The international student learning experience: bridging the gap between rhetoric and reality:
The rhetoric of internationalisation claims that one of the main reasons international students are welcomed to the UK is because of the fresh perspective they bring to the learning situation. Many international students, however, experience a reality that does not match the rhetoric. Success is measured in different ways and the responsibility for adjusting to the new situation seems to be placed wholly on the student. There is little evidence that institutions are adapting the delivery of the curriculum to take account of the varied learning styles and make the most of their international students. This presentation will explore issues of institutional responsibility in the international student learning process: who does it, whether it is negotiated or imposed and whether a move from cultural imperialism to cultural synergy can be adopted to maximise the potential of the global education market.

Enhancing the student experience: global education and integration
This presentation outlines Sheffield Hallam University's international student support strategy and the ways in which it has set out to encourage integration between different cultures and nationalities through an international curriculum and cross-course activity. These developments include tandem learning, volunteering, cultural adjustment and a module on British culture - each designed to enhance global awareness for all students. Initiatives in staff development, support for learning and mentoring have also contributed to a major shift in the university's international strategy and embracing the diversity of knowledge, experience, language and culture in modern UK society.

Internationalisation begins at home
The UK has the most diverse student body in the world. This gives us the ideal environment to create a truly international education. One barrier to this is the reluctance of UK students to embrace the opportunities afforded to them. While work is done to assist in the assimilation of overseas students to UK higher education, less work has been done to ensure that UK students have the skills to benefit from the new educational environment they find themselves in. One of the most common complaints in international student satisfaction surveys is the lack of contact with their UK counterparts. This paper looks at how we have addressed the issue of students from different academic cultures joining UK programmes. Looking to how other countries embrace internationalisation, it goes on to suggest practical methods to ensure that UK students engage with and ultimately benefit from this influx of overseas talent.