Tag: UK

Chinese students are keen to study in the UK but want greater choices – is ‘HyFlex’ learning the future?

“As China begins to emerge from the pandemic, it is important to understand the future for UK China International Education”

Research commissioned by Study Group shows rebounding demand from Chinese students to broaden their horizons at UK higher education institutions. However, the study makes clear there won’t be a return to pre-Covid times – education providers will need to employ innovative approaches to unlock future opportunities, writes James Pitman, Study Group’s managing director UK and Europe.

Unlike the often-fragile relationship between countries and governments, education provides a unique opportunity for students worldwide build solid relationships in a supportive and open environment. Tertiary institutions in the UK have traditionally held high appeal for many Chinese students and their parents. With China representing a fifth of the world’s population and a rapidly growing economy, the UK and China have one of the world’s most important international education relationships.

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International re-birth a step change for delivering “local and global” impact

“All learners will have an international experience, either physical travel or through digital technologies”

It may have escaped the attention of many in higher education, but at the start of this academic year Teesside University Business School quietly rebranded as Teesside University International Business School, writes the school’s dean, Warren Harrison.

Although there was no launch event, or press release landing in editor’s inboxes, for us this represents a step change around our commitment to international education and international students.

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Cultural education – easing the transition to the UK education system for international students

“Telling a Chinese student to critically appraise a text can often make them feel uncomfortable and the word ‘critical’ suggests ‘censure’”

A recent survey from UKI Student and School Forum and featured in The PIE News highlighted that international boarding school students, despite having potentially studied for several years in the UK, still worry about studying at degree level.

The transition to the UK education system is not an easy one for any international young person to make, but Paul Breen, from University of Westminster has some strong views on how the transition could be eased.

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Ready, steady, go? International applicants want more information to inform their study decisions

“When asked about how ready they felt to study abroad ahead of the autumn, half of applicants felt either only somewhat ready or not ready at all”

Demand for UK HE remains strong, though international students want to know more about what’s in store for them, writes Des Cutchey, Managing Director, UCAS International.

As society and the education sector continues to adapt to the impacts of the Covid-19 pandemic, we know international students continue to face uncertainty as they navigate their first academic year, or plan for future study in the UK. What will travel and the student experience look like in the current context? What will life look like as precautions related to the pandemic continue to change?

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Why giving children exposure to a greater variety of languages in schools is crucial to problem solving

“Embracing language learning does not mean simply widening access to modern  European languages”

In 2021, Ofsted published a report into the state of languages in UK schools. It begins with lofty ambition – the second line declares that learning a language is ‘a liberation from insularity and provides an opening to other cultures’ – but soon runs aground on the grim statistics of student disengagement, writes Barry Mansfield of Halcyon London International School, Marylebone.

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International students are the key to the future of British science

“International students in the UK directly contribute to cutting edge research and the development of new technologies”

Britain is one of just five countries in the world to have developed a WHO-approved vaccine against Covid-19, a triumph that would not have been possible without the countless hours contributed to the project by international students, says Study Group’s James Pitman.

The UK has earned its place as a global science hub, but the government plans to go even further, turning the country into a “science and technology superpower”. This ambitious goal is achievable, but only if we continue to welcome international students and empower them to work side by side with the top British minds in academia and research.

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How is international learning shifting?

“For international education to move effectively to a blended model involving both online and physical campuses, it is not just teaching approaches that need to be considered”

Digital advancements have given universities an innovative way of offering international learning to students who may not be in the position to move abroad. Whether it is due to family commitments or financial reasons, students can gain an internationally recognised degree regardless of their ability to travel.

With Arden University partnering with its first international partner, Roots Ivy International College, to offer students in Pakistan the ability to gain a UK degree earlier this year, Debra Hinds, associate pro-vice-chancellor of Partnerships at Arden University writes about how international learning is shifting, the opportunities at hand and how universities can aim to give a better learning experience for international students.

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Why would any higher education institution treat international students differently in terms of graduate employability?

“I am truly shocked at the suggestion that any institution would, should or could differentiate between home and international students, reducing tailored support solely because of status”

I have worked in the higher education sector for over 25 years at a senior level, so it takes a lot to take my breath away, but the joint report published today by HEPI and Kaplan – Paying More for Less?: Careers and Employability Support for International Students – has achieved exactly that, says Paul Marshall, Pro-Vice-Chancellor (Careers and Enterprise) at University of East London.

The authors strongly question whether the sector has the capacity, resource and, in some cases, the will to meet the career aspiration of international students.

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Can the recruitment of pupils for UK boarding schools ever be 100% online?

“Marketing budgets, once heavily weighted to foreign travel for recruitment purposes, are now shifting to google ads, Instagram and Facebook”

Covid-19 has heralded a shift to an online world which has implications for every aspect of boarding school operations, writes Pat Moores, director and co-founder of UK Education Guide. Clearly, the most obvious impact has been on teaching, shifting almost overnight to Microsoft teams and other online learning platforms.

However, the impact is also being felt in pupil recruitment. The days when agents and schools met in large conference spaces to talk to each other and make agent agreements has also shifted online.

So how far can algorithms and automated online applications processes ever replace traditional Agents, school admissions teams and a school tour?

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Preserving the mental health of international students during national lockdown

“Open, transparent and clear communication with families is critical – now more than ever”

 

“These are unsettling times for adults, let alone international students far from home. It’s our responsibility to step up and provide them with the support they need to make it through this crisis and come out on the other side feeling happy and healthy,” writes Sarah Bakhtiari, co-principal and director of Welfare at Bellerbys College Brighton.

With Britain’s schools closed indefinitely, many international students are left stranded by travel restrictions or national lockdowns. While these students remain in the UK, institutions have a duty of care to them. At Bellerbys, we’re currently looking after 135 international students, aged between fourteen and eighteen, who are unable to return home. Here’s how we’re approaching their mental health and wellbeing.

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