Promoting Internationalisation in Higher Education – investigating interventions in international student mobility opportunities in Scotland’s Colleges of Further Education

• In Event: Transitional and Mobility of Students

Proposal

Context: In 2022, the Scottish Government will publish its first International Education Strategy, in part responding to the significant alteration of the UKs relationship with the European Union (EU) and global education partners. Since 2016, International and UK domestic economic, political, and social conditions brought about from events such as Brexit, COVID-19, Scottish devolution, digital pedagogical practice and climate action, will continue to impact how cross-border education is administered and implemented in the Scottish Tertiary sector. There are very limited studies of ISM within FE or Vocational Education & Training (VET). The College Development Network (CDN) published their International Ambitions Report in 2020, outlining the combined impact and plans for internationalisation work in the 19 Colleges of Further Education (FE) in Scotland. This followed on from the Cumberford / Little Report that highlighted the current Scottish Government education policy on internationalisation across Schools, Colleges and Universities. Considering International Student Mobility (ISM) projects and activities, their overall value in financial terms, volume of participation, impact on students, staff and institutions, skills development, inter-personal relationships, experiences, progression opportunities, employability, and other important effects and factors, there is a considerable need to study ISM provision in Scotland’s FE Colleges.

Research Aim: To make improvements in the management and delivery of outward International Student Mobility (ISM) opportunities for Scotland’s colleges of Further Education.

Building on academic literature and education theory, the research aim will be achieved through the following objectives: create evidence-based research foundations to develop impactful innovations within international pedagogies in FE colleges; investigate FE college strategies for outward ISM programme provision to influence global ISM policies and practices; determine what improvements in organisational capacity and practice are required to deliver relevant, sustainable and impactful internationalisation opportunities in Further & Higher Education.

Methodology: Explanatory sequential mixed methodology design and phenomenology study.
Through consultation with key mobility managers, strategic leaders, tertiary education stakeholders, practitioners, and learners, this thesis is an explanatory sequential mixed methodology design and phenomenology study to determine how ISM participation experiences differ within FE colleges. Existing knowledge and understanding of outward ISM within FE / VET context is very limited, with only a handful of studies conducted globally. The research project will be conducted over three distinct phases to consider ISM in all 19 colleges in Scotland. Phase one will create the starting point through quantitative methods to ascertain the core knowledge and assets within FE and VET academic levels. Phase two of the study will include an impartial, holistic review and analysis of positive or negative impacts of ISM since 2016 to demonstrate if and/or what improvements are required in the Scottish FE context. Quantitative methods will gather data from key FE college personnel, followed by qualitative methods including 1-2-1 interviews and focus groups recruited and selected from ISM participants, practitioners and stakeholders for further data gathering and analysis. Finally, phase three will include appropriate impact case studies to ascertain the lived experiences of ISM, triangulating the research study sample that contribute and participate in outward mobilities – strategic stakeholders, staff and students.

Results: With consideration of the three phases, the research results will provide both positive and negative aspects of FE ISM. For the strategic stakeholders, staff, students, and colleges, the results will explore the type of projects, typical durations, volume of participants, budgets, costs, skills development, monitoring & evaluation practices and operational management. Results will also look at ISM project management structures, efficiencies, language, cultural and social barriers, pedagogical practices, effect on modules, courses and programmes, digitalisation, travel, restrictions, limitations, and other significant factors that determine a colleges involvement and resource investment in outward ISM.

Conclusions: Drawing on the analysis of the new primary data, this research project will seek to directly influence the Scottish Governments International Education Strategy and make recommendations for any interventions that will apply specifically to Scotland’s FE colleges.

Direct Research Project intervention

Context: Impact of current international relations and COVID-19 on the education sector is so significant that we can state with a high degree of certainty that our schools, colleges and universities will unlikely return to pre-pandemic pedagogies. To truly be a Global Britain our education institutions need to adapt to this change or risk being left behind. Within the geographical regions that Scottish Colleges operates, FE / VET learners participate in international education through a variety of opportunities and projects: Erasmus+, Turing Scheme, WorldSkills, Entrepreneurial Scotland Scholars programme, and others. Activities and life experiences for learners within these projects have lasting impacts on progression routes, professional and social mobility, relationships, and career aspirations.

Objectives: To design and create sustainable international education and digital learning experiences for FE / VET students, graduates and alumni of Scottish Colleges and those students intending to progress to HEIs & universities, the researcher will work closely with the International Academy of Enterprise Education (IAEE) to look at the digital transformation of international education. With a learner-centric approach, participants will co-design and develop international online enterprise education content for existing Virtual Learning Environment (VLE), establishing the foundations on which to build for future generations. This is unlike other standalone enterprise and international provisions within tertiary education as it will be created by our much-needed Global Gamechangers!

Presentation Content: Our presentation will demonstrate how the IAEE Global Gamechangers Programme will enhance the innovation and entrepreneurial skills required by UK and International economies. Keynote speaker, Brian McEwan, a PhD Researcher and Education Practitioner, will outline the learner profiles, the education activities, the mobility groups and the longer-term benefits for participants, institutions and partner organisations.

Author

• Brian Andrew McEwan, Glasgow Caledonian University