Bigger, better data means that institutions can have a much greater understanding about conversion of enquiries and post-graduation outcomes, for example. But how do those in the sector choose to measure efficacy and success when delivering an international education experience? Beckie Smith finds out.
In discussions about what constitutes success in international education, one common thread is particularly prominent. Described variously as “a well-rounded experience”, “broadening horizons” and “an opportunity to grow”, it is now widely acknowledged that international education is a multifaceted experience whose success hinges not only on academic achievement but on a student’s personal development and enjoyment of the experience.
This discussion is founded in a consensus that these different facets are interdependent, and that ensuring that students experience life outside the classroom is both a worthy goal in itself and one that can boost student retention and benefit learning.
This is perhaps most apparent among language students, for whom opportunities to practise their skills in the ‘real world’ are vital.
Carol Cregg, Director of Studies at Dublin’s SEDA English Language College, explains that the college’s social programme provides invaluable opportunities for students with differing levels of English to interact.
“If an elementary student has a friend in the intermediate class, this can be hugely motivating for them,” she says. “Generally, whatever we can do to show students that learning a language isn’t about filling in the gaps in a coursebook, it’s about communicating with interesting people in a new way.”
As Kelly Franklin, Director of UNC Charlotte’s English Language Training Institute, notes, it is students who consider their sole purpose of studying abroad to be just that – studying – who are most likely to struggle.
“It seems these are the students who have the most difficulty when they face any challenge, be it a difficult class or a broken fixture in their apartment, simply because they haven’t developed any network of support or empathy,” he remarks.
The importance of building relationships and participation in a student community can therefore hardly be overstated.
The event highlighted our 30-year track record of successfully creating opportunities for tens of thousands of students from all over the world. NCUK’s Academic Director, Dr Gareth Evans, presented future plans and projects, including exciting initiatives for Colombia and Latin America. Dr Evans is a Chartered Engineer and has extensive experience of UK higher education both as an academic (20 years at the University of Manchester Institute of Science and Technology (UMIST) and the University of Manchester) and in international education (more than 10 years as an Academic Director of UK-based international education organisations).
We have been offering the International Foundation Year (IFY), in collaboration with our local delivery partner St Peter’s International College in Bogotá, for the last four years. This is a one year programme where graduating students are guaranteed a place on a three year undergraduate degree course at one of the 16 NCUK universities. The Foundation Year is open for high school bachelors and students who are completing 11th grade at Calendar A schools. Dr Evans announced that the IFY programme, offered by St Peter’s in Bogotá from October to June, is now also recognised by a number of leading US and Australian universities.
We are also excited to reveal we will be delivering our NCUK Pre-Masters Preparation (PMP) Qualification in Colombia, aimed at preparing Masters candidates, over a 20 week part-time course, for Postgraduate study in the UK. The programme not only improves a student’s English, but also enables them to gain crucial academic and research skills, essential to excel on a postgraduate degree programme.
Further information about studying an NCUK qualification in Columbia, please contact:
Peter Dale, 314 359 1910