“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.”

The post EU proposes changes to work permit policies appeared first on şÚÁĎąŮÍř Monitor - Market intelligence for international student recruitment.

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.

The post New OECD report summarises global mobility trends appeared first on şÚÁĎąŮÍř Monitor - Market intelligence for international student recruitment.

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.”

The post Demographics, economics, and internationalisation driving enrolment growth in Europe appeared first on şÚÁĎąŮÍř Monitor - Market intelligence for international student recruitment.

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.

The post English-taught programmes in Europe up more than 300% appeared first on şÚÁĎąŮÍř Monitor - Market intelligence for international student recruitment.

We are pleased to present video excerpts today from a feature interview with Mark Winkler, founder and CEO of Media Touristik AG and past-president of the Swiss Association of Language Travel Agents (SALTA). Mr Winkler explains that going abroad to learn a language is not just the purview of university students and certain classes; it is a pursuit embarked upon by Swiss of all classes, professions, and ages.

As much as English remains a popular language for Swiss to go abroad to learn, demand is evident for at least half a dozen other languages, which Mr Winkler explains in the following videos.

A nation of diverse peoples

Roughly 99% of Swiss speak either French, German, or Italian, but the prevalence of each changes according to region:

• In the east, north, and centre is the German region (Deutschschweiz), and Swiss-German is the most commonly spoken language in Switzerland (roughly 65%);
• In the west is the French area (la Romandie), and Swiss-French is the second most spoken language (roughly 22%);
• In the south is the Italian area, (Svizzera italiana), and Swiss-Italian is a distant third with roughly 8% speaking this language.

Mr Winkler notes that there is overlap between the languages, however: for example, most French-speaking Swiss speak at least a little German and vice versa. And English registers as well, with 4.6% of the population speaking this lingua franca.

Increasingly, these languages are now not the only ones spoken in Switzerland, since the country is home to a large proportion of immigrants (22.8% of the overall population, compared to the European Union average of 7%). In a presentation at the şÚÁĎąŮÍř 2014 Berlin Workshop, Mr Winkler outlined the languages that accompany the various immigrant groups in Switzerland:

• Portuguese (3.4%);
• Albanian (2.6%);
• Serbian/Croatian (2.5%);
• Spanish (2.2%);
• Turkish (1.2%).

These relatively new immigrant populations are less interested in study abroad, Mr Winkler says; when they do leave the country it is often to visit friends and family in the countries they moved from. This is expected to reflect in the overall demand for study abroad in the years ahead.

When Swiss do go abroad to study a language, Mr Winkler says the most popular choice remains English. And, he says, students want to really progress in their command of the language. They want to work hard in their studies and take exams to show their proficiency.

As Mr Winkler points out in our first video segment below, Swiss students are “demanding”: they are used to free education in Switzerland and so when it comes to paying for a study abroad course, they want it to be rigorous.

What attracts Swiss students to language courses

As we saw in the first video, Mr Winkler stresses the importance of offering language test preparation and proficiency exams. In terms of destination, he notes that there are trends that change over the years. For example, a new hot spot is Hawaii. These trends are shaped by word-of-mouth (that is, by students coming back and raving about a destination or school) as well as cost of living and exchange rates.

Internships – and even more, volunteer opportunities – are popular among Swiss students. Mr Winkler sees many students interested in learning a language and then getting out in the host country to gain experience and/or do community work in the field (he provides the example of doing a language course in Costa Rica followed by a few weeks working at a turtle breeding station). This is an interesting opportunity for language schools – the chance to extend the experience for students, visa climate permitting.

Beyond English

Many Swiss students pursuing an academic path have a strong command of English given the availability of Swiss courses taught in this language. Mr Winkler notes that because of this, there is also demand for more “exotic” study abroad language courses taught in exciting destinations. Popular new languages to learn – especially given the shape of the global economy and new balances of power – are Spanish, Chinese, Russian, Korean, and Japanese. These newer choices are often accompanied by a sense of adventure: students might do one Spanish course in Mexico, then move to South American countries for more courses and experiences.

When Swiss students stay closer to home for language study, say in Germany, Italy, or France, Mr Winkler says that about 80% choose courses of short duration (e.g., two weeks in the summer).

Changing demographics

Most Swiss who travel abroad for language studies are not immigrants, and these Swiss represent an ageing population. The number of young Swiss interested in language study abroad will decrease in the coming years, but Mr Winkler highlights a corresponding opportunity for language providers: the 50+ market (that is, students aged 50-70).

Language providers hoping to host older Swiss, however, will have to recognise the special needs of this demographic. These are people interested in recreational and cultural activities as much as language study – they want a whole “package.” Mr Winkler provides an example: studying in the day, then going to the theatre in London in the evening, perhaps with a backstage pass.

Because they are older, thought must also be given to accommodation. A hotel stay would make a language programme too costly for many older people, but at the same time, these students couldn’t just be set up in a family home with a shared bathroom used by all family members. An ensuite bathroom and a little more privacy might be the solution in this case, says Mr Winkler.

About language travel agencies in Switzerland

Mr Winkler’s agency, Media Touristik AG, is one of the leading agencies in the Swiss language travel market; it comprises four brands: follow me, globo-study, , and .

Media Touristik is one of ten members of the Swiss Association of Language Travel Agents (SALTA), whose membership is estimated to account for as much as 70% of the Swiss language travel agency market. Switzerland is also home to a second agent association: Leading Independent Language Agencies of Switzerland ().

All told, there are more than 50 official language travel agencies in Switzerland, and, Mr Winkler estimates, as many as 1,000 distinct points of sale throughout the country. “Switzerland is a highly competitive, mature market,” he concludes.

The post Where Swiss students are going in 2015 and why appeared first on şÚÁĎąŮÍř Monitor - Market intelligence for international student recruitment.

Today we present a guest post from Anne Keeling, who works with the team at ISC. She handles their media relations and specialises in writing about international education.

Why higher education values international schools

There are several reasons for this growing attraction. At the University of Manchester in England where 25% of all the students are international, international school students are considered a top recruitment choice. Senior International Officer Liz Green explains, “There’s massive competition now to recruit the brightest and best students globally, and international schools are incredibly valuable to us for their very bright and fully rounded students.”

Working directly with international schools in Malaysia, Singapore and Hong Kong, the university has been building relationships with international schools for many years. This has involved regular visits to the schools from both recruitment and academic staff. The university is exploring newer markets, such as India as well, and is focusing on developing one-to-one relationships with individual international schools.

At John Cabot University, a small, liberal arts college in Rome, international school students are also considered ideal candidates. “International school students bring us diversity, well spoken English language, and they are a good return on investment,” says Director of Marketing and Enrolment at the university, Danette Anderson. “Most international schools are not very big and so many international school students tend to gravitate to universities that are smaller,” she explains. “A typical international student is a risk-taker and is usually willing to look beyond larger, mainstream institutions; the avant-garde environment of John Cabot suits them very well.”

The enrolment team at John Cabot specifically targets international schools that offer the International Baccalaureate, Advanced Placement, or A-levels exams and that are within a three-hour plane journey of Rome. “Parents want their children to be fairly accessible,” explains Ms Anderson.

Regions in the world with a high density of international schools are those that are most often targeted directly by universities and colleges. “A select few reputable, third-party agents are occasionally used by international schools, particularly small schools and those in remote locations that are difficult for universities to access directly,” says Diane Glass, Business Development Manager of ISC who specialises in supporting the university admissions market with data and market information.

“Those international schools that do work with agents usually have very strict vetting procedures to ensure students and their families are working with trustworthy agents that offer a specialist service.”

The international schools market – key locations

ISC is the leading provider of data and market intelligence on the world’s English-medium international schools market. Research from ISC suggests that the market is expanding significantly, with many countries in Asia growing at a steady pace, and with no sign of saturation.

“The number of students attending international schools worldwide is predicted to increase from 3.82 million enrolments in 2015 to 8.26 million by 2025,” says Ms Glass. “That’s a huge number of students, the vast majority of whom want to go to universities in the West.”

Ms Glass points to the example of the Taaleem Group of international schools in the UAE, where over 90% of its students go on to universities around the world. “These are not just higher education institutions in the UK and US,” she explains. “There’s an increase in students looking to wider international routes, especially Canada, Australia, and Holland for other affordable, high quality options.”

ISC data indicates that there are now 22 countries globally with over 100 English-medium international schools, some of which have significantly more. The UAE leads the world with 507 international schools teaching over 455,000 students. As many as 245 schools are located in Dubai alone.

Even with such extensive options, competition for the best schools remains high. The National Curriculum of England is the most popular curriculum choice and is offered (all or in part) by half of all international schools in the UAE. A US-oriented curriculum and the International Baccalaureate are also widely offered.

China, meanwhile, is home to 480 international schools – for such a vast country, this may seem like a relatively low number. A large part of the reason for this is that most of China’s first international schools were foreign-owned and were established to respond to the needs of expatriate children. With few exceptions, these schools are still not allowed to enroll local children.

However, there is a rapidly increasing demand from Chinese parents for an English-medium education for their children, and the international schools landscape in China is changing in response to this demand. The number of Chinese-owned international schools is growing fast and, crucially, local children are allowed to attend these schools.

Elsewhere, India, Pakistan, Japan, Spain, and Saudi Arabia all have over 200 international schools offering all or part of their curriculum in English. Countries with over 100 international schools include:

• Indonesia, Malaysia, and Thailand in South East Asia;
• Qatar in the Middle East;
• Hong Kong in East Asia;
• Argentina, Brazil, and Mexico in South America;
• France, Germany, Netherlands, Sweden, and Switzerland in Europe;
• Egypt and Nigeria in Africa.

“All of these countries are experiencing significant demand for international school places,” says Ms Glass. “Much of this demand is coming from local families who want a high quality, English-medium education for their children so that they can achieve a place at a respected English-medium university.

As incomes rise, and as more English-medium international schools establish and become accessible, such an option becomes more of a possibility for an increasing number of local families.”

Supporting student choice

What can universities and colleges do to develop business with international schools? Ms Glass offers some advice:

• Target the schools carefully. International schools vary in the range of curricula, examinations and orientation they offer. They also vary in the demographics of their students.
• Develop a relationship with the career and guidance officer or counsellor within the school to build rapport and to get to know the needs and potential of that school.
• Look for international schools that are accredited or are members of leading associations, and that have a good reputation for their standards of learning and teaching.
• Some of the larger, leading international schools are inundated by requests for visits by individual universities. So much so that it becomes a problem to handle. Try to work collaboratively with other universities in your country or region to offer the school a coordinated visit, allowing students to learn about a broad range of universities at one time.
• Many international schools have strict policies which prevent third party agents from approaching their students or their schools; some counsel their students and families against using non-approved agents, while some work with reputable agents and organisations that provide particular support services.

Further data and research services dedicated to the international schools market are available from ISC. These include an online licence providing market information, school data, search facilities, and contact options. For more information, please or contact Ms Glass directly.

The post How to engage the international schools sector for higher education recruitment appeared first on şÚÁĎąŮÍř Monitor - Market intelligence for international student recruitment.

• Set effective, sustainable tuition policies;
• Justify their tuition fees by demonstrating the “return on investment” (ROI) for students.

Concerns about the relative costs and value of postsecondary education are increasing at the same time as, in many countries, the cost of education is becoming prohibitive for growing numbers of prospective students.

In the US, for example, one year of college , and yet, .

Meanwhile, colleges and universities in leading destination countries are facing steep challenges to their ability to meet enrolment targets and generate operating revenue.

Many institutions are turning ever more to international students to help with their enrolment and revenue goals, since in many cases, international students pay much more than domestic students do in tuition.

However, this is not always the case. Some top-ranked universities offer the same tuition to international students as to domestic students, and some countries have tuition and grant policies that make it more affordable for international students to study at their institutions.

And, tuition fees – and the affordability of education – matter to international students, just as they do to domestic students.

The OECD’s report reveals a diverse range of tuition policies in place for foreign students. These policies are already influencing current flows of international students across the globe, and with students’ increasing attention to the cost of education, they stand to influence them even more in the future.

Most OECD countries charge international differential fees

Education at a Glance 2014 notes that in general, there is a trend among OECD countries to charge higher education fees for international students than domestic students. Examples of countries with such policies in place include:

• Austria;
• Canada;
• Denmark;
• Ireland;
• The Netherlands;
• New Zealand (with the exception of doctoral students);
• Poland;
• The Slovak Republic;
• Slovenia;
• Sweden;
• Switzerland;
• Turkey;
• The UK;
• The US.

However, in most EU countries, students from other EU states are treated the same as domestic students with regard to tuition fees. This is a significant boost to student mobility within Europe, and an important policy instrument in support of major mobility programmes, such as Erasmus.

Meanwhile, in Finland, Iceland, Norway, and most recently Germany, international students do not have to pay tuition fees. University World News notes that this, “combined with the availability of programmes taught in English, probably explains part of the in some of these countries between 2005 and 2012.”

As much as no-tuition policies may help to attract international students, however, they do mean that the public sectors of the countries with such policies have to shoulder a sizeable financial burden. Denmark moved away from no-tuition policies a few years ago, and Finland and Sweden are also doing so, though offering subsidies to help defray tuition costs.

Tuition levels and student decision-making

Needless to say, tuition fees are one of the primary revenue streams for most postsecondary institutions. Ideally, they enable institutions to operate in such a way that the quality of programmes and research output, the prestige of professors, the sophistication of campus infrastructure and technology, and the overall supports and services for students are so impressive that they attract substantial volumes and quality of students. All of this, in turn, enables universities to build their reputation and programmes and better ensure their long-term sustainability.

But when tuition fees climb too high, without mitigating grants or scholarships:

• On the domestic front, they threaten accessibility to education for lower-income students;
• On the international front they may cause students to choose one country, and/or institution, over another, on the basis of affordability.

This, at a time when, according to the OECD:

“Collectively, students around the world invest about US$50,000 each to earn a degree. In Japan, the Netherlands and the US, average investment exceeds US$100,000 when direct and indirect costs are added.”

The OECD adds that direct costs such as tuition fees constitute roughly one-fifth of tertiary-level students’ total investment. So when variance in tuition fees occurs across countries, prospective international students at least take notice, and, depending on the degree of difference and/or the student’s price sensitivity such .

When tuition fees are perceived to be relatively high, international students will be interested in knowing whether there are grants or scholarships (and loans, to a lesser extent because they eventually have to be repaid) available to help make a programme more affordable.

Grants ease the impact of high relative tuitions

Notably, the leading destinations of the US and the UK offer sizeable grants to international students, which may be a key determinant of their ability to retain international student market share in the future. The OECD singles out the following countries as destinations where larger “grants effects” (that is, direct transfers to students in the form of scholarships or other grants to subsidise the costs of study) are present:

• Austria;
• Denmark;
• Finland;
• The Netherlands;
• Sweden;
• The US.

The OECD notes as well that the US and the UK are the only ones among the five countries with the highest direct costs (averaging US$20,000 or more per year) to “provide substantial grants to students.”

Other leading destinations such as Canada, Australia, and New Zealand rely more on loans rather than grants as incentives for international students.

Such measures reinforce the findings of a recent European Commission study that observed the tempering effect of increased student aid on tuition increases. More specifically, the study found that, when balanced with expanded financial aid for students, increases in tuition fees do not necessarily negatively impact higher education enrolment unless the magnitude of the price change is exceptional.

Pricing in Asian hubs

Asian students represent a massive 53% of international students around the world, with the largest proportions coming from China, India, and South Korea. Virtually every country invested in its international education sector is interested in gaining more market share of these students, and regional education hubs are gaining ground in such places as Malaysia, Singapore, and Hong Kong.

As has often been observed, the emergence of these significant regional destinations is an important factor in the ongoing competitiveness of traditional destination countries like the US, the UK, Canada, and Australia, all of which are so dependent on Chinese and Indian students in particular. For example, students from China, India, and South Korea together account for roughly 50% of all international enrolment in the United States, and Chinese and Indian students compose 40% of the international student population in the UK.

Already there are signs that China’s huge investment in its education system is beginning to position it not only as a major sending country, but also as a destination for study abroad. For example, ; in 2012 China trailed only the US as a study abroad destination for Koreans. And recently, China became the third most popular study destination in the world.

However, fees are a factor in regional mobility, and Singapore provides a recent, cautionary example in this respect. University World News reports that Singaporean universities have implemented in the past year, and notes:

“Singapore is now one of the most expensive countries globally to obtain an undergraduate degree once the high cost of living in the city state is taken into account. Foreign student numbers have fallen as fees have been rising – and at a much faster rate than those for locals.”

Immigration statistics from Singapore indicate that the country hosted about 75,000 students this year compared to 84,000 two years ago (and against a goal of ).

Other strategies to attract and retain international students

Of course costs of study alone are not the only consideration of international students: ultimately for many of them, it is the longer-term return on investment of their education post-graduation. Specifically, will their education pave the way to their desired career, in a country they enjoy, and provide them the income they aspire to?

For this reason, international students will also be looking very carefully at destination countries in terms of their policies enabling – or preventing – exciting post-graduation work and immigration opportunities. Canada has been a leader in developing progressive work and immigration policies for international students, which is catching the attention of Indian students, among others. Australia, too, is benefiting from Indians’ growing perception that the UK, a preferred study destination for many years, is unwelcoming to international students; Indians are once again growing as a proportion of Australia’s international enrolments.

On an institutional level, ties to relevant professional organisations and companies, in terms of co-op and internship opportunities, are of growing importance to international students.

For more on examples of strategies being used in various countries to entice international students to remain in a country after they graduate, please see our previous article “Increasing the stay rate of international students.”

The post Pricing education in an era of increasing competitiveness and student expectations appeared first on şÚÁĎąŮÍř Monitor - Market intelligence for international student recruitment.

The 2014 survey ran for three weeks during October, with 1,065 agents from 104 countries responding.

The agent respondents

Most (82%) of the agents who took part in the survey are in senior positions (59% are directors/owners, 23% are managers), and most (69%) work in small-sized companies of 10 or fewer agents. The biggest proportion represent between 2 and 20 institutions (35%), but a significant 19% of respondents represent over 100 institutions each.

Close to 4 in 10 (37%) agents said they place between 51 and 200 students in institutions annually, while 32% place less than this and 32% place more. Nearly three-quarters (73%) said they always work with contracts in place with institutions.

The most common type of study for which agents recruit is language courses (70%), with undergraduate and postgraduate right behind with 68% each. Next are university foundation courses (47%), MBA programmes (45%), and secondary/high school (41%). Just over a third of agents said they recruit students for vocational/further education programmes, while 18% recruit for work & study (down from 26.1% in 2013) and 14% recruit for work & travel programmes (down from 17.7% in 2013). Five percent recruit for online learning.

Altogether, the responding agents reported placing 360,065 students in 2014 as opposed to 328,877 for the participants in the 2013 survey.

Looking forward into 2015

Agents think they will refer more students in 2015 compared to 2014 and especially to the following countries: the US (80% indicating they expect to refer “more” in 2015), the UK (74%), Canada (73%), Australia (68%), New Zealand (67%), Ireland (62%), Germany (60%), Malaysia (59%), India (58%) South Korea (56%), UAE (53%), Switzerland (52%), and Spain (51%).

Less than half of agents think they will send more students to China, France, Thailand, Japan, Italy, and Russia in 2015. A full 22% think they will send fewer students to Thailand, followed by Russia (19%), Japan (16%), Malaysia and Singapore (15% each), India and Italy (12% each), and China (11%).

A majority of responding agents indicated they expect to refer more students in 2015 across all levels of study, with undergraduate and MBA programmes expected to be the biggest beneficiaries (84% each) followed closely by postgraduate (81%).

Concerns about study abroad

More than half of agents said that financial difficulties (57%) and difficulties with language (60%) are the main concerns for students and parents pre-departure. Close to half also mentioned personal safety as a concern (48%) and difficulty with accommodation.

Importantly, agents noted far less concern among parents and students about financial difficulties, personal safety, and language difficulties after students had arrived in their destination countries. Concerns about accommodation do not fall as sharply.

Main concerns students and parents have before (dark blue) and after (light blue) departing for international study. Source: 2014 şÚÁĎąŮÍř i-graduate Agent Barometer

Canada considered most difficult in terms of visas

The countries most likely to be cited by agents as having caused visa difficulties are:

• Canada (51%);
• UK (44%);
• US (44%).

By contrast, only 27% mentioned Australia in this regard (compared to a much higher proportion of 43% in 2013), and 12% did for New Zealand.

Key marketing supports for agents

Interestingly, and particularly given an increasing emphasis on online channels in international recruitment, agents continue to place a premium on effective print materials for promotion.

Individual institutional brochures are considered by 53% of responding agents to be “very attractive” promotional materials for institutions, with information seminars for parents and students next (49%), and marketing and visits to local schools/colleges in third at 40%. Agents deemed the least attractive promotional tactic to be giveaways.

Echoing an important finding from previous years’ surveys, fully 78% of responding agents think quick institutional response times to enquiries and applications are “very attractive” for marketing. Agent manuals with fees and information (65%) come in second place. Least attractive is agent training delivered by institutions via the Internet (38%).

Agent perceptions as to most effective marketing services provided by institutions. Source: 2014 şÚÁĎąŮÍř i-graduate Agent Barometer

Perceptions of best countries remain stable

Agents’ perceptions of the best destinations for various programmes are stable in relation to survey results from 2012 and 2013:

• The US continues to be perceived by agents as the best in terms of undergraduate, graduate, and MBA programmes;
• The UK is perceived to be the best in terms of language courses and secondary/high school;
• Australia is perceived to be the best in terms of vocational education.

Traditional markets remain the most popular study abroad destinations

Overall, the top countries agents perceive to be the most attractive for study abroad are the US, Canada, the UK, Australia, Germany, and New Zealand. Singapore and Japan are considered the most attractive “emerging market” destinations.

Perceived overall attractiveness of traditional study destinations among agents by major global region. Source: 2014 şÚÁĎąŮÍř i-graduate Agent Barometer

New insights into how agents work

The 2014 survey featured a number of first-time insights arising from new questions this year, including the following:

• 59% of agents said that at least 20% of their leads come from an online source (e.g., website or social media);
• 55% of agents consider their biggest operational challenge to be managing leads, clients, and student information;
• Excel and custom in-house technology come out the winners as the most important tools for agents in managing their business (23% and 22%, respectively), with Google Docs/Dropbox in third at 19%.

Australia on the upswing, perhaps thanks to visa reforms

When we look at the popularity of destination countries, it’s interesting to note the big drop in agents reporting visa difficulties in association with Australia (27% reported visa hassles in 2014 versus 43% in 2013). Earlier this year we also reported that Australia reversed its three-year enrolment decline in 2013, and that May 2014 data showed continued strengthening in terms of enrolments.

Perhaps not coincidentally, at the end of 2013 the Australian government began easing visa rules for the non-university sector and generally reassuring the international higher education sector that it would receive more attention and support from the government.

Australia aims to host as many as 660,000 students by 2020, with particular focus on Asia as a source region and more emphasis on emerging markets.

An extended Powerpoint report for the 2014 şÚÁĎąŮÍř i-graduate Agent Barometer will be available in January 2015. Please consult the project webpage or contact i-graduate for more information.

The post Eighth annual Agent Barometer survey gathers insights from 104 countries appeared first on şÚÁĎąŮÍř Monitor - Market intelligence for international student recruitment.