StudyPortals presents view on the future of international education

International student mobility will continue to grow but the ‘where and how’ will change, with new destinations and new delivery models taking over, and partnerships between institutions becoming crucial, a new report by StudyPortals argues.

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The cause for these changes lies in eight ‘megatrends’ that the report predicts will rock the global higher education sector.

Together with the boom in English-medium programmes in Europe and Asia, the ambitions of world-class universities in emerging countries and the evolution of transnational education models, will ‘shift the nature and direction of internationally mobile students’.

Continue reading on The Pie News. 

Five winning ways to reach students

Successful student recruitment campaigns go well beyond listing and promoting a school’s programmes – they inspire and encourage prospective students to imagine themselves living and studying on campus. Great campaigns tap into students’ passions and career goals, and they gain momentum when they’re so cool they get shared all over social media.

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Here are five examples of schools doing recruiting right.

1. Jump past the limits of educational marketing and be bold!

Babson College, a business school in Massachusetts, oriented its marketing message around the general interests and popular culture of the students it wanted to attract. It used blockbuster Hollywood movie-inspired design to convey the message that its programmes nurture the talents and ambitions of entrepreneurs. The flashy, confident design concept and decision to appeal to students’ post-degree aspirations set the campaign apart from those of competitors.

Continue reading on ICEF Monitor. 

A roadmap for building more diversity in your international enrolment

For the past couple of years at least, institutions and schools that aim to build their foreign enrolments have heard the prevailing wisdom about how to recruit: diversify. Which is shorthand, in many cases, for “diversify beyond China and India.”

It’s not that China and India are no longer major drivers of enrolment growth for many countries – they definitely still are. For example, China alone has accounted for about half of overall enrolment growth in the US for the past 15 years. And in 2015/16, between one-third and one-half of international students in the US, Canada, Australia, and the UK were from China and India.

But the history of international education tells us that nothing is perennially stable. Political instability, economic crises, a shifting geopolitical landscape, currency fluctuations, visa and post-study work rights policies, natural disasters, and increased domestic higher education capacity are all capable of disrupting student mobility patterns.

Continue reading on ICEF Monitor. 

Government unveils plans for two-year bachelor degrees

The United Kingdom government has announced plans for two-year accelerated bachelor degrees that it claims could save students up to £25,000 (US$33,000) compared with taking the degree over three years in the normal way. 

Accelerated degrees will offer the same qualifications and will be quality assured in the same way as a standard degree, but delivered over a shorter, usually two-year timespan, according to the proposals, which have been set out for consultation.

The plan would allow institutions to charge up to 20% more each year for accelerated degrees, but the overall tuition fee cost of the degree to the student would be 20% less than the same degree over three years.
This means that the total tuition fee cost would be £5,500 lower than for a standard three-year course. However, the government argues that, since students taking the accelerated course would finish a year early and the average first year salary after graduating is £19,000, there is a potential £25,000 benefit overall to the student.

Continue reading on University World News. 

Mapping the trends that will shape international student mobility

A new British Council report sets out the key trends that are shaping both higher education demand and international student mobility. “We are at a tipping point in the global higher education system. Students have more choices than ever,” says the British Council’s Director Education Rebecca Hughes. “Beyond and behind traditional student recruitment lie drivers of change that are shifting the very nature of how we view and deliver higher education: they are indicative of a larger movement in the education sector, in line with an uncertain and rapidly changing future.”

The full report, 10 trends: Transformative changes in higher education outlines the ten global trends that the authors have judged will have the greatest impact on higher education in the future.

These include some major shifts in demographics around the world. The British Council highlights in particular the influence of ageing populations in many regions. Simply put: greater life expectancy combined with lower fertility rates means that populations in many countries are getting older, and, in the process, the key 15-to-24-year-old college-aged cohorts are shrinking.

Youth population projections by global region, 2010–2100. Source: United Nations, British Council

Youth population projections by global region, 2010–2100. Source: United Nations, British Council

 

Continue reading on ICEF Monitor.

Why ‘glocalisation’ is in and ‘internationalisation’ is on its way out

The need for higher education institutions to shift away from the western paradigm of knowledge which it has been subdued under for the past 40 years has now become crucial. 

Better quality of life through better education

 

Internationalisation and the hidden agenda 

Internationalisation has been at the forefront of global education for decades now, regardless of international scholars continuously speaking out against it. For the past 40 years, as an increasing number of students enrol in these institutions, a constant flow of knowledge is transferred to them from superiors and well-learnt lecturers. However, there has been criticism concerning said knowledge – that it only pertains to a first-world western base of knowledge and ideologies, pushing out other geographical forms of knowledge in order to focus on one mere source.

It was recently discovered that the international higher education industry had failed to meet the 2015 Millennium Development Goals, being unable to lead social change and upraise educational standards. This in turn brings about the questions as to whether the intended concept of internalisation is misleading or far too in-tune with western ideologies to produce results otherwise. Instead, it is easy to assume that such a concept of internalisation merely works towards sustaining western economies.

By far, the world has only seen the internalisation of higher education become increasingly significant, and a highly profitable industry in its own right; which, once analysed, might prove to be the outcome of an intelligently bound agenda formed from our western counterparts.

 

A step forward with Glocalisation 

Glocalisation, on the other hand, has been the buzzword amongst higher education institutions for a while now; a combination of ‘globalisation’ and ‘localisation,’ with the aim to build glocal communities and sustainable living worldwide by working towards enabling a better quality of life through high education standards and values.

It dismisses the core aims internalisation had set out to achieve and failed, and instead encourages the exchange of a diverse cultural knowledge base amongst said glocal communities. In keeping with the 2030 Sustainable Development Goals (SDGs), international higher education communities are encouraged to adopt a more diverse agenda in order to act as a catalyst for social transformation – with a more inclusive knowledge base, this time around, encompassing all aspects of learning and education.

With glocalisation, the higher education communication must move away from the hegemonic conception of learning, where focus is placed only on upholding the English language and various western ideologies for further profits extorted from foreign students. Both First and Third-World communities and institutions must align to create quality and diverse knowledge bases to create a glocal community worldwide.

 

(Source: University World News)

Studying Abroad: Cultural Preference Tops Academics for Gen Z

A research conducted by AFS Intercultural Programs concluded that Generation Z prefers the cultural aspect of studying abroad over considering the quality of education.

Over 5,000 students were surveyed from 27 countries around the world with ages ranging from 13 to 18 years old between March and December 2016.

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According to the study, 67% of the students have shown high value on the cultural experiences that are bound to come while studying abroad compared to the scholastics and education.

Daniel Obst, the president and CEO of AFS expressed that based on the findings, Generation Z students do not only want to travel overseas for the sake of it but actually want to experience what the local people of foreign countries experience. He adds that they are keen on having a ‘global’ status on their identity when compared to older generations.

Of the 67% of culture-yearning students, there are two groups. ‘Cultural hitchhikers’ or those whose primary focus is on cultural experience that does not have high financial resources make up 36% of the respondents. On the other hand, ‘cultural floaters’ or students with high financial resources and who intends to experience other cultures are 31% of the students.

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When broken down by nationality, three-quarters of the students who prefer culture more than academics are European, followed by 57% from Latin America, 58% from Southeast Asia and 72% from North America.

According to a report, Mapping Generation Z: Attitudes toward International Education Programs, AFS discovered that the top destinations of this generation were Anglophone or English-speaking countries to be most considered, achieving a percentage of 77% of students. The countries most preferred were the US, UK and Australia.

Western European countries like Germany, France and Italy faired 65% as favourable countries and China being the least favourable fairing 38% of the Gen Z students.

“These findings paint a picture of large growth potential for the traditionally popular English destinations and set the tone for increasing competitive pressures among them” the report noted.

Concerning security issues, 36% of students expressed their anxiety but after May 2016, the percentage increased to 52% as the terrorist attacks were publicised globally.

Other issues concerning studying abroad were making no friends, followed by homesickness and school re-entry requirements upon returning home, each shared by 48% of students.

None of the respondents had been on an international exchange before this but 60% has considered the possibility.

Hristo Banov, manager of the management information unit at AFS and the study’s lead researcher said that in order to increase the interest of students to study in foreign countries, it is important for information to travel by word of mouth.

He adds that, in today’s environment, ‘genuine, personal referral’ remains unchanged although students listen to experiences from immediate friends and family but also get to see the experiences of others from their extended social media footprint.

New Regulations Allow Post-Grad International Students to Work in China after their Studies

The Chinese government has decided to set regulations concerning post-study labour allowing Post-Grad international students to work after completing their degree in the country.

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The action was called as a strategy to establish China as a study destination and attract potential talents to globalise its workforce. The new regulations announced on 6 January by the Ministry of Human Resources and Social Security, Foreign Affairs and Education, stated that foreign students who have graduated with a master’s degree or above from the universities in China or other “well-known universities” are eligible to work.

Previously, international students with foreign degrees were required to have two years of work experience outside China. This, however, prevented international students in the country from continuing to work after graduating from their studies according to Erik Skuse, research manager at Emerging Strategy, a market intelligence company based in Shanghai.

“This policy change is a recognition that if China wants to expand its international higher education capacity further, it must leverage the attractiveness of China’s massive, globalised employment market among foreign students seeking to start careers,” commented Skuse.

The country is taking action to grow its number of global students from of 390,000 students in 2015 according to the Ministry of Education.

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To apply for the one-year work visa, students must have had previously secured a job with a Chinese company according to their respective field of study, which meets local skill demands and offers a salary set to market standards. Student applicants must be over the age of 18 and have obtained a B (80%) grade average or higher.

This new policy hopes to encourage more foreign students to choose China as a study destination and then to stay and work here,” commented Jill Tang, founder of CareerXFactor, a talent recruitment company for graduates with foreign degrees.

She also mentioned that China will still need to import either knowledge or people from overseas to accommodate certain skills.

Tang also says that certain big companies are thinking of providing internships or graduate programmes for international students and later send them back to their homelands to contribute to the growth of the company there.

Survey reveals what potential students look for when deciding on an MBA

A step up from previous years, the rise and potential of entrepreneurship is now one of the top reasons, among several others, as to why students wish to pursue an MBA.

Amidst several reports undermining the value of an MBA and its decline comes the Tomorrow’s MBA study, conducted by CarringtonCrisp and constituting of the voices and opinions of more than a 1000 potential MBA students from 82 countries.

One of the survey’s key findings were the reasons behind students wanting to pursue an MBA, of which the rise in earning potential took priority, while other factors such as employability and the want to be internationally recognised made the list as well. The desire to venture into entrepreneurship too topped the list as the fifth most significant reason, up from 10th place in last year’s survey. The sudden push of this specific topic of interest brings to mind the need for an MBA’s content to be tailored differently so as to support and acquire more students’ interests, that “Given this interest, schools should think about what they teach, career services provided and how they align programmes with this growing demand.”

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With the Kauffman Index of Start-up Activity reporting that 550,000 individuals emerge as entrepreneurs each month in America, it’s an easy task at a glimpse of the entrepreneurship boom in recent years. Several reasons, such as the ease with which ideas can now be brought to life, and a changing and more encouraging economy, entrepreneurs often tend to gain success, walking down such a path.

The survey also detailed several other findings, such as the number of women who are actively considering working towards an MBA, making up to a complete 42% of the total candidate number, the highest to be recorded in previous surveys. Andrew Crisp, owner of CarringtonCrisp, highlights the advance in technology as a vital factor in allowing more women to pursue an MBA, with methods such as online distance learning now easily accessible to the overall population, such as for women “who’ve come out of the labour force for a while – maybe they’ve been having children – to do an MBA without having to sit in a classroom of men who are trying to get into a finance career, with everything that goes with the culture of some of the big finance houses,” says Crisp.

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Following up on this, Crisp additionally remarks that it would be the successful schools who realise that it is integral to market to both potential male and female candidates, keeping in mind the difference in each gender’s perceptions and opinions of what they look for in an MBA and the additional services offered to them. A fine example of this is the difference both genders hold in valuing assistance while in search of an internship, with female candidates ranking at 72% while male candidates ranked at a lower 60%.

The essentiality of career services being part of an MBA course too was present in the findings, with 72% of individuals desiring for help in planning a career which would make them more employable in the near future.

On the topic of what can be called an “MBA 2.0,” –which seeks to be more flexible and look into the changing and growing interests of potential candidates –technology’s advance has been quite a game-changer, with the survey reporting that, as it now stands, more than a quarter of potential candidates prefer flexible or online MBAs, instead of the usual one-year, full-time MBA.

As a final note, Crisp advises schools offering MBAs that “It’s not necessarily the longest running programmes that are going to be the best; it’s going to be the ones that are quickest to adapt, that embrace the new technology, that use it to best effect to deliver a really outstanding online experience.”

UCAS Applications To Be Anonymous

To prevent unconscious bias against candidates from minority groups, Prime Minister David Cameron has expressed plans to remove names from university applications forms starting 2017.

In response to this UCAS chief executive, Mary Curnock Cook, said it would consult with degree-awarding institutions on name-blind applications as this would impact applications from black and ethnic minority students.


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