As a study destination, Ireland has long lived in the shadow of its neighbour the UK, which has remained the second most popular place for international students to study for years thanks to its once-assertive internationalisation policies and world class education institutions.
"I'm probably not going to move back for a couple of decades," said Yekaterina Paramonova, a third-year undergraduate majoring in nuclear science and engineering at the Massachusetts Institute of Technology, echoing the sentiment of many Russians...
Now, imagine a personnel manager at a mid-sized corporation who's looking for an employee with some particular knowledge. There are two candidates: one with an appropriate college degree from the local state school, a second with relevant MITx certificates. Let's say all other things between the candidates are equal. Which should the manager choose?
Given the caliber of professor at MIT, the online student may have learned just as much. The candidate who went to college probably enjoyed his experience more, but the potential employer is unlikely to care about that. Finally, there's the financial reality: To some extent, the student debt of the job candidate dictates his salary requirements. If the MITx candidate has the knowledge required and far less student debt, he probably can be hired more cheaply. Ultimately, the cheaper option will win.
There are a number of ways of dealing with silent students in multicultural classroom setting. For instructors of international students, it is important to note cross cultural perspectives in course readings and grading the classroom discussion.
The recent debt crisis brought Greece at the centre of the world’s attention, mostly for all the negative reasons. A lot have been said about the causes of the Greek debt crisis and even more about the role of International Monetary Fund in imposing its Structural Adjustment Programmes. In May 9th 2010 Greece singed the memorandum of understanding which incorporates a list of reforms and policy directives developed by the co-called “Troika” consisting of the IMF, the European Central Bank and the European Commission. A substantial part of the proposed reforms and policies is targeting the rationalisation of the Greek public sector.
What kind of education system will permit a country to have the human skills needed to compete globally?
It seems to me that the key requirement of a modern society is a fluid, accessible and responsive system of tertiary and lifelong learning. Foundations in compulsory education are clearly essential, and universal access to primary education has been correctly identified as a United Nations Millennium goal. However, there is now global recognition that full participation in modern life requires continuing education.
UK institutions are responsible for the academic standards of their awards, whether delivered inside or outside of the UK. As part of our work, we review the partnership arrangements that UK higher education institutions have made with organisations in other countries to deliver UK programmes.
I was a bit bewildered at the beginning. It was like, 'ooh', surprise, no English people!"This was one of several negative reactions from British students asked to reflect on the large number of international students on some postgraduate courses.
The comments were gathered at an unnamed university in England by academics at Bournemouth University, and are recorded in a paper in the Journal of Further and Higher Education titled "The British host: just how welcoming are we?"
The waning of the American era of global dominance has caused a good deal of hand wringing in US foreign policy circles and denial by many in the political establishment. It is the country's lack of preparation for this historic transition which should worry Americans, not the change itself. Just when the US should be strengthening university education to produce a more cosmopolitan citizenry that will deal intelligently with its new position in the world, public expenditures on higher education are declining at unprecedented levels.
Many backward African countries want citizens in the Diaspora to return home but are unable to absorb them.
While developed countries are angst-ridden over mostly illegal immigration by unskilled workers from developing countries, a different set of concerns has surfaced in Africa, in particular, over the legal outflow of skilled, and even more importantly, highly skilled, people to developed countries. This outflow is supposedly a new and damaging “brain drain,” with rich countries actively luring away needed skills from poor countries.
This fear is misplaced. At the outset, we have to distinguish between “need” and “demand.” Yes, many African countries need skills. But they are unable to absorb them, owing to several factors associated with economic backwardness.
A major international conference was held in Lund in December on internationalisation of higher education, an activity that is increasing rapidly around the world. The conference was organised by the OECD, the Association of Nordic University Rectors Conferences NUS and the Nordic Association of University Administrators NUAS together with Lund University. The increased internationalisation of higher education has been a mixed blessing, it emerged: on the one hand, internationalisation is now an activity that is taken for granted, on the other hand, competition and commercialisation are becoming stronger motivational factors at the expense of academic values. Topics of discussion at the conference included how the work should be organised, new evaluation tools that are being developed and what internationalisation means for learning from the perspective of students and lecturers.
In recent days, the actions of two higher-education institutions have raised concerns about the oversight of their internationalization activities. Last week, an audit of Dickinson State University, a public institution in North Dakota, revealed that the institution had operated as a diploma mill for hundreds of international students, awarding degrees despite the individuals not completing all degree requirements, and many not even having a basic level of English proficiency.
The university education system in Costa Rica includes several types of studies that are classified as “transnational” programs. This incorporates all teaching activities and means that the students’ learning takes place in a different country (host country) than that where the providing institution is located (providing country)