Anne Marie Graham, Head of Programme UK Higher Education - - PowerPoint PPT Presentation

Anne Marie Graham, Head of Programme UK Higher Education International Unit

The UK Strategy for Outward Mobility and the Go International Programme: increasing participation in outward mobility.

www.go.international.ac.uk

• utwardmobility@international.ac.uk

Aim: to increase the proportion of UK domiciled students accessing international experience as part

• f their higher education

www.go.international.ac.uk

How mobile are our students?

22,100 UK domiciled mobile students = 1.2% UK domiciled students

Total number of mobile students in 2013/14 by domicile

96%

Level of study

UG PGR PGT Other UG

74%

Activity

Study Work Volunteering

84%

Socioeconomic Background

lower four SEC codes top four SEC codes

Who goes abroad?

31% 69%

Language mobilities

Language student mobilities Non-language student mobilities

Where do they go?

France: 4,230 Spain: 3,270 Germany: 1,960 Italy: 1,065 Netherlands: 655 Russia: 370 Sweden: 335 Belgium: 275 Ireland: 270 Austria: 245 USA: 2,680 Australia: 1,185 Canada: 940 China: 660 Malaysia: 335 Japan: 320 Hong Kong SAR: 310 New Zealand: 255 India: 185 South Africa: 180

Top 10 destinations: In Europe Outside Europe

What do academics think?

Academics report that:

• Increase in number of outwardly mobile non-language students,

but language skills still limiting participation

• Limited participation partly due to students’ lack of knowledge
• f language support on offer
• Staff from institutions taking strategic approach to language

support reported a positive impact on mobility

• e.g. making ‘Language for All’ modules available to all

students and promoting them widely Surveyed 56 staff in 30 institutions; conducted 14 in-depth interviews Asked for their views on benefits and barriers of mobility

• Language found to be:

– A commonly reported motivation (varied strongly with subject – language degrees) – An important factor in decision-making – The 4th biggest perceived barrier to mobility – A perceived impact (both positive and negative).

• Language students more likely to be on compulsory

study abroad/work placements than other subjects.

How does language affect mobility?

Surveyed 2,842 students in 37 institutions Asked for their views on benefits and barriers of mobility

How does mobility affect language proficiency?

Mobile students in this cohort:

• Were less likely to be

unemployed

• Had higher starting salaries
• Were more likely to enter

employment in more senior roles

• Were more likely to graduate

with a 1st or 2:1

Cohort study Comparison of mobile vs non-mobile students

What are mobile student outcomes?

Overall, a lower proportion of non- language graduates who were mobile were unemployed. And there were also significant differences for other student profiles

Gone International key findings – employment outcomes

Mobility-inspired language learning

‘My experience did not require language skills and before I went away I had not considered learning another language. Whilst I was away, I lived in an international house with students from all over the world, many of which could speak 3 or 4 languages. This experience made me realise that learning another language would expand my

• pportunities even further and upon returning to the UK I have

started taking Spanish classes and plan to spend time in South America in the upcoming year to improve my language skills.’ Rosie Willis, MSci Mathematics, King’s College London ‘It can be hard to get around on a day-to- day basis if you don’t speak any Korean and frustrating at times.” Team took Korean language classes, and they helped a lot. “It's good to pick up some basic Korean to get by on a day-to-day basis.’ Team Tan, BSc International Management, The University of Warwick