International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9-11 June 2015 Welcome

Tanya Lubicz-Nawrocka Cosmopolitan Transitions for International and Home Students University of Edinburgh (PhD candidate); University of Cambridge

Background 21st Century Higher Education University experience helping students develop knowledge, skills, and also a sense of critical ‘being’ and self-authorship (Barnett, 2004) Cosmopolitanism A mind-set held by global citizens who consciously engage in activities that demonstrate their international, multicultural attitudes

Data Collection Qualitative Data – Staff Members’ Perceptions of UG Students’ Cosmopolitan Transitions Semi-structured interviews with 30 lecturers and international student advisers at thirteen universities in England six Russell Group and seven post-1992 universities Focus group discussion PhD student tutors and their supervisor at one Russell Group university

Cultural and Social Transitions into University International Students Culture shock: cultural and social learning curve Family pressure Self-segregation Home Students Culture shock: new independence and personal development Socialising culture Self-segregation

Culture Shock International Students ‘Part of this shock is learning and then growing....The ones who adjust really quickly and the ones who improve their English and grow in confidence and really embrace the time they have in England are the ones who go to the social events and the ones who participate in and engage in activities... They are the ones who tend to be really adjusted and the ones who make the most of it.’ (Interviewee 2) Home Students ‘They have sudden exposure to UK university life. There are so many choices open to them with societies to join and figuring out their lives here at the university....They are reconciling their old identity with a new one they are creating at university.’ (Interviewee 15)

Pressure International Students Family pressure Challenge of succeeding when students dislike the experience Home Students Peer Influence Socialising culture ‘There’s a difference in values where the UK student is told that these are the best years of your life so make the most of it, whereas international students are told that this is our most important investment and you’re not going to blow it.’ (Interviewee 3)

Self-Segregation International Students ‘We receive complaints that many don't want to join groups, if they don't want to participate, if they don't speak out or give an opinion. Particularly, I’m thinking about the Chinese students. It’s the language and the culture... They are preserving their identity and making spaces where they feel comfortable. They need this and also space for challenging themselves.’ (Interviewee 3) Home Students ‘[Regarding integration] I think it’s important, but I think that British students are not interested; they’re quite parochial... [and] think the world ends at Dover. They are not cosmopolitan... I think they’re uncomfortable and intimidated... It’s tragic. They’re so close- minded.’ (Interviewee 12)

Academic Transitions into University International Students English language ability Adapting to academic conventions Adapting to university-level academic expectations Critical thinking Peer learning Home Students Adapting to academic conventions Adapting to university-level academic expectations Critical thinking Lifelong learning mind-set

Academic Conventions Importance of Academic Inductions for All ‘…We used to do an academic writing support orientation for international students but not the home students. It meant that international students felt as though they were being treated differently because they were disadvantaged in some way. I think it actually damaged their confidence because they felt they were different. Also, a lot of home students didn’t get the academic support they needed because they missed out on this orientation.’ (Interviewee 6)

Academic Expectations International Students Critical thinking and peer learning: ‘[Chinese students particularly] …tend to think there is a right answer... [but] we ask them to go further and make inferences....It’s also about showing that the lecturer doesn’t give all the answers and it’s important to talk to the people next to you....We want them to learn critical analysis, not factual content.’ (Interviewee 10) Home Students Critical thinking and lifelong learning: ‘I think there’s more of a gap now between school and university because of the changes in the A-levels....In my day, the A-levels were done over two years with the exams. Now it’s so spread out that I don’t think it’s as good because they take the module and the exam and then forget the material....[Students] want the information piecemeal but we’re teaching them for life. We’re teaching them the methods and approaches... [and] how to learn.’ (Interviewee 20)

Transitions through and out of University Cosmopolitan Opportunities ‘Cosmopolitanism is what you make of opportunities. …I just hate that the mentality is not giving this opportunity the kind of status it deserves.’ (Interviewee 18) Preparing for the Global Labour Market ‘I think they [students] like words like globalisation or international relations... [because they] are very attractive [and] because it provides them with opportunities, or they believe that it provides them with opportunities…’ (Interviewee 29)

Discussion: Challenges to Cosmopolitanism Cultural and Social Transitions into University Challenges of culture shock, pressure, self-segregation Only one third of participants believed their universities were integrated Importance of English language ability, developing confidence, becoming more open-minded, and meeting others who are different from oneself Academic Transitions into University Challenges of adapting to academic conventions and expectations Importance of academic inductions for all students and developing critical thinking skills Recognition of the impact of social and cultural adaptation outside the classroom and how it affects the academic community inside the classroom Transitions through and out of University Almost half of the interviewees called for greater investment in cosmopolitan opportunities which can improve students’ social integration and interdisciplinary learning Developing a culture of seizing opportunities and lifelong learning Preparing students as global citizens for the global labour market

Thank You! Questions? Comments? Contact details: Tanya Lubicz-Nawrocka University of