1. International Dimensions of Employability Developing the Employability of Students from outside the UK Patricia Quinn and Tom Jackson Sheffield Hallam University Careers and Employment Service

2. International Dimensions of Employability Key issues  Expectations and needs  Role of UK Careers Services  Sheffield Hallam Careers and Employment Service What support we offer Plans for the future

3. International Dimensions of Employability The facts and figures  International students a substantial and growing proportion of the UK HE population  Two thirds of students on taught postgraduate courses are from outside the UK.  International students are attracted to study in the UK primarily through the reputation of the higher education available, and the perception of increased employability following their studies.  An increasingly competitive market

4. International Dimensions of Employability Student expectations Many initially keen to work in the UK…then reality dawns Students find work-permit bureaucracy, regulations which favour EU students and problems with English language very challenging Employment with multi-nationals perceived as a more likely prospect for some  Employer targeting of certain Universities [Leverhulme Trust research].Students from some countries (predominantly Asian and American) expect programmes of study to be more employment focused

5. International Dimensions of Employability Student expectations  Cultural difference between roles of careers services in UK and some other countries  Disappointment that UK university careers services do not place students in jobs, either during or after studies.  Many do not see the immediate value of a CAS designed to enhance employability as opposed to directly providing employment.  International students often critical about lack of support they receive, believing that UK universities keen to get them in but then provide limited support particularly with regard to careers.  Students would like lists of employers

6. International Dimensions of Employability Work whilst studying?  International students may be dismayed at the types of part-time work on offer in the UK, which very often have no direct relevance to their course of study and are low paid.  Also confusion amongst both students and employers about the regulations applicable to international students undertaking paid work whilst studying  International students are often disadvantaged by inadequate English and may lack work experience.  Problems of racism that these students encounter when applying for part-time jobs.

7. International Dimensions of Employability Course-specific work placements  International students are legally permitted to work full-time for one year on a work placement.  Work placements are valued but comparatively rare in UK higher education  Certain employers prefer students who will be able to remain in the UK after graduation, viewing the work placement as a trial period of employment.

8. International Dimensions of Employability Work in UK after study?  Only a minority of international students seek work in the UK after graduation. Those who do face immigration regulations and competition with home candidates.  Employment may be possible through government work schemes or employment with multinational companies but many employers are still discouraged by the bureaucracy  As finding work overseas is usually more realistic for international students, careers advisory services are beginning to provide more information about overseas employers

9. International Dimensions of Employability Work in country of origin?  Sometimes, having studied in the UK could actually be a disadvantage because of lack local contacts to help find employment:  In some countries university is seen as the time when you make your contacts. Thailand is a very good example of this.

10. International Dimensions of Employability The facts and figures: 2004 survey  36% intended to work in the UK after graduation  15% wanted to continue studying in the UK  Students from Asian subcontinent (59%), South-East Asia (52%), Africa (43%) and Asia (41%) were the most likely to intend working in the UK after graduation  21% of the total sample indicated they would stay for one or two years.  Males were slightly more inclined than females to stay longer

11. International Dimensions of Employability The role of Careers Services  Most offer similar services to home students, but with additional specific advice and information  More services are employing careers advisory staff to work with international students.  Concern about mismatch between service and expectations  No false hopes but aspirations should be raised  Developments in post-graduation contact with students, alumni databases and international student destination data.  Available resources being improved

12. International Dimensions of Employability National Careers Initiatives  Full list of PMI projects available at UKCOSA web site  Prospects web site Prospects web site  AGCAS International students task group Going Global Employer survey

13. International Dimensions of Employability Sheffield Hallam Structure  International student portfolio within Student and Academic Services Directorate international marketing pre-arrival and induction on course support employability development  Internationalisation of the curriculum  Cross cultural activities

14. International Dimensions of Employability Career management within the employability framework ESSENTIAL FRAMEWORK FEATURES  Progressive development of autonomy.  Skills development (intellectual; subject; professional; Key Skills).  Personal Development Planning (PDP).  Inclusion of activities reflecting external environments.  Reflection on the use of knowledge and skills between contexts.  THE DEVELOPMENT OF CAREER MANAGEMENT SKILLS.  Engagement with learning from work (LfW).

15. International Dimensions of Employability Career Management Skills Sessions  A 3 part short course piloted in 2005  Faculty based delivery to complement existing embedded career management activities 1. Develop Your Self Awareness 2. Sources of Careers Information 3. Make the Most of Your Potential - Applications, CV's and Interviews

16. International Dimensions of Employability How are the sessions delivered?  Power-point Presentations  Reflective and interactive exercises  Questionnaires  Key Information handouts  Q & A  Open Discussion  Expectations, review and evaluation, feedback

17. International Dimensions of Employability International Students Job Club  Led by Careers and Employment Service  ISJC Launched Feb. 2nd, 2007  Initially as pilot project under PMI  Based in a dedicated room with 25 pc's  Plus newspapers & job bulletins  Careers staff provide at- elbow support with p/t and graduate job search  Half – hour skill sessions/presentations  Blackboard –IT communication tool  Every Friday 11am – 1pm

18. International Dimensions of Employability International Students Job Club  105 students have visited since 2/2/2007  programme of 30min. talks commenced Friday 16/3/2007 – CV's. Other topics will include cover letters, interviews etc.  will aim to generate discussion and info sharing between students and CES  promote best practice

19. International Dimensions of Employability Future Plans  More work with local employers  continued work with faculties re placements and work related learning  Better links with alumni  Country specific information student assistants country based agents

20. International Dimensions of Employability Any questions?