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CHAPTER EIGHT: HIGHER EDUCATION PROVIDERS
8.1 This chapter draws out the findings from interviews with 8 HEIs about ESOL provision. Generally, we found that they offered three types of provision:
- Preparatory and sessional: These courses are aimed at students who have expressed interest in studying at the institution but may not have the appropriate language skills necessary for further academic study. These programmes tended to last for a maximum of one year and focus on English for academic purposes;
- Support: These courses are for students who are already studying at the higher education institutions. The classes relate to the area that they are studying;
- Credit bearing models: These modules could be chosen as part of students 'normal' degree or foundation programme. The aim is to offer English support/tuition with the ability to work towards their chosen degree programme. Some providers offered these modules to the general public on a part time basis.
Supply
8.2 Providers were asked questions around supply including the structure of the courses in terms of timing and format, the level, cost and fees.
Assessment of demand
8.3 Most providers took the level of demand into account in their decision to offer ESOL courses and in most cases the growing number of international students at the universities needing ESOL skills to supplement their learning, triggered the development of courses. Programmes at the institutions we interviewed had been running in some cases for close to 30 years. Other institutions had begun their offer more recently. The types of courses available as in the length, time of year and level also was due to providers' perception of demand and varied. As a consequence the number of courses and type varied between HEIs.
Course structure
8.4 All of the providers taught their classes on site and in a classroom setting. Only one provider stated that they offered distance learning through their online learning facility.
8.5 The range of course could be classified as follows:
- Pre-sessional and summer courses were mostly pitched at students that have enrolled on courses which are due to start in September, with the intention of the summer course to ease the student into the university and cover some of the English skills required for their study. However, some providers offered summer school provision for students visiting the area on vacation who wish to improve their English skills to aid their employment prospects at home;
- Foundation courses and diplomas. Some institutions offered foundation courses which were bundled with other disciplines such as offering Intermediate Business English or undergraduate science foundation programme with physics/maths/biology elements;
- Bespoke courses can be arranged for groups of students. One institution mentioned that they provide a course for visiting students from a Japanese institution;
- Modular, these are credit bearing modules such as English for Business Communication and aimed at European students working on business degrees. These could be offered on a part-time or full-time basis;
- Cambridge preparation course, two providers offered these courses which are pitched often for people living and working in the area such as teaching assistants, au pairs and hotel staff. The courses are generally part-time.
8.6 Courses were pitched to new students, current students, spouses of students and some community members. Class size varied considerably between and within providers, ranging from one to one tutoring sessions and courses with 14-20 students. Course lengths varied from an intensive one week session to term times. Full-time, courses were mainly 20 hours a week and held usually during the day. Part time, some evening courses were offered as well as morning classes for spouses of HE students.
Level of provision
8.7 Level of provision varied from Elementary to Proficiency. In some cases, where providers were offering support classes for students already in provision it was difficult to place an exact level on the provision. In all cases providers requested that students have an intermediate level of ESOL to undertake studies at the institution. This was either measured through the institutions own assessment scheme or through requiring IELTS levels. One institution, for example, required an IELTS level 6 for undergraduate courses, 6.5 for post-graduate and 7 for MBA. In some cases providers had beginner community courses available.
8.8 Over half of the interviewed HEIs offered advanced and upper intermediate courses, while only a few offered elementary, pre-intermediate and just under half offered intermediate. Only 2 providers offered preparation for Cambridge Exams. None of the providers grouped classes in primary language, age, educational level or gender. Where students were grouped, it was purely on their level of English.
Accredited courses
8.9 Most HE providers stated that most of their courses were accredited and assessed internally through the universities' academic standards, rather than leading to external qualifications. A few providers had external accreditation; this was either from British Association of Lecturers in English for Academic Purposes ( BALEAP) or the British Council. Only one provider stated their English provision was not accredited, this is because they only offered support classes as a service for international students.
Costs and fees
8.10 All of the providers were self funding, and courses were paid for from fees. One provider did receive funding from the EU for a course which was offered to partners and spouses of students at the university.
8.11 Course fees varied between the providers and depended on the level of course, and type of course ( i.e. summer provision vs. foundation provision/longer provision). Prices varied depending on the length and type of course, some providers offered 'incentives' for pre sessional courses, for example, if the student is enrolled on a full-time course and enrolled for one block of pre-sessional support, they could receive the second block free. Fees ranged from an administrative fee for sessional courses of £60 a week for 5 weeks, to £15,500 for foundation courses including excursions, books, materials, airport transfers, accommodation, tuition and some meals.
8.12 Generally support classes offered were free to matriculated students, as it was felt these support classes were necessary for the attainment for these students, in addition, it was considered that as students pay higher course fees, they would not expect to pay for support.
8.13 In most cases students would pay for the provision themselves, unless they were sponsored by their employer, government or 'home' university.
8.14 Generally the cost for provision was less than other courses on offer at the university. This was due to the fact that the courses are not full-time courses and that the student does not receive a formal qualification when they have completed a course.
Learner demand
Reasons for studying ESOL
8.15 The reasons providers gave for students wishing to study ESOL were
- to improve their employment prospects in their 'home country';
- for professional development;
- to improve their general English level;
- to gain entry into a British University;
- as a pre-requisite before attending a full-time 'regular' course offered.
8.16 Most are international students who live near the university while they are studying. None of the providers interviewed offer citizenship provision and most of the providers would suggest to contact their local FE college or student welfare team if students made enquiries about this. All of the providers offered extra support to ESOL students, as part of the university's regular welfare services.
Scope for meeting greater demand
8.17 Most of the providers stated that they have the capacity to offer more provision if the demand increased, while a few said that they see an increasing demand that they are unable to meet due to funding restrictions. Providers would not raise fees as they see their market to be heavily competitive. One provider stated that they have previously offered basic ESOL courses due to local demand. However, as the FE college now provides ESOL they can no longer compete with the FE prices.
Waiting lists
8.18 All but one of the institutions either presently had waiting lists or have had them in the past. The university that did not have waiting lists was able to accommodate other students by adding more courses. All of those with waiting lists said that they were not that significant, only around 4 or 5 students, and that there has not been a major increase in the past few years. Many of those on the waiting list were for Cambridge courses.
Impact of EU enlargement
8.19 Providers were split on whether EU enlargement has affected demand. Most providers stated that they had seen a difference in the number of A8 national students. Although the increase had not changed the way in which they delivered the provision, the providers stated that these students had different English Language needs compared to 'other students'. The A8 nationals require English for 'survival and for the workplace', compared to the traditional need for English for Academic purposes. In one case the provider stated that they had offered more provision in order to meet the current demand.
8.20 Many providers were not able to comment on the industries and working patterns of the A8 national students. Two providers stated that students worked in factories, care homes and the hospitality sector; the provider also stated that the cost and location of their courses can often be prohibitive for this group of students.
8.21 One provider particularly pointed out that there has been an increase in demand for Cambridge courses due to an increase in the area of Polish students. These classes also have waiting lists due to the demand in the local area, and as a result the provider is considering offering extra classes.
8.22 Under half of the providers stated that they have not seen an increase in the number of students from accession state countries. This was largely because they do not market courses to the European market; one provider stated that they had seen an increase in the number of Korean and Chinese students recently.
Key points from this chapter
- Those HEI providers interviewed offered a number of different courses which fell into the categories of preparatory, support or credit bearing models. Examples of these courses were summer programmes to prepare students to enter academic programmes in the autumn, foundation courses and diplomas, bespoke courses and Cambridge preparatory courses;
- Most HEIs had their own methods of assessment and for the most part did not rely on external accreditation;
- Fees varied considerably between providers and programmes and depending on the course level and content;
- Students' decision to take ESOL courses was to improve their employment prospects in their home country, for professional development, to improve English levels, to gain entry into a University, and as a pre-requisite before attending a full-time course;
- The majority of institutions have or have had waiting lists but they can be demand responsive given that courses are self financing;
- Most providers have seen an increase in demand as a result of A8 Accession and anticipate demand growing further.
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