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Showing posts from February, 2013

Data comparing number of GRE and GMAT test-takers

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GRE released data on number of test-takers for the first time. GMAC had been sharing data and profile trends on GMAT test takers for several years. I have compared the two test-taker volume for 25 countries.


Most of the developing countries outside the US have a pattern of higher number of GRE test-takers as compared to GMAT (yellow cells in the table). These countries have lesser number of GMAT test-takers as business education expects students to be self-funded as schools offers very limited to no financial support, except for doctoral programs. Saudi Arabia is an exception where fully-funded scholarship program has broadened the fields of study options for students.

In contrast, countries where students have higher capacity to pay for their own education and have less dependency on financial aid has larger number of GMAT test-takers. This includes China where number of GMAT test takers is almost double than GRE test-takers. Here is a previous analysis comparing GMAT test takers fr…

Global market in transnational education by Nigel Healey

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Transnational education in its various forms had been growing both in quantity and qualitative complexity. I came across Prof. Healey's informative slides on TNE from QS-APPLE conference and asked him to narrate the key conclusions. I especially found slide #10/11 about "Oxford Brookes effect" quite interesting. This is primarily an effect of Oxford Brookes' partnership with ACCA offered in several countries including Pakistan and Sri Lanka. A report by the 1994 Group explains that the "Data on ‘students studying wholly outside the UK’ is skewed by large numbers studying at Oxford Brooks. Oxford Brookes started returning data in 2008/09 for students studying for a BSc in Applied Accounting in partnership with ACCA. This BSc is a partnerships with ACCA where students on the ACCA programme receive a BSc qualifi cation from Oxford Brookes if they submit a satisfactory “Research and Analysis Project” to Oxford Brookes." (p.14).
-Rahul

Nigel Healey
Nottingham Tre…

H1 Visa: Facilitating education and employment pathways for economic development

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"If anything, we have too many high-tech workers: more than nine million people have degrees in a science, technology, engineering or math field, but only about three million have a job in one", opines Ross Eisenbrey of the Economic Policy Institute in The New York Times.

Mr. Eisenbrey argues against the value of expanding the H1-B temporary visa program in STEM fields and concludes "Bringing over more — there are already 500,000 workers on H-1B visas — would obviously darken job prospects for America’s struggling young scientists and engineers. But it would also hurt our efforts to produce more: if the message to American students is, 'Don’t bother working hard for a high-tech degree, because we can import someone to do the job for less,' we could do significant long-term damage to the high-tech educational system we value so dearly."

However, Mr. Eisenbrey's opinion misses important facts related to innovation and economic development that far outwei…

How 17-month STEM OPT extension influenced international student enrollment trends?

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USCIS defines Optional Practical Training (OPT) as temporary employment that is directly related to major area of study of international students on F-1 visa. It is a valuable experiential opportunity for 12 months at each education level--bachelor’s, master’s and doctoral. Beginning April 2008, USCIS took a progressive step by allowing students enrolled in STEM (Science, Technology, Engineering and Mathematics) related fields to get additional 17 months of OPT. This not only helped U.S. become more attractive for international students seeking to gain some work experience but more importantly it became a talent attraction and retention tool. Employers also found to be of value as they can have a longer working relationship before deciding on H-1 visa sponsorship.


Given that OPT extension is applicable to STEM related fields, it influenced some countries more than the others. For example, over 70% of Indian students are enrolled in STEM related fields (Engineering, Math, Computer Scie…