International Student and Education Partnerships (In-STEP)

International Student and Education Partnerships (In-STEP) is funded by JISC as part of its Transformations Programme which aims to support institutions “to effect organisational change through the application of existing JISC and other resources”. (Source: JISC Grant Funding 11/11 Call for bids). The project falls within Strand A of the programme: Enhanced student experience.

Project blog

• For news and progress reports see the In-STEP project blog.

Project aims

This project will address the transition and orientation of international students into a blended learning environment, through the development of their digital literacies. Digital literacy is one of the University’s Graduate Attributes and in this case the project focus will be on international students and partners’ (UK and TNE) engagement with University learning systems.

Effecting organisational change

As stated in our Strategic Plan 2010 – 12, we expect to see a growth in both international students studying in the UK and in transnational education (TNE) provision, through partnership agreements. Alongside this we also aim to: “Increase the use of open learning resources and digital content across the University and ensure students have access to high quality and innovative learning resources technology.”

These create a few tensions; firstly, there may be a digital divide effectively excluding some students from their learning unless we enable them to be comfortable and capable in a digital environment. Secondly, learning materials designed for a blended learning environment, have intrinsic pedagogic underpinnings that would need to be re-purposed for delivery in different academic cultures. Finally, the capabilities of TNE partners to use and engage with our learning systems needs to be assured.

Evidence from international student focus groups and interviews, indicate that international students initially struggle not only with adapting to a new country, but also to different pedagogies. This can be compounded by students arriving late therefore missing induction programmes. Our internal findings are supported by sector-wide research in the HEA Teaching International Students Project. However, this research also indicates that international students, when comfortable in a digital environment, find the use of technology valuable as they can, e.g., use online materials at their own pace, respond online in a ‘safe’ environment and engage in learning anywhere and at any time.

Supporting learning

We have developed a four year integrated ‘package’ which starts with an International Foundation Year (IFY), part-generic (1. Getting ahead as an international students, 2. Successful study and 3. Learning in a digital environment) and part-subject specific followed by an undergraduate degree course (3 years).

Our initial site of enquiry is based on an existing collaboration between the Institute for Learning Enhancement (ILE), the International Centre (IC) at the University and City of Wolverhampton College (CoWC).

In the IFY course team, the course leader and curriculum content designers are from UoW, but the modules will be taught by CoWC. Included in the course is a new module ‘Learning in a digital environment’ which aims to help students develop their digital literacy skills, thus supporting their learning within our digital environments. The module concentrates on four main digital capabilities: 1. Learning skills and life planning 2. ICT/computer literacy 3. Information literacy 4. Communication and collaboration.

IFY is being taught for the first time from October 2011 to June 2012.