While the name change was developed independently at each university, leaders at both institutions told The PIE News they arrived at remarkably similar conclusions – traditional labels such as “language institute”, “foundation studies” and even “international” no longer reflected the breadth of their work.
At Warwick, the former Warwick Foundation Studies department was supporting students through foundation pathways, pre-sessional and in-sessional English provision, short courses and academic skills development.
“It did not express the full breadth of what we do, and it confused people when we talked to them,” said Nina Anne Lawrence, director and head of department at Warwick Global Academy.
“We are not just international student-focused. We do some home student activities as well, so I didn’t want the word ‘international’ that was exclusive and didn’t include the home students.”
“Global seemed like a really good word because we’re all global citizens,” Lawrence explained. “Academy gave us the prestige that helps people understand the importance and significance of the activity that we do.”
At the University of Reading, a similar process led to the retirement of the institution’s International Study and Language Institute (ISLI), which has become the University of Reading Global Academy.
“It was quite hard for people to actually understand what that means and what we do and what our purpose is,” said Elizabeth Allen, the university’s associate pro-vice-chancellor for internationalisation.
“The provisions we offer – foundation, pre-sessional, short courses and academic English – are global across the world rather than having just an international angle,” said Allen, who added that Reading’s decision to change the name was shaped by market research and consultation with students and colleagues.
The provisions we offer – foundation, pre-sessional, short courses and academic English – are global across the world rather than having just an international angle
Elizabeth Allen, University of Reading
For both universities, however, the rebrand was about more than marketing. Lawrence said Warwick used the launch to raise awareness internally about the specialist expertise involved in supporting students’ academic development.
She argued that international students are often required to develop new approaches to learning and independent study alongside adapting to a new academic culture.
“UK students have been in education for years learning how to be independent learners. We’re working with students from complex education systems where the focus is not always independent learning. So they need to learn that skill.”
Allen similarly emphasised that the role of these units now extends well beyond preparing students for entry. At Reading, support continues throughout students’ academic journeys, including through academic English provision delivered across campuses and transnational education partnerships.
The parallel rebrands also highlight a wider challenge facing the sector – there is still no common model for where these functions sit within universities.
“I think, in the sector, it’s interesting we’re both now Global Academies,” said Allen. “But if you look at where we sit, our equivalent in other universities might be a department, a school, part of a faculty or even professional services.”
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