Today, our focus is on three alternative destinations that have – relatively quietly – been attracting considerably more student interest than in the past.

These destinations are Thailand, Poland, and the Philippines, countries that are all attractive in terms of affordability as well as strengths unique to their location and education system.

Please note: Cost of living and study costs change fairly regularly, as do visa requirements. It’s important to check with individual institutions and government officials for the most current information in these respects.

THAILAND

Increased demand from China

According to Thailand’s Office of the Permanent Secretary, Ministry of Higher Education, Science, Research, and Innovation, were enrolled in Thai universities in in 2022, up from 25,100 in 2019. Since 2009, foreign enrolments in Thai universities have grown by about 2,000 per year thanks largely to increased demand from China.

The number of Chinese students studying in Thailand has doubled within the past five years to over 20,000, and reports that 60% of foreign students in Thailand (as well as Malaysia) are Chinese. Myanmar and Cambodia are the next largest senders of students to Thailand, but they sent less than 5,000 students each in 2022.

The affordability advantage

Thailand has a compelling competitive advantage in 2024: affordability.

Thailand is not only more affordable than the Big Four destinations of Australia, Canada, the UK, and US, but it is also less expensive – in terms of tuition and living costs – than the top Southeast Asian destinations of Malaysia and Singapore. Students need only to prove they have savings of US$360 when applying for a Thai student visa – an indication of just how affordable the country is to live and study in. (By contrast, students need savings of at least US$20,000 to cover tuition and living when applying for a visa for study in Australia, Canada, and US).

In terms of programme costs, bachelor’s degrees in Thailand range from about US$1,775 to $1,900 a semester, while master’s run from about US$2,320 to $2,500. provides the following table showing average tuition.

Students can live on a much smaller budget in Thailand than in many destinations. :

“Those on a tight student budget will be able to live on 650 baht (US$20) a day, covering food, transport and accommodation. For those looking to do some travelling and exploring while undertaking study in Thailand, you will likely need to budget around 1500 baht (US$46) per day.”

QS cautions, however, that living costs are higher in major cities like Bangkok.

Quality education offerings

Thailand isn’t just competitive on the basis of cost: it also has some very good universities and highly ranked programmes. For example, two Thai universities are ranked in the Top 100 in the QS Asia University Rankings 2024: Chulalongkorn University (#44) and Mahidol University (#51). Chiang Mai University also ranks highly at #102.

On the global QS 2024 rankings, these are the Thai universities in the top 1,000:

• Chulalongkorn University: #211
• Mahidol University: #382
• Chiang Mai University: #571
• Thammasat University: #600
• Kasetsart University: #751-760
• Prince of Songkla University: #901-950
• Khon Kaen University: #901-950
• King Mongkut’s University of Technology Thonburi: #951-1000

Beyond those overall rankings, the following chart shows that several Thai universities perform well in specific subject areas.

Overflow from students failing China’s ultra-competitive exams

Studying in Thailand is part of a larger trend of Chinese students choosing to study in Asia if they fail their very competitive postgraduate exams. has reported that:

“Yangyang Study Abroad Private education consultancy surveys in China put the proportion of applicants who fail the postgraduate exam and then apply to universities in Asia at between 40% (estimated by the agency) and 66% (estimated by other lesser-known agencies).”

Transnational Education (TNE) is part of Thailand’s plan to become a regional education hub

Over the past five years, TNE activity has been intense in Thailand, and the Thai government sees foreign partnerships and the establishment of branch campuses in Thailand to be a key means of attracting more international students from the region. The UK is particularly active in this regard in Thailand, and there now more than 120 active collaborative agreements between British and Thai universities.

Thousands of Thai students are abroad but high costs are dampening demand

At the same time as Thailand is attracting more inbound students, it is also sending out tens of thousands (more than 30,000 in 2022). However, agents are noticing more hesitancy this year among Thai students considering study abroad. Speaking during StudyTravel’s Alphe Asia conference in February 2024, Sethaphol Rutrakool, president of the Thai education consultancy TIECA, said:

“I think that since the pandemic, the market in Thailand has recovered, but in 2024 it is not so good. Because of inflation, the costs of everything have gone up – the costs of homestays, tuition fees and everything while the purchasing power of the students and parents is not fully back yet. So, I think it’s kind of a tough situation right now. It’s going [to] slow down from what I’ve seen for the remainder of this year and maybe next year as well.”

POLAND

Over the course of the past decade, the number of international students in Poland has tripled and last year reached a record-high of over 100,000 according to the education magazine . A total of 102,200 international students were registered in the education ministry database for the 2022/23 academic year and about 9% of all students in Poland’s universities are now foreign.

Poland offers , an advantage that appeals to a large segment of international students.

Steep rise in Ukrainians

A key reason for the increase is a significant rise in the number of Ukrainian students, many of whom have left their country due to Russia’s invasion. Nearly 50,000 Ukrainians are studying in Poland and account for nearly half of all foreign students.

But as reported in , Poland is also attracting students from a wide range of other countries, including Belarus (12,000), Turkey (3,800), Zimbabwe (3,600), India (2,700), Azerbaijan (2,500), Uzbekistan (2,100), China (1,800), Kazakhstan (1,700), and Nigeria (1,600).

The presence of so many Zimbabweans is interesting – there are more Zimbabwean students in Poland than in Canada (1,425), the US (1,790), or Australia (1,665), despite these destinations’ more intense recruiting in Zimbabwe over the past couple of years.

Of the 100,000+ international students in 2022/23, Perspektywy magazine notes: “This reflects the huge amount of work done by Polish higher education in the last 19 years … when Poland joined the EU in 2004 it had only 8,800 foreign students … just 0.5% of all students at the time and the lowest relative figure in Europe.”

Affordability

Poland is an affordable destination compared to many in Europe. provides the following illustrative chart showing tuition fees at several major Polish universities:

The Polish government says that international students can expect a cost of living of about €330 (US$350) a month, though living in cities can be more expensive. More information can be viewed .

The fee for a student visa application is €80 (US$85). In terms of proof of funds, a student must show they have 776 PLN (US$190) plus tuition for each month of their stay in Poland plus enough for return travel back to their country. They must also show they can pay for accommodation.

12 unis in the Top 1,000

There are close to 400 state and private universities in Poland. Two Polish universities are in the top 500 in QS’s 2024 World University Rankings: University of Warsaw (#262) and Jagiellonian University (#304). Overall, these are the Polish universities in the top 1,000:

• University of Warsaw: #262
• Jagiellonian University: #304
• Warsaw University of Technology: #571
• Adam Mickiewicz University, PoznaĹ„: #731-740
• Poznan University of Life Sciences: #801-850
• GdaĹ„sk University of Technology: #851-900
• AGH University of Krakow: #901-950
• Nicolaus Copernicus University: #901-950
• University of Wroclaw: #901-950
• Wroclaw University of Science and Technology: #901-950
• University of GdaĹ„sk: #951-1000
• University of Lodz: #951-1000

PHILIPPINES

The Philippines is a crucial source of students for many destinations. It is now Canada’s third largest market behind only India and China, sending 48,870 students in 2023, 50% more than in 2022. It is Australia’s fourth largest market after China, India, and Nepal, with 48,300 students enrolled in 2024. Australia has been expanding its Filipino student population even faster than Canada has – the total for 2024 is up 194% over 2023 and represents a massive jump of 469% since 2019.

But the Philippines is also an attractive destination for a growing number of students, even though international students make up only 1% of the total student population. In 2022, the Philippines hosted 22,250 international students according to ApplyBoard, 53% more than in 2021. (This number may be an underestimation – the reported this month that Rommel Banlaoi, director of the Philippine Institute for Peace, Violence and Terrorism Research, says there are as many as 20,000 Chinese students were in the Philippines that same year.) As in Poland, international students have many English-taught programmes to consider in the Philippines.

STEM programmes draw the most students

Interestingly, the Philippines is enrolling most of its international students to STEM programmes. As you can see from the chart below, STEM students make up a larger proportion of the overall student population in the Philippines than they do in any other destination represented in the data.

Indian students’ growing interest in the Philippines

The Philippines’ international enrolment growth has been largely driven by Indian students. In 2022, these were the top five markets for universities in the Philippines:

• India: 16,010
• China: 4,460 (but this number could much higher according to the )
• Nigeria: 1,930
• South Korea: 144
• Thailand: 137

notes: “While traditional destinations like the UK, US, Australia and Canada remain popular [for Indian students], other countries like Uzbekistan, Philippines, Russia, Ireland, Kyrgyzstan and Kazakhstan are gaining interest.”

ApplyBoard points out that once a destination attracts a critical mass of Indian students, it tends to expand its international student population at an increasingly rapid rate:

“Once Indian students penetrate a market, history tells us that the market will skyrocket in popularity. Not just among Indian students, but all international students.

Take the UK for example, which hosted 18,000 Indian students in 2017. Today, the UK is projected to welcome over 100,000 new Indian international students next year, which will make India the UK’s number one source market.

We will be watching the Philippines closely to see if this spike in Indian interest is the catalyst of quick growth.”

Affordability

International students can expect to pay €500–€2,000 (US$530–$2,030) per year in tuition – making the Philippines one of the most affordable study abroad destinations in the world, especially considering that the cost of living ranges from €650–€1,000 per month (US$692–$1,065).

The visa application fee is US$100 plus $40 for a compulsory registration card. There is no set amount required for proof of financial means, but students must present evidence they can afford their course of study, accommodation, and living expenses while in the Philippines.

QS rankings

Five universities in the Philippines feature in :

• University of the Philippines: #404
• Anteneo de Manila University: #563
• De La Salle University: #681-690
• University of Santo Thomas: #801-850
• University of San Carlos: #1201-1400

The allure of alternative destinations

The costs of living and studying – plus hefty requirements for proving sufficient financial resources – are making it impossible for thousands of students to study in the leading English-speaking destinations. But strong demand for study abroad remains, and students are proving themselves quite willing to travel to emerging destinations to earn a foreign degree at a cost that won’t leave them (and their families) desperate for cash.

Thailand, Poland, and the Philippines are just three of the alternative destinations enrolling many more students than in the past on the basis of affordability. Other host countries that have attracted significantly more international students over the past few years include Mexico, the Netherlands, Russia, and Japan.

For additional background, please see:

• “Southeast Asian students increasingly considering “studying abroad” closer to home”
• “The impact of immigration settings, affordability, and job opportunities on international students’ study abroad decisions”
• “Closer to home: Intra-regional mobility in Asia”

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“It should be easier for people graduating in the EU to obtain a work permit in the EU,” says the report.

The shape of migration to the EU

While several large Asian markets – among them India, China and the Philippines – drive overall migration to OECD countries, migration to the EU is more diverse, with potential migrants in nearby European and African regions more likely to cite the EU as their desired destination compared to other regions. However, the EU attracts smaller numbers of higher-educated migrants than other OECD destinations.

The EU hosts about 31% of the global pool of higher-eduated migrants distributed across EU and OECD countries, whereas nearly six in ten (57%) are in North America. In fact, the overall pattern is that migrants to the EU tend to be younger and less educated than is the case in non-EU OECD countries. Between 2000 and 2010, the share of all low-educated migrants in OECD countries living in the EU15 rose from 36% to 45%, and in 2014 employment among migrants in the EU15 countries was more than ten percentage points lower than in non-EU OECD countries.

The OECD’s recommendation that the EU reform its work permit policies to retain highly-educated foreign EU graduates therefore represents a plan to reverse this long-term trend. Current migration rules were developed at a time when member-states were in more direct competition. The report’s authors suggest that modern-day factors require a less fragmented approach designed to make the EU more attractive as a whole.

The report notes that variances in policy make for uneven issuance of work permits. As it stands now, Italy, Spain, and the UK issue more than half of all work permits bestowed. Some EU states impose education, occupation, or salary requirements, while others rely upon hard numerical limits. Still others use labour market tests, and some deny entry to less skilled labour migrants entirely while others admit them only for seasonal activities.

This is not to say work permit polices are completely disconnected. The EU developed some common rules with the 1999 Amsterdam Treaty, while the 2009 Lisbon Treaty mandates that certain objectives should be supported and complemented through EU initiatives, and made the European Parliament co-legislator in the area of legal migration. The chart below, from the OECD, gives an idea of the overall alignment of policies in various countries.

Barriers to labour migration in selected EU countries. Source: OECD

The Netherlands, for its part, is out front on the issue of attracting highly skilled migrants. The understanding that the retention of international students bolsters the Dutch economy led to the creation of the Make it in the Netherlands () programme in 2014. Among other areas of focus, MiitN began to promote the learning of Dutch to foreign students, worked toward creating a bridge between study and career, and streamlined bureaucratic procedures.

EU President Jean-Claude Juncker has called for a reset on foreign worker rules as part of a broader agenda of boosting employment rights and setting wage standards, among other goals. Already an EU vote earlier this year harmonised and eased rules for non-EU students, with the goal of attracting not only more students, but also researchers and interns.

The further changes proposed are touted as a way to bring clarity to various grey areas in regulations, and they fall into three broad categories: adapting labour migration channels, simplifying procedures, and promoting the EU labour market.

Proposed Blue Card changes

The EU’s Blue Card programme was designed to attract skilled workers from abroad. However, the programme was not adopted by all member states and has not been widely used.

With an announced on 7 June 2016, the programme is now set for a major restructuring. Less than 14,000 Blue Cards were issued last year, and mostly by Germany. In September 2015, more than three quarters of respondents to a public survey concerning the Blue Card scheme believed more should be done at the EU level to improve the attractiveness of EU member states for highly skilled migrants. The ease of getting a permit was the issue singled out by 63% of respondents. Currently, in order to receive a Blue Card non-EU nationals must earn 1.5 times the average salary of the EU country where they plan to move, and employment contracts must be for at least one year.

Some of the European Commission’s proposed reforms include:

• Faster and more flexible procedures. Applications can be submitted either abroad or in EU territory, and the maximum processing time is brought down from 90 to 60 days.
• Parallel national schemes for similar eligible groups are to be replaced by a single, EU-wide scheme for highly skilled third-country nationals.
• The required minimum duration of initial contracts is brought down from 12 to 6 months to align more with labour market realities and many national schemes.
• The new scheme introduces more facilitation for recent graduates and workers in shortage occupations to increase the retention of foreign talent educated in the EU and facilitate their entry from abroad.
• Member states have the option to introduce fast-track procedures for recognised or trusted employers, with the recognition procedure regulated at the national level.
• Blue Card holders will be able to move to other member states after 12 months of residence in the first member state, compared to 18 months under the existing rules. They would be able to move after six months of residence in second, third, and further member states.
• Professional experience will be recognised as equivalent to possessing higher education credentials.

Certain rules would not change, for example the requirement for Blue Card applicants to prove their highly-skilled status, or to have a job offer or contract in hand before submitting paperwork. Member-states will also still be able to rely upon labour market tests to judge employer needs and create national shortage lists, which would be used to adjust salary thresholds and thus attract the workers each country’s labour markets need most urgently.

According to OECD Director for Employment, Labour, and Social Affairs Stefano Scarpetta, employers in most EU member states already report more difficulty attracting and retaining talent than those in competing non-EU countries. Commenting on the need to draw more highly skilled workers, he said, “Skilled migrants can play an important role in addressing labour market shortages, drive innovation, and promote productivity growth.”

Political obstacles loom

Jean-Claude Juncker is now his EU presidency due to the outcome of Britain’s Brexit vote. It is unclear what effect this would have, if any, on the EU’s recent proposals. Likely none, as support is strong among policymakers for common action in making the EU more attractive for highly qualified migrants. But any reforms will take place in an atmosphere of growing anti-immigrant sentiment among EU citizens.

Strong resistance to EU policy in countries like Denmark, Sweden, the Netherlands, and Slovakia are already roiling the political waters. Switzerland staged a referendum on immigration caps in 2014 that passed and is legally binding upon Swiss policymakers, and Romania has its own immigration vote upcoming in the autumn. Various European politicians have criticised the EU’s proposals in the most forceful terms. Gisela Stuart of the UK’s Labour Party told , “The plan appears to be to open our borders ever wider – extending access to the European labour market to yet more war zones.”

The authors of Recruiting Immigrant Workers: Europe acknowledge that the issue of legal migration is tied to that of forced and illegal migration. For example, one proposed Blue Card reform expands the programme to encompass people who previously arrived in Europe illegally and are seeking asylum. But the report also points out that legal migration, such as by foreign students seeking university degrees, constitutes the bulk of movement to the EU.

The EU estimates Blue Card reforms will net the single market €1.4 billion to €6.2 billion each year (US$1.6–US$7 billion), derived from retaining or attracting 32,000 to 137,000 additional high-skilled workers. Dimitris Avramopoulos, EU Commissioner for Migration, Home Affairs, and Citizenship, said, “If we want to manage migration in the long-term, we have to start making those investments now, in the interest of us all. The revised EU Blue Card scheme will make it easier and more attractive for highly skilled third-country nationals to come and work in the EU and strengthen our economic growth.”

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Our focus today is on its findings with respect to international mobility. Drawing largely on data through the 2012/13 academic year, Education at a Glance 2015 reaffirms many of the key characteristics of international mobility that we have come to understand over the past decade.

Ongoing rise in international student mobility

The number of foreign tertiary students enrolled worldwide increased by 50% between 2005 and 2012. As many as 4.5 million students were enrolled outside of their home countries in 2012 and the total number is estimated to have surpassed five million by this year.

The report notes, “Student mobility has increased dramatically over the recent past, due to a range of factors. The exploding demand for tertiary education worldwide and the perceived value of studying at prestigious post-secondary institutions abroad contribute to an increasing and diversified flow of international students, ranging from those who cannot find a place to study in post-secondary education at home to students of high academic achievement studying at high-quality programmes and institutions. In addition, the educational value associated with a diverse student body, the substantial revenues that can be earned by expanding education for international students, and economic and political considerations prompted some governments and institutions to make major efforts to attract students from outside their national borders.”

Asia is the engine of growth in global student mobility

It was the region of origin for 53% of all international students in 2012/13, and China and India remain the world’s first and second-largest source markets. “Asia is dominating,” said Andreas Schleicher, Director of the OECD Directorate for Education and Skills.

“That is where you can see the hunger for learning. Parents want their children to get a better education and they still quite often choose countries in the Western world, in OECD countries, to obtain those qualifications.

It may change in the future but at the moment that is still by a large margin the most dominant source of international students, followed by Europe, and with a large gap by Africa.”

Distribution of international students in tertiary education by region of origin, 2013. Source: OECD

Shifting market share

The US remains the leading study destination but, while absolute numbers of foreign students in America continue to increase, its market share has fallen. “That share is declining in the United States,” adds Mr Schleicher. “The market is dividing up quite differently with countries like Japan [and some European countries] getting a larger share.”

More broadly, Australia, Canada, France, Germany, Japan, and the United Kingdom together receive more than 50% of all international students worldwide and OECD countries attract 73% of all students enrolled abroad.

Also of note: the number of international students enrolled in tertiary education in OECD countries was, on average, three times the number of students from OECD countries studying abroad.

Level of study variations for international students

Education at a Glance 2015 has some thought-provoking new observations as well. In particular, it highlights the growing importance of post-graduate programmes and the higher proportions of international student enrolment at advanced levels of study.

“The proportion of international students among total higher education enrolments tends to be much larger at the most advanced levels of tertiary education,” notes the report. “On average across OECD countries, 24% of students enrolled in doctoral or equivalent programmes are international students against an average of 9% in all levels of tertiary education.”

The OECD speculates that the following factors may be contributing to greater proportions of internationally mobile students in advanced studies:

• Particularly severe capacity constraints – that is, very limited opportunities for post-graduate or doctoral studies – in the students’ countries of origin;
• The benefits of study abroad, in terms of career opportunities and earning potential, are that much greater at advanced levels of study;
• Doctoral (or comparable level) students may simply be more likely to travel and live abroad, in part because they would be attractive to their host countries for their research contributions during their studies and/or as highly qualified immigrants.

The following chart makes the point quite vividly that while foreign students may represent a relatively small proportion of total undergraduate enrolment in a major destination like the US, their participation rates are much higher at the master’s and doctoral levels.

International student enrolment as a percentage of total tertiary enrolment in OECD countries, by level of study, 2013. Source: OECD

Hit the brakes?

The report also gives passing attention to a possibility that has begun to play on the minds of international educators in recent years: can the market keep growing as quickly as it has? More to the point, what happens if growth slows significantly?

There are a variety of inter-related demand factors that influence demand patterns for study abroad, including domestic capacity, economics, demographics, labour market requirements, and immigration policies. And on the question of future trends, OECD says only, “In the current economic climate, shrinking support for scholarships and grants, as well as tighter budgets for individuals, may slow the pace of student mobility.”

The report does go on, however, to explore the different elements that drive student decision-making around study abroad and it distills these down to the following decision factors:

• Language of instruction. Languages that are widely spoken and read are attractive and the “progressive adoption of English as a global language” remains a major factor in the prominence of English-speaking destinations. This underlying demand driver has also played an important part in the expansion of English-taught programmes in non-English-speaking destinations, including those in Europe.
• Quality of programmes. Study destination attractiveness correlates strongly to perceptions of quality, as derived from international university rankings but also from a wide range of other indicators of quality for individual institutions and programmes.
• Costs of study. Both tuition and costs of living factor here, and all are filtered through the lens of prevailing currency exchange rates. OECD notes cost as an important consideration but observes as well that higher tuition fees do not necessarily discourage prospective students so long as the quality of education is perceived to be high.
• Immigration policy. There is no question that the destination country’s policies around student immigration are one of the most important determinants of attractiveness for foreign students. This pertains to the ease (and timeliness) with which a student visa can be obtained but also to opportunities for the student to work during or after his or her studies. The prospects for immigration after graduation may also be an important factor for students and host countries alike.

The global classroom

Overall, the OECD’s findings for 2015 reflect a global marketplace for education that continues to expand, but that is also increasingly complex.

“Tertiary education is becoming more international through a number of means,” notes the report. “For example distance education, international education-related internships and training experiences, crossborder delivery of academic programmes, and offshore satellite campuses.”

The global education market is also characterised of late by more varied patterns of mobility. China, for example, remains the world’s leading source of mobile students but is now also an important study destination in its own right. The same is true for Malaysia and a number of other regional destinations around the globe.

Growth rates and other high-level market trends will continue to hold our attention in 2016. But this expanding range of shifting market conditions will also challenge and engage international educators in the years ahead.

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This past June, the Polish Ministry of Science signed the , a strategy that aligns with a new goal announced at the beginning of the year: – more than twice the number currently studying in the country. The new target was set in January 2015 at an annual international education conference that brought together 240 rectors, vice rectors, and international officers representing 80 Polish universities.

According to the strategy, the Ministry of Science will allocate EUR57.5 million to funding international education programmes, international summer schools, and language training, and will encourage universities to:

• Offer more degree programmes in foreign languages;
• Create more joint educational projects.

The strategy also encourages institutions to seek international accreditations and has earmarked EUR112 million to attracting foreign researchers to Poland through the creation of both international doctoral programmes and post-doctoral fellowships.

An additional area of focus is the development of e-learning opportunities, such as Massive Open Online Courses (MOOCs).

Internationalisation of staff

Staff training and professional development will be cornerstones for Poland’s higher education internationalisation. The strategy includes provisions for both language training and training in best international practices for university staff. In 2012/13, Poland sent 7,000 university staff and faculty abroad through the Erasmus+ programme, more than any other EU country.

Another example is the , designed to boost Poland’s ranking in European innovation indices. Top 500 allows Poland’s leading academics to learn about technology transfer and entrepreneurship from US universities in Silicon Valley. Since late 2011, the initiative has sent 320 Polish academics to California.

Two decades of reform

The new strategy follows an extended period of educational reforms in Poland stretching back over the last 25 years. After declaring independence from the Soviet Union in 1989, the country underwent a series of political, economic, social, and educational reforms to prepare for EU accession in 2004.

In the early 2000s, Polish higher education institutions faced a growing exodus of Polish students to the EU and increased competition with foreign universities, but this trend now appears to be reversing.

Since it signed the Bologna Declaration in 1999, Polish higher education has undergone a series of further reforms, including a clear separation between bachelor’s and master’s degree programmes. It has also joined the European Credit Transfer System (ECTS) and become both a major sending and host country within Erasmus.

Who is studying in Poland?

According to a recent analysis by Warsaw-based Perspektywy Education Foundation, , an increase of more than 10,000 from the previous year.

The jump is largely attributed to the growth in the number of Ukrainian students, around 23,000 in total in 2014/15, and an increase of 8,200 from the previous academic year. With that significant year-over-year change, Ukrainian students now currently make up more than half of the total international student population in the country.

Observers attribute the change to a ten-year marketing campaign promoting Polish universities in the Ukrainian market, and, more recently, to Ukraine’s military conflict with Russia in the eastern part of the country.

The Polish government provides financial support for some international students. In 2014, for example, the government announced , offering scholarships for 400 undergraduates and 50 postgraduates at Polish institutions, and with priority from students from war-torn areas of Eastern Ukraine.

After Ukraine, Belarus is the second-largest sending country, followed by Norway, Spain, and Sweden. In the 2014/15 academic year, over 83% of international students studying in Poland came from other European countries.

Erasmus is the most comprehensive mobility scheme that Poland participates in. As the sixth-most populous country in the European Union, in 2012/13 with 11,000 incoming students, with Spain, Germany, Portugal, France and Turkey as the major sending countries within the Erasmus programme.

We noted in 2013 that the number of Asian students in Poland was on a downward trend. However, Perspektywy Education Foundation reported growth in the number of students from Asia for the first time in five years in 2014/15. Polish universities currently host 785 students from China (an increase of more than 100% compared to 2013/14), 410 from Taiwan, and 545 from India (a 227% increase). At the same time, the number of Vietnamese (205) and Malaysian (211) students have decreased slightly.

While only 2% of international students in Poland are currently from China – a relatively low number compared to its neighbours in Western Europe – Poland has also recently focused on increasing its collaboration with the world’s largest sending market. , Warsaw hosted the China-Central and Eastern European (CEE) Countries Education Policy Dialogue, attended by the ministers of higher education from 17 countries and rectors of Polish and Chinese universities. Poland has also recently launched a Chinese-language version of it’s Go Poland! website.

Outbound mobility from Poland

According to UNESCO, Poland sends approximately 23,000 tertiary-level students abroad each year. The most-popular destinations for Polish students are Germany, the UK, France, the US, and Italy. In 2012/13, Poland was also in the top five sending countries for Erasmus with 16,221 outgoing students, with most choosing to study in Spain, Germany, Portugal, France, and Italy.

According to the UK-based Higher Education Statistics Authority (HESA), decreased from around 8,500 in 2009/10 to about 5,200 in 2013/14. The decline coincides with the 2012 tuition hikes at UK institutions for both domestic and EU students, and effectively ended a period of rapid growth in the number of Polish students in the UK after Polish accession to the EU in 2004.

has also declined slightly, from 1,581 in 2012/13 to 1,520 in 2013/14, according to Institute for International Education’s Open Doors data.

Demographic challenges

Demographics are also playing a part here as the Polish population is ageing, and this has led in turn to a decline in the country’s post-secondary enrolment. In the 2014/15 academic year, 1,469,386 students were enrolled at Polish universities; 80,491 students fewer than the previous year.

Going forward, the British Council estimates that the population aged 18-22 will decrease by every year between 2013 and 2024.

Opportunities for recruitment continue to exist in Poland, but joint research collaboration, staff and faculty exchange, and international and joint graduate programmes appear to be the most promising given the recent priorities of the Polish Ministry of Science and Higher Education.

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The study, called , draws in part on the findings of major surveys from the International Association of Universities () and the European Association for International Education (EAIE). The authors of the report also convened an expert panel, conducted an analysis of digital learning, and considered national reports on internationalisation efforts in ten European countries and seven countries outside Europe.

While the report’s authors – Hans de Wit and Fiona Hunter from the Centre for International Higher Education (CIHE) at Boston College, Laura Howard of EAIE, and Eva Egron-Polak from IAU – laud decades-long European efforts to coordinate and improve internationalisation efforts among European higher education institutions, most notably through the Erasmus mobility scheme and the Bologna Process, they also call for Europe to further strengthen internationalisation efforts for an increasingly globalised and competitive future.

A number of emerging challenges noted by the authors include:

• Ongoing funding challenges among many European nations;
• An increase in privatisation across the education sector;
• Concerns over academic integrity as international student numbers rise across the continent.

A recent şÚÁĎąŮÍř Monitor article reporting on a European Association of Universities (EAU) trends study highlights similar concerns, suggesting that ongoing economic instability is in part fuelling a rise in student mobility within Europe, but notes as well that a majority of European universities are committed to internationalisation and have international strategies in place.

Internationalisation for all

Mr de Wit suggested in a recent, related guest post for Inside Higher Ed that to create internationalisation strategies that improve quality learning outcomes and increase participation rates, rather than focusing on increasing short-term or long-term revenue streams.

“Most national strategies, including within Europe, are still predominantly focused on mobility, short-term and/or long-term economic gains, recruitment and/or training of talented students and scholars, and international reputation and visibility,” he said. “This implies that far greater efforts are still needed to incorporate these approaches into more comprehensive strategies, in which internationalisation of the curriculum and learning outcomes as a means to enhance the quality of education and research, receive more attention.”

The report makes a number of compelling recommendations, many focused on improving the efforts to “internationalise at home” for students not able to travel for international study. An expert panel convened during the study revised Jane Knight’s working definition of internationalisation as “The intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society.”

For the report’s authors, this definition reflects “the increased awareness that internationalisation has to become more inclusive and less elitist by not focusing predominantly on mobility but more on the curriculum and learning outcomes.” Furthermore, it re-emphasises that “internationalisation is not a goal in itself, but a means to enhance quality, and that it should not focus solely on economic rationale.”

The report makes several recommendations towards this goal, including:

• Address persistent differences in higher education systems, procedures, and funding that contribute to imbalances in credit and degree mobility;
• Expand options to combine work placements with language and cultural skills training and study abroad;
• Foster greater higher education-to-industry collaboration in the context of student and staff mobility;
• Give greater weight to “internationalisation at home” initiatives that integrate international and intercultural learning outcomes into the curriculum for all students;
• Remove barriers that impede the development of joint degrees;
• Develop innovative models of digital and blended learning as a complement to other internationalisation initiatives;
• Align internationalisation initiatives at the higher education level with those at other levels of education.

Reaction to the report

A response to the report by Chris Havergal in Times Higher Education . Mr Havergal points to ongoing debates about immigration – in the UK and elsewhere – as well as continuing religious and ethnic tensions as growing factors that underscore both the potential and challenges facing the internationalisation of higher education within Europe.

The report also flags the possibility that certain strategies have the potential to compromise academic values, a tendency Mr de Wit attributes to “increased national and institutional interests and commercialisation driving the agenda for internationalisation.”

To safeguard against this temptation, the report encourages all internationalisation processes to act in line with the IAU’s Affirming Academic Values in Internationalisation of Higher Education, a document that calls on all institutions “to revisit and affirm internationalisation’s underlying values, principles and goals, including but not limited to: intercultural learning; inter-institutional cooperation; mutual benefit; solidarity; mutual respect; and fair partnership.” It adds that, “Internationalisation also requires an active, concerted effort to ensure that institutional practices and programmes successfully balance academic, financial, prestige and other goals.”

Key for the future

Despite these and other challenges, the values of internationalisation are clear. As the report’s authors suggest, all parties involved have a critical role in shaping a positive, productive future for European internationalisation efforts, including the need to look further afield to learn from other global models.

“The importance of the role of the European Union and the Bologna Process in the [internationalisation of higher education], in Europe but also around the globe, is undeniable, and has to be built on even further. In this process, however, it is essential to focus on partnerships and collaboration that recognise and respect the differences in contexts, needs, goals, partner interests, and prevailing economic and cultural conditions. Europe can only be an example if it is willing to acknowledge that it can also learn from elsewhere; it offers an important model but not the only one for the modernisation of higher education.”

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These are some of the key findings of a recent report from the European University Association (EUA). Trends 2015: Learning and Teaching in European Universities is the latest in a series of survey reports from the EUA, and the first since 2010.

It gathers responses from 451 institutions representing 46 countries and with a combined student body of roughly 10 million. This, notes the report, represents “more than half of the 17 million students studying at EUA member institutions, or about a quarter of the student body enrolled in the institutions of the European Higher Education Area. However, this percentage rises to 38% of the student population if Azerbaijan, Belarus, Ukraine and the Russian Federation are excluded from the sample due to their low response rates (the institutions that responded represented about 10% of the students in each of these countries).”

Student numbers on the up

Trends 2015 highlights the European Union’s commitment to educate at least 40% of 30-34 year-olds at degree level by 2020 – alongside an earlier research finding that 12 EU members had reached that level of higher education participation as of 2012 (relative to an EU average of 36% by that year). “Many countries in Europe,” the report adds, “have been interested in broadening participation and access to higher education.”

Perhaps it is therefore not surprising that 62% of survey respondents reported an increase in enrolment over the past five years with 42% reporting growth of more than 10% since 2010. In contrast, only 19% reported a decrease in student numbers with 9% indicating a decline of 10% or more.

“The largest enrolment gains are found in Belgium, Denmark, Norway, Switzerland and Turkey; smaller but still significant growth is expected in Austria, France, Germany, the Russian Federation and Ukraine,” adds the report. “The largest decreases are found in the Czech Republic, Lithuania, and Slovakia.”

This summary reflects a broader pattern of migration fueled in part by the prolonged economic crisis in Europe. The percentage of Europeans residing in another member state has been steadily increasing since 2010, resulting in two particularly notable flows of migrants from the south to the north, and, to an even greater extent, from the east to the west.

This reflects that economies in southern and eastern Europe have been more profoundly affected by the downturn, and this is indicated in the survey responses as well in that institutions in both regions reported greater impacts of economics and demographics on their current and future enrolment prospects.

“The weak economic outlook has been accompanied by an increase in youth unemployment in many parts of Europe,” adds Trends 2015. “It peaked at 50% in Spain and 60% in Greece in 2014 and was estimated to have reached five million across the European Union in August 2014.

This has prompted many governments, the European Commission and the Organisation for Economic Co‑operation and Development (OECD) to emphasise the need for closer links between universities and industry, to stress innovation policies and graduate employability.”

It has also, it would appear, contributed to an increasing demand for professional qualifications among European students. Nearly four in ten survey respondents (38%) reported increased demand over the last five years for studies leading to a professional degree in fields such as business, engineering, or law.

Internationalising the student body

Nearly all respondents indicated they have an internationalisation strategy in place: 50% have a specialised international strategy already, 8% intend to develop one, and 35% have incorporated internationalisation as an element of a broader institutional strategy.

Not surprisingly, most European universities cite the EU as the primary geographic target of their international activities, including exchange programmes, international recruitment, joint programmes, and other cross-border links. After the EU, Asia and the Americas are the next most-reported geographic targets.

The following chart provides a little more nuance for the earlier finding of increased enrolment for a majority of responding institutions. It highlights that 69% of European universities reported an increase in non-EU enrolment since 2010. Riding along with this, 64% also indicated an increase in enrolment by EU students. “The growth of international students, both EU and non-EU, is the most frequent change that has occurred,” adds the report, “notably in Austria, Ireland, Lithuania, the Netherlands, Norway, Poland, Portugal, Switzerland and Turkey.”

The changing composition of the student body of European universities, 2010 to 2015. Source: European University Association

When asked what they felt most contributed to any increase in enrolment since 2010, respondents cited “stronger emphasis on widening access and participation” (41%), “international recruitment” (39%), and “changes in admissions policies” (28%) as the top factors.

Main reasons for increased enrolment since 2010. Source: European University Association

The report highlights a related research finding that expanded international recruitment has become an increasingly common response to the economic crisis for European universities, both as a means to increase revenue and diversify funding sources.

Trends 2015 acknowledges that expanded international recruitment may be linked to the possibility of recovering higher fees from non-EU students but notes as well that recruitment activity is on the rise even in countries without such fee differentials.

“The new economic reality – the economic crisis, youth unemployment, the requirements of the knowledge society, globalisation – has led to renewed and additional emphasis on increasing student participation,” concludes the report.

“The composition of the student body is changing as a result of institutional strategies, particularly due to the major efforts being undertaken to recruit international students from both EU and non-EU countries…Where drops in enrolments occur, they are attributed to demographic change and the students’ financial situation, especially in eastern and southern Europe.”

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A recent study written by Bernd Wächter and Friedhelm Maiworm published by the Academic Cooperation Association (ACA) collected survey data from European education institutions to examine their use of programmes taught in English as a tool to increase mobility.

Data collected by ACA in collaboration with the Gesellschaft für Empirische Studien () and shows that the number of English-taught bachelor and master programmes – referred to in the study as English-Taught Programmes (ETPs) in non-English-speaking European countries has more than tripled over the last seven years.

A massive surge in ETPs

Comparing data from earlier studies shows how widespread the adoption of ETPs has become. The number of English-taught programmes was counted as 725 in 2001, 2,389 in 2007, and according to the present study, 8,089 in 2014. The new data, as well as that from other sources – such as that included in a 2013 şÚÁĎąŮÍř Monitor article – attests to the accelerated introduction and delivery of ETPs across Europe.

Currently, Germany has the largest number of institutions offering such programmes, at 154, followed by France with 113, and Poland at 59.

In absolute terms, the Netherlands has the most ETPs with 1,078, followed by Germany with 1,030, and Sweden with 822.

The chart below shows the top ten countries for ETPs numerically, and the proportion within the total number of programmes available.

Top ten countries by number of ETPs as of 2014, and the proportion of the total higher education programmes offered (by country) that each represents. Source: ACA

Because the number of higher education institutions per country differs, the percentages offer more revealing data. Denmark, Netherlands, Finland, and Sweden offer the highest percentage of courses in English, whereas by proportion, France ranks below sixteen other European nations in offering ETPs and Germany ranks below fourteen other countries.

In general, eastern and southern European countries offer the fewest ETPs by both number and percentage, with Greece, Croatia, and Bulgaria offering the least in sheer numbers, and those three countries along with Romania, Italy, and Turkey offering the least by percentage.

The chart above hints that ETPs are strong in the Nordic region, and the ACA’s data bears that out. Almost 61% of institutions in the Nordic countries offer bachelor and/or master programmes completely taught in English – nearly 20% of all programmes there fall into that category – and more than 5% of all students are enrolled in ETPs. The chart below divides Europe into six areas to provide a snapshot of how such courses are distributed regionally.

Regional distribution of ETPs in Europe, 2014. Source: ACA

As the chart suggests, despite remarkable growth in the number of ETPs during the last decade, the percentage of students enrolled in such courses remains small. For Europe as a whole it stands at 1.3%, which amounts to about 290,000 participants across the continent for 2013/14.

A look inside the classroom

ACA tracked the student mix in these courses, and found that 54% of the total were foreign students in the nations in which they are studying. In the 2007 survey that percentage was much higher, at 65%, and in the 2002 survey the percentage was 60%. The reasons behind this 11% drop in foreign enrolment over the seven years is not entirely clear, but could be a reflection of economic factors in Europe.

However, there is still international diversity in the programmes. As few as 5% of the ETPs surveyed reported only domestic students enrolled. At the opposite end, 10% of ETPs stated that all the students were from outside their own country.

Comparatively speaking, ETPs in the Baltics and in Southeast Europe tend to enrol domestic students, while those in the Nordic region and Central West Europe enrol more foreign students.

In terms of classroom make-up, the survey found that students from Europe formed by far the largest cohort in European ETPs. Below is a breakdown of students’ regional origins:

ETP enrolment in Europe by the students’ region of origin. Source: ACA

The 14% Asian grouping is composed of 4% from China, 4% from India, and 6% from the many other countries in the region.

The survey also tracked English language proficiency, and a large majority of ETP directors rated their students as good or very good in this area. Domestic students fared better in these assessments than foreign students, and students in social sciences, business, and law fared better than those in engineering, manufacturing, construction, and hard sciences. On the negative side, heterogeneity – that is, variation in command of English – was viewed as a problem in classrooms.

Problems encountered with English language proficiency of students in ETP programmes (values shown are percentage for each category of respondent). Source: ACA

Some coordinators also reported other problems related to heterogeneity such as the differing expectations of students with regard to teaching methods. For example, expectation for more passive versus more interactive approaches, differing levels of subject area knowledge, and differing student academic practices and ethics.

Respondent expectations and motivations

While English language instruction is known to enable greater student mobility, survey respondents were asked to dig deeper and give specific reasons why they had adopted ETPs as a means of boosting internationalisation at their institutions. Essentially, these questions probed expectations, and charted reported effects. Some of the responses were as follows:

1. To do away with language obstacles for foreign students – i.e., to attract those who won’t enrol in a programme taught in the country’s domestic language;
2. To improve international competency of domestic students – i.e., to increase diversity at the institution, foster intercultural understanding, and better prepare students to be globally competitive;
3. To raise the international profile of the institution;
4. To attract top talent at both the student and staff level;
5. To provide high-level education for students from low-income countries as a means of development aid;
6. To compensate for shortages at the institution – i.e., to counterbalance a lack of enrolment by domestic students and/or to generate revenue from tuition paid by foreign students.

The survey notes that in general, revenue as a motive was cited least often, whereas altruistic considerations – for example in the area of development cooperation – played a surprisingly strong role.

The ACA survey also asked institutions their reasons for not adopting ETPs. Typical responses were:

1. Language proficiency issues – low levels of English among teaching staff and/or among domestic students; or, on the other hand, high proficiency of foreign students in the domestic language.
2. Type of higher education institution and/or discipline – English was deemed unnecessary, difficult to introduce, or incompatible with the discipline taught, for example music or the arts. Conversely, some institutions offer programmes with specialised terminology students needed to master in the domestic language, as is the case in teacher training or law.
3. Insufficient international enrolment and/or lack of interest among foreign students.
4. Contractual considerations – some institutions have established bilateral agreements with foreign institutions stipulating that incoming students master the domestic language.
5. Legal obstacles, for example arising from regional autonomy agreements, such as in Spain, which create difficulties designing study programmes; accreditation issues also exist in some countries, such as the Czech Republic, Hungary, Romania, Slovakia and Slovenia.
6. Lack of resources.

Resources often relate to the size of an institution. Larger institutions have the ability to offer more programmes of all kinds than smaller ones, and are statistically more likely to offer programmes taught in English.

The survey showed that in 2013/14, only 14% of institutions with 500 students or fewer offered ETPs, while 52% of institutions with 2,501 to 5,000 students offered them, and 81% of institutions with more than 10,000 students administered such programmes.

Programme effects

The ACA tracked the effects of ETPs upon schools. The most frequently cited effects were as follows:

1. Improved international awareness of the institution (84%);
2. The strengthening of partnerships with foreign institutions (81%);
3. The improvement of assistance/guidance/advice for foreign students (71%), including the provision of information and services in English.

When asked in detail about the benefits to students, programme directors cited career benefits. Improved mastery of English in itself, apart from degrees earned, was believed to be a strong aid to future employment prospects. Respondents also cited as positives such as better networking opportunities thanks to a multinational student body, good preparation for international employment, and more mobility opportunities.

Interestingly, many programme directors also believed that one strong benefit of ETPs was the closer interaction with teachers made possible by the generally smaller class sizes. Under such conditions, they believed students received more personalised guidance, which in turn enhanced the overall quality of their education.

As a result of adopting ETPs, 56% of respondents attributed higher importance to promoting their schools, and to targeted recruitment of students in particular (54%). Institutions used a broad range of marketing measures and communication channels to reach students. The survey asked respondents to break their methods into two categories – those used by degree (i.e., methods used to attract bachelor students, as opposed to masters students), and those used according to target group (i.e., foreign as opposed to domestic students).

Providing information via university websites was the most commonly used method in both cases, followed by distribution of printed material, presentations at domestic student fairs/information events, entries in international portals/databases, distribution of information via existing networks/partnerships of the institution, and presentations at foreign student fairs/information events. In both categories, the use of agents in target countries was among the least-used methods.

The final study published by the ACA is a detailed document running more than 130 pages. It contains important details concerning collection methodology, before offering a large assortment of respondent data, along with the interpretations and conclusions of the authors.

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These are some of the findings of the Pew Research Center’s . The study updates a similar effort from 2013, which highlighted the strong levels of web usage and engagement for social and mobile users. The findings for the 2014 edition are drawn from in-person interviews with 36,619 people across 32 emerging and developing countries conducted from March 17 to June 5, 2014. The results for those 32 countries – including significant education markets such as China, India, Nigeria, Indonesia, Thailand, Vietnam, Brazil, and Mexico – have been benchmarked against a related Pew Center telephone survey of 1,002 Americans, also conducted in 2014.

The study’s high-level findings provide a compact overview of Internet access in developing and emerging economies, along with important insights as to how people access and use the Internet in each country.

For example, the following graphic illustrates the percentage of the population in each country who access the Internet at least occasionally or own a smartphone (as smartphone users, practically speaking, are also Internet users).

Those who access the Internet at least occasionally or own a smartphone within the 32 countries in the 2014 Global Attitudes study. Source: Pew Research Center

Do some of those numbers look lower than you would expect? If so, it is probably because you spend a lot of time talking to students. The Pew study points out that Internet usage is highly concentrated within younger demographics in developing and emerging economies, particularly among those with a high school education or higher and particularly among those who can speak or read English.

The following table summarises the variances in Internet usage for these factors, and, as you will see, they are quite striking in some cases. (Please note that some table cells are left empty for some countries due to insufficient sample size for the characteristic in question.)

Internet usage by age, education, and English ability among the 32 countries in the 2014 Global Attitudes study. Source: Pew Research Center

These findings make intuitive sense in that the 18-to-34-year-old demographic came of age during a period of dramatic technological change, including the emergence of the Internet and the widespread adoption of mobile devices. In addition to these factors, and, as was the case in last year’s global survey, the 2014 study also finds a close correlation between Internet usage and income. Simply put, “Richer countries in terms of gross domestic product per capita have more Internet users among the adult population compared with poorer nations.”

Also echoing last year’s study, Pew finds that Internet users in developing and emerging economies are highly engaged socially. Staying in touch with friends and family and engagement with social media remain the leading ways in which they like to use the Internet.

This point reinforces an important aspect of communicating with secondary school and college-age Internet users: they are highly engaged socially and those social channels in turn are an important source of information and product or service recommendations. A recent post from NewBrand Analytics makes the point concisely:

“A study of millennials [that is, those born between 1980 and 2000] states that 95% of respondents say friends are their most credible source for information when making a purchase. Additionally, 98% are more likely to engage with posts by friends about a brand versus a post by the brand itself. Therefore, an effective method to get millennials loyal to your brand is to get other millennials talking online.”

Following on from the importance of this highly socialised exchange, Pew also finds that searching for more practical news and information is the next major category of Internet usage in developing and emerging economies. “For Internet users in emerging and developing nations, social relationships are a fundamental aspect of their interaction with the virtual world,” says the study. “Getting various types of information, such as political news, health information and government services, is the next tier of Internet use.”

What’s in your pocket?

The Pew report also has some important observations in terms of how users in developing and emerging economies access the Internet. It tracks usage and ownership of desktop computers from country to country but also smartphone and cell phone penetration as well.

The report notes, “Overall, a median of 38% across the 32 nations surveyed say they have a working computer in their household. In 11 countries, half or more own computers, including 78% in Russia – comparable to the 80% of Americans who say they have a computer in their household. Computer ownership is relatively high in a number of Latin American nations. Majorities in Chile (72%), Venezuela (61%), Argentina (58%) and Brazil (55%) have computers in their homes. Computer ownership rates are lowest in sub-Saharan African nations.”

The extent to which users in each country have reliable access to computers outside the home (e.g., at school or at work) is less clear. Leaving this aspect aside for a moment, we can see that computer ownership broadly correlates to national income levels and explains at least part of the relationship between Internet usage and income that we noted earlier.

Along that same line, cell phone ownership is much more common in the emerging and developing countries in the Pew survey. A median of 84% (across all 32 countries) own a cell phone of some kind. This compares to the US benchmark of 90% for cell phone ownership, and the survey finds a marked difference still between the penetration of more basic cell phones as opposed to smartphones. “Smartphones – and the mobile access to the Internet that they make possible in some locations – are not nearly as common as conventional cell phones. A median of only 24% say they own a cell phone that can access the Internet and applications.”

Percentage of 2014 Global Attitude respondents who own a smartphone or cell phone. Source: Pew Research Center

However, phone ownership again underscores the relationship between age and Internet usage. As with the broader correlation the study observes between these factors, smartphone ownership is also highly concentrated among younger users. “Young people (those under 35) are significantly more likely than their older counterparts to own an iPhone, BlackBerry, Android or other Internet-capable mobile phone,” says Pew.

Overall, the study makes an important point that broader statistics of Internet penetration and usage in developing and emerging economies have to be interpreted via some important filters, including age, education, English ability, and income. In an international education context, the high school and college-age prospects that educators and agents are mainly trying to reach are among the heaviest users of web and mobile technologies. In this sense, the findings of the 2014 Pew study will only reinforce the importance of the Internet, and the social and mobile web in particular, as a key channel for reaching and engaging prospective students.

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