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UCL Student Recruitment: International Visits Schedule 2019/20

GuestBlogger27 September 2019

International competition for overseas students has never been fiercer, with recent reports showing that the UK’s main competitors are increasing their international student numbers faster than the UK and eating into our share of the global market. Prospective students will use many different sources of information to whittle down their choices, but the opportunity to speak with representatives in person is still highly valued by all those who have the opportunity to meet us, and still forms a key element of the international student recruitment strategy.

Each year during the planning phase, the student recruitment team will assess what worked well in the previous year and what can be improved and revamped from our trip schedule. We approached this year with a new tactic, using a matrix to tier countries based on size of market and potential for recruitment to UCL programmes. Based on these results we have invested more in markets with the greatest potential at the same time maintaining a presence in lower-tiered markets in order to diversify the student body. We noticed that applications from certain markets were growing yet conversion from offer to enrolment could be improved. For this reason, we have shifted away in some markets from mainly application generating trips in the fall to be more focused on conversion activity in the spring. We have added conversion trips to the Middle East, Europe, and Asia. We will be monitoring the application, offer and acceptance numbers for each market against activity within that market to evaluate the success of the additional conversion activity.

Details of UCL’s international student recruitment activity for 2019/20 are now available in the UCL Visits You section of the international pages of the UCL website. The event list is regularly updated as we add more details about forthcoming events, so bookmark the site and check it regularly for the latest information. Members of the Student Recruitment team will represent UCL, and academic staff and other departmental representatives will join us at selected events. Each overseas trip includes a range of activities such as attendance at an education exhibition, university visits, school visits and meetings with key contacts in-country, such as funding bodies and alumni. Each trip aims to include a mix of events to cover all levels of study.

The 2019/20 recruitment activity is scheduled to include visits to a wide range of countries, covering every continent except for Antarctica. Most of the countries on the list are places we visit regularly. It is important for us to be constantly reviewing our activity, and we must be both alive to new opportunities and bold enough to change what we do not feel is working. The education sector welcomed the government announcing that international students will be allowed to stay in the UK for two years after graduation to find a job, reversing the decision made in 2012 by then Home Secretary Theresa May. We anticipate this will generate an influx of applications, especially from India the market that saw the largest decline in students coming to the UK when the scheme was pulled in 2012. The additional trip added to India in the spring is timed very well to not only focus on conversion but also address the new visa scheme.

All the trips are thoroughly researched beforehand and analysed afterwards, to ensure that we are participating in the most appropriate events and reaching as wide an audience as possible. Overseas visits also provide the Student Recruitment staff with invaluable opportunities to meet key contacts and influencers, as well as to get the latest market information. If you would like to know more about any of our overseas recruitment events, please contact Katja Lamping, Director of Student Recruitment at k.lamping@ucl.ac.uk .

New Report on Study Abroad and Student Mobility: Stories of Global Citizenship?

GuestBlogger20 September 2019

By Nicole Blum
Development Education Research Centre, UCL Institute of Education

In 2017 we received funding from the Global Engagement Office to identify some of the reasons young people decide to study abroad and what they think they gain from the experience. The research, conducted by myself with support from Douglas Bourn, set out to understand whether the learning students have gained resonates with UCL’s global citizenship and student mobility strategies.

The term ‘global citizenship’ has been around for a while, but is often used in different ways. Key authors in the field suggest that it can have a number of dimensions, including a focus on increasing global employability and competitiveness, cultivating greater understanding and appreciation of difference, or critical engagement and radical transformation of inequitable global structures and relationships.

UCL’s definition includes elements of all of these dimensions, and describes global citizens as individuals who: understand the complexity of our interconnected world, understand our biggest challenges, know their social, ethical and political responsibilities, display leadership and teamwork, and solve problems through innovation and entrepreneurship.

Our work was motivated by the common assumption that international experiences for students – including study abroad, overseas volunteering and work placements, and international travel – will result in positive learning about diverse cultures and global concerns.

While there is plenty of research which strongly supports this idea, it has tended to be based on quantitative data from questionnaires completed at the end of an experience. Relatively little research has looked in-depth at student’s own perceptions about their learning while abroad or when they return home.

We interviewed undergraduate students on UCL’s Arts and Sciences (BASc) programme to gain a better understanding of their perceptions.

The data highlighted a range of push and pull factors which influence young people’s study abroad decisions, as well as a wide range of ways in which the experience encourages (or does not) reflection on global issues and on students’ sense of themselves in the world.

Students highlighted the personal aspects of being a ‘global citizen’ when talking about their study abroad experiences:

Studying abroad was the first time I felt like I could call myself a global citizen. Before this, I had some awareness and interest in international issues, but had never left Europe and only travelled for brief periods of time. On returning, I found I had a reverse culture shock, and could relate better to international students studying in the UK.

The evidence also suggested that a number of different kinds of learning take place during study abroad, including about particular topics/ issues, experiences of particular places and/ or exposure to new ideas:

I really do think my sense of history has changed and sense of international politics has changed, and also a sense of what an English person is had changed.

Learning about colonialism and racism in the Netherlands taught me to reflect more on my own country’s issues and ugly history. Thus, making me think more globally about the lives of individuals who have suffered as a result of colonialism.

While these experiences can be highly significant for individuals, it is important to recognise that transformative learning may not happen without support. Students in this research clearly recognised the value of their study abroad learning and experiences, but also the need for more ways to reflect on this with programme organisers and with peers, particularly if they are to be able to take their learning forward.

UCL clearly sets out the potential outcomes of study abroad, with a strong emphasis on the benefits to participants’ enhanced employability, new experiences and skill development. The students we interviewed tended to agree with these benefits, although they often emphasised one aspect as most relevant to their own experience:

I’m actually probably more open now to going and working in other countries or studying in other countries, and it doesn’t feel impossible, it doesn’t feel like this huge ordeal, like this huge challenge, because ‘Oh I’ve done it now’.

I really thought I was just going to learn French, but actually I got a lot out of it academically. I took quite a lot of … studies in creative art, so video games and the cinema and comic books…. there’s a huge games industry out there but also the arts are quite strong in Montreal. And it sort of convinced me that that was a legitimate career choice. I think before then I’d sort of seen that as … you know creative industries is kind of a pipe dream, or it’s something you do if you get lucky. But actually, out there [in Canada] there are people writing scripts for video games or films or … and the fact that I could study it as an academic discipline made me realise that this is a legit thing … it’s not just this fanciful dream. So actually, I’m now hoping to go into radio.

While this study reveals some of the reasons behind the decision to study abroad, more research is needed to explore more deeply how students themselves understand their experiences of study abroad and the ways in which their learning informs their lives in the future. This is perhaps particularly important in the context of increasingly diverse student groups as well as a rapidly changing world.

For more details about the study, access the full report here: http://discovery.ucl.ac.uk/10078730/

Yenching Academy Scholarship: A life-changing opportunity in China

GuestBlogger7 August 2019

By James Ashcroft

The Yenching Academy of Peking University aims to build bridges between China and the rest of the world through an interdisciplinary master’s program in China Studies. UCL History graduate James Ashcroft was among the first recipients of a fully funded scholarship to the programme. Here, he blogs about his experience at the Academy.

I still remember being asked by my then tutor Dr Vivienne Lo to forward an email to my fellow students about a new scholarship programme at Peking University. I had seen so many emails in my time at UCL that I didn’t bother to open it, so I just shared the email and left it at that. For some reason, I later on decided to open that email. I am so fortunate that I did because it quite literally changed the course of my life.

The Yenching Academy Scholarships give graduates from around the world the opportunity to experience China in a very international environment. It’s a fully funded scholarship at one of the best Chinese universities in the world. You get your flights paid for and your accommodation paid for, and you’re taken care of in the most incredible way.

Authentic Chinese experience

It’s a programme which gives you the opportunity to study alongside and make lifelong friendships with some of the brightest and most talented people you’ll ever meet. And for me anyway, it goes beyond your average study abroad programme in a way which makes it a truly authentic Chinese experience.

In my experience, the Yenching Academy Scholarships are relevant to anyone at UCL, whether or not they speak Mandarin or know much about the country. As someone who grew up with lots of friends who spoke multiple languages, it was always jarring that I could only speak English.

The Yenching Academy Scholarships didn’t seem like an obvious fit for me and I couldn’t speak a word of Mandarin at the time I applied. I also didn’t know much about China or its history. This is a really important point to make as I wouldn’t want any student to miss out because they don’t see the relevance to them.

Extremely rewarding

I grew so much during my time at PKU and always felt empowered to step up and contribute to the community of scholars and the university more broadly. One of my highlights was sitting on the executive organising committee for The Yenching Global Symposium, which brought together 100 or so Yenching scholars, alongside 50 graduates from PKU and 50 other students from around the world. The event has taken place every year since and it’s been extremely rewarding to see it become the success that it has.

My education at PKU was essentially a Masters in China Studies, and the qualification included elements of economics, history, international relations, law and society. I was also required to study four hours of Chinese a week, and could choose between attending classes taught in English, Mandarin or both.

My thesis analysed the Chinese government’s long-term development plan for the game of football in China in order to explore the intersection between economics, politics, and the country’s sense of place in the twenty-first century world order.

Incredible conversations

Education was only part of the picture though – as with any programme like this – and whenever I think about my time in Beijing, I think about the people I met there. I got a tremendous amount from speaking to my classmates, and we had the most incredible conversations and invigorating debates on some really important global issues.

When you’re living in another part of the world, these things can really bring you together. I’m still in touch with so many people with whom I studied – some even on a daily basis. I often meet up in person with Yenching Scholars when they come to London and I’ve visited a number of them in their home countries too.

Truly global environment

My time at Peking University has opened my eyes to working in the 21st century within a truly global environment, and I am certain that countless other students would benefit from this great opportunity.

I am always happy to speak to UCL students about my experiences as I feel very passionate about the university being represented each year in the latest cohort of Yenching Scholars. When that email comes round this year, please think carefully about opening it because it might change your life as well.

UCL alumni interview: Himani Gupta, artist

Sian EGardiner1 August 2019

Himani Gupta, UCL alumnusHimani Gupta studied international real estate and urban planning at The Bartlett from 2011-2012. Having worked as a spatial designer and a consultant for Ernst & Young in Delhi, Himani is now working full time as an artist, specialising in painting.

We spoke to her to find out more about her experience at UCL and how she stays in touch with the UCL community.

How did you come to study at UCL?

Firstly, because I love the campus and I’d been following it for a while. Secondly, I found the work that’s been done at the Bartlett very relevant to the direction I wanted to go in professionally. Before doing my masters I used to be a spatial designer, but I wanted to get onto the other side which was understanding the business of cities and how infrastructure and real estate are developed around them.

How did you find studying at UCL?

It was a really enriching experience because I got to learn about the politics of space in Europe and the real estate markets in China and the Middle East. The freedom we had in terms of things like choosing our dissertation was great. I could also make it more India-centric, which helped me immensely after UCL in terms of getting a job in Management Consulting in the Urban field in India, as I’d written on similar topics for my masters.

Compared to my undergrad degree in Business Studies in India, UCL was more analysis-based. It took some time but once I got used to the structure of the course it opened up a new way of looking at things, which helped me in my job in the real world and still helps me now.

What was it like living in London?

I’ve always loved London so the city was very familiar to me. I lived in Bayswater in West London so I’d cycle or walk down to the campus. We organised Thursday drinks at the UCL bar, which became a hub for us each week. I found the balance between a lot of study and a lot of socialising quite enriching.

It’s all so centrally located and I liked that we had classes in different locations across the campus; I explored all sorts of hidden buildings. Now I’m an artist and my work is about psycho-geography and understanding layers of space, and the fact that I walked quite a bit while studying in London has shaped my approach to my work.

What would your advice be for a student in India looking to study at UCL?

Figure out funding very early on and give yourself a strict budget. Once you have that figured out life at UCL and in London is very easy.  At UCL, you have an account to access a student/teaching portal where all the modules and submissions are in one place. It’s really cool because one can study anywhere. UCL has a lot of libraries and quiet corners to study, which was one of my favourite parts. I’d say try and explore as many nooks and corners as possible around the campus.

What aspects of the culture did you enjoy?

The fact that you get to hear a different language every square foot or two. Because I’m a walker I take in and absorb London as I walk through it, and as you do you get an insight into how many cultures and backgrounds exist together in this city.

The art scene and the number of galleries in London is phenomenal and the shops that offer material really works for me. Also, the food! Which is a direct function of the number of cultures that exist here.

Even after graduation, I make it a point to visit UCL on my trips to London to catch up with old and new connections.

How have you kept in touch with the UCL community?

I moved back to India in 2013 but I recently wrote to another good friend of mine from my course who’s very active in New York with the UCL alumni group there. He put me in touch with UCL’s alumni team, and through them I got involved with volunteering in Delhi. I organised a reunion event in Delhi a few months ago – about 26 of us came together for a casual mixer event at the art-themed homestay I run.

I was curious to bring together people from different professions and initiatives not just for myself but for everyone present. It’s also a great way to form new social groups. I now look forward to more events and more people volunteering in Delhi. I’m happy to open up my studio (which can accommodate up to 35 people) to those interested in having an Arts and Culture themed reunion mixer.Himani Gupta art

Tell us about your work.

I’ve got my hands in a lot of pies! I used to work in spatial design before doing my masters then I came back to India and I started working as a consultant with Ernst and Young. So I used to be in management consulting in the infrastructure and smart cities team.

I’ve also been a painter for the last fifteen years and after deciding to leave consulting I wanted to focus on it full time. My visual arts practice is drawn from my very diverse experiences in education, professions and travels. Urban and spatial exploration has been a research interest of mine for a long time and what I try and study through my art is the idea of psychogeography and understanding the materiality of space. My medium in art is painting primarily and I create large pieces of work. I work with pigments and paint. Lately, I have been creating a lot of smaller works based on mapping.

What are you working on with the Slade?

Through my work as a UCL volunteer, I was introduced to Deborah Padfield, an artist and professor at the Slade who is exploring how chronic pain is communicated through the arts in a project called Visualising Pain.

She wanted to work with a local artist and although pain is not my direct subject, the fact I could use paint and pigment in order to help chronic pain sufferers communicate their pain better motivated me to get involved. I ended up co-facilitating a workshop with Deborah (and others) in Delhi in May 2019. It went really well and made an impact on our participants who battle chronic pain everyday.

How has UCL helped you to achieve your ambitions?

It’s interesting because before coming to UCL I wasn’t particularly motivated to do ‘well’ in the conventional sense – whether that’s an educational qualification or a job – my pace was a lot slower. Which is not necessarily a bad thing but in my case I wasn’t achieving too much or doing too much with my time.

I think UCL and my experience of living in London really inspired me and opened up a channel which I never knew existed in me, which is that of wanting to achieve and working hard. I got into the habit of maintaining a diary, organising myself better, understanding before speaking or describing. I started being meticulous about my work and had I not gone through this change I would still be very bohemian and less results orientated.

UCL would love to hear from more alumni in India and around the world.  

Get in touch and find out more about volunteering at ucl.ac.uk/alumni

Ask an Academic: Professor David Osrin

GuestBlogger24 July 2019

By Ian Morton

Professor David Osrin is Professor of Global Health at UCL and a Wellcome Trust Senior Research Fellow in Clinical Science. Based in Mumbai since 2004, he works in an urban health research collaboration with SNEHA (the Society for Nutrition, Education and Health Action).

Researching within the broad remit of urban health, he is particularly interested in complex social interventions and research ethics, and art and science’s utility in raising public awareness of health. We spoke to David to find out more about his life and work in India…

Can you give us a brief overview of your research in India?

My research has come a long way since I first began working in India in 2004. I started out looking at ways to improve the health of newborn babies in the Mumbai region, working with an excellent organisation called SNEHA. More recently though I’ve been working with organisations like SNEHA to tackle violence against women – an increasingly important issue in India.

I also work closely with the Municipal Corporation of Mumbai, the Family Planning Centre of India, and other health professionals in the area.

What got you interested in the subject in the first place?

When I first began working here, I noticed how committed and passionate everyone was about improving public health in India. It was this passion which inspired me to pursue my research to the extent that I have.

While public health has been an issue for a long time, it’s only in the last decade that violence against women has been a mainstream topic in India. Thanks to a number of landmark legal cases the Government has begun to take the issue much more seriously, and I’m so pleased our research techniques are being used to make a difference.

What difference do you hope it will make?

My vision is to contribute to a social transformation that is taking place throughout the world with respect to equality. In the case of India, my hope is that it will continue to lead to a reduction in violence against women. One of the things that stands out for me is that when we bring the local community together, anything is possible!

Can you tell us about the Institute’s relationship with India?

The Institute of Urban Health is not the only part of UCL working in India of course, and there are other colleagues at the Institute doing great work here too. Together with our partners, we’ve succeeded in engaging state level government in India to bring about some significant policy changes. As well as the work I’ve been doing there, Dr Audrey Prost has also achieved some great results with another Indian NGO called Ekjut – on improving the health and nutrition of new born children and adolescents.

What can UCL learn from your time working in India? What can the UK learn?

Aside from collaborating with people with a different background and outlook to my own, I’ve seen the power when communities come together to tackle societal challenges like public health. Legal intervention, emotional support and shelter are needs that we all share, so what we learn in India can be applied to the UK and vice versa.

What are some of your highlights from living in India?

Having being involved in some hugely important and large-scale research projects, in true collaboration with equal partners, to deliver world-class research.

I’m proud of the fact that during my time here we’ve seen the transformation of countless individuals. I’m also really proud of the public engagement work we’ve done, bringing together the disciplines of health, art and science, which led to a hugely successful festival called Dharavi (or Alley Galli) Biennale.

What has it been like working in the Indian slums?

I am very privileged to spend my working days in an informal settlement but not to live there. Not everyone has that privilege. The impact on me has been profound, and the importance I place on certain things is very different now to when I was living in the West.

The challenges associated with finding clean water, a shelter to withstand the elements, and the need for electricity have all given me a greater appreciation of the basic health and wellbeing needs we all share.

What would you like to say to other academics at UCL thinking of collaborating with others in India?

I think they should absolutely collaborate here if they can. In my view, the academic and research capability of teachers in India is on a par with the UK. Also, I’ve never experienced being hampered by the government structures in place in India. In fact, quite the opposite.

The number of people who are willing to participate in the research has also been incredibly valuable for my research. There’s a lot of enthusiasm in India among the public for taking part in research – perhaps more so than the UK.

It goes without saying that the intercultural interaction which informs my research has also enhanced my experience here.

Student recruitment: Better together

GuestBlogger19 July 2019

In this guest blog, UCL’s Student Recruitment Marketing (SRM) team explain how they work closely with Faculties and departments across the university to recruit talented students from around the world. 

Catherine Thomson, one of the first co-leaders of the UCL Student Recruitment Community of Practice, described student recruitment as everyone’s business. One way or another everyone has a part to play, whether it has a direct or indirect impact on the recruitment of students.

But with so many players involved, how do we make sure that we’re not all pulling in different directions but instead achieve consistency? How do we balance the overall institutional goals with the Faculties’ and departments’ need to reach their targets of recruiting the right number and calibre of students?

Regular meetings

It’s easy to assume we all want the same things, but that’s not necessarily the case. Let’s take the example of China. We have a large cohort of students from China so there is no institutional incentive to drive numbers up as a whole, but yet there is scope for some degree programmes to increase enrolments from PRC. On the surface this creates a conflict between the big, overall picture and the nuance of Faculties and departments.

The key to solving the conundrum is to work together to understand the needs of all the stakeholders, and ensure the right tools are in place to meet those needs. The SRM team meets Faculty counterparts on a regular basis to discuss Faculty recruitment goals and target markets.

We work together to identify where we can consolidate or improve our performance in a particular subject in existing markets, and what activities may be best.

Sharing knowledge and intelligence

On the flip side, the discussions also present an opportunity to identify where the markets prioritised by SRM differ from those identified by a Faculty, and why that might be the case. For example, there may be subject areas which are particularly relevant or where UCL has built up a strong reputation in specific parts of the world where there is little or no wider institutional interest. Sharing knowledge and intelligence is vital, and means that we can dovetail activities to complement each other rather than clash.

Different stakeholders will take the lead at different stages of the student journey too. The diagram below illustrates broadly how prospective students experience UCL as they move from considering us to actively selecting us, and who leads on those interactions at each stage of the process.

In general the initial relationship is with the institution as a whole, and deepens with the specific programme or department as the journey progresses. Again, conversation and work between the centre, the Faculties and departments is essential to ensure that opportunities are maximised, the right tools are there and that we’re working to make the experience as seamless as possible for students.

There are always improvements to be made, but initiatives such as the recruitment activity and communications mapping exercises and the use of the Kano model to help clarify what needs to be done by all the players means we can see where we need to focus our attention.

If you have any questions about UCL’s student recruitment strategy and activities, please contact Neil Green, Head of Student Recruitment Neil Green at neil.green@ucl.ac.uk

Ask an Academic: Professor Sue Hamilton, Director of the UCL Institute of Archaeology

Sian EGardiner30 May 2019

Professor Sue Hamilton is Professor of Prehistory and since 2014 has been Director of the UCL Institute of Archaeology.

Sue is Principal Investigator of the Rapa Nui (Easter Island) Landscapes of Construction Project (LOC), which has been substantially funded over the past decade by the British Academy and the Arts and Humanities Research Council. 

It has been undertaken in collaboration with UK Universities of Bournemouth (co-investigator), Manchester (co-investigator), Cambridge and Highlands and Islands, together with representatives of the Chilean Council of Monuments, MAPSE (the island’s museum) and the indigenous peoples communities of Rapa Nui.

Sue and her team were the first British archaeologists to work on the island since 1914, when the English archaeologist and anthropologist, Katherine Routledge carried out the first true survey of the island.

We spoke to Sue to find out more about her unique partnership with the local indigenous community of Easter Island, and how she navigates the relationship with both the local community and the Chilean government while conducting her research.

What is the project about?

The project studies the sites and artefacts of the Easter Island statue building period (AD 1200-1550) as an interconnected, integrated whole, on a landscape scale. It has involved excavation, mapping of monuments, assessment of threats to preservation and studies of the island’s ancient and present environment.

What’s it like to work on Easter Island?

It’s a remote place, being a tiny Pacific island some 5000 km from the nearest mainland of Chile and 2,500 km from the nearest island, Pit Cairn. The local indigenous community is highly politicised, so all sorts of major internal events continually happen. If you have just a few months away it’s likely there will be completely different ground rules when you get back.

I have been formally working on Rapa Nui (which is the local name) since 2009. Much of the island is covered in prehistoric remains and is a UNESCO designated World Heritage Landscape.  In 2017, the Chilean government and National Parks Authority signed over the management of the National Park to the local indigenous community, Ma’u Henua and in 2018 we signed an agreement with the community that ‘LOC’ would advise them on archaeological issues in the park. By the time we got back in January 2019, there were several new people involved in discussing what LOC might work on and the methods to be used. Alongside this, there were new island tensions and new agreements of access to land and methodologies of documentation. Such negotiations to undertake work and its precise format can only be resolved by face to face meetings on each occasion of return to undertake fieldwork. It’s very much based on people trusting you; being able to talk to different individuals, and importantly giving people your time.

How does this partnership differ from others you might have, say with the local community in Camden?

There’s a lot of delicacy that comes with global partnerships. There are all sorts of tiny nuances. Easter Island is famed for its colossal statues and these prompt high profile discussions of the apparent collapse of the society that produced them and of the threats to the conservation of the island and its archaeology in the present; and any work on issues of its heritage always hits the newspapers – even the tiniest thing. Today the local community do at last have a very powerful gift in their hands in managing their heritage, and equally they have had a very embittered history of enormous threats to the survival of their society and traditions, which must be touched upon with empathy and sensitivity.

From the time the island was discovered by Europeans in the 18th century the local community had all sorts of terrible things happen to it, in no small part because of European contact brought disease, and ultimately loss of access to their lands. Katherine Routledge in 1914 recorded just 250 islanders compared with a population of maybe 6,000 during the statue building period. With the increasing return of land by the Chilean government in the late 20th century, and the current role of Ma’u Henua the islanders are significantly economically empowered because they have a heritage that tourists pay a heavy Park admissions fee to see.

There are currently about 6,000 islanders and 75,000 tourists go there every year. But this means that there are things that we might think are best for Rapa Nui’s extraordinary archaeology that might not be so good for tourism. We need to take things slowly and take care in giving opinions as  ‘privileged academics’, and not for example just leap in with a comment because someone says that’ll make a great quote in a national or international newspaper.

You have to remember it’s not your past, it’s their past, and I think it’s particularly so on Rapa Nui because it’s living heritage – the statues and associated monuments still have an active meaning to the Rapanui; they are not ruins of a now dead past. So a living heritage is something you can’t dabble with and think it won’t affect people.

How did you first come to work on the island?

I was working in Italy and invited my colleague, Colin Richards who worked on similar sites in the UK to come out and see the Italian ones. He spent rather a lot of time on the beach rather than working! So I went down to the beach one day and he was reading Thor Heyerdahl’s Aku-Aku, which is a 1950s popular book about Easter Island. Colin said we ought to go visit Easter Island and when we did we were just stunned by the archaeology and its great potential for new work. It was a great leap for both of us but we ended up co-directing our AHRC funded LOC project. It’s the most amazing archaeology I’ve ever worked on.

How closely are you now working with the Island’s local community?

We are currently doing research into the impact of soil erosion on the island’s archaeology and have been working on the massive ceremonial monuments by the sea and recording the extent to which many are near collapse. Conservation-related work is a good way to be working with the local community and stakeholders, and trying to do something that they want. For instance, they will put their effort into sites that tourists would particularly want to go and see, because that makes current economic sense. For us, this concurrently generates research information about the range and distributions of different categories of archaeological site. There are however numerous archaeologically very important sites beyond the tourist trail that may be key for better understanding Rapanui’s past and we have to find a pathway between both considerations.

Currently, most media people contact me about Easter Island to ask about climate change and rising sea levels and threats to the statues and their associated ceremonial monuments which wrap the island’s coastline. In many cases it’s not actually the sea that’s the most significant problem; it’s mismanagement of the landscape in modern times and the erosional impact of increased rainfall. Huge surfaces of the island are losing their soil. There are about 1,000 statues – which people don’t realise, and a lot of them at the main site where they were quarried are buried so there might be around 3,000. They are variously deteriorating due to lichen growth and the effects of atmospheric salt which penetrates the whole island environment.

Residential fieldwork uniquely creates local friendships; we stay with a local family business for a month each year, and the family have become special friends and are very supportive.  A few years ago I obtained a bursary  for a Rapanui archaeology student, Fran Pakomi, to come over to the UK and she was  trained on our UCL fieldwork course and stayed in my house. It’s these types of visits and exchanges that maintain and solidify connections and trust with distant local communities because they are at the cross-over between work and friendships.

What’s been your best archaeological discovery over there?

I suppose that one of the most dramatic is something that people knew a little bit about, but which we’ve documented and rediscovered many more of, are the carved  giant pairs of eyes on the walls of  the statue quarry. I always remember reading that in the Marquesas they believed rock to be living and that when rock was taken for monument building, the rock regrew again. We’ve found eyes that you can no longer see by using photogrammetry .

The other one’s a bit more esoteric – it’s just how interconnected things are and how many little stones were moved and how in being impressed by the physically big (such as enormous statues) you can lose the insights provided by small scale things. The builders of the statue period took giant flat cobbles from the beach and must have moved millions of them inland to make pavements and terraces outside of the houses they built. On land, large screes of volcanic rubble were move to create rock mulch, to protect the soil. The kind of human chains involved in moving millions of stones hand-to-hand from seashore inland and redistributing the volcanic rubble is quite incredible.

In the 20th century, the local community was provided with Chilean social housing, which is now seen by many as something to be rejected and demolished. We are now studying this housing and how interestingly a lot actually incorporates aspects of ancient traditions. Now on Rapa Nui there is beginning of building a sort of Polynesia of the modern imagination and an aligned very inventive local architecture that incorporates what they and potentially tourists may think Polynesia is. It’s fascinating to live through these changes as a regular visitor and it gives and insights into local priorities.

Fieldwork in distant places, and living with a local community over numerous years, accretes to make the dynamics of ancestry and heritage recording and isolating conservation and preservation priorities a mixture of diplomacy, empathy and co-production of research to secure the futures of a living past.

UCL international student recruitment: Connecting closer to home

GuestBlogger16 May 2019

In this guest blog, UCL’s International Student Recruitment team explain the ways in which they connect with international students already studying here in the UK.

When considering UCL’s international engagement, it is all too easy to overlook the UK and assume that recruitment activity here is aimed solely at UK secondary school students.

But as we all know, education is one of the UK’s global strengths and international students come for all levels of study, not just university degrees. Having already made the choice to come to the UK, such students are more likely to remain here to pursue the next stage of their education, especially those who are here at school.

Feeder institution 

We meet international students at all sorts of events across the country such as recruitment fairs, roadshows and school visits. But we do not need to go far to encounter students who are interested in what UCL can offer them – students are enrolled with us already. The UCL Centre for Languages & Education (CLIE) offers Undergraduate Preparatory Certificates, which are foundation courses for high-achieving students from countries whose qualifications do not meet our direct entry requirements.

On average around half of these students remain at UCL (and typically a further 30% go on to other leading Russell Group universities), and departments are encouraged to liaise with UCL CLIE to connect with these students at an early stage.

Many students will move on to other institutions for their graduate study, but growing numbers choose to stay with us: We are our own largest feeder institution at graduate level. A Graduate Open Day now takes place every December, and other events are held later in the academic year such as information evenings organised by departments and faculties. Drop-in sessions run during the summer term which cater exclusively to UCL students wherever they are from, who are still weighing up their options and looking beyond their final year.

Open Days

There is a wide outreach programme for prospective undergraduates, and students are able to interact with UCL representatives at events across the UK. However, nothing beats the opportunity to experience UCL directly, and right now organisation is in full swing for this year’s undergraduate Open Days. On Friday 29 and Saturday 30 June and Saturday 8 September, the campus will be taken over by up to 6,500 visitors, all wanting to find out more about what UCL offers.

We welcome students from all over the world to our open days including students based in the EU and overseas. International students will be well represented and not just those who are already studying in the UK. The timing of the events coincides with the summer holidays for many schools overseas, and students from all over the world take advantage of the opportunity to explore all aspects of UCL, from the academic to the social. Current students from many different countries work as ambassadors at the event, sharing their advice and experience.

Increase in campus tours 

Not everyone can visit at this time, especially those students who live overseas, so the number of campus tours throughout the year has been increased to give more prospective international students the chance to see and experience us for themselves.

Linking with international students who are already in the UK will continue to be an important element of our recruitment strategy. Making sure that we are open for business on campus so that we build on an existing interest in the UK and turn it into a desire to come – or stay – at UCL remains a high priority.

If you would like more information on the Open Days please contact: Hayley Simpson (Graduate) and Sandra Baerens (Undergraduate)

UCL Medical students: How our new app could transform global healthcare services

GuestBlogger20 February 2019

By Abdulkadir Elmi, Abdel Mahmoud and Yasmin Abedin

Student founders of Beba with UCL provostThrough research into global health during our Medicine degree at UCL, we were constantly faced with shocking statistics. For example, did you know that at least 50% of the world’s population do not have access to essential health services? Yet, there are more mobile phones than people in this world.

So, we asked ourselves, if most of the world’s population has access to SMS technology, can we leverage this to deliver a simple and accessible service?

So we built Beba.

The concept is simple: Beba leverages SMS technology to provide digital healthcare, beyond the hospital, to mothers and children in resource-poor settings.

Extending the reach of healthcare

Using natural language processing via an intuitive chat interface, Beba extends the reach of essential healthcare by using software to enable clinicians to ‘on-board’ mothers during their first antenatal care visit.

Once mothers are signed up, they can use our service to address their various healthcare needs. For example, mothers can retrieve their healthcare records, request or change appointments and receive tailored health advice via SMS.

Identifying red flags

Beba will also send vaccination reminders and milestone checks for her baby. Should red flag symptoms be identified, appointment booking suggestions are sent to mothers to enable immediate contact with the relevant healthcare provider.

Quality of care increases while the burden of work for clinicians decreases.

Research has shown that SMS reminders help increase the rate of medication adherence (Montes et al., 2012), non-medication treatment adherence (Balato et al., 2013), and vaccination coverage (Stockwell et al., 2014). As proposed in the ‘transtheoretical model of behaviour change’, these reminders can serve as cues to help facilitate behaviour change and improve health outcomes (Prochaska et al., 1994).

We were extremely honoured to present our company at UCL’s annual ‘Celebrating Global Engagement’ event, welcoming kind words from various senior UCL staff members including our very own Provost and President, Michael Arthur.

Improving health of newborns and mothers 

Our solution has many benefits to society. We work to strengthen existing healthcare infrastructure and improve the health of both newborns and mothers alike. Through our vaccination reminders, Beba improves the health of a society. Vaccines are essential in reducing and maintaining a low burden of communicable diseases. Prevention of diseases is key and has financial benefits: for every $1 invested in child health, the state recoups $13 over their lifetime.

The most exciting news is that we have partnered up with the charity Maternal Aid Association (Maa), and will be launching our service this summer in Bangladesh. We believe this is just the beginning of our journey in transforming healthcare for mothers and children across the globe.

Visit the Beba website 

Ask an academic: Dr Jennie Golding

Sian EGardiner28 January 2019

Dr Jennie Golding is a lecturer in Mathematics Education at the UCL Institute of Education (IOE). Her research focuses in particular on teacher development for policy change in both the UK and a variety of second and third world contexts.

Jennie regularly works with teachers, policy makers and teacher educators in developing countries to support the growth of evidence-based, effective maths education. We spoke to her to find out more about her recent work in East Africa, supported by a UCL Global Engagement Fund (GEF) grant.

You started out as a mathematician and moved into teaching – what interested you in education?

I had enjoyed working with three-18 year olds on a voluntary basis – and I think enjoying being with young people is really important. Then I began to analyse the different functions my teachers at school and university had played, and to appreciate the difference a good teacher makes to clarity and enjoyment of the subject I love.

The rest is history – except that after a long career classroom-based, but working in teacher development alongside that, in this country and the developing world, I felt I wanted to capitalise on that by moving into HE.

You were among recent recipients of UCL’s Global Engagement Funds (GEF). What led you to apply for the funds?

I have a passionate belief in the power of education to transform individuals and society – and in equitable access to that. In particular, young people can’t access 21st century science and technology without knowing mathematics in a meaningful way – and yet, many developing countries have an education tradition that majors on rote learning, and teacher as authoritarian and source of all knowledge.

The initial GEF funding enabled me to engage with, and visit, a range of teachers in Tanzania so I better understood their context – but more importantly in the long term, to meet and begin to work with teacher educators and mathematics education researchers in the region.

In August 2018 I was able to build on that visit by working with researchers from across East Africa, who identified the development of teacher educators in the region, together with the policy-related local research capacity, as the most effort-effective focus.

You were recently in Uganda, following up on the project. How did the visit go?

I was running a course for primary mathematics teacher educators from across East Africa, alongside teachers from each of Uganda, Tanzania, Kenya and Rwanda, focusing on developing active learning with meaning-making – in ways that can be enacted in low-resource classrooms with sometimes up to 180 learners.

That took quite a lot of preparation and background work, and needs to be refined further, but was exciting, stimulating – and as always, humbling. And Uganda is such a beautiful country!

How will you measure the project’s success?

We know from a multiplicity of sources that it’s important for embedding of course learning that teacher educators and teachers take this back to their local contexts, explore, adapt and experiment with it in manageable ways; are supported to reflect on what they’re finding at frequent intervals; and gradually commit to new ways of working in collaborative ways. So all the course participants now have three months’ supported distance learning, during which they have three assignments.

Already participants are talking of the course as ‘life-changing’ for both them and their learners, but of course, the proof of any success will lie on the ground in their home contexts. Importantly, I’m also following up these teacher educators’ experiences in a systematic way together with a Ugandan mathematics education researcher, to mutual benefit since I have more research expertise than she does, but she can access participants’ experiences through use of their home language.

Along with Tanzania and Uganda, you’ve worked in countries including Kenya, Nigeria, South Africa, Armenia and Jordan. Why do you think it’s important to work on a global scale?

Essentially, I do believe we are global citizens − and in this country, we’re exceptionally privileged in the opportunities we’ve had available to us, especially in education. So I think there’s a moral imperative to share the fruit of those opportunities. But I also believe there is always so much to be learned from working in different contexts and cultures, so that although I’ve been lucky enough to have a variety of overseas opportunities, I’ve always returned having learned at least as much as I’ve given.

Professionally, working in low-resource contexts has helped me focus on what are the essentials, the core of my work as a teacher and mathematician, and that’s been really exciting.

What’s your best memory from these global experiences?

Where to start? I think the core satisfaction has been when the mathematics has begun to make sense to teachers and teacher educators in ways they’ve not expected or experienced before.

One teacher educator in Uganda said at the end of the face to face course, ‘I had no idea there was a mathematical world out there that’s just so beautiful – and such fun’ – and if teacher educators have ‘caught’ that, there’s hope then for it to spread to young people in classrooms. That’s immensely satisfying.