1. Third Space: Evaluating a Pilot Alette Willis, Lorena Georgiadou, Johanna Holtan, and John Harries

2. PTAS Questions Why did we become interested in the project? What questions did you hope to answer? How are we attempting to answer these questions? What have we found out so far? What have we learnt and how will this inform teaching and learning practices?

3. Why did we become interested in the project?

4. HE Context HE HE emphasis on global competencies / citizenship Growing opportunities for ‘experiences abroad’ Intercultural engagement is not guaranteed Appropriate preparation and support for transformative learning to happen (Holmes et al., 2015; Jackson, 2014)

5. Edinburgh Uni Context HE Edin Uni emphasis on global 1000+ Students abroad per year Intercultural engagement? Minimal preparation and support provided

6. There is no comprehensive support programme for Edinburgh Uni students going abroad aimed at enabling intercultural exchange and transformative learning

7. What questions did you hope to answer?

8. Pre- departure SojournerRe-entry What might a comprehensive HEI support provision look like? From the literature: Pre-departure sessions Credit-bearing modules (Messelink et al., 2015; Penman and Ratz, 2015)

9. We provide the Tools to explore, reflect upon, and share cultural experiences

10. Third Space Pilot 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’

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

12. Pre-departure: Weekend Retreat (Spring 2014) 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

13. Sojourner: The Toolbox (Summer 2014 to Summer 2015)Toolbox Online and in person 30 ‘fun’ activities encouraging students to: – Learn something new about the ‘host’ culture – Reflect on their own (cultural) identity – Engage with ‘local’ people Network of 24 students actively engaged Online and in person 30 ‘fun’ activities encouraging students to: – Learn something new about the ‘host’ culture – Reflect on their own (cultural) identity – Engage with ‘local’ people Network of 24 students actively engaged https://3rdspaceproject.wordpress.com/welcome/

14. Re-entry: Welcome Home Conference (Autumn 2015) 2 day event Student-led sessions Aims: – Reflect on and communicate learning – Further self-enhancement – Avoid reverse culture shock – Evaluate the overall provision

16. Does Third Space effectively support students on their study abroad programmes in engaging interculturally and transforming into global citizens with global competencies?

17. There is no comprehensive support programme for Edinburgh Uni students going abroad aimed at enabling intercultural exchange and transformative learning Does Third Space effectively support students on their study abroad programmes in engaging interculturally and transforming into global citizens with global competencies? How are we attempting to answer these questions?

18. 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

19. Through questionnaires, interviews, document analysis and World Cafe Event…Ongoing…

20. There is no comprehensive support programme for Edinburgh Uni students going abroad aimed at enabling intercultural exchange and transformative learning Does Third Space effectively support students on their study abroad programmes in engaging interculturally and transforming into global citizens with global competencies? Through questionnaires, interviews, document analysis and World Cafe Event…Ongoing… What have we found out so far?

21. Engagement 40 Students 24 out of 38 still active 155 blog posts ?

22. Favourite Activities Local Food Beautiful Buildings Go Team! My Favourite Place Local Expressions 10 8 7 7 6

23. 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.’

24. More than half (24) of the students in the pilot maintained their engagement over a year. Initial evidence that Third Space encouraged and enabled students to engage interculturally and reflexively.

25. There is no comprehensive support programme for Edinburgh Uni students going abroad aimed at enabling intercultural exchange and transformative learning Does Third Space effectively support students on their study abroad programmes in engaging interculturally and transforming into global citizens with global competencies? Through questionnaires, interviews, document analysis and World Cafe Event…Ongoing… More than half (24) of the students in the pilot maintained their engagement over a year. Initial evidence that Third Space encouraged and enabled students to engage interculturally and reflexively. What have we learnt and how will this inform teaching and learning practices?

26. PTAS Pilot will inform ongoing development of Third Space Welcome Home Conference Rolling it out International / Exchange students at Edinburgh Uni Sustainability Timing Staying true to the values of Third Space

27. 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.

28. Thank you for your attention Contact Details: A.Willis@ed.ac.uk 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