Refugee integration policies in the UK and the role of transnational ties: Syrians in higher education

This research examines to find answer to the questions on integration of Syrian refugees in higher education in the UK, relations between integration and transnational ties, use of transnational ties and indicators facilitating integration. Mainly semi-structured interview technique was chosen to understand forced migration stories, profiles, perspectives, stories about access to higher education, personal experiences of Syrian refugees in higher education in the UK. Interviews conducted with 20 Syrian refugees studying at higher education institutions or alumni living in the UK. Snowball sampling was chosen to reach participants because of highly educated refugees not easily accessible through other sampling strategies. Furthermore, the UK's refugee integration policies defined by using document analysis method. The UK accept that refugee integration takes places when refugees meet responsibilities, access to labour market, learn English language, contribute community and access to services. This research shows that Syrian refugees in higher education in the UK integrated successfully, language proficiency, higher education environment and refugee status (rights provided with refugee status, especially right to work) facilitated integration and transnational ties supported integration process. Moreover, this research shows that transnational ties have a new type with Syrian refugees, refugees improved transnational ties with other countries other than origin country and the UK, transnational ties used as a cope with strategy for the challenges faced and these ties do not prevent belonging to the UK. On the other hand, although profile of highly educated Syrian refugees and rights provided facilitated their integration process, only mainstreaming the support provided for refugees is not enough and refugees need more tailored services to access services and policies to support community cohesion should be improved.