Abstract
Having taught home, European Union (EU) and international students in Higher Education (HE) over a range of Games and Web courses for a combined total of 50 years, the authors have been consistently impressed with the ambition and achievements of their EU students. In this chapter, research relating to student relocation and internationalisation are assessed with reference to the EU and, in particular, former Eastern-bloc countries.
Theoretical benefits of study in the UK are researched and indicate that: EU students’ home country’s second language is English; that an English study language is preferred; UK universities are seen as world-competing institutions; software for this sector is largely produced by English-speaking nations (USA and UK); programming languages were developed in English; and finance implications (the rise of tuition fees) hasn’t put off the ambitious and high-attaining applicants.
Graduate feedback confirms the desire to work in an English-speaking environment for maximum employability, the global stage being open to them via a UK degree. Our degrees are seen as commanding high value and respect worldwide and opening up employment opportunities by rising above any perceived home-country barriers. Our EU students report having researched the University and course extensively before choosing their study and many want to learn more and to be pushed harder and further. Negatively, they comment about the lack of ambition and motivation in some of their respective cohorts, many of which are home students. Their feedback confirms the authors’ impression of EU students and provides many areas to improve the existing course offerings.
Theoretical benefits of study in the UK are researched and indicate that: EU students’ home country’s second language is English; that an English study language is preferred; UK universities are seen as world-competing institutions; software for this sector is largely produced by English-speaking nations (USA and UK); programming languages were developed in English; and finance implications (the rise of tuition fees) hasn’t put off the ambitious and high-attaining applicants.
Graduate feedback confirms the desire to work in an English-speaking environment for maximum employability, the global stage being open to them via a UK degree. Our degrees are seen as commanding high value and respect worldwide and opening up employment opportunities by rising above any perceived home-country barriers. Our EU students report having researched the University and course extensively before choosing their study and many want to learn more and to be pushed harder and further. Negatively, they comment about the lack of ambition and motivation in some of their respective cohorts, many of which are home students. Their feedback confirms the authors’ impression of EU students and provides many areas to improve the existing course offerings.
| Original language | English |
|---|---|
| Title of host publication | Transnational Higher Education in Computing Courses |
| Subtitle of host publication | Experiences and Reflections |
| Editors | Jenny Carter, Clive Rosen |
| Publisher | Springer, Cham |
| Chapter | 13 |
| Pages | 185-199 |
| Number of pages | 15 |
| Edition | 1st |
| ISBN (Electronic) | 9783030282516 |
| ISBN (Print) | 9783030282509, 3030282503 |
| DOIs | |
| Publication status | Published - 7 Oct 2019 |
