International Minded Student Community

In the world of higher education around the world, internalization has been a big topic. According to last year’s EAIE Barometer, a research done collectively by Europe’s leading research company, Ecorys, and EAIE to study the state of internalization in Europe, the main factors are as follows:

– Strategic partnerships

– Improved recruitment and services for international students

– Boost quality of international courses

What’s important to note is that while much discourse on internationalization have happened, the same cannot be said on preparing students to thrive in this new-age global higher education environment.

The stepped up efforts to recruit international students is something to be lauded. That said, it is in fact international students that lack the global outlook and curiosity to discover new cultures. As a result, it is not unusual that international students remain relatively segregated within their own communities as they lack confidence and language ability to take part in discussions and activities.

Domestic students – students from the host country – would need to play their part as well to take full advantage of this new opportunities. That would mean domestic students need to genuinely engage their new foreign friends to make them feel welcomed and at home. As one can imagine, it’s a big step for anyone to uproot and live in a new country. Therefore, any assistance and warm hospitality from those in host countries would certainly be welcomed and helpful to ease the onboarding journey of international students.

 

Internationally-minded Students

(Image: kateescott.wordpress.com)

(Image: kateescott.wordpress.com)

Students play a crucial role to potentially impact the university’s international climate in a meaningful way. Domestic and international students must have an open mind to learn other cultures, be proficient in multiple languages, engage in meaningful discourse with professors and classmates on global issues, as well as be confident enough to showcase their unique culture and viewpoints.

More important than just being international, students must be internationally-minded. Though we have seen increased efforts and initiatives to prepare students with a more global outlook, there are only few noteworthy large scale programs, apart from the International Baccalaureate, or IB.

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Key Trends Boosting Technology Adoption In Higher Education Sector

The “Horizon Report > 2015 Higher Education Edition” report by New Media Consortium and the EDUCAUSE Learning Initiative studies key developments in education technology pertaining to the higher education sector. The report predicts emerging edtech trends that will shape and impact higher learning for the next five years.

For this report, an expert panel of 56 technology experts across 17 countries explored trends, policies, technologies as well as challenges in the near, mid and long term in the higher ed landscape. From these discussions, six trends and six technologies were identified as being the most likely to impact technology-planning and decision-making for varsities over the next five years.

Trends Boosting the Adoption of Technology in Higher Education

Futuristic learning spaces

(Source: http://www.olasikora.cz/)

Short term: 1 – 2 years
Rising Use of Blended Learning
Blended learning – where students learning through content and material delivered via digital and online media – has given rise to non-traditional schools and students the freedom to learn in alternative ways. The focus on data collection allows in-depth understanding of students and customization of instruction with more flexibility and ease to deliver course materials and support. Online learning will continue to mature leading to more stability and recognized acceptance thereby driving growth in this area. Read more

Australia Moves To Streamline Student Visa System

australia student visa

(Source: http://www.ausblue.co.th)

Students eyeing to study in Australia now have more reasons to rejoice. The Australian government has recently announced that by the middle of next year, international students applying to study in Australia will undergo a simpler student visa process than its current process. This announcement comes after the UK government recently tabled new rules to shove work rights for non-EU higher education students, a move which drew stark responses and criticism by UK’s industry experts.

This move follows the recent release of a report, “Future directions for streamlined visa processing”, where consultations led to a simplified student framework (SSVF) to replace the current framework, now set to expire on June 30, 2016.
Some of the key notable changes include: Read more

Student Recruitment Funnel: Focus On Prospects You Have For Better Results

students happy

(Source: bosnahersekuniversitesi.net)

The number of students pursuing international study for higher education are at an all-time for popular study countries like US, UK and Australia. Much of this growth has been attributed to the increase in overall demand, led primarily by students from emerging countries like China, India, Turkey and Saudi Arabia. Another factor contributing to this trend is the Internet, by making it easier for students to file queries – through forms, social media or email – to multiple schools at once. Moreover, centralized application systems and online applications gives additional convenience and ease for prospects to file a wide field of applications.

The web is home a tremendous amount of information about pursuing education; in turn, this has resulted in a new prospect category known as the “stealth applicant.” These are applicants who remain anonymous until the point of application and hence remain out of the tracking and communications processes of schools. Some even go as far as not to opt in to formal enquiries hence preventing schools from contacting them. Others are more comfortable to find the information they need online prior to submitting their application.

As you can imagine, these factors are a big headache and troubling concern for educational institutions as they struggle to acquire, qualify and manage prospect students. In addition, these factors are seemingly pointing to lower yield rates as well – the number of enquiries that convert to paying students.

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Malaysia To Roll Out iCGPA Programme

Merdeka square Malaysia

(Source: http://images.placesonline.com/)

 

The Higher Education Ministry of Malaysia recently announced that it is now ready to roll out its new grading system, an initiative the ministry has been working on over the last 6 years.Some 300 students from five public universities will take part in the pilot programme for the implementation of the new student assessment system, Integrated Cumulative Grade Point Average (iCGPA). Higher Education Minister, Datuk Seri Idris Jusoh stated that between 40 to 60 new students in each programme will take part in this roll out starting from the intake in September 2015.

“The five universities that will take part in the pilot project are Universiti Kebangsaan Malaysia (UKM), Universiti Teknologi Mara (UiTM), Universiti Malaysia Terengganu (UMT), Universiti Malaysia Kelantan (UMK) and Universiti Malaysia Pahang (UMP)”, he added.

Idris said that iCGPA concept was something the ministry explored since 2009, collaborating with experts from public universities including UKM and UiTM and getting advice from the Malaysian Qualifications Agency (MQA), while the Ministry of Higher Education facilitating the entire process. He added, “The efforts have been time consuming in view of the data, research and efforts required to this initiative a success.”

According to Idris, the mission of the iCGPA is to help overcome the discrepancy between the quality of graduates and requirements of employers, with the current system solely measuring academic ability. “We always hear comments wanting graduates who are holistic, have entrepreneurial characteristics and well balanced. This is what we hope to create through iCGPA,” he told reporters.

The new system will offer a more comprehensive and holistic approach covering areas such as academic understanding and skills, critical and scientific thinking, communication and social skills, teamwork, entrepreneurship and leadership. It will also include assessing fields like humanity, ethics, morality, information management and inculcate lifelong learning, all of which will be reported in student scorecards via the “Spider Web” method, listing down students’ performance. In addition, the assessment goes beyond the classroom and also covers activities on campus.
When asked to why only such a small number – 0.0075% of the 40,000 students enrolled in public universities – were included in this pilot programme, Idris mentioned it was due to the fact that only one faculty is chosen per university.

He further added, “We are still in discussion with universities and will look at how ready the faculties are to apply the system before making a decision.”

MQA’s Chief Executive Officer, Datuk Prof Dr Rujhan Mustafa said, “MQA supports the Higher Education Ministry’s intention to implement the iCGPA [as] it allows the employer to have an idea of the true potential of graduates.”

The iCGPA marks one of the plans under Shift 1 of Malaysia’s Education Blueprint 2015-2025, also known as Higher Education Blueprint, which was launched in April 2015.

Regional Rankings Still A Key Measure Of Academic Influence

Asian students

(Source: http://thelibertarianrepublic.com)

Based on the latest rankings for higher education, almost one in eight of the global’s top 200 universities are from Asia, as ranked in the Times Higher Education World University Rankings 2014/15. A similar pattern holds true for the QS World University Rankings 2014/15 where one in five universities in the top 200 are from Asia. This year alone, the region further added four additional institutions to the THE’s Top 200; at this pace, a quarter of the world’s best universities could be Asia by 2040, excluding Australian universities, which some consider as part of the Asian block. The gains Asian universities have made in recent years provide an interesting trend of the growing influence of higher learning in the region.
Editor of Times Higher Education Rankings, Phil Baty says, “The world expects that Asia will be the next global higher education superpower.”

These numbers are no mere matter methodology. Instead, the growing number of institutions from emerging economies brings to light the acceleration of higher education and more importantly, the significant investments in building capacity and capabilities for teaching and research. It is in recent years that we’re feeling the impact in terms of mobility.

As an example, enrollment in the US from China has experienced a shift in recent years. More Chinese students are pursuing undergraduate programs in the US while overall demand for US graduate programs – traditionally the core of enrollment of Chinese to the US – has dipped. While there are several factors that contribute to this, perhaps the most profound is the growing strength of academics of universities in China, and across the region. This growth is in tandem with the efforts China has pumped into its higher education sector, more specifically its graduate education, across thousands of universities. With the majority of its professors having received a Western education, the calibre, style and quality of teaching very much mirrors that of the West as well. In short, Chinese students have better access to world-class graduate studies at home; as such, more and more students are making that choice. Read more

Survey Shows Three-quarters Of Global Parents To Consider Studying Abroad

HSBC recently released its latest survey, Learning for Life, covering 5,500 parents in 16 countries around the world, showing that 77% would consider sending their child to study abroad either for undergraduate or postgraduate studies.
The latest installment of HSBC’s The Value of Education research series, Learning for Life is based on a comprehensive national survey of parents around the world who have at least one child aged 23 years old or younger. It was conducted online by Ipsos MORI in March and April 2015 (with supplemental in-person interviews in the UAE).
The 16 countries sample included countries popular for sending students abroad like Brazil, China, India, Indonesia, Mexico and Turkey. Research showed that close to two thirds (64%) of parents would consider study abroad for their children’s undergraduate studies, with an even higher majority (70%) considering postgraduate study.

parents and students

(Source: http://stacyloliver.com/)

The report affirms that globally, parents in Asia are most receptive to send their child abroad for undergraduate study. Malaysia leads the way with four out of five parents (80%) open to the idea, followed by Hong Kong, Indonesia and Singapore at 74%. Expectedly, only around half of parents in western countries – Canada (51%), Australia (52%) and France (53%) – would consider sending their child to study abroad.

The survey also highlighted a number of key countries as probably hotspots for postgraduate demand – 88% of parents in India, followed by Turkey (83%), China and Malaysia (82%) lead the countries for those most likely to consider overseas postgraduate studies for their children.

Interestingly, nearly eight in ten (78%) parents believed their children’s prospect for becoming more knowledge as a strong benefit of a university education. Moreover, half of these parents believed their children has more opportunity today to study abroad as compared to their own generation, a promising trend on the increasing importance of higher education. Over half (51%) also saw studying abroad as a beneficial opportunity for their children to experience life and cultures abroad.

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UK Government Shove Work Rights For Non-EU Further Education Students

This week the British government tabled new rules that will no longer allow non-EU further education (FE) students currently pursuing their studies in the UK to work part-time. Non-EU FE students – those enrolled in non-degree post-secondary programs – will now also be required to leave the country upon completion of their studies and must apply for a work visa from outside the UK.

immigrants in London

(Source: www.dailymail.co.uk)

The Statement of Changes in Immigration Rules was tabled by UK’s Home Secretary, Theresa May in the British House of Commons earlier this week on 13th July 2015. James Brokenshire, UK’s Minister of Immigration made a statement to the House stating the reason behind the reform to the student visa system is to reduce net migration and tackle abuse of those that use the visa as a backdoor to the country’s job market.

Some of the key policies that were confirmed and tabled this week include:
– Effective 3rd August 2015, new non-EU students enrolled at public English FE colleges will not be allowed to work for up to 10 hours per week (or full-time between semesters)
– From 12th November 2015, FE students can only apply for work visa at the conclusion of their studies outside of the country (UK), meaning they must leave the country first
– Also commencing from 12th November 2015, FE visas will be reduced to two years from its current three. FE students are also not allowed to extend their visas unless they can showcase good progress in their studies and unless their institution is affiliated with a university.

The reforms on the student visa system were initially brought forth last week by two government ministers, which was subsequently reported in the British media over the weekend. It was initially understood that the reforms would apply to all non-EU students in the UK; however, official statements this week confirm confining the impact to students only enrolled in FE programs. Read more

Asia – The Next Superpower Of Higher Education?

chenese graduates
(Source: www.askbennychinese.com)

In the world of higher education, there has been much discourse and claims of a shifting global movement gravitated towards Asia. Indeed, it is not unusual to also hear and read about the region’s profound transformation and rise over the past half-century since the 70s to the present day.

Asia has undergone unprecedented economic growth over the last few decades resulting in driving major social and demographic change as well as institutional reform. In some countries, for the most part, this has brought about greater stability, infrastructure and more sound policies and regulations. The rise of a large and growing middle class together with increased openness, market reforms and regional initiatives such as ASEAN to unite and increase its global competitiveness has brought about greater interconnectedness amongst Asian countries and the rest of the world.

The higher education sector in the region has also reflected these dynamics, which is no surprise considering the economic boom in many fast-growing Asian countries is linked to a knowledge-based economy – knowledge production, advanced skills and an overall rising demand for higher education. In fact, it is estimated that by 2020, China alone will account for 30% of the world’s university graduates aged between 25 to 34 years old. Asia’s third largest economy, India is also projected to add 300 million people to the workforce in the next 2 decades – that, by the way, is the equivalent size of the entire population of the United States. On top of these big players, let’s not forget hot emerging countries that have undergone strong transformation or are part of the global competition and experienced rapid economic growth and taken steps to internationalize their higher education institutions, such as Malaysia, Vietnam and Thailand. Let’s look at the higher education landscape in Asia from the view of international engagement between Asian countries versus the rest of the world as well as domestic higher education developments of Asian countries.

A recent Open Doors 2014 statistics show a clear pattern that affirms the surge in mobility out of Asia, as well as into Asia. Delving deeper, we see many Asian faculty who return to leadership positions in their countries having obtained their PhDs from either US or European universities. On top of that, there is an increasingly growing segment of post-secondary students in Asia that plan to study abroad, likely in the US, Australia or Europe. This isn’t surprising. Consider this – Asian students make up a whopping 64% of the total international student body in the US. What does all this mean for Asia’s higher education landscape? Read more

Outdated & Ageing Leaders Holding Back Private Varsities In Malaysia?

Ministry of higher education Malaysia

(Source: http://www2.warwick.ac.uk/)

Currently, only about 15% of Vice-Chancellors and 8% of Deputies have significant and relevant overseas management experience

A new study conducted by The Penang Institute analyzing the latest data from 2013 by Malaysia’s Ministry of Education found that poor leadership from the top management may be the cause of financial pressure and poor overall quality outcomes seen at private institutions in Malaysia.

The research examined publicly-available data and studied the diversity of top management teams in Malaysia’s private higher education institutions (HEIs) and found them to share disproportionately high similarities in terms of background, demographics and experience.

Penang Institute General Manager and Serdang MP, Ong Kian Ming stated that “[the] data showed that around 90% of Malaysian Vice-Chancellors were men and only 20% of their Deputy Vice-Chancellors were women.” Age was also highly concentrated – 56% of Vice-Chancellors aged sixty years old & 32% in their fifties – showing close to nine out of 10 being aged in their fifties and above. What is even more worrying is that, the next generation were also close to the end of their careers. Almost half (47%) of Deputy Vice-Chancellors were in their sixties with 34% in their fifties. Read more