1. TITLE Subtitle De Montfort University’s ambitious institutional strategy: #DMUglobal Rachel Jessop #DMUglobal Manager

2. Adapt your strategy to fit your institution and your student demographic DMU: is committed to equality and diversity focusses on employability through strong links with industry is dedicated to volunteering via links with the local community has the student experience at its core DMU’s demographic includes: Mature students Students with caring responsibilities Non-traditional students Students with a lower socioeconomic status Students with a disability

3. The #DMUglobal strategy Focus on short-term faculty-led study programmes embedded in the academic curriculum and linked to a specific module/degree programme #DMUglobal UK: on-campus and UK-based opportunities Accessible to all students, regardless of circumstances Innovative marketing and communication campaign Building on our history Negotiating with current Erasmus+ partners Developing agreements with third party providers Working with Work Based Learning Units to offer international placements Working with international contacts to create bespoke opportunities

4. Following the US model Global trend towards shorter international experiences Vast majority of US students abroad are on short term programmes US best practice: NAFSA e-learning ‘Mapping Short Term Education Abroad Programs’ http://www.iie.org/Research-and-Publications/Open-Doors/Data/US-Study-Abroad/Infographic Open Doors 2014

5. #DMUglobal opportunities abroad 2014/15 Faculty-led programmes Summer schools Internships Volunteering Erasmus+ International Exchange Placements

6. Why short-term faculty-led programmes? More affordable Appeal to: students who might not be able or willing to consider a longer-term option non-traditional students students with caring or part-time employment commitments first generation students Allow students to complete their degree within the same timeframe as their peers Enable a very specific and focussed experience – directly linked to learning outcomes (1)

7. Reconceptualising study abroad “The key finding is that solid program design and structured cross-cultural interaction produces the type of long-term effect and networks traditionally associated with [long-term] immersion programs.” (2) “Faculty and international study administrators need to take care in designing short- term study abroad programs to ensure that the desired learning objectives are met. Students will need to make an extra effort to describe their experiences in such a manner that convinces prospective employers that their time abroad developed the intercultural competencies.” (3) “When coupled with an adequate pedagogical framework, short-term study abroad could serve as an educative opportunity for fostering transformative learning environments where new experiences and perspectives may be developed.” (4)

8. Types of opportunities Summer Schools/Study Internships Volunteering Field Trips Number of opportunities 17 Number of countries 12 #DMUglobal Pilot 2013/14 Number of students 206 on a new opportunity 44% increased international activity

9. Types of opportunities Short-term faculty-led programmes International study Internships Volunteering Work placements Number of opportunities 90 Number of countries 25 #DMUglobal 2014/15 Number of students Over 1000 abroad 1500 UK

10. #DMUglobal in 2015/16 Working with faculties to develop a #DMUglobal opportunity in every programme at every level: UK-based opportunity or faculty-led programme abroad Implementing international best practice Centralising management of Erasmus+ and International Exchanges Working with Careers & Employability and academics to help students become aware of and articulate their learning Sourcing more international work placements, internships and volunteering placements

11. Which three words summarise how you feel about your #DMUglobal experience?

12. Impact on students Youth and Community Work students, 10-day development school in The Gambia, exponential academic and personal learning for 15 students:  Students made extended fundraising efforts before and after travelling  live-at-home students often from lower socioeconomic backgrounds with fewer contacts for significant fundraising  Students have formed a lasting relationship with the co-ordinating charity, some have become managing committee members or returned to The Gambia to undertake more development work. Nadim Chenia studied Indian Language and Culture at Daly College, Indore, India for a week. He subsequently took part in a faculty-led business visit to Copenhagen and is now in pre-departure stage for a teaching placement in Kenya summer 2015. “I came back from India a different person. I thought about how many millions of Indian children have a lack of adequate education. Education is something that I shall never take for granted.”

13. TITLE Subtitle A taste of #DMUglobal

14. TITLE Subtitle Contact #DMUglobal Tel: 0116 2577613 Email: dmuglobal@dmu.ac.ukdmuglobal@dmu.ac.uk Web: www.dmuglobal.comwww.dmuglobal.com Twitter: @DMUglobal

15. References (1)Short-Term Study Abroad Programs: A Diversity of Options, The Journal of Human Resource and Adult Learning Vol. 6, Num. 2, December 2010 (2)The Short-Term ‘Bridge Model’ Study Abroad Program: Peacebuilding in Latin America, Jeff Pugh, American Political Science Association, 2013 (3)Designing Study Abroad Programs to develop global competencies for the twenty- first century organisation, Vicki TenHaken, International Journal of Business and Management, 2014 (4)More than a vacation: Short-term study abroad as a critically reflective, transformative learning experience, Lane Perry, Lee Stoner and Michael Tarrant, Creative Education Vol 3. No. 5, 2012