about the going global guides - agcas...about the going global guides going global guides are...

About the Going Global Guides

Going Global Guides are digests designed to provide ‘at a glance’ information about the internationalisation of the employability agenda. They are for use by Careers Service staff, and indeed administrative and academic staff, working right across Further and Higher Education.

Successful internationalisation depends on our working in partnership within our workplaces and beyond - with other institutions and with employers - to:

n enable our international students to achieve personal and professional success in the UK, in their home countries and elsewhere;

n provide all our students with the best possible experience in preparation for careers in a global marketplace.

There are 7 guides in the Going Global series:

GG Guide 1: The Context of International EmployabilityGG Guide 2: Work and Further Study in the UKGG Guide 3: Working Outside the UKGG Guide 4: Enhancing EmployabilityGG Guide 5: Working with EmployersGG Guide 6: Managing Cross Cultural InteractionsGG Guide 7: Developing Staff and Service Provision

Each guide is self-contained, with resources and reference materials included where appropriate for ease of use. Some guides are very practical while others are aimed more at providing contextual information. We hope that all will inform and inspire in equal measure!

For up-to-the-minute case studies and examples of good practice in employability and internationalisation, which you can implement in your own institution, we recommend the following sites:

AGCASwww.agcas.org.uk/(locate the Internationalisation Task Group pages for good practice samples)

UKCISAwww.ukcisa.org/PMI/index.htmwww.ukcisa.org.uk/PMI/BPemployment.htm

Higher Education Academywww.heacademy.ac.uk/ourwork/learning/internationalwww.heacademy.ac.uk/ourwork/learning/employabilitywww.heacademy.ac.uk/resources/casestudies

Issues of Equality and Diversity are relevant in all our professional practice and are particularly resonant in the internationalisation agenda. We recommend the AGCAS publication A Level Playing Field as an essential reference guide. In addition, most institutions now employ Equality and Diversity personnel who can advise staff and students alike.

AGCAS Internationalisation Task Group

� GOING GLOBAL GUIDE SIX

Contributors

Going Global Guides have been researched and written by current and former members of theAGCAS Internationalisation Task Group:

Dashi Alpion, Aston UniversitySamantha Brown, University of the West of England - Formerly with Loughborough UniversitySiobhan Devlin, University of SunderlandTerry Dray, Oxford UniversityAlan Gelfer, UKCISAJeanette Graham, Herriot Watt UniversityIrena Jennings, Imperial CollegeNicola Peacock, Bournemouth UniversityJulie Simms, University of StrathclydeAled Williams, Cardiff University

Edited by Siobhan Devlin and Nicola Peacock.

Thanks also to:

Margaret Dane, AGCAS CEO

Navjot Singh, Shell

Design: Micky Cohen

DisclaimerTo view the terms and conditions for the material provided in this publication, please see: http://www.agcas.org.uk/disclaimer © 2007 Copyright of or licensed to AGCAS No part of this publication may be copied or reproduced, stored in a retrieval system ortransmitted in any form or by any means, electronic, mechanical, photocopy, recording orotherwise, without prior permission of the copyright holder. Contact: [email protected] Further copies of this publication are available from AGCAS. AGCAS Administration OfficeMillennium House30 Junction RoadSheffieldS11 8XB Tel: 0114 251 5750Fax: 0114 251 5751 [email protected]

GOING GLOBAL GUIDE SIX �

GOING GLOBAL GUIDE 6Managing Cross Cultural Interactions

Contents

About the Going Global Guides 2

Contributors 3

1. Introduction 5

2. Cultural Awareness and Intercultural Competence 5 3. Managing Student Expectations 8 4. Referring Students On 10 4.1. On Campus Referral 10 4.2. Local Referral 10 4.3. National Referral 11

5. Summary and Further Information 11

Resources 12

Glossary 12

References and Reading Materials 13

Web Sites of Useful Organisations 14

Useful Organisations 16

Handout: International Students Feedback Form 25



The rich diversity of the student populations within our institutions should not only afford us an international experience ‘at home’ but should also enhance our personal and professional development. Working across cultures can pose challenges, and it is the intention of Going Global Guide 6 to help begin the process of thinking about your own values, behaviours and sense of culture in order that you can start to see other cultures in a relative sense. This is the key to successful intercultural communication.

The guide also examines students’ expectations, including how the nature of these hopes may be culturally influenced, and how you might prepare to manage them. It begins with a look at cultural awareness and communication across cultures, in order to guide you in your interactions with your students. From there we propose methods of managing the students’ expectations where you are able, and referring them on to local and national sources of help where appropriate.

Howell (1982) asserted that there are four distinct levels of cultural awareness:

1. unconscious incompetence – where you are completely unaware of cultural differences and so don’t know that you could be making cultural mistakes/misinterpretations;2. conscious incompetence – where you realise there are differences but don’t really understand what they are and therefore worry about potential problems;3. conscious competence – where you understand some of the differences and therefore make a conscious effort to behave in a culturally appropriate way;4. unconscious competence – where you no longer have to think about what you are doing in order to behave culturally appropriately.

Stages 1 and 4 are entirely instinctive. However, in order to be culturally aware, you need some conception of what constitutes culture in the first place. There are many and varied definitions of culture. Weaver (2000) posits:

‘Culture is defined as a system of shared values and beliefs which gives us a sense of belonging or identity. Culture can be discussed in terms of ways in which people pertaining to a group, society or organisation behave, communicate and think, and perceive reality. Each culture exhibits people’s perceptions of reality.’

If we consider that culture is, or pertains to, a person’s history, environment, beliefs, language, age, sex, education, occupation etc, then we can see that in fact we each have many different cultural allegiances. We can have a lot in common with other people at the same time as seeming to be very different. It is useful to remember this in intercultural interactions.

Moreover, culture is not just something that people carry around with them. It is everywhere. Consider, for example:

n what is the culture of your workplace?

GOING GLOBAL GUIDE 6 > Managing Cross Cultural Interactions

1. Introduction

2. Cultural Awareness and Intercultural Competence


Think about factors such as:

n the physical environment;n the virtual environment of your website;n the age and sex of the personnel;n the dress code;n the degree of formality – for example is there an open door policy?

Some of your students may come from places where there is no such thing as a Careers Service as you understand it, so visiting the service for the first time could be fraught with misunderstanding. Consider also whether the culture of your workplace is dictated by the larger organisation, or whether it is a distinct sub-culture which is different to that of the institution at large. You may never have thought about culture in these terms before now. But it is a useful exercise in helping you to see culture not as ‘something that other people have’ but as something which pervades all our lives.

Culture has certain characteristics, for example being learned, transmitted through generations, symbolic, and changeable over time. It is also ethnocentric, which means that people make cultural judgements from their own, biased, perspective. A further feature is visibility, meaning that some attributes are visible or easily recognisable, while others are invisible. This is commonly referred to as the ‘culture iceberg’. Just as an iceberg has visible (above the water) and invisible (below the water) components, so too does culture and there is a clear relationship between what is above the water (the observable behaviour) and what is below (the underlying value). The diagram below gives some example values and behaviours – for example a person’s notions of modesty might underlie the way they dress.


The Culture Iceberg

Behaviours

Values

literature

manners

music dressgestures

timekeepingnetworking

self effacement

notions of modesty

concept of fairness

world viewrole expectations

concept of leadership

order of prioritiesconcept of self

patterns of interpersonal relationships

work ethic

concept of beauty

nature of friendship

concept/importance of time


We begin to be inter-culturally competent when we can interpret someone’s behaviour relative to its cultural context. For example, perhaps you have experienced students habitually turning up late for appointments with you. If you appreciate that different cultures have different concepts of time, however, you can start to see that the students are not being deliberately rude but have not themselves been made aware of or adjusted to your own values.

There are other cultural dimensions, in addition to time orientation, that it is useful to be aware of. Hofstede (1980, 2001) categorises them as:

n power distance – hierarchical versus egalitarian;n individualism/collectivism – personal versus societal obligation;n masculinity/femininity–clearlydefinedversusoverlappinggenderroles;n uncertainty avoidance – preference for unpredictability and risk versus structure;n long term orientation – versus short term, relating to the importance of the individual in time.

Hall (1977) meanwhile categorises the dimensions as:

n high context/low context – communication is oblique and inferred versus direct and detailed;n time – monochronic or linear where work is concentrated, ‘time is money’, ‘goal is all’ and being late is rude, versus polychronic or cyclical where deadlines are approximate and people are what matters;n space – communal versus private.

There is a clear correlation between these two classifications. Moreover, there is a link between individualism, low context and monochronic time, and between collectivism, high context and polychronic time. UK culture is an example of the former, where we are expected to be explicit in our communications and to work to a plan. Chinese culture is an example of the latter, where inference may be required in communication and where people may appear to other cultures to be unorganised or unfocused. It is important to note, however that some aspects of behaviour are universal, some cultural and some simply personal and therefore stereotypes should be avoided.

When working with students in preparing CVs, covering letters etc, it is worth bearing this information in mind. For example, students from high context cultures can be working on the premise that to be overly explicit is to insult the reader who is well able to infer from the context. Help in preparing information that is appropriate for the recipient, therefore, and plenty of practice in doing so, is to be encouraged.

The implications of cultural awareness and inter-cultural competence for your own practice can be summed up as follows:

n accept that your own perceptions (e.g. of politeness/rudeness, orderliness/chaos, duty/ pleasure, right/wrong) are coloured by your own culture;n empathisewiththeviewsofothers,knowingthattheyareculturallyinfluenced;n actively try to understand other cultures;n understand the cultural complexity behind how we use language (e.g. high/low context);n be open-minded: don’t stereotype!



There may be times when international students misunderstand the limitations of the service you can provide them with and thus form unrealistic expectations. So, they may expect staff to make telephone calls for them, correct the English on their CVs and application forms, and be able to answer all their questions. They may even suppose that it is the role of Careers Services to obtain work permits for them.

These misunderstandings may arise because of the nature of careers support in the students’ home countries or even because such a service does not exist there. Perhaps they do not fully understand the implications of their visa or passport restrictions (see Going Global Guide 2), or they might have been given incorrect information during their recruitment process - hence working closely with your International Office to prepare guidelines about what the Careers Services can and cannot offer, and including this in the induction pack, is a useful tip. Sometimes, the students may simply be unaware of other, more appropriate, sources of help, for example study support tutors who could help with writing skills. Again, induction information packs could help.

In addition to written information that can be given to students in advance, it is beneficial to begin your interactions with them by reiterating what can and cannot be expected of the service. In doing so, try to strike a balance between opportunities and restrictions. As with any interaction, the more background information you can gather, both from research and from the students themselves, the more effectively you will be able to help with an enquiry. Good practice tips include:

n have a few pre-prepared statements or questions to use, particularly if you are dealing with a challenging enquiry;n try to establish how things are done in the student’s home country and discuss the differences;n refer them on to other appropriate services for help, such as the international student adviser in your institution or a national organisation such as UKCISA;n design a questionnaire to evaluate international students’ experiences and expectations of the careers service. (Many services have already found this helpful in informing the development of their provision. There is an example questionnaire handout in the resource section of the guide.)

‘In our service we started using the questionnaire as from September �00�. In response to students’ feedback we designed and delivered a pilot workshop for international students which proved to be very popular and successful’.

(Quote from an Information Officer)

Asking the right questions is important in interactions with international students where there may be country-specific visa restrictions, cultural matters etc. that need to be taken into consideration. The following table provides some suggestions, although the nature of your questions will of course be determined by the individual circumstances.


3. Managing Student Expectations


In order to maximise the effectiveness of the time you spend with a student you should:

n establish the nature of the enquiry at the outset, spending time if necessary getting to the root of the problem – and make clear what can and cannot be expected of the service;n ask questions, where it would be helpful, about a student’s background and culture;n use clear language with familiar vocabulary;n checkcomprehensionperiodicallyandbeawareofculturallyinfluencedgesturessuchas nodding/affirmingwhichshowlisteningratherthancomprehension;n give the student time to digest what you are saying;n if necessary ask them to repeat or summarise what you have said to ensure they’ve understood - if they have brought a friend you might involve them in clarifying information;n give the student something to take away with them, as taking some time to read over informationcanhelp,especiallyiftheyhavehaddifficultyunderstandingsomethingyouhave covered;


Beneficial Questions

l Are you a UK student or an international student?l What country are you from?l Are you an undergraduate or a postgraduate student?

This type of question can help you to check the status and background of the student and provides vital information on which to base the advice you provide.

l How long have you been in the UK?l How long will you be staying in the UK?l Does your passport restrict or prohibit you from working in the UK?l Where are you hoping to work when you graduate?

For a student enquiring about working in the UK, these questions will help you to establish if they are eligible to work and may clarify the student’s understanding of this.

l What are you hoping to do when you graduate?l What kind of information are you looking for?l Whatdoyouwanttofindoutabout?l Have you been to the Careers Service (or other support services) before?l How do you think that we can help you?

Direct questions focusing on the reason for the student’s visit can help get straight to the point and identify his/her expectations.

l Do you understand what I have said?l Would you like me to repeat what I have just explained?l Do you understand what I mean by that?l Can you tell me in your own words what I have just suggested?

Checking students’ understanding and that you are communicating well will help to prevent you getting into difficulties, particularly if there are language barriers.

l How would you deal with this in your home country?

This is helpful when students are emotionally upset and need to be referred to other sources of help. It can also keep the interaction going by getting them to talk.

10 GOING GLOBAL GUIDE SIX

n if you are giving a presentation, provide a ‘route map’ so students can always see the context and where you are at in the discussion;n at the end of an interaction check what the student will do next, based on the information and advice you have given, and ask whether they feel you have helped them with their enquiry.

When you are unable to provide the help or information required there is usually someone, somewhere, who can help. It is very useful to know who you can refer international students to for certain enquiries. Having a list of internal and external referral points with contact details and a description of services may prove really useful. This list can also be made available to students as a handout or information leaflet.

4.1. On Campus ReferralContact the following university departments and services (the names may differ slightly between institutions) to see what they can offer in the way of support for international students:

n Advice Representation Centreforconfidentialadviceonacademic,financialandimmigration issues;n Chaplaincy for pastoral support for all students regardless of faith;n English for International Students Unit for help with study skills on a one to one basis or through class tuition;n International Office for help and advice on issues of extending leave to remain, work permits etc.;n International Students Association for events for international students and their families;n Job Shop for part time work opportunities;n Student Counsellingforconfidentialsupportandcounsellingforeveryone;n Personal Tutors for academic and pastoral care;n Students’ Union for representation at institutional and national level, welfare advice, support for clubs and societies etc.

4.2. Local ReferralCheck out which local organisations can advise international students on issues such as education, employment, finance, housing and legal problems. It might be helpful to set up links with a solicitor for immigration advice above the level at which the university usually works. You may find it appropriate to refer students to:

n Citizens Advice Bureau (CAB): www.citizensadvice.org.uk as well as www.adviceguide.org.ukforfree,confidentialandindependentadvicetoeveryoneonissues of employment, immigration, discrimination etc.;n Department of Work and Pensions (DWP): www.dwp.gov.uk which promotes opportunity and independence for all;n Jobcentre Plus: www.jobcentreplus.gov.uk for information and advice on local job opportunities and National Insurance numbers;n Immigration Law Practitioners Association (ILPA): www.ilpa.org.uk for a list of immigration lawyers according to area and subject speciality.


4. Referring Students On

GOING GLOBAL GUIDE SIX 11

4.3. National ReferralNational Organisations that may be able to offer help and advice include:

n British Council for information on educational opportunities in the UK;n Department for Education and Skills (DfES) for information on international students working in the UK, and UK policy on international students;n Work Permits (UK) for information about working in the UK as an international student: www.workpermits.gov.uk n HomeOfficeforinformationaboutforeignnationalswhowanttoworkintheUK: www.workingintheuk.gov.uk n UCAS; n UKCISA;n UK NARIC.

As HE professionals, we are in the business of interacting with students: guiding them and managing their learning, their goals and their expectations of the outcomes of their study and skills development. Increasingly, we are responsible for the guidance of students from a vast array of differing cultures, with all the challenges that brings. It has been the aim of this Going Global Guide to aid you in your preparation for working with these students, and many further sources of information have been indicated within the guide and are included in the resource section that follows. (Note that the student handouts for guidance on working in and outside of the UK are packaged with Going Global Guides 2 and 3 respectively.) For information on Cultural Awareness courses offered by professional organisations see: www.agcas.org.uk and www.ukcisa.org.uk


5. Summary and Further Information

1� GOING GLOBAL GUIDE SIX


Glossary

AGCAS Association of Graduate Careers Advisory Services

BC British Council

DfES Department for Schools and Education

HE Higher Education

ILPA Immigration Law Practitioners Association

NARIC National Recognition Information Centre

UCAS Universities and Colleges Admissions Service

UKCISA UK Council for International Student Affairs (formerly UKCOSA)

UKNARIC see NARIC

GOING GLOBAL GUIDE SIX 1�


Hall, E.T. (1977) Beyond Culture. Garden City. Ancho Press/Doubleday.

Hofstede, G. (1980) (Updated 2001) Culture’s Consequences: International Dimensions in Work Related Values. Sage Publications.

Howell, W.S. (1982) The Empathetic Communicator. University of Minnesota: Wadsworth Publishing Company.

Lago, C. (2003) Working with International Students: A cross-Cultural Training Manual (second edition, updated by A. Barty). UKCISA.

UKCISA (1993) Partners in Discovery: developing cultural awareness and sensitivity. (A training video and trainer’s guide.) UKCISA.

Weaver, G.R. (2000) Culture, Communication and Conflict: Readings in Intercultural Relations. Revised Second Edition. Simon & Schuster.

References and Reading Materials


URL Description

Applic

ati

on f

orm

Guid

ance n

ote

s

Genera

l in

form

ati

on

For

em

plo

yees

For

educati

onal

inst

ituti

ons

For

students

For

gra

duate

s

Use

ful lin

ks

www.adviceguide.org.uk

Online CAB service for independent advice on topics including

benefits,employment and legal issues. Provides details of reliable sources of advice. Information in English, Welsh, Bengali, Gujarati, Punjabi, Urdu and Chinese. Useful fact

sheets to print off.

Y Y Y Y Y

www.agcas.org.ukThe Association of Careers Advisory

Services.Y Y Y Y

www.britishcouncil.org

TheUK’sofficialorganisation for the

promotion worldwide of British education,

culture and the English language.

Y Y Y Y Y Y Y

www.citizensadvice.org.uk

Citizens Advice Bureau. Provides fact sheet but otherwise directs you to their online service for advice (see above) or to

local centres.

Y Y Y Y Y

www.communicaid.com

Global Communication – cultural awareness

training.Y Y Y Y

www.dfes.gov.uk/Officialwebsiteof

Government Department for

Education and Skills.

Y Y Y

www.eaie.org

European Association for International

Education – details of training courses for those dealing with

international students.

Y Y Y Y

www.globalvisas.comInformation on working,

studying in the UK, extending your stay in

the UK.

Y Y Y Y Y Y



Websites of Useful Organisations




Websites of Useful Organisations

URL Description

Applic

ati

on f

orm

Guid

ance n

ote

s

Genera

l in

form

ati

on

For

em

plo

yees

For

educati

onal

inst

ituti

ons

For

students

For

gra

duate

s

Use

ful lin

ks

www.ilpa.org.uk

A list of immigration law practitioners who have registered with the OISC and that is searchable by location and service

offered. Promotes/improves advising and

representation of immigrants.

Y Y Y Y Y Y

www.ind.homeoffice.gov.uk

Homepage for the Immigration &

Nationality Directorate, HomeOffice.

Y Y Y Y Y

www.naric.org.uk

TheUK’sofficialguidance service to

international qualificationequivalency.

Y Y Y Y Y Y

www.ukcisa.org.uk

Formerly UKCOSA, now the UK Council for

International Student Affairs. Offers advice and information to students and staff. Guidance notes for

students are downloadable and cover immigration,

working,financialandcultural matters, there

is an advice line for members and an

email-discussion forum.

Y Y Y Y Y Y

www.ukcisa.org.uk/aisa

The Association of International Students’

Advisers (AISA). Membership

available to any member of UKCISA.

Y Y Y Y Y

www.workpermits.gov.uk

UK government site: for information about

working in the UK as an international student,

work permits, eligibility criteria and the Training and Work Experience

Scheme.

Y Y Y Y Y Y Y Y



AGCAS: The Association of GraduateCareers Advisory Services

www.agcas.org.uk

Who are they? AGCAS is the professional association of careers professionals in Higher Education. They consult and work with government departments on a wide range of topics related to career development and recruitment of HE students and graduates.

Resources Website www.agcas.org.uk AGCAS products are at the centre of HE careers service provision. They include Occupational and Country Profiles, Options with your Subject, Sector Briefings and many more career related publications. All HE students and graduates as well as their advisers have access to a huge range of high quality resources.

What do they provide? • Help to students and graduates to identify careers services available to them.

• Careers information at:• www.prospects.ac.uk• Links with subject centres, professional

bodies, task groups and committees and employability forum

• Training courses for all careers professionals

What do they not provide? • Vacancy details for studentsContact details AGCAS Administration Office

Millennium House30 Junction RoadSheffield S11 8XB

Tel: 0114 251 5750Fax: 0114 251 5751

Useful Organisations



BC: The British Council

www.britishcouncil.org

Who are they? The UK’s official organisation for the promotion worldwide of British education, culture and the English language

Resources Websitewww.britishcouncil.org

Help Line0845 000 0046

What do they provide? • English language teaching centres worldwide

• Accreditation of UK institutions teaching English language

• A regional network of support to designated British Council scholars and some government sponsored students

• Advice for educational institution members recruiting international students to come study in the UK

What do they not provide? • Pots of funding to international studentsContact details British Council Information Centre

Bridgewater House58 Whitworth StreetManchesterM1 6BB

Tel: +44 (0) 161 957 7755 Fax: +44 (0) 161 957 7762 [email protected]




ILPA: Immigration Law Practioners Association

www.ilpa.org.uk

Who are they? A group of leading law practitioners who aim to:• Promote and improve the advising and

representation of immigrants• Provide information to members on

domestic and European immigration, refugee and nationality law

• Secure a non racist, non sexist, just and equitable system of immigration, refugees and nationality law

Resources • Website: www.ilpa.org.uk• Directory of members• Publications• Submissions

What do they provide? • Training and advice• Detailed briefings and submissions

What do they not provide? • Guidance notes for studentsContact details ILPA Secretariat

Lindsey House40-42 Charterhouse StreetLondon EC1M 6JN

Tel: 020 7251 8383Fax: 020 7251 [email protected]




Jobcentre Plus

www.jobcentreplus.org.uk

Who are they? Jobcentre Plus is a service for people of working age.

Resources Websitewww.jobcentreplus.org.uk

What do they provide? • Information on part –time, full-time local job opportunities

• Information and advice on how to obtain a National Insurance Number

• Useful links to other organisationsWhat do they not provide? • They do not provide advice without

appointmentContact details Offices throughout the UK.

For your nearest office visit the website.


�0 GOING GLOBAL GUIDE SIX


UK NARIC: The National Recognition Information Centre

www.naric.org.uk

Who are they? The UK’s official organisation for the provision of evidence of comparability between international and UK qualifications.

Resources Websitewww.naric.org.uk

Help Line0870 990 4088

What do they provide? • Enquiry service to individuals and Careers Services

• Written individual assessment of academic qualification resulting in a letter of comparability

• Members access to International Comparisons database (most educational institutions in UK are members)

• UK NARIC Subscription Service for all universities and business organisations

What do they not provide? • Free in-depth enquiries over the telephone• They will not proceed with individual

enquiries regarding a letter of comparability until they receive payment

Contact details UK NARICOriel HouseOriel RoadCheltenhamGloucestershire GL50 1XP

Tel: 0870 990 4088 Fax: 0870 990 1560E-mail: [email protected]


GOING GLOBAL GUIDE SIX �1


UCAS: Universities and Colleges Admissions Service Student Affairs

www.ucas.com

Who are they? The Universities and Colleges Admissions Services is the central organisation that processes applications for full-time undergraduate courses of UK universities and colleges.

Resources Websitewww.ucas.com

What do they provide? • Information for students and higher education staff

• Information to support student’s decision to study in the UK

• Information on qualifications accepted as evidence of proficiency in English

• Advice on English language courses and financial matters

• Application forms for students• Useful links to other organisations

What do they not provide? • They do not offer advice related to visas and work permits in the UK

Contact details UCASRosehillNew Barn LaneCheltenham Gloucestershire GL52 3LZ

Tel: 08700 1122211 Minicom: 0121 254 4942 (for people with hearing difficulties)E-mail: [email protected]


�� GOING GLOBAL GUIDE SIX


UKCISA: The UK Council for International Student Affairs

www.ukcisa.org.uk

Who are they? Formerly called UKCOSA, they are a membership organisation providing information, advice and training on the recruitment and support of international students. An advisory service is available for the staff of member institutions and for individual students or potential students. Your academic or International Office can usually give you member details.

Resources Websitewww.ukcisa.org.uk

Student Advice LineAvailable Mon-Fri 1pm-4pmTel: 020 7107 9922

Student Guidance NotesDownloads from the web site

What do they provide? • Information and clarification on UK employment and immigration law

• Help to students identifying sources of financial aid

• Clarification on the regulations on fees, grants and loans

• Support for prospective students preparing for a forthcoming period of study

What do they not provide? • A pot of funding for international studentsContact details UKCISA

9-17 St Albans PlaceIslingtonLondon N1 0NX

Tel: 020 7226 3762Fax: 020 7288 4360


GOING GLOBAL GUIDE SIX ��


UKTI: UK Trade and Investment

www.uktradeinvest.gov.uk

Who are they? A government organisation supporting companies in the UK trading internationally and those overseas wishing to operate in the UK

Resources Websitewww.uktradeinvest.gov.uk

What do they provide? • Contact details for Europe, Asia Pacific and the Americas

• Information sheets about various industries in the UK

• Student links and case studiesWhat do they not provide? • Employer addressesContact details UK Trade & Investment

Marketing & CommunicationsLevel 9 Kingsgate House66-74 Victoria StreetLondon SW1E 6SW

Tel: 020 7215 8000Fax: 020 7828 [email protected]


INTERNATIONAL STUDENTS FEEDBACK FORM:An AGCAS Internationalisation Task Group Handout

We are keen to improve the careers services provided to International Students. We would appreciate it if you could give us some feedback by spending a few minutes to complete this form. The form is confidential and the information will be used anonymously.

SECTION A: Using the Careers Service During your Studies

1. When did you first learn about the Careers Service?

�. How did you learn about the Careers Service?

Induction week Careers Adviser’s Talk Events Leaflet International Students Newsletter Other (Please specify)

�. What services of the Careers Service have you used so far? (Please tick all relevant boxes)

Drop-in Advice Desk

Information resources

Computer facilities

Workshops

Fairs

Employer Presentations

Other (please specify)

�. Which of the above services have you found most useful? (Please specify)

�. Did you get referred to another source of help within the University i.e. the ARC, Job Shop or International Office? (Please tick the relevant boxes)

Yes No

If yes, was it explained clearly to you:

a) Why you were referred to another source of help: Yes No

b) How that source of help could assist you: Yes No

SECTION B: Using the Careers Service After you Graduate

1. Are you aware of services that the Careers Centre provides to graduates? (Please tick the relevant box)

Yes No

�. What help would you need when you graduate? (Please tick all relevant boxes)

Careers advice through e-mail/phone

Employer information

Making applications and writing CVs

Other (please specify)

SECTION C: Background Details

1. What is the full title of the course you are studying and what year are you in?

�. What is your:

• nationality

• age

• gender

�. Please fill in the date

SECTION D: Other Comments

Please use the space below for further comments about how the Careers Service can better help International Students in the future:

THANK YOU

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