The Scottish Government

« Previous | Contents | Next »

Listen

CHAPTER FOUR: ATTRACTING CHINESE PEOPLE TO STUDY AND WORK IN SCOTLAND

4.1 Objective 2 of the China Strategy is to increase student flow between China and Scotland, with the specific target of growing the number of Chinese students in Scotland faster than the UK average over the period to 2010. To achieve this target the Executive is working with partners to provide high profile scholarships in Scotland for the highest-calibre Chinese students, improve the overall student experience in Scotland and provide more effective marketing of Scottish education and the Fresh Talent initiative in China. Closely related to objective 2 is objective 4 which seeks to attract skilled Chinese to experience living and working in Scotland. The specific target associated with this objective is to grow applications from Chinese nationals to Fresh Talent related schemes by 10% per annum on average to 2010.

4.2 This chapter examines the current context for objectives 2 and 4 by considering the views of a range of relevant audiences in both China and Scotland. It begins by looking at Scotland's perceived credentials as a study destination among key groups in China, namely, students, university staff responsible for international liaison, and overseas study consulting agents. It then draws on the views and experiences of Chinese students who are currently studying in Scotland to identify inter alia possible means of improving the student experience and attitudes towards remaining in Scotland after graduation. Finally the chapter presents findings from interviews with college and university staff in Scotland to explore current engagement with China among Scottish further and higher educational institutions, as well as areas to address in terms of promoting future engagement.

The view from China - University staff, consulting agents and students

4.3 Overseas study remains the preserve of a limited proportion of students in China. The university staff and agents who were interviewed suggested that although up to third of students consider overseas study, only around 15% on average will actually embark on a course abroad. In inland cities such as Chengdu, Taiyuan and Shandong, the figure is considerably lower at around 5%. Among all of the respondent groups, there was a consensus that the key barrier to studying overseas is cost.

Top destinations for overseas study

4.4 The research confirmed that the most attractive overseas study destinations for Chinese students are the UK, the US, Canada and Australia - both because these countries are English speaking and because they are seen to have the most developed education systems in the world. Some of the agents felt that interest in the UK has waned slightly in recent years while Australia appears to be an increasingly popular choice, particularly among students from Hong Kong. The reasons for this were felt to be three-fold: first the Australian government has policies aimed at encouraging overseas students to stay in the country following their graduation. Second, fees are lower in Australia than in the other top countries and, third, there are many Chinese people living in Australia thus students tend to feel 'at home' there.

4.5 Study destinations that appear to be the least popular, include places that are perceived to be unsafe or less well developed - Iraq, some African countries and Malaysia were the main examples given, but, interestingly, some of the students also identified New York as a place that is unsafe.

Factors influencing overseas study choices

4.6 Across each of the audiences, there was a consensus that considerations of cost are paramount in determining a student's choice of study destination. These include: the cost of tuitions fees, the duration of courses (the longer the course, the greater the expense incurred) exchange rates, the cost of living, scholarships opportunities and opportunities to work part time.

4.7 Other important considerations mentioned included:

• The availability and quality of courses
• The reputation of the university and/or individual members of staff - the students felt that this has a significant impact on returning graduates' employability
• Whether qualifications obtained will be recognised in China - this was of particular concern for students of mainland China
• Proximity to cities and good work experience opportunities
• (For female students in particular) having friends and family close by, being able to ask for assistance, and generally feeling looked after.

4.8 According to some of the university staff who were interviewed, students of economics, business and management tend to attach particular importance to a university's reputation, whereas for arts and language students, course content is more of a priority.

4.9 In general, it appears that the attractiveness of a country per se is a secondary consideration vis a vis the various factors outlined above.

Preferred sources of information on overseas study

4.10 The students were asked from where they obtain information about overseas study. The most common and preferred source was academic staff and senior students with inside knowledge of the status of particular academic subjects in different countries/and universities.

4.11 The internet was also widely mentioned as a source, with students tending to rely on general search engines, especially Google (for information in English) and Badhu (for information in Chinese), as opposed to any specific overseas study websites. Most said that they would tend to verify information gleaned from the internet using other sources, such as current tutors, books and online overseas study forums. The latter appear to be particularly popular as they enable students to access a range of perspectives and experiences.

4.12 Overseas study agencies were also mentioned as a source of information, but these were generally regarded as an expensive option.

4.13 Having obtained some preliminary information on overseas study destinations of interest, and narrowed down their options to a few universities, students said they would then tend to contact those universities directly for more 'tailored' information and advice.

Perceptions of the UK as a study destination

4.14 Among the university staff, agents and students alike, the UK was viewed very positively as a study destination. Specific perceived strengths of the country included:

• A well developed education system providing high quality education
• Prestigious universities - the students mentioned Oxford and Cambridge in particular
• The availability of short courses and in particular, one year Masters courses
• Good living conditions

The education system … the education in the UK is accepted by most people, and English is the world language.
(University staff)

The length of study period is shorter; just one year. In China we need three years to finish the masters course. The certificate there has the highest value in the world.
(University staff)

4.15 The main perceived weakness of the UK as a study destination, meanwhile, was cost: it was widely felt that tuition fees, general living expenses and the rate of exchange are all higher in the UK than in other destinations and, indeed, prohibitive for many Chinese students.

The money is certainly the biggest barrier for students going to the UK. The expenditure in the UK is much higher than that in other countries such as Germany and France.
(University staff)

4.16 With regard to tuition fees specifically, staff pointed out that, whereas in other countries fees can be paid in instalments over the duration of a course, in the UK the full amount has to be paid upfront which presents difficulties for some students, particularly those from the less affluent inland cities.

4.17 Another problem associated with studying in the UK was that the system is "strict" in the sense that entrance requirements are demanding, with overseas students having to pass several examinations before being accepted on a course.

Perceptions of Scotland as a study destination

4.18 Awareness of Scotland as a study destination varied between the different audiences. Among the students, there was virtually no awareness at all - the only exception being in Beijing where a few of the focus group participants referred to Scotland's strengths in science and engineering. Awareness was higher among university staff and agents, although the latter generally demonstrated more in depth knowledge than the former who in most cases struggled to name any Scottish universities.

There is nothing about Scotland study in my brain
(Student)

I only know two universities in Scotland - Edinburgh University and Glasgow University. They are the better universities but they are not the best
(University staff)

4.19 Specific, positive aspects of Scotland mentioned by both staff and agents were that tuition fees and the cost of living are generally lower than in other parts of the UK. The agents also made repeated reference to the new two year leave to remain that has been introduced under the Fresh Talent: Working in Scotland Scheme, describing this as a very positive development for Chinese students.

Scotland is not the developed region in the UK. For the Chinese students, the economy pressure in Scotland will be less.
(University staff)

This is an exciting plan for students. They can have the visa for working there for two years.
(Agent)

4.20 There was also a common perception that Scotland offers a pleasant, peaceful environment, conducive to study.

Scotland has the quiet atmosphere, without noise, with less allurement, it is suitable for studying.
(Agent)

4.21 Notwithstanding these positive comments, Scotland was also felt to have specific weaknesses as a study destination. Several of these relate to the perceived quality of education in Scotland, particularly, vis a vis that offered in England. Specifically, it was suggested that some qualifications obtained in Scotland are not as well regarded as those obtained in England and indeed, are not recognised in China; that masters degrees awarded in Scotland are treated as bachelor degrees in England; and that there are generally fewer courses available in Scotland.

I feel that Scotland is not like London, the subjects about finance and business are worse than those in England.
(Agent)

4.22 Paradoxically, the Scottish education system was also regarded by some staff and agents as being stricter than that in England. Underpinning this was a perception that courses are generally longer in Scotland.

The education system is different between Scotland and England. Those to be studies for 3 years in England would be 4 years in Scotland.
(Agent)

In England there is 1 year course to get the masters degree but in Scotland it is two years.
(Agent)

4.23 In considering students views of Scottish education vis a vis the English system it, is worth remembering that the English system appears to be conceived of primarily with reference of Oxford, Cambridge and London universities. It may be that students have extrapolated from their knowledge of these universities when comparing Scotland to England.

4.24 Other perceived weakness of Scotland as a study destination related to characteristics of the country rather than to the education system per se. In particular, several of the agents and staff felt that Scotland would provide limited opportunities for students in terms of part time work and work experience. As the following quotation illustrates, this appears to reflect misconceptions about Scotland's level of development, in comparison to other parts of the UK.

Scotland is far away from London. Students have fewer opportunities to contact with the modern city. It is unhelpful for students' continuous studying and to get working
(University staff)

4.25 The "heavy" Scottish accent was also felt to be a major barrier for Chinese students. There was a perception that even those students with very good English would have difficulty communicating with locals.

The weakness is the language, it has the strong accent
(Agent)

The language is another problem. The accent is heavy in Scotland
(University Staff)

4.26 As well as being asked about their own perceptions of Scotland, staff and agents were invited to describe current levels of interest in Scotland among Chinese students. The consensus was that, for the reasons outlined above, interest is fairly low overall, with Scotland generally being regarded as a "second choice" study destination compared with England.

The students are not interested in Scotland. 90% of the students who want to study in the UK, will choose England.
(University staff)

Again, when comparing Scotland to England, it may be that this audience is drawing from their ideas and awareness of London as a central location and the proximity of other locations to it.

Certainly, Scotland is not the first choice. In the UK, London is the first choice, Scotland is the field and the place for the sheep.
(University staff)

4.27 Encouragingly, however, some staff and agents suggested spontaneously that interest in Scotland is likely to increase in the future. For the staff, the main reason for this was that the number of students coming to the UK generally is increasing. For agents, the key factor was the new two year leave to remain which they felt is already having a positive impact on the number of students choosing Scotland.

They become more and more interested in Scottish education, especially for the masters degree, after they launched the good policy, more and more students prefer studying in Scotland.
(Agent)

Sources of information

4.28 The university staff and consulting agents tended to obtain most of their information abut study in Scotland from the internet - especially the Scottish Universities website or university homepages - and direct marketing on the part of Scottish universities, usually in the form of brochures. The agents also mentioned education exhibitions, although they commented that there is only a limited focus on Scotland at such events.

4.29 Asked if they were aware of any marketing campaigns or initiatives to attract students to Scotland, the agents tended to refer again to the two year leave to remain. The staff in contrast, said they were not aware of any campaigns or initiatives, with several going on to say that Scotland is not well promoted as a study destination.

Chinese students currently studying in Scotland

4.30 The Chinese students who are currently studying in Scotland had many positive things to say about both the Scottish education system, and the country more generally, but they were also able to reflect on the issues that could have helped improve their experience.

Reasons for selecting Scotland as a study destination

4.31 All of the students interviewed spoke in very positive terms about their experiences of living and studying in Scotland to date. Asked what attracted them here, a significant proportion mentioned the two year leave to remain, or the Fresh Talent Initiative. It was clear from the interviews that these schemes have contributed to a perception of Scotland as a welcoming, "tolerant" country.

Actually at the very beginning I just wanted to go to England but I think perhaps the policy about the visa extension attracted me. Yeah, so I changed my mind.
(Postgraduate student, University of St Andrews)

I think the most important reason is that Scotland has a policy for international students for the permission of two years working permission.
(Postgraduate student, University of Aberdeen)

4.32 Other reasons the students were attracted to Scotland included:

• The reputation of their chosen university or college - the Universities of Edinburgh and Glasgow received particular mention in this respect
• Knowing and receiving recommendations from friends or acquaintances from China who are currently studying here or have done so in the past
• The cost of living - although several commented that this is actually higher than they had anticipated
• An affection for Scotland as a country

The University of Edinburgh has really a high reputation in China. And that is one of the few, is one of the few most well known universities, in China.
(Postgraduate student, University of Edinburgh)

I think Glasgow University has a long history and is very famous in accounting and management, so I just choose it.
(Postgraduate student, University of Glasgow)

Oh at first I just want to study in Britain because the British education is the best in the world, and I choose Scotland because it is more cheaper than England.
(Postgraduate student, University of St Andrews)

Because I think Scotland is a nice place. Scotland's people are warm hearted and Scotland is very famous for history.
(Postgraduate student, University of Edinburgh)

4.33 For one, or a combination of, the reasons cited above, almost all of the students interviewed said that Scotland was their first choice of study destination.

Sources of information on Scotland

4.34 Consistent with findings from China, the students said that they received most of their information about studying in Scotland from staff at their previous universities, and from friends or acquaintances with experience of studying here. Almost all had also made use of the internet, most commonly using search engines to find basic information about various destinations and then targeting specific university homepages or using online forums to gain more detailed insights.

I have a friend also have studies in Scotland before and he recognises that it is a very good place.
(Postgraduate student, University of Edinburgh)

Usually I just use the school website. And we got some information from some Chinese websites. Chinese website is especially for the overseas students. They have some forums and there's a lot of information about all the things living and studying in Scotland.
(Postgraduate student, University of Edinburgh)

4.35 Less commonly mentioned sources of information were the British Council, overseas study agencies and direct marketing on the part of individual Scottish universities - specifically, the Universities of Aberdeen and Edinburgh.

This year [the British Council] have special activity [from] July to September, its called the season of Scotland. They send me the emails.
(Postgraduate student, University of Edinburgh)

Actually the University Aberdeen do a lot of their advertisement in mainland China. Especially in some big cities.
(Postgraduate student, University of Aberdeen)

The University of Edinburgh go to my University before and I know the University of Edinburgh is very good in biology.
(Postgraduate student, University of Edinburgh)

General comments on the Scottish education system

4.36 The students were unanimous in the view that further and higher education in Scotland is of a high quality. In discussing this issue, a couple referred to the misconception in China, discussed above, that Scotland is a second rate study destination compared to England.

In China most of the people think that English education is higher than Scottish education so the opinion is very popular so the Chinese students pay for England. I think this is a misunderstanding so I will tell them that it is not true.
(Postgraduate student, University of Glasgow)

4.37 Asked what makes the Scottish system distinct, some of the students mentioned the longer courses - whereas staff in China regarded this as a negative, the students felt it was a sign of quality - or the two year leave to remain opportunity. A few people also suggested that Scottish universities or colleges appear more willing to recognise their Chinese qualifications than some institutions in either China or elsewhere in the UK.

And my supervisor often told me that because in England you have to take three years to finish your Bachelor degree but here in Scotland you have to take four years, so I think, yeah, the system in Scotland maybe more advantage.
(Postgraduate student, University of Glasgow)

Aberdeen University is more acceptable than other cities because they didn't care about the background of your previous education. They got more confidence for the future education for you. Basically actually I applied to Warwick University but Warwick didn't accept me.
(Postgraduate student, University of Aberdeen)

I didn't study in university or college in China. I have no choice in China because there all the education system are very strict, so I can only study here.
(Undergraduate student, Aberdeen College)

4.38 Encouragingly virtually all of the students said they would recommend Scotland as a place to study.

Good things about studying in Scotland

4.39 Looking in more detail at things the students particularly liked about studying in Scotland, three main themes emerged. The first of these related to the mode of learning in universities and colleges. This was repeatedly described as more "free" than in China, where there are fewer opportunities to express opinions, ask questions and discuss ideas with classmates. Related to this point, academic staff in Scotland were generally felt to be more approachable and "like a friend" than their counterparts in China.

I think the education system of Scotland is very different from that of China, because the Professor let us have a chance to develop our skills, to ask questions in the course, in the class, to ask freely, so you can raise your hand for: "sorry I have question", but this is maybe did not happen in China in the classroom of China.
(Postgraduate student, University of Edinburgh)

In China, in class, teacher is the [leader], but in Scotland, students in the class have more opportunity to express their own thinking, or ideas. I think that's the big difference.
(Postgraduate student, University of St Andrews)

4.40 The second aspect of studying in Scotland about which the students were particularly positive was the Scottish people whom they variously described as 'friendly', 'warm' and 'gentle'. Contrary to the perceptions of staff and agents in China, discussed above, only a couple reported having difficulties understanding the Scottish accent. This is consistent with recent findings from the British Council Scotland's International Student Experience survey, in which respondents in Scotland rated their satisfaction with the quality of academics' English marginally above those in the rest of the UK².

Because I had been here and I think Scotland is such a nice country, such a nice place to be, and the Scottish are very, I mean from my experience the Scottish are a little bit more friendly and warm than the English, even though they have a strong accent.
(Postgraduate student, University of Aberdeen)

Yes and just like that while I study in college as well, a lot of tutors they have very heavy Scottish accents, so when I stay in class I always need to pay attention at them and I need to open my ear all the time
(Undergraduate student, Aberdeen College)

4.41 Scotland's physical and cultural environment was also highlighted as a major plus point by the students. There were references both to the country's beautiful cities and landscape and to the "clean" air. Like the staff and agents in China, several students commented that the environment as a whole offers a good atmosphere in which to study.

I think the castles and the environment is quite special… the environment is so much cleaner and the pollution of the environment is quite low.
(Postgraduate student, University of Aberdeen)

It's the beautiful country and the environment is brilliant.
(Postgraduate student, University of Dundee)

Difficulties and problems experienced studying in Scotland

4.42 Notwithstanding such positive comments, the students had also experienced specific difficulties since beginning their studies in Scotland. Consistent with findings from the British Council Scotland survey, cited above, one of the most common such difficulties was financial pressure brought about by high studying and living expenses. Among the specific expenses that were mentioned in this regard included tuition fees, course text books and university accommodation.

There are not that many spare books at all. But I think we have invested so much money in studying here, we are entitled to have access to books. We don't have to spend another £100 to buy 3 books. It costs a fortune to buy books in the UK…this puts financial pressure on us.
(Postgraduate student, Heriot Watt University)

Just like changes some system, policy for foreigner, because just like, like for me, in my classroom about 20, in our group, about 20 … and we need to pay the high, very high tuition for college, because I'm not a citizen, so I need to pay, so £7,000 I'm paying for college, but others they only pay £1,000, or some people don't need to pay, so this one is a little bit unfair.
(Undergraduate student, Aberdeen College)

4.43 Another commonly mentioned difficulty was the process for opening a bank account, with students invariably describing this as slow and in some cases, laborious.

Just the, yeah like when I go to bank, or go somewhere else, just like a little bit difficult, because we are foreigner here, we just arrive here we haven't got any history, so I want to open a bank account, they just tell me you need to write a letter from college to prove who you are and so just like a little bit difficult just like they give me a cold shoulder. It does feel strange, because I'm here alone, not any relatives, so where you got to, what I want something, but always have some problems, so just feel very cold is from the heart. Yeah, that time I really miss my family.
(Undergraduate student, Aberdeen College)

4.44 Other practical problems experienced related to a perceived lack of general orientation information for students, and particularly information on the running of university and college courses, how to register with the police and a GP, and how to find a part time job.

Maybe at the first few days, if some people, some students or some people can volunteer to help me where to shop, how to study here, it will be better. Because at the first few days here I think I need to figure out all the things mostly by myself and my Chinese friends. I mean if there can be some local people here can, or local students maybe, they can volunteer to show how we do some shopping and how we live here and the typical Scottish people, what typical Scottish people do in a day and something like that, I think it will be helpful. And maybe I hope if we can have maybe a connection with a student and one family. Maybe we can meet once a week or once a month to know more about Scotland and maybe if they are also interested to know more about China. I think it would be better.
(Postgraduate student, University of Edinburgh)

4.45 Apart from practical issues, several of the students reported having limited opportunities to meet and get to know other foreign students and local people. This issue also emerged in the British Council Scotland study where 29% of respondents said they were dissatisfied with opportunities for making friends from Scotland.

Communication opportunities with other areas, students or such groups of things. We just focus on our project.
(Postgraduate student, University of Strathclyde)

I want to make some opportunity to communicate with foreign students. But I don't know how to communicate with them because the people lived around me all Chinese people and I have no opportunity to meet some foreign people.
(Postgraduate student, University of St Andrews)

Support and advice

4.46 Encouragingly, all of the students felt they have somewhere they could go for advice and support, with most relying on friends for general lifestyle questions and course tutors/lecturers or their college's/university's international office for issues relating to their studies or their visa.

4.47 While all spoke in very positive terms about the information they received from these sources a few people said that, during their first few days in Scotland particularly, they would have welcomed more information in Chinese so that they could have taken it in quickly, rather than having to translate everything. Additionally there was some suggestion that international offices should be open outwith office hours so that they are available to help overseas students as and when problems arise.

Maybe some more Chinese. Because, you know, if the Chinese students come for the first year and they, their English couldn't be very, very good, and all of these are in English.
(Undergraduate student, James Watt College)

At the first few days I think it's all in English. When I see a lot of notice, a lot of information, I will feel at a loss.
(Postgraduate student, University of Edinburgh)

I don't know, maybe I'm too demanding or not but I think international student office … could have been more helpful. It's not just to be helpful in university hours.
(Postgraduate student, Heriot Watt University)

Future plans and likelihood of staying in Scotland

4.48 Most of the students were very keen to undertake work experience in Scotland following their graduation. They felt this to be an important part of their career development for two main reasons. First, they suggested that in some professions, working practices are more developed in the UK/Scotland than in China, so it is important to learn about such practices and take them back to China. Second, and related to the previous point, there was a consensus that employers in China tend to look favourably on candidates who have worked in the UK.

Because Scotland, also especially the west, everything is much more developed and it's got a very complete and successful system running here. So if you can get some experience in this system and bring it back to China, I think that would be very precious and valuable here.
(Postgraduate student, Heriot Watt University)

…it's very helpful for the future, for my future. Yeah, and you know the course I've study in China is not very popular now and I want to know more about the products and the technologies from other country.
(Undergraduate student, James Watt College)

It will make me more competitive in the human resources market.
(Postgraduate student, Heriot Watt University)

4.49 As already indicated, almost all of the students were aware of the Fresh Talent: Working in Scotland Scheme, new two year leave to remain, and hoped to be able to benefit from this. However, a few appeared to be confused as to whether or not they would qualify for the scheme.

Yes I'm plan, but I don't think I can got this choice, because they're still very strict, the policy for foreign people, so yeah I just hope… it's like my dream, I want to stay here, but I don't think I can got this chance.
(Undergraduate student, Aberdeen College)

I've heard a little but I'm not so clear about this policy. I think if we cannot find a job after graduation, there is no way we can take any advantage from this policy, right? And it's not easy for us to get a job here.
(Postgraduate student, University of Edinburgh)

4.50 There were few students who expressed a desire to remain in Scotland indefinitely following their work experience, with most keen to return to China.

4.51 The minority of students who did not plan to stay in Scotland even for work experience can be divided into two main groups - those who had family commitments (for example, a spouse) back in China and so were keen to return home, and those who felt that Scotland offered limited work experience opportunities in their field. Among the latter group were finance students.

It depends because I like to work in Britain. But I think the possibility of working in Scotland is slightly below.
(Postgraduate student, University of Aberdeen)

Staff in Scottish colleges and universities

4.52 The research among international student advisors at colleges and universities in Scotland provides valuable information about work currently being done to increase student flow between China and Scotland. It also provides evidence regarding the perceived impact of the Fresh Talent: Working in Scotland scheme, and highlights barriers to establishing links with China

Current levels of engagement with China

4.53 There was a consensus that China is an important prospect for Scottish colleges and universities as there are large numbers of Chinese students interested in studying abroad, especially in English speaking places.

4.54 Although the research in China suggests that Scotland is not heavily promoted there, almost all staff at Scottish universities and colleges mentioned that they are currently undertaking a wide range of marketing activities in various countries, including China. Methods of marketing used in China included exhibitions, working through agents and staff placements in China.

4.56 In addition to the marketing, many of the staff said that their institution had established links with overseas universities/colleges. In China, these links included joint research, programmes such as 'two plus two' (a scheme allowing students to complete two years of a degree in their home country and the second two in Scotland), student exchanges, running Scottish courses through Chinese universities and having staff based in China.

Factors promoting academic engagement between Scotland and China: the Fresh Talent Initiative

4.57 In keeping with the views from China, the staff from Scottish colleges and universities generally felt the Fresh Talent: Working in Scotland scheme to be a very positive selling point in terms of overseas marketing, and one which gives Scottish institutions a competitive advantage over their English counterparts. Furthermore, almost all felt that the scheme had had at least some impact on student intake at their respective institutions. One respondent commented that the very existence of Fresh Talent helped to show that Scotland is not simply a study destination but also offers good employment opportunities for overseas students - something which was felt to be little known in China. From a different perspective, it was noted that many students see the scheme not just as a valuable opportunity to undertake work experience, but as a chance to pay off some of the debts they incurred studying here before returning home.

We aggressively promote [Fresh Talent] through many of our materials and when we are overseas. It's in very heavy demand and has certainly supported us in our activity driving up Scotland, so very much so.

Gives us a competitive advantage over England…separate ourselves from the competition and it is something that the international students are interested in.

It gives an edge over England. I think it shows that Scotland has a wide and rich range of opportunities for practical training and experience beyond study.

To students, in particular, Indians, who see it as a way of spending two years working here to help pay off their fees for coming here before they go home.

4.58 Notwithstanding these positive views a few respondents expressed the concern that Fresh Talent is perhaps not being promoted as effectively as it might be due to the fact that key promotional agents such as the British Council have a UK wide remit and thus cannot be seen to be promote further and higher education in Scotland more than that in other regions of the country.

More in order to push it as an option, and sometimes there may be some resistance to do that because it may be a regional imbalance in terms of the promotion of that by, for example the British Council, which is trying to promote equally every ones interest, so that's something that needs be considered.

4.59 This issue aside, there was a consensus that the true measure of the Fresh Talent: Working in Scotland Scheme will be the extent to which it meets students' expectations in terms of providing employment opportunities. Accordingly, it was felt that the ongoing marketing of the scheme must be coupled with a focus on outcomes. Specific suggestions that were made in this regard included highlighting examples of students who had successfully been placed through the initiative and encouraging companies to provide more placements for students.

There needs to be caution just in terms of ensuring that expectations are met with reality… So I think that's the key bit at the moment, are students getting the jobs they expect to be getting? But I think that it's potentially a huge marketing tool so yes, we can make more of it.

Only if Scottish companies are prepared to provide more placements. There's no point in promoting something that you can't show the results of.

Barriers to academic engagement between Scotland and China

4.60 Although Fresh Talent is seen to be having a positive impact on student flow between China and Scotland, staff felt that there are still several barriers to furthering academic engagement between the two nations. Some of these barriers relate to factors in Scotland and others to factors in China.

4.61 In Scotland, the main barrier was felt to be a lack of resources - both financial and otherwise - among colleges and universities. Several respondents emphasised that activities such as marketing and partnership development can be both prohibitively expensive and time consuming.

Because for one college, with the resources that we have, it's very time consuming and potentially quite risky to develop partnerships alone. They really need to be developed via a consortium.

Well there's resource implications. So for instance, we've got three members of staff coming across from a Chinese university, and there's problems even finding enough office space for them, so if we had more resources I'm sure we would be able to do more. It's a balancing act.

4.62 Consistent with the view from China, another perceived barrier in Scotland was the costs associated with studying here, including the general cost of living and tuition fees. Against this backdrop, Scotland's longer, four-year degree programme was seen as a disadvantage compared to England.

More and more students have concerns coming to the UK about, generally about living costs and tuition fees.

4.63 Immigration rules and procedures were also felt to present a major hurdle for students considering coming to Scotland. The costs for obtaining the initial visa to come to Scotland and difficulties students face in obtaining permission to stay in the country for any great length of time after graduation were felt to have attracted negative publicity in China, making it more difficult to attract Chinese students here.

Immigration has been a problem in China, and I think with the UK immigration laws, the introduction charges for getting your visa, extending your visa, that generated quite a lot of negative publicity.

4.64 Although Fresh Talent seeks to address some of these issues, staff felt that more could be done at a UK level to promote the scheme as, currently, UK immigration officers were not always as well informed as they could be about the scheme.

…immigration officers are not always up to speed on a) what's happening in Scotland and b) the Fresh Talent…

4.65 Turning to perceived barriers in China, the main issues raised were cultural differences which make it difficult to communicate effectively, Chinese laws and regulations which limit the work that can be done, and the rapid improvement of further and higher education in China which it is felt may have a negative impact on the size of the Chinese student market for Scotland.

In terms of strategic links often it's a cultural difference, ensure you're both on the same page, it can be challenging.

Some of those are down to local rules and regulations governing these things, cos there's been a proliferation of these things from, not just the UK universities but universities elsewhere and some of them have obviously been considered beneficial, some of them maybe not done too well, slightly detrimental and so you've got these laws and regulations there in China.

The massive competitiveness of the marketplace. The fact that Chinese universities, certainly ten years ago, had very little, had a great need to link with outside China, particularly the US, UK, but now campuses have been built in China…so there's the in-country capacity that's now available in China that's creating a barrier for our main market, which is students from China who want to study abroad.

Looking to the future

4.66 Notwithstanding these barriers, most advisors expected their institution's links with China to increase in the future. Words and phrases associated with China as a prospect for Scottish universities and colleges included, "worth our while", "lots of opportunities", "important", "interesting", "challenging" "exciting", "demanding" and "potential" .

4.67 Asked about the desired role of the Scottish Executive in promoting links with China and indeed other countries, staff mentioned a need for more funding generally, greater leadership and more direction. It was felt that there is an onus on the Executive to create the right environment for Scottish universities and colleges in which to work by making sure that Scotland is well known and that Scottish Education has a good reputation. College staff felt that greater support needs to be offered to their sector in particular as presently universities tend to be accorded greater priority.

Well that's a high profile that the Ministry, whatever, making sure Scotland is represented at that level. Making sure that people understand that Scotland's education system's different from the English one.

[The Scottish Executive's] function is to make sure that they create the right environment in terms of, for Scottish universities to get out there. So they need to be to, use that old phrase, batting, out there batting for Scotland, making sure that we're well known and that the reputation and that the, when people talk about Scotland in China, that the first thing that comes into their mind is the right thing. That it's a very positive message that they're getting and that makes, lays the framework then for us to all go out there and it sets the right context for us to all go out there and get cracking doesn't it? So that's their job.

I think the Executive can take a firm role in encouraging international activity and also helping to fund some initiatives. Right now…whilst there's encouragement, any efforts have to be made from within the college's own resources. Which means that small colleges are obviously at a disadvantage, although the college I work for is a big college. And colleges are at a disadvantage in relation to universities.

4.68 The staff also emphasised that attracting international students must stay near the top of the agenda in terms of policy and that the contribution of international students to the Scottish economy must be recognised.

So I think the role of the Executive is ensuring that internationalisation of higher education and international student recruitment remains on the agenda from a policy point of view. And it's important to recognise in terms of the contribution that international students and international links are making to the Scottish economy, the profile of Scottish higher education, and that type of thing. So a lot of it is to do with the profile and ensuring it remains on the agenda and that the bodies, that they feel is appropriate to push that agenda, are funded appropriately.

4.69 Finally, it was suggested that the Scottish Executive must make sure that they are working together with other agencies to maximise the effectiveness of different schemes and initiatives and avoid the duplication of effort.

I think [the Scottish Executive] needs to be very careful cos you've got Education UK Scotland, you've got SDI, you've got the Scottish Executive, and I think it's just making sure that actually the work that each agency is doing is complementing one another…there's quite a lot of things happening at the moment, and I think that it's ensuring that it's coordinated cos there is potential for quite a bit of duplication of effort.

« Previous | Contents | Next »