More study in America

USA Today reported that international student rates are going up.

Since 2006 enrollments for international students has increased 32%.

More international students are coming to the United States and they bring close to $21 billion to the economy. This is via “tuition and living expenses, which include room and board, supplies, transportation and health insurance and support for dependents.” We talked a little bit during our last class regarding the “cash cow.” Is there a shift in the American colleges to bring in more international students to cover rising costs that domestic students may not be willing to pay?

It is interesting to watch the numbers for international students increase while American students going abroad decreased. There was no mention as to why. Economic? Interest?

China continues to be the leading country sending students to the States, around 157,000. Other countries include; India, South Korea, Canada, and Taiwan.

I wonder why students from other countries are so eager to come to the States?

So the “cash cow:” are the needs of the institutions the same of different from the needs of international students?

My One Regret...(or at least the biggest)

I probably have a lot of regrets from my colleges days, if I really think about it. But, I can say that my biggest academic regret is that I never participated in any study abroad type of experience. In my defence, i was in school 15 years ago, and I do not really remember ever hearing specifics about the opportunity....but I certainly could have asked, if I had thought about it.

According to the the article Back On Track in inside Higher Ed, participation in study abroad experiences has increase every year (with a light dip in 2009-2010) for decades. So, maybe that was why do not remember being exposed to the options...maybe there were not many. Why is it my biggest regret? Aside from a brief jaunt to Mexico (the touristy part) and an even more brief stop in the Bahamas (part of a childhood Disney cruise), I have never travelled outside of the US. My list of all the places I would like to go continues to grow- but I wonder how i will ever get to see it all. And it is not just about "seeing it", I would like to :live it". To be really immersed into another culture....that is what I want.

Okay, enough about what I would have done differently.....the article addresses both study abroad of American students and international students at US institutions of higher education. A lot of stats were thrown around the article about who is coming to the US, who is going abroad, where are all these students going, etc. So, i will regurgitate some of those for you in case you do not get around to reading this article.

While the number of American students participating in a study abroad experience is on a steady growth, only 1% of the students population actually participates. This is really interesting to me. At my institution, it was reported that 12% of our student population takes advantage of some type of experience. I am not sure if this fact is a selling point to prospective students, but we in Admissions sure use it as highlight to differentiate our school among other Colorado schools. Although, I must admit, I have no idea what other Colorado schools report as there percentage of participation in study abroad. UNC's statistic does sound impressive, but then i read this article and learned that some schools are sending 90%+ of the undergraduate population abroad. Of course, most of these schools are small Private liberal arts institutions. Interestingly, University of Denver has the third largest participation rate - behind university of San Diego and Pepperdine. While these schools have the highest participation (some mathematical equation of number of student traveling and number of students in graduation call, as detailed in the article), New York university, Michigan State and university of Southern California are the schools that send the most students abroad. While new York and California make sense to me- I was surprised to see Michigan on that list. Anyone know why so many students from Michigan??? Seriously, I don't have an answer, so i was hoping one of you might have some insight!

Not surprising, given the demographic of student enrolling in college, it is white women who are most likely to participate. That makes me wonder, why is it that men are not as likely to leave? And, do we as Student Affairs professional have a responsibility to better educate men and students from an under-represented population about the benefits of an international experience?

The article also reports that while social science majors have been the students historically participating in study abroad, there is an increase in business, agriculture, and engineering majors in the last few years. Mexico and japan are two countries where US students used to go, but both are on the decline in recent years. England, Italy, and Spain continue to top the charts, but more students are starting to make their way into Africa, Asian countries, and Middle Eastern areas as well.

I find that the article neglects to report on the WHY. Why are certain counties experiencing increases or decreases in American visitations? Why are some schools more likely to send students than others? Why is there a sudden boom in majors outside of humanities and social sciences? Why should people participate?

The article does attribute the sudden dip in 2009-2010 participation to the recession. And then alludes to the rising numbers now that the recession is over. Did I miss the end of the recession? Last I checked, most people still thought we were in it! Another blog for another time :)

The Gap Year...Innovative Idea for Study Abroad

In researching international education topics, I ran across “Time Out: The Gap Year Abroad.” Although the desire of college bound students to take a year off between high school graduation and their first year of college is not new, recently the phenomena has been gaining support by higher education professionals. Traditionally, the practice has been discouraged in the United States by parents and educators because they feared it would make students less likely to pursue a college education. In England and Australia, it is common practice for prospective college students to take the year after high school to visit popular vacation destinations before embarking on their college endeavors. In the United States, the gap year is viewed instead as a time of personal exploration and growth if the time is spent in a foreign country in a meaningful manner.

The author outlined the numerous benefits for spending a year abroad before entering college. Parents benefit financially because the student is more likely to be committed to their degree goals and less likely to change degrees and universities which can prolong the student’s time in school. Institutions of higher learning who offer a gap year experience program find that it enriches their international and service learning initiatives. The advantages for the student are manifested in a variety of ways and may include; an increased maturity level, an enhanced global awareness, an inspired sense of social justice, multicultural sensitivity, and interest in education abroad. In addition, the experience can aid the college student in accomplishing their scholarly goals due to the development of higher order critical thinking skills, and a stronger sense of purpose and self.

The aforementioned beneficial aspects of experiencing a country other than the student’s native country are acknowledged by higher education professionals. Several classmates have shared their experiences with study abroad programs and described it as a transformational experience. Although I am familiar with the aspects associated with study abroad programs during the student’s college career rather than prior to their college attendance, the benefits of participation prior to embarking on a higher education path were clearly defined in the article. A soon to be published survey completed by gap students found that of “290 students…90 percent had returned to school within one year…80 percent within six months…” and the remaining 10 percent had legitimate explanations for not returning within one year. The article made a strong argument for a paradigm shift among Student Affair professionals to encourage application to the student’s intended university or college, and then defer enrollment for a year to take advantage of a gap experience. The result is a more balanced and focused freshman student with a comprehensive world view compared to a freshman student straight from high school with very little life experience.

The author mentioned several successful higher education gap year programs, but failed to stress how crucial it is to have a strong administration advocate in order for a program to be sustainable. Given the possible complexities of such a program, an informed and passionate key stake holder such as the Dean of Student Affairs may make the difference between a sustained successful program and an intermittent experiment. The article described a variety of models that enable a student to have an enriching and positive experience during the gap year. The committed involvement of an engaged sponsor with a vested interest could ensure the development and promotion of a program best suited for their particular institution.

In addition, the article did not address the accessibility and feasibility of an average student partaking in a university or college sponsored gap program. Such a program can cost from $15,000 to $25, 000, making it an option reserved for the wealthy. Although the article briefly mentioned financial resources available at a few institutions of higher learning, I was left with the impression assistance was available on a needs based system which would be fiscally restrictive for the middle income student as well as limit the number of students served. Given the transformative impact that a gap experience could provide for a student, I would be disappointed if the opportunity was only available to students at the extreme ends of the socioeconomic spectrum. I fear the middle income students would not qualify for assistance but would also lack the financial resources to fund the experience.

A different kind of international learning

International education is defined in a new way when it comes to troops who are getting educated from their deployment posts. More and more soldiers are taking advantage of the military paying for their education during their deployment.

Sergeant Britton is one of the soldiers taking part in higher education from abroad.  She works until about 9 pm every day and then takes part in an online program in the evening to trying to complete her bachelor’s by the time she leaves the army. She is taking classes from a for-profit institution, American Military Institution, founded by a former officer in the Marine Corps.

Since the military is strictly volunteer based, they have increasingly used educational incentives for those who are in the military to stay or to join. In order to retain soldiers who regularly endure severe working conditions, especially those in Afghanistan and Iraq, they have used tuition payment as a recruiting tool. Ten years ago, there were only about 10 percent of soldiers enrolled in long distance learning or higher education during deployment, and now that number has increased to about 60 percent.  It is also indicative of how educated the military population already is. Ninety two percent of those in the military already have at least a high school diploma, ten percent above the civilian population.

Distance learning or those in higher education have a smaller population in Iraq and Afghanistan because of the limited availability to internet connections and much less time and availability. Those who are in combat are often gone for 12 hours a day in high hear or rough conditions and may be gone for weeks at a time. Military members who are in more support positions like chefs or mechanics also have more capability to further their education because of their availability and more structured schedule. Even still, these “comfortable” positions can work 12-15 hour workdays.

Some still may not pursue a career in the military, but education still has the capability to advance them in a further career. Sergeant Bezanson encourages all the soldiers she oversees to work at an education because it does not matter how many classes they complete, it’s a head start for their future. The Army offers $4,500 a year in order to cover educational costs and the GI Bill also allows for soldiers to return after deployment and return to higher education. If a soldier does not use the benefits that come with the GI Bill, they can also transfer it to a dependent or spouse.

Outside of Kabul at Bagram Air Force Base, there is a military facility that also houses a small college campus. The University of Maryland University College, Central Texas College, and Embry-Riddle Aeronautical University are all represented at the small college that offers classes for more than 1,000 students.

The soldiers are thankful for the opportunity to further their education and prepare them for when they get home. Some of them refer it to as an escape from the stresses of the job and expands their view of the world. I think this is a great opportunity for institutions of higher education to reach out to this special population and further educate soldiers who have a desire to learn. 

British Overhaul to Higher Education

Like the United States, England is facing harsh criticism within government and student bodies over higher education policies. Last December British lawmakers announced large tuition increases, which were to go into effect fall 2012. Tuition increases meant students faced tuition costs around $14,000 a year. Last June, the British government also announced a major overhaul to higher education. Per the Chronicle Article, “British Universities Would Compete More for Students—and Funds—Under Proposed Overhaul” these changes included:

• Market-driven higher education atmosphere, with an emphasis on consumer choice, competition, and accountability.

• "Students at the Heart of the System”

o Students will pay more for their education, but in return, students will receive more institutional accountability and more choices for higher education learning.

o 4 areas are covered in “Students at the Heart of the System” - reforming funding; delivering a better student experience; enabling universities to increase social mobility; and reducing regulation and removing barriers for new providers.

• Universities can freely compete for students who score the top grades in national A-level examinations, upon which university admissions are largely based.

o Under the new proposal, the overall institutional quotas remain in place, but students recruited from among the 65,000 top-achievers on the A-level exams will not be counted toward an institution's total, and financing for those students would follow them to whichever institution they attend.

• Create a more even playing field between public and private colleges and universities.

• Increase open slots at institutions that provide cheaper tuition for students.

The House of Commons Select Committee on Business, Innovation and Skills, recently released a report criticizing the higher education “overhaul” plans. The biggest concerns stem from worries that the government is forcing certain students (who are not part of the top 65,000 ranking students) into lower cost universities. Institutions are now requesting to not have their tuition increased in an effort to gain some of the 20,000 spaces being made available for universities who charge less than £7,500. The committee also questioned whether the tuition increases, in order to help support lower income students, would actually work. The committee instead suggested that the government give a per pupil stipend to any college/university that enrolls a disadvantage student. The committee, along with several others, questions the privatization of higher education and the push for private/for-profit institutions in an effort to give students options.

Overall, it appears that England is on a path to push private colleges and universities in an effort to defund higher education and create a “competitive” market. Students, not happy about the changes, will find these changes difficult to navigate. Unlike the U.S., student loans in England do not go into repayment until the students reach a certain income bracket. However, even with more flexibility in loan repayment, increased tuition costs, and the push for private colleges, student debt is likely to increase.

Like the U.S., England is facing student protests and civil unrest. Students are taking to the streets to voice their displeasure and dissatisfaction. Their government seems to be on a similar path of privatizing, or pushing privatization, of higher education by offering continued incentives to private institutions. It will be interesting to watch how these changes play out in England and what lessons the U.S. can take away from the countries new initiatives.

The China Conundrum

The China Conundrum” was an interesting article about the influx of Chinese students coming to the United States to our universities. The number of Chinese undergraduates in American Colleges has tripled in the past 3 years and is nearly 40,000 students strong. Most of these students are accepted with a “conditional acceptance” whereby the student has to spend several months in an English proficiency course.

The United States and several of its colleges are eager to increase not only the diversity at the university level but also expand internationally. Many colleges are sending recruiters to China to promote their university and their programs. Unfortunately, the US is excited for the new international students but have been slow to adjust their admissions processes for the students, slow to create viable programs that integrate the international students into their university setting, and slow to adjust the classroom setting to accommodate for the needs of the language barriers.

Some encouraging news about the students from China is the fact that due to the “one child policy” in China, most Chinese are fairly affluent and most can afford to pay the non resident tuition rates. But as many colleges try and point out, it is not about the money. I have to disagree on this point because most everything is about the money when it comes to college campuses. However, it seems that these very campuses may have to start using the additional funds from these international students to make sure they are prepared to integrate them into the college environment and deal with some of the cultural differences. More training for faculty, more programs offers to make the students from China feel more welcome, etc.

The biggest issues seems to stem from the admissions of these students. There are many education agents, intermediaries, and other services that assist the international students to getting accepted at the US universities. One student from Shanghai worked with a recruiting agency and paid $4,000 for their assistance. They completed her applications and even produced her admissions essays. They supposedly asked her the questions and then wrote the essays for submission. Unfortunately, the American colleges are accepting students that may not have the English skills for them to succeed. There is talk about doing more interviewing of the students for international admissions. Great concept, but the distance proves to be a problem. Skyping for admissions interview to get a sense of reediness? Again, a possible solution but a creation of new problems.

Increasing in numbers is both the international students but also the number of fraudulent transcripts, test scores (Toefl tests), and application information. At Kansas State University, they admitted a group of students from China based on test scores reported to them but as they arrived for their first course, the picture taken at the Toefl exam did not match the student that was enrolled in the courses. (Toefl exams are the English language tests used for most international admissions to US schools). Also, as KSU, the admissions counselor for the international students found a set of three transcripts that were completely identical with the exception of the students’ name. Unfortunately, there are some of the “recruiting agencies” that are also acting fraudulently on behalf of these students. Most of the Chinese students do not really care “how” they get in, they just want to get in.

I am completely supportive of diversity and of bringing international students to our campuses. But, I do hope that as the numbers continue to increase, the means of determining the honest applications and test scores becomes easier to assess. Maybe that means that every international student has to go through the conditional acceptance whereby they have to pass the exams offered at the university to ensure the are college-level ready in their English skills.

What International Students Think About U.S. Higher Education

As someone who has taught abroad (at a vocational college in Tokyo, Japan), I am interested to know what foreigners think about our higher educational system, and vice versa. I decided to research this topic on Google, and magically did appear the following survey article: What International Students Think About U.S. Higher Education: Attitudes and Perceptions of Prospective Students in Africa, Asia, Europe and Latin America.

This report was prepared by Patricia Chow of the Institute of International Education, and recently released in May of 2011. This non-profit organization is 92 years old, and its main office is quartered in the United Nations Plaza in New York City. The study was funded by a grant by the U.S. State Department. The Institute joined with Education USA in producing this report (a network of more than 400 advising centers around the world situated in U.S. Embassies and Consulates, national Universities, libraries, and other entities), and received 9,330 valid student survey responses from Vietnam, India, Mexico, Thailand, Hong Kong, Brazil, Germany, Turkey, the United Kingdom, Nigeria and South Africa from 2009 through fall of 2010.

The survey sought to explore answers to such questions as: What attracts students from other countries to study in the U.S.? What course of study do they intend to pursue? Do they prefer the U.S. to other key destinations? What are the perceived barriers facing students who wish to study in the U.S.? Both online and paper surveys were disseminated to students within the foreign countries themselves, from contacts established via local Institute of International Education and Education USA network offices.

Key Report Findings Included:

• the U.S. is the destination of choice for the vast majority of respondents worldwide, with three-quarters (75 percent!) of prospective students reporting the U.S. as their top choice; the next favorite destinations included the United Kingdom (8.4%), Canada (5.0%), Australia (3.0%), France (1.4%), Germany (1.0%), Spain (1.0%), Japan (1.0%), New Zealand (0.7%), Sweden (0.4%), Italy (0.3%), Singapore (0.3%), and China (0.3%)
  
• over three-quarters (76 percent) of prospective students worldwide perceived the U.S. to have a high quality higher education system
• over three-quarters (76 percent) of prospective students worldwide feel the U.S. has a wide range of schools and programs to suit a variety of different students
• over two-thirds (69 percent) of prospective students worldwide feel that the U.S. welcomes international students
• cost was cited as the primary obstacle to overseas study by respondents in all countries; six in ten prospective students worldwide (60 percent) perceived tuition in the U.S. to be expensive
• half of respondents had concerns about obtaining a visa to study in the U.S. Responses varied by country, ranging from less than a quarter (22 percent) of students in Turkey to 59 percent of students in Brazil.

U.S. Higher Education Not Close to Meeting the Potential Demand

During the 2009/10 school year, the U.S. hosted a record high of over 690,000 international students. Although the U.S. market share has declined in the last decade, the U.S. nevertheless hosted far more international students than any other destination. The United Kingdom, the second most popular international study destination, hosted about 450,000 international students, two-thirds of the U.S. total. According to UNESCO, in 2008, the top five study destinations (the U.S., the U.K., France, Australia and Germany) hosted 55 percent of the world’s postsecondary foreign student populations.

Despite the high degree of foreign student satisfaction according to the report findings above, and our nation's pre-eminent status as the destination of choice internationally, the U.S. is nevertheless merely scratching the surface with respect to meeting potential international student demand. According to the Institute of International Education Report, the proportion of international students to overall higher education enrollment in the U.S. (currently at less than 4%) remains quite small compared to other top host countries, although the percentage is higher at the graduate level (11 percent). Furthermore, in 2009/10, over 62 percent of international students in the U.S. were hosted at fewer than 200 colleges and universities. With over 4,000 institutions of higher education in the U.S., there is tremendous potential for more institutions to host more international students, particularly at the undergraduate and non-degree levels (NOTE: UNC currently hosts about 300 international students, according to UNC Recruiting and International Admissions Coordinator Graham Douglas).

Interestingly, survey respondents perceived the quality of U.S. higher educational student support services to be far better than any other nation's, with 56.9% ranking our general level of services as "good" (next was Canada at 29.6%, the U.K. at 26.0%, Australia at 17.9%, and so forth).

Perceived Barriers to Studying in the U.S.

Although the U.S. is a much sought-after location for postsecondary international study, there are certain factors that currently serve to especially limit the number of incoming students. These include comparatively high tuition costs (60.1% of respondents perceived our tuition as expensive, with only the U.K. at 51% being perceived as even remotely close); high cost of living (44.7% of respondents rated our general cost of living in the U.S.-which of course varies widely by region and campus location-as high; only the U.K was rated higher overall); and, our visa procedures were considered more difficult and/or complex than any other nation's, by far (49.3% of respondents thought so, with the U.K and Japan next at 23.2% and 18. 1%, respectively).

Of course, depending on your perspective, expanding foreign student enrollment isn't necessarily always a good thing, especially if such enrollment involves illegal recruiting efforts and the possible displacement of local student applicants who are not able to pay full tuition costs like many foreign students are able. In general, however, foreign students can add welcome vitality to any given institution of higher education, providing invaluable perspectives, knowledges, skill-sets, positive learning attitudes, and cross-cultural bridge-building opportunities. Per the findings of this report, it appears that there is still much our nation and respective postsecondary institutions can do to both improve and expand the higher educational experience for foreign students throughout the globe.