Bis research paper number 128 The wider benefits of international higher education in the uk

6.6 An optimal width of experience 
While alumni perceived very positive benefits from their HE study and qualification, which 
were mostly career-related, the most positive stories were from those who also had wider 
experiences while in the UK. Some of the richest reports of personal development were 
from those who undertook significant off-campus activity, in the form of volunteering, 
employment (including post-study) or other social or cultural activity, such as playing local 
league cricket. Such activities enabled greater integration with a wider variety of people 
than met in the campus environment, which for some was dominated by interactions with 
other foreign students. That integration developed deeper and better informed – positive – 
perceptions of the UK as a society, but also offered new opportunities for informal learning.
Where some alumni had reported that they had somewhat narrow experiences during their 
stay in the UK, such as restricted social activities by remaining largely within their 
nationality group or with a pre-existing friendship group or partner, or living in halls entirely 
populated by international students, they now perceived that this was a sub-optimal HE 
experience. With reflection some realised that they had contributed to this themselves 
through shyness or reticence, or their choice of accommodation with a partner or current 
girl- or boyfriend.
Others reflected that their inherent outgoing nature had enabled them to throw themselves 
fully into a wide range of experiences, and now appreciated the range of benefits that had 
ensued. Although many HE institution practices and the nature of support for international 
students will have moved on since these alumni were students in the UK, there are clear 
messages here about the benefits of maximising integration, which will contribute to the 
experiences of UK students too.
The issue of employment has been highlighted. Without repeating much of that detail, it is 
clear that perceptions of the opportunities for post-study work are all-important for some 
alumni in whether they feel they can recommend the UK as a host for HE. With career-
related motivations uppermost for the vast majority of potential applicants, perceptions that 
the enhancement of benefit through related post-study employment is not possible will be 
a significant detraction. Even if in reality visa restrictions are not as draconian as some 
perceive, that message is potentially hard to purvey overseas in an age of widespread 
social media through which any negatively-minded alumni can have a powerful voice. 
The position in relation to work experience for UK students is now unequivocal. Most 
students undertake part-time (‘subsistence’) work to offset costs of living and study, and 
the value of structured work placements or internships in contributing to employability as to 
be recommended as an integral part of all HE courses (Wilson, 2012). It would seem 
illogical to place restrictions on international students for part-time or at least some course-
related employment, when the prime motivation for most participation in HE courses is 
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The Wider Benefits of International Higher Education in the UK 
career- and employment-related. The question of the extent of post-study employment is 
more contentious politically, but it was clear from the alumni we interviewed that the 
overwhelming majority undertook HE in the UK with the long-term goal of making a 
success of their lives in their own country. On the other hand many would appreciate at 
least the option to work in the UK for a period post-graduation, to maximise and 
consolidate the benefit of HE study in terms of career enhancement.
From several of these angles, it seems clear that participation in employment in some form 
in the UK should be welcomed, to respond to applicants’ motivations but also as a part of 
current good practice in higher education.