Tag: international student market

Tuition fees on the rise? HESA review

The Higher Education Strategy Associates (HESA), recently published their most recent review about changes in tuition fee policies in 40 countries across the globe.

The reviewed countries include the so-called G-40 – the fourty countries that account for 90% of global enrollments and research production. The report argues that 2011 was a year marked by the after effects of the global recession, and higher education is also affected by the decreasing and tighter public budgets.

Funding cuts a reality in a number of countries world wide

Funding cuts to higher education were a reality in a number of countries, countries such as Brazil, Italy, Pakistan and Ukraine experienced the most severe cuts, whereas cuts were also identified in Japan, the Netherlands, the Philippines, South Korea, Spain, Thailand, the United Kingdom and the United States. The only countries who managed to increase budgets – also when taking into account inflation rates were Chile, China and Singapore. However – they identify that the rhetoric for more diversified funding base and more private funding sources is identifiable across the majority of countries – independent of the decrease or increase of public funding.

Autonomy still high on the agenda

Diversification of funding sources also creates a new dynamic in the public-private balance, and the report identifies that the discussions around autonomy and accountability remain to be high on the agenda. This gives weight to the argument that higher education systems are increasingly facing new accountability measures where the state is staying at “arms lenght”, through various agencies (also called ‘agencification’ in the relevant literature).

International student mobility – questioning future scenarios

In the context where an increasing amount of higher education institutions in USA and UK are increasingly dependent on fees and having to become “self-sufficient”, the question of international student mobility is becoming increasingly important for these institutions.

According to a recent article in University World News, “China and India alone will see their aggregate urban consumption increase seven-fold and six-fold respectively from 2005 to 2025“. In the article, this is used as an argument that there will be an increasing pool of potential international students in terms of quantity, and that this would also allow institutions to be more selective rather than being dependent on any student coming. As such, the article presents this transformation as a huge potential for higher education institutions in the West – and especially for USA and UK that would need to have clear strategies on how to gain from this situation.

Though, the picture might be as clear cut, and some issues one might want to consider include that Asian own higher education institutions are on the rise, and there is increased focus on cross-border education and branch campuses that seems to be the preferred mode, instead of sending out students. In addition, one can expect increasing competition from other European countries, as the EU is soon to issue its new internationalisation strategy for higher education with third countries (as indicated by a Commission representative during the recent ESMU conference in Brussels). 

Studying in Europe still cumbersome for non-EU citizens?

A newly published report by the European Commission argues that obstacles still exist for non-EU citizens to come study in the EU. Attracting “third country” students to EU is arguably “a fundamental objective of EU immigration policy“.

The EU introduced the directive in 2004, with a purpose of cutting down the red tape on third country citizens coming to EU for the purposes of: studies, pupil exchange, unremunerated training or voluntary service. The directive set that EU countries should make provisions for fast-track admission procedures. According to the 2004 directive, a key factor for Europe’s future is to “promote Europe as a whole as a world centre of excellence for studies and vocational training“, an objective well in line with the contemporary EU-led higher education policy rhetoric.

Higher education in UK: trends over a decade – new report

Last week, Universities UK released a new report examining some of the main trends in UK higher education during the last decade. The report takes the year 2000 as a starting point, and examines tendencies and trends up to 2010.

Higher education in UK is now in the middle of changes, especially the light of recent increases in tuition fees. Recently one of our current Hedda students, Stevie Goddard, reflected on the dilemma of choosing between higher education in the UK and in Europe. The newly launched report sheds light on some of the processes that have lead to this new reality of tuition increase.

The report focuses on issues such as student numbers, change in disciplinary balance and a shift in funding systems. However, it also puts focus to the continuing social role of higher education in the UK.

Key findings include:

Decisions: Great Britain, or Europe?

foto: colourbox.com

This guest blog post is written by Stevie Goddard, a second year student in the European Master in Higher Education.  In this post, Stevie shares his thoughts and opinions about debate surrounding tuition fees in England and the dilemma between  choosing to study in the UK or abroad.

It is nearly October, and weeks away before my half-witted, and half-brother starts applying to universities in Great Britain. At 17 years of age, in the middle of a typical over-chaotic adolescence ‘world’, he will soon be asked to carefully and rationally consider options imperative to his entire future.

Naturally, this particular debt averse prospective student inspects the dangers first. The bleak employment environment, debts averaging over £22,000 currently even before price hikes, and an oversaturated number of graduates in the country already (17:1 graduates to jobs). This is even before anxious contemplations of requiring continuous employment alongside study commitments, not achieving the top two degree grades that hold real value, wishing to change courses thus extending study duration and debt, and the debt-inhibiting appeal to continue on to postgraduate courses.