Employability of international students Gaby Atfield, Institute for Employment Research, University of Warwick. AMIN Academic Mobility and Employability Seminar 23rd May 2017

The UK and the global competition for international students UK has one of the most international student populations in the OECD, with around 15% of students coming from overseas. This is more than twice the OECD average of just over 6%. Increases in the cost of participation for both home and overseas students has resulted in greater emphasis on skills gain and demonstrable labour market outcomes.

Rethinking the case for universities ‘Rethinking the case for universities, how we fund them and what we expect them to deliver’ (Vince Cable, 2010). Shift in responsibility from the individual to HEIs. What do we mean by ‘employability’? ‘The skills and abilities to find employment’ and ‘The skills to remain in employment and progress within the workplace’ (Belt et al, 2010) Recognising that increases in employability skills may not yield returns in the labour market, if that labour market has no demand for those skills.

What is Futuretrack? A six-year longitudinal study of 2005/6 UCAS applicants for full-time undergraduate courses 4 waves: 1) at the time of application (2006) 2) at the end of their 1st year in HE (2007) 3) at the end of their final year in HE (2009 & 2010) 4) 1 or 2 years post-graduation (2011/12) Conducted by a team at IER, funded by HECSU 1.9% are from EU countries and 4.1% from other overseas countries

Who are the international students? EU students – Germany, France, Poland Other international students – Hong Kong, South Africa, Nigeria, Australia, Zimbabwe, India, Pakistan, China Tend to be older when they enter HE A higher proportion are male and they study subjects that are traditionally male-dominated and, to a certain extent, vocational (particularly the other overseas students)

Subjects studied by international students Rank UK students Other European students Other international students 1 Interdisciplinary subjects (14.8%) Interdisciplinary subjects (15.8%) 2 Biology, Veterinary Science, Agriculture & related (11.7%) Social studies (13.1%) Subjects allied to Medicine (12.9%) 3 Subjects allied to Medicine (10.5%) Creative arts and design (9.1%) Social studies (10.4%) 4 Creative arts and design (9.0 %) Biology, Veterinary Science, Agriculture & related (8.4%) Business and administration studies (10%) 5 Social studies (7.7%) Subjects allied to Medicine (8.4%) Biology, Veterinary Science, Agriculture & related (9.3%)

Skills developed on courses (i) Over 80% in each group believe their courses enabled them to develop: Research skills Specialist knowledge The ability to apply knowledge Critical analysis skills The ability to think logically

Skills developed on courses (ii)

Skills employers look for (i) When asked to name the top 3 skills employers are looking for when recruiting for the kind of job they wanted the top six skills in all groups were: Good work ethic Communication skills Team work skills Ability / Competence Self-motivation Organisation skills

Skills employers look for (ii) UK EU Other overseas Communication skills 2 5 1 Flexibility 9 12 7 Experience 10 15 Analytical skills 18 Knowledge 8 14

What happened next? EU students – 49% remained in the UK, 42% went to another EU country (including their home country) Other overseas students – 41% remained in the UK, 47% went to another overseas country (including their home country), 13% went to an EU country 94% of UK students remained in the UK 47% of EU students went on to further study, as did 37% of other overseas students. In contrast, only 18% of UK students did so.

Types of job

Does your job require a degree?

Use of undergraduate course skills in current job

Use of subject knowledge in current job

My current job is appropriate for someone with my skills and qualifications

I have all the skills employers are looking for when recruiting for the job I want

I am optimistic about my long-term career prospects

Conclusions International students enter HE with various advantages, and their development of employability skills is not very different to UK students when the subject they studied is controlled for. They are generally positive about their experiences and optimistic about their careers The realisation of returns to skills development is more marked over the longer-term for international students

For more information Gaby Atfield g.j.atfield@warwick.ac.uk www.warwick.ac.uk/ier