vision and Character statement (2008) as evidence. This statement can be accessed online, and outlines Leeds Metropolitan University’s intention ‘to be a healthy, ethical, environmentally friendly and sustainable community which values well-being, diversity...’; to take an approach that ‘embraces diverse -52- communities’; and to promote ‘world wide horizons where an international multi-cultural ethos is pervasive throughout our scholarship, curriculum, volunteering and community engagement at home and overseas.’ (www.leedsmet.ac.uk/the_news/docs/visionandcharac ter08.pdf)

Leeds Metropolitan University’s approach is value-based and derives from a broad drive to develop the cross- cultural capability of all its staff and students. ‘Culture’ is defined in its broadest sense, incorporating all aspects of diversity. In this respect, cross-cultural capability subsumes both E&D and internationalisation. Indeed, internationalisation is considered as a subset of E&D.

‘Internationalisation strategy should be ‘linked to and benefit from the broader celebration of diversity across the institution and to policies and practice which enhance the diversity of the home student population.’ Jones and Lee (2008) p. 27.

3.1.5 What are the barriers to internationalisation and E&D integrating? Historically, E&D and internationalisation have different motivations and use different language; staff attend different events and access different research. From a brief investigation of the overlap at strategic level it appears that, in a majority of institutions, internationalisation and E&D are perceived as separate agendas and one rarely informs the other. According to

-53- our respondents, there is shared activity at policy level over the implementation of the race public sector duty and through representation on committees. At operational level, E&D and international staff collaborate on projects, although activity is often ad hoc, driven by champions and as a result of informal networking.

A mixture of practitioners, policy-makers and key players were asked to comment on this lack of cross-fertilisation. A summary of their responses is included below.  Several respondents noted that perhaps the connection had not yet been made (Luker, interview, Oxford Brookes University) and particularly at senior management level. There is a lack of understanding of the extent of the impact of internationalisation, how it permeates through different areas and levels of the institution, and what associations there may be with E&D. Some admitted they had never considered how the two agendas might overlap, but would now review this.  Several described E&D and internationalisation as ‘very different animals’. Where the E&D agenda is traditional and reactive, internationalisation is sophisticated, new and dynamic (Cousin, interview). Where internationalisation is driven by business and income generation, E&D is driven by a two-way exchange of information, sharing of values and perspectives (Mutlow, interview). Where internationalisation is market-focused and externally facing, embracing national and sectoral concerns, -54- E&D focuses on the needs of the university and the local community in terms of ensuring legislative compliance and developing WP strategies (Caruana, 2007). Where, traditionally, E&D has been concerned mainly with staff and based in HR departments, internationalisation has been concerned mainly with students and based in registry or marketing. Where the E&D agenda is seated in UK and EU legislation, initiatives that can be critical for an international agenda (such as scholarships for people from a particular country) can appear suspect in terms of UK equality legislation (Oxford Brookes University). E&D and international staff each look at different literature, attend different events and pose different issues (Cousin, interview), and differences in priority and approach create distrust and tension (Cousin, interview; Caruana, interview).  Structural issues were cited as a major barrier. According to Cousin, there are three loci in institutions: - E&D officers (in HR) - international office support/recruitment staff (in student support, registry or marketing) - educational developers/academics concerned with curriculum development.  There was a feeling among education developers that E&D needed to move away from a traditional moralist and ‘stick-driven’ approach towards a more sophisticated, more ethically based approach (Cousin, interview), to be more value-driven and more -55- concerned with developing cross-cultural capability (Luker, interview; Shiel, interview).  Several referred to the issue of categorising students. Labelling students home, EU, international full-time or part-time according to funding streams is not helpful, as it results in divisions in resource.  Links are not embedded in institutional structure. Collaborative working therefore depends on champions and this is not sustainable (Shiel, interview). There needs to be a process of normalisation in which ‘the ad hoc and uneven efforts of a few enthusiasts turn into the normal expectations and requirements of the organisation’ (Webb, 2005).  Several noted that there is a tendency in higher education to think in boxes and work in silos.  There has been a lack of investment and resourcing in E&D, leaving staff with little energy to pursue other agendas.

3.1.6 Summary It is hypothesised that the size, geographical position and profile of the institution may have an impact on the approach taken regarding internationalisation and E&D. This requires further investigation. From the evidence collected here, it is suggested that in the majority of institutions E&D and internationalisation are not integrated at strategic level. Respondents cited a number of possible reasons for this, including the contrasting character and roots of the two agendas and, simply, that the link has not been made at senior management level. In one HEI, -56- Leeds Metropolitan University, there was a more holistic approach demonstrated through senior management support and an ethos that appeared to pervade the whole institution, but from our limited research this was not widespread among other institutions.

3.2 Student experience

This section is divided into two:  international students in relation to the six equality strands (race, gender, disability, sexual orientation, faith and age)  the student experience: support and informal curricula.

3.2.1 International students and the six equality strands Overview Under E&D legislation, institutions are obliged to carry out certain adjustments for all staff and students regardless of background. Table 1 highlights some of the issues perceived to be particularly relevant to the international student population as identified by respondents in this study. The research team acknowledges the limitations of ‘international’ and ‘home’ student divisions in this respect – many issues will be similar for all students. Existing and proposed solutions are included.

At Essex University the International and BME Staff Committee, which is concerned with improving the international student experience, investigated the reporting of hate crimes. The Committee felt that hate crime was under-reported, particularly among international students. Subsequently, measures were put in place to improve procedures for reporting and raising awareness. The Disability Access Forum for both staff and students also has a strong BME and international input.

At Oxford Brookes University, equality of opportunity is pursued in the interests of providing freedom from discrimination, promoting equality across all six strands, and having a diverse student and staff body (both in administration and academia). Promoting inclusivity and valuing diversity is one of Oxford Brookes University’s core values. Valuing diversity means understanding, accepting and respecting the fact that every individual is unique. Diversity can include gender, ethnicity, religious or personal belief, race, sexual orientation, age, culture, (dis)ability and nationality.

At the University of Wolverhampton, the Equality and Diversity Unit is working on the six equality strands in different ways, and is promoting wider aspects of diversity in the hope of creating a strong institutional ethos for international students and staff. -58- Table 1 Issues relevant to the international student population

Race Issues Strategies Develop cross-cultural capability among all students, staff and local community through:  the curriculum  informal learning environments (mentoring, volunteering)  student training (societies, ambassadors)  community projects, including Cultural differences work with local schools  an ongoing programme of training for all staff (from induction) linked into the appraisal system  estate/university literature/website to reflect cultural  diversity in terms of images, language, reflections.

-59- Race Issues Strategies Hate crime reporting policy; review effectiveness and raise awareness Hate crime internally. Liaison with local police. Mediation. Work with local employers to raise awareness. Employment/work Work with local employers to initiate placements/recruitment mentoring schemes. Work with students to improve employability (skills and marketing). Audit provision. Peer support. Learning support Use of virtual learning environments. Academic induction. See Race Equality Toolkit (section 3.3.7); audit provision. Inclusive pedagogical approaches. Learning and teaching Cross-cultural capability. Use of virtual learning environments. Staff development.

-60- Race Issues Strategies See Race Equality Toolkit (section Curriculum 3.3.7); audit provision. Curriculum to explore race issues. See Race Equality Toolkit (section Assessment 3.3.7); audit provision. Institutional See Race Equality Toolkit (section racism/social corporate 3.3.7); audit provision. responsibility

Gender Issues Strategies Cultural differences with respect to status of Cultural capability for students, women in society (ways staff and local community, training of dressing, ways of for staff (as above). communicating, relationship with authority) Certain cultures/faiths Accommodation provision – single- cannot share sex accommodation. accommodation/facilities En suite bathrooms.

-61- Disability Issues Strategies Access to Disability Coordinator/Committee to services, use of ensure appropriate adjustments are accommodation made in accommodation and and facilities teaching/learning facilities. International students are not Internal funding schemes. entitled to governmental funding Explicit information in pre-arrival literature/via recruitment/admissions Disclosure staff. Appropriate use of language/terminology. What constitutes Focus groups with students, staff, disability; cultural recruitment agents in country. understanding Use of international students with a Isolation/invisibility disability as champions. Peer support. Mental health Counselling; raise issues triggered awareness/internationalise service. by new environment Awareness raising among students/staff.

-62- Sexual orientation Issues Strategies Knowledge of UK discrimination legislation – particularly as Awareness raising among students. students may come from a country where homosexuality is illegal Opportunity to disclose Cultural competence for all staff and sexuality in students in LGBT issues. more liberated Peer support groups (LGB). society – Counselling. need Targeted literature. supporting in Identify community groups. process

-63- Religion and belief Issues Strategies Awareness-raising through student/staff Tensions forums/society events. between faiths Multi-faith chaplaincy. Need for suitable Designated prayer spaces on campus. facilities close Inform about faith provision in local by (e.g. prayer community. rooms) Broad range of Multi-faith chaplaincy. faiths represented Students’ union faith societies. Shap Calendar of Religious Festivals (www.shapworkingparty.org.uk) for all! An approach to timetabling (including Respect for exams) that takes religion into account. holy days and A no-book area around lunch prayer time festivals, prayer to allow students to attend prayer and not time, etc. miss lectures/exams. Awareness of impact of holy days and festivals (students returning home to family; implications of Ramadan).

-64- Religion and belief Issues Strategies Catering (e.g. halal options). Dietary/lifestyle Catering outlets that do not serve alcohol. needs Orientation/social events that take needs into consideration. Accommodation needs (sharing Accommodation with en suite facilities. facilities)

-65- Age Issues Strategies Suitable facilities on Increase social/study spaces. campus Different needs from younger Mature student representation in students’ undergraduate union. students Family Increase accommodation provision. accommodation Raise student awareness pre-arrival. Respect for those in authority who may not be of Cultural capability for students and staff. an age that students of some cultures would expect Maturity can result in stronger study focus. Less Review social provision to include more social focus – than traditional bar/club provision. frustrates attempts at integration

-66- Durham University is focusing on international students in relation to mental health.

University of Bath – a small internal fund has been made available to international students with a disability, to help support their needs.

Queen Mary, University of London is consulting international LGBT students regarding their specific issues and any support needs.

International students and race Race equality is the strand most often referred to in relation to international students, and is where international educators, international student support and E&D staff are most likely to come into contact, in terms of both ensuring compliance with the legislation and changing campus culture through training and events. This is probably due in part to the fact that the race public sector duty applies equally to international staff and students.

Students’ unions and/or central support/advisory services have procedures by which international students can report hate crimes, and explicit guidance is included on most university international student support pages. Many pages include links to information provided by the local police and the British Council. The British Council (2005) has produced a booklet called Safety First, which includes information about reporting hate crimes.

-67- Several respondents mentioned that international staff and/or E&D staff representatives sit on local community race forums to discuss issues with both the police and other local representatives.

The race public sector duty requires institutions to collate statistics regarding the reporting of racial hate crimes. Several respondents mentioned that they were concerned with the lack of reporting by international students, particularly where informal conversations indicated a relatively high degree of physical and verbal abuse both in the street and on campus.

The Race Equality Toolkit (section 3.3.7) raises a number of issues and offers some solutions with regard to the issue of race and learning and teaching, formal and informal curricula.

The University of Leeds has developed an Anti-Racism Toolkit to tackle institutional racism (www.leeds.ac.uk/cers/toolkit/toolkit.htm). This covers all areas of the institution including employment; student recruitment and transition to employment; teaching and learning; research; contracts and purchasing; and external affairs. The focus is on BME students and staff, with specific reference to recruitment of international staff.

-68- International students and disability International students with a disability do not receive funding from the Disabled Students’ Allowance (www.itspc.co.uk), therefore numbers of international students with a disability coming to the UK to study, although rising (Soorenian, 2008), remain low. Support staff working in institutions are aware of the issues, but there is little resource committed to understanding and responding to specific issues affecting this group. Unsurprisingly, there is a dearth of literature investigating the experiences of international students with a disability.

The Centre for Disability Studies at the University of Leeds (www.leeds.ac.uk/disability-studies/index.htm) includes a vast bibliography, cataloguing research into disability among diverse groups and from a global perspective. The second stage of the research might involve further investigation of these sources, particularly around how cultural constructions of disability can affect disclosure, with implications for communications campaigns directed at international students.

Armineh Soorenian, Equal Opportunities Officer for the National Postgraduate Council of England, is currently writing her PhD on the experiences of international students with a disability. This is the only piece of research identified to date that deals explicitly with the issue of international students with a disability in higher education.

-69- Soorenian claims that figures provided by the Higher Education Statistics Agency indicate that the percentage increase of disclosed disabled international students entering British higher education exceeds both disabled domestic students and non-disabled international students (Soorenian, 2008). However, she notes that despite the increase in disabled international students accessing higher education, there is no designated organisation responsible for their affairs: there are no official services for representation, advice, policy-making and campaigning purposes. Disabled international students´ needs are often referred to Skill (National Bureau for Students with Disabilities, www.skill.org.uk) and UKCISA (www.ukcisa.org.uk), neither of which is specifically concerned with provision for this group. According to Soorenian, their needs are not specifically addressed by student groups concerned with disability (e.g. university disabled students’ groups) or international student issues (e.g. UKCISA), or indeed general student concerns (e.g. the National Union of Students). She concludes that international students with a disability may feel marginalised and invisible. The research currently being carried out by Soorenian is concerned with exploring social and academic issues among this group, and providing recommendations for action.

Other examples where the needs of disabled international students are addressed include the following.

-70- Brunel University has received funding to consider the disabled international student experience from the PMI2. The results of this study will be disseminated in summer 2009 via the UKCISA annual conference and website.

UKCISA has prepared a good practice guide for staff working with international students with a disability, from disclosure to ensuring reasonable adjustment, taking into account cultural and financial issues (www.ukcisa.org.uk/files/docs/disabilitygoodpractice. doc). It has also produced a series of FAQs for international officers so that staff dealing with recruitment and admissions know what institutions can/cannot provide (www.ukcisa.org.uk/files/docs/disabilityfaqs.doc).

The National Disability Team has produced a checklist for institutions to support the inclusion of international students with disabilities (www.actiononaccess.org/download.php?f=396).

Skill has produced a booklet for international students with disabilities (www.skill.org.uk/uploads/international_students.doc)

-71- International students and sexual orientation

‘There are 75 countries around the world where same sex relationships are prohibited, and nine countries where they are punishable by death. Despite repeated condemnation by the UN Human Rights Committee, discrimination and denial of people’s basic human rights due to sexual orientation continues.

Human rights are universal and should not be determined by sexual orientation or gender identity.’ (Munn, 2008)

In this global context, there are likely to be significant issues for:  LGBT international students who come to the UK  any international student who enters a society that is relatively open to LGBT issues from a culture in which homosexuality is not tolerated.

It is possible that LGBT students are, in part, motivated to study in the UK by expectations of living in an open, liberal society, enabling them to come out and be part of a global LGBT community. Managing this transition is likely to place extra pressure on students already grappling with new living and learning arrangements. Relationships with co-national groups, which often provide important support for international students, may be complex while students still face challenges regarding making friendships with the -72- host and international student communities together with local LGBT communities.

The only reference to work in this area identified by the research team in the UK was a session delivered at the UKCISA 2008 Conference by Andrew Humphrey (based at Queen Mary, University of London), entitled ‘Coming here and coming out: working with lesbian and gay international students’. This session explored some of the practical, cultural and emotional issues that affect gay and lesbian international students in the UK.

‘For an international student who is gay, or who is coming to terms with the fact, the usual orientation challenges that affect all students can seem even greater. This session will look at how shifts in culture, independence, behaviour, acceptance and expectation, and issues of re-orientation, can be especially challenging for this tranche of students.’ Humphrey (2008)

Further research might involve more detailed investigation of Humphrey’s work in this area.

Most of the research identified comes out of the USA, but is nevertheless relevant to the UK context, and is included here as evidence of effective practice. Kato (1998), an international student adviser in the USA, refers to the ‘culture of silence’ around homosexuality which frustrates international student attempts to discuss and explore identity. She asserts that ‘international student advisers

-73- (ISAs) are in a key position to offer information to GLB [gay, lesbian and bisexual] international students on a variety of issues…. as ISAs are generally more familiar with the international aspects of the issues facing GLB international students than are GLB support groups on campus’ (Kato, 1998).

However, she conducted a survey of LGB international students across the USA, in which students revealed that they seldom sought help from ISAs for issues related to sexual orientation.

The issues her survey identified were twofold: ‘fear of returning to a less LGB-friendly home country, and difficulty staying in the United States long-term to be with a partner’ (Kato, 1998). These issues have implications for staff advising students on immigration matters.

She discovered the issue of identity and belonging to be particularly complex. Racism exists among the gay community, and international LGB students can face exclusion from LGB culture based on their national cultural identity. Religion causes further tensions. Many religions view homosexuality as sinful, therefore among LGB communities, religion is the enemy. LGB students who practise a religion are viewed as traitors. As a result, LGB students felt the need for international LGB student support and social groups, to enable them to share these issues and concerns.

-74- Kato also suggests that ISAs should consider learning more about LGB issues and presenting themselves as a potential resource for students. She identifies pre-arrival contact and orientation as opportunities to raise awareness and establish trust among international LGB students. She proposes that institutions carry out an audit in respect of provision for LGB students (see Appendix B).

In the USA, the NAFSA Association of International Educators (formerly National Association of Foreign Student Advisers) Rainbow Special Interest Group provides an online resource (www.indiana.edu/~overseas/lesbigay):  for students – to help them understand the benefits and challenges of the culture in which they will be studying, travelling and living, including knowledge about sexual identity and how this will affect interactions with persons from the host country, knowledge about human rights and student profiles  for international educators – to help advisers and administrators counsel international students and students studying abroad who are LGBT.

-75- International students and faith Faith cuts across the international/BME divide, and in this area E&D, international staff and chaplaincies work together to:  provide appropriate support and facilities for all students and staff of different faiths (e.g. access to prayer rooms, halal meat in catering outlets and shops, guidance on local faith communities and facilities)  strive to create an environment of openness and understanding across the institution through workshops and training  encourage the whole institution to consider the impact of non-Christian celebrations, practices, festivals and holy days on attendance, exams and social interaction  support student- and staff-led faith-based events and promote their accessibility to all  ensure inclusive provision in adopting a multi-faith approach and supporting students of all faiths or none  work with student societies in creating forums to promote inter-faith dialogue.

A few examples of effective practice were provided by respondents.

In Northampton University, a group of students won some money from an internal WP fund to help bring together a group of students from different faiths to hold a dialogue.

At Bournemouth University, the Multi-faith Chaplaincy, Students’ Union and International Office provide funding for faith-based societies to open their celebrations (e.g. for Eid and Diwali) to all students and staff and the local community.

Roehampton University has a wide range of faith advisers and adopts a team approach. The issue of faith is significant for this institution, as international students are recruited through a faith-based providing body as well as through general channels. The university views faith advisers as helpful in placing some students in the context of a ready-made community.

-77- York St John University arranges ‘diversity dialogues’ around faith issues and celebrates religious festivals in order to bring more diversity to the university and the wider community. Here, diversity in the home student population and wider community is seen to have an impact on strategy, and is an area where E&D and international overlap.

This investigation found little research has been done with regard to either internationalisation and gender or age issues. Dunne’s work on interaction between UK and international students was mostly affected by perceived maturity (Dunne, 2008).

3.2.2 Student experience (support) Many of our respondents said that they considered most areas of overlap between internationalisation and E&D to be occurring at ground level through both support interventions and informal curricula.

Mainstreaming international student support provision The 1994 Group calls for ‘new strategies to provide more joined-up and accessible student services, support and facilities’ (Smith, 2007).

In response to growing numbers of international students in UK higher education, the past six to seven years have seen an increase in the provision of specialist support services for international students. UKCISA’s benchmarking survey (2007) details these services across -78- 76 UK HEIs. The survey reports how the majority of institutions provide some form of targeted pre-arrival preparation, orientation, welfare and immigration advice, social programme, academic support, pre-sessional and in-sessional language support for international students. International student representation (often via students’ unions) and international student employability feature less prominently.

The findings of the survey are promising in terms of how far international education has developed since the first Prime Minister’s Initiative in 1999, when support provision for international students was limited. However, according to Knight (2003), ‘internationalisation is a process of integrating a global dimension into the functions (etc.) of an institution’, that is, mainstreaming international rather than adopting ‘bolt-on’ approaches, which are often seen.

As the diversity of the home student population increases, the challenge becomes more complex. It becomes increasingly difficult to justify separate support provided for international students when many of the issues traditionally associated with this group apply to students from non-traditional backgrounds. Institutions have a responsibility to adopt an inclusive approach. There is a role here for E&D to ensure that effective practice in preparing, orienting and supporting international students, traditionally associated with international education, is made accessible across the board.

-79- An added benefit of an integrated support structure is that it may provide opportunities to reduce the ‘home’/‘international’ student divide. However, successful integration and inclusivity depend on a level of cross- cultural competence among staff and broad knowledge of the issues affecting a diverse student population, again with implications for both the internationalisation and E&D agendas. ECU might take a role here in supporting the development of crosscultural capability of E&D and internationalisation staff.

Four institutions in this study described how international support was mainstreamed. This, however, provides no indication of the effectiveness of such models. To understand fully the extent to which an institution succeeds in adopting an inclusive approach would depend on an analysis of feedback from students and staff at all levels of the institution. There is scope for this to form part of any further research. Comments from Essex, Bristol, Bournemouth and Cumbria are included here.

Examples of practice

The University of Essex has an international office for administrative purposes only. All students (home and international) receive support through the Central Student Support Office. The service is accessed more frequently by international students.

-80- At the University of Bristol, as much support as possible is mainstreamed, but the international student advisers continue to have responsibility for promoting cultural awareness, helping students deal with culture shock, and providing immigration advice and welcome activities.

Bournemouth University has adopted a one-stop shop approach in terms of international student support. Dedicated international student advisers still deal with immigration issues in the main, but they have moved out of the International Office and now sit within the broader student advice function for all students. One positive effect of this has been that all student advisers are becoming more aware of international student issues. The International Development Coordinator sits separately, in the Centre for Global Perspectives, and coordinates activities to improve the student experience across the institution, working with E&D and the Students’ Union in particular.

At the University of Cumbria, the International Student Adviser is based in the Student Development Office, and this role incorporates the E&D agenda for all students.

3.2.3 Integration of diverse student groups Studies of international and home student populations suggest that interaction between these two groups is rare (Dunne, 2008; Harrison and Peacock, 2009). This undermines the potential benefits associated with living and studying on a multi-cultural campus, and is a major concern for many international educators. In many -81- institutions, internationalisation staff have been tasked with improving integration. With increasing diversity in our home student population, this is an area demanding collaboration between international and E&D staff.

A deeper understanding of patterns of interaction and barriers to communication between diverse student groups would serve to highlight possible strategies for action. To date, however, no research has been identified in the UK exploring how BME or WP students interact with international students, how they interact among themselves, or how international students interact among themselves, mindful of the diversity within and across these ‘categories’ of student. There is scope here for further research.

Work to improve integration is ongoing, much of it rooted in effective practice developed in the social sphere of institutions. The following section highlights some of this activity, focusing on:  orientation  international and diversity weeks  mentoring schemes  accreditation for extracurricular activity  community activity  student development workshops/training  students’ union activity  hosting.

-82- Orientation The UKCISA benchmarking survey reported that 51 per cent of institutions integrate some elements of international orientation with the general student induction programme. This may be a hangover from the time when institutions provided no specialised orientation for international students, or it may indicate a shift towards more inclusive approaches to orientation for all students.

According to students, the first two weeks at university are the most important in forming friendship groups (Harrison and Peacock, 2009). Orientation, induction and freshers’ weeks all offer opportunities for cross-cultural interaction, learning and friendship through mentoring/buddying programmes, society involvement, social activity and student development sessions. The creation of separate programmes to cater for international and home students can frustrate attempts at integration and cross-cultural engagement.

Separate orientation often overlooks the fact that many students, regardless of their background, face similar issues when entering higher education for the first (or second) time, as evidenced in the National Student Survey (ongoing), UNITE (2006) and International Student Barometer (ongoing). All students need support in making the transition. In response, institutions are increasingly committing resource to improving the first-year experience. The Student Transition and Retention (STAR) project (www.ulster.ac.uk/star) provides a useful auditing tool in this respect. -83- There appear to be potential synergies between internationalisation and E&D through orienting all students to living, working and studying in a diverse community, clarifying rights, channels of support and promoting cross- cultural engagement. However, other than the inclusion of brief introductory presentations by E&D staff highlighting rights and duties, few practitioners mentioned the role of E&D in relation to transition or offered concrete examples of effective practice. The following effective practice in the sector was identified.

At Bournemouth University, the past two years have seen a move towards integrating many aspects of international student orientation with Students’ Union activity for all. This includes joint training of mixed groups of student helpers (some tasked with meet-and-greet activity at the airport, others involved mainly with the Students’ Union social programme); jointly owned activities designed to promote integration (including social events and student development sessions); and joint promotion of all first-week activities. In this context, staff in the Centre for Global Perspectives and the Diversity and Equality adviser work together on training the students in cross-cultural capability and designing induction activities designed to promote better integration between diverse student groups, including icebreakers, experiential training sessions and quizzes. -84- At the University of Bath, a toolkit of activities designed to promote exploration of identity and discussions around similarity and difference has been developed by Harrison and Peacock in collaboration with thinkingpeople (Discussing Difference Toolkit, forthcoming), funded by the PMI2. This will shortly be available on the UKCISA website. The International Student Support Manager at the University of Bath recently received some internal funding to develop a student training project designed to promote both intercultural interaction and learning together with induction into academic life. Activities from the ‘Discussing Difference Toolkit’ were successfully piloted both during the Welcome Week 2008 and semester 1, in collaboration with the Students’ Union and, recognising the benefits of integrating an E&D perspective, involving the Diversity in Academic Practice Project Leader (section 3.3.3). A full report on this ongoing project is pending.

Exeter University is moving towards a more integrated approach in respect of its welcome week. This takes place the week before the start of the first semester, with around 400 students attending. All new students are encouraged to attend, both home and international. It is not a separate introductory week for international students, although specific sessions are included as part of the programme.

-85- UKCISA has developed a good practice guide, Planning and Running Orientation Programmes for International Students (www.ukcisa.org.uk/about/material_media/ good_practice_guides.php).

International and diversity weeks This area of activity involves cross institutional working, including international, E&D and students’ unions among others, through an increasing number of festivals aimed at celebrating cultural diversity. There are examples of students’ union-led events, which appear to focus on showcasing global cultures.

One World Week – a student-led event run by the University of Warwick Students’ Union. This is a celebration of global arts, sports, politics and opinion. Its mission is ‘To stimulate personal development and inspire a view based on acceptance and appreciation of the world’s mosaic of cultures; to encourage awareness of and positive action on issues which affect our One World’ (www.oneworldweek.net; see also www.ukcisa.org.uk/files/docs/pmi/warwick_one_ world_week.doc).

-86- Swansea University International Festival – a student- led event run by Swansea University’s Students’ Union, which aims to bring together a wide variety of people from all around the world, enabling students to share certain aspects of their native culture or talents with each other and, as it is open to the public, providing an opportunity for students to feel involved with the local community (www.swanseaunion.co.uk).

Diversity Week – an event run by Northumbria University Students’ Union, which aims to ‘highlight and celebrate the fantastic diversity that we have within Northumbria University and to learn from and see how other people from different backgrounds do things’ (www.mynsu.co.uk).

There are also events that attempt to address and celebrate diversity among both international and explicitly home students and staff, as follows.

Diversity Week – a staff-led event at Sheffield Hallam University, aiming to involve staff and students in a variety of activities to raise awareness and understanding of what diversity means to Sheffield Hallam, and in contemporary Britain. The week included a range of debates, performances, presentations and workshops. There were also displays by Students’ Union societies (www.shu.ac.uk/university/events/diversitywk).

-87- Leeds Metropolitan University commits to celebrating a number of international language and cultural fiestas.

At Wolverhampton University, the Equality and Diversity Unit supports events that celebrate diverse cultures, organised by the International Office.

The University of Bath is planning to build on previous events celebrating diversity to create a Global Week for 2009. This will be a student/staff-led event involving the Students’ Union, International Office, E&D and Learning Teaching Enhancement working together.

The danger with such events is that they can promote a notion of fixed identity or the ‘saris, samosas and steel bands’ model of multiculturalism (Cousin, 2006). Displays of Chinese dancing and shows of traditional national dress are fun, but do they represent the dynamic changes in Chinese society and cultural identity? In this sense, perhaps many cultural shows are perceived as irrelevant by students and staff who may be keen to develop a global perspective. There is a role for E&D in challenging this.

Succeeding in raising awareness and understanding of diversity depends on diverse student staff representation in both participation and attendance. In many universities, it is difficult to attract and involve the home student population. At Bournemouth University, a Diversity Week was held annually for four years as a joint venture between the Equality and Diversity Officer, International -88- Office, HR, academic departments and the Students’ Union between 2002 and 2006. Eventually it was decided that the aims of the event, to explore identity and celebrate cultural diversity in its widest sense, were not being achieved. A majority of international students participated and attended, but were disappointed at the lack of enthusiasm and involvement from home students.

Bournemouth University’s student population is typically white and middle class. Many students considered cultural diversity to be irrelevant to them. Research by Harrison and Peacock (2009) suggests that UK students do not attend events with ‘international’ ‘global’ or ‘diversity’ in the title, as they do not consider these events to be for, or about, them.

Such events can also draw resistance from staff who may consider such events solely as a tick in the box for political correctness. There is a role for E&D and international in changing the culture and ethos across the institution, and altering negative perceptions of E&D and dated perceptions of fixed cultural identity.

Mentoring schemes Mentoring schemes are an area where E&D and international might join forces, although no examples were forthcoming from respondents. According to the UKCOSA benchmarking report (2007), 29 per cent of institutions offer a mentoring scheme for all students, while 14 per cent offer a scheme just for international students. Models

-89- identified from searching a number of websites and from anecdotal feedback include:

 international students mentoring international students (aim: friendship/support)  UK students mentoring international students (aim: friendship/integration/cultural exchange)  existing students mentoring freshers, indiscriminately of cultural background (these schemes are usually operated from within departments with an aim to help induct students academically as well as socially).

There is less evidence of staff mentoring (e.g. UK/international staff mentoring newly arrived international staff), although some institutions do offer international staff support groups. Other peer support clubs include:  conversation/culture clubs (UK students providing informal language practice/sessions on ‘UK culture’ for international students)  dependents’ clubs (UK students/staff providing informal language practice/sessions on ‘UK culture’ for international students’ dependents).

In terms of the E&D agenda, there might be scope to initiate schemes for:  international LGBT students  international students with a disability  international students with families.

-90- Not only might E&D /international work together in deciding policies for allocating mentors to mentees, but both might be active in training mentors to be culturally competent, encouraging them to explore issues of identity with their mentees.

Mentoring schemes are either centrally managed or run from academic departments dealing with either social or academic transition. The following example from the University of Plymouth addresses both.

The University of Plymouth runs a mentoring project designed to support international direct-entry students’ experience, including academic transition (learning skills support, English language support, postgraduate application) and social transition (practical/welfare support, integration and administrative support) (www.ukcisa.org.uk/files/docs/pmi/Plymouth_ easingtransition_mentorsupport.doc).

UKCISA has produced a good practice guide, Mentoring Schemes for International Students: A Practical Guide (www.ukcisa.org.uk/about/material_media/good_ practice_guides.php).

-91- Accreditation for extracurricular activity In order to provide an incentive and reward students, there is a move in the sector to develop accreditation for extracurricular activity. The 1994 Group of internationally renowned research-intensive universities (www.1994group.ac.uk) suggests that universities should develop ways of recognising students’ extracurricular activities, such as voluntary and paid work, as part of their student experience policy.

‘Student societies and term-time work organised through university job-shops could be accredited alongside academic performance to build recognition among employers of “well rounded” graduates, the group suggests, as part of a seven-point plan at the heart of a strategy towards the enhancement of the student experience.’ (Smith, 2007)

Several institutions are developing student leadership or employability awards. As a part of this process, there is potential for international and E&D to work together to ensure that global capability is introduced as a strand of recognised activity.

As an example, Leeds Metropolitan University has set up its Global Citizen Awards (http://gca.leedsmet.ac.uk/main), designed to help students:  find and engage with volunteer projects  work with peoples from different cultures/in different countries  learn about self and others in the world  gain skills and reflect on what experience is teaching you  make a difference  demonstrate commitment and strength to employers  make friends and establish networks  have a great time – and improve the lives of others.

There are also examples of more general employability awards at: Exeter (www.exeter.ac.uk/exeteraward),

York (www.york.ac.uk/admin/presspr/pressreleases/ ykawd.htm),

UCL (www.ucl.ac.uk/global_citizenship/students/ Abbey.htm) and

-93- Leicester (www2.le.ac.uk/offices/ssds/careers/events/laes).

Community activity Involvement in both the university and the wider community has shown to help international students integrate better and promote wellbeing (Ward et al., 2005). Similarly, international students can enrich local communities by introducing global perspectives and experience. Activity might take the form of part-time work, volunteering projects designed to help the local community, mentoring schemes and events designed to promote cross-cultural understanding and dialogue.

A recent study by HOST UK (Hart et al., 2007) aimed to measure the success of projects and initiatives aimed at helping international students to meet and integrate with the host community. It explored both international students’ and community perceptions of ‘success’ based around broadening cross-cultural awareness and understanding. The study provides evidence of case studies and a number of recommendations for action.

Within this area, the research team has identified potentially significant overlap between internationalisation and E&D in the following areas.

-94-  Improving partnerships with local support networks, regarding all six strands. International students who integrate into the university and local community are more likely to achieve mental wellbeing and academic success (Ward et al., 2005). There are opportunities for international students to draw support from local faith-based communities, gay communities, mental health communities and disability networks.  Increasing dialogue between university and community groups towards greater understanding of the issues facing all. In cities with high BME populations, universities play an important role in bringing together many different ethnicities and encouraging people to work together and advance themselves.  Supporting celebration of faith and cultural events that bring communities together. With increased migration, local communities provide opportunities for students to link in with communities from their home country and share language, food and cultural traditions.  Considering the impact of both communities on each other. In some universities (e.g. Bradford), many students are drawn from the local community and represent a wide range of cultures and perspectives, so the relationship between the university and local community is more fluid. In other communities, there may be tensions between locals and students. Racist abuse is a particular issue here. In 2005, a report for the East Midlands Development Agency in -95- conjunction with the University of Nottingham and Broxtowe College, Nottingham investigated how members of the community perceived the impact of international students on the area, and their experience of living and working with international students (Barnard and Owen, 2005).  Working to improve cultural capability across the board. Involvement with local and global communities offers both students and residents the chance to expand their horizons. In areas with low BME populations, the diversity of university students and staff can contribute to development of a global perspective among the community.  Exploring complex relationships between diverse groups of local and international students who may share a similar heritage. Relationships between newly arrived international students and second-generation Indians or Chinese are likely to be complex. At the University of Bradford, the relationship between the local Pakistani community, British Pakistani students and international students from Pakistan at Bradford University is being considered. There is scope for more research in this area.  Working to provide local students with opportunities to volunteer on a global stage. Global volunteering opportunities can expand horizons among local students. These experiences need to be brought back and shared with their peers on campus.

Leeds Metropolitan University offers many ‘opportunities outside the classroom for our diverse student population to engage across-cultural boundaries’ (Jones, 2008), including international volunteering programmes, international language and cultural fiestas. As outlined above, participation can be accredited towards achieving a Global Citizen Award. As an example of a local community-based activity, a partnership with the International Indian Film Academy created an opportunity for diverse groups of students to be involved in the organisation and delivery of their award ceremony, thus engaging in purposeful, team-based activity.

In response to research into local community and student needs (see above), the University of Bradford established a Centre for Community Engagement intent on bringing the community onto campus and to promote mentoring and volunteering by students in the local community.

The Institute of Community Cohesion (www.coventry.ac.uk) was established in 2005 to provide a new approach to race, diversity and multiculturalism. The Institute is a partnership of academic, statutory and non-government bodies including Coventry University, De Montfort University, the University of Leicester and the University of Warwick. Among other activities, the -97- Institute promotes ‘Awards for Bridging Cultures’, designed to celebrate projects and schemes that promote interculturality in the community (www.bridgingcultures.org.uk).

The Local Friends project is designed to put international students studying at Sheffield Hallam University in touch with local people to help them experience local customs, taste Yorkshire food and discover more about the British way of life (www.shu.ac.uk/university/events/ diversitywk/local.html).

Bournemouth University held Diwali celebrations and invited the local community (there is a small Indian community in Bournemouth) to celebrate with them. The local Council asked students to organise a celebration in the town square, to raise awareness of Diwali among local people who have little contact with BME cultures.

A number of institutions organise programmes that encourage international students to volunteer in local schools, sharing elements of their language and culture as part of global citizenship curriculum.

UKCISA has produced a good practice guide, Volunteering and International Students: A Practical Guide (www.ukcisa.org.uk/about/material_media/good_ practice_guides.php).

-98- Student development workshops/training Students receive training throughout their university career in the process of becoming mentors, ambassadors, sabbaticals, student reps, peer-assisted learning leaders, volunteers or society members. Training, whether delivered by staff or students, provides a useful forum in which:  diversity issues can be explored  cultural capability can be delivered  students from diverse backgrounds can interact in a meaningful way and learn about each other.

At the University of Bath, the forthcoming Discussing Difference Toolkit (see Orientation, above) is being used in student workshops and as part of a programme of training activities organised by the Students’ Union through its student training enterprise ‘SORTED’. Activities centre around the exploration of identity, the notion that we are all different but with things in common, and is designed partly to help students overcome the fear of communicating across cultures. The principles of the training extend to cultural diversity in its broadest sense (to include disability, sexual orientation, gender, etc.).

-99- The PMI2 has funded a new training DVD, Bridging Our Worlds, developed by Colin Lago and Alison Barty, aiming to develop cultural awareness in staff working with international students, using students’ voices. The DVD is recommended for use with staff and students in student- or staff-led training (www.ukcisa.org.uk/training/ programme_overview_11july.php).

At Worcester College of Technology, international and E&D staff have worked together on joint development and the delivery of cultural awareness/improving the international student experience training to frontline services across the college, including the Students’ Union. Its aim is to help improve the overall student experience, but particularly that of international students, through encouraging staff to become more culturally aware and supportive.

There is scope for E&D and international staff to work together to develop and deliver more student training activities and integrate them into existing programmes. Face-to-face activity might be supported by online resources for use by a broader base of staff and students. Future work for ECU might involve the development of online resources and a national showcase of activity in this area for practitioners to share effective practice.

-100- Students’ unions Mention has already been made regarding co- collaborative working with students’ unions during orientation activities, through volunteering programmes, community projects, student training and global/diversity weeks. The 1994 Group’s Student Experience Policy highlights the importance of students’ unions in improving the student experience for all, improving integration on campus, and providing opportunities for personal development and enhancing employability. A number of students’ unions are in the process of internationalising their service, making the students’ union more attractive and accessible to international students and ensuring all their provision is inclusive, mindful of the diversity of all students. Both E&D and internationalisation staff in institutions should be working with E&D and internationalisation staff and students in students’ unions to promote this agenda.

UKCISA publishes a good practice guide, Internationalising Students’ Unions (Holliday, 1998), which promotes the adoption of an inclusive approach. Although it was compiled 10 years ago, the report is still relevant to today’s context. Key areas where E&D and international students can work closely together include:  student representation (both at sabbatical level and other areas of the union)  societies and clubs  volunteering/community projects. -101- Representation Due to the unique governance and structure of students’ unions, the interests of the sabbatical team tend to dominate strategy and policy. Currently, the election of an international student to a sabbatical role is rare: it depends on the leadership of an international ‘champion’ rallying support from both the home and international student population. Similar challenges are faced by students with a disability or representing other minority groups.

Statistics from an internal survey at the University of Bath indicate that international students often do not vote during elections. Data from subsequent focus groups suggest several possible reasons, including:  a fundamental misunderstanding and mistrust among some international students regarding the nature of students’ unions  a feeling that students’ unions do not provide for international students’ needs (and a perception that they are interested only in satisfying the traditional, white, undergraduate, home student population).

There is a challenge, then, to encourage international students to engage with their students’ union.

-102- One solution may be to create an international sabbatical post. There are, however, equality issues around having a dedicated ‘international’ sabbatical officer focusing on international issues. This runs counter to a culture of inclusivity. All union and university issues (e.g. the learning experience) need to be viewed in light of both international and home students’ needs.

Clubs and societies Clubs and societies offer students a chance to engage with each other. There is debate among practitioners about the validity of national cultural societies; it is recognised that international students need co-national support, However, there is a danger that exclusive societies frustrate attempts at integration. Many students’ unions are encouraging societies to broaden their membership and open events to a wider body of students and staff. Ballroom dancing and film clubs are examples of societies that attract a broad range of students from diverse backgrounds, and are ideal forums for promoting interaction and cross-cultural learning.

Volunteering/community projects Volunteering projects offer valuable opportunities for students to meet, work together and engage, regardless of cultural background. Projects focusing exclusively on national culture, for example international students into schools, may in fact contribute to segregation of international and home students, based on the premise of ‘us’ and ‘them’. -103- Examples of practice

The outgoing president of Bournemouth University was a student with a disability and had a keen interest in international issues.

University of Greenwich has had international student sabbatical officers.

Oxford Brookes University has four sabbaticals responsible for academic affairs, activities, welfare and equality, and commercial development. It has a number of part-time officers with specific remits, including mature students, international students, women, students with a disability, BME students and LGBT students. There is a system of representation that covers E&D and international, albeit individually. The outgoing president of Oxford Brookes Students’ Union, Antoinette Kyuchukova, was an international student. She spoke about how she had been elected at a recent Higher Education Academy (HEA) conference.

At Warwick University, the outgoing president has written an internationalisation strategy for the Union.

At the University of Sheffield, the report Internationalising Students’ Unions (Holliday, 1998) was based on activity in the Students’ Union. -104- Sheffield Hallam Students’ Union has a strong international society and prominent international student representation.

University of Bath Students’ Union has a joint post shared between the International Office (in the university’s Registry Department) and the Students’ Union. The remit of this staff member is to act as consultant to the Students’ Union on internationalisation matters. They are currently writing a strategy to promote inclusivity and improved access to facilities by international students.

Hosting HOST (www.hostuk.org.uk) is a charity that organises home visits for international students, promoting integration in the local community.

There is scope for this model to be adapted to involve students opening up their homes to other students. This is something that might be developed jointly between E&D and international staff, with implications for training and monitoring.

The PMI2 has recently awarded funding to a new hosting programme organised at the University of Nottingham, details of which will be disseminated at the UKCISA annual conference 2009 and online. The project is entitled ‘Culture Vulture’, and claims to offer a new approach to

-105- hosting aimed at integration between UK and international students.

3.2.4 Employability and employment E&D work in higher education careers services is relatively advanced, in terms of providing:  enhanced careers guidance  access to mentoring schemes and other activities for students deemed more likely to experience difficulties in entering the labour market (including those with a disability, minority ethnic groups and those with no family tradition of higher education).

The research team feels that this practice should equally be applied to provision for international students.

Understandably, the labour market has, until recently, been focused primarily on the needs of UK graduates, supporting their skills acquisition and transition into work. However, recognising the benefits of international students to the economy, the government has introduced the International Graduate Scheme (in 2006) and now the Post Study Work Scheme. This enables international students to stay in the UK and work for two years after graduation, and is an attractive proposition; many global employers prioritise work experience over a UK higher education qualification, demanding the associated English language and interpersonal skills that students develop.

-106- However, placement officers and careers advisers in institutions confirm that international students (in particular Chinese students) have more difficulty in securing placements and graduate-level jobs in the UK. If the government is relaxing the immigration rules in order to encourage international students to come to the UK, should they be working with employers to promote the benefits of employing them? HEIs could also support this by working to:  develop better links with employers to manage their knowledge and affect (negative) perceptions  provide integrated ongoing personal and professional development for all students (promoted strongly to internationals) through both the formal and informal curriculum  work in partnership with employers and government to develop schemes to help international students into work (e.g. mentoring schemes that have traditionally been open only to BME students).

However, any support for international student careers in the UK needs to be considered in light of a global ‘brain drain’ and the associated ethical considerations.

There were few examples of practice forthcoming from our respondents.

Essex University mentioned resources explicitly available for international, BME and LGBT students, and students with a disability.

In 2007, Queen Mary, University of London carried out scoping report on work placements, looking at the role of placements and how overseas students are disadvantaged.

There are a number of case studies on the UKCISA website (www.ukcisa.org.uk/pmi/case_studies_ employment.php).

An area for further research would be to investigate careers services provision with regard to the above, targeting the growing number of careers advisers with responsibility for international students and/or global employment opportunities. There is also potential overlap between E&D and international in engaging WP students in understanding the importance for employability of international experience, whether at home or overseas (Caruana, 2007). This could again be followed up in the second stage of research.

-108- 3.2.5 Monitoring the student experience There is work for international and E&D to work together on monitoring student retention and progression beyond the categories required by the legislation. Kent, Equality and Diversity Officer at the University of Essex, explains that the University is required by law to monitor race, but takes a ‘more meaningful approach’ and monitors everything by nationality, including achievement, for students and staff. This is the only place where we found evidence of this and further research is needed to gain a more complete picture.

3.2.6 Summary There are a number of areas of overlap between E&D and internationalisation when internationalising the equality agenda, as outlined in Table 1. There are also a number of gaps in provision, particularly with regard to disability and sexual orientation. The issue of integrating diverse groups of students through events, mentoring schemes and training are all areas where the two agendas could draw strength from one another and learn from some of the effective practice that already exists in institutions. ECU has a role in encouraging E&D and international staff to pool strengths and experience, share effective practice, and work together through creating forums in which they can meet, discuss, build trust and share ideas thus breaking down traditional silos.

-109- 3.3 Student experience: learning and teaching

3.3.1 Overview ‘Internationalisation at home’ derives from the premise that a diverse community – in terms of nationality, race and gender – makes for a more stimulating academic environment, and is primarily concerned with development of the curriculum and inclusive pedagogical approaches. Here there is scope for E&D and internationalisation to intersect, as both agendas are based on similar philosophy and principles. This could ensure equal access to learning, respect for and valuing others, and reciprocity.

‘Within the range of tools techniques and resources available to help pursue effective learning and teaching within an internationalised curriculum the most obvious and perhaps least utilised is the diversity of the student body itself.’ Jones and Killick (2007) p. 113

Educational developers are key players in driving forward internationalisation in institutions at ground level. It is their role to recognise and harness potential synergies and apply effective practice across agendas. They are instrumental in affecting culture change among the academic community from the bottom up or ‘middle out’ (Caruana, interview).

-110- Effective practice in learning and teaching is disseminated via journals, publications and conferences. The number of conferences that increasingly deal with issues related to internationalisation and diversity is evidence of a mood change in the sector, a recognition of the importance of reviewing learning and teaching practice and curricula in response to an increasingly diverse student body.

It is not within the scope of this report to research the quantity and quality of literature in this area. We include a list of recent and relevant conferences in Appendix C. The internationalisation literature review commissioned by the HEA and compiled by Caruana and Spurling (2007) provides a comprehensive overview of what is available to date.

3.3.2 Internationalising the curriculum There are pockets of effective practice in a number of institutions, notably Bournemouth University, Leeds Metropolitan University, University of Salford, University College London, Wolverhampton University, Huddersfield University and Kingston University, and it is suggested that further research in this area focus on these institutions as case studies.

Leeds Metropolitan University has developed comprehensive guidelines for internationalising the curriculum, supported by a strategy to embed this across the institution. The guidelines are flexible, enabling departments to determine how courses should interpret them, encouraging buy-in and ownership. Elspeth Jones has written much on the subject of internationalising the curriculum at Leeds Metropolitan University, and edited Internationalising Higher Education (Jones and Brown, 2007), a significant contribution to the literature.

Bournemouth University is concerned with embedding global perspectives in the curriculum.

Viv Caruana and Betty Leask (visiting professor from Australia) are leading education developers in the field of internationalisation, based at the University of Salford. Caruana (2007), in attempting to bridge the gap between university strategy and practice at grassroots level, explored four alternative approaches to internationalisation – ethos, activity, content and graduate attributes. Ethos is positioned at one end of the continuum, where the curriculum assumes a campus culture orientation, and graduate attributes at the other, with focus on employability. This is a useful model to assess progress.

-112- Glynis Cousin, formally of the HEA, is now at Wolverhampton University. There the Equality and Diversity Unit and the International Office have jointly been involved in an E&D in the curriculum project, which included looking at internationalisation of the curriculum.

The HEA provides support for institutions in the areas of ‘curriculum development to prepare all graduates, regardless of country of origin, to be informed, responsible citizens able to work effectively in a global, multi-cultural context’ (www.heacademy.ac.uk/ourwork/learning/ international). They recognise that ‘there are a number of current agendas in higher education which overlap with that of internationalisation, especially in relation to curriculum development. These include sustainable development, development education and citizenship.’ The HEA has made the explicit connection between internationalisation of the curriculum and E&D.

3.3.3 Inclusive pedagogical approaches ‘Internationalisation at home’ depends upon inclusive approaches to learning and teaching, taking into account the diversity of the whole student population. Digby Warren (2007) of London Metropolitan University has produced a set of key points regarding the management of student cultural diversity, a comprehensive overview of the issues (Table 2). Importantly, he draws the link between the informal and formal curriculum and broader student support needs.

-113- Table 2 Key points in managing student cultural diversity

Area Issues Strategies Institutional Students’ problems may Develop policies based culture and be kept hidden because of on wide evidence. management the competitive study Learn from other environment. cultures. Students from different Foster cultural academic cultures awareness among staff (different notions of writing and students. and plagiarism) versus western academic Use student-centred discourse traditions. modes of assessment (e.g. learning from Different national cultures analysis of exemplars; – affects relations with panels for peer staff/other students. assessment). Lack of a sense of Create safe learning belonging. climates (to enable Difficulties related to discussion of assessment overload and differences). confusion. Promote critical Tension for staff between reflection by learners critical self-awareness and on their own practices being boxed in by and attitudes, and self- institutionalised racism, responsibility. -114- etc.

-115- Area Issues Strategies Educational Pedagogical roles – Base teaching on provision ‘teacher– learner’ (who critical, reflexive (learning learns with the students) practice. and versus ‘teacher–expert’. As teachers, show and teaching, Students as learners who encourage authenticity, assessment, also have things to teach empathy, trust and curriculum others. openness, and… content and Acknowledging students’ be ready to deal with design) experiences and what they emotion and conflict as bring, thus also a potential source of empowering them. learning. (Helping students to) Acknowledge and establish realistic value difference among expectations. students (so people are Gender and religious more willing to deal issues as elements of with it). cultural factors. Confront conformity by Building trust. exercising (as teachers) and developing (among students) critical thinking. Make available language and study skills provision that is matched to the different needs of different students. -116- Student- Culture shock and sense Student peer support. focused of isolation. Social activities and services (Need for) appropriate networks. study plan. Careful admissions and Dealing with ‘external’ curriculum advice. factors, e.g. finances, Extended induction employment, family programme. responsibilities, time Support for constraints. careers/employability development. Source: Warren (2007).

Northumbria University has initiated a Pedagogy of Diverse Student Needs Enhancement Group, recognising that the diversity of the student population is now posing exciting challenges and opening up opportunities to both staff and students in higher education. Northumbria students originate from a wide variety of backgrounds in terms of country of origin, age, disability and previous educational experience. The remit of this group is to consider, under the general heading of student diversity, the support and development of effective practice, including the continuing improvement of effective learning environments, sustainable pastoral care and an inclusive academic culture.

-117- At Oxford Brookes University, there have been a number of developments in inclusive learning and teaching practice. The university explicitly states that ‘diversity can include gender, ethnicity, religious or personal belief, race, sexual orientation, age, culture, (dis)ability and nationality. We can also talk about diversity in terms of levels of motivation, ability, attitudes, experiences, values, language, aspirations and needs.’ The Equal Opportunities and Diversity Coordinators’ Network has produced a series of guides that describe different ways of responding to, valuing, encouraging and enabling students from a diverse range of backgrounds to learn. Their aim is to support staff in ensuring their teaching is accessible to all. There are three groups of guides, providing general advice on learning and teaching; some specific action areas; and suggestions on supporting students with particular disabilities. Key players at Oxford Brookes University include Carroll, co-editor of Teaching International Students: Improving Learning for All (Carroll and Ryan, 2005).

At the University of Bath, Edmead is leading a ‘Diversity in Academic Practice’ project. Initiated in 2006, the aim of the project is that of embedding inclusive practice in all elements of learning and teaching through review of procedures, policies and guidance that steer academic practice throughout the university, from application, disclosure, admission and pre-arrival information, through to induction, teaching, feedback, assessment and graduation. An inclusive approach is adopted, and ‘diversity’ is applied in its broadest sense to include -118- students with a disability, BME students, international, and WP students at undergraduate level. The project includes an initial discussion with academic departments regarding the challenges and benefits of teaching an increasingly diverse student population, followed by an evaluation of documents, statements and policies. Currently, the project leader is developing practices that promote accessibility and inclusion, particularly during induction and piloting these in departments. She organises staff development activities in support of the above. There are plans to establish a diversity helpline providing guidance on diversity issues and inclusive learning and teaching practice.

3.3.4 Academic induction The ‘Diversity in Academic Practice’ project described above identified academic induction as a vital part of the process of establishing an inclusive culture. In terms of international students’ preparation, the traditional approach taken was to induct them to ‘the way we do things here’, to provide them with the tools for surviving the British education system. Separate sessions were provided to teach them how to manage their relationship with their tutor, how to become an independent learner, how to write and take notes, and how to avoid plagiarism. This assimilationist approach discounts students’ former educational experiences, implies ‘West is best’, and may disempower students. It misses an opportunity to enrich academic culture through incorporating other perspectives. Further, the deficit model not only frustrates attempts at improving integration between home and -119- international students, but also fails to recognise that many of the issues faced by international students are in fact faced by a majority of students entering higher education, particularly WP students. Students entering higher education fresh from A-level study can also struggle to adapt to independent styles of learning and teaching.

Sheffield Hallam University recognises that the needs of non-traditional students and English Asian students are in equal need of support as international students at the point of transition into higher education. Internationalisation of the curriculum and inclusive learning and teaching demand that all students are treated equally, and that all students’ experiences are respected and valued. Academic induction needs to be developed along these principles.

Student respondents in a research project focusing on home students’ perspectives of international students and internationalisation carried out at the University of the West of England, Bristol and Bournemouth University (Harrison and Peacock, 2009) suggested that ice-breakers would help the mix, together with managed group projects and departmental buddying schemes.

-120- At Bournemouth University, the Peer Assisted Learning Scheme, PAL (http://pal.bournemouth.ac.uk) involves trained groups of second-year students assisting new arrivals through peer-facilitated development sessions. The scheme has an instrumental role both academically and socially during induction and throughout the academic year. The PAL leaders’ training encompasses sessions on inclusive learning and teaching practice and diversity issues.

3.3.5 Student experiences in the classroom There is a significant body of literature concerning the classroom experiences of international students and, to a lesser extent, of academic staff (Carroll and Ryan, 2005; Ward et al, 2005; Turner and Robson, 2006; Trahar, 2007). There is less research in the UK around the experiences of home students. Harrison and Peacock (2009) and Dunne (2008) have both investigated patterns of interaction in the classroom between home and international students from a home student perspective, exploring diversity, stereotyping and attitudes to group work. Cathcart et al. (2005) and Da Vita (2005) have researched the issue of diverse students working together in study groups and the implications for learning and teaching practice.

-121- 3.3.6 Research The research team has not explored the issue of internationalisation research provision in institutions, or where this agenda might overlap with E&D. Kent (interview) at the University of Essex reported that the university’s Research Assessment Exercise included both an international and a BME perspective. This is an area that may be considered in more depth in the second phase of the research.

3.3.7 Other examples of existing practice and helpful resources At Bournemouth University, the Internationalisation Development Coordinator and Diversity and Equality Adviser have worked together in developing a project encouraging a mixed group of students to create an event designed to promote an exploration of cultural identity and better integration of diverse student groups on campus. This has been an assessed piece of work as part of the Events Management MSc curriculum in 2007 and 2008, and is now fully embedded in the curriculum.

-122- The Race Equality Toolkit: Learning and Teaching (Universities Scotland, 2006) provides a comprehensive resource for mainstreaming race equality into learning and teaching in higher education. International students are specifically referred to as contributing to an ‘increasingly diverse, multi-faith and multicultural student population’ (p. 5). In terms of learning and teaching, the toolkit focuses on understanding and valuing cultural and ethnic diversity, creating a learning environment free of prejudice, and resourcing to meet specific needs. The toolkit addresses curriculum issues, including how to deal with questions of racism and diversity, assessment and extracurricular activities, the importance of addressing issues for improving student employability, social harmony, enhancing learning experience through broadening perspectives, including and valuing diverse learning histories, ensuring race equality if part of research, innovation and knowledge transfer. It also raises the important issue of corporate social responsibility, recognising the need for leadership and support at institutional level visible through commitment at strategy level, visibility through mission statements, prominence on websites, impact assessments, ethnic monitoring and ongoing policy practice development.

-123- The toolkit includes advice on how to:  integrate race and diversity into the entire degree programme  develop and introduce discrete modules on race equality, diversity and racism  reflect on and learn from minority ethnic experiences  internationalise the curriculum  create a positive classroom environment (including a virtual learning environment)  meet the needs of bilingual students  work with different learning styles  manage placements and field trips  make assessment practices explicit  review assessment to make it inclusive  consider scheduling to take into account religious observances  ensure all students understand about plagiarism.

An auditing tool is also included, which invites consideration of broader student experience issues in relation to race equality, including learning support, induction, employability, monitoring of progression and retention, mentoring initiatives, etc.

-124- 3.3.8 Summary The area of learning, teaching and curriculum development offers evidence of much actual and potential overlap between E&D and internationalisation under the banner of ‘inclusivity’. It is also possible to access effective practice examples easily as academics working in these areas, particularly education developers, readily communicate developments through journals and conferences. ECU can support work in this area, both in producing further relevant research into, for example, patterns of interaction in the classroom and the impact of students’ prior learning experiences, and in contributing to the development of resources to help staff manage the diverse classroom successfully.

3.4 International staff

3.4.1 International staff and the six equality strands – overview Institutions are actively recruiting higher numbers of international staff to ensure global excellence in academia. Evidence of this was found at the University of Warwick, Roehampton University and Manchester University, all of which have explicit international staff recruitment strategies.

-125- An international staff base brings global expertise, and also richness in terms of new perspectives, with an impact on the development of pedagogy, curriculum and student support. Mutlow (interview) stated that the Open University recruits from overseas to contribute to the rich cultural diversity of its staff base.

Historically, E&D has focused on provision for staff. The recruitment of higher numbers of international staff will have a direct impact in terms of providing support for this group. This is an area where internationalisation and E&D are likely to find significant synergies. The third annual ‘Manchester 2015: Achieving Equality and Diversity Conference’ was held in November 2008. The purpose of the conference was to look specifically at how to recruit and select the best candidates into senior administrative and academic roles; it was attended by over 70 senior academics and administrators (www.campus.manchester.ac.uk/medialibrary/equality -diversity/annual-review-2008.pdf).

Issues affecting international staff will overlap with those affecting international students, and (with inclusivity in mind) those affecting all staff and students, regardless of background. In terms of the six equality strands, the issues listed in Table 3 were identified as being particularly relevant to international staff (Rianna Steuber, Bristol; Patrick Johnson, Manchester).

-126- 3.4.2 Support for international staff International staff making the transition to life in the UK will experience similar challenges to those faced by international students. Adjusting to new ways of living and working and adapting to a new environment can add to the stress experienced by many professionals entering a new role or moving to a new institution. Many staff may choose to bring their family with them, with implications for finding accommodation and extra pressure to help spouses and children adjust, particularly with regard to language issues and schooling. Cross-cultural communication issues may present themselves with other staff and with students. Supporting these staff will be crucial to ensure they are able to give their best. Institutions are increasingly developing orientation activities for international staff and support groups for dependents, providing advice on schooling, setting up mentoring schemes or arranging ongoing social activities to promote the creation of peer- support networks.

Table 3 Issues relevant to international staff

Equality Issues Strategies Race Hate crimes. Review HR policies on Discrimination. harassment/discrimination/bullying. Stereotyping. Buddying/mentoring (home/international). Coaching. Staff and student training. -127- Equality Issues Strategies Gender Women in Review HR policies on positions of harassment/discrimination/bullying. authority. Buddying/mentoring (home/international). Coaching. Disability Disclosure. Review HR policies on Funding. harassment/discrimination/bullying. Access to Support groups in university and facilities. local community. Accommodation. Staff and student training. Sexual Prejudice. Review HR policies on orientation Discrimination. harassment/discrimination/bullying. Support groups in university and local community. Staff and student training. Religion Discrimination. Provision of appropriate facilities. and belief Access to Review of timetabling/assessment facilities. with regard to religious festivals/needs. Age Age and Review HR policies on authority. harassment/discrimination/bullying. Family – Support for dependents. pressures. Accommodation provision for Accommodating families. family. -128- Examples of practice

The University of Bristol has over 15 per cent international staff, with over 36 per cent of research staff being international. In response to growing numbers, specific resource has been allocated to provide support. The funding was made available as a result of an initiative called Positive Working Environment (PWE), which incorporates the international and E&D agendas. PWE is very prominent at Bristol (www.bristol.ac.uk/pwe) and commits to providing a healthy environment for staff through training, support, applying E&D legislation and addressing particular staff group needs. Under PWE, both international and E&D intersect at an operational level. The International Adviser offers telephone, email and face- to-face support based on the international student support model. She collaborates across the institution to ensure staff have access to English language support and buddying schemes, and organises a programme of orientation events specifically for new international staff including an NHS Q&A and Pensions and Income Tax Q&A.

The University of Kent provides a thorough induction for international staff and their families.

At the University of Bath, there is an ongoing support group for international staff run by the Equalities and Diversity Officer. -129- These were the only examples that were identified. The University of Bristol appears to be leading the way in the area of international staff provision and would be worth contacting for further more detailed discussions.

3.4.3 Training Promoting inclusivity among the workforce demands the development of a global perspective. Staff development underpins this process, from staff induction, to workshops delivered to staff at all levels of the institution (academic and administration), to teaching certificate programmes developed for academic staff. These forums provide an opportunity to explore issues of identity and respect for the other in all aspects of life, in and out of the classroom.

In the past, many cultural training programmes for staff have been delivered with a focus on improving the international student experience, and therefore were delivered by international office staff. E&D training has focused on requirements under legislation around race equality and discrimination. There needs to be a shift from this specific focus (students/E&D legislation) towards working with diversity in the broadest sense. Traditional models of training, which taught about ‘national culture’ and ways of behaving, are being challenged by new approaches designed to develop cultural competence. In respect of the need to review both approach and focus, international and E&D staff have a role in collaborating to develop and deliver new programmes that serve new needs. They might also liaise with educational developers -130- to ensure all training provision is inclusive and maximises potential to explore cultural themes and identity.

Engaging staff, particularly academic staff, remains a challenge. It is difficult to achieve good attendance at workshops. It is important that there is support at senior management level, and that training is mainstreamed as far as possible, embedded in staff induction, obligatory in teacher training programmes and away-days, and, ideally, that cross-cultural competence is built into the appraisal process.

At Worcester College, E&D staff (in HR) are working to engender a more collaborative approach between the international office and other services; identifying areas of concern and trying to address these through partnership working and mutual understanding. In practice so far, this is resulting in changes to the staff induction programme.

At Bristol University, there is significant activity in this area. International and E&D staff work together under PWE (see section 3.4.2) in developing and delivering cultural training to staff across the institution. The E&D Trainer and International Student Support Manager now offer a course on Equality, Diversity and Cultural Awareness for UK and international staff. These courses are generally attended by administrative staff, but providing tailor-made training for departments and -131- services has increased attendance across the board. thinkingpeople is also supporting staff responsible for delivering generic staff development sessions (e.g. management training, customer service training) across the university and has developed a course designed to train trainers of cross-cultural groups, with an emphasis on cross-cultural communication and inclusivity.

At Manchester University, E&D staff are working to promote the cultural integration of home and international staff, and piloted a range of training courses in autumn 2008. There is still little being done on staff of different cultures working together.

3.4.4 Monitoring of experience To date, no examples have been collated regarding the monitoring of the international staff experience with regard to making the transition and in light of the six E&D strands. This might be an area for future research.

3.4.5 Summary Supporting international staff and taking into account the diversity of the staff population is a relatively new development in HEIs, and our research did not reveal significant work in this area among the institutions we spoke to. This is an area in which ECU might take a leading role, both in shining a light on this area and raising awareness of the needs of this group, and in developing resources to support international staff and promote cross- cultural capability among all staff.

-132- 3.5 The estate

3.5.1 Overview E&D has a legal obligation to ensure the campus is fit for purpose. Internationalisation is also about ensuring all levels of the institution cater for the needs of, and reflect, the institution’s cultural diversity. Table 4 lists the issues identified by respondents in terms of the six equality strands.

At the University of Essex, the International and BME Staff Committee reviewed catering provision on campus.

At the University of Bath, ‘Fresh Oriental’ is a Students’ Union-run shop on campus which sells foodstuffs from south-east Asia and China. It also sells halal meat. The university catering team regularly provides international cuisine days, where the theme may be Spanish, Chinese or Indian food. There is evidence of cultural sensitivity both in menu planning and labelling, particularly during international student orientation events.

Many institutions, including Bristol, Bath, Bournemouth and Portsmouth, provide training for accommodation staff, including cleaners, medical staff, security staff and maintenance staff to ensure all members of the estate are mindful of respect for and value of cultural diversity. Again,

-133- there is an area of overlap between internationalisation and E&D.

Table 4 Cultural diversity issues on campus

Equality strand Provision Race Images must reflect racial diversity on campus. Accommodation should be allocated to ensure a diverse mix. Disability Reasonable adjustment. Religion Multi-faith chaplaincy. Catering in food outlets and shops for a variety of faith-based needs. Shap Calendar of Religious Festivals (www.shapworkingparty.org.uk) on tutors’ and administrators’ walls. Washing and prayer facilities. Guides to facilities in local community. Images used in publications, etc. reflect and respect religious diversity. Social spaces are needed that do not sell alcohol. Sensitivity in host families to certain faith- based needs.

-134- Equality strand Provision Sexual No issues identified. orientation Gender Some single-sex residences. Age Separate undergraduate and postgraduate housing. Accommodation for families. Criminal Records Bureau checks for staff working with students under 18.

3.5.2 Summary The research team uncovered little existing practice, comment or research in this area. The International Student Barometer (i-graduate, ongoing) and Broadening Our Horizons (UKCOSA, 2004) indicates that international students are often less than satisfied with their accommodation and catering provision on campus. The impact of the environment on the quality of the student experience is recognised by, among others, the 1994 Group, which places emphasis on the importance of developing social spaces for study. The role of ECU might be both to support other agencies in communicating the importance of these aspects of the student experience, and to research further how the estate might become more inclusive and representative of the diversity of the student body.

-135- 4 Conclusions and recommendations

4.1 Conclusions

4.1.1 Actual synergy between internationalisation and E&D Currently there appears to be little actual synergy between E&D and internationalisation in HEIs in the UK. At operational level, there is evidence of shared activity between E&D and international support staff, particularly now in response to a broadening of the E&D remit to include responsibility for staff and students. This mainly takes the form of cross-cultural communication or diversity training for staff, or staff/student events created to ‘celebrate’ diversity, often working with the students’ union. Activity is, however, often ad hoc and overly dependent on the commitment of champions communicating via informal networks.

The connection between E&D and internationalisation is being made among education developers in response to a changing student and staff demographic, new demands for inclusive learning and teaching strategies, and a curriculum designed to prepare for global employability and global citizenship. Education developers are powerful players, often working at strategic level and holistically across the institution, breaking down traditional silos, identifying synergies and sharing effective practice via -136- conferences and journals at a national and international level.

Only one institution identified appears to have integrated both E&D and internationalisation at strategic level, driving all areas of the university’s activity.

4.1.2 Potential synergy Areas for potential synergy were identified at a number of levels in terms of working together to develop formal and informal curriculum activity, to best support students and staff, and to ensure an accessible and positive living and learning environment.

4.1.3 Barriers The main barriers identified were to do with leadership (no integration at strategic level), institutional structure (E&D and international are in different departments), negative perceptions (lack of trust and understanding between E&D and international staff), and simply not making the link!

-137- 4.1.4 Outcomes In order to overcome barriers and increase synergies between E&D and internationalisation, ECU could take a role in:  making explicit potential links between the two agendas through further research in the sector  challenging negative perceptions and breaking down traditional silos through initiating dialogue: - across and between E&D and internationalisation staff on the ground and at senior management level within institutions - across the sector, raising the profile of ECU and demonstrating the benefits of synergy via existing channels and networks, including UKCISA, British Council, the British Universities’ International Liaison Association, HEA and Universities , UK  sharing and developing effective practice: - sharing examples of effective practice through creating online and actual forums - developing effective practice in house, in collaboration with individual practitioners and organisations.

-138- 4.2 Recommendations

4.2.1 Areas for further research Equalising internationalisation  International students and sexuality.  International students and disability.  International students and hate crime.  Monitoring and understanding the international staff experience.  Best practice at home and abroad on recruiting and supporting international staff.  Best practice in improving international students’ opportunities for finding placements and careers jobs.  Monitoring of the Research Assessment Exercise with regard to E&D.

-139- Internationalising E&D  The impact of the Community Cohesion agenda and Global Citizenship in Schools on students entering higher education.  Demonstrating to WP students the benefits of an ‘international experience’, whether at home or overseas for employability.  Patterns of interaction between, and perceptions of, students with shared ethnicity but diverse upbringing (e.g. British Chinese, Chinese student sojourners), between WP and international students, between members of the home student population, and between members of the international student population.  Monitoring of progression and retention according to nationality/domicile/ international.  Monitoring of staff experience.

-140- Institutional commitment  Detailed analysis of internationalisation and E&D policy and strategy statements focusing on terminology, key performance indicators, accessibility and visibility.  Detailed case studies of diverse institutions comparing staff awareness, commitment, understanding and involvement at different levels, student awareness and understanding, outward- facing communications (publications, websites) and appropriate development of the estate.  Impact of institutions’ rationale for internationalisation/profile/size/geographical position on commitment to the E&D agenda.

Best practice from overseas, in particular Australia and USA Methodology – institutional case studies are recommended, adopting the approach utilised by Lewis (2007, in Fielden, 2008) whereby the opinions and perceptions of staff at both practitioner and senior management level are collected and compared to gain an understanding of how vision/mission pervades the whole institution.

-141- 4.2.2 Initiating dialogue Equalising internationalisation ECU has a role in:  promoting E&D  raising awareness of how E&D might affect internationalisation  raising awareness of potential synergies between the two agendas, through having a presence on various boards and committees and attending events organised by relevant bodies and organisations with involvement in the internationalisation agenda, including UKCISA, the British Universities’ International Liaison Association, the British Council, the HEA and Universities UK.

Internationalising E&D ECU has a role in inviting key players from across the sector who are from outside the E&D world and are involved in internationalisation to participate in relevant events and contribute to research focusing on E&D issues.

Institutional commitment ECU has a role in creating real and virtual forums for E&D and internationalisation staff from within and across institutions to discuss the issues, share effective practice, stimulate research and engage senior management.

-142- 4.2.3 Sharing and developing effective practice Mechanisms for sharing effective practice ECU might consider:  developing small forums for E&D and internationalisation staff at practitioner level and at senior management level from a number of selected institutions, to meet and share  organising a conference in conjunction with another of the key organisations listed above  creating an online networking forum  creating an online resource (including effective practice examples) linked to other organisations’ websites (listed in Appendix D)  promoting effective practice examples through existing forums (international and E&D networks, conferences).

Institutional expertise Certain institutions demonstrate particular strengths in certain areas (generally driven by staff with particular expertise), as follows.  Global perspectives/curriculum development – Leeds Metropolitan University, University of Central London, Bournemouth University, University of Salford, University of Huddersfield, Kingston University, University of Wolverhampton.  Learning and teaching – University of Salford, Leeds Metropolitan University, Oxford Brookes University.  International staff support and development – University of Manchester, Bristol University.  Internationalising students’ unions – University of Sheffield, University of Bath, University of Warwick.  Student training and student induction – University of Bath, Bournemouth University.  Diversity days/one world events – University of Warwick, Sheffield Hallam University.

-144- Guidance, guides and toolkits The research team has identified guidance that might be brought together in one place, including:  UKCISA good practice guides and guidance notes  Race Equality Toolkit (Universities Scotland, 2006)  Discussing Difference Toolkit (thinkingpeople with Harrison and Peacock, forthcoming)  Institutional audit in respect of provision for LGB(T) students (Kato, 1998)  Guidelines for embedding cross-cultural capability into the curriculum (Killick, 2008)  Induction Audit – STAR project (Student Transition And Retention), www.ulster.ac.uk/star/about/about.htm)

-145- Developing effective practice Having identified a number of gaps, there is scope for ECU to develop and circulate more effective practice, in partnership with practitioners, policy-makers and relevant organisations across the sector, to include:  guidance for supporting international students with a disability  guidance for supporting LGBT international students  guidance for supporting international staff  race equality toolkit to improve whole student/staff experience  guidance for developing inclusive on-campus events  guidance for developing inclusive induction/orientation activities for all students  training courses to support the above  online materials for staff/student training in E&D and internationalisation issues.

-146- References

Barnard, S. and Owen, H. (2005) International Students in the Community Study. A report for the East Midlands Development Agency in conjunction with the University of Nottingham and Broxtowe College, Nottingham. www.emda.org.uk/documents

British Council (2005) Safety First: A Personal Safety Guide for International Students. British Council, London.

Brown, R. (2007) Introduction to ‘Internationalising higher education; a financial or moral imperative?’, summary of a consultation held at St George’s House, Windsor Castle 25–26 January 2007. Council for Industry and Higher Education/Society for Research into Higher Education.

Brown, S. and Jones, E. (2007) Introduction: Values, valuing and value in an internationalised higher education context, in Jones, E. and Brown, S. (eds) Internationalising Higher Education. Routledge, Abingdon.

Carroll, J. and Ryan, J. (eds) (2005) Teaching International Students: Improving Learning for All. Routledge, Abingdon.

Caruana, V. (2007) ‘Internationalisation of HE in the UK: Where are we now and where might we go?’, paper -147- presented at the Fourth Education in a Changing Environment Conference, University of Salford’s Learning and Teaching Research Conference 2007. www.ece.salford.ac.uk/proceedings/papers/01_07.pdf

Caruana, V. and Hanstock, J. (2008) Conceptualising the Internationalised Curriculum at the University of Salford: from rhetoric to reality, in Shiel, C. and McKenzie, A. (eds) The Global University: The Role of Senior Managers. DEA, London. www.dea.org.uk/list.shtml

Caruana, V. and Spurling, N. (2007) The Internationalisation of UK Higher Education: A Review of Selected Material. Higher Education Academy, York.

Cathcart, A., Dixon-Dawson, J. and Hall, R. (2005) ‘There are too many Chinese students. How am I meant to learn? Cross cultural group working in a British University’, paper presented at the Chinese and South East Asian Learner: The Transition to UK Higher Education, Southampton Solent University, 2005.

CIHE and SRHE (2007) ‘Internationalising higher education: a financial or moral imperative?’, summary of a consultation held at St George’s House, Windsor Castle 25–26 January 2007. Council for Industry and Higher Education/Society for Research into Higher Education.

-148- Cousin, G. (2006) Beyond saris, samosas and steel bands. Academy Exchange 5: 34–35. www.heacademy.ac.uk/resources/publications/ exchange

Crowther, P., Joris, M., Otten, M., Nilsson, B., Teekens, H. and Wächter, B. (1999) Internationalisation at Home: A Position Paper. European Association for International Education, Amsterdam. www.eaie.org/IaH/IaHPositionPaper.pdf

Da Vita, G. (2005) Fostering intercultural learning through multicultural group work, in Carroll, J. and Ryan, J. (eds) Teaching International Students: Improving Learning for All. Routledge, Abingdon.

Dunne, C. (2008) ‘Exploring intercultural contact on campus from the perspective of home students’, paper presented at the Oxford Brookes Centre for Staff and Learning Development Conference, Using Formal and Informal Curricula to Improve Interactions between Home and International Students.

Ellingboe, B.J. (1998) Divisional strategies to internationalise a campus portrait: results, resistance and recommendations from a case study at US universities, in Mestenhauser, J.A. and Ellingboe, B.J. (eds) Reforming the Higher Education Curriculum: Internationalising the Campus. American Council on Education and Oryx Press, Phoenix, AZ, USA.

-149- Fielden, J. (2007) Global Horizons for UK Universities. Council for Industry and Higher Education, London.

Fielden, J. (2008) The Practice of Internationalisation: Managing International Activities in UK Universities. UK Higher Education International Unit, London.

Gray, A. and Grocoff, P.N. (2007) ‘Infusing diversity into the psychology curricula’, paper presented at the HEA Developing an Inclusive Curricula Conference at the University of York.

Harrison, N. and Peacock, N. (2009) ‘It’s so much easier to go with what’s easy’: ‘Mindfulness’ and the discourse between home and international students in the UK. Journal of Studies in International Education, in press.

Hart, C., Sheehy-Skeffington, J. and Charles, I. (2007) ‘International students and local communities – a research project by HOST UK’. www.ukcisa.org.uk/files/pdf/world_views/local_ communities.pdf

Hofstede, G. (1994) Cultures and Organisations – Software of the Mind. Harper Collins Business, London.

Holliday, J. (1998) Internationalising Students’ Unions. UK Council for International Education (now UKCISA), London. www.ukcisa.org.uk/files/pdf/about/internationalising_ students_unions.pdf -150- Humphrey, A. (2008) ‘Coming here and coming out’, paper presented at the UKCISA 2008 Conference. UKCISA, London. www.ukcosa.org.uk/training/conference_ handouts.php

Jones, E. (2008) World-wide horizons at Leeds Metropolitan University, in Atfield, R. and Kemp, P. (eds) Enhancing the International Learning Experience in Business and Management, Hospitality, Leisure, Sport and Tourism. Threshold Press, Newbury.

Jones, E. and Brown, S. (eds) (2007) Internationalising Higher Education. Routledge, Abingdon.

Jones, E. and Killick, D. (2007) ‘Internationalisation of the curriculum’, in Jones, E. and Brown, S. (eds) Internationalising Higher Education. Routledge, Abingdon.

Jones, E. and Lee, S. (2008) Perspectives and policy and institutional cultures, in Shiel, C. and McKenzie, A. (eds) The Global University: The Role of Senior Managers. DEA, London. www.dea.org.uk/list.shtml

Kato, N. (1998) Working with gay, lesbian and bisexual international students in the United States. International Educator VII (1). www.ukcisa.org.uk/files/docs/conference/D6/D6_ part3.doc

-151- Killick (2008) Worldwide Horizons: Cross-Cultural Capability & Global Perspectives, Guidelines for Curriculum Review. www.leedsmet.ac.uk/Cross_Cultural_Capability_ Guidelines.pdf

Knight, J. (2003) Updating the definition of internationalization. International Higher Education 33. Boston College Center for International Higher Education, Chestnut Hill, MA, USA. www.bc.edu/bc_org/avp/soe/cihe/newsletter/ News33/text001.htm

Lewis, V. (2007) Integrated internationalism in UK higher education: interpretations, manifestations and recommendations, PhD thesis, University of Bath, School of Management.

Middlehurst, R. and Woodfield, S. (2007) Responding to the Internationalisation Agenda: Implications for Institutional Strategy. Higher Education Academy, York.

Morris, N. and Russell, B. (2007) Overseas students boost UK economy by £8bn a year, The Independent, 16 November.

Munn, M. (2008) Ministerial statement on the international day against homophobia. Foreign & Commonwealth Office, London. www.fco.gov.uk/en/newsroom/latest-news/? view=PressR&id=3451558 -152- Smith, S. (2007) Students’ extra-curricular experiences count – 1994 Group. www.1994group.ac.uk/newsitem.php?item=210

Soorenian, A. (2008) National Postgraduate Committee (NPC) research into disability and international students’ experiences. www.npc.org.uk/uk/npcscotland/PnScotland Election2007inhtml/Soorenianondisabilityandstudents

Stier, J. (2003) Internationalisation, ethnic diversity and the acquisition of intercultural education. Journal for Intercultural Education 14 (1): 77–91.

Thrift, N. (2007) University viewpoint: the University of Warwick on ‘The challenge of global education and research’, GlobalHigherEd. http://globalhighered.wordpress.com (search on ‘thrift viewpoint’).

Trahar, S. (2007) Teaching and Learning: The International Higher Education Landscape. ESCalate/Higher Education Academy, Bristol.

Turner, Y. and Robson, S. (2006) ‘Beleaguered, bothered and bewildered: a story of academics and internationalisation’, paper delivered at the Supporting the Chinese Learner conference, University of Portsmouth, July 2006.

-153- UKCOSA (2004) Broadening Our Horizons: Report of the UKCOSA Survey. UK Council for International Education (now UKCISA), London.

UKCOSA (2007) Benchmarking the Provision of Services for International Students in Higher Education Institutions. UK Council for International Education (now UKCISA), London. www.ukcosa.org.uk/files/pdf/pmi/benchmarking_ report.pdf

UNITE (2006) The International Student Experience Report. UNITE, Bristol.

Universities Scotland (2006) Race Equality Toolkit: Learning and Teaching. Universities Scotland, Edinburgh. www.universities-scotland.ac.uk/raceequalitytoolkit

UUK (2007) UK HE is a thriving global industry, media release. Universities UK, London. www.universitiesuk.ac.uk/Newsroom/Media- Releases/Pages/MediaRelease-541.aspx

Ward, C. et al. (2005) Interactions with International Students. Education New Zealand, Centre for Applied Cross-cultural Research, Victoria University of Wellington.

-154- Warren, D. (2007) ‘Student cultural diversity and pedagogy: approaches and possibilities’, presented at a Conference on Internationalisation and Educational Development, Leeds Metropolitan University, 6 June 2007. www.leedsmet.ac.uk/conferences/ied/theme2.htm#scd

Webb, G. (2005) Internationalisation of curriculum: an institutional approach, in Carroll, J. and Ryan, J. (eds) (2005) Teaching International Students, Improving Learning for All. Routledge, London.

-155- Appendix A: Questionnaires

1 Short questionnaire and post-it activity questions

Questions:

a) As far as you know, are there any overlaps between the equality and diversity and internationalisation agendas at your institution (either at policy level or in practice)?

b) If there aren’t any, why do you think this is (are there any obvious barriers you can identify)?

c) If there are, can you give us some examples?

d) Could you provide us with a name of someone at your institution who may be useful to contact should we wish to follow this up in more detail?

-156- 2 Long questionnaire

Internationalisation and equality and diversity: investigating areas of overlap and identifying gaps in UK higher education: Institution questionnaire

Job title: ______Department: ______Contact number (should we wish to follow up any of your answers): ______

A Governance and management Internationalisation strategy: 1 Does your institution have an internationalisation strategy? □Yes □No □Don’t know

2 What was the process your institution went through in producing it (who led it, who was consulted)?

-157- 3 What do you think is the key/are the key rationale(s) for internationalisation in your institution? □ the recruitment of international students for economic gain □preparing all students for employment in global economy □ developing students as global citizens (and contributing to fair and just world) □ to increase academic prestige/improve reputation of university □ other…please explain

4 Who is now leading your internationalisation strategy (is it led from the top, do senior managers share responsibility, is there a committee structure to support this)?

5 Can you give me evidence of how committed your institution is to your internationalisation strategy (prominence on website, in mission/vision, internal communications, resourcing)?

6 Do you have as part of your strategy a policy on recruiting international staff? □Yes □No

-158- □Don’t know

7 What percentage of your staff are from overseas?

Equality and diversity (E&D) strategy: 8 Do you have an E&D strategy? □Yes □No □Don’t know

9 What was the process your institution went through in producing it (who led it, who did you consult)?

10 Who is now leading your E&D strategy (is it one person responsible, is it led from within HR, is there a committee structure to support this)?

11 Which of the six equality strands does your E&D strategy cover? □Race □Sexual orientation □Religion and belief □Age □Disability □Gender

12 Can you give me evidence of how committed your institution is to your E&D strategy (prominence on website, in mission/vision, internal communications, resourcing)?

-159- Links between the two strategies: 13 a) Did one strategy inform the other? □Yes □No □Don’t know b) If yes, how (what areas of overlap can you identify)? c) If not, why do you think this might be (are there any obvious barriers you either observe in your institution or can identify as potential reasons why the two agendas remain independent)?

14 What do you think could be the benefits of linking the two agendas (for the student, for the staff, for the institution)?

15 In your institution, where do you think there is currently most overlap between the two agendas? □Living (experience on campus, events, social, students’ union activity) □Structured learning (experience in the lecture theatre/seminars, including group work/e-learning) □Work-based learning (work placements/internships) □Informal learning (mentoring schemes, peer-assisted) □Student support (advice, facilities)

-160- □Staff support (academic, pastoral, staff development)

16 Where do you see potential areas of overlap between internationalisation and E&D in UK higher education?

B Student support/services 17 Do you have readily available statistics on your students by: □Race □Sexual orientation □Religion and belief □Age □Disability □Gender □Country of origin □English as a second language (ESOL) □Previous educational experience

18 In supporting international students: a) what do you consider the most challenging issues to be in relation to the six equality strands (e.g. reporting of hate crimes, accommodation provision, learning support)? b) what processes/facilities do you have in place to address these difficulties (e.g. en suite bathrooms in university accommodation, disability fund)?

-161- Equality Issues Solutions Race Gender Disability Sexual orientation Religion and belief Age

19 What aspects of international student support are mainstreamed? What aspects are international student specific?

C Staff support/services 20 Do you have readily available statistics for international staff according to: □Race □Sexual orientation □Religion and belief □Age □Disability □Gender □Country of origin □Contract type □ESOL (English as a second language)

-162- 21 a) Is there anybody in your institution who specifically supports international staff? □Yes Contact name and email: □No b) If so, what support do they offer?

22 In supporting international staff: a) what do you consider the issues to be in relation to the six strands? b) as an institution what processes do you have in place to address these difficulties?

Equality Issues Solutions Race Gender Disability Sexual orientation Religion and belief Age

23 What staff development opportunities are available that you perceive to be associated with either the E&D or internationalisation agendas?

-163- 24 a) If your institution offers staff development training in this area, is it well attended? □Yes □No b) Who attends (e.g. academic staff, admin staff, a group of champions/converts)?

D Learning and teaching 25 Does your internationalisation strategy have a learning and teaching/curriculum development component? □Yes □No □Don’t know

26 Does your E&D strategy have a learning and teaching/curriculum development component? □Yes □No □Don’t know

27 What institutional processes are in place to facilitate internationalisation of the curriculum (e.g. programme review guidelines, staff development, members of staff responsible for leading development, rewards/incentives)?

-164- 28 Is learning support mainstreamed or offered separately to international students and home students? □Mainstreamed □Offered separately

29 a) Do you have progression and retention statistics for international students? □Yes □No

b) Could they be matched against the six equality strands (e.g. the progression of an international student with a disability?) □Yes □No

c) Are they readily available? □Yes □No

E Estates 30 How does your institution’s estate and marketing collateral provide for and reflect the diversity on campus?

31 What specific provision do you make for students/staff with regard to their status (e.g. in accommodation, in catering, in shops, in the provision of social and religious facilities)?

-165- Provision International Disability Religion and belief Sexual orientation Gender Age

F Further research 32 What further research/information would help you to inform your policy and practice towards a more inclusive institution?

Thank you for your time!

Please send your completed questionnaire to [email protected] by

Monday 14 July.

-166- Appendix B: Kato’s institutional audit

(in respect of provision for LGB students)  Does the campus have LGB student organizations supported by student government funds?  Does the campus counselling centre have LGB support groups?  Does the campus have a LGB faculty/staff association?  Does the curriculum include courses on LGB history and culture?  Does the institution’s affirmative action statement include sexual orientation?  Does the campus minority affairs office deal with sexual orientation issues?  Does the student handbook or conduct code include a clear statement prohibiting harassment and discrimination of minorities and LGB people?  Does the housing office grant room changes on the basis of sexual orientation or must danger to the resident be demonstrated?  Does my professional or student staff include openly LGB people?  Does our office have a strong commitment to treat all people equally? Is this as evident with our LGB populations as it is with other minorities?

-167-  Are LGB colleagues encouraged to bring their significant others or partners to office or campus social events?

She goes on to summarise students’ suggestions for how institutions might be more supportive:  At orientation, provide all new students with a campus LGB resource guide and announce that the ISA office is open to discussion of LGB issues.  Create a ‘safe’ environment by displaying LGB resource materials, books, posters, and pink triangles or ‘safe space’ signs.  Do not assume heterosexuality in conversations with students.  Offer sensitivity training on LGB issues for all staff, including ISAs, incorporating a global perspective.  Offer support and advice on immigration for LGB people whose partners are US citizens, including advice on asylum.  Sponsor educational opportunities, such as international LGB discussion groups, forums, seminars, and films.

Finally, Kato provides a number of helpful guidelines regarding how you should respond to a student who approaches you to discuss sexual identity, and based on the premise that the most important thing to remember is to ‘accept the individual as a total human being, do not

-168- limit your interest to his or her sexual orientation.’ (Besner and Spungin 1995, in Kato, 1998), as follows.  Do not act surprised when someone comes out to you. They have decided that you can be trusted.  Deal with students’ feelings first. Most gay and lesbian people who are just coming out feel alone, afraid, and guilty. You can help by listening and allowing them to unburden themselves.  Be supportive. Explain that many people have struggled with homosexuality. Acknowledge that dealing with one’s sexuality is difficult. Keep the door open for further conversations and assistance.  Assess the student’s knowledge of homosexuality. Replace misinformation with knowledge. Don’t assume that gays and lesbians who are just coming out know a lot about homosexuality. We have all been exposed to myths and stereotypes, so it is helpful to provide clarification.  Use non-judgmental, all-inclusive language in your discussion. Pay attention to verbal and nonverbal cues from the students. Do not label or categorize.  Respect confidentiality.  Re-examine your own biases so as to remain a neutral source of information and support.

-169- Appendix C: Conferences

Fourth Annual Teaching and Learning Conference (2006) at NUI Galway

‘The Challenge of Diversity: Teaching, Support and Student Learning’

Focusing on:  the learning and support needs of non-traditional learners in higher education; the support needs of academic staff in relation to learning, teaching and assessment in the context of an increasingly diverse student body  the development of diverse and discipline-specific methods to support the retention and successful participation of non-traditional learners  models of student learning support for both traditional and non-traditional learners  approaches to teaching that foster greater active learner engagement (for both traditional and non- traditional learners).

-170- Non-traditional learners include socio-economically disadvantaged students, mature students, students with a disability, part-time students, students who are members of the traveller community or minority ethnic groups, and international students.

Relevant papers:  Non-traditional students: supporting one another (Professor Hazel Dewart, University of Westminster). This outlined a programme of peer support wherein third-year students were trained as mentors for first years, based on the premise that ‘the more diverse the student group, the greater the need for appropriately tailored support’.  Same but different: working with student diversity in higher education – a film resource pack for staff (Professor Karen Ross, Coventry University). This outlined the use of film clips to challenge and explore attitudes/needs of diverse groups of students.  Diversity, what’s the problem? Considering barriers to learning (Ms Joanne Smailes, Northumbria University). This paper outlined how the Pedagogy for Diverse Student Needs group aimed to develop a better understanding of the learning needs for diverse student groups to identify and disseminate best practice.  Working with lecturers to support international students in their academic writing (Ms Pollyanna Magne, University of Plymouth). There is a growing -171- volume of evidence demonstrating the challenges of academic writing in a foreign language, from both student and staff perspectives. This session discussed the issues, and demonstrated a number of strategies that academic staff can use to enhance the academic writing skills of their student group.

Looking Forward and Learning Together: Enhancing the Learning Experience (2006) at Sheffield Hallam University

The conference is central in helping to promote the enhancement of learning, teaching and assessment at Sheffield Hallam University. Themes included horizon scanning, working with external partners, students’ voices, extra curricular, pushing boundaries and learning environments.

Fourth Education in a Changing Environment (2007) at Salford University

Themes included:  diversity, internationalisation and intercultural learning  learning technologies in higher education  the scholarship of teaching and learning.

-172- Developing an Inclusive Curriculum (2007) at University of York

This conference offered delegates from different disciplines a space to share and develop practical approaches to embedding E&D into curricula. www.heacademy.ac.uk/events/detail/developing_an_ inclusive_curriculum_07_sept_07

Integrating diversity through formal and informal curricula (2008) at Oxford Brookes University

Themes included:  improving cross-cultural capability  teaching cross-cultural skills  managing and assessing cross-cultural group work  approving, assessing and rewarding cross-cultural capability  integration  role of societies, special groups, social spaces in facilitating cross-cultural integration.

-173- Internationalisation and Educational Development (2007) at Leeds Metropolitan University

www.leedsmet.ac.uk/conferences/ied/schedule.htm

Themes included:  developing cross-cultural capability  fostering student engagement with internationalisation  strategic approaches to/support for internationalisation.

Inclusive Learning and Teaching HE Special Interest Forum on ‘Managing Student Cultural Diversity’ (2004) at London Metropolitan University

www.londonmet.ac.uk/library/w81643_24.doc

Relevant papers included:  Cultural diversity and academic writing (Helen Peters and Marie Turner, London Metropolitan University)  Being the change I want to see in the world: creating inclusive teaching and learning environments (Gloria Gordon, London South Bank)  International students’ adjustment to the UK learning environment (Claire Bradshaw and Jan Bamford, London Metropolitan University)  Building trust in the multi-racial classroom (Pat Grant, University of Greenwich) -174-  Diversity issues in health and social work (Jo Skinner, London Metropolitan University)  Valuing diversity in the social science curriculum (Dr Marion Bowl, University of Birmingham).

The Irish Council for International Students ‘Diverse Voices: International Students in Irish HE’ – An International Students’ Forum at University College Cork (2007) www.icosirl.ie/eng/news/events/diverse_voice_ programme_speakers

The forum focused on the integration of international students in Ireland. More specifically, it intended to:  examine Irish higher education from international students’ perspective and highlight continuing barriers to their fuller integration and participation into campus and Irish life generally  celebrate the contribution of international students to the growing diversity within the Irish educational system and in the wider society  identify ways in which international student organisations can work together and with ICOS and other agencies, including Government, to address concerns and contribute to policy development.

-175- Appendix D: Key websites

Resource and organisation/ Website institution Leeds Metropolitan www.leedsmet.ac.uk/the_news/docs/ University’s Vision and visionandcharacter08.pdf Character Statement (2008) Safety First: A Personal www.britishcouncil.org/safety_first.pdf Safety Guide for International Students (British Council) Leeds Metropolitan Anti- www.leeds.ac.uk/cers/toolkit/toolkit.htm Racism Toolkit Centre for Disability www.leeds.ac.uk/disability- Studies (University of studies/index.htm Leeds) International Students www.ukcisa.org.uk/files/docs/disability with Disabilities in goodpractice.doc Higher Education: Notes on Good Practice (Skill/ UKCOSA) International Students www.ukcisa.org.uk/files/docs/disability with Disabilities in faqs.doc Higher Education: FAQs for International Officers (Skill/UKCOSA)

-176- Resource and organisation/ Website institution National Disability Team www.actiononaccess.org/download. checklist for institutions php?f=396 to support the inclusion of international students with disabilities Information for www.skill.org.uk/uploads/international_ International Disabled students.doc Students (Skill) NAFSA Association of www.indiana.edu/~overseas/lesbigay International Educators Rainbow Special Interest Group for LGBT students/staff/institutions The STAR (Student www.ulster.ac.uk/star Transition and Retention) project UKCISA good practice www.ukcisa.org.uk/about/material_ guide: Planning and media/good_practice_guides.php Running Orientation Programmes for International Students University of Warwick, www.oneworldweek.net One World Week website Swansea University www.swanseaunion.co.uk/index.php? International Festival option=com_contentandtask=view andid=343andItemid=12 -177- Resource and organisation/ Website institution Northumbria University’s http://mynsu.northumbria.ac.uk Diversity Week Sheffield Hallam www.shu.ac.uk/university/events/ University’s Diversity diversitywk Week University of Plymouth’s www.ukcisa.org.uk/files/docs/pmi/ mentoring project (on Plymouth_easingtransition_mentor UKCISA website) support.doc UKCISA good practice www.ukcisa.org.uk/about/material_ guide: Mentoring media/good_practice_guides.php Schemes for International Students: A Practical Guide 1994 Group www.1994group.ac.uk Global Citizen Awards – http://gca.leedsmet.ac.uk/main Leeds Metropolitan University Exeter Award www.exeter.ac.uk/exeteraward York Award www.york.ac.uk/admin/presspr/press releases/ykawd.htm University College www.ucl.ac.uk/global_citizenship/ London Award students/Abbey.htm Leicester Award www.le.ac.uk/ssds/careers/leicester award.html

-178- Resource and organisation/ Website institution Institute for Community www.bridgingcultures.org.uk Cohesion, Awards for Bridging Cultures Local Friends Project – www.shu.ac.uk/university/events/ Sheffield Hallam diversitywk UKCISA good practice www.ukcisa.org.uk/about/material_ guide: Volunteering media/good_practice_guides.php and International Students: A Practical Guide Bridging Our Worlds, www.ukcisa.org.uk/training/ UKCISA training DVD programme_overview_11july.php – developing cross- cultural competence in students and staff HOST (charity www.hostuk.org.uk organising home visits for international students) International students www.ukcisa.org.uk/pmi/case_ and employability – studies_employment.php UKCISA case studies HEA online www.heacademy.ac.uk/ourwork/ internationalisation learning/international resources and case studies -179- Resource and organisation/ Website institution Pedagogy of Diverse http://northumbria.ac.uk/static/ Student Needs worddocuments/PDSNTofR_ Enhancement Group – LTAwebsite.doc Northumbria University Bournemouth http://pal.bournemouth.ac.uk University Peer Assisted Learning Scheme Universities Scotland www.universities- (2006) Race Equality scotland.ac.uk/raceequalitytoolkit Toolkit i-graduate – www.i-graduate.org/services/ International Student student_barometer.html Barometer Diversity in Academic http://wiki.bath.ac.uk/display/ Practice – University of DAPP07/Home;jsessionid= Bath EF43DA1B37DBF41A4C1819 DFECE6478B

-180- www.ecu.ac.uk

Equality Challenge Unit supports the higher education sector to realise the potential of all staff and students whatever their race, gender, disability, sexual orientation, religion and belief, or age, to the benefit of those individuals, higher education institutions and society.

© Equality Challenge Unit. ECU’s publications are produced free of charge to the HE sector. Information can be reproduced accurately as long as the source is clearly identified. Alternative formats are available: E [email protected], T 020 7438 1010

Company limited by guarantee, No. 05689975. Registered Charity No. 1114417