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1、www.britishcouncil.org/research-insight/alumni-voicesInsights from International Graduates of UK EducationDr Sladana Krstic Alexander TowneMarch 2024Alumni VoicesDOI:https:/doi.org/10.57884/A9HK-5C36Citation:Krstic,S.,&Towne,A.(2024).Alumni Voices Insights from international graduates of UK educatio

2、n.British Council.doi.org/10.57884/A9HK-5C36 British Council 2024,licensed under a Creative Commons AttributionNon-Commercial 4.0 International Licence(https:/creativecommons.org/licenses/by-nc/4.0/)2Alumni UK Longitudinal SurveyList of figures 4List of tables 5Abbreviations and acronyms 5Executive

3、summary 6Introduction 8Background 8Purpose and scope of the longitudinal survey 8Methodology 9Approach 9Quantitative survey 9Qualitative interviews 10Ethics 10Limitations of the study 11Study findings 13Topic A:UK education experience 13Topic B:Career 22Topic C:The Alumni UK platform 30Topic D:World

4、 today 35Additional analysis 39Time factor 39Diversity,equity,and inclusion analysis 40Conclusion and recommendations 431.Appendices 45Appendix 1 Survey questions 45Appendix 2 Data preparation 55Contents3Alumni UK Longitudinal SurveyFigure 1:Ways of staying in touch 14Figure 2:Perceived skills devel

5、opment versus importance for career 20Figure 3:Time for finding work 23Figure 4:Need for qualification in employment 25Figure 5:Time for finding work 27Figure 6:Job levels 29Figure 7:Hearing about the Alumni UK platform 30Figure 8:Helpfulness of the platform 32Figure 9:Recommendations of the Alumni

6、UK platform 33Figure 10:Favourability towards the UK 35Figure 11:Feelings about the UK 36Figure 12:Views of UK experience by time period 39List of figures4Alumni UK Longitudinal SurveyTable 1:Global regions by country of origin 13Table 2:Most important activities 22Table 3:The main reasons for takin

7、g up work or activity 26Table 4:Business sectors chosen 28Table 5:World today views by global region 38Table 6:Reason for taking up their work by gender 41Table 7:Reason for taking up their work by disability status 41ACER Australian Council for Educational ResearchAHELO Assessment of Higher Educati

8、on Learning OutcomesDEI Diversity,equity and inclusionEU European UnionGDPR General Data Protection RegulationHEPs Higher education providersHESA Higher Education Statistics AgencyJISC Joint Information Systems CommitteeMOOCs Massive Online Open CoursesNHMRC National Health and Medical Research Coun

9、cilOECD Organisation for Economic Co-operation and DevelopmentSIG Special interest groupUKCISA The UK Council for International Student AffairsList of tablesAbbreviations and acronyms5Alumni UK Longitudinal SurveyThe focus of the longitudinal study was to capture data on international graduates of U

10、K education.The British Council,in partnership with ACER,designed and developed a survey consisting of an online questionnaire and interviews,to gather information from international alumni systematically and periodically,with the purpose of building a valuable longitudinal dataset.This research rep

11、ort relates only to the first year of the survey.The long-term aim is to conduct this survey annually,for an initial period of five years.The longitudinal survey has the following three overriding objectives:To gather robust evidence of the value of international education in the UK.This means value

12、 to the UK in terms of long-term relationships,business links,trust and reputation etc.,and value to the student through employability,social capital etc.To evaluate the Alumni UK programme:understanding what is working in the programme and collect evidence on the programmes overall impact.To suppor

13、t the British Council in exploring longitudinal studies:what works well,what are the challenges,and what can be learnt from this process.The study comprised two parts.Part 1 involved the review,advice,and delivery of an online quantitative survey shared with registered participants of the UK Alumni

14、platform.Part 2 included the delivery of consultations in the form of interviews with 23 survey respondents from seven countries.The survey was administered and analysed by ACER.The survey tool used for administration was Lime Survey,and the analysis was conducted using SPSS.In total,there were 2,72

15、8 valid responses,out of 39,804 registered users of the Alumni UK Platform at the time of the survey(December 2023 to January 2024),resulting in the response rate of 6.86%.However,only 9,524 users have engaged with the platform in the last 12 months,indicating that 28.6%of active users responded to

16、the survey.Consultations(23 in total)took the form of online semi-structured interviews.These consultations benefitted from the quantitative online survey results to ensure any information shortage or gap not collected through the large-scale survey were addressed.A thematic analysis approach was ap

17、plied to identify common themes across the data sources and to develop a conceptual understanding of the studys impact.The survey and interviews covered the following broad areas:UK education experience Career questions modelled on the HESA Graduate Outcomes survey The Alumni UK platform World today

18、(perceptions of the UK,and the UKs place in the world)In terms of UK education experience,the findings revealed overwhelmingly positive views regarding their overall experience(97.7%of respondents rated their experience as 6+on a scale of 1-10),the UK itself,and their likelihood to recommend both st

19、udying and visiting the UK.Respondents rated the social aspects of their UK education experience positively(94.1%rated 6+),despite challenges posed by the pandemic in many cases.Loneliness was reported by some interviewees,but many engaged in various activities and appreciated university events and

20、support networks.Respondents generally found their UK education beneficial for their careers,citing its impact on their professional development,international opportunities,and networking capabilities.The value of a UK education was recognised,though some interviewees noted that the rising costs of

21、living in the UK and high university fees may influence others decision to study in the UK.Interviewees had mixed experiences regarding inclusivity,with many reporting feeling included and welcomed but others facing challenges with accommodation and cultural adaptation.Universities were praised for

22、their inclusive practices,but a need for more improvements was suggested to foster a more supportive environment for all students.Executive summary6Alumni UK Longitudinal SurveyUK education was perceived as enhancing various skills and attributes,particularly intercultural skills and global citizens

23、hip.Digital skills development was perceived to be less emphasised in studies,although there were differences in what interviewees defined as digital skills,with some suggesting it refers to being able to use common applications and internet proficiently,whilst some others referred to coding and pro

24、gramming development.Additional broad skills that were mentioned as improved during their UK education experience,included adaptability,analytical skills,language skills,and emotional intelligence.In terms of their Career,the findings indicate that respondents highly value their UK education,with ma

25、ny successfully integrating into the workforce and leveraging their experiences to pursue their career goals after finishing their studies.The survey queried respondents about their most important activities,revealing that paid work for an employer was the most common activity,selected by 41.6%of re

26、spondents.Almost 90%of respondents were engaged in work or activities related to their career plans,with the majority quickly finding employment after graduation.Nearly half of respondents chose their current work because it aligned with their career plans,while many saw it as an opportunity for ind

27、ustry progression.Education was the largest represented sector among respondents,followed by professional,scientific,and technical activities.Middle and senior management were the most common job levels.Responses were evenly split regarding whether current jobs involved trading or collaborating with

28、 UK organisations or individuals.Just under half of respondents gained work experience while in the UK,with categories including internships,part-time work,volunteering,and post-graduation employment.Respondents utilised various tools and resources for job searching and career planning,including in-

29、person meetings,online and social media engagement,professional and academic networks,maintaining contact with previous alumni,special interest groups,and international exchanges.In terms of the Alumni UK platform,while respondents appreciated the platforms offerings,a couple suggested desire for im

30、provement to enhance engagement and cater to diverse user preferences.Suggestions from interviews focussed on making the platform more interactive and user-friendly.Majority of respondents(60%)learned about the platform through targeted emails from the British Council,emphasising the effectiveness o

31、f direct communication.Respondents engaged in various platform activities,with attending virtual events being the most common(41.9%).The platform was perceived as modestly helpful for professional networks,learning,and career progression.Career-oriented opportunities like Jobs Board and Career coach

32、ing were the most appealing services.Around 56.4%of respondents recommended the platform in the last year.Interviews revealed that the platform was generally easy to use,with some reported initial registration difficulties.Suggestions for improvement included enhancing interactivity,adding diverse c

33、ontent,and considering the development of a mobile app.In terms of World today,findings suggest a generally positive perception of the UK,with some variations based on regional contexts and experiences.The results also highlight areas where the UK is perceived positively,such as in academia and cult

34、ure,but also areas where the respondents agreed less with the statements about the UK,such as it contributing its fair share to global development.Overall,respondents held a highly favourable view of the UK,with 92.6%rating it 6+on a scale of 0 to 10.Respondents overwhelmingly viewed people from the

35、 UK as open and welcoming(8.01)and saw the UK as a force for good in the world(7.87).The UKs world-leading arts and cultural institutions(8.79)and academic research were particularly highly rated(9.16).However,opinions on the UKs contributions to aiding development in poorer countries were slightly

36、lower(7.44).Views on the UKs contributions to aiding development varied across global regions,with Sub-Saharan Africa showing the highest average rating and EU Europe the lowest.Overall,respondents from Sub-Saharan Africa rated the UK most positively across all statements,while those from EU Europe

37、were slightly less positive.Overall,the longitudinal studys first year provided valuable insights into the experiences and perceptions of international graduates of UK education.Moving forward,continued annual surveys promise to deepen our understanding of these dynamics and inform initiatives aimed

38、 at enhancing the value proposition of UK education and alumni engagement programmes.7Alumni UK Longitudinal SurveyBackground The British Council commissioned ACER to provide expert guidance and support in the research to collect data from the Alumni UK members,as part of a multi-year longitudinal s

39、tudy for the Alumni UK programme.Alumni UK was launched by the British Council in November 2022.This is a global network for people from around the world who have studied in the UK as an overseas student or on a UK transnational education programme overseas.The programme extends international studen

40、ts connection with the UK and each other once they have finished their studies,giving them the opportunity to join a global community where they can share their experiences,have access to professional development training,develop their skills to further their careers and employability offers.To date

41、,more than 30,000 alumni have signed up to the online platform from over 100 countries.The longitudinal study presents an opportunity to capture data on international graduates of UK education.The British Council,in partnership with ACER,designed and developed a survey consisting of an online questi

42、onnaire and interviews,to gather information from international alumni systematically and periodically,with the purpose of building a valuable longitudinal dataset.This research report relates only to the first year of the survey.The long-term objective is to conduct this survey annually,for an init

43、ial period of five years.Purpose and scope of the longitudinal surveyIn October 2023 the British Council commissioned ACER to support the development of their longitudinal survey.The longitudinal survey has the following three overriding objectives:To gather robust evidence of the value of internati

44、onal education in the UK.This means value to the UK in terms of long-term relationships,business links,trust and reputation etc.,and value to the student through employability,social capital etc.To contribute to evaluating the Alumni UK programme:understanding what is working in the programme and co

45、llect evidence on the programmes overall impact.To support the British Council in exploring longitudinal studies:what works well,what are the challenges,and what can be learnt from this process.Conducting this study will help the British Council to improve the Alumni UK programme based on the feedba

46、ck collected,to demonstrate the value of the programme and the investment in it(internally and externally),and to show the value of UK Alumni platform and its benefits more broadly.IntroductionThe Alumni UK programme is a global network for people from around the world with a UK higher education exp

47、erience.8Alumni UK Longitudinal SurveyApproach The British Council initiated the development of the survey instruments(questionnaire,interview guides)as part of their Alumni UK programme.ACER provided expert guidance,operational management of the survey,data collection and management,initial data an

48、alysis,and reporting.This longitudinal study comprised two parts.Part 1 involved the review,advice,and delivery of an online quantitative survey shared with registered participants of the UK Alumni platform(39,804 registered users).In total,there were 2,728 participants in the survey from 118 countr

49、ies,with a response rate of 6.86%.However further investigation highlighted that only a proportion of these users utilise the platform on a regular basis.9,524 in total having accessed it in the last year,thus indicating that 28.6%of active users responded to the survey.Part 2 included the delivery

50、of consultations in the form of interviews with 23 survey respondents1 from seven countries:Brazil,Egypt,Germany,Indonesia,Nigeria,Pakistan,and Turkey.In total,there were 12 females and 11 males,all of whom graduated from a UK university between 2017 and 2024.Approximately 11 interviews had low enga

51、gement with the platform(less than two times per year),while the remaining 12 had higher engagement.The survey and interview questions are provided in Appendix 1.As an incentive for participating in the survey,respondents were offered a chance to enter into a prize draw.They were asked to indicate i

52、f they would like to be considered,and if so,for which prize:a.Travel to participate in a face-to-face alumni event in the UKb.12-month subscription to British Councils digital libraryc.Access to a professional development courseSimilarly,as an incentive for taking part in the interviews,all intervi

53、ewees were offered a free one-year subscription to the British Councils digital library.More details on data preparation are provided in Appendix 2.1 Survey respondents who were interviewed for this study are referred to as interviewees in this report.Quantitative survey ACER and the British Council

54、 met weekly during November and December to review and finalise the questionnaire initiated by the British Councils longitudinal study development team.The regular discussion ensured that the questionnaire is suitable for longitudinal research and made sure the questions asked were fit for purpose a

55、nd accessible to all groups.The British Council consulted with UKCISA(the UK Council for International Student Affairs)and JISC(Joint Information Systems Committee)in addition to several UK higher education providers including the alumni UK advisory group of several higher education providers(HEPs)w

56、ith regards to the survey content and design.The draft survey was also tested by international alumni in several geographical locations prior to global roll out.The survey was administered and analysed by ACER.The survey went live on 13th December,and ran for just over one month,closing on 23rd Janu

57、ary.During this time,ACER provided regular updates on survey responses.The survey tool used for administration was Lime Survey.The platform has been used for many ACER projects,including large-scale surveys such as OECDs Assessment of Higher Education Learning Outcomes(AHELO).The platform meets GDPR

58、(General Data Protection Regulation)requirements and can handle the desired question types and survey functionality,including appropriate branching and save/return functions.ACER survey staff ensured there was always sufficient server infrastructure in place throughout the administration to ensure a

59、ll participants had quick and reliable access to the survey.Prior to analysis,ACER performed a series of data-cleaning activities including validation checks and the recoding of missing data.ACER then assigned codes for all items and response options,systematically coded missing responses and non-re

60、sponses,and reverse coded any negative items.Throughout this process,ACER created a codebook that will enable the British Council to identify the meaning of all codes.The codebook also identifies any re-coding processes that have been undertaken during the validation and database creation.All quanti

61、tative data was fed into SPSS and analysed using a range of descriptive analyses including cross tabs of survey items against a range of respondent characteristics including region,graduation year,Methodology9Alumni UK Longitudinal Surveyengagement levels and disability.In many cases there was no si

62、gnificant relationship between the variables examined.Qualitative interviews With the permission of participants,consultations were audio-recorded to enable researchers to collate detailed notes.The consultations took place in February 2024.Consultations took the form of semi-structured interviews,a

63、nd the sampling for these was agreed with the British Council in December 2023.The following sampling approach was followed:Country targets:to include representatives from the following priority countries:Brazil,Egypt,Germany,Indonesia,Nigeria,Pakistan,and Turkey Diversity and Inclusion:balance of g

64、ender,disability,and year of graduation Other stratifying variables:variety of platform engagement levels(low and high)Sample size:recommendation for three interviews in each country.Prior to the interviews,ACER developed and shared interview protocols that identify questions to be discussed and the

65、 approach to be used with the British Council,for them to review and provide feedback.These consultations benefitted from the quantitative online survey results to ensure any information shortage or gap not collected through the large-scale survey were addressed.A thematic analysis approach was appl

66、ied to identify common themes across the data sources and to develop a conceptual understanding of the studys impact.There were a series of internal workshops with the researchers for reflection on the project,and several subsequent discussions of all findings within the project team,all of which co

67、ntributed to the final analysis.Wherever possible,a consistent approach to reporting was used,to ensure possibilities for comparison and identification of contradictory evidence,gaps in evidence,and emerging themes.The findings section focusses on insights from the research questions,based on the co

68、llected data from both survey and interviews.2 ACERs Human Research Ethics Committee(HREC)is registered with Australias National Health and Medical Research Council(NHMRC)and follows the National Statement on Ethical Conduct in Human Research-https:/www.nhmrc.gov.au/about-us/publications/national-st

69、atementethical-conduct-human-research-2023Ethics This research was conducted according to ACERs research ethics 2guidelines and under approval from ACERs research ethics committee(approval HREC-0145).For consultations,the audio recordings were stored on a secure server and will be destroyed at the e

70、nd of the project.All participants were given details about their participation,their rights,and how the data collected would be processed and stored.All participants were asked for their consent prior to starting the interview.Interview tools and accompanying documents were reviewed and signed off

71、by the ACER Research Ethics Committee.The ACER Ethics Committee is registered with the National Health and Medical Research Council(NHMRC)and follows the National Statement on Ethical Conduct in Human Research.This ensured the highest ethical standards throughout our research were maintained.All res

72、earch participants and responses were anonymised.Participants had the right to withdraw from participation at any time without penalty and were reminded of their rights at the beginning of each consultation.Participants gave consent to participate,and consent for recording,before each consultation b

73、egan.10Alumni UK Longitudinal SurveyLimitations of the studyAny research methodology has its limitations.In the case of this project the need to balance opportunities for data collection with the context in which data collection had to take place meant that compromises needed to be made.These may ha

74、ve introduced bias into the data collected,and findings derived,due to a number of design and implementation factors.One of the limitations is that respondents were drawn from those who were registered with the Alumni UK platform.In evaluating a programme of this kind,it would be valuable to survey

75、a range of respondents for example those who have chosen not to register with the platform but as that was not possible there are limits to the conclusions that could be drawn based on collected data.Alumnis perceptions of the UK may be biased,as the research participants registered voluntarily on t

76、he platform and chose to participate in the survey of their own accord.Therefore,this sampling bias impacts the results in a sense that they cannot be fully generalised.Whilst a random sampling was employed for interviews,there was some degree of fluidity in session confirmations,cancellations and r

77、escheduling,meaning that sometimes dates and timings changed with very little notice.This may mean that bias was introduced into the selection of interviewees,despite all efforts being made to avoid this.In addition,it should be acknowledged that there may be some social desirability bias in respond

78、ents answers(where they provide more socially acceptable or desirable answers),or a simple response bias(where they do not accurately recall information)and this may also distort the data.By employing mixed-method approaches,and triangulating data sources,this study has attempted to enhance the vali

79、dity and reliability of survey and interview research findings.Finally,as is often the case in research,some respondents may have struggled to find enough time to take part,as the data collection process was conducted over just three months.Consequently,not everyone was able to submit their data.Thi

80、s meant that we were unable to have as many respondents,and as high a response rate,as we may have had if the study was longer.Nevertheless,we did receive some fascinating feedback from those who did participate,thereby gaining valuable insights for future implementations.A thematic analysis approac

81、h was applied to identify common themes across the data sources and to develop a conceptual understanding of the studys impact.11Alumni UK Longitudinal Survey12Alumni UK Longitudinal SurveyAs noted,the study commenced in December 2023 with the launch of the(pilot)first round of the quantitative onli

82、ne survey.The survey ran from mid-December 2023 to mid-January 2024.A total of 2,728 respondents completed the survey.There were respondents from nearly 120 countries,with 60.6%being males and 38.7%being females(0.7%preferring not to say).At the time,the Alumni UK Programme database had 34.98%regist

83、ered females,48.43%registered males,1%registered other,and around 15%missing data on gender.55 respondents(23 female,30 male)declared having a disability status(with an additional 47 respondents preferring not to say).All British Council Global regions were represented in the survey,as indicated in

84、Table 1.Table 1:Global regions by country of origin Global regionsFrequencyPercentAmericas2388.7East Asia53419.6EU Europe1385.1Middle East and North Africa2077.6South Asia75427.6Sub-Saharan Africa55520.3Wider Europe2167.9Other regions3 863.2Total2728100As can be seen in Table 1,EU Europe had the sma

85、llest number of respondents(5.1%),whilst South Asia had the largest number of respondents(27.6%).The survey was followed up with 23 in-depth interviews with survey participants from all global regions to deepen the understanding of overall observed trends and to gain feedback on the survey itself.Th

86、e survey and interviews covered the following broad areas:UK education experience Career questions modelled on the HESA Graduate Outcomes survey3 A small number of respondents were from the following countries but(mistakenly for the analysis in this report)were not categorised within any of thegloba

87、l regions listed in Table 1.The uncategorised countries are Mongolia,Panama,Senegal,Serbia,Slovakia,Somalia,St Lucia,Sudan,Ukraine.The Alumni UK platform World today(perceptions of the UK,and the UKs place in the world)The study findings will be presented in line with these categories.Topic A:UK edu

88、cation experienceAsked to rate their overall experience of a UK education,97.7%of respondents rated their experience as positive(6+on a scale of 1-10).This was supported by the interviews findings,in which all interviewees commented that they thought their education in the UK was positive,in particu

89、lar praising the quality of teaching.In addition,96.1%of respondents rated the UK favourably(6+),as a result of their UK study experience.This again was supported by the interviewees,although for many of them the COVID-19 pandemic has somewhat limited the full experience of living in the UK.In terms

90、 of recommending a UK study experience to anyone:87.2%have done so in the last 12 months,with some not having had a chance yet,and 1.1%saying they would not recommend it.When asked about this in the interviews,the most mentioned reason for not recommending it was the cost of living in the UK and hig

91、h fees for international students.Bad weather was also mentioned by a couple of interviewees.Similarly,asked if they have recommended the UK to anyone as a place to visit in the last 12 months,88.9%said yes,and 1%said they would not recommend it(again the cost was mentioned as the main reason).The m

92、ajority commented on the UK being a great place to visit,with many cultural attractions available at low to no cost.76.5%of respondents have been in touch with someone in the last 12 months that they first encountered during their UK education experience.In terms of how they stay in touch with the n

93、etworks that they made during your UK study experience;the responses provided are summarised in Figure 1 below.Study findings13Alumni UK Longitudinal SurveyFigure 1:Ways of staying in touch Figure 1 shows that Phone and Social media are the most popular ways of staying in touch for the Alumni commun

94、ity.Phone or Messager Service (e.g.WhatsApp,Viber,phone)1,753 observations 64.3%Social media(e.g.LinkedIn,Instagram,Facebook)2,171 observations 79.3%Email 1,212 observations 44.4%Written letters or cards 149 observations 5.5%Do not stay in touch with anyone 90 observations 3.3%14Alumni UK Longitudin

95、al SurveySocial aspectsThe respondents were asked to rate the social aspects of their UK education experience(including opportunities to meet new people,build networks,engage in extracurricular activities).The scale went from 0 to 10,with 0 being very bad to 10 being very good.In the interviews,inte

96、rviewees highlighted a mixed experience regarding the social aspects of their UK education,to a large extent due to the COVID-19 pandemic.Loneliness was mentioned by a few interviewees,for example:Of course,because of the COVID,I got trapped in the university dorms for more than a year.So yeah,it wa

97、s really horrible.And as an Egyptian,social communication is very important.And also for me personally.Its very,very essential part of my life.So when I was in the UK I felt extremely lonely.I almost lost my mind.Because it was hard.Actually,it made me change my whole life plans.So I invested a lot

98、of money in getting to the UK doing my licensing examination to practise as a doctor and also to get that masters degree.But I threw all this away because of the social aspect,because during that period,the social aspect was like,non-existent,it was horrible.Despite challenges,most individuals engag

99、ed in various activities such as being class representatives,participating in extracurricular activities,and joining societies like French or computer science societies.To illustrate:As soon as we got there,they made lots of lectures and meetings to explain to us how the activities of sports and soc

100、ieties work at the university.For instance,if you are feeling alone on campus every Friday,they provide you with a meeting where you can go to meet new people and they provide refreshments for people who will go there,and they do not charge you for this.And you have the opportunity to meet new peopl

101、e.And there are countless events,lots of events all the time.I used to joke with friends that it would be necessary to spend one year there without studying to be able to take part in every activity because there are lots of things to do.I used to take part in the French society because I studied.An

102、d it was very nice because I had the opportunity to speak with the French students to exchange experience to learn more about France.I also used to run every day on campus because they have really good sports facility there.And I started at the volleyball society board.I thought that was a bit time

103、consuming,but everyone was friendly.And nice.Many universities were praised for their focus on social opportunities,offering events,lectures,and support for various interests.Opportunities for personal development,including charity work,sports clubs,and employability courses,were available but requi

104、red active seeking out.While some experienced isolation due to the pandemic,others managed to maintain connections through mentorship programmes,networking,and friendships formed during their studies.Cultural immersion,religious practice,and celebration of ceremonies were highlighted positively,such

105、 as by this respondent:So,everyone was open-minded and welcoming.I didnt have any difficulties,especially as being Muslim in the UK,which I think is different in some parts of Europe.Other interviewees also mentioned appreciating interactions with native English speakers.However,cultural challenges

106、and instances of stereotyping were also mentioned,particularly affecting individuals of diverse backgrounds such as those being of Islamic faith and/or of a different race.94.1%rated the social aspects of UK education 6+41.4%rated the social aspects of UK education 1015Alumni UK Longitudinal Survey

107、I also noticed that some things were not culturally friendly,like for Nigerians,there are some things we enjoy,so I felt like Okay,you have a mixed campus of people from urban countries,you may want to research a little bit about things that will make them feel more included and not just give them t

108、he culture shock of just whatever goes there.The interviewees noted that they were able to participate in events,travel,and engage in research projects,albeit to varying extents.Overall,the interviewees found avenues for social engagement and personal growth positive during their UK education experi

109、ence.The world of work The respondents were asked to rate the relevance of their UK education experience for the world of work.The interviews showed that the interviewees generally viewed their UK education experience positively,citing its impact on their professional development,international oppor

110、tunities,and networking capabilities,despite variations in direct applicability of their studies to their current roles.Overall,it was reported that UK education was widely regarded as valuable for its international recognition,especially in industries where UK qualifications are highly regarded.One

111、 example:Well,I think the UK education speaks for itself.So in terms of employability,I think,maybe specially Indonesia,not many people do have such privilege of having studied in the UK,so it helps them out among other candidates.So I think that is one point.The second point is during the interview

112、,of course,maybe people who had education from abroad are more open minded because maybe they work together with other people from other parts of the world.So I think that is that kind of exposure is very important,and it makes me stand out among other candidates.Several interviewees noted that thei

113、r UK education prepared them well for international projects and opportunities,especially in fields like pharmaceuticals,banking,and consulting.Some of it was due to their proven proficiency of English language,and some of it was due to the fact that they were working for a global organisation,so ha

114、ving an international degree was beneficial to their work.For example:I am working at XX,an international consulting company at the moment,and their requirement was for international experience or language requirements.For example,I wanted to hire a friend who is also involved in the community,and h

115、e has received requests through by the manager asking for their English language certificate.So first statement is that you cannot work in open-source software community without English,so I have that as I did study abroad in United Kingdom.Therefore I have got something in my hand,that I can speak

116、English and I can communicate with other people on an international level.And that was also a reason why I was chosen.Some interviewees highlighted the development of critical thinking skills and research methodologies during their UK education,which they applied to their daily work as doctors,consu

117、ltants,researchers,and business administrators.To illustrate:The thesis project has been so useful.We get to,you know,use that experience and that knowledge that we derived from that education to put it into place,and it 96.7%rated the relevance of their UK education for the world of work 6+43.4%rat

118、ed the relevance of their UK education for the world of work 1016Alumni UK Longitudinal Surveyhelped us a lot.Because that is where I actually learned how to do all this research.During my study programme.Thats where I learned how to do all this research and it has helped me to a very large extent.H

119、owever,while some interviewees felt that their UK education directly contributed to their career success,others expressed uncertainty or noted that it may have helped them stand out amongst other applicants,but then it is up to them to prove themselves,and fully utilise the skills gained.This indica

120、tes that there may be an element of credentialism to holding a UK education certificate.Meaning that the prestige associated with holding a UK certificate,and in turn the access that this can provide to top companies,was the real value rather than the teaching.As one respondent noted:its going to he

121、lp you and then if you come from country like the UK,its going to help you even more,but it was just a door opener tackling the first HR hurdle.The rest is up to youFurthermore,insights from the qualitative interviews suggest that the perception of the value for money of UK degrees is changing.A num

122、ber of interviewees noted the increase in the cost of UK education,and caveated their recommendation that they would only recommend it to those who could afford it.For example:I feel like quite sad for my university in particular,because it was so international,and I think it would not be the same i

123、f I went back now because obviously like naturally not as many people are going to come.The costs are ridiculous now.So yeah,I feel a little bit different towards it now,but that doesnt have to do with my experience.17Alumni UK Longitudinal SurveyInclusivityThe interviewees were asked about the incl

124、usivity of their UK education experience.For the purpose of this study,inclusivity was defined as encompassing the extent to which they felt included and that their individual needs were catered for in teaching,accommodation,life on campus,and similar.In the interviews,interviewees expressed a range

125、 of experiences,some positive some less so,regarding their feelings of inclusivity during their UK education.Some interviewees reported feeling fully included and welcomed in their university environment,reporting that their professors treated them as equals,and they felt the sense of belonging.They

126、 appreciated the multicultural environment and the opportunity to interact with people from diverse backgrounds.For example:It was because I never felt alone.I was in my small community,and I always felt like I am one of them.And as I told you before,my mentor is still mentoring me even though hes n

127、ot paid.This was also the case when I was in the programme.From researchers to professors,everyone treated us like we are one of them and it is not only for me,but I can also assure you that there were at least nine international mentees or students back then.And we all felt this sense of belonging

128、to the university and to our professors.They were like our friends all the time.In the majority of responses,interviewees praised their university for its inclusive practices and support for international students,allowing them an opportunity to meet people from different cultures and gain new exper

129、iences.For example:With reference to inclusivity I was very happy because people were very mindful that Im from very different culture and my religious practices are very different.For instance,after Christmas when they were sharing the cake,and realised that Im not having that cake-it was announced

130、 that alcohol is not added.So the guys are very mindful and sweet.So I really appreciate those things.And with reference to inclusivity I never felt leftover or discriminated in any area.Thats why I believe that it was a wonderful experience and before visiting you get a very different mindset regar

131、ding the people,and it completely changed especially with my supervisor.He gave me lots of liberty,and he also arranged for me to meet with other people who are from different countries.One was from Africa,and she shared her own experiences and was very open of other opportunities.I found people ver

132、y open minded and friendly as well.So it has completely changed my mindset for foreigners.However,there were also some challenges reported.Several interviewees encountered challenges with accommodation,including issues with availability,comfort,and responsiveness of accommodation management.These ch

133、allenges sometimes contributed to feelings of exclusion and dissatisfaction.For example:92.4%rated the inclusivity of their UK education 6+31.7%rated the inclusivity of their UK education 1018Alumni UK Longitudinal Survey Our accommodation-they were working on rebuilding,but it was really loud,and w

134、e had to live there because nothing else was free.I was a little bit surprised if I am paying for my studies,but I had to experience such as thisIn addition,while some interviewees found it easy to adapt to UK culture and reported feeling accepted,others struggled with cultural differences,such as f

135、inding a place to pray on campus or feeling overwhelmed by the presence of students from other cultural backgrounds.As one respondent noted:Yeah,um,I say I gave it a six because I struggle a bit with looking for place to pray in campus and in the city centre.Because its not like easily available.One

136、 time I had to use empty meeting room to pray.But its not like they are not allowed but its just not really easy to find.The cultural issues were sometimes mentioned as leading to the feeling of being excluded or marginalised on campus,whether due to their ethnic or religious background,internationa

137、l student status,or other factors.It highlighted instances of some interviewees feeling overlooked or unheard,especially in academic settings.To illustrate:Thats a very difficult thing.I have experienced more exclusivity on the campus being a straight white man to be very honest,especially when ever

138、ybody was looking at you as this stereotypical cis white man,completely forgetting that Im from another country and even in the country Im living in I have immigration background.So Im an immigrant myself.So this was very clear in some lectures to be experienced.Yeah,I dont know.You hear things And

139、if you feel uncomfortable with it,yeah,nobody cares.But on the other side being forcefully told that political discussions and religion have no place in the university.and then being always targeted as the typical one who does not have a core needs and feelings and so on.Despite these challenges,man

140、y interviewees expressed overall satisfaction with their UK education experience,citing factors such as quality of teaching,positive cultural diversity,and personal growth opportunities.However,more could be done to improve the integration of students,accommodation quality,and dealing with feelings

141、of exclusion in order to foster a supportive academic environment for all.19Alumni UK Longitudinal SurveySkills developed versus Skills neededThe survey asked which skills and attributes have been developed by a UK education,and which skills and attributes are important for career development.As Fig

142、ure 2 shows,broadly all skills and attributes scored highly(a mean score of between 8 and 9.5 out of 10 for most).Intercultural Skills and Global Citizenship were rated particularly highly as attributes developed by a UK education.The skill group which scored lowest in terms of how it is developed t

143、hrough a UK education was Digital Skills.There is a 1.21-point gap between how highly this is developed by UK education,and how important it is for career development.These findings were supported by the interview data.The interviewees generally emphasised that their experiences at UK universities s

144、ignificantly enhanced their Self Confidence,Critical Thinking skills and Leadership skills.These skills were developed gradually through continuous engagement with course material,discussions,and analysing issues from various perspectives.It was mentioned by a few interviewees that they thought the

145、UK education system is more theoretically focussed compared to some other systems like in Nigeria or Germany,and this provided a significant boost to their intellectual abilities.Intercultural and Global Citizenship skills were also highly praised by the interviewees,stating that exposure to differe

146、nt cultural contexts and a global perspective,such as through international studies or interacting with diverse peers,enhanced their experience by challenging their worldview and encouraging them to think more broadly.Furthermore,some interviewees reported that they feel it taught them to challenge

147、assumptions and biases,whether in academic work or broader societal discussions.On the other hand,Digital Skills had less positive views.Overall,while some interviewees felt that their UK university experience did improve their digital skills,others perceived limited impact or found that improvement

148、 depended on personal effort and the relevance of digital skills to their chosen fields.They noted that the curriculum lacked emphasis on digital proficiency,especially in non-technical fields.Several interviewees expressed a desire for more instruction in coding and programming,particularly as thes

149、e skills are increasingly sought after in the job market.Figure 2:Perceived skills development versus Importance for career1086420LeadershipCommunication SkillsDeveloped in the UKImportant for careerCritical ThinkingSelf Confidence8.798.738.758.257.658.349.028.19.018.958.848.759.029.148.869.379.389.

150、48Digital SkillsCollaboration/TeamworkProject PlanningIntercultural SkillsGlobal Citizenship20Alumni UK Longitudinal SurveyFinally,the interviewees were asked about Other skills they have developed during their UK education.They expressed a wide range of skills in their answers,including:Adaptabilit

151、y,Analytical skills,Career development,Cybersecurity skills,Emotional intelligence,Entrepreneurship,Healthcare,Language skills,Multitasking,Research skills,Resilience,Time management skills,and Work ethic.Intercultural Skills and Global Citizenship were rated particularly highly as attributes develo

152、ped by a UK education.21Alumni UK Longitudinal SurveyTopic B:CareerThe survey asked about the most important activities for the respondents.This question is also asked in the HESA Graduate Outcomes survey.The summary is presented in the table below.Table 2:Most important activities Which of these ac

153、tivities do you consider to be your most important activity?Frequency N=2717PercentPaid work for an employer113641.8Engaged in a course of study,training or research39414.5Running my own business38714.2Self-employment/freelancing27210Developing a creative,artistic or professional portfolio2298.4Taki

154、ng time out to travel this does not include short-term holidays883.2Unemployed and looking for work652.4Voluntary/unpaid work for an employer572.1Caring for someone(unpaid)431.6Retired261Doing something else200.7Table 1 shows that the most important activity was paid work,as chosen by 41.6%of the re

155、spondents.This raises to over 65%when self-employment and running your own business are included.Others were continuing their studies or professional development(over 20%),and only a small number declaring themselves as unemployed and looking for work(2.4%).Of those who chose Engaged in a course of

156、study,training or research option:95%agreed that their“current study fits with my future plans”91.3%agreed that they are“building on what I learnt during my UK study experience in my current studies”22Alumni UK Longitudinal SurveyOf those currently employed(Paid work for an employer;Self-employment/

157、freelancing;Running my own business):The respondents were also asked about how long it took them to find work after finishing their UK studies.The following Figure 3 summarises the result.87.7%agreed that their“current work fits with my future plans”89.2%agreed that they are“utilising what I learnt

158、during my UK study experience in my current work”Figure 3:Time for finding workImmediatelyWithin 3 monthsMore than 3 months,but less than 6 monthsMore than 6 months,but less than 12 monthsBetween 12 months and 18 monthsMore than 18 months49%10%10%6%6%20%23Alumni UK Longitudinal SurveyAs shown by Fig

159、ure 3,the survey respondents reported finding work quickly(88.6%found work within 12 months of graduating),although we do not know how many of them found work relevant to their qualifications.Some cross-analysis with the main reasons for their current activity is presented in Figure 5.As mentioned p

160、reviously,the interview data shows that most of the interviewees were employed,and whilst most reported that they felt the UK degree was an advantage,in many cases these were advanced degrees for their already established career paths,and sometimes they were even sponsored by their employer.This was

161、 supported by the survey data on whether the qualification was needed.Figure 4(below)shows 79.3%of respondents reported that their UK qualification was either required for their current employment or advantageous.24Alumni UK Longitudinal SurveyYes,both the level and subject of qualification was a fo

162、rmal requirement 572 Observations 33.1%Yes,the level of qualification was a formal requirement 157 Observations 9.1%Yes,the subject of the qualification was a formal requirement 56 Observations 3.2%Yes,while the qualification was not a formal requirement it did give me an advantage 586 Observations

163、33.9%No,the qualification was not required 330 Observations 19.1%I do not know 27 Observations 1.6%Figure 4:Need for qualification in employment25Alumni UK Longitudinal SurveyThe survey also asked about the main reason that the respondents decided to take up their current work or activity.Table 3:Th

164、e main reasons for taking up work or activity What was the main reason that you decided to take up your work or activity?Frequency N=1804PercentIt fitted into my career plan/it was exactly the type of work I wanted89349.5It was an opportunity to progress in the industry I am interested in38321.2To g

165、ain and broaden my experience in order to get the type of job I really want1407.8In order to earn a living985.4I did not receive any other job offers864.8It allowed me to work in the right location563.1To see if I would like the type of work it involved422.3It was well paid382.1To work in my family

166、business321.8In order to pay off debts80.4I prefer not to say281.6As Table 3 shows,nearly half of respondents(49.5%)chose their current work or activity because it fitted into their career plan,and 21.2%thought it was an opportunity to progress in their industry of interest.When this data was cross-

167、analysed with the time it has taken them to get a job(Figure 3),it seems that those who reported finding job quickly were those who reported that their job or activity fitted into their career plan or was in their industry of interest.26Alumni UK Longitudinal Survey1234567891011It fitted into my car

168、eer plan/it was exactly the type of work I wantedI did not receive any other job offersIt was an oppor-tunity to pro-gress in the industry I am interest-ed inTo see if I would like the type of work it involvedTo gain and broaden my exper-ienceIt allowed me to work in the right locationIt was well-pa

169、idIn order to earn a livingIn order to pay off debtsTo work in my family businessI prefer not to say1Immediately52415167849321831221152Within 3 months1841572122868182443More than 3 months,but less than 6 months74114211156492044More than 6 months,but less than 12 months54155752074141635Between 12 mon

170、ths and 18 months3410234161281016More than 18 months2320222124218011Figure 5 shows the relationships between the responses to a question of time for finding work and the main reason for work or activity.The respondents were asked to select the business sector that best describes their main area of w

171、ork.Table 4 below presents the results.Figure 5:Time for finding work0100200300400500600It fitted into my career plan/it was exactly the type of work I wantedI did not receive any other job offersIt was an opportunity to progress in the industry I am interested inTo see if I would like the type of w

172、ork it involvedTo gain and broaden my experience in order to get the type of job I really wantIt allowed me to work in the right locationIt was well-paidIn order to earn a livingIn order to pay off debtsTo work in my family businessI prefer not to sayImmediatelyWithin 3 monthsMore than 3 months,but

173、less than 6 monthsMore than 6 months,but less than 12 monthsBetween 12 months and 18 monthsMore than 18 months27Alumni UK Longitudinal SurveyTable 4:Business sectors chosen Which business sector4 best describes your main area of work?Frequency N=1798PercentAgriculture,forestry and fishing492.7Mining

174、 and quarrying70.4Manufacturing663.7Electricity,gas,steam and air conditioning supply442.4Water supply50.3Construction462.6Wholesale and retail trade412.3Transportation and storage231.3Accommodation and food service activities100.6Information and communication1608.9Financial and insurance activities

175、1478.2Real estate activities221.2Professional,scientific and technical activities1749.7Administrative and support service activities492.7Public administration and defence593.3Education43324.1Human health and social work activities1166.5Arts,entertainment and recreation452.5Activities of extraterrito

176、rial organisations and bodies(i.e.UN,OECD,EU etc.)543Other24813.8Table 4 summarises the chosen business sectors for the survey respondents.Education was the largest sector represented in the sample(24.1%),followed by Other(13.8%)and all the other options were chosen by less than 10%of respondents.Ba

177、sed on the provided responses in the Other option,the categories into which the respondents professions can be summarised were as follows:4 This list of categories follows the International Standard Industrial Classification of All Economic Activities(ISIC)https:/ilostat.ilo.org/methods/concepts-and

178、-definitions/classification-economic-activities/.Academic and research Accounting Administration Advocacy and policy Business consulting Engineering and technology Governance and public administration Healthcare and pharmaceuticals Hospitality and tourism Human resources and development Information

179、technology and AI Innovation and entrepreneurship Legal services and law practice Marketing Social policy and human rights Telecommunication28Alumni UK Longitudinal SurveyWhilst all the business sectors categories had garnered some responses,the volume of Other categories indicates that it may be wo

180、rth revising the categories presented in this question for future surveys.The respondents were asked about their job level.Figure 6 illustrates their answers.Figure 6 shows middle management and senior management to be the most representative options for the survey respondents,whilst junior/entry le

181、vel were chosen the least(of those who chose to answer the question).The survey also asked if their current job involves trading or collaborating with organisations and/or individuals in the UK,and answers to these were evenly split with 47.7%answering Yes,and 46.8%answering No.This question was als

182、o asked in the interviews,and most interviewees responded that it depended on the company they worked for,and that it was not usually exclusive to working with the UK but more globally.The survey also asked about any work experience they may have gained whilst in the UK.Just under half(48.6%)engaged

183、 in some type of work experience.Of these respondents,the types of experience can be broken down into the following categories(they could choose all that apply):a.Internship/placement as part of the course(13%)b.Volunteered whilst studying(13.3%)c.Worked part time whilst studying(29%)d.Stayed in the

184、 UK after graduation and was employed(10.7%)Finally,the survey asked about the main tools or resources that are used to search for new job opportunities or plan the next stage in their career.The suggestions ranged from traditional face-to-face meetings to online platforms and social media.Some key

185、categories and patterns identified are:In-Person Meetings,such as face-to-face meetings,both locally and internationally or attending alumni events,gatherings,and conferences Online and Social Media Engagement,such as utilising platforms like LinkedIn,WhatsApp,WeChat,Instagram,Discord,Twitter,and Fa

186、cebook,and joining online networks and groups Distance and Online Learning,such as engaging with fellow students and professors through online education platforms,and studying via distance learning,leading to occasional face-to-face meetups Professional and Academic Networks,such as Figure 6:Job lev

187、elsIndividual contributor/middle managementSenior managementDirector levelCEO levelJunior role/entry levelI prefer not to say35%27%8%3%16%12%29Alumni UK Longitudinal Surveycollaborative research,publication sharing,and research collaborations,and involvement in academic or professional associations

188、and organisations Actively maintaining contact,such as staying connected through emails,phone calls,and text messages,and sustaining connections through Alumni Associations Special Interest Groups and Affiliations,such as membership in specific professional groups and active involvement in local clu

189、bs International and Cultural Exchanges,such as meeting friends and professors during travels or visits to the UK,and hosting British alumni colleaguesTopic C:The Alumni UK platformAs previously mentioned,another important objective of this study was to gather some feedback on the Alumni UK platform

190、.This section focusses on respondents views on the platform and their thoughts and opinions on how the platform can garner more engagement.In terms of engagement,initial analysis showed that only 30.3%of registered users used the platform more than two times in the last 12 months,and 3.8%never used

191、it once they have registered.The survey asked about the respondents first encounter with the Alumni UK platform.Figure 7 below summarises the results.Figure 7:Hearing about the Alumni UK platformThrough targeted email from the British CouncilThrough my local British Council officeThrough my universi

192、ty Web search Through a colleague or a friendOther I do not know57%2%11%8%12%6%5%30Alumni UK Longitudinal SurveyA strength of the Alumni network in being able to reach a diverse audience is in the breadth of its offering.Figure 7 shows that majority of respondents heard about the Alumni UK platform

193、through targeted email from the British Council.The next most common approach was through the local British Council office,follow closely by the university information.This shows that the direct approach by the British Council is the most effective way of raising awareness amongst alumni of the plat

194、form.The Other option was also available for this question in the survey,and it shows responses such as:Social media(Facebook,Instagram and LinkedIn)British Council event Other alumni eventsThe next question asked the respondents about activities they took part in through being part of the Alumni UK

195、 network,over the last 12 months.The responses were:Accessed Alumni UK professional development opportunities(31.1%)Connected with new people they didnt previously know(28.8%)Attended Alumni UK virtual events(41.9%)Connected with people they already knew through their UK education experience(23.6%)A

196、ttended Alumni UK physical events in the country where they currently live(23.9%)Have not done any of the above(25.3%)The follow up question asked the respondents about the activities they found most useful,and the responses were:Accessed Alumni UK professional development opportunities(28.5%)Connec

197、ted with new people they didnt previously know(13.2%)Attended Alumni UK virtual events(25.3%)Connected with people they already knew through their UK education experience(8%)Attended Alumni UK physical events in the country where they currently live(24.9%)The results show that all activities are con

198、sidered similarly important.This implies a strength of the Alumni UK network in being able to reach a diverse audience is in the breadth of its offering.Nevertheless,attending physical events was the one that was conducted the most.This was supported by the findings from the interviews,in which a ma

199、jority of the participants were positive about the platform activities,but the events were mentioned by nearly all interviewees as an activity that they would most likely engage in and would like more of to be available.Furthermore,some interviewees who had only attended events noted they would like

200、 to engage in a wider range of platform activities but did not have the time.Conversely,some also shared that they felt the training on offer was not relevant to their career stage or specific path.This indicates that events,and the networking opportunities they provide,are a driver of engagement fo

201、r those who are less likely or less able to participate more broadly in Alumni UK.The survey also asked about the extent to which the participation in the Alumni UK programme has helped the respondents in the:Development of professional networks Professional learning and skills development Career pr

202、ogression Figure 8 shows the mean results,on the scale of 0 being“not helpful at all”and 10 being“extremely helpful”.31Alumni UK Longitudinal SurveyFigure 8 shows that the Alumni UK platform was perceived as modestly helpful across all three categories(mean ranging from 5.81 to 6.51),with Profession

203、al learning and skills development slightly highly rated than the others.The survey also asked the respondents about the most appealing services for a member of Alumni UK.The responses were:Careers coaching,mentoring(49.5%)Jobs Board(42.1%)MOOCs(Massive Online Open Courses)(25.7%)Guest authors(inclu

204、ding alumni and others)contributing to the platform content(23%)Microgrants for social action projects(20%)Courses to support early career researchers(19.3%)Content from other areas of British Council activity(18.5%)Buddy scheme for prospective students(12.6%)English language quizzes or exchange(8.8

205、%)Arts content(7%)I prefer not to say(5%)The responses clearly show that the career-oriented opportunities,such as Jobs Board and Career coaching and mentoring are the most appealing services for those using the platform.Considering Career Progression was the lowest rated option in terms of the plat

206、forms helpfulness,this may be a useful area to consider developing in the future.Lastly,the respondents were asked if they have recommended the Alumni UK platform to other international UK graduates that they know in the last 12 months.Figure 9 below illustrates the results.Figure 8:Helpfulness of t

207、he platform0Development of professional networksTo what extent has participation in the Alumni UK programme helped you in the following areas?:6.346.515.81Professional learning and skills developmentCareer progressionAverage score123456732Alumni UK Longitudinal SurveyAs can be clearly seen in Figure

208、 9,a large proportion of the respondents(40.9%)have not had an opportunity to recommend the platform in the last 12 months.However,just over half(56.4%)of respondents have recommended it at least once or twice.This may indicate that there is more to be done when it comes to the Platform use.The inte

209、rviews focussed on getting more details about the interviewees experience in engaging with the Alumni UK platform.Generally,the platform was considered easy to use and access,although some interviewees encountered a few initial difficulties understanding the need for an additional security step invo

210、lving the code sent to their email address.However,mainly the registration and logging in processes were straightforward for most.The interviewees engaged with the platform using a variety of devices,including laptops and mobile phones.Preferences for device usage varied among interviewees,with some

211、 preferring laptops due to better functionality and larger screens,while others opted for mobile phones for convenience.Interest in an app for the platform was also mixed.While some interviewees believed an app would be beneficial,others felt it is not necessary or wouldnt significantly improve thei

212、r experience.The potential benefits of an app that were mentioned included increased engagement,easier access to content,and improved compatibility with mobile devices,whilst some of the mentioned disadvantages included concerns about mobile storage space on their devices or feeling that the website

213、 adequately serves their needs.In terms of engagement,the engagement levels varied among interviewees,with some actively participating in events,networking,and utilising platform features,while others had limited engagement due to time constraints or recent registration with the platform.The intervi

214、ewees were also asked for their suggestions for improvement of the platform.Some suggestions offered were:Figure 9:Recommendations of the Alumni UK platformNo,I have had no opportunity to do soYes,several timesYes,once or twiceNo,I would not recommend itI prefer not to say30%1%1%41%27%33Alumni UK Lo

215、ngitudinal SurveyOverall,the suggestions aimed to make the platform more interactive and appealing to users with varying interests and preferences,to ensure greater engagement and participation.More diverse events and opportunities,both live and virtuale.g.events for individuals at different stages

216、in their career,opportunities for work placement,events and conferences across countries Better organisation and functionality of the platforme.g.gamification of the platform to enable getting points or badges for usageExpansion of networking opportunities and working events for specific professions

217、,Special Interest Group streamlining,cross-countries collaborations Access to additional educational and learning materialse.g.access to British Council digital library,digest or a newsletter with educational news,sharing of the latest research34Alumni UK Longitudinal SurveyTopic D:World todayThe fi

218、nal section of the survey collected information on respondents opinions on the world today and in particular the UKs place in it.The first question in this section was about whether as a result of their participation in the Alumni UK programme,they view the UK favourably or unfavourably.The scale us

219、ed was 0 being extremely unfavourably,and 10 being extremely favourably.Figure 10 shows the results.Figure 10 shows that overall respondents view the UK highly favourably.92.6%chose a 6+rating,indicating that the strong majority of the respondents have a positive view of the UK.The survey then asked

220、 the respondents to express their views on the following statements:People from the UK are open and welcoming The UK is a force for good in the world The UK has world leading arts and cultural institutions and attractions(e.g.classical/popular music,digital arts,theatre,literature,visual arts,film,m

221、useums and galleries)The UK government contributes its fair share to aiding development in poorer countries The UK has world leading universities and academic researchThe results are shown in Figure 11 below.Figure 10:Favourability towards the UK0012345ScoreFrequency6789107495161511162614635131,0701

222、,2001,00080060040020035Alumni UK Longitudinal SurveyAs shown in Figure 11,the overall feelings are in line with the previous question about favourable views of the UK,with high ratings for all the statements.People from the UK were perceived as open and welcoming(8.01),not surprising considering the

223、 positive results from the questions about interviewees UK experience.The interviews further showed that the interviewees views of the UK were mostly positive,although there was an acknowledgment that it depended on their personal experience.For example:Im very sad to say this,but UK is a very polit

224、icised place Not every single human being is like,closed and cold towards you.Some are like,quite welcoming and quite relaxing to talk to and quite like yeah,theyre nice to talk to and theyre there.They will listen to your ideas,and they will put their own ideas and theyre willing to abandon or like

225、 even lose arguments sometimes which kind of shows like theyre willing to change and thats prompted,thats pretty good.Thats like what youre supposed to do in an argument anyway.Youre supposed to like kind of listen to the person in front of you and say that try to understand what their point of view

226、 is.Unfortunately,there is less of that now.Yes,from my point of view,there is a mixture of people in UK.The professors were welcoming I would say.But anyways,I received questions during my firstday about being a tourist not a student.I was a little bit surprised,and I was pushed into an external po

227、sition,not inclusive position.And anyways I would say some people are open and include you and some see you as you are from another country and are looking to you as a tourist.The survey respondents rated the UKs universities and academic research extremely highly(9.16).This may not be surprising co

228、nsidering that these are the respondents who chose a UK education and may therefore respond positively due to the implications for their own skills,knowledge and prestige.The interviews supported these findings,showing that interviewees generally have very positive views of the UKs academic system,p

229、articularly praising its quality and the challenging nature of its research environment,facilitated by top universities.The academic environment is highly regarded,with several interviewees mentioning a desire to return to the UK.Initiatives like Chevening scholarships and the global talent visa wer

230、e seen as valuable tools for attracting international talent.As some interviewees said:UK is constantly challenging the status quo of how things are in the way research is done.And then UK has some of the top universities in the world and who would not want to be a part of that?Figure 11:Feelings ab

231、out the UK0246810MeanPeople from the UK are open and welcoming8.017.878.797.449.16The UK is a force for good in the world The UK has world leading arts and cultural institutions and attractions The UK Government contributes its fair share to aiding development in poorer countries The UK has world le

232、ading universities and academic research 36Alumni UK Longitudinal SurveyThe UKs arts and cultural institutions and attractions also scored very highly(8.79).In interviews,London was highlighted for its cultural attractions,though other parts of the UK were also appreciated for their appeal.For examp

233、le:The UK has world leading arts and cultural institutions and attractions:there is Victoria and Albert Museum,the British Museum,the National Gallery,the Wallace Collection I really like the intersection between art and law and the UK is one of like the leaders in this market.Yes,London has a lot o

234、f cultural opportunities,its cosmopolitan,you are there with people from like,all kinds of culture.And the rest of the UK too actually,I think its nice,you know,to go to the countryside in the UK.I have friends from Yorkshire here.So its like a very nice way to see Yorkshire.The statements on the UK

235、 being a force for good(7.87),and the UK contributing its fair share in aid to poorer countries(7.44)scored slightly lower.During the interviews,the interviewees had more mixed opinions on UK government actions and policies.While some agreed that the UK is a force for good generally,they also critic

236、ise its involvement(or lack of it)in global issues.There was a recognition of the diversity within British society,but also acknowledgment of issues such as political polarisation and historical colonial legacies.A few interviewees also mentioned the disconnect between current political decisions an

237、d what they believe is the more general public sentiment.For example:I think UK education is one of the leading and one of the most advanced in the world,especially Oxford and Cambridge.And I think the reputation is not questionable.Well,for me,I prefer UK.And I think overall in international relati

238、ons as well,I think they still have a good positive attitude in whats going on in the world.And I think what we read from the news,which can be false,but I think UK is less discriminative,in terms of like religion or the skin color.So Im a bit afraid if I need to go to the US as a Muslim and having

239、black hair.So I would be more confident going to the UK.And I remember at one point the immigration asked me where I would go in the UK,and I said,Im studying at Cambridge and he saluted me.So that experience from someone you dont know I mean,they show respect even to people from Asia!Help developin

240、g countries?You can pretty much Google something and say a public article from like,a month ago that says oh,the British government did this and this or something.But even though the Brits were like by far the best at how they left their previous colonised places,they still kind of profited.I mean,t

241、hey like did it quite gracefully,but its still a bad act.So I dont wholeheartedly believe that theyre doing their fair share.But as I said,this is not about the people.People are completely disconnected from the systems the government thing.In addition,there were some notable differences in these vi

242、ews,depending on the participants global region,as shown in Table 5 below.37Alumni UK Longitudinal SurveyTable 5:World today views by global regionGlobal regionsThe UK is a force for good in the worldThe UK government contributes its fair share to aiding development in poorer countriesThe UK has wor

243、ld leading universities and academic researchPeople from the UK are open and welcomingThe UK has world leading arts and cultural institutions and attractionsAmericas7.787.069.547.749.42East Asia7.527.38.947.728.6EU Europe7.156.068.877.568.81Middle East and North Africa7.46.99.218.28.66South Asia8.13

244、7.829.178.398.84Sub-Saharan Africa8.48.129.268.028.63Wider Europe7.46.718.997.788.69Other regions7.977.069.487.859.33As Table 5 shows,The UK government contributes its fair share to aiding development in poorer countries had the biggest variation in ratings amongst the global regions,with EU Europes

245、 average rating being the lowest at 6.06,compared to Sub Saharan Africa,which averaged the highest rating at 8.12.This was reflected across all statements,with EU Europe averaging the lowest ratings across all statements at 7.69,and Sub-Saharan Africa the highest,averaging 8.48.A possible explanatio

246、n for the consistently lower scores from respondents in the EU Europe category could be the changing relationship between the UK and the EU since the vote to leave the EU in 2016.Conversely,the consistently more positive ratings from respondents from the Sub-Saharan African category could be due to

247、the fact Sub-Saharan African countries are beneficiaries of significant amounts of UK Aid and engagement,which may make UK activities more visible to citizens from these countries and more predisposed to have a positive view of the country.38Alumni UK Longitudinal SurveyTime factorDuring discussions

248、 between the British Council and ACER,one area of interest that was mentioned was the impact of time,and in particular the year in which respondents conducted studies in the UK,on respondents views of the UK and their experience.Further analysis showed that there were some differences in the respons

249、es when analysed by time period,defined as before 2000,between 2000 and 2020,and after the COVID-19 pandemic(March 2020 onwards).Figure 12 on the following page illustrates this change.As Figure 12 shows,the views of UK education experience are less favourable for those who studied in later years(al

250、beit still very high at 8.64 on a scale of 0-10)than those who studied before 2000,or before the COVID-19 pandemic.There may be several explanations for this,such as the impact the pandemic on study experience,or impact of Brexit or the cost of living crisis,or it could attributed to more positive r

251、ecollections leading to more positive ratings for those who studied long time ago.It would be interesting to follow this up in later surveys and interviews.Figure 12:Views of UK experience by time periodTotalAfter COVID-192020Before COVID-19 2000-2020Before 20008.988.649.039.240246810MeanAdditional

252、analysis39Alumni UK Longitudinal SurveyDiversity,equity,and inclusion analysisIn line with ACER UK and the British Councils commitment to diversity,equity,and inclusion(DEI),all survey data was analysed by gender and disability status.Analyses were completed for each question,and show that in the ma

253、jority of cases,there were no differences in responses when compared by gender or by respondents disability status.In total,there were three questions in the Career section of the survey where some differences were noticed,and these questions are presented below.In the survey,respondents were asked

254、what they consider to be their most important activity.More females than males reported the following as their most important activities:Caring for someone(1%more)Engaging in further study,training and research (3%more)Being self-employed(2%more)Taking time out to travel(2%more)Looking for work(1%mo

255、re)Unpaid work(1%more)In contrast,2%more males reported paid work for an employer,and 6%more reported running their own business,as their most important activity.Similarly,some differences were noted in those respondents that declared having a disability versus those who did not:Caring for someone(4

256、%more)Engaging in further study,training and research(1%more)Being self-employed(4%more)Looking for work(7%more)In contrast,11%more of those who declared not having a disability declared paid work as their most important activity.Another question where there were noted differences in respondents ans

257、wers based on their gender or disability status,was the time taken to find work after completing their UK education experience.While 10%more males than females reported finding work immediately after finishing the education,the difference was less than 4%within the first year.For those respondents w

258、ith a declared disability,there was only a slight difference:less than 2%more of respondents who declared no disability found a job immediately,whilst within the year there were more employed respondents with a disability(2.4%more)than without.Finally,there were some small differences in reasons why

259、 respondents decided to take up their work or activity.The tables below show the distribution of responses within each group and the overall distribution.40Alumni UK Longitudinal SurveyTable 6:Reason for taking up their work by gender ReasonFemaleMalePrefer not to sayTotalIt fitted into my career pl

260、an 44.6%52.4%45.5%49.5%I did not receive any other job offers5.1%4.3%9.1%4.6%An opportunity to progress in the industry of interest21.2%21.1%27.3%21.2%To see if I would like the type of work it involved2.6%1.1%0.0%1.7%To gain and broaden my experience for the job I want9.8%6.5%18.2%7.8%It allowed me

261、 to work in the right location4.0%2.7%0.0%3.2%It was well-paid2.1%2.1%0.0%2.1%In order to earn a living6.3%5.7%0.0%5.9%In order to pay off debts0.5%0.5%0.0%0.5%To work in my family business1.8%2.0%0.0%1.9%I prefer not to say1.9%1.7%0.0%1.8%Total100%100%100%100%Table 6 shows that work fitting into th

262、eir career plan was more often chosen by males as their reason for taking up work or activity(8.2%more),whilst females were 3.3%more likely to choose gaining and broadening their experience as a reason.Table 7:Reason for Taking Up Their Work by Disability Status ReasonYesNoPrefer not to sayTotalIt f

263、itted into my career plan 36.4%49.8%39.1%49.5%I did not receive any other job offers12.1%4.5%4.3%4.8%An opportunity to progress in the industry of interest9.1%21.8%17.4%21.2%To see if I would like the type of work it involved6.1%1.5%8.7%2.3%To gain and broaden my experience for the job I want9.1%7.8

264、%4.3%7.8%It allowed me to work in the right location9.1%2.9%4.3%3.1%It was well-paid3%2%4.3%2.1%In order to earn a living15.2%5.7%8.7%5.4%In order to pay off debts0%0.5%0%0.4%To work in my family business0%1.7%4.3%1.8%I prefer not to say0%1.7%4.3%1.6%Total100%100%100%100%Table 7 shows that work fitt

265、ing into their career plan was more often chosen by respondents who declared no disability as their reason for taking up work or activity(13.4%more),and as an opportunity to progress in the industry they are interested in(12.7%more).In contrast,respondents with a declared disability were more likely

266、 to choose not receiving any other job offers(7.6%more),wanting to see if they like the work(4.6%more),work being in the right location(6.2%more),and in order to earn a living(9.5%more).41Alumni UK Longitudinal SurveyTable 7:Reason for taking up their work by disability status ReasonYesNoPrefer not

267、to sayTotalIt fitted into my career plan 36.4%49.8%39.1%49.5%I did not receive any other job offers12.1%4.5%4.3%4.8%An opportunity to progress in the industry of interest9.1%21.8%17.4%21.2%To see if I would like the type of work it involved6.1%1.5%8.7%2.3%To gain and broaden my experience for the jo

268、b I want9.1%7.8%4.3%7.8%It allowed me to work in the right location9.1%2.9%4.3%3.1%It was well-paid3.0%2.0%4.3%2.1%In order to earn a living15.2%5.7%8.7%5.4%In order to pay off debts0.0%0.5%0.0%0.4%To work in my family business0.0%1.7%4.3%1.8%I prefer not to say0.0%1.7%4.3%1.6%Total100%100%100%100%T

269、able 7 shows that work fitting into their career plan was more often chosen by respondents who declared no disability as their reason for taking up work or activity(13.4%more),and as an opportunity to progress in the industry they are interested in(12.7%more).In contrast,respondents with a declared

270、disability were more likely to choose not receiving any other job offers(7.60%more),wanting to see if they like the work(4.6%more),work being in the right location(6.2%more),and in order to earn a living(9.5%more).42Alumni UK Longitudinal SurveyIn conclusion,this longitudinal study by the British Co

271、uncil in collaboration with ACER aimed to comprehensively capture data on international graduates of UK education,with the ultimate goal of establishing a valuable longitudinal dataset.This research report represents the first year of the survey,with plans for annual surveys over a number of years.C

272、omprising both quantitative and qualitative components,the study employed an online questionnaire and interviews to explore various aspects of international graduates experiences,focussing on UK education,career trajectories,engagement with the Alumni UK platform,and perceptions of the world today,p

273、articularly the UKs standing within it.Key findings revealed overwhelmingly positive views of the overall UK education experience.The data collected from interviewees who studied in the UK show several common themes and perspectives.The UKs reputation for excellence in education is a major draw for

274、international students.Many reported that a degree from a UK institution is seen as prestigious and valuable in their country,which they believe can enhance their career prospects both domestically and internationally.Many interviewees noted their appreciation of the high quality of education offere

275、d in the UK.They valued the academic rigour and the expertise and dedication of teaching staff.Interviewees appreciated the supportive academic environment in the UK,including access to academic advisors and various student support programmes in addition to a diverse range of extracurricular activit

276、ies.It is therefore important to continue to support programmes that enable a fulfilling and successful study experience.In terms of career,respondents largely aligned their current activities with their career plans,with paid work for an employer being the most common activity.The majority quickly

277、found employment post-graduation,reflecting the perceived value of a UK education in the job market.Many respondents benefitted from getting some work experience in the UK during their studies.In addition,many highlighted the multicultural environment as a significant advantage of studying in the UK

278、.They enjoyed the opportunity to interact with peers from diverse backgrounds,appreciating how it enriched their learning experience and broadened their perspectives.Whilst many highlighted this as a positive effect,some still experienced exclusion,indicating that more can be done to ensure full inc

279、lusivity.Despite the positive aspects,interviewees also acknowledged certain challenges associated with studying in the UK,such as adapting to a new education system,adjusting to cultural differences,and managing the cost of living.The high cost of university fees was mentioned by several interviewe

280、es as a particularly challenging barrier for international students.Furthermore,the impact of the COVID-19 pandemic was cited by some interviewees as having negatively affected their experience of living and studying in the UK.Engagement with the Alumni UK platform,while appreciated,indicated room f

281、or improvement to enhance user engagement and cater to diverse preferences.Suggestions included making the platform more interactive and user-friendly,particularly through the development of a mobile app.Furthermore,there were suggestions on diversifying offerings to suit different professions at di

282、fferent stages of interviewees careers.Perceptions of the UK within the world were generally positive,with respondents viewing the country favourably in various aspects,particularly its academic prowess and cultural institutions.However,opinions on the UKs contributions to aiding development in poor

283、er countries varied across global regions,suggesting possible nuanced perspectives influenced by regional contexts and experiences.In terms of recommendations,it is important to continue researching and implementing innovative approaches to enhance platform users experiences and promote further deve

284、lopment.By understanding the evolving needs and desires of users,the Alumni UK platform can become a useful tool to maintain a long-term connection with the UK for the international alumni community.For the Alumni UK platform,the following suggestions are offered for consideration to make the online

285、 platform more engaging:Gamification and incentives:implementing Conclusion and recommendations43Alumni UK Longitudinal Surveygamification elements such as earning points for activities like reading articles or attending events and offering incentives such as entry into draws for prizes or opportuni

286、ties such as internships based on points accumulated.Regular events and specialised groups:hosting weekly or monthly events,both digital and face-to-face,to encourage regular participation,and creating specialised groups based on professional interests or fields of study to cater to diverse preferen

287、ces and enhance engagement.Awareness and advertising:increasing awareness of the platform through targeted advertising,especially in regions where engagement may be lower,and highlighting the benefits of the platform,such as networking opportunities and access to valuable resources,to attract more u

288、sers.Reducing information overload:being mindful of the volume of emails and notifications sent to users to prevent information overload,which may deter engagement.Tailored content:providing content and latest research tailored to the specific needs and interests of users,including different profess

289、ions and industries.Finally,there are some practical recommendations for future studies.During this research,it was noted that involving country teams during the data collection could help encourage more participants,since the country teams are able to raise awareness of surveys and interviews,as we

290、ll as reach those who are more interested in direct contact.In addition,using local languages for disseminating information about the study can further increase engagement.Moving forward,continuing with the study longitudinally will provide more insight into any changes of attitudes within the alumn

291、i community towards the UK,and gather more feedback on the use of the platform.44Alumni UK Longitudinal SurveyAppendix 1 Survey questions SectionQ#Survey QuestionItem TypeItem ResponsesQualitative questionsAbout you1Please enter your email address that you use to log on to the Alumni UK platformshor

292、t free text 2In which country/territory where you born?drop down list choose one optionList all 172 plus other-please specify optionSummarise their answers in case they would like to comment on opportunities/circumstances and ask if there is anything to add(or any changes for Q5)3In which country/te

293、rritory did you attend high school?drop down list choose one optionList all 172 plus other-please specify option4Where are you currently living?drop down list choose one optionList all 172 plus other-please specify option5Do you have caring responsibilities?List choose one optiona.Yes,I have depende

294、nt childrenb.Yes,I have caring responsibilities for another relative or friendc.Yes,I have dependent children and additional caring responsibilitiesd.No,I do not have any caring responsibilitiese.Prefer not to sayTo noteUK education experience6To what extent do you feel your UK education experience

295、has further developed the following skills and knowledge?Self-confidenceCritical thinkingCommunication skillsLeadershipDigital skillsCollaboration/teamworkProject planningIntercultural skills(the ability to operate effectively with people from different backgrounds/cultures)Global Citizenship(knowle

296、dge and understanding of global issues and the wider world and your place in it)Scale 0-10 Rate all statements0=not at all,10=to a great extentReview their answer before the interview,ask about any extreme responsesLink their responses to q21 too-question to understand more about how skills develope

297、d in the UK education link to their current career path and employability6aAre there any additional skills which you would like to mention which were improved during your UK education experience?Short free text optionalIf they have listed any additional skills,ask for more information1 Appendices45A

298、lumni UK Longitudinal Survey7How would you rate the social aspects of your UK education experience(including opportunities to meet new people,build networks,engage in extracurricular activities)?Scale 0-100(very bad)10(very good)Important to follow up:You said XX,can you give us some examples8How wo

299、uld you rate the relevance of your UK education experience for the world of work?Scale 0-100(very bad)10(very good)Important to follow up:You said XX,can you provide more information9How would you rate the inclusivity of your UK education experience?(Inclusivity encompasses the extent to which you f

300、elt included and that your individual needs were catered for(teaching,accommodation,life on campus etc.)Scale 0-100(very bad)10(very good)Important to follow up:You said XX,can you provide more information10How would you rate your overall experience of a UK education?Scale 0-100(very bad)10(very goo

301、d)Important to follow up:You said XX,can you provide more information11As a result of your UK study experience,how favourably or unfavourably do you view the UK?Rating on 0-10 scale0(extremely unfavourably)10(extremely favourably)Important to follow up:You said XX,can you provide more information12I

302、n the last 12 months have you recommended a UK study experience to anyone?List choose one optiona.Yes,several timesb.Yes,once or twicec.No,I have had no opportunity to do so d.No,I would not recommend ite.I prefer not to say/I do not knowIf d-follow up13In the last 12 months have you recommended the

303、 UK to anyone as a place to visit?List choose one optiona.Yes,several timesb.Yes,once or twicec.No,I have had no opportunity to do so d.No,I would not recommend ite.I prefer not to say/I do not know14In the last 12 months have you contacted or met with anyone that you first encountered during your U

304、K education experience?List choose one optiona.Yesb.Noc.I do not know d.I prefer not to sayTo note15How do you stay in touch with the networks that you made during your UK study experience?List choose all options that applyThey can choose any options or just option fa.Phone or messenger service(e.g.

305、WhatsApp,Viber,phone)b.Social media(e.g.LinkedIn,Instagram,Facebook)c.Written letters or cardsd.Emaile.I do not stay in touch with anyone(was originally option f)f.Other-please specify(was originally option e)To note46Alumni UK Longitudinal SurveyCareer16Which of these activities do you consider to

306、be your most important activity?a1 Paid work for an employerb2 Self-employment/freelancingc3 Running my own businessd4 Developing a creative,artistic or professional portfolioe5 Voluntary/unpaid work for an employerf6 Engaged in a course of study,training or researchg7 Taking time out to travel this

307、 does not include short-term holidaysh8 Caring for someone(unpaid)i9 Retiredj10 Unemployed and looking for workk11 Doing something elseMCQIf answer a,b,c,then direct to q.17 then continue onwardsIf answer d,e,g,h,I,j,k then go to q21.If answer f(engaged in a course of study,training or research)then

308、 direct to q.16a then go to q.21to note16aTo what extent do you agree or disagree with the following statements?My current study fits with my future plansI am building on what I learnt during my UK study experience in my current studiesScale 0-100(strongly disagree)10(strongly agree)Review their ans

309、wer before the interview,ask about any extreme responses17To what extent do you agree or disagree with the following statements:My current work fits with my future plansI am utilising what I learnt during my UK study experience in my current workScale 0-10 Rate all statements0(strongly disagree)10(s

310、trongly agree)Review their answer before the interview,ask about any extreme responses17aHow long after completing your UK education experience did it take you to find work?Choose onea.Immediatelyb.Within 3 monthsc.More than 3 months,but less than 6 monthsd.More than 6 months,but less than 12 months

311、e.Between 12 months and 18 monthsf.More than 18 monthsTo note17bDid you need your UK qualification to get your current job?Choose onea.Yes:both the level and subject of qualification was a formal requirementb.Yes:the level of qualification was a formal requirementc.Yes:the subject of the qualificati

312、on was a formal requirementd.Yes:while the qualification was not a formal requirement it did give me an advantagee.No:the qualification was not requiredf.I do not knowTo noteIt is important to understand more about employability-around this question we could ask:what do you think gave you an advanta

313、ge in securing the job you currently have?was it UK qualification,wider UK/international experience,the particular course you studied?,the ranking or prestige of your university?,something else?.48Alumni UK Longitudinal Survey17cWhat was the main reason that you decided to take up your work or activ

314、ity?Choose onea.It fitted into my career plan/it was exactly the type of work I wantedb.I did not receive any other job offersc.It was an opportunity to progress in the industry I am interested ind.To see if I would like the type of work it involvede.To gain and broaden my experience in order to get

315、 the type of job I really wantf.It allowed me to work in the right locationg.It was well-paidh.In order to earn a livingi.In order to pay off debtsj.To work in my family businessk.I prefer not to sayTo note49Alumni UK Longitudinal Survey18Which business sector best describes your main area of work?L

316、ist choose one optionAgriculture,forestry and fishingMining and quarryingManufacturingElectricity,gas,steam and air conditioning supplyWater supply;sewerage,waste management etc.ConstructionWholesale and retail trade;repair of motor vehicles and motorcyclesTransportation and storageAccommodation and

317、 food service activitiesInformation and communicationFinancial and insurance activitiesReal estate activitiesProfessional,scientific and technical activitiesAdministrative and support service activitiesPublic administration and defence;compulsory social securityEducationHuman health and social work

318、activitiesArts,entertainment and recreationActivities of households as employers(i.e.maid,cook,butler,groundskeeper in a private household etc.)Activities of extraterritorial organisations and bodies(i.e.UN,OECD,EU etc.)Other(please specify)To note50Alumni UK Longitudinal Survey19Which of the follow

319、ing best describes your job level?List choose one optiona.Junior role/entry levelb.Individual contributor/middle managementc.Senior managementd.Director levele.CEO levelf.I prefer not to sayTo note20Does your current job involve trading or collaborating with organisations and/or individuals in the U

320、K?List choose one optiona.Yesb.Noc.I do not know d.I prefer not to sayIf a follow up21To what extent do you feel these skills and knowledge are important for your career?Self-confidenceCritical thinkingCommunication skillsLeadershipDigital skillsCollaboration/teamworkProject planningIntercultural sk

321、ills(the ability to operate effectively with people from different backgrounds/cultures)Global Citizenship(knowledge and understanding of global issues and the wider world and your place in it)Scale 0-10 Rate all statements0 is not at all important,and 10 is very importantTo note It is important to

322、understand more about employability-please also look at q6(skills developed in UK experience)What is the effect of these skills in their career?When did they appreciate/realise that they had these skills?22Whilst in the UK did you gain work experience?List If a,go to q22aIf b and c,go to 23a.Yesb.No

323、c.I prefer not to sayIf a-follow up22aHow did you gain your work experience?List choose all options that applya.Via an internship/placement as part of my courseb.I volunteered whilst studyingc.I worked part time whilst studyingd.I stayed in the UK after graduation and was employedAsk for more detail

324、23What are the main tools or resources you use to search for new job opportunities or plan the next stage in your career?free short textFollow up if anything was unclear in their responsesPlatform24How did you first hear about the Alumni UK platform?List choose one optiona.Through targeted email fro

325、m the British Councilb.Through my local British Council officec.Through my universityd.Through a colleague or a friende.Web searchf.I do not knowg.Other please specifyto note51Alumni UK Longitudinal Survey25Through being part of the Alumni UK network,over the last 12 months I have done the following

326、:Listchoose all options that apply or just option fIf chosen I have not done any of the above,go to q.27a.Accessed Alumni UK professional development opportunitiesb.Attended Alumni UK virtual eventsc.Attended Alumni UK physical events in the country where I currently lived.Connected with new people

327、that I didnt previously knowe.Connected with people I already knew through my UK education experiencef.I have not done any of the aboveIf a-e follow up on what their experience was,and to understand the motivation behind their responseIf f-follow up-If they engaged with the platform how did they fin

328、d the pathway to access/login to the platform?If they did not engage,then explore why notFor those who engage AND those who dont,would they be more likely to engage on their phone,or via a computer?Would an app impact on engagement levels?26And which of these activities have you found most useful?Li

329、st choose onea.Accessed Alumni UK professional development opportunitiesb.Attended Alumni UK virtual eventsc.Attended Alumni UK physical events in the country where I currently lived.Connected with new people that I didnt previously knowe.Connected with people I already knew through my UK education

330、experienceTo note27To what extent has participation in the Alumni UK programme helped you in the following areas:Development of professional networksProfessional learning and skills developmentCareer progressionrating on 0-10 scale0(not very helpful)10(very helpful)Important to follow up:You said XX

331、,can you provide more information53Alumni UK Longitudinal Survey28Which of the following services appeal most to you as a member of Alumni UK?Select up to 3 options or only option ka.Jobs Boardb.Microgrants for social action projectsc.Guest authors(including alumni and others)contributing to the pla

332、tform content d.Careers coaching,mentoringe.Buddy scheme for prospective students(alumni volunteer to have a conversation with a new student about to embark on studying in the UK)f.MOOCs(Massive Online Open Courses)g.English language quizzes or exchangeh.Arts contenti.Content from other areas of Bri

333、tish Council activityj.Courses to support early career researchers k.I prefer not to sayTo note29Have you recommended the Alumni UK platform to other international UK graduates that you know?List choose one optiona.Yes,several timesb.Yes,once or twicec.No,I have had no opportunity to do so d.No,I would not recommend ite.I prefer not to sayIf d-follow upeven if a-c why have they/why would they reco