STUDENT EXPERIENCE EXPLORING THE USE OF 'WECHAT' AS A SOCIAL MEDIA TOOL TO ENGAGE CHINESE STUDENTS UNIVERSITY OF SHEFFIELD - UKCISA
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Student experience
Exploring the use of ‘WeChat’ as a
social media tool to engage Chinese
students
University of Sheffield
Background to the project UK, but the majority of these accounts The project enabled the University of
are created for marketing purposes. Sheffield to develop a better
The University of Sheffield currently By recognising the popularity of understanding of the needs of Chinese
has over 4,000 Chinese students and WeChat among Chinese students, this students and how services provided
an alumni network of over 11,000 project aimed to promote the could be improved to support them
students. Engaging with Chinese international student support services better. The university also benefited
students, encouraging their integration available at The University of Sheffield from this project in engaging with
with British culture, and creating and for Chinese students, with a special Chinese alumni and subsequently
focus on immigration, integration and supporting student recruitment,
promoting a globally-minded culture
career placement and development experience and employability.
within Sheffield have become the key
elements of the university’s opportunities. This is also a
Internationalisation Strategy. To continuation of the work that the
University of Sheffield has been Set up and evaluation
effectively engage the Chinese student
community, innovative communication implementing on engaging Chinese
The International Student Support
channels need to be explored and students and understanding their
team and the Careers Service team
utilised. particular needs.
worked together and created a public
WeChat account in April 2016.
From past experience and preliminary Building from the experiment, this
research, we realised that traditional Project outcomes project was launched to further
social media platforms do not attract explore the use of WeChat.
many Chinese students. This is The strength of this project lies in the
partially due to the fact that these fact that it is one of the first to explore The project was collaboratively
social media platforms have been the use of WeChat as a social media managed by the International Student
blocked in China. Very few Chinese tool to promote international student Support Team and the Careers Service
students have Twitter or Facebook support services and to engage at the University of Sheffield. The
accounts when they arrive in the UK. Chinese students. Information project team was expanded in early
In addition, Chinese students have a published via the WeChat account 2017 with two student assistants to
cultural tendency to rely on their peer helped Chinese students realise the form a WeChat working group. All
group as the main source of benefits of learning about British members in the group met on a
information. Often, information sent culture, engaging with the range of regular basis and worked
from the university via emails or student communities, and integrating collaboratively on the project. The
Facebook, is overlooked by this group with the city and other international team composed and published posts
of students. students to form part of the wider (see below), responded to queries,
#Weareinternational campaign. It is a monitored subscriptions, conducted
WeChat, also known as ‘Weixin’ in trusted university channel for Chinese questionnaires, focus groups and
Chinese, is a social media app students to receive first-hand and interviews, analysed data collected
developed by Tencent in China. This immediate information on immigration, from students and made
project found that WeChat has been integration and placement improvements on the forum.
used by a number of institutions in the opportunities.
Grants Scheme 2016-17: A report on pilot projects supporting the international student experience in the UK 3
An ‘Ask the WeChat team’ event to promote online app
Our initial posts focussed on the area The project was also evaluated by Stage Timescales Milestones
of providing information on monitoring students’ participation in 1 August – mid- Promoting the WeChat
immigration and integration as well as careers service events. For example, October 2016 account
employment placement opportunities before it was promoted by using 2 September – Communicating and
December 2016 improving content
for current Chinese students. For WeChat, an employability skill session
3 December 2016 First round of data
immigration advice, it provided for international students organised by – February 2017 collection
information on renewing a Tier 4 the Careers Service had fewer than 10 4 February – May Data analysis,
student visa, working conditions, Tier registered students. After the session 2017 improving content
based on feedback
4 student visa responsibilities, was promoted on WeChat, the from the first round
safeguarding of BRP and visa number of students registered data collection
implications on change of programme. increased to more than 100 overnight. 5 April – June Second round data
2017 collection and analysis
Later, we added information on 6 July 2017 Final evaluation and
applying for a Schengen visa, the A final evaluation meeting was also report write-up
Doctorate Extension Scheme, Tier 2 & conducted within the WeChat team.
Tier 5 visa routes, and inviting family Everyone who had been involved with
members to visit the UK. Our account the project participated. Data Challenges
also gave students information on collection and analysis, student
‘Global Campus’ which is a series of feedback, and changes introduced on There were several challenges in the
events and workshops that help the WeChat platform were discussed, running of this project:
students to settle into life in the UK and a plan for future work was drawn
and gain as much as possible from up. §§ For staff, committing time to take
their experience at the University of on the project in addition to daily
Sheffield. In addition, the account Timescale job responsibilities proved difficult.
advertised placement opportunities This was especially challenging at
specially created for Chinese students, The project ran from August 2016 to the early stages during the busiest
and shared practical guidance from the end of June 2017. The work was period of the academic year, ie
preparing a CV to ‘best performance’ carried out in five stages as outlined September to early November. As
at interviews. below. the project progressed, the WeChat
account attracted more followers
The project was (and will continue to and the expectation on the quality
be) evaluated by student feedback of the content also increased. This
through an online questionnaire, meant greater effort was required
informal focus groups and interviews. on preparing and composing posts
Grants Scheme 2016-17: A report on pilot projects supporting the international student experience in the UK 4
Key findings and learning
points
Questionnaires, focus group and
interviews were used to gather student
feedback on the work produced by
the WeChat account. Key findings and
learning points are:
§§ Cross-platform promotion is
essential. For example, working
closely with the university’s other
social media channels including the
WeChat/Weibo accounts (mainly
used for marketing purposes),
Facebook and international student
e-newsletter. Based on this
principle, the project team worked
collaboratively with other key
sections at the university, including
the Confucius Institute, the
Students’ Union, the Corporate
Communications team and the
Chinese Students’ and Scholars’
and engaging with students. improvement. The feedback, focus Association.
§§ It was challenging to make group discussions and WeChat §§ The students who are following the
improvement in addition to content produced are useful to create WeChat account use a wide range
maintaining the daily operation, due a sustainable resource depository. The of social media channels, but
to team capacities. Extra resources WeChat account has become an WeChat is their choice when asked
had to be obtained from other important and powerful additional to choose only one social media
channels to fill the staffing budget social media platform to widen student platform. Students are pleasantly
gap. awareness on the support services surprised that the university created
§§ The data collection process took available at the university. In the longer a WeChat account and welcome
much longer than planned because term, it would be useful to embed the this as an additional communication
of the difficulties in recruiting a project in the standard services channel on social media.
sufficient number of students to provided for international students. §§ The followers are not limited to
take part in the questionnaires, Possible options include employing a Chinese nationals. The number of
focus groups and interviews. student editor, or a student or staff postgraduate taught student
Although announcements were volunteer to set time aside to work on followers is higher than the number
made on WeChat repeatedly and the WeChat, similar to the way the of undergraduate students. The
incentives were provided for University currently manages other account has more female followers
participation, the response rate was official social media channels (for than their fellow male students.
not as good as had been expected. example, Facebook, Twitter and §§ Student preference on when to read
The reason behind this was Instagram). The continued running of posts on WeChat varies, but the
unknown, but busy study schedules the WeChat account also provides most favourable time is after 6pm in
could be a contributing factor. students with opportunities of working the evening.
in a UK office environment, which §§ There is no particular preference
further develops their employability among students on the language
Sustainability skills as well as enriching their used in a WeChat post; that is, it is
experience in the UK. This matches not necessary to publish posts in
Thanks to the UKCISA grant and the the initiatives of the Careers Service’s Chinese to attract readers. The
support from various departments at placement programme, which results from both rounds of data
the University of Sheffield, the WeChat provides students with a bursary as collection point to the same
account has been further developed well as mentor support. conclusion.
since it was initially created in April §§ The types of posts that attract more
2016. More resources have been reads and engagement are in the
made available to gather student subjects regarding university
feedback and this resulted in further achievements (ranking,
Grants Scheme 2016-17: A report on pilot projects supporting the international student experience in the UK 5
development and alumni), emotional
topics and events. For example, the
top three popular posts on the
WeChat account are ‘Our university
rises in QS world ranking, we are
top 100!’, ‘Students vote university
of Sheffield top of Russell Group
and third best university nationally’
and ‘Celebration of the Lunar New
Year’. Student feedback confirms
that they are proud of the
University’s achievements and
therefore prefer to share posts on
these topics with their friends and
families. This also shows that
original content is the key to
attracting readership.
§§ Students prefer the posts styled
with more visual elements such as
pictures, embedded videos, etc.
Plain text with detailed instructions
does not generate great interest. In addition, posts on topics about Recommendations for other
§§ It has not been an issue to manage available support services at the UK institutions
queries posted on WeChat even University, for example, guidance
though there is a 48-hour time limit on academic conduct and appeals, §§ To set up a WeChat public account
on replying to a query. An automatic chaplaincy service and counselling is easy and free. However, it is not
reply is in place to ensure that service, attracted great interest straightforward to make the
students can always contact the among our followers. Students account a verified one. To do so, a
WeChat team by email as an commented on WeChat that such China Business License is required
alternative. information is vital for their study and this can be difficult for
§§ It is important to publish information and life at the University, but they organisations outside China.
when students need it the most. were not aware of the procedures Unverified accounts still work but
Posts are archived in different and support before reading the these will be shown as personal
categories and keyword search information on WeChat. accounts rather than official
function is added to help students accounts on WeChat.
find the relevant information more This lack of awareness was the §§ To promote a WeChat public
easily when needed. case across all areas that the account, the most effective way is
§§ Student feedback collected from WeChat account aimed to to display the QR code of the
focus groups and online promote, including immigration account whenever and wherever
questionnaires show that Chinese advice, integration programmes possible. Planning online and offline
students are not aware of the full and placement opportunities. events can also help attract
range of student support services §§ The WeChat account not only helps followers. For example, the WeChat
available at the university. For the university to recruit students, team organised an online Q&A
example, one student commented but also helps to build a closer event and offline ‘Ask the WeChat
‘More information about how to relationship with them. Throughout team’ events followed by prize draw
adapt new culture and study the project, the team got to know activities to spread the word and
style would be helpful. … If many students through both online promote the account.
someone (had) told me about all interactions and offline events. §§ A public WeChat account is not just
the services I can get from the Students provide valuable feedback another official platform to
university such as workshop and suggestions on the WeChat disseminate official news. It is useful
from 301, writing advisory account, which subsequently to post interesting content on a
service and career services at improves the service provided regular basis so that student
the beginning of the semester, I through WeChat. This platform followers can feel that they are
guess life would be easier.’ creates a better understanding and receiving special attention. In
a stronger bond between Chinese addition, students may decide to
students and the University. follow the account if they read an
Grants Scheme 2016-17: A report on pilot projects supporting the international student experience in the UK 6
interesting post shared by existing Mandarin) (email project lead to
followers. To grow the subscriber request)
base, it is essential to make the §§ WeChat backstage demonstration
content interesting so that people PowerPoint (email project lead to
are willing to share. request)
§§ It is important to have a dedicated §§ Two facilitators who can speak The University of
member of staff or a team in place Mandarin. Sheffield is on
WeChat
to manage the account. One of the
most important elements in
managing a public account is to Further information
engage with the followers. Having a
dedicated team to communicate This project was run by Fang
with students is also a useful way Zheng, International Student Adviser,
for the University to establish closer The University of Sheffield Receive updates about immigration
information, social events, job fairs
relationships with them. and placement opportunities both in
the UK and in China on our WeChat
public forum.
§§ Support from student assistants is Contact: Just search 谢大国际学生服务or scan
another important factor to f.zheng@sheffield.ac.uk the QR code.
consider. Student assistants have http://www.sheffield.ac.uk/
much more in-depth knowledge
and experience in using and
managing the WeChat account.
They help write the posts in
appropriate language to the target
audience. This identifies less well
known university information and
services to the Chinese student
population. Use of popular ‘internet
language’ (the informal language
used on the internet that people
often adopt to simplify and update
formal language) could also
generate greater interest from
student followers.
§§ Public WeChat accounts are
restricted to one post a day
although there is a function
available to include different topics
within one post. It is therefore
essential to plan ahead about what
to put in a post and when to publish
in the academic cycle.
§§ Involving students is incredibly
powerful. A lot of feedback from
students is gathered and this forms
the foundation for the work and the
improvement required. It is crucial
to understand what students want
and need and how they prefer the
information to be delivered.
Resources
§§ WeChat promotional flyer, poster,
postcard and plasma screen slides
§§ Templates for questionnaires/focus
group/interview (with translation to
Grants Scheme 2016-17: A report on pilot projects supporting the international student experience in the UK 7
International student
web video information
University of Dundee
Project aims experience and therefore be of
importance to institutions and the
The overall aim of this collaborative sector as a whole.
project between Student Support
Advisors, the International Advice
Service and current international Outcomes
students was to create a series of
short accessible videos. These online Six videos have been produced
resources for international students featuring international students talking
will enable new international students about their personal experiences. The
to better prepare themselves to come videos can be found on the university
to university in the UK (particularly website on the International Advice
Project set-up and evaluation
Scotland) and help them adjust to Service pages and have links from
living and studying in a new country, other places on the university website,
The project team invited international
culture and climate. eg Welcome pages and online student
students from different countries to
toolkits. They will be utilised at
help us make videos by speaking
welcome events for new international
about their experience of different
Rationale for the project students and on flat screens in our
aspects of living in the UK/ Scotland.
new “Global Lounge” when it opens in
We were successful in finding students
Feedback from international students mid-October 2018.
to represent Asia (Pakistan and China),
told us they would like more (See the end of this report for a link to
Africa and Southern Europe. We were
information and knowledge on a range the videos).
unable to get someone from either
of subjects with regard to living and North or South America. We invited
studying in the UK/ Scotland, for the students to meet with the staff
instance, weather/climate, time Background
organising the project and the
(daylight hours in winter/summer), professional videographer who would
academic differences, language, food, University of Dundee sits within the
be filming and editing the project. After
and culture. These are some of the city of Dundee (with a population of
consultation and a discussion with this
most common aspects of changing 148, 270 in 2016) in Scotland. The
group of international students, six
country that had the most impact on university has 18,000 students from
topics were chosen for the videos.
students personally and they needed 145 countries and 3,000 staff from 72
These were:
some time to acclimatise to these and countries. It has around 15,000
§§ Accent
adapt. By using the personal students on campus of whom 3,000
§§ Asking for help
commentary of actual international are international (this includes EU
§§ Culture
students on the videos we believed it students). There are nine academic
§§ Environment
would help to address the needs of schools and a range of directorates,
§§ Food
incoming internationals making that including Professional Services, one
§§ Social life
transition. We also thought that if of which is Student Services.
student expectations can be Internationalisation is key to the
Initially we thought we would use
realistically managed by providing university’s strategic aims: see www.
scripts for the videos when we were
information and support, in this way, dundee.ac.uk/international/
planning the project, but it was
to new international students this internationalisationattheuniversity.
decided after our discussion with the
could enhance the overall student
Grants Scheme 2016-17: A report on pilot projects supporting the international student experience in the UK 8
students and the videographer that it 2016 to plan the project with the Challenges
was better that they were unscripted, members of staff involved.
as it was more natural. The students §§ Working with many different
involved then decided what they October 2016. Initially we asked students with different time
would say about the different topic international students to come to a commitments proved to be
areas they had chosen to cover. meeting in early October if they wished challenging as our plan to have
to participate in the video project. everyone together doing the filming
Our original plan was to gather the After this initial discussion, it became was not feasible.
students together to film the videos at clear that our original planned §§ We had to fit in with the other work
one time and provide lunch for them timelines were unlikely to happen, that the professional videographer
collectively on the day of filming. This particularly as all the filming could not had planned.
plan had to be re-thought as it happen on one day as originally §§ The weather had to be taken into
became clear that the students would anticipated. account as we had chosen external
have to be filmed individually on locations on campus. This was
different days to fit with their November 2016. The filming was not quieter and there was less likelihood
schedules and other commitments. completed until the end of November. of interruptions than inside buildings
The videographer liaised directly with during the semester although we
the students around their January 2017. The first edit was did have to factor in occasional
commitments and also his own available. sirens and aircraft noise.
schedule. This meant that he could §§ We also had to take into account
spend a bit of time with the students February 2017. First viewing of the the views of our External Relations
ensuring they were relaxed and not rough edited version was available. team within the university as they
looking anxious or nervous whilst they The team suggested further edits and manage the website content and
were being filmed. As we had chosen additional filming. The videographer this led to delays in getting students
to film outdoors around campus we had to make arrangements with some to see the videos and give us their
could also ensure that the weather of the students and one of the feedback.
was suitable for filming. International Advice Team to do the §§ The extra edits and filming required
extra filming which took a few weeks meant using the budget allocated
After filming, a rough edit was to organise and complete. originally for catering.
prepared by the videographer. This §§ Staff availability due to sickness and
was then viewed by the staff involved April 2017. We invited the students leave also impacted on our
in the project and some of the senior involved to come and view the videos estimated timescales.
managers within Student Services. in April – those unable to attend were
Some further minor edits were sent the videos to view. As the videos
required and some additional filming. had not yet been seen by our External Sustainability
This was carried out over the following Relations team we could not get them
month, again taking into account the uploaded in April as planned. The The videos should be useable for
commitments of both the students feedback from the team meant some several years as the topics the
and the videographer. The final further captioning was required. students are talking about on the
footage was then shown to the videos are not going to change. The
students involved. The two students August 2017. Videos were in place on project should be able to be replicated
who could not attend the screening our International Advice pages for in other universities using their own
were sent the videos. Once the videos August 2017 to use during our international students.
were completed they were shown to welcome activities for new
one of the university’s External international students in September
Relations managers for final approval 2017. We planned to evaluate the Learning points
for use on the website. This took videos (see Appendix) in October
longer than anticipated and delayed 2017 with our incoming students We would allow more time for the
the evaluation process until October using an online survey, which is project and also devote a larger
2017. considerably later than originally budget to the videography to cover
planned. We aim to share this with further editing or filming required. It
UKCISA in January 2018 and it will be may have been better to involve our
Timeline available on the UKCISA website. External Relations team earlier.
September 2016. There were two
initial meetings held in September
Grants Scheme 2016-17: A report on pilot projects supporting the international student experience in the UK 9
Recommendations for other 1a. If yes, are these videos helpful
UK institutions to you as a new international
student?
§§ Ensure that you have a professional Yes
videographer with the ability to do No
editing as this makes the process
easier for both the students and Unsure
staff involved. The end result is
much better – more professional 2. When do you think these have been
and watchable. most helpful to you as a new
§§ Budget for any extra editing and international student?
filming that may be required. Before applying for a place at
§§ Having a small project team and not university
too many students involved helps to On arrival at the university
make the project more manageable. Some time after arrival at the
§§ Involve students: they like to be university
asked and to get involved. Unsure
§§ It is important to get a balance of
viewpoints from different 3. When would you suggest that new
perspectives and cultural international students should be
backgrounds. able to see these videos?
§§ Get your web team involved at an
early stage. 4. Are there any other topics you
would like to see available for new
Further information international students on video?
This project was led by Joan 5. Where would you suggest that
Muszynski, Student Support Advisor these videos be best placed for
j.m.muszynski@dundee.ac.uk new international students to view?
and University International Advice
Susan Scott, International Support website pages
Advisor Admissions pages for
s.d.scott@dundee.ac.uk international student applicants
International Advice Service, University’s Welcome pages
Student Services, University of University Facebook page
Dundee YouTube
Other (if other please state)
Link to the videos:
https://www.dundee.ac.uk/ 6. Is there anything else that you
international/support/ would like to say about the videos?
Appendix
Proposed evaluation for international
Above and on page 7: stills from six videos
student web video information project,
featuring international students talking
University of Dundee.
about their personal experiences about
1. Have you viewed the International
living and studying in Scotland.
Student Videos about living in the
UK/Dundee on the International
Advice website page?
Yes
No
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