Written evidence submitted by the London
School of Hygiene and Tropical Medicine (SV8)
EXECUTIVE SUMMARY
This submission outlines specific concerns of the
London School of Hygiene & Tropical Medicine on the UKBA's
proposed reforms to the student immigration system. As a leading
institution worldwide for research and education in global health,
we believe the reforms would negatively impact on our greatest
reputational asset—the cultural diversity of our students—and
on our capacity to attract the highest quality international postgraduate
students. Such students are key drivers of quality research and
thus the reforms would impair the School's standing, the UK's
leading position in global health and the UK's contribution to
international development. Examples of the value of international
students to the School, to the UK and to the wider global health
community are presented.
1. The London School of Hygiene & Tropical
Medicine is a leading institution worldwide for research and postgraduate
education in global health. Part of the University of London,
the School is the largest institution of its kind in Europe with
a remarkable depth and breadth of expertise encompassing many
disciplines. It is one of the highest-rated research institutions
in the UK and has an outstanding reputation for its education
and training programmes. At any point in time, students at the
School come from over 100 countries and our alumni are present
in 180 countries. The School is truly an international institution
and the cultural diversity of its students and staff is one of
its strongest reputational features for those who work and study
here.
2. The School is therefore concerned at any changes
to the student immigration system which would impair our ability
to continue to attract the best students from around the world.
We believe that the changes proposed, whilst in part addressing
remaining areas of abuse and simplification of the current system,
also threaten to deter genuine students from studying in the UK—both
through the actual changes proposed and by creating a perception
that the UK does not welcome or facilitate admission of international
students. With the growing number of competitors elsewhere, even
for specialist institutions such as the School, and the current
economic circumstances which UK higher education is in, any actions
which deter international students risk being very detrimental
to the sector.
3. Of particular concern to the School among
the proposed changes, which we believe will result in fewer international
students coming to study with us in London, are:
- (i) The restrictions on dependants to only
those studying for longer than 12 months—our taught Masters
courses are of 51 weeks duration although international students
are normally issued a visa for approximately 15 months. The proposed
restriction would thus be open to interpretation as to whether
Masters students would qualify for bringing dependants or not.
Many of our students, especially those from low and middle income
countries, are mature mid-career students with dependants, thus
restriction of dependants would have a negative impact on this
significant group.
- (ii) The prohibition of work by dependants—we
believe this will significantly deter international students with
dependants from considering the UK for their studies as the cost
of maintaining the family in the UK would be prohibitive. This
would be especially true for postgraduate research students who
spend three to four years in the UK.
- (iii) The restrictions on work by location
and timing—this proposal appears to penalise all international
students in an attempt to curb abuse of the current system. It
is not clear that the proposal would address such abuse and yet
the proposed restrictions are likely to lead to isolation of students
from local communities—a particular concern for long-term
students such as postgraduate research students. It also fails
to recognise the nature and timing of postgraduate study, especially
research degree study where study and employment timings can be
considerably flexible.
- (iv) The 2-year Post Study Work visa is an
attractive feature for international students and its proposed
closure would serve to reinforce the negative message to international
students that the UK sees little benefit of them beyond their
study fees.
- (v) The proposal that students should return
home to extend their visa - for example in progressing from Masters
to a postgraduate research degree—would be a detriment to
the ease of progression. It is both costly and time-consuming
to return home to apply and could risk timely start or completion
of their studies.
4. We put forward the following points on the
value of international students to the School, to the UK and to
the wider global health community.
- (a) Among our students attending courses
in the UK, all of whom are postgraduate, 40% of our Masters and
45% of our research degree students are international, ie are
from outside the EU. Demand for the School's courses continues
to grow—international student numbers have risen from 291
in 2001-02 to 432 in 2010-11, an increase of 48%, as have those
from within the EU (including the UK) such that the percentage
of our students who are international has remained steady over
this period. This growth in students attending courses in London
has taken place alongside the establishment in 1998 of our distance
learning (DL) programme. Sixty per cent of DL students are based
outside the EU and numbers have grown from approx 400 in 2000-01
to 2800 in 2010-11, an increase of 600%. These figures highlight
both the demand for the School's courses but also that the demand
for studying in London is undiminished even when home-based alternatives
are available.
- (b) The cultural diversity of the School's
students and staff is one of its strongest reputational features,
giving outstanding international networking and professional collaboration
opportunities. Any changes to the student immigration system which
damaged the School's international diversity would substantially
impair our capacity to recruit students, not only internationally
but also from the UK and other EU countries. The value of the
international diversity is illustrated by the following comment
from a UK student:
"The cultural melting pot that is LSHTM is perhaps
the best and most fulfilling aspect of being at the School and
one that I had not considered when applying. From the very first
day there are opportunities to work with, learn from and make
friends with people from across the globe. Sharing experiences,
knowledge and cultural understanding has broadened my horizons
far more than the academic course alone."
- (c) The School has research collaborations
in over 100 countries. Many of these were initiated through relationships
developed during a student's time at the School, especially that
of research degree students, and/or have a strong student presence
in their current activity. These collaborations are vital to the
School's maintenance of its leading research position, nationally
and internationally, and bring access to a wide range of international
research funding sources (especially critical in the current constrained
UK economic climate). International students therefore contribute
to the UK's research effort and competitiveness.
- (d) Most (>60%) of the School's international
students are from low- and middle-income countries who return
there, or to similar settings, to take up positions in government,
NGOs, academic institutions etc. Furthermore, many of our other
international students (most of whom are from north America),
go on to careers which base them in low or middle income settings.
That is, our international students come to the UK to study but
pursue subsequent employment elsewhere. Although the DLHE survey
does not cover international students, our own alumni tracing
studies show very high employment or further study (>90%) with
fewer than 1% classifying themselves as unemployed.
- (e) As an example of the value of international
students to the wider UK community, our international students
are significant contributors to the School's award-winning young
scientists programme which offers work experience opportunities
to school students, primarily from disadvantaged schools across
London.[3]
- (f) The profile and employment destinations
of our international student body also illustrate the significant
capacity-strengthening role that the School has and our contribution
to international development. This contribution is widely acknowledged
in international agencies, national governments and academic institutions
etc. The School, its students and its alumni thus act as strong
ambassadors for the UK's efforts in the international development
arena. An example of that recognition was the School being the
first UK and the first academic institution to be awarded the
Bill and Melinda Gates Award for Global Health in 2009.
January 2011
3 Further information is available at www.lshtm.ac.uk/aboutus/volunteering/ysp/ Back
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