{"id":4613,"date":"2024-04-15T13:44:15","date_gmt":"2024-04-15T12:44:15","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=4613"},"modified":"2025-01-22T21:06:11","modified_gmt":"2025-01-22T21:06:11","slug":"international-students","status":"publish","type":"page","link":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/theme-overview\/inclusivity\/international-students\/","title":{"rendered":"International Students"},"content":{"rendered":"

An Inclusivity Theme Page<\/h2>\n \n\n
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Design of Inclusivity Pages<\/h3>

All of the Inclusivity pages are designed following the principles of Universal Design for Learning (UDL). You will find a combination of text, video and images, along with some points of reflection, practical examples and case studies.<\/p>\n

You can choose to read the text or access an audio recording of the same material. The recordings are at the bottom of each page. Alternatively you could use\u00a0the Microsoft Immersive Reader,<\/a> which has the ability to set preferences or use the 'read aloud' function .You can also attend a workshop on the topic.<\/a><\/p>\n <\/div>\n <\/div> \n\n \n \n\n

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The Inclusive Education CPD Offer<\/h3>
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In this International Students toolkit page, we will explore the challenges, experiences of, and provisions for international students in Higher Education, outline some key findings in the research on international students' experience of higher education, and give you some practical advice on ensuring your teaching is accessible and inclusive to develop a greater sense of belonging and equity for all your students.<\/div>\n<\/div>\n<\/div>\n
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The initial sections give you the background, context, and data on teaching international students: if you wish to jump straight to practice, access the 'Induction and Transition' section.<\/p>\n

You can then advance your understanding by accessing the related pages or workshops on specific Inclusive Education topics.<\/p>\n

At the end of this page, there is a map of further CPD opportunities and topics, to aid your navigation.<\/p>\n

Key readings for this page: Scudamore, R. (2013) Engaging home and international students: A guide for new lecturers.<\/em> The Higher Education Academy https:\/\/www.advance-he.ac.uk\/knowledge-hub\/engaging-home-and-international-students-guide-new-lecturers<\/a><\/p>\n<\/div>\n

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The changing demographic of our student population over the last 30 years has been driven by political, economic, educational, social, and technological advances. Our student and staff population offers a rich and diverse global context that enriches and brings value to our universities (Hockings 2010).<\/p>\n

Universities UK recently suggested that:<\/p>\n

\u2018International higher education and research are hugely important to our universities and to the UK\u2019s long-term national interest. They help underpin our global reputation, influence, and impact. So, it is more important than ever that we celebrate our achievements \u2013 and work collectively to ensure that public and political support for internationalisation is sustained.<\/p>\n

However, an increasingly challenging geopolitical context \u2013 including the long-term effects of the pandemic and the UK\u2019s exit from the EU \u2013 has had a significant impact on universities and their global engagement. As the data shows, we are seeing changes in the composition of the international student body, while outward student mobility has suffered significantly and remains a minority experience for UK students.\u2019<\/p>\n

Currently a decline is being seen across the sector, changing the landscape of international education and prompting the question what are we doing for our international students?<\/p>\n

This page focuses on the themes of transition, induction, and linguistic, cultural, and academic considerations for the internationalisation of HE. The deeper dive section explores these themes in depth, with key literature, case studies, and resources based on evidence-based research and staff and students\u2019 perspectives.<\/p>\n

If you don\u2019t have time to delve into the details right now, here are top tips for teaching international students to get you started:<\/p>\n \n\n

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Top tips to get you started:<\/h3>

1. Managing expectations<\/p>\n

It won't be you who has expectations of the students, but the students will have expectations of you and the university. Through websites, pre-arrival materials, VLE and induction materials provide as much information about the module or programme as possible. For example, provide a module map with topics or themes being covered and where assessment practice and submission falls a lecture guide and expectations around readings, including lists or schedules. Importantly signpost students to wider university support that they can access as soon as they arrive.<\/p>\n

2. Get to know your students.<\/p>\n

Acknowledge and embrace the diversity of your students. Spend time getting international students to open up about their hobbies and free time interests so that other students in the class have some information with which to make connections, find common ground, and start a conversation with them. Even just finding out what football team they support, for example, has generated an incredible amount of bonding in my experience. International students are generally very reticent to approach home students but want to connect with them naturally.<\/p>\n

3. Use global perspectives<\/p>\n

Wherever possible, use cases or examples with an international l context that do not favour the contextual knowledge of the home students, unless necessary. Alternatively, use case studies or examples that enables home students to seek contextual understanding from international students. Focus on proactive inclusion in the classroom and ask international students about their perspectives\/experiences on the content being delivered.<\/p>\n

4. Provide opportunities for expression in multiple ways.<\/p>\n

The reason students stay silent in class can be complex, including needing more time to process information from one language to another, adapting to new practices and norms and summoning the confidence to speak out in unfamiliar settings. Providing multiple ways for students to engage such as Mentimeter, and anonymous online boards such as Padlet can help encourage all students to share their thoughts, perspectives and questions.<\/p>\n <\/div>\n <\/div> \n\n \n \n\n

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Reflection<\/h3>

How do you perceive international students in Higher Education?<\/p>\n

What are the strengths and challenges of teaching and supporting international students?<\/p>\n <\/div>\n <\/div> \n\n \n

International students<\/h2>\n