Eluned Jones, Susan Welland & Dr Toni Wright Students self perceived employability gain from International experience Eluned Jones, Susan Welland & Dr Toni Wright Introduction LEGACY (Learning and Employability Gain Assessment CommunitY) is bringing together leading researchers and practitioners to actively focus on piloting and testing alternative measurement methods and approaches to understand what Learning Gain is. Employability related Learning Gain can be defined as: “The progressive ability to make well informed realistic plans for the future and to be ready, willing and able to implement these in a changing world” (adapted from Gilworth, 2017). The University of Birmingham is leading on the International Experience and Employability strand partnering with universities of Cambridge, Exeter, Southampton, Liverpool, University College London and King’s College London. The literature about graduate employability from the point of multiple stakeholders is rich and varied, e.g. Crossman & Clarke, 2010, CIHE, 2011; Van Mol, 2016; UUKI, 2017. However, the views and perceptions of undergraduates themselves tend to be less well known (Tymon, 2013). Building on previous Universitas 21 UK research (Wright & Jones, 2014), the University of Birmingham has devised a project designed to explore the self- perceived employability learning gains achieved by students who have studied abroad, worked abroad or have an on-campus experience that has contributed to providing an international experience. Interim Findings Participants: N=100; 25% male, 75% female; 19-25yrs UG; 70% final yr, 20% 2nd yr, 10% 1st yr; 80% white; 66% Arts & Humanities, 24% Natural Sciences, 10% Social sciences. Pre experience interviews identified that participants do not undertake international travel experiences primarily due to differing perceptions of risk leading to risk averse behaviour, as well as being influenced by perceptions of relevance to subject of study and practical considerations e.g. extra year, money, course of study restrictions. It was also identified that participants’ motivation and aims for international travel and experience tends to vary depending on whether the experience is compulsory or voluntary. For those for whom the experience is voluntary, intrinsic motivations e.g. personal development, ‘make a difference’ were more emphasised in accounts although extrinsic factors were also mentioned e.g. CV, relevant experience. Some differences were identified between the aims of those undertaking work experience and study experience (see thematic diagrams below). Aims To provide the sector, and especially careers practitioners and those supporting study abroad, with better evidence on what students believe they gain from international experience Enable better design and promotion of international experiences Create enhanced pre-experience preparatory resources and post-experience reflection Identify, and enhance, on-campus opportunities to produce similar employability learning gain to traditional international experience Method This qualitative project is using semi-structured interviews to identify qualities and skills reported to be enhanced by a student’s international experience. These findings will be compared with global employability skills and qualities reported prior to undertaking the international experience. Ethical approval was gained by the lead research institution and participants were fully briefed prior to taking part including their rights of withdrawal and anonymity in reporting. Initial analysis of post experience interviews suggests that mobile students show some quantitative differences in their perceptions of their global competencies after international experiences, where non mobile do not, but all participants feel that they have improved in terms of self-awareness, resilience and ability to work with and appreciate others who are different from them. These differences appear more marked in geographical mobile students but, depending on the nature of the on- campus experience, there are also perceived differences expressed by those who undertake bespoke internationalisation experiences at home. Discussion Initial findings suggest that students themselves consider that they have gained in terms of global competency which in turn implies possible enhanced employability. This supports the reported correlation between outward mobility & employment outcomes (UUKI, 2017) but does not imply causation and neither does it exclude the possibility of similar outcomes from internationalisation at home initiatives. Further work will be required to explore these possibilities. References Crossman, J. & Clarke, M (2010) International Experience and Graduate Employability: Stakeholder Perceptions on the connection. Higher Education, 59, 599-613 Diamond, A., Walkley, L. & Scott-Davies, S. (2011) Global Graduates into Global Leaders, Report: Association of Graduate Recruiters, CFE Research & Council for Industry & Higher Education Gilworth, R (2017) ‘Let’s start from where you are’ Impact and implications of Careers Registration. LEGACY Seminar: Exploring Learning Gain in Higher Education. 8 February 2017, University of Nottingham Tymon, A. (2013) The student perspective on employability. Studies in Higher Education, 38, 6, 841-856 Universities UK International (2017) Gone International: mobility works, London: UUKI Van Mol, C. (2016) Do Employers value international study and internships? A comparative analysis of 31 countries. Geoforum, 78, 52-60 Wright, T., and Jones, E. (2014) Student International Experience and Perceived Employability Gains, Retrieved from: http://gic.isp.msu.edu/Content/GIC-2015-Dublin-June10-Combined.pdf www.legacy.ac.uk @LegacyLGproject