It is often argued that the experience of studying abroad carries benefits both academically and beyond. Students gain insight into different cultures and increase self-esteem (Langley and Breese, 2005); student mobility fosters global citizenship (European Commission, 1999; Scottish Executive, 2007a). The Bologna Declaration of 1999 (European Commission) recognised a ‘Europe of Knowledge’ as an ‘irreplaceable factor for social and human growth and as an indispensable component to consolidate and enrich the European citizenship’. Putting the aspirations of this Declaration into practice, the Bologna Process aims by 2010 to create a European Higher Education Area ‘in which students can choose from a wide and transparent range of high quality courses and benefit from smooth recognition procedures’ (European Commission, 2007). In recent years increasing attention has been given to evidence of economic benefit for host countries and HEIs: an average overseas student taking a 4-year degree invests up to £50,000 (Scottish Executive, 2007a) and the total value of international students to the UK economy is nearly £6 billion (Lenton, 2007). Student mobility is not confined to movement within Europe. Statistical information about students in higher education at Scottish institutions during academic year 2005/06 show that while 18% were from overseas (an increase since 2004/05), over 70% of these came from non-European countries, particularly China, and that student numbers from India were increasing. British Council figures suggest that over the next 15 years the international market in higher education will expand by 37% and that for the main English-speaking destination countries of Australia, Canada, New Zealand, the United Kingdom and USA the growth rate is expected to be over 40% (Scottish Executive, 2007b). All of this suggests a climate in which foreign students are viewed as central in fostering international understanding and economic growth. But while there is plenty of evidence pointing to their value in relation to the latter, there seems to be little recent research (i.e. from the last ten years) into what they learn that is not part of taught courses (Langley and Breese, 2005; Stephanson, 1999; Laubscher, 1994), and such evidence as exists is inconclusive about the personal growth and attitude changes that result from study abroad (Sell, 1983). Given the current push for student mobility, therefore, it seems timely to investigate this. What impressions of the host cultures do foreign students carry away with them? Do they in fact gain greater insight into the cultures in which they are studying? Is global citizenship fostered, or are prejudices confirmed?

The research question being explored in this ongoing study is ‘What is it like to be a foreign student?’ This is phenomenological research using an epistemology of the unique to the particular (Griffiths and Macleod, 2007), seeking to understand the motivations, experiences and impressions of teacher education students from overseas who have come to Britain (Edinburgh) to study. This being the case, qualitative methods are considered the most appropriate. Data will be gathered through intensive, one-to-one, semi-structured interviews of one to one and a half hours in length, with a maximum of 20 students currently studying in Edinburgh. To ensure a rich mix, they will be from different national and cultural backgrounds and studying on a variety of courses. To facilitate analysis of the emerging themes we will be using a software package such as NVivo or FileMaker Pro.

The findings of this study do not seek to be generalisable, although they should be of interest to any higher education institution hosting students from abroad, and may form the basis for a further and wider study. We are currently piloting our interview schedule which seeks information about students' motivations, aspirations, life and study experiences in Edinburgh (including friendship patterns), impressions of Edinburgh and its people, and students' judgements about the value of the experience of studying abroad. In all of this we shall also be exploring students' triumphs and difficulties, and asking about the source and value of any support they receive. The paper will report interim findings.