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

2. Opening Up a Third Space: A pilot project to support and engage undergraduate exchange students Lorena Georgiadou, Johanna Holtan, Alette Willis and John Harries

3. Structure of the talk Background InformationCommon Support Provisions in HEIsThird Space Overview and DetailsEvaluation of Third SpaceConclusions

4. Background HE emphasises global competencies Growing opportunities for ‘experiences abroad’ Intercultural engagement is not guaranteed Essential: Appropriate preparation and support (Holmes et al., 2015; Jackson, 2014)

5. Pre- departure SojournerRe-entry Common Support Provisions in HEIs Pre-departure sessions Credit-bearing modules (Messelink et al., 2015; Penman and Ratz, 2015)

6. Pre-departure Sojourner Re-entry Common Support Provisions in HEIs Pre-departure sessions Credit-bearing modules (Messelink et al., 2015; Penman and Ratz, 2015)

7. Pre- departure SojournerRe-entry Longitudinal Approach Preparation Support Learning Reflexivity Facilitate re-entry Maximise Experience (Holmes, 2015; Jackson, 2014)

9. Third Space Pilot Overview Originated from student feedback Designed by Edinburgh University staff Supported by Institute for Academic Development and EUSA Global Promote reflexivity and intercultural engagement Support student transitions and learning 40 UoE students recruited to pilot ‘Third Space’

10. The Third Space Pilot Weekend Retreat Toolbox Welcome Home Conference April 2014 October 2015

11. Pre-departure: Weekend Retreat 2 days away from University Promotion of ‘reflexive inquirer’ attitude – Mindful exploration of everyday life – Engagement with ‘other’ Interactive sessions and Workshops – Story-crafting and story-telling – Ethnographic Skills 2 days away from University Promotion of ‘reflexive inquirer’ attitude – Mindful exploration of everyday life – Engagement with ‘other’ Interactive sessions and Workshops – Story-crafting and story-telling – Ethnographic Skills

12. Sojourner: The ToolboxToolbox Online and Physical 30 ‘fun’ activities encouraging students to: – Learn something new about the ‘host’ culture – Reflect on their (cultural) identity – Engage with ‘local’ people Currently 24 students actively engaged Online and Physical 30 ‘fun’ activities encouraging students to: – Learn something new about the ‘host’ culture – Reflect on their (cultural) identity – Engage with ‘local’ people Currently 24 students actively engaged https://3rdspaceproject.wordpress.com/welcome/

13. Re-entry: Welcome Home Conference 2 day event Student-led sessions Aims: – Reflect on and communicate learning – Further self-enhancement – Avoid reverse culture shock – Evaluate the overall provision

14. Evaluation of the Third Space Questionnaires and interviews What worked well What could be improved Impact of Retreat on pre-departure attitude/experience Document analysis of blogs and reflexive narratives To follow student engagement with material To track learning/reflexivity/inte rcultural engagement World Café Event Overall evaluation  Refinement Identifying ways of making this a student- led provision  Sustainability PRE-DEPARTURE SOJOURNER RE-ENTRY

15. A Third Spacer’s thoughts… ‘Third Space definitely made me think more about what I am getting from my university exchange. I am realizing more how all the experiences that I have gained during the last seven month could affect and hopefully improve the wide range of skills that we were discussing and writing on the board during the weekend retreat last year. Moreover, I really appreciate the network of students on exchange that we have thanks to Third Space. I do not feel alone but rather as a part of the exchange group of people. Everything seems easier when there are more of us dealing with the same problems.’

16. To conclude the Third Space… Promotes reflexivity Encourages intercultural engagement Platform for exchanging experiences and learning Supportive community Facilitates International Transitions

17. References HOLMES, P., BAVIERI, L. & GANASSIN, S. 2015. Developing intercultural understanding for study abroad: students' and teachers' perspectives on pre-departure intercultural learning. Intercultural Education, 26, 16-30. JACKSON, J. 2014. Education Abroad. In: JACKSON, J. (ed.) The Routledge Handbook of Language and Intercultural Communication. Londond: Routledge. MESSELINK, H. E., VAN MAELE, J. & SPENCER-OATEY, H. 2015. Intercultural competencies: what students in study and placement mobility should be learning. Intercultural Education, 26, 62-72. PENMAN, C. & RATZ, S. 2015. A module-based approach to foster and document the intercultural process before and during the residence abroad. Intercultural Education, 26, 49-61.

18. Thank you for your attention Contact Details: Lorena.Georgiadou@ed.ac.uk Johanna.Holtan@ed.ac.uk This research was funded by the Principal’s Teaching Awards Scheme (PTAS), Institute for Academic Development, University of Edinburgh Special Thanks to the rest of the Third Space Team: Areti Manataki, Siobhan Magee and Dave McNaughton and to all the ‘Third Spacers’ for their contributions