Tag: International

  • International School of Paphos acquired by Globeducate

    International School of Paphos acquired by Globeducate

    Globeducate has officially welcomed the International School of Paphos (ISOP) into its global network.

    With more than 65 bilingual and international schools and online programs across 11 countries, Globeducate serves over 40,000 students worldwide, delivering globally recognised curricula including the National Curriculum for England and the International Baccalaureate.

    Established in 1987 by Theodoros Aristodemo, ISOP – the first private English school in Paphos – recently became the latest addition to Globeducate’s presence in Cyprus, which already includes PASCAL International Education and the Education Group Olympion.

    We are delighted to welcome the International School of Paphos to Globeducate
    Luca Uva, Globeducate

    “We are delighted to welcome the International School of Paphos to Globeducate, further strengthening our presence in Cyprus and our commitment to investment in education on the island,” said Luca Uva, CEO of Globeducate.

    “We are excited to collaborate with the school’s leadership and community to build on its strong foundations. Globeducate is committed to providing students with an outstanding education through a diverse range of national and international curricula, and we look forward to supporting the school in offering even greater opportunities within our global network.”

    The school’s enriched curriculum, based on the National Curriculum for England, incorporates a strong focus on Greek language and cultural studies, providing students with a well-rounded and globally relevant education.

    Along with its diverse student cohort and staff from over 40 nationalities, the school is fostering global awareness and cross-cultural practices through various partnerships with cultural and educational institutions such as the British Council, Goethe-Institut, Confucius Institute, French Institute, and several embassies.

    Students are encouraged to lead and innovate outside of the classroom through initiatives like the Mediterranean Model United Nations (MEDIMUN), the Duke of Edinburgh’s International Award, the European Parliament Ambassador School Programme, and ECO School activities.

    The school promotes a holistic educational philosophy that combines academic excellence with the cultivation of emotional intelligence, social skills, and self-confidence, while fostering respect and empathy.

    Theodoros Aristodemou, the founder and chairman of the International School of Paphos, said that joining the Globeducate network of schools is undoubtedly a milestone in the school’s journey, which will expand its horizons through this collaboration.

    “We are very proud of what we have achieved over the years, creating a model school at a time when the necessary infrastructure did not even exist in Paphos,” he said.

    “Surely this would not have been possible without the excellent cooperation of our dedicated staff and leadership team, the longstanding support of our parents and students, as well as the smooth supervision of the board of directors.

    “Our decision to collaborate with such an established and esteemed education group like Globeducate was made after careful planning, with the aim of better serving the long-term interests of our community, staff, students, and families.”

    Aristi Andriotis, managing director of the International School of Paphos, commented: “As part of the Globeducate family, we will gain access to a wealth of resources, expertise, and support to enhance teaching practices and enrich our students’ learning experiences. Globeducate’s mission, closely aligned with our own, is to prepare each student to become a global citizen who can shape the future.

    “While joining Globeducate offers exciting opportunities, our school’s values and traditions will remain unchanged,” added Andriotis.

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  • Beyond the Margin: When might low net revenue in international student recruitment be justified?

    Beyond the Margin: When might low net revenue in international student recruitment be justified?

    • Vincenzo Raimo is an independent international higher education consultant and a Visiting Fellow at the University of Reading where he was previously Pro Vice-Chancellor for Global Engagement.

    In my recent article for The PIE News, I argued that the financial sustainability of international student recruitment deserves much closer scrutiny. With commissions, scholarships, marketing costs, and operational overheads taken into account, the margins on international enrolment are often far lower than they appear on paper – sometimes even negative.

    At a time when the financial health of UK higher education is under intense pressure, it is right that we ask whether international recruitment is really worth it. But this doesn’t mean that every low-margin intake is necessarily a poor strategic decision.

    In fact, there are good, sometimes essential, reasons why institutions might pursue or maintain international student recruitment with lower net financial return. But those decisions must be deliberate, transparent, and aligned with broader institutional aims. That’s not always the case.

    So how can we assess whether low-margin recruitment is justified?

    Here are five scenarios where low net revenue per student might make strategic sense:

    1. Filling Capacity or Managing Fixed Costs

    For many universities, fixed costs dominate the cost base. If recruiting a marginal cohort of international students helps fill underutilised teaching space or resources, and the marginal cost of teaching them is low, then even a small surplus can help improve the overall financial picture. This is particularly relevant in the context of declining domestic demand in some areas.

    2. Maintaining Subject Diversity or Cross-Subsidising Departments

    Low-margin international recruitment can sometimes help sustain strategically important but otherwise financially marginal subjects. This may include courses that support the university’s civic role or feed into regional skills needs. Used appropriately, it can help protect the breadth and integrity of an academic offer.

    3. Building a Pipeline for Higher-Value Activities

    In some cases, international student recruitment may have low margins, but it helps establish relationships that lead to high-value postgraduate, PhD, or alumni outcomes. It may also feed research collaborations, business engagement, or future TNE ventures. But such pipeline logic must be based on more than hope – institutions need to measure conversion, retention, and downstream value.

    4. Advancing Strategic Partnerships or Market Development

    An institution might accept lower margins to anchor a presence in a high-potential market or strengthen a bilateral partnership with a key international institution, government, or agency. These efforts can open the door to broader collaborations – but again, they require long-term planning and evidence of value beyond headcount.

    5. Delivering Mission-Aligned Social or Cultural Impact

    Some universities recruit from particular countries or communities not because it delivers high surplus, but because it aligns with their mission: widening access to UK education, supporting development goals, or enhancing campus diversity. These are valid choices – but they must be recognised as such, and the trade-offs clearly understood.

    A Checklist: Is Low-Margin Recruitment Worth It?

    To support institutions in making informed decisions, I’ve developed the following tool – a series of guiding questions to assess whether low-margin recruitment routes or cohorts align with institutional strategy.

    This is not a tick-box exercise. Rather, it’s a framework to prompt a more strategic, evidence-based approach to planning.

    The Danger of Denial

    The real issue isn’t low-margin recruitment as such – it’s unexamined recruitment. Too often, institutions recruit internationally based on historic patterns, copying what others are doing or perceived opportunity, without fully evaluating cost, risk, or alignment with institutional strengths.

    As pressures continue to mount, universities need to treat international recruitment with the same rigour they apply to research, teaching, and estates: as a strategic investment with benefits and risks. That starts with honest internal conversations about why we recruit, who we are recruiting, and what success looks like.

    Conclusion

    Low net revenue doesn’t automatically mean bad recruitment. But it should always prompt a question: Is this worth it – and why?

    By adopting a more mature and transparent approach to international student recruitment strategy, UK universities can balance growth with sustainability, manage risk, and ensure they are maximising both financial and non-financial returns from their global engagement.

    Catch up here on HEPI’s Weekend Reading on ‘Imperfect information in higher education’.

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  • 5 Strategies to Create Inclusive Learning Environments for International Students – Faculty Focus

    5 Strategies to Create Inclusive Learning Environments for International Students – Faculty Focus

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  • CUPA-HR Joins Higher Education Letter Seeking Additional Information on International Students

    CUPA-HR Joins Higher Education Letter Seeking Additional Information on International Students

    by CUPA-HR | April 8, 2025

    On April 4, CUPA-HR joined the American Council on Education and 14 other higher education associations on a letter to Department of State (DoS) Secretary Marco Rubio and Department of Homeland Security (DHS) Secretary Kristi Noem seeking additional information on the agencies’ policy and planned actions for international students and scholars.

    The letter states that additional clarity is sought after reports that student visas are being revoked without additional information being shared with institutions where those students attend. According to the letter, such reports include messages to international students about their visas being revoked and requesting that they self-deport without providing additional information about the process to appeal such decisions. The letter argues that these actions hinder institutions’ ability to best advise their international students and scholars on what is happening.

    In order to provide more clarity to institutions, the higher education associations request that DoS and DHS schedule a briefing with the impacted community to better understand the actions being taken by the agencies. The briefings could provide the opportunity to understand the administration’s actions in this space and to allow the higher education community to better understand how they can best help address issues of national security.

    CUPA-HR will share any updates from these agencies related to the international student and scholar news and requests set forth in this letter.



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  • Coalition announces harsher international student caps – Campus Review

    Coalition announces harsher international student caps – Campus Review

    The Coalition has said it would cap international students at 240,000 and triple the visa application fee to $5,000 for those applying to Group of Eight universities to free up room in the rental market.

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  • A turning point for UK international higher education

    A turning point for UK international higher education

    In 2019, the UK launched its first international education strategy – a landmark effort that set ambitious, cross-government targets for growing our international education footprint. The years since have exposed the fragility of a strategy without a built-in mechanism for review or refresh when buffeted by events. Changing geopolitics, tightening migration strategies and Covid might not individually have been expected, but exposure to global markets will always bring challenges.

    The 2019 roadmap lacked clarity on whether those targets were a floor or a ceiling and what we were to do when they were reached. In their absence, policy drifted. Reactive decisions replaced proactive planning. Universities, caught in the crosswinds of shifting geopolitics and domestic migration debates, have too often been left guessing what the government’s long-term vision really is.

    That’s why the International Higher Education Commission (IHEC) was formed; to fill this strategic vacuum with a coherent, forward-looking, and inclusive vision. Working across sectors – engaging university leaders, student bodies, recruiters, and policymakers – it’s been working on framework for a new UK international higher education strategy rooted in data, tempered by experience, and open to evolution.

    Our personal view is that we need nothing less than a reinvention of how we plan, manage, and grow international higher education; that we must hack a way through the many things we could do, or would like to do, to get to the essential priorities – what we must do – and be brave enough to make difficult decisions. 

    It is clear that the government wishes the sector well, but is not going to put its hand in its pocket any time soon. Our only way forward in the short term, then, is to ask for modest help, which will provide a short-term, concrete return on investment to trade our way out of the immediate difficulties.

    Our personal view is that we need nothing less than a reinvention of how we plan, manage, and grow international higher education

    If we steady the ship, we can in parallel put in place a framework, acknowledging the likely ongoing volatility in geopolitics and global markets, that moves us to a more strategic and sustainable approach in the medium and longer term. This may not be elegant policy making, but it is rooted in the pragmatic reality of the changes necessary to stabilise a system so economically, socially and culturally significant.

    We have shared our personal views in a number of fora over the past two years as IHEC has unfolded and reiterate them here as we anticipate the imminent publication of our final report. It is very timely now, having been delayed initially by the UK general election, in which higher education as a topic failed to appear. Then the focus of almost everyone was on the US election, and that was followed by the significant challenges in the sector that meant that policy suggestions would not have been appropriate. 

    Now, there is a more proactive, forward-looking context to which we hope we can contribute.

    • A living strategy with built-in review and flexibility

      The UK needs a dynamic framework, not a static document.

      Strategies must adapt to shifting global conditions, student preferences, and national needs. A ‘living’ strategy, reviewed regularly, updated transparently, and framed around multiple scenarios, not a single trajectory. Growth must be deliberate, not accidental.

      • Policy certainty and sustainable structures

          Confidence in the UK’s offer depends in part on consistency. The Graduate Route – allowing students to work post-study – has been a cornerstone of our recent successes, but its future must be secured through clearer legal and policy underpinning in the face of continuing threats from a still-changing migration policy context.

          We also need a more sustainable system that doesn’t rely solely on growth from a few key markets, but diversifies and balances recruitment in line with national capacity and ambition.

          • A competitive, student-centred offer

          International students are not just numbers; they’re individuals with aspirations and needs. Better engagement with the ‘student voice’ is critical, as is a re-examination of how we ensure student success as they enter the workforce.

          • Whole-government coherence and accountability

          Too often, policy is siloed across Whitehall. Education may do better than other areas, but there are key departments missing from discourse – the Home Office, the Department for Science, Innovation and Technology, among others – and they are necessary to provide coordinated oversight.

          It’s also vital to reflect regional priorities and the role of devolved nations, Metro Mayors, and local authorities in shaping recruitment and integration strategies.

          • Strategic marketing and market diversification

          The UK concentrates too heavily on a small number of international markets. We must be smarter.

          Study UK does the best it can with the woefully poor levels of investment, but we must invest in data-driven, market-specific campaigns and learn from countries like Australia that tie marketing to outcomes.  

          • Public-private partnership and institutional innovation

          Strategic delivery needs strategic partners. We must deepen collaboration with sector bodies like UKCISA, NISAU and BUILA to create a more integrated system that shares responsibility across institutions, government, and industry. 

          We also need to support the new found enthusiasm for TNE at scale to ensure that the new initiatives are robustly founded, and better data to inform national and institutional decision making.

          • Reframing migration and public narrative

          International students bring huge value to local economies, research, and the cultural fabric of our campuses. Yet in public discourse they too often become collateral in broader immigration debates.

          We must be able to show, and more effectively communicate, that almost all students return home. A confident, positive narrative is essential, based on evidence – not emotion.

          The road ahead

          This is a moment for boldness and clarity. The sector stands at a crossroads. It is under unprecedented threat, but it is also brimming with opportunity. If we get it right, the UK will not only remain a top destination for international students: we will lead globally on how it integrates education with diplomacy, soft power, and innovation.

          ​

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  • International students and asylum claims

    International students and asylum claims

    For at least a couple of years there’s been an issue percolating away without much clarity about its extent, causes and consequences – that of international students in the UK applying for asylum either during or following their studies. Staff in universities have at times told us of a noticeable rise in cases, and we also get rumours every now and then of it being on the Home Office radar.

    Over the weekend the government released for the first time some data on asylum claims by student visa holders – previously there have only been figures for successful applications, according to first visa held, which have been buried in the annual “migrant journey” report. These have not painted a particularly clear picture of the real situation.

    So we now learn that, of the 108,000 who claimed asylum in the UK in 2024, 40,000 were from people who had held a visa. Within this group, student visas were the highest share of the total, with 16,000 claims – those on work visas accounted for 11,500, and 9,500 were on visitor visas (all these figures have been rounded to the nearest 500, for some reason). There’s nothing here about the proportion of claims that were successful, or even resolved.

    The stats release with coordinated with an interview with home secretary Yvette Cooper on the front page of The Sunday Times, focusing on the effects of asylum claims on the government’s floundering accommodation system:

    One of the things that became clear as we examined this really rather chaotic system that we inherited is that we have people who are in the asylum accommodation system who arrived in the UK on a student visa, or a work visa, and who then only claimed asylum at the end of their visa. They have then gone into the asylum accommodation system even though when they arrived in the country they said they had the funding to support themselves.

    The Home Office data release highlights that “almost 10,000 people who claimed asylum after having entered on a visa were provided with asylum support in the form of accommodation at some point during 2024” – this figure isn’t broken down by visa type – and that the most common nationalities here were Pakistan, Nigeria and Sri Lanka.

    So what’s going on?

    In the run-up to last year’s MAC review of the Graduate route, there was a rather convenient Home Office leak to the Daily Mail of the numbers of international students who had gone on to claim asylum, covering the 12 months to March 2023 – and broken down by nationality and even institution. These figures, if accurate, showed 6,136 asylum claims made in that year, so the numbers have only increased since.

    The timing and the pick-up in anti-immigration media was sufficient for the Migration Advisory Committee, in its Graduate route review, to feel the need to comment, if only to damp down hopes that they would consider this as a form of “abuse of the visa system”:

    We note recent reports of an increase in asylum applications from those originally coming to the UK through work and study routes. The government may deem this behaviour undesirable and unintended usage of these routes. However, coming to the UK legally on a work or study visa and proceeding to make a legitimate, admissible asylum application does not constitute abuse. If the government is concerned by the rising number of such applications they should address this issue directly – it does not relate substantively to the Graduate route.

    But the issue hasn’t entirely gone away with the change of government and Labour’s relative de-politicisation of international students. In February, the BBC quoted border security and asylum minister Angela Eagle as having her eye on “those coming on work and student visas and then claiming asylum” – she pins the issue on the disorder the Conservatives left in the asylum system.

    This was then followed by Yvette Cooper’s comments at the weekend, along with the new Home Office data. The home secretary was announcing an expansion of right-to-work checks to gig economy and zero-hours roles in sectors like construction, food delivery, beauty salons and courier services.

    Meanwhile in Canada

    There’s an instructive international comparison here – Canada. Last autumn there was controversy in certain corners of the Canadian media when it emerged that almost 12,000 asylum claims had been made by international students in 2023, rising to more than 13,600 in the first nine months of 2024.

    The potential for political fallout was enough for immigration minister Marc Miller to write to the Canadian College of Immigration and Citizenship Consultants over the “important and concerning issue”, saying:

    I am concerned by reports that some of these students are being counselled by third parties to do so and to provide false information… I request that the College look into the possibility that licensed immigration consultants are illegitimately advising international students to claim asylum.

    This took place against a backdrop of the Canadian government instituting a series of caps on international student numbers, and restrictions on post-study work, ahead of a general election this year.

    Policy levers

    The UK government has pledged to substantially cut the number of people in temporary accommodation with claims or appeals pending – it’s a policy objective driven both by Treasury imperatives to cut the ballooning costs and political considerations around being “tough on migration.”

    If international students claiming asylum gains traction as an area for attention – and it’s worth reiterating that the figures show that just shy of 15 per cent of all claims in 2024 were from student visa holders – then probably the easiest policy lever for the government to pull is simply to throttle student and graduate route numbers: avoid overturning any of the restrictive policies introduced by the Conservatives, and harry away at the edges of the system to discourage any kind of return to the totals seen in 2022–23 and 2023–24.

    There’s a question here, though, about whether this is really an HE-related matter. As the statement from one of the universities in the above-mentioned Daily Mail splash said at the time:

    This particular issue is a result of the government’s own asylum policy, which allows visa switching in a way that is outside the direct control of the universities concerned and is not a failing of the higher education sector.

    And the National Audit Office’s recent report on the skilled worker visa found that the number of asylum claims from holders of that visa had risen from 53 in 2022 to 5,300 in the first ten months of 2024. So if it’s not a phenomenon that is restricted to student visa routes, and one that in many cases is about what happens after the period of study, it would appear an over-correction for the government to take any action specifically focused on the higher education system.

    But there are some issues that the government seems to have in its sights. In the Sunday Times interview, there’s a specific mention of the proof of funds that student visa applicants must demonstrate, and how this seemingly conflicts with asylum claims on economic grounds.

    Last September Labour announced an increase in the amount that students must evidence – though it’s still far from being sufficient to live on in most places. But there are plenty of rumours about this system being gamed by agents who assist applicants by parking temporary funds in their accounts, telling them that they will in fact be able to support themselves (and pay off all the debts they’ve accrued) by working while and after studying.

    It’s another example of failure to provide students with clear-cut, realistic information about visa costs leaving them open to exploitation – and an area where the sector should be arguing for more rigour and scrutiny in the proof of funds process, along with a higher sum required, rather than seeing it as a deterrent to prospective students. We’ve also previously covered – anecdotal – reports that students have been advised to apply for asylum when unable to complete degrees within the specified time limits, or potentially for other reasons such as non-payment of fees, though there’s no evidence that this is a widespread phenomenon.

    So there are specific issues here for institutions to get ahead of. Whether that’s enough to move the dial remains to be seen, especially if these latest figures gain prominence and newspapers investigate promises made by agents overseas.

    Protecting students

    Ensuring that vulnerable people are not exploited through misinformation about how they can, supposedly, game the UK’s dysfunctional immigration system should be a priority. If nothing else, there is the pragmatic benefit of heading off further international restrictions and another round of negative HE headlines.

    But more importantly, upholding the right for international students to claim asylum – as well as scientists, researchers and other staff – is of critical importance for preserving academic freedom (among many other things), not just in the UK but around the world. If the growth in claims, and the government’s flailing attempts to address it, ends up tarnishing the need for a humane, well-managed asylum process, everyone suffers. And the higher education sector being on the back foot over asylum, rather than standing up and advocating for its importance, would be a terrible turn of events.

    While the Daily Mail and others might report on growing application numbers from current and former international students as evidence that the UK is not tough enough, too permissive, too generous in the legal protections and recourse it offers to those seeking asylum, the fact remains that it’s an awful system for anyone to get caught up in.

    Just over a year ago in the House of Commons, the now former SNP MP Alison Thewliss reported on a a parliamentary visit to the Bibby Stockholm barge, used by the previous government for asylum accommodation:

    I will take this opportunity to put on record the sadness, confusion and frustration of those on board. Those men felt that they were being punished for some unknown misdemeanour – unable to get any peace and quiet, living in impossibly close proximity to people for months at a time, with no certainty as to when that will end, and their health needs not being properly assessed. The vessel was not intended to be lived on 24/7, and despite the tabloid rhetoric, none of those I met on that boat had come on small boats. Some had been international students, forced to claim asylum when the political situation in their home countries deteriorated. One told me: ‘the longer you are in here, you turn into a person you don’t know.’ How incredibly sad it is that the UK Government see fit to treat people in that way.

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  • Higher Education Inquirer continues to generate an international audience

    Higher Education Inquirer continues to generate an international audience

    HEI continues to generate a strong international audience.  While a substantial portion of our viewers are from the US, we have people (and bots) from across the globe reading our articles and Youtube posts. Our coverage lately, on the revocation of student visas, and of deportations, is particularly important for international students, particularly those who are concerned about US intervention in the Middle East, Asia, and Latin America. For some unknown reasons, we have little traffic from folks in African countries or Latin America countries (other than Mexico). We also have fewer than expected numbers from Canada and India. If there is anything we can do to increase those viewership numbers, please let us know. 

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  • Making a sustained case for international student mobility

    Making a sustained case for international student mobility

    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.

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  • Scotland’s “sleeping giant” looks to international recruitment

    Scotland’s “sleeping giant” looks to international recruitment

    Although the history of the institution dates back over 100 years, it only achieved degree-awarding powers last year. Specialising in agriculture and life sciences, SRUC hopes to become an increasingly attractive choice for international students.

    “For many years, SRUC’s been a sleeping giant,” SRUC’s principal and chief executive Wayne Powell told The PIE News. “Now we’ve awoken and we can see huge amount of potential in what we can offer here in Scotland.”

    Offering international masters programs including international food and agriculture business, business consultancy and project management, Powell said the institution is “creating a future which is much more aligned to what students for the future will want to do” – with international recruitment efforts largely looking to students from India, Pakistan, Nigeria and other parts of sub-Saharan Africa.

    With six campuses located around Scotland, SRUC’s Edinburgh campus launched a £1.8 million vertical farming innovation centre in January, making it the first Scottish higher education institution in Scotland to create a commercial-sized vertical farm to help address global and local food production challenges.

    “Some of the things that we work on are at the nexus of the most important challenges facing society. So how do we feed a growing world?” explained Powell. “How do we support environmental sustainability?”

    He continued: “We are interested in attracting students that have an identity and an interest in sustainability and how the sustainability will play out over their lifetimes”.

    But while sustainability is undeniably a focus for the institution, Powell stressed that prospective students are also being enticed by curriculums focussing on business – especially as SRUC runs its own “successful consultancy business”.

    Now we’ve awoken and we can see huge amount of potential in what we can offer here in Scotland
    Wayne Powell, SRUC

    Learning about international agriculture, food and business in tandem is also a focus for programs, “particularly the potential for acquiring those business skills as part of a green economy”, Powell said.

    “And our location in Edinburgh [creates] a fantastic opportunity to come and live and work and study in a great city,” he added.

    “There’s something here which is going to be attractive and we’re keen to market that in the right way and creating the first cohort of students coming into something really special.”

    It comes as Scotland has taken steps to position itself as an attractive destination for international students. In late January, the country’s universities were encouraged to take “collective action” to promote Scotland as a study destination.

    In the same week, Scotland’s first minister John Swinney made the case for a bespoke visa for skilled international students graduating from the country’s colleges and universities. However, it is understood that the UK government has no plans to make good on these ambitions.

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