New British Immigration Rules a Nightmare for Young Families

On July 8, 2012, the UK Border Agency (UKBA) instituted strict immigration laws that have made it extremely difficult for UK citizens to bring to the UK their foreign-born spouses. If the sponsor (the British citizen) is outside the UK, then they must have had employment for the past 6 months earning at least 18,600 pounds, and also must have employment lined up in the UK as well earning that much. Their spouse cannot be the one to have work in the UK. In fact, if the foreign spouse has a job waiting in the UK, but the sponsor does not, then technically under the new immigration law the visa application will be denied.

However, if the couple does not have employment waiting for them in the UK, then they must have accumulated at least 62,500 pounds, and they must have had that amount in a bank account for at least 6 months. If the couple do have jobs in the UK, but earn less than 18600, then they may make up for this discrepancy in savings. You must take the discrepancy and multiply that amount by 2.5, and then add that total to 16,000. So, if the couple earn 16,000 pounds, then there will be a 2600 pound discrepancy. Multiply 2600 by 2.5, and you will get 6500 pounds. Add 6500 to 16000, and the couple will need to have 22500 pounds in savings.

This will most certainly curb immigration to the UK substantially. Another rule change is that no longer can a couple be sponsored by a family member in or outside of the UK. No longer may young couples use their parents for support- something that so many LEGAL UK citizens do on a daily basis. It seems that these rules will meet their desired goal, but at what cost? How many talented young people will the UK lose due to the fact that they cannot use their parents as sponsors in order to begin their careers, not to mention the heinous savings expectations that very few young people will be able to meet.

A long lasting friendship that could be severed for future generations due to harsh  immigration changes in the UK.

I am certainly aware that the UK does have some immigration issues, and certainly there was long overdue need for tighter measures. But why did the UK target such young people that could potentially provide a boost to the workforce and to the economy? With the large amount of illegal immigrants filtering through the UK each day, it is amazing that the UK did not crack down on those already in the country illegally, instead of unfairly targeting those who seek to enter legally and correctly. Will there be a backlash to these, quite frankly, ageist policies? I can imagine scores of young families being separated for extended periods of time, as well as young couples currently living outside of the country who will have no way to return to friends and loved ones. Indeed, if my wife (who is British) were to need to move back to the UK, under these new rules I would be unable to go with her, putting a strain on our young marriage. It is certainly a sad situation, and I can only hope that the UKBA will change its policies to address illegal, not legal immigration.

Rule #14 for Breaking into the Field of International Education: Be aware of immigration issues across the world.


LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265

Tier 4 Continued...Students Needing to Prove English Language Skills

Following up from the previous post, if you are intending to come to study in the United Kingdom, then you will need to prove that you have sufficient competency in the English language. According to the UKBA website, if your course is at a level NQF 6 (Bachelor's degree) or higher, then your English language skills must be "at a minimum of CEFR level B2." If your course is at NQF 3-5, then your English language skills must be "at a minimum of CEFR level B1." So, what exactly does this mean?

CEFR stands for Common European Framework of Reference for Languages. It is an attempt to standardize the way we test a person's language skills, with grades, from lowest to highest, being A1, A2, B1, B2, C1, C2. So, if you are attempting to study in the UK in a Bachelor's course or higher, you must meet a minimum score of B2. 


Students are judged on a number of different factors, including Overall Listening Comprehension, Overall Reading Comprehension, Spoken Interaction, Written Interaction, Spoken Production, Written Production, and Processing Text. More information about the test and how you will be graded can be found on the Council of Europe website: http://www.coe.int/t/dg4/linguistic/Manuel1_EN.asp#TopOfPage.


The CEFR is more of a guideline than a strict outline that must be followed. According to the UKBA, while you must meet a specific score on the CEFR to enroll in the course, if you are intending to enroll in a Bachelor's course or above, then the education provider may choose its "own method of assessing your English language ability." However, if you are in a course that is below NQF 6, then you must be tested apparently in a specific manner, and have achieved a B1 level on all 4 components of the test.


Students coming from a majority English speaking country identified by the UKBA are exempt from needing to prove their English language competency. In addition to this English language requirement, you must also receive a Confirmation of Acceptance for Studies (CAS) number. This is worth 30 points out of the 40 points required to come to England to study, with 10 points being reserved for having a sufficient amount of funds for living expenses whilst studying in the UK.


There are certainly a lot of nuances to the Tier 4 student visa, and the past two posts really just cover the tip of the iceberg of the rules and regulations that govern this seemingly simple visa category. Here is the UKBA's very, VERY detailed guide to the visa (a 79 page thriller): http://www.ukba.homeoffice.gov.uk/sitecontent/applicationforms/pbs/Tier4migrantguidance.pdf 

So remember, be sure to read ALL pertinent information about the visa that you are applying for, so that you send out all required documents and forms. One missing signature or one missing duplicate could postpone your trip significantly. Trust me, I was very close to having that happen on my own Tier 4 student visa application!


Rule #13 for Breaking into the Field of International Education: Be up to date with all immigration rules and regulations, because they can change frequently depending on the party in power.


LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265

Studying in the UK- Tier 4 Adult Students

Ah, that comforting yellow sign when you touch down in England. But there is a  detailed immigration process for students wanting to study in the UK.

So you've decided to study abroad at an English university. And you're all excited about studying in London, Leicester, Manchester, etc. But you forget about an important detail- the visa process. When dealing with foreign governments and their immigration system, it can be very daunting and very confusing. Often times there isn't precise information out there on what documents you need and what visa you need to get. But, need not fear, for surprisingly the United Kingdom has done a pretty decent job about being clear on who needs to apply for the visa and what documents they need. Well, kinda.

If you are not a citizen of the European Economic Area (EEA) or a British Commonwealth or territory, then you will need to obtain a Tier 4 student visa. Britain seems to be unique in that you must qualify for the visa based on a points system. 30 points are awarded for students who have a valid confirmation of acceptance for studies and have acceptable English language skills (more on that in a bit), while 10 points are awarded if students meet the financial requirements.

An acceptable course of study ranges under the Tier 4 guidelines. First, the student must be registered full-time, and the course must be as part of their Bachelor's degree or higher (the Bachelor's degree is referred to as level 6 on the National Qualifications Framework [NQF], so it must be level 6 or higher). Or, the course can be an English Language course at or above level B2 of the Common European Framework of Reference for Languages (CEFR- I am not really sure what this is so more research is required on my part!). Or, the student must be involved in 15 hours of daytime study, which is specified as between 08:00-18:00 (hadn't heard that one before!).

However, if the course is below NQF level 6, then the course must be part of what is called a pre-sessional course,which is supposed to prepare you for the main course that you will be taking immediately following. For instance, some schools offer a pre-sessional English course to help prepare foreign language students for their true course of study. Also, the course could also be on level 3, which is considered to be equivalent to English A-levels, only if the student is studying with a Highly Trusted Sponsor. Think you might have trouble finding one of these "Highly Trusted Sponsors"? Fear not- the United Kingdom Border Agency (UKBA) lists over 2000 institutions that fall into this category!

OK, so that is a very rudimentary introduction to students studying under the Tier 4 visa. Up next, we will delve more deeply into this visa, and wade through the waters of students whose first language is not English, and will have to prove their English language skills. It gets tricky, but after understanding the terminology and acronyms, it gets a lot easier!

UK Border Agency Tier 4 website: http://www.ukba.homeoffice.gov.uk/visas-immigration/studying/adult-students/

Rule #12 for Breaking into the Field of International Education: Understand the immigration procedures for countries where your students will be travelling to or from.

LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265

Comprehensive Internationalization

According to the European Association for International Education (EAIE- again acronyms!), the buzz term in the NAFSA conferences this past year has been "comprehensive internationalization" (CI). In the publication "Comprehensive Internationalization: From Concept to Action," they define CI as follows:


"Comprehensive internationalization is a commitment, confirmed through action, to infuse international and comparative perspectives throughout the teaching, research, and service missions of higher education. It shapes institutional ethos and values and touches the entire higher education enterprise. It is essential that it be embraced by institutional leadership, governance, faculty, students, and all academic service and support units. It is an institutional imperative, not just a desirable possibility. Comprehensive internationalization not only impacts all of campus life but the institution’s external frames of reference, partnerships, and relations. The global reconfiguration of economies, systems of trade, research, and communication, and the impact of global forces on local life, dramatically expand the need for comprehensive internationalization and the motivations and purposes driving it."


Obviously, this is a lofty goal, and surely will be difficult for some institutions to employ. In an interview I had today with a Study Abroad Coordinator, I was told that the most difficult aspect of her job was dealing with the administration. This, I am sure, is a common problem for International Offices across the country interested in implementing a plan for comprehensive internationalization at their school. Aside from that, many schools are experiencing tough financial strains that limit their ability to establish new programs, and may prevent them from thinking and acting globally.


But perhaps, as crazy as this sounds, money is weighed too heavily when thinking up new programs and projects that promote internationalization. There are many things that could be done to get students and staff thinking globally. Having study abroad material available for students when they go to see their academic advisors could be a huge step at getting students to consider studying abroad as part of their educational success. Creating social events that get international students more heavily involved with home students and organizations could be another way to create an international atmosphere.


Another aspect I did not consider about internationalization was getting professors, faculty, and staff to begin thinking more globally. As the report states, "Mobile students without mobile faculty and staff creates dissonance in the attempt to internationalize." Indeed, creating more opportunities for faculty to live, learn, and teach abroad will surely open up their worldview, which in turn will open up the worldview of their students when they return to campus and share their experience. More concerted efforts to have university professors engage globally should have a trickle down effect on students. Indeed, as the report suggests having a top down, bottom up strategies working in tandem will work to expose a wider amount of people involved with the institutions to global ideas and cultures.


Whether a university is experiencing financial strain or success in this stagnant economy, there are many things we can do as proponents of international education to get more people passionate about the world outside our borders.

Rule #11 for Breaking into the Field of Internationalization: Learn what is being discussed among IE professionals, and learn where you fit into this discussion.


LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265

What Does Your Resume Say About You?

As many job hunters know, resumes can be a tricky subject. There is so much varying advice out there that it is often difficult to know how to approach your resume. On the one hand, you can be creative and different with the presentation of it, but many "experts" warn against it, stating that too much pizzazz can overshadow the most important part: the content. However, on the other hand, conventional resumes, depending on the company or institution, can appear dull, boring, and lacking effort.

So, how does one go about formatting their resume? To me, it would depend largely on the company, and on your own personality. When looking at your resume, what do you see? Do you see something exciting? Do you see a person that is passionate about their work? Do you see anything at all? If you look at your resume and you feel uninspired or bored, then more than likely you need to spruce it up! This is what happened to me just the other day. I took a look at my resume, and I proceeded to yawn. Where was the passion that I felt for International Education? Where was it that demonstrated that I was capable of excelling in an international office? 

Hence, I have taken it upon myself to give my resume a makeover. Where once there was dull black and white with far too much text and not enough design, there is now color and more concise information. I believe it is a step in the right direction, but perhaps the best thing that you can do to update your resume is to add more professional, educational, or volunteer experience relevant to the career you are seeking to break into!

Take a look at your resume, and really ask yourself if it is a reflection of your personality and of your passion for the job. If it is not, then maybe that is part of the reason why you are not getting any callbacks! 

Next Post: What is Comprehensive Internationalization?

Rule #10 for Breaking into the Field of International Education: Compose a resume that is a true reflection of your passion and your talents.

LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265

More Resources!

It seems like almost daily I am finding new resources on how to break into the field of international education (IE). I am amazed at the amount of blogs, websites, professional organizations, and government info dedicated to studying abroad and IE. But yet, somehow it still seems like it just isn't enough. As important and influential as studying abroad is, there should really be more out there about how offices operate, more guidelines for advisors, and other vital info for people in the field or interested in learning more about the field. Here are a list of resources that I have stumbled upon lately that you might find useful:

1. NAFSA International Student Advising Network http://www.nafsa.org/resourcelibrary/default.aspx?id=31177#ferst

As I have mentioned before, NAFSA's website has a wide array of useful information, and specifically they have what are referred to as knowledge communities. In the link listed above, you will find a very handy discussion between people interested in entering the field and those already established. It is a fascinating and informative read, with plenty of helpful tips and advice on how to get your foot in the door in an international office. There are plenty of questions posed by individuals trying to break into the field that certainly relate to my quest, and I am sure will relate to your's!

2. Global Career Compass

http://globalcareercompass.wordpress.com/

A great blog that not only tracks many of the prominent trends in IE, but it also provides helpful advice for young professionals seeking to improve their career prospects.

3. The Forum on Education Abroad

http://www.forumea.org/documents/ForumEA-StandardsGoodPractice2011-4thEdition.pdf

The Forum on Education Abroad provides great information on the field of IE, with particular interest in improving the standards surrounding education abroad. The Forum has released four editions of its "Standards of Good Practice for Education Abroad," and it is a must read for those interested in one day running an international office.

4. European Association for International Education

http://www.eaie.org/home.html

A great, great website that has loads of information and current affairs on IE, particularly within Europe.

This list should get you started as you are searching for information and opportunities. It's a tough job market out there, so being well informed is just a piece of the puzzle in breaking into the field. But it is a very important piece!

And you thought your studying days were over when you left school? Puh-lease!

Rule #9 for Breaking into the Field of International Education: When you think you have exhausted all of your resources, go out and seek some more! You WILL find something.

LinkedIn: http://www.linkedin.com/pub/zack-wright/49/b26/265