Recommendations for International Degree Students International working group of Union of Students in Finnish Universities of Applied Sciences - SAMOK ry 2010 1
Contents 1. INTRODUCTION 3 2. RECOMMENDATIONS FOR THE NATIONAL LEVEL 4 2.1. Recommendations for the Government of Finland 4 2.2. Recommendations for the Ministry of Education and Culture 4 2.3. Recommendations for the Ministry of Employment and Economy 5 2.4. Recommendations for the Finnish Immigration Service 6 2.5. Recommendations for the ARENE Rectors' Conference of 7 Finnish Universities of Applied Sciences 2.6. Recommendations for SAMOK 8 3. RECOMMENDATIONS FOR THE LOCAL LEVEL 8 3.1. Recommendations for Municipalities 8 3.2. Recommendations for Universities of Applied Sciences 9 3.3. Recommendations for Student Unions 11 2
1. INTRODUCTION International students play a big role in today s internationalization of higher education. They provide an international view and multicultural perspectives and enhance the international learning environment in higher education institutions. There has also been a growing national focus on international students; in 2009 the ministry of education adopted a strategy for internationalization of higher education institutions, effective between 2009-2015. The strategy defines national aims and key measures for internationalization. The strategy is spearheaded by five main themes: creating a genuinely international higher education community, increased quality and attractiveness, export of expertise, support for a multicultural society, and the promotion of global responsibility. The strategy also includes quantitative goals for internationalization, such as increasing the number of international students to twice current levels by 2015. In 2007, the number of international students in Finnish higher education institutions was approximately 11 300 (The national strategy for internationalization of higher education institutions 2009 2015, 30.). Approximately half of them studied in Universities of Applied Sciences. According to the recent student surveys, the majority of university of applied sciences students come from Asia (38%) and Africa (35%) (Niemelä 2009, 26). It also seems that many students were mainly satisfied with their studies and life in Finland. The majority of these students wanted to stay in Finland after finishing their studies. However, many students felt they were isolated from Finnish society and wanted to have more information in English. Many also criticized the lack of sport services, internship places, housing services, and health care services as well as their instructors language skills (SAMOK 2008). These recommendations are written together with SAMOK s international working group. The working group consisted of six international degree students: Le Minh Duc, Moses Wachira, Emeka Amakihe, Ruwang Han, Olivier Nyakoss, Otulugbu Kinsgley and Dominic-Savior Chukwu. The working group was chaired by executive board members Jenny Tabermann (2009), Taina Moisander (2010) and Ilona Vihlman (2010). Secretary of the working group was Henna Juusola (advisor). The working group was established in 2009 with the aim of improving the situation of international bachelor students in Finland. This report includes recommendations for national and local actors related to internationalization of higher education. The first section focuses on the national level and includes recommendations for six (6) major relevant entities. The second section focuses on the local level and includes recommendations for student unions, universities of applied sciences, and municipalities. 3
2. RECOMMENDATIONS FOR THE NATIONAL LEVEL 2.1. Recommendations for the Government of Finland The government holds the highest executive power in Finland. The government is responsible for implementing the decisions of the Finnish Parliament and the President of the Republic. The government is also responsible for setting the regulations and statutes affecting citizens and foreigners in Finland alike. Therefore, the Finnish government has a specific role in the improvement of education through national political decisions; it should take responsibility for improving the dialogue within ministries in order to fulfill the goals of internationalization. Recommendations Ensure that current legislation (e.g. Integration Act, University of Applied Sciences Act) supports the aims of the internationalization strategy and other relevant policies. Provide enough resources for immigration services to process foreign student applicants quickly and efficiently. Take a larger responsibility in providing access to accurate, English-language information on civil rights in Finland. Improve intercultural understanding within society. 2.2. Recommendations for The Ministry of Education and Culture The Ministry of Education and Culture is responsible for developing education, science, culture, sport, and youth policies, and international cooperation in these fields. The Ministry of Education and Culture has an important role for structuring the national educational policy and strategic overview. The Ministry of Education and Culture has the main responsibility for ensuring that international goals of higher education are broadly implemented in higher education institutions. 4
Recommendations Ensure that higher education institutions have enough information and a clear aim for improving internationalization and global responsibility in higher education. Provide Universities of Applied Sciences with enough resources to implement the national goals for internationalization. Recognize that international degree students represent an economic and cultural resource for Finland even if they do not choose to settle here. The official English term for ammattikorkeakoulu should be changed to University of Applied Sciences (UAS) to make international marketing more effective. 2.3. Recommendations for the Ministry of Employment and Economy The Ministry of Employment and Economy is responsible for the operating environment underpinning entrepreneurship and innovation activities, securing the labour market and workers employability, as well as for regional development within the global economy. The Ministry of Employment and Economy has a specific role in informing and encouraging the job market with regards to high-skilled international degree students that can provide an international aspect to the labour market. Recommendations Provide more effective job seeking assistance for international students and graduates. Improve communication between the students and the labour market. Publish statistics of what types of employees are currently needed in Finland and forecasts of what are likely to be Finland s future employment needs. Inform the labour market about the feasibility of employing international degree students and international workers in general. Provide a clear message for employers regarding what Finnish and Swedish language levels are needed in the work environment. 5
2.4. Recommendations for the Finnish Immigration Service The Finnish Immigration Service is the expert decision-making organization in matters related to migration, asylum, exile, and citizenship. It also implements Finland's migration policy. The Directorate of Immigration provides information services in support of political decision-making and for national and international co-operation. Finnish Immigration Services also contributes international students issues, especially in matters related to residence permits and immigration as a whole. Improving the multicultural atmosphere and open minded attitude should be one main values of the Finnish immigration service, as well. Recommendations Improve communication with higher education institutions in order to clarify what documents are needed. Encourage communication between higher education institutions and the Foreign Police in order to facilitate smooth visa and residence permit proceedings and registration of arriving students. Ensure students are heard when working on matters concerning students. 2.5. Recommendations for the ARENE Rectors' Conference of Finnish Universities of Applied Sciences Rectors' Conference of Finnish Universities of Applied Sciences (ARENE) s main functions are influencing the development of the Finnish higher education system and promoting closer cooperation between the universities of applied sciences. ARENE plays an important role in improving the understanding of the internationalization of universities of applied sciences. 6
Recommendations Provide more effective tools for employers to take international trainees. As internship is an obligatory part of the curriculum, universities of applied sciences need to assist students with obtaining an internship. ARENE should encourage universities of applied sciences to share good practices on the national level. Ensure that international marketing is not misleading: universities of applied sciences have the responsibility to give correct information about the studies they offer. Ensure that international students have access to and are aware of the student support services. 2.6. Recommendations for SAMOK Union of Students in Finnish Universities of Applied Sciences - SAMOK is a national interest and service organization independently administered by students in universities of applied sciences. SAMOK promotes the interests of the students in the universities of applied sciences. International affairs are an important part of SAMOK s work. Recommendations Lobby for and improve international degree student issues on the national level. Determine the effectiveness of lobbying. Provide enough English-language information for student unions and international students. Support student unions in their work on international affairs. Increase and encourage international student participation in student activities. Promote intercultural dialogue and raise awareness of internationalization. Internationalizing should be seen as a cross-cutting theme in all sectors. 7
3. RECOMMENDATIONS FOR THE LOCAL LEVEL 3.1. Recommendations for the Municipalities The municipalities are self-governmental units that represent the local administration. Municipalities provide a main part of public services and they control many community services such as schools and heath care in the local level. Approximately half of the universities of applied sciences are owned by the municipality or municipality consortium. Recommendations Provide jobs for international students. When organizing public services, municipalities should take international students into consideration. Provide adequate English-language information on topics such as housing. The municipalities and other local actors, such as the registration office, should participate in student orientation days. Improve health care services for international students and students as a whole. Develop and improve the dialogue with the university of applied sciences on issues concerning international students. 3.2. Recommendations for The Universities of Applied Sciences At the moment there are 25 universities of applied sciences. All together, they offer over 100 bachelor programs and 20 master programs in English. Universities of Applied Sciences have a remarkable and influential role for international degree students study lives. One of the main obstacles for international students employment is lack of Finnish and Swedish language skills. This should be taken into account when designing English-language programs. Teaching everyday language skills should be a priority. Universities of applied sciences should also encourage international students, teachers, and the academic community as a whole to work in the multicultural community. 8
Recommendations Determine the outcomes of Finnish and Swedish language courses. Include Finnish culture in the program. Improve career services in order to provide students with more knowledge on the Finnish labour market and how it functions. Actively contact Finnish companies to create training opportunities for international degree students. Conduct routine assessments of the quality of degree programs in order to ensure the quality of education. Provide sufficient resources for the staff to improve their pedagogical and language skills. Provide sufficient resources for support services and study guidance. Include international students in the development and assessment of degree programs and in the planning process of new degree programs. Ensure the representation of international students at department and institutional levels. Consider offering group insurance schemes or forming partnerships with insurance companies for international student health and travel. Provide sufficient resources to student unions in order to improve the situation of international students. Evaluate the content of Finnish and Swedish language courses in order for the course to be as effective as possible. Improve cooperation of Student Affairs offices with student unions and student tutors in order to provide the best possible services students. Good practices: Organize events and seminars which bring students and companies together. Establish degree programs which are bi-lingual. Provide career development opportunities such as face-to-face career counseling, organize CV clinics, create a forum of relevant employers and internships and information on trade unions. Organize Finnish and Swedish intensive language courses as part of orientation weeks and/or between the semesters. Organize tandem language courses and language cafés together with the student union. 9
3.3. Recommendations for The Student Unions Student unions are organizations run by higher education students for their own special interests. They are set up to influence their members studies, well-being, and non-academic activities and even have an impact on society. As SAMOK s survey showed, the international students are not well-integrated, which is negative for both them and the student union itself, as international degree students many skills are not being utilized. The language barrier plays a significant role in this problem, but overcoming these barriers is possible. Even a short summary in English of the activities, events, and organizational structure of the student union is helpful. Student unions are also in an excellent position to help international students learn Finnish or Swedish, but this opportunity has been mostly ignored. International students should be involved in all activities of the student unions. Since international students lack information, they feel abandoned by student unions, or still worse they don't know about the existence of their Student Union at all. Thinking in a business perspective, student unions should consider international students as their potential customers. International students deserve to be "served" in their preferred language. International students have significant cultural knowledge about their own countries and cultures, and in that way they can provide many benefits for student unions in return. Recommendations Provide more information in English for international students on such topics as housing, transportation, and obtaining a social security number. Cooperate with the board of the university of applied sciences and other actors. Promote internationalization for local policy makers such as the municipality. Utilize international students knowledge on relevant issues in order to improve student union practices. Increase cultural dialogue in order for student unions to become more multicultural. Recognize that the needs of international students are different from those of Finnish students. Each student union should have at least one person responsible for international students affairs. The contact information of this person should be displayed widely and in relevant locations. 10
Encourage all elected student representatives to take internationalization into account. Create dialogue between international and Finnish students and improve opportunities for common activities and intercultural learning. Recommendations regarding tutoring: Consider international tutoring activities and their part in students daily life. Encourage international students to become tutors for other international students in order to help with the distribution of information and improve international students integration. Tutors must have good communication and social skills. It is essential to point out the importance of good communication skills of tutors. Confronting the challenges of intercultural communication should be integrated in all tutor trainings. Good practices: When organizing the orientation days, provide information on student unions and student life. Face-to-face communication is often more effective than sending emails. Choose an international student from every class to work as a communicator between student union and students- both ways. Host multilingual cafés and arranging city tours with the students. Organize events where students come together, such as sport events. Organize multicultural events where students can make presentations and have dance, art, drama and music performances from their countries, while providing an opportunity for outbound students to familiarize with future exchange countries. When student unions have meetings, e.g. with the board or the rector of the university of applied sciences, they could ask international student to join the meeting and tell about the current issues and good practices available. 11
Bibliography Ministry of Education and Culture 2009: Korkeakoulut 2009. Yliopistot ja ammattikorkeakoulut korkeakoulupolitiikan toteuttajina SAMOK 2008: We need more English information about our studies, life in Finland and this country Tutkimus ulkomaisten tutkinto-opiskelijoiden asemasta Suomen ammattikorkeakouluissa vuonna 2007. http://www.samok.fi/images/stories/julkaisut/tutkimus.pdf Strategy for the Internationalisation of Higher Education Institutions in Finland 2009 2015. http://www.minedu.fi/export/sites/default/opm/julkaisut/2009/liitteet/opm23.pdf?lang=fi 12