Trends, insights and research to inform growth and innovation strategies in international higher education.

December 17, 2015

What are the latest trends with international student enrollment for master's degree?

The latest report from the Council of Graduate Schools (CGS) suggests that the demand for American degree among international students is strong.

latest enrollment data of international graduate students in America

Only 1 of 8 international students who applied to study for a master’s degree or certificate succeeded in enrolling in U.S. higher education. The report is based on a survey of 351 institutions, which enrolled nearly three-fourths of all international students in graduate programs in the United States.

In 2015, American institutions received more than 520,000 applications from abroad. Only 65,000 students enrolled. American universities made offers to only one out of three applicants, rejecting over 346,000 students. At the same time, 111,000 students received the offer but decided not to enroll at a U.S. institution.

Transnational education programs offer new opportunities of absorbing the demand from international markets by leveraging technology and still offering value to "glocal" students who want to earn an international credential while remaining near home. This will require a deeper understanding of the decision-making processes and their motivations and barriers to study aboard.

Here is the link to my full article "The Global Strength of the American Master's Degree", published in The Washington Post.

Here are related articles which quoted me the analysis of the CGS report:

For international students enrolling in graduate schools, master’s programs rule, The Chronicle of Higher Education

Growth in foreign grad students, Inside Higher Ed

US: Three-quarters of first time graduate enrolees on master’s path, The PIE News

My doctoral dissertation was on developing a competency-based, new program for a master's degree in engineering and management. It was very insightful to see the CGS report and analyze the data broken-up by doctoral level and master's level for the first time.

Dr. Rahul Choudaha
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December 09, 2015

Investing in informed enrollment strategies and adapting to trends in international student mobility

US higher education enrolled nearly 975,000 international students in 2014-2015, an increase of 52% since 2007/08 or 350,000 students more in seven years. What are the underlying growth patterns and implications for institutional strategies? 

Looking deeper into the numbers, it becomes apparent that not all institutions have been successful in attracting international students. For example, 1 out of 5 international students is enrolled in just 25 institutions. Beyond these few institutions, majority face challenges in attracting international students. On the one hand, there are challenges of limited resources and expertise and on the one hand, there are constraints of location and rankings. Higher education institutions must invest in a deeper understanding of international student mobility trends with a focus on shifting needs, expectations and decision-making processes to build informed and sustainable enrollment strategies

Here are three charts from IIE Open Doors’ data that indicate growth based on the year-to-year changes in international student enrollment by academic level, source country, and type of institution.

  • Enrollment in master’s degrees drives growth 

In this post-recession environment, bachelor’s level enrollment increased not only because of interest from higher education institutions to recruit more full-fee paying students but also due to expanding demand from Chinese students, who were less price-conscious.

Masters, Bachelors, Doctoral International Student Data and Trends

In the last three years, master’s level programs experienced a growth in international student enrollment. In 2011/12, the enrollment at master’s level decreased by 1,100 students as compared to 2010/11. However, in 2014/15, enrollments in master’s degrees increased by nearly 30,000 students as compared to previous year. Indian students, who were less price-conscious and aimed for shorter duration programs, supported the shift in demand for master’s level programs.

  • India catches up with China 

In 2006/07, China added only 4,400 students more as compared to previous years. For next six years, China witnessed a rapid growth momentum. At its peak in 2012/13, China added 41,500 more students as compared to 2012/13. For next two years, China grew at a slower pace adding 38,800 and 29,600 students than the previous year.

China, India, Saudi Arabia, Korea Number of Students in USA Universities

In contrast, India witnessed three continuous years of contraction in enrollment between 2010/11 and 2012/13. This was when the Indian currency was devaluing, and US employment market was unstable. With Indian students getting used to the new normal of the cost of studying abroad and employment prospects in the US improving, India added 30,200 students in 2014/15 as compared to previous year.

  • Master’s level institutions become attractive 

While there are 300 doctorate-granting institutions and over 700 masters-focused institutions, according to the Carnegie Foundation, the number of international students enrolled in doctorate-granting institutions is nearly four-times than those at masters-focused institutions.

Carnegie Classification, Doctorate-granting, Master's focused, Baccalaureate College Foreign Students Data

The brand pull of leading doctorate-granting institutions has been strong enough to make them less sensitive to the recession. They continued to drive most of the enrollment growth. However, for last two years, master’s level institutions are picking up the pace. In 2014/15, master’s level institutions added 21,200 more students as compared to previous year. This growth correlates with growth in Indian students who sought affordable education at master’s level.

Although record high numbers of international students indicate the sustained attractiveness of the US as a top destination, the shifting trends and complex relationship with the macroeconomic environment highlights the importance of informed strategies to recruit international students.

At the same time, higher education institutions must balance their efforts in international student recruitment with investments in support services to deliver positive experiences and meet the diverse needs of international students. Sustainable enrollment strategies require the engagement of successful international student ambassadors.

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November 18, 2015

Highfliers from India and Explorers from China Drive Growth in Enrollment in US

Here is my article first published on Huffington Post.

The latest Open Doors data indicates yet another year of growth in international student enrollment. Between 2009 and 2014, the number of international students has increased by 41 per cent to reach a total of 974,926. They contributed over $30 billion to the U.S. economy during the 2014-2015 academic year, according to NAFSA: Association of International Educators.

foreign students top four countries-china, india, korea, saudi arabia

In last ten years, international enrollments skyrocketed at some institutions, while others have lagged behind, resulting in an imbalance which can have negative implications for both institutions and individuals. Despite the growth, the proportion of international students to total US higher education enrollment is only 4.8 per cent. There is also a skew in terms of source countries.

More than half of all international students in the US come from four countries, China, India, South Korea and Saudi Arabia. Often, international students are lumped as one monolithic block and their diversity of motivations, barriers, needs, and expectations for coming to study in the US is compromised. Here is a snapshot from the recent data that highlights the diversity of international students in the US as reflected by their country of education and level of education.

The number of Chinese "explorer" students continues to grow, especially at the undergraduate level. This is consistent with the large upper middle-class population that invests in the international education experience of their single child. In fall 2014, the number of Chinese students on Optional Practical Training (OPT) (temporary employment of 29 months for STEM majors or 12 months for all other majors) increased to by 29 per cent to reach 43,000 students. In my previous analysis, I projected this continued growth of Chinese students, despite economic turbulence.

diversity of Chinese students in US higher education OPT, career, undergraduate

India market is characterized by "value-seeking" students who want to minimize cost and maximize employment prospects. Thus, the number of Indian students expanded at the graduate level (mostly master's level in STEM programs) which provides them better pathways for finding jobs in Information Technolgy industry. Consistent with my previous analysis of an emerging wave of "highflier" Indian students, the enrollment at undergraduate level have increased by nearly 30 per cent.
indian student enrollment US-highflier growth, OPT, H1 pathway

South Korea 
South Korea is witnessing the same pattern of declining number of students coming to the US as Japan. This is a function of a number of factors including decreasing gap in quality of life and earnings between Korea and the US, increasing options of improved quality education available in Korea and finally, demographic factors which are resulting in a shrinking population. Given a higher ability of paying for education, more Korean students come at the undergraduate level, more than double than the number of Indian students.
Korean students enrollment analysis in US

Saudi Arabia 
The majority of Saudi students are studying in undergraduate level programs and their primary pathway is through "non-degree" which include Intensive English Preparation (IEP) programs. In contrast to Chinese, Indian and Korean students the growth of Saudi students has been supported by Saudi scholarships. At the same time, very few Saudi students are on OPT which indicates that majority will not gain work experience in the US.
Saudi Arabia students in US, IEL, english, pathways, scholarships

This analysis of enrollment pattern of just four countries illustrates that international students are driven by a diverse and complex set of motivations and expectations for coming to the US. The rest of the countries bring their own nuances and characteristics in terms of student drivers of mobility. To maintain the competitiveness and leadership of American higher education institutions as the destination of global talent, lot more needs to be done in terms of understanding the richness of the international student diversity and invest in improving their academic and career success in the US.

Dr. Rahul Choudaha

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November 13, 2015

Open Doors 2015: What to expect with international student enrollment trends?

How has the enrollment of international students at higher education institutions in the United States changed in fall 2014 as compared to fall 2013? The Open Doors 2015 will be released on November 16, 2015 to answer this question.

projections of future enrollment of international students IIE

Here is my forecast of two leading source countries, China and India, from previous articles published in UniversityWorldNews:
"Universities need to get ready for India’s highfliers" August 2014 
"A new wave of demand for global education among Indian ‘high fliers’ is set to take-off. These children of professionals who started working in new-age industries in the late '90s will create a new opportunity for foreign higher education institutions interested in engaging with India."

"In sum, I define Indian ‘high fliers’ as children born in the late '90s to parents working in new-age industries like IT, financial services and telecommunications. Many of these ‘high flier’ students will start exploring undergraduate colleges in 2015 and many others will apply for masters programmes in a few years’ time."
"The end of the China growth story?" July 2015 
"In sum, the overall demand for foreign education among Chinese students will continue to be robust. However, there will be a shift in student segments and their decision-making processes. "

"The increase in Chinese students at the undergraduate level was primarily driven by the growth of ‘Explorers’, those with high financial resources and low academic preparedness....Given the size and scale of the wealthy class in China, the demand for undergraduate and high school education abroad will continue to be strong. However, self-funded graduate education at both the masters and doctoral levels will face challenges for the next couple of years."

While the upcoming report will again indicate important mobility trends, we should not forget the importance of investigating and investing in international student success and their experiences. "By only focusing on input metrics like recruitment goals rather than student success, institutions run the risk of damaging their reputation and competitive positioning."

Dr. Rahul Choudaha
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November 08, 2015

Investing in Success of International Students: Understanding Needs and Behaviors of Diverse Segments

International student segmentation is one of the frameworks that helps us understand the changing needs and behaviors of international students. First launched in 2012 with the research report Not All International Students Are the Same, the segmentation framework aims to inform enrollment strategies and practices in the context of the diverse needs, motivations and preferences of international students.

The framework identified four segments of students along two dimensions: academic preparedness and financial resources.
-Strivers: High academic preparedness; low financial resources
-Strugglers: Low academic preparedness; low financial resources
-Explorers: Low academic preparedness; high financial resources
-Highfliers: High academic preparedness; high financial resources

The core contribution of this framework is to encourage higher education institutions to understand students beyond aggregate numbers and recognize the diversity of their needs and expectations. This framework also provides a lens to understand “glocal” students in transnational education or in a cross-border context. Several scholars have further investigated the framework to deepen our understanding of international students. However, this has to widen in scope if we are to discover and define international student success.

Research on international student success 

An emerging and expanding area of research goes beyond international student mobility trends to investigate and invest in student success. Research and evidence on how campus experiences contribute to and inhibit the success of international students are rather limited.

In the US, one of the first attempts to research and understand areas of improvement for institutional practices was through NAFSA’s research report titled Bridging the Gap: Recruitment and retention to improve international student experiences. It illustrated the gap between what students think are important areas of satisfaction and what institutions think are important for students. Likewise, the UK and Australia are attempting to better understand and address these issues.

To advance this research agenda, I am serving as the guest editor on the special issue on International Student Success for the Journal of International Students. The aim of this issue is to provide evidence and insights for institutions to improve institutional practices and help international students succeed in their academic and career pursuits.

In most countries, international students pay more in tuition fees and receive less in services than their domestic counterparts. By only focusing on input metrics like recruitment goals rather than student success, institutions run the risk of damaging their reputation and competitive positioning. Institutions cannot take the academic and career success of their international students for granted. Let us work toward investigating and investing in international student success.

* This is an edited version of my article published in UniversityWorldNews *

Dr. Rahul Choudaha
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November 06, 2015

Global student mobility: Is your international enrollment strategy future ready?

I will be presenting a free webinar-"Developing International Enrollment Strategy"-on Thursday, November 12, 2015 at 2:00 pm EST. The audience for this webinar is higher education administrators interested in international student enrollment, recruitment and retention.

international student segmentation trends, practices and insights

Here is the brief context:
A small proportion of higher education institutions in the U.S. command a majority of international student enrollment. While 108 doctorate-granting universities enroll just 11 percent of all students in the country, they enroll some 44 percent of all international students. What explains this trajectory of so many international students towards a small number of institutions?

And how can other institutions deepen their understanding of the needs and desires of international students, and build informed enrollment strategies to become more competitive in recruiting, enrolling and retaining these students?

This webinar will share the latest trends and insights about international student mobility as well as the decision-making processes of different segments of the prospective international students, and how to use these insights to help develop sustainable and competitive international enrollment strategies.

Topics will include:
  • Trends and insights on international student mobility 
  • Strategies for developing sustainable international enrollment, recruitment and retention strategies
  • Best practices from diverse American institutions with large international student populations
Dr. Rahul Choudaha
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October 20, 2015

Trends Shaping Internationalization of Higher Education: Speaking at Teachers College, Columbia University

I will presenting at Teachers College, Columbia University on the topic of "Three Megatrends Transforming Internationalization of Higher Education: Implications for Research Agendas and Institutional Strategies." This is a free, interactive, public event.

internationalization transformation insights and keynote speaker
When: Wednesday, December 2, 2015
Where: Milbank Chapel, Teachers College, Columbia University
Time: 7:00pm - 8:30pm

The event is hosted by Dr. Thomas P. Rock, Vice Provost for Enrollment Services at Teachers College and jointly sponsored by following offices of Teachers College, Columbia University:
-Higher & Postsecondary Education Program
-International & Comparative Education
-Office of Enrollment Services
-Office of International Affairs
-Office of International Services

Here is an overview of the session:
With more than 6,000 post-secondary institutions, American higher system commands global reputation and admiration, however, it is inequitable and unsustainable in terms of its internationalization strategies and outcomes. Internationalization activities are concentrated in few institutions and they are heavily dependent on few source and destination countries. For example, 100 American universities account for 1 in 2 international students and likewise, 1 in 2 American students going abroad. This imbalance is also evident in terms of where students come from and where they go. For example, 1 in 2 international students in the US comes from China, India and Korea and 1 in 3 American students go to UK, Italy and Spain.

How can more institutions become effective in their internationalization efforts? What research agenda can help make internationalization more equitable part of American higher education system? How can research better inform institutional strategies? The overarching purpose of this session is to share three megatrends that are shaping internationalization of higher education so that it can help researchers in defining future agendas and inform institutions in developing strategies.

Click here to register for this free, interactive, public event   

Dr. Rahul Choudaha
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October 10, 2015

Research on International Student Success: Call For Contributions

Much has been researched on mobility of international students for meeting recruitment and enrollment goals of higher education institutions. However, corresponding discourse and evidence on campus experiences and how they contribute to success of international students is rather limited.

I have the privilege of serving as the editor of the special issue on International Student Success for the Journal of International Students, a peer-reviewed, quarterly publication founded and edited by Dr. Krishna Bista, Chase Endowed Professor of Education in the School of Education at the University of Louisiana at Monroe. Submission deadline is June 15, 2016 and the issue will be released in November 2016. Email submissions/queries to me at
academic and career success of foreign students research

The aim of this special issue is to advance research agenda and improve institutional practices with an aim of helping international students succeed in their academic and career pursuits. Potential research themes are:
• What are the needs, experiences and expectations of international students?
• What are successful practices, programs and approaches to help international students succeed?
• What is the empirical evidence of impact of support services and how they can be improved?

This special issue invites two types of submissions from around the world:
1. Empirical studies from researchers/scholars/academics (3,500-4,500 words)
2. Commentary and analysis from experienced practitioners (1,000-1,500 words)
Related Resources:
Advising international Chinese students: Issues, strategies, and practices. NACADA . Retrieved from

Arthur, N., & Nunes, S. (2014).Should I stay or should I go home? Career guidance with international students. Handbook of career development, 587-606. doi: 10.1007/978-1-4614-9460-7_33

Bista, K., & Foster, C. (eds.). (2016). Campus support services, programs, and policies for international students. Hershey, PA: IGI Global.

Bista, K., & Foster, C. (eds.). (2016). Exploring the social and academic experiences of international students in higher education institutions. Hershey, PA: IGI Global.

Bista, K., & Foster, C. (eds.). (2016). Global perspectives and local challenges surrounding international student mobility. Hershey, PA: IGI Global.

Cantwell, B. (2015). Are international students cash cows? Journal of International Students, 5(4), 512-525.

Choudaha, R. & Schulmann, P. (2014). Bridging the gap: Recruitment and retention to improve international student experiences, NAFSA: Association of International Educators. Retrieved from

Crockett, S. A., & Hays, D. G. (2011). Understanding and responding to the career counseling needs of international college students on US campuses. Journal of College Counseling, 14(1), 65-79.

Shapiro, S., Farrelly, R., & Tomaš, Z. (2014). Fostering international student success in higher education. Alexandria, VA: TESOL.

Kenyon, M. A., & Rowan‐Kenyon, H. T. (2014). The globalization of career services. New Directions for Student Services, 148, 93-102.

Lane, J. E. (2013) How safe do international students view your campus?

Rhodes, G. (2014). What are the critical issues and challenges faced by international students on your campus?

Related Professional Associations:
Resources for Partnering with International Students, National Career Development Association (NCDA)

Supporting International Students and Scholars, NAFSA: Association of International Educators

Global Engagement Commission, National Academic Advising Association (NACADA)

The Commission for the Global Dimensions of Student Development, ACPA—College Student Educators International

International Education Knowledge Community, NASPA: Student Affairs Professionals in Higher Education

Dr. Rahul Choudaha
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October 05, 2015

OECD-Singapore conference on future of global higher education landscape

"The OECD-Singapore Conference on Higher Education Futures will explore forward-looking themes in the global higher education landscape. Plenary sessions and parallel discussions will focus on mapping and meeting future demand for higher education, the rise of higher education in Asia, challenges to traditional modes of education, and how higher education can stay relevant in the face of resource challenges. The Conference will bring together some 500 participants from over 40 countries, representing senior government officials, higher education administrators, academics and practitioners, for an engaging exchange of ideas and best practices."

glocal students in Transnational education and unbundling of education

There are four themes for the conference are:

  1. Mapping and meeting future demand for higher education; 
  2. The rise of higher education in Asia and the impact on the global landscape; 
  3. Technology, disruption and the 'unbundling' of higher education: challenges to traditional modes of education; and 
  4. Two sides of the same coin: resource challenges, the drive for quality and imperatives for relevance. 

I will be presenting under the track of "Technology, Disruption and the 'Unbundling' of Higher Education: Challenges to Traditional Modes of Education." This track will start with the plenary panel which will include Dr. Diana Oblinger, President Emerita, EDUCAUSE.

In specific, the theme of my parallel session is "Reinventing the 21st Century university: new models for the student consumer." Other co-presenters with me on the panel are Mr. Adam Tyson, Acting Director, Education and Innovation, Directorate-General for Education and Culture, European Commission and Dr. Dewayne Matthews, Vice-President of Strategy Development, Lumina Foundation.

Here is the description of the focus my presentation:
The Rise of 'Glocal' Students and New Models of Transnational Education 
Expanding consumer class in Asia is giving rise to a new segment of ‘glocal’ students who are willing to pay for a global educational experience while staying in their home country or region. ‘Glocals’ represent the emerging segment of students who seek transnational education (TNE) including international branch campuses, twinning arrangements, distance education and even experiment with the technology-enabled models of learning like MOOCs. This session will provide an overview of latest trends and research on unique characteristics of ‘glocal’ students and discuss its implications for the future of internationalisation through innovative transnational education models. 

Dr. Rahul Choudaha

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October 03, 2015

Mapping innovation opportunities in global higher education

Innovation in internationalization of higher education is low, according to a quick poll of 112 professionals attending a session at the European Association for International Education (EAIE) annual conference in Glasgow. When participants were asked "How would you rate innovation in internationalization at your institution?", 47% reported it to be Low, 12% as High and balance 41% as Medium. I recently chaired this opening session on Innovation in Internationalization of Higher Education for EAIE's International Relations Managers (IRM).
mapping internationalization strategies for universities
While innovation may seem like a buzzword, in 1934, Schumpeter defined five areas of innovation — product innovation, process innovation, market innovation, input innovation and organizational innovation. More recently innovation is defined as “the co-creation or collaborative recombination of practices that provide novel solutions for new or existing problems”

A recent Study on Innovation in Higher Education from European Commission (EC), defines innovation in the context of higher education as “[a] new or significantly improved product, process, organisational method or an organization itself developed by or having a significant impact on the activities of a higher education institution and/or other higher education stakeholders.”

The EC study has identified three major challenges for higher education which are increasing the importance of innovation-- pressures from globalization, changing supply of and demand for highered and changes in highered funding.

At the same time there are barriers to innovation, “…it is nearly impossible to optimize the effectiveness of either the research or teaching functions when they are as closely intertwined as they are in higher education today.” (Armstong, TIAA-CREF). At another level “The blockages for innovation can be found both at the institutional –level…and at national/regional. Regulatory frameworks are also a crucial potential blockage to some innovative practices.” (EC).

Given the importance of innovation and at the same time barriers to its adoption from the insiders, “innovation is taking place at a much faster rate at the fringes of the education system than at its core. It is getting accelerated by the energy of entrepreneurs, employers, investors and most importantly, new types of learners who are open to experiment.”

One way of conceptualizing innovation opportunities and challenges is the framework from MacCormack, et. al (2013) which can be thought of in terms of the level of familiarity an organization has both with the problems to be solved and the solutions required to solve them. I have adapted the innovation to the context of international higher education. For example, a "familiar need" of enrollment growth can be addressed by a "new capability" of online learning or an "familiar capability" of program development.

In an environment of increasing complexity, changing student demands and decreasing budgets, infusing innovation in internationalization can have far-reaching impact in differentiating and shaping the future of an institution. Forward-looking higher education institutions need to consider a range of innovative strategies and models that can advance global outreach and engagement.

Dr. Rahul Choudaha
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September 02, 2015

Student mobility trends and Erasmus stands out in EAIE 2015 session themes

European Association for International Education (EAIE) annual conference 2015 will take place in Glasgow from Sept 15-18. The 2014 conference in Prague attracted over 5000 participants from more than 90 countries around the world. Follow the tweets from the conference with #EAIE2015 .

Here is the word-cloud of top 50 words from the titles of 151 sessions. "Students" and "mobility" are dominant with "Erasmus" and "Erasmus+". Any thoughts/comments on what else stands out and why?

innovation in internationalisation, MOOCs and China at EAIE 2015 Glasgow

I'm honored to be chairing three sessions at EAIE in Glasgow on innovation, MOOCs, and China. The co-presenters are experts in their field and will bring a diverse, insightful and provocative perspectives on different topics. Here is are the session details:

Wednesday September 16, 2015 from 15:30-17:00
IRM Feature Session: Real Innovation in Internationalisation of Higher Education
(This is the opening session for International Relations Managers (IRM), a Professional Section for leaders involved in strategic planning related to campus internationalisation, international development and the management of all international education activities at their institutions.) In an environment of increasing complexity, changing student demands and decreasing budgets, infusing innovation in internationalisation can have far-reaching impact in differentiating and shaping the future of an institution. This interactive session will discuss a range of innovative strategies and models that advance global engagement with a focus on what works and what doesn’t.
  • Ramon Ellenbroek, Coordinator Non Degree Mobility Unit, International Office, VU University, The Netherlands
  • Robin Goldberg, Chief Experience Officer,  Minerva Project, US
  • Mark Thomas,  Associate Dean and Director of International Affairs, Grenoble Ecole de Management, France
Thursday September 17, 2015 from 11:30 a.m.-12:30 p.m.
China’s Opportunities for Europe’s Higher Education Institutions and Students
China is fast becoming an important destination for international students, and many Chinese universities have made significant efforts to enhance international programmes by improving or increasing English-medium instruction, campus services and the number of available scholarships. In this session, speakers from various institutions will discuss new developments in China and present their experiences and best practices in cooperating with Chinese universities.
  • Dongmin Mao, Deputy Director of Division for International Students, Department of International Cooperation and Exchanges, Ministry of Education, China
  • Wa Zong, Deputy Secretary-General, China Education Association for International Exchange (CEAIE)
Friday September 18, 2015 from 10:30-11:30 a.m.
How Can MOOCs Benefit On-Campus Students? 
European Association for International Education Institutions of higher education have moved beyond debating whether or not to accept MOOCs to devising ways of incorporating them into their pedagogical strategies. This session will present current MOOC trends and explore operational learning models that adapt MOOCs into vehicles that enhance the quality of education for on-campus students.

  • Henning Haack, Associate Professor, Head of teaching at the Natural History Museum, University of Copenhagen, Denmark 
  • Gregor Kennedy, Pro Vice-Chancellor (Educational Innovation),  Professor in the Centre for the Study of Higher Education, University of Melbourne, Australia
Look forward to conversations at the conference and on twitter @DrEducationBlog.

Dr. Rahul Choudaha

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August 27, 2015

Defining the future of internationalisation in Europe

A recent study entitled 'Internationalisation of Higher Education' in the European context provides a comprehensive perspective on what is the current state of internationalization is and what should it look like in future.
IAU, EAIE, Europe survey findings on internationalisation highered

The study critically analyzed the key literature in the field of international higher education and coupled it with survey findings from three sources--IAU 4th Global Survey on Internationalisation of Higher Education, The EAIE Barometer: Internationalisation in Europe, and Delphi survey (with support from Robert Coelen).

The study funded by the European Parliament was undertaken by some of the leading researchers and thinkers in the field-Hans de Wit, Fiona Hunter, Laura Howard and Eva Egron-Pola. The blend of comprehensive background research along with deep expertise of the authors resulted in this influential, landmark publication.

The ten recommendations (I wonder, why it rhymes with ten commandments) of the study have the potential to create a more meaningful future state of internationalization in Europe:
"1. Address the challenges of credit and degree mobility imbalances and institutional cooperation, stemming from substantial differences in higher education systems, procedures and funding.
2. Recognise the growing popularity of work placements and build options to combine them with language and cultural skills training and study abroad.
3. Support the important role of academic and administrative staff in the further development of IoHE.
4. Foster greater higher education and industry collaboration in the context of mobility of students and staff.
5. Pay more attention to the importance of ‘Internationalisation at home’, integrating international and intercultural learning outcomes into the curriculum for all students.
6. Remove the barriers that impede the development of joint degrees.
7. Develop innovative models of digital and blended learning as an instrument to complement IoHE.
8. Align IoHE with internationalisation at other levels of education (primary, secondary, vocational and adult education).
9. Stimulate bilingual and multilingual learning at the primary and secondary education level as a basis for a language policy based on diversity.
10.Remove barriers between internationalisation of research and education, at all levels, for greater synergy and opportunity."

Here are related analysis and coverage of the study:
Penetrating insights into internationalisation progress, University World News
Internationalisation: variations and vagaries, University World News
Internationalisation should be for all – Landmark study, University World News
Academic values ‘at risk’ in internationalisation, says report, Times Higher Ed
EU study: internationalisation must reach all levels of education, The PIE News  
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August 06, 2015

China's Economic and Education Ambitions on the New Silk Road

Eugene Sebastian, deputy pro vice-chancellor, business international, RMIT University, Australia and I recently published an article entitled "Knowledge helps power China along the new Silk Road" in The Australian. Here is the excerpt:

Chinese higher education along silk road
Source: The Wall Street Journal
The Silk Road concept is not new. Chinese President Xi Jinping introduced the idea in 2013 during a visit to Kazakhstan and Indonesia. What is new is the use of education as a tool to help drive China’s regional economic ambitions.

China’s education strategy has three parts. First, Beijing has promised 10,000 new scholarships will be handed out every year to the countries along the Silk Road. Offering scholarships has worked in the past. Ten years ago, in support of its scaled-up engagement with Africa, Beijing introduced scholarships for African students, the numbers of which have more than doubled — as has its economic influence. China already provides a lot of scholarships to international students. In 2010, it sponsored almost 23,000 and plans to fund 50,000 by this year.

The second part involves using governance and technical training to engage government officials.Xi has highlighted training as an important form of co-operation. Yunnan province — in southwest China and an important pivot to South and Southeast Asia — is being positioned as a training base for public officials from Myanmar, Thailand and the Mekong subregion. Xi has even ­proposed sharing and integrating resources between countries to tackle issues such as youth ­employment, entrepreneurship training and vocational skills ­development.

The third part of the education strategy involves creating science and technology platforms, such as labs, centres and networks. These platforms will help promote research collaboration, exchanges and training. In Xinjiang province — the northwestern hub — plans are under way to establish a science and education centre that will open links into Central, South and West Asia, and Russia’s Far East. In May, Universities Alliance of the New Silk Road, led by Xi’an Jiaotong University, was established. The alliance draws together more than 60 universities from 22 countries in Asia, the Middle East and Russia.

Education can be an effective diplomatic tool for engaging neighbours. It’s practical, responsive to development needs and can be packaged easily for media communications. Beijing’s use of education will help it soften the edges of what is viewed regionally as an ambitious and politically complex endeavour. More important, the venture will allow China to address the region’s yawning skills gap, which invariably stands in the way of its economic ambitions.

Related links:
Xi'an Special: Alliance unites higher education along Silk Road route
Interactive Map: China’s New Silk Road
Silk Road Fund makes first investment
China Sees Itself at Center of New Asian Order (Image)
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More preventive measures needed in India to stop high-stakes cheating, says Britt of Prometric

Admissions to higher education institutions of excellence in India is often reliant on high-stakes testing. At the top are some of the most competitive exams like Common Admissions Test (CAT) for Indian Institute of Management (IIM) and Joint Entrance Exam (JEE) for Indian Institute of Technology (IIT). Then there are many more exams for different professions and states. More recently, a scams in the state of Madhya Pradesh exposed system-level corruption with more than 2,000 students estimated to have cheated their way into coveted medical colleges. Here is an interview with Wade Britt, Country Manager, Prometric Testing Services Pvt. Ltd., India, a test development and delivery provider. Prometric is a wholly owned, independently operated subsidiary of Educational Testing Service.

Wade Britt is the Country Manager for Prometric Testing Services Pvt. Ltd in India. He has extensive international experience in operations and sales in the education, technology and logistics sectors. Prior to Prometric, Wade had worked with Open English, Kaplan University and DHL. He holds a  master's degree in International Business and a bachelor's degree from University of South Carolina.

Rahul- What are the reasons for high-stakes cheating in India? Based on Prometric's global experiences, is it more than other countries?
Wade- Cheating in India is comparable to other countries. Any high stakes exam has a built-in incentive to attract cheats. Where an exam can better one’s life, increase ones earnings or differentiate one from the crowd, there will be people that will try to achieve these accomplishments through fraud rather than effort. What is perhaps more specific to India is that there needs to be more attention given to how cheating can be stopped. Prometric takes a bigger view on preventing cheating’s effects and dissects the complete examination process.

We write and administer test questions in ways that prevent cheating while keeping the test fair. We use data protection and encryption that prevents unauthorized access to exam content and renders it entirely unreadable should a breach occur. We can analyse candidate behavior during exams and identify patterns indicating someone is cheating or attempting to steal content. In the event someone thinks they’ve succeeded, we will have recorded the entire event and be able to draw upon it as evidence later during legal proceedings.

We operate solely to help honest test takers succeed and our international testing expertise brings lessons learned that allow us to remain ahead of cheating attempts.

Rahul- How can these incidences of cheating minimized? Any examples from other countries?
Wade- Securing exams and protecting honest test takers from unearned scores requires a global perspective and involves multiple processes that are required at every step of the way to ensure the sanctity of the test and a fair result for all candidates. What is often reported in the media is the point in the process where test takers are at a test centre, but that is only one part of a comprehensive process. Prometric has a process for securing exams that has proven effective in all countries we operate, and our performance in India has, without question, protected our clients and every honest candidate from cheating.

Denying the cheats starts back at the time of test creation. For example, are the questions valid and fair? Are they written by subject matter experts guided by testing professionals? Are the questions secure? Assuming the test has safely reached a testing location, you then have physical methods of security-high proctor (supervisor) to candidate ratios, video surveillance for record keeping, biometric identification to eliminate “proxy exam takers” and physical checks to detect hidden objects used to cheat. And then, there is the post exam process. Are the results secure and safe from interference? Are the results published by a reputable third party?

There are many measures we take throughout the testing lifecycle. No single solution at a single point in time can address the risk of cheating. Prometric specializes in high security for high stakes exams based upon our decades of experience and expertise along with stringent testing standards that are uniformly high across the globe.

Rahul- Please provide a brief background of Prometric Testing Services' engagement in India and what are the strategic priorities for next three years?
Wade- Prometric tests several million candidates a year on behalf of our clients – locally and globally Our priority has been and will continue to be to provide honest test takers fair, reliable and valid exams to help them in their career and personal goals. Our global reach benefits India by bringing people access to exams they want in order to find career opportunities, such as TOEFL and foreign medical licensing exams. Our strategy for the next three years is to help people earn the test scores they need to gain better job prospects and higher incomes, and we are committed to helping all candidates have fair opportunities.
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August 02, 2015

Ability to partner effectively is core to leadership in academia and enterpreneurial ventures, says David Finegold

university higher education innovation international
Dr. David Finegold, Chief Academic Officer, Quad Learning
Dr. Finegold is a leading expert on skill development systems and their application to economic performance in the global marketplace. In his last role, he served as Senior Vice President for Lifelong Learning and Strategic Growth at Rutgers University, spearheading efforts to build a workforce development system for New Jersey’s bioscience sector. He was also a professor at the Keck Graduate Institute of Applied Life Sciences in Claremont, California. David graduated summa cum laude with a BA in Social Studies from Harvard University, and earned his Ph.D. in Politics as a Rhodes scholar at Oxford University in England.

Rahul- You have extensive experience as a faculty member and academic leader in university setting. Now you are working in an entrepreneurial and innovative environment at American Honors. What are couple of key leadership lessons for future academic entrepreneurs to succeed in a non-university settings?
David- I believe you can be entrepreneurial in academia as well as the private sector. I’ve been fortunate to have the chance to be part of starting new institutions, as one of the founding faculty members of the newest of the Claremont Colleges, the Keck Graduate Institute. And also to innovate within large public universities, creating the first interdisciplinary new degree program, the Master of Business and Science, that involved more than a dozen schools across all 3 Rutgers campuses. And to forge new public-private partnerships, bringing educators, from K-12 through universities, together with the pharmaceutical and biotech industry to form Bio-1, a life science workforce and economic development regional cluster in Central New Jersey.

The most exciting parts of being a leader in a double bottom-line private start-up company like Quad Learning, which works was the chance to build your own team of bright, highly motivated young people all focused on the same objective, without some of the internal politics and bureaucracy that can sometimes stifle promising initiatives in traditional higher education institutions. Another great feature of leading in the private sector is the knowledge that if you can demonstrate the success of your business model, that you have the opportunity to scale and continue to improve your innovation without worrying it may fall victim to state budget cuts or a grant running out.

The biggest leadership challenges are coping with the pace of change and need to wear multiple hats in a start-up environment. American Honors has grown faster than any new initiative I’ve been part of in higher education, from a pilot of 50 students to over 1000 students spread across 15 campuses in 5 states in just 3 years. And in a lean start-up, each leader has to take on a range of responsibilities without many of the established systems and support staff available in a large university.

The key leadership capability that appears to be common to both academia and entrepreneurial education ventures is the ability to partner effectively. This is particularly true for American Honors, where we are not an accredited institution, but rather an enabler of a national transfer network and strong honors programs built in collaboration with faculty and staff at our partner colleges.

Rahul- Please provide a brief background on American Honors (AH). What is the gap in the market it is addressing? What are the opportunities for international students?
David- A growing number of talented US and international students want to get a top US degree, but don’t have the resources to pay for 4 years at a leading university. In addition, many students have the underlying ability to graduate from these top institutions, but lack the academic preparation, English fluency and/or confidence to go straight to these highly competitive environments directly from high school.

American Honors offers a new, more affordable 2 + 2 path to obtaining a degree from the top public and private colleges and universities. Students spend their first two years in the American Honors program at one of our partner community colleges, and then can transfer to complete the final two years of their bachelor’s degree at a leading university, including our growing network of more than 55 partners, which include 5 top 100 universities offering assured admission places to our graduates. 

Rahul- What are couple of strategic goals/initiatives you are looking forward to achieving in next three years?
David- Our primary goal is to expand access for first generation and lower and middle-income students to the best U.S. colleges and universities by continuing to build the first national network which connects honors programs at community colleges to the leading four-year institutions. We already have the most honors students of any community college program in the U.S. and eventually hope to have more seats for talented students during the first two years of colleges than the Ivy League and the top 10 liberal arts colleges combined.

To further expand access globally we are establishing partnerships with educational institutions in different countries. This includes identifying strong partner high schools that we work closely with to prepare a group of students each year to come to American Honors as a first step toward obtaining a top U.S. degree. And working with colleges and universities to offer an American Honors Foundation program that features English as a Second Language (if needed) and a set of the first-year courses so that students can begin their college studies at home and then come to American Honors and our partner universities to complete their degree. We are beginning with partners in Sri Lanka and South Korea, and have discussions underway with other institutions around the world.
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July 27, 2015

Economic climate and its impact on international mobility of Chinese students

My recent article "The end of the China growth story?" published in the University World News analyzes the trend with the global mobility of Chinese student in the context of economic uncertainties. Given below is the excerpt.

Prior to the recession, a majority of Chinese students in the US were concentrated in graduate-level programmes. In 2006-2007, only 15% of a total of 67,723 students from China were enrolled in undergraduate programmes. By 2013-2014, undergraduates formed 40% of the 274,439 Chinese students, according to the Institute of International Education’s Open Doors data.

Looking at Chinese students from the framework of international student segmentation, the increase in students at the undergraduate level was primarily driven by the growth of ‘Explorers’, those with high financial resources and low academic preparedness. This expanding segment is funded by financially well-off families who want to invest in the experiences and future of a single child. This segment is relatively immune from financial uncertainty and continues to have a strong demand for studying abroad.

In contrast, ‘Strivers’, those with low financial resources and high academic preparedness, are more likely to be graduate-level students. This traditional segment is typically motivated by career advancement and job opportunities.

Given the size and scale of the wealthy class in China, the demand for undergraduate and high school education abroad will continue to be strong. However, self-funded graduate education at both the masters and doctoral levels will face challenges for the next couple of years.

Given that more and more Chinese are studying abroad at a younger age and continuing to study longer as “professional students” – starting at high school and continuing to masters degree and beyond – institutions cannot ignore recruiting in their own backyard. The next opportunity for recruiting Chinese students is not necessarily from China, but instead from a local institution or from a third country.

In sum, the overall demand for foreign education among Chinese students will continue to be robust. However, there will be a shift in student segments and their decision-making processes. Proactive institutions will adapt to this changing environment by deepening their understanding of different segments and preparing for the future.

Dr. Rahul Choudaha

How China Saved International Student Enrollment in the US?
How many Indian and Chinese students go abroad every year?
Interest in Foreign MBA: Chinese Women on Top
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July 20, 2015

Shai Reshef on his mission to scale a sustainable model of non-profit, tuition-free, accredited, online academic institution

higher education innovative leader interviewShai Reshef is President & Founder of University of the People – the world’s first tuition-free, non-profit, accredited, online University dedicated to opening access to higher education. An educational entrepreneur with over 25 years of experience in the international education market, President Reshef has been widely recognized for his work with UoPeople, including being named one of Fast Company’s 100 Most Creative People in Business; joined UN-GAID as a High-level Adviser; granted membership in the Clinton Global Initiative; selected by The Huffington Post as the Ultimate Game Changer in Education; nominated as one of Wired Magazine’s 50 People Changing the World; and selected as a Top Global Thinker by Foreign Policy Magazine. His TED Talk: “An Ultra-Low-Cost College Degree” has been viewed by almost 2 million people in the last year.

Rahul - At University of People, you have created a large volunteer operation with over 3,000 volunteering professors, academic leaders and built a range of partnerships. What are your two most important lessons in successfully working with volunteers and partners?

Shai - I knew that there were good people out there – I just didn’t know how many. This was my biggest lesson!
  • People are willing to give of themselves and give to the world.
  • If you have a great idea, you will find great people who are willing to make it happen.
  • When you give you always get back more than you have given – (true for me and for them)
  • When you start a business you know some times are harder than you expected. Just reach out for assistance.
  • Be happy with whatever you can get. Remember that volunteers are not your employees. Set up fair expectations and be grateful for the support.
Rahul - In last six years, University of the People has emerged as the "world’s first non-profit, tuition-free, accredited, online academic institution". Based on your unique leadership perspectives in institution building, what are couple of things you would have done differently to further enhance the impact of the University?

Shai -
  • To have more budget allocated toward spreading the word.
  • UNESCO stated that in 2025, 100 million students will be deprived from higher education simply because there will not be enough seats to accommodate them, to meet the demand. Our main challenge is how to make the 100 million aware of us.
  • Due to our accelerated growth, for the first time in our history we are running out of scholarships. The mission of the University is that nobody will be turned away and no one will be left behind due to financial constraints. We have to continually dedicate more and more effort toward raising more scholarships in order to meet the growing demand.
Rahul - What are couple of strategic goals/initiatives you are looking forward to achieving in next three years?

Shai -
  • Sustainability: We will reach sustainability once we have 4,000 students; $2.5 million; and we expect this to happen in 2016. From that point on, we expect to continue our accelerated growth, to service the millions that need us and to build a model for others. In addition, we are on track to doubling the student number with every year.
  • We are currently in the process of developing 2 new programs – an MBA and a Bachelor of Health Science – to address the capacity-shortage problems that exist at traditional universities as well as addressing the requests of our students.  
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July 06, 2015

Partnering to build an ecosystem of highered innovation

Here is the excerpt from my recent blog "Building an Ecosystem of Higher Education Innovation" published in Huffington Post.

The confluence of cost and funding pressures, technology-enabled learning innovations and new paradigms of quality and teaching will continue to force higher education institutions to redefine their value.

higher education ecosystem of collaboration edtech
However, higher education institutions are unwilling to embrace new definitions of value and quality "as valid, even when they can see that customers increasingly prefer the new value offerings," notes a report from TIAA-CREF Institute.

The Presidential Innovation series hosted by the American Council on Education sums up with a tough question--"Are our current business models stale and too tradition-bound to serve us effectively in this new era for higher education?"

Innovation is taking place at a much faster rate at the fringes of the higher education system than at its core. It is getting accelerated by the energy of entrepreneurs, employers, investors and most importantly, new types of learners who are open to experiment.

The opportunity for higher education institutions and systems is to embrace these "outsiders" as an important part of the innovation ecosystem. Higher education institutions will face increasing pressure to counter the public perception that "too many degrees are a waste of money."

This shift will require the expansion of the ecosystem of higher education innovation through partnerships with and the inclusion of new stakeholders.

Share an example of an institution or initiative at the forefront of innovation--tweet @DrEducationBlog or email

Dr. Rahul Choudaha

Related resources:
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June 13, 2015

Growth in 'glocal' students in transnational education programs for England

Transnational education is an increasingly important pathway for international students coming to the UK. They typically transfer from an overseas partner institution and then continue to stay to earn postgraduate program. This is the core finding of a recent research entitled "Transnational pathways to higher education in England" from HEFCE.

It notes that a third of the international (non EU) entrants to first degree programs (17,140 entrants) in England were transnational students, who transferred directly from overseas partner institutions. While this is a significant proportion of overall number of students enrolling in first degree programs, looking deeper into source countries, we notice that it driven by couple of countries. China and Malaysia form nearly 70% of transnational students transferring from overseas partners to England. Another interesting point is that there is very little traction for TNE programs among Indian students.

The report notes that transnational is providing a pathway for value-seeking students as they "give students greater flexibility over where to study towards their degree – in England, or at the home-based institution or branch campus. In addition to the lower cost associated with shorter periods of study abroad, transnational pathways are also time efficient" (p.15). In addition to value-seekers, I argue that there are students who enroll in TNE programs due to ease in accessing global education.

I hypothesize that there are two dimensions of TNE students:
1) those who are challenged by financial resources and hence seek lower cost (or value)
2) those who are challenged by academic preparedness and hence seek lower admissions standards

I have defined these TNE students as 'glocal' students based on the framework of international student segments. 

Janet Ilieva, former Head of Economic and Qualitative Analysis of HEFCE notes in her blog that "The increase in transnational pathways for international student recruitment may also change the way English universities and colleges engage with overseas institutions." She adds that "The nature of these pathways underlines the need to engage strategically by forging alliances with likeminded institutions overseas, underpinned by an in-depth understanding of the other countries’ education system."

Clearly, TNE is not only becoming bigger in scale but also more complex in the nature of international partnerships and quality assurance mechanisms. In my previous articles, I have mentioned that the issue of assuring quality in TNE and deepening the understanding of 'glocal' students will be integral to the long-term sustainable growth of innovative transnational education models.

Related links:
Dr. Rahul Choudaha
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May 17, 2015

NAFSA 2015: Hot Trends for SIOs and The Innovation Imperative

Boston will be hosting 10,000 international education professionals from May 24-29 for NAFSA Annual Conference. With 200 + concurrent sessions and 500+ posters on a wide range of topics, the conference has something for everyone. Programming and networking opportunities are divided into five Knowledge Communities-- Education Abroad, International Education Leadership, International Enrollment Management, International Student and Scholar Services, and Teaching, Learning and Scholarship.

hot trends and symposium on innovation and leadership in international education
 This year, I've the honor of serving as the Chair of the International Education Leadership Knowledge Community (IEL KC), which focuses serving the needs of aspiring, new, or experienced senior international officers (SIOs) and internationalization leaders.  Interested in learning more about opportunities of engagement and developments at IELKC? Join us for IEL KC Update on May 27 at 8:45 AM in BCEC, 252AB.

NAFSA's IEL KC team has worked together to provide several opportunities of engagement for SIOs. Here is complete listing of Content of Special Interest to International Educators in Senior Positions. In specific, Symposium on Leadership will bring together experts to discuss on the theme of The Innovation Imperative: Leading Change in a Competitive Environment.

Are your curious to learn about the emerging priorities and strategic responses from SIOs' perspective? Join us for an interactive session entitled Hot Trends for Senior International Officers (SIOs) on May 27th at 10:15 AM in BCEC, 157BC. We will be sharing the findings of survey conducted by IEL KC and discussing its implications with the audience in achieving their internationalization goals.

In a separate session, I will be on a panel that will focus on Using Research to Advance Your International Education Goals (Thursday, May 28 at 9:30 AM).

I look forward to seeing you in Boston! Tweet with #nafsaSIO #NAFSA15

Related links:

Dr. Rahul Choudaha

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May 15, 2015

Top-30 world universities with largest number of international students

Australian and British universities are highly successful in attracting international students from around the world. Especially, given the relatively small size of the overall Australian higher education system, the large numbers of foreign show high maturity and dependency of Australian institutions on foreign students. [I will be discussing on this at the upcoming webinar entitled Global Student Mobility: Insights and Implications for Your Recruitment Strategy hosted by International Education Association of Australia (IEAA).]

Here is the list I compiled by taking top-20 universities in Australia, the UK and the US in terms of international student enrollment and sorting top-30 of total 60 universities. The results are:
Among top-10: Australia=5,   US=3 and UK=2
Among top-20: Australia=8,   US=8 and UK=4
Among top-30: Australia=10, US=9 and UK=11

top world universities with largest number of international students

This analysis excludes other leading destinations like Germany and Canada, due to unavailability of parallel data that indicates international student enrollment all institutions in the country. For example, McGill University enrolled 8,887 international students in 2013, but it is not included in the analysis. For feedback, questions, clarifications write to .

For the UK and Australia, the numbers exclude offshore or transnational education enrollments.
The data for Australia has been updated and reflected in the chart. Previous data incorrectly included offshore data for some universities.

Dr. Rahul Choudaha (Author)
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May 09, 2015

4 reasons why LinkedIn may be a gamechanger in global university rankings

Much has been debated and researched about the uses and abuses of university rankings. Now, the arena of global university rankings has a new contender, LinkedIn, which has the potential to change the future of the rankings game. Here are the four reasons in support of LinkedIn’s potential.

global university rankings with LinkedIn

1. Sharper focus on career outcomes
LinkedIn is focused on career outcomes. One of the biggest limitations of the rankings is that they focus on students as consumers of information, while their methodologies focus on proxies like research citations. An alternative approach is to use metrics that directly impact students. In a cost-conscious environment where the value of higher education is under increasing scrutiny, return on investment and career outcome is becoming more important for students.

2. Deeper view at program level
The multi-disciplinary and comprehensive nature of universities is better captured by program rankings than by university rankings. Program-level rankings are not only more informative for students, but also attempt to overcome the halo effect of university brands. LinkedIn provides an opportunity to break the data down by programs and customize it to additional issues like location. For example, the number one program for undergraduate accounting in the US, according to LinkedIn, is Villanova University, not a usual suspect.

3. Wider global reach
The growing global user-base of LinkedIn provides it with a solid platform to deliver rankings that are truly global in its reach. Sixty-eight per cent of the 347 million LinkedIn users are based outside of the United States. Currently, LinkedIn rankings are limited to US, UK and Canadian institutions and cover only select fields of studies. However, the growing number of international users supported by entry into new markets like China is going to help LinkedIn gain wider reach and credibility for global rankings.

4. Richer insights over time
Ranking providers conduct annual exercises of collecting data and releasing ‘new’ versions. However, there is hardly any year on year difference in institutions nor any noticeable difference from students’ perspectives. The methodologies and underlying data do not allow for exploring long-term results. In contrast, LinkedIn data is based on students’ career trajectory and provides the potential to analyse and rank according to the long-term impact of education investment. It even customises rankings from different angles, including location of work.

A better ranking?
Like any other ranking system, LinkedIn’s methodology is imperfect and has several limitations. For example, the career outcomes used in the rankings are confounded by several other variables beyond the institutions of graduation. Philosophically, they may also lead to a parochial view of educational experiences by reducing them to career outcomes alone.
Despite these limitations, though, LinkedIn rankings will evolve over time and have the potential to be a game changer by helping students make informed choices, by creating more competition for existing rankings and even by potentially incentivizing universities to move from research citations to career outcomes.

Originally published as LinkedIn: the future of global university rankings? in University World News by Dr. Rahul Choudaha.

What are your thoughts and comments?
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May 07, 2015

International student mobility trends and implications for enrollment strategies (Webinars)

International student recruitment is increasingly among the top priorities for many institutions in the US, Australia and the UK. Given the pressure to expand enrollment with limited budgets, some institutions adopted quick-fix solutions, which in turn has compromised the diversity and quality of international student body and their experiences. Developing sustainable strategies that are aligned with the changing needs and profile of international students, requires a deep understanding of student decision-making processes and mobility trends.

I am presenting two webinars that will provide an overview of the latest trends and research on global student mobility and its implications for strategic choices. Professionals working in higher education settings will be able to deepen their understanding of international student segments and their decision-making processes to craft sustainable and evidence-driven enrollment strategies.

Dr. Rahul Choudaha
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