International students and employment

• Summary
• Introduction
• Key findings
• Employment issues
• Use of careers services
• Issues for the future
• References
• Useful links
• More research on international student issues

Summary

Beatrice Merrick, Director of Services and Research at UKCOSA, presents the key findings of a survey of international students in UK higher education. In particular, this focuses on the results relating to employment during and after study, and the implications of these for careers advisers, recruiters and others. The UKCOSA research indicated that:

• The vast majority of respondents were satisfied or very satisfied with their course and experience in the UK.
• Students' concerns about language, finance and integration into the British society are intertwined with their decisions about and experiences of employment.
• Employers' uncertainties about employment regulations were the biggest hindrance for international students seeking employment in the UK.
• Non-EU students were much more likely to encounter difficulties in finding employment than their EU counterparts.

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Introduction

In April and May of 2004, UKCOSA: The Council for International Education, in conjunction with the British Council, Universities UK and the Standing Conference of Principals (SCOP), conducted an online survey of international students in UK colleges and universities. Almost 5,000 responses were received, giving us some of the richest and most detailed information to date on what international students think about the experience of studying, living and working in the UK [1].

The survey responses came from all over England, Scotland and Wales, from old and new universities and the college sector, with a roughly equal number of undergraduates and postgraduates and a very small number of students on language and foundation courses or vocational programmes. The students’ subjects of study and countries of origin ('international student' was defined by domicile being outside the UK) broadly matched that of the international student population in UK higher education, and allows us to look at some of the diversity of experiences within that group, as well as highlighting common factors.

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Key findings

The report found that students were generally positive about studying in the UK. Eighty-nine per cent of respondents were satisfied or very satisfied with their experience of the UK overall, and 87% were satisfied or very satisfied with their course. There were variations by region of origin, but even the least satisfied group - students from East Asia - were satisfied or very satisfied in 80% of cases. Undergraduates were slightly more satisfied than postgraduates: 91% compared to 85%.

Students’ main concerns before arrival were about finance and accommodation, with the latter largely ceasing to be an issue once students were here. Finance, however, continued to be an issue, not surprisingly given that 70% of students were self-funding. Just under a quarter of students said they had not had enough to live on, with higher than budgeted for costs of living and exchange rate fluctuations causing the most financial problems.

Among students for whom English was neither their native language, nor one they had experience of using in an educational setting, language was a significant concern. Over 50% of these noted it as a concern before arrival, and 20% were still having problems, either for social or academic purposes or both, by the time of the survey two thirds of the way through the academic year.

Mixing with UK students was also a problem: only 39% counted UK students among their friends, although 60% agreed that UK students were friendly once one got to know them. Again, there were variations according to age, gender, country of origin and level of study. However, students could also make a difference with their lifestyle choices: those who got involved in extra-curricular activities, from sport to mentoring, were better integrated. The traditional student staple of social drinking, however, was off-putting to many international students, who found the alcohol culture around them a barrier to socialising.

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Employment issues

Many of these issues concerning language, finance and integration are intertwined with students' decisions about and experiences of employment.

Finance was undoubtedly one of the factors driving the high rate of employment among international students. A third of students had worried before arrival about finding a part-time job, and one in five was still worried about this after arrival. Just over half the respondents (52%) had worked since coming to the UK, compared to the UNITE survey’s figure of 42% for their sample of (largely) home students [2]. Among the UKCOSA survey respondents, the figure was slightly lower than average (47%) among taught postgraduates, perhaps because of the intensive nature of the one-year course, and research postgraduates were most likely to work (60%).

The strong link between work and finance is shown by comparing the UKCOSA survey results with a recent Canadian survey [3]. This showed that only 27% of international students in Canada had worked during their studies (Canada’s regulations about international students working are more restrictive than those of the UK) and that 51% of international students in the Canadian survey reported financial problems. Thus, international students in Canada were roughly twice as likely to be in financial hardship as their counterparts in the UK, and were half as likely to be working while studying.

There was a huge difference between EU and non-EU students when it came to ease of finding work: 64% of non-EU students reported difficulties compared to 26% of EU students. Figure 1 shows the reasons for difficulties of finding work given by EU and non-EU students. The greatest problems were around employers’ uncertainties about the regulations: they were unsure about whether students were allowed to work, and (wrongly) thought students needed to obtain a National Insurance (NI) number before starting work. Some students also reported being told that their English was not good enough, that there was a lack of recognition of overseas qualifications or experience, and of preference being given to locals. About 5% of respondents reported being discriminated against by employers.

Students also reported difficulties obtaining an NI number. Thirty per cent of students who had worked had found it hard even to find out how to apply for one. Twenty-seven per cent had to wait more than six weeks to get one and 9% had never managed to get one at all.

Only 29% of students who had worked had done something related to their course of study or future career plans - although the UNITE survey shows that most home students are in a similar position. However, this is not to say that students did not value their work experience. Over 60% of students for whom English was not their native language considered that working had helped improve their English. Some students commented on having experienced an entirely different side of British culture, having met people they would not otherwise have encountered. Students’ comments also indicated that work experience was something they saw as of benefit for their future career.

Indeed, although we didn’t specifically ask students about their career aspirations, comments indicated that the combination of a degree with work experience in the UK was valued. Many students wanted to have an opportunity to work in the UK after their studies for a year or two, but had been dispirited to find how difficult this was to do. It was clear that the barriers were not only caused by government restrictions, but also by employer perceptions about the difficulty of employing international students after graduation.

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Use of careers services

Of the respondents who had worked, 28% of EU students had found their institution’s student employment service helpful in the search for part-time work, while a further 15% had not (the remainder had chosen not to use it, or said none was available). Among non-EU students, 36% found it helpful, 25% not helpful and 39% hadn’t used it. Fewer than half of research postgraduates had used a student employment service, which probably correlates with the fact that over 50% of research students had found work related to their studies - presumably through their department or faculty.

Use of careers services varied by level of study, with research postgraduates being the least likely to use them and taught postgraduates the most likely - although this doesn’t take into account the impact of different course lengths (respondents were at many different stages in their studies). Differences were also found by subject area: students of engineering and business were more likely, regardless of level, to have used their careers service than students of medicine or humanities. Students from Central and South Asia, Sub-Saharan Africa and East Asia were more likely to use their careers service. Students from the EU and elsewhere in Europe, South-East Asia and Sub-Saharan Africa expressed the highest levels of satisfaction. Students from the Middle East and North Africa, North America and East Asia were less satisfied than the average.

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Issues for the future

In 1999, as part of the Prime Minister’s initiative on international student recruitment, international students were given the right to work 20 hours a week in term-time and full-time in vacations. What the report shows is that this is not well understood by employers. To some extent, they can hardly be blamed when the wording in students’ passports refers to the 'consent of the Secretary of State for Employment' or to work needing to be 'authorised' - without any indication that there is a blanket authorisation for international students replacing the old system of individual permission. UKCOSA and our partner bodies will continue to lobby for clearer wording, but in the meantime, careers advisers and others working with employers can help to spread clearer information. Some useful resources are listed at the end of this article.

The difficulties of obtaining a NI number are not unique to international students, but again, there is a need to raise awareness among employers that a student can start working before obtaining one. Careers services can help by giving students information about how to go about applying for one, and ensuring that they have authoritative information to give employers who misunderstand the regulations.

The opportunities for working after study have been somewhat extended by the Science and Engineering Graduate Scheme, and for students at Scottish institutions the Fresh Talent initiative will open up more possibilities. Past experience suggests that active promotion to employers of the benefits of employing international students and recent graduates is needed, as well as clear information about the legalities of doing so.

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References

1. Broadening our Horizons: International students in UK universities and colleges. Report of the UKCOSA survey, B Merrick, UKCOSA: The Council for International Education, 2004.

2. The Student Experience Report 2005, UNITE/MORI, 2005.

3. Canada First: the 2004 Survey of International Students, Canadian Bureau for International Education/Prairie Research Associates, 2004.

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Useful links

• UKCOSA Guidance Notes on working during and after study
• The Department for Education and Skills (DfES) leaflet on international students and working.
• The Home Office guidance on employing migrant workers, including international students.
• Graduate Prospects' international students community, including work and study opportunities.

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More research on international student issues

A study is currently being carried out into the work of university careers advisory services with international students. The project is funded by the Higher Education Careers Services Unit (HECSU) and being undertaken by a team from Sheffield Hallam and the University of Central England under the leadership of Professor Lee Harvey. The results are due out by the summer of 2005.

Copyright © 2002-2012 HECSU | Content last updated: Spring 2005