Today on the HEPI blog, Professor David Phoenix OBE and Dr. Katerina Kolyva explore how England’s post-16 education system can move beyond competition to create a more integrated, collaborative approach that benefits learners, local economies, and national prosperity. You can read the blog here.
Below, colleagues at the University of Surrey explore the evolving landscape of global student mobility, highlighting innovative programmes and making the case for a new approach to student placements.
- Professor Amelia Hadfield is Associate Vice-President for External Engagement and Founding Director of the Centre for Britain in Europe, and Liz Lynch is International Mobility Manager, both at the University of Surrey.
In recent years, the UK’s governments have developed new initiatives such as the Turing Scheme, the Taith Scheme in Wales, and the Scottish Government’s Scottish Education Exchange Programme (SEEP). These mobility programmes aim to support students’ global experiences. While they have undoubtedly provided valuable opportunities for students – particularly for those from disadvantaged backgrounds – what is truly needed is a longer-term commitment from government to sustain and expand these life-changing opportunities.
At the end of February, the annual Global Mobility conference hosted by Universities UK International (UUKi) brought together higher education professionals and thought leaders to explore the latest developments in global student mobility and what the future looks like. The conference showcased how universities are leveraging these funding opportunities to create meaningful and impactful programmes. However, it also highlighted the significant challenges faced by UK institutions, particularly in the aftermath of Brexit, the Covid-19 pandemic, the UK’s withdrawal from Erasmus+ and the ongoing financial pressures on both universities and students. These factors have created a complex landscape, making investment in international mobility more crucial than ever.
The Impact of Mobility on Student Outcomes: Insights from UUKi Research
During the conference, UUKi presented early-stage findings from their latest research, Gone International: A New Generation, conducted in collaboration with Jisc and the Northern Consortium. While the data revealed a significant decline in the number of students going abroad, perhaps reflecting the impact of recent global challenges, there remains strong evidence of the benefits to students. Reaffirming 2019 findings, the data continues to show students participating in mobility programmes not only attain higher degrees but are also more likely to earn higher salaries, secure professional-level jobs and experience lower unemployment rates. The research underscores the important role of global mobility in fostering social mobility.
Nevertheless, while those of us working in the sector already understand the intrinsic value of international experiences, having concrete data to back up these claims strengthens the case for continued support and expansion of such opportunities. The University of Manchester, for example, has been evaluating the impact of its international mobility programmes on student outcomes, and the findings have helped raise the profile and importance of these opportunities across their institution. This kind of evidence-based approach is essential for ensuring that the sector – and governments – remain committed to facilitating global mobility for students.
The Broader Benefits of International Mobility
The British Council highlights the broader societal benefits of international student mobility, particularly in fostering cross-cultural understanding and long-term relationships between nations. By participating in mobility programmes, students develop cross-cultural competence, language proficiency, and global perspectives – all vital skills for success in today’s interconnected world. Inbound mobility, in particular, contributes significantly to the UK economy, with international students bringing cultural diversity, innovation, and fresh perspectives to campuses. These exchanges also build cross-cultural networks, which can endure long after students return to their home countries, fostering greater trust and understanding between nations and supporting the UK’s soft power overseas.
All of this is in addition to the economic benefit that stems from the UK’s ability to attract international students, as discussed recently on the HEPI blog.
Blended Mobility: Enabling flexibility and accessibility
Blended mobility programmes represent a forward-thinking solution for making global education more accessible and flexible. Cardiff Metropolitan University, for example, has embraced a hybrid model supported by the Taith funding, combining one week of virtual learning with one week of physical mobility. This approach not only maintains the essence of cultural exchange but also offers students the flexibility to engage in international experiences that might otherwise be logistically or financially out of reach. The combination of virtual, blended, and physical mobility opens doors for students who might not be able to commit to a full-term study abroad programme, making global learning more inclusive and scalable.
Whilst the Turing Scheme in its current form does not include blended mobility, the recent reduction in minimum duration to 14 days is a positive step towards providing greater accessibility for students. Hopefully, in future years, blended mobilities and shorter 7-day mobilities could be incorporated into future Turing projects, taking the impactful examples from both Taith and Erasmus+ as evidence of the value and enabling engagement from the most disadvantaged and underrepresented groups. This, along with funding for staff mobility (offered by both Taith and Erasmus+), will only serve to enhance Turing overall.
Surrey’s Approach: Empowering Students through International Mobility
At the University of Surrey, we are committed to increasing the participation of our students in a range of international opportunities, whilst simultaneously expanding the international dimension of the student experience at our Guildford campus. In this respect, placement training options, study abroad opportunities, enhanced ‘global and cultural intelligence’ and ‘collaborative online international learning’ (COIL) content in degree pathways, as well as our Global Graduate Awards, ‘international’ is necessarily widely defined, and ‘mobility’ can take place intellectually, culturally, and socially, as well as just physically,
Mobility also brings together traditional approaches to cross-border opportunities with enhanced approaches to supporting new demographics. A key strategic objective at Surrey, therefore, is focusing on access for underrepresented groups. We target Turing funding and additional grant funds to students who meet Surrey’s widening participation criteria to address inequality amongst underrepresented groups who may wish to experience international mobility but are unable to do so without grants. The portfolio of both longer-term and shorter mobility options we have developed facilitates equal access for all. As previous placements have illustrated, longer-term mobility provides deeper cultural experiences and learning opportunities for those able to commit to a full semester/year abroad. Shorter options can widen access for students from disadvantaged backgrounds and underrepresented groups.
Through their international experiences, our students build global academic and professional networks and improve their job prospects. They return to Surrey as confident, resilient, and globally minded individuals, prepared to tackle the challenges of tomorrow’s world. Feedback from students who participated in Surrey’s Turing 2023 project shows the impact mobility has on their personal and professional development. 94% reported an increase in intercultural awareness, and 93% felt the experience enhanced their employability and professional skills.
Looking Ahead: The Future of Global Mobility
The global mobility landscape is changing, with rapid technological advancements and a growing emphasis on inclusivity and sustainability. At Surrey, we are embracing technological innovations that will enhance both the student experience and the efficiency of mobility programme management. Process automation, for example, is helping streamline administrative tasks, freeing up resources to better support students. We are also starting to use virtual reality (VR) to promote international opportunities, allowing students to virtually explore campus life abroad. Future opportunities for blended learning, as well as the incorporation of COIL projects within the curriculum, will nurture the skills necessary for students to engage with the world and develop the confidence and curiosity needed to thrive in an interconnected society.
By incorporating data-driven approaches, we will continue to assess the impact of our mobility programmes, identifying areas for improvement and ensuring that our offerings align with both institutional and student goals. As the sector evolves, collaboration and innovation will be key in ensuring that all students can access transformative international experiences.