Presentations 10 July, 1.45-3.00pm

C1. The Post Study Work Scheme and beyond… (repeated as D1)

Most advisers will be aware of the Post Study Work (PSW) scheme which is replacing the International Graduates Scheme and will allow international students to stay in the UK after their studies to work for two years. The PSW scheme may be the appropriate route for a student but there are many other options depending on past work experience, qualifications, age and relationship history as well as the student’s long term plans. This workshop will focus on how the adviser can help the student to fulfil their objectives. It will assume some basic knowledge of the PSW Scheme, the Highly Skilled Migrant Programme (and its replacement), the full work permit scheme and the switching rules.

Jo Holliday, International Student Advisor, University of Sheffield Union of Students

C2. Preparing for PBS – what’s it all about and what do institutions need to consider?

This session will identify the key aspects of the Points Based System (PBS) and look at models for preparing and planning for the new system in institutions – including “Who?”, “How?”, “What?” and “When?” Although the presenters will identify processes being used at UCLan this session will encourage debate and discussion relating to existing systems and/or alternatives. The aim is to highlight the key requirements of the new system which will need to be met and to allow institutions to incorporate these into their own existing policies and processes or to consider and discuss new approaches.

Helen Eastham, University of Central Lancashire and Catherine Marston, Policy Advisor, Universities UK

C3. Points Based System surgery

Following a brief outline of the main changes being introduced with the Points Based System this will be an opportunity to ask questions, focus down on any areas of uncertainty or difficulty and share with colleagues and the BIA any suggestions and strategies for ensuring effective introduction and implementation.
Note: it will be assumed that most participants, by that stage, will have a general understanding of the new arrangements.

Matt Maggs, Policy Adviser (PBS/Sponsorship/Tier 4 Students), Border & Immigration Agency

C4. Batch scheme surgery

An opportunity to meet staff from the Home Office’s Student Batch Scheme face to face. The workshop will include a presentation from staff managing the scheme, and a question and answer session. At the question and answer session, you are invited to raise any issues you think it would be useful for advisers using the scheme to discuss with the staff managing it.
Note: this session is not appropriate for you if students at your institution post their applications to the Home Office themselves, rather than through the Student Batch Scheme.

Staff from the Home Office Student Batch Scheme

C5. How to win friends and influence people in your institution: immigration workshops

When we first offered immigration information workshops at Queen Mary, University of London, admin staff responded so enthusiastically, we had to repeat the session a week later. The workshop now runs twice a year and we also offer immigration updates for staff who attended earlier sessions.
The feedback on the workshops has been overwhelmingly positive, referrals for immigration advice have become the rule and not the exception and we have raised the profile of our department.
In this presentation, I will outline how the workshops run. I’ll talk about what information I cover and how, and offer some tips on how you can run similar workshops in your own institutions.

Julie Allen, International Student Advisor, Queen Mary University of London

C6. The unspoken in advice work: a psychodynamic perspective

In any exchange between two people, unspoken dynamics are taking place which both shape and reflect the interaction. In advice work, the focus tends to be on factual information, but I am interested in what else might be being played out in our work with students. This presentation will introduce some central concepts of psychodynamic thinking: transference, counter-transference, projection, boundaries and attunement, and how they are relevant and important in any helping profession. Participants will have the chance to participate in group discussions, but no prior knowledge of psychology or psychotherapy is necessary.

Emma Fleet, Student Advisor, London School of Hygiene and Tropical Medicine

C7. Great expectations: managing the (North) Americans’ dream

Universities often neglect North Americans when thinking about publication materials for international students – the traditional language and means of communication is not necessarily appropriate for this cohort of students. The majority of international students studying for the five-year Bachelor of Veterinary Medicine degree at the University of London’s Royal Veterinary College (RVC) are North American, so we recognised the need to improve our communication with them and have run a six month student-led project to help us improve their experience here from pre-arrival to life after the RVC. This session will detail the thinking behind the project, the work undertaken by the group, and give an opportunity for those attending to think about what they do in their institutions.

Fiona Nouri, Student Services and Support Manager, Royal Veterinary College plus students

C8. Working with the students’ union to achieve a more integrated approach to orientation and induction activities

In 2007 the Students’ Union (SU) and International Office (IO) at Bournemouth University worked to facilitate better interaction between UK and international students by combining aspects of the Freshers’ and International Students’ Orientation Programmes (ISOP). Some ISOP events were opened to UK students and SU events perceived to be of particular interest to international students were identified and promoted. Significantly, we integrated the Welcome Crew volunteer training, incorporating cultural awareness raising sessions and encouraging international and UK students to become a team. Further important learning for us came from overcoming the challenges of the IO and SU working together. In this session we will share what we learnt, consider what worked, what didn’t and why. We aim to give people a variety of ideas that may help when planning orientation events or other events on campus aimed at integrating UK and international students. Participants will also have the opportunity to share their own experiences and ideas.

Caroline Howlett, Senior International Student Advisor and Jane De Vekey, Students' Union, Bournemouth University

C9. International students and equality

This session will consider the links between equality and diversity and international students. Equality and diversity are often perceived as primarily relating to domestic staff and students. Yet many equality issues are highly relevant to the experience of international students, for example good campus relations, experiences of teaching and learning, and unconscious stereotyping. Further, the legal race, gender and disability duties apply equally to an institution’s relations with international as to domestic students. Yet within institutions there is sometimes little alignment between equality and internationalisation, with different staff, different policies and programmes, and different approaches being adopted for each. The session will explore ways in which issues relating to equality and diversity and international students can be better integrated, to the benefit of both institutions and students.

Nicola Dandridge, Chief Executive, Equality Challenge Unit

C10. Good choices, better applications, best outcomes

UCAS provides a wealth of information about courses, their content and structure, entry requirements, fees and finance as well as structured data about universities and colleges and their particular selection processes. Once applicants have applied through UCAS, they are able to keep track of the progress of their university choices and will be helped at each stage about the decisions they have to make, the consequences of these decisions and what will happen next.
Too often, UCAS is simply seen as the way people have to apply for higher education in the UK and many students and advisers are unaware of the full potential of the resources available to them both online and in printed publications. This session will ensure that participants can make use of the help available through the UCAS website content for international students, the Stamford Test, Course Search, Entry Profiles, Progression Guides, Apply, Track, Extra and Clearing to name but a few of the vital services that UCAS provides.

Irene Finlayson and Kristine Murray, International Executives, UCAS

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