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

December 22, 2016

Indian higher education institutions aspire to recruit more international students

Here is an excerpt from my article published in The Economic Times based on a panel presentation at 2016 FICCI Higher Education Summit.

India is the second largest source of internationally mobile students around the world. According to the UNESCO data, in 2015, nearly 234,000 Indian students were enrolled in universities and colleges abroad. In contrast, Indian universities and colleges hosted nearly 39,000 degree-seeking international students.

The Government of India is keen on enhancing the attractiveness of India as a destination for international students. At the same time, some Indian institutions are keen on making use of the 15% additional seats available to them for enrolling foreign students.

However, India faces increasing competition as many other destinations have already been active in creating government policies and institutional capacities for attracting global talent. For example, in 2015, Malaysia and China hosted more than 60,000 and 123,000 degree-seeking international students, respectively.

The recent FICCI Higher Education Summit convened institutional leaders, policy makers, and education experts to deliberate on opportunities for and challenges in attracting foreign students to India.

I participated in one of the panels at the Summit and presented four primary strategic approaches that can help Indian institutions attract more international students.
  • Enhancing country image 
  • Bridging information gaps 
  • Understanding international student segments
  • Investing in international student experience 
In sum, some Indian institutions have the right blend of ambition and potential to attract international students. However, realizing the goals will require proactive and informed strategies which are designed to support student success.

Click to read the full article.

-Dr. Rahul Choudaha
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December 19, 2016

Demonetization of Indian currency and its impact on mobility and enrollment of Indian students in 2017

What will be the impact of demonetization of Indian currency on Indian students planning to study abroad in 2017? Here is an excerpt of the article published in Forbes by Rahul Choudaha and Di Hu. 
What is the impact of demonetization and Trump on Indian students studying abroad
On November 8, the Prime Minster of Indian announced a demonetization policy which made 86% of the currency in circulation invalid as a legal tender. With the application deadlines for most institutions ranging from November to February, the timing of demonetization could not have been worse as many were still making sense of the implications of the recent Presidential elections.

Student visa processes require showing proof of availability of funds for the first year of tuition and living expenses. Given that total annual expenses can range from US$ 30,000 to US$ 70,000, many Indian students were using short-term borrowing for visa approvals and education abroad.

Clearly, in this context demonetization is likely to affect the willingness and ability of Indian students to study abroad, however, the impact will differ by the level of education.
Traditional segment of master’s students: Seeking career advancement 
Nearly 80% of all Indian students in the U.S. enroll at the master’s level. This is the traditional segment of Indian students who seek to minimize the cost of education and maximize the potential for job and career advancement opportunities.

Most of the Indian masters’ students fund their education through loans. Demonetization is going to make it tougher arranging for short-term funds. This in turn can result in visa denials and hence, lesser number of students finally showing up on the campuses.
Emerging segment of undergraduate students: Seeking global experiences 
Only 10% of all Indian students abroad are enrolled at bachelors’ degree level. A previous analysis projected the trend of the growth of Indian undergraduate students. The emergence of Indian undergraduate students can be traced back to the changes in the economy have transformed the structure of society.

Children of professionals working in new-age industries like IT, financial services and telecommunications who started their career in 1990's are now college ready. Given that these children come from families with substantial financial resources, their ability to fund their education abroad would not be affected by the demonetization.

While the full impact of demonetization is yet to be seen, many Indian students would find it challenging to arrange for finances and visas. It is especially going to affect enrollments for 2017 at the masters’ level. Institutions making proactive efforts in understanding the diversity and complexity of the Indian student market will gain in maximizing from these shifting trends.
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December 02, 2016

Commentary and media mentions on Trump and international education

American universities and colleges face many uncertainties under Trump’ Presidency including the future of the internationalization of higher education. Will universities and colleges become more globally engaged? Will universities and colleges be successful in attracting more international students? Will American students get resources and support to engage in more education abroad experiences?

I have published two commentary pieces and my perspectives have been mentioned in 20 publications including The New York Times, Inside Higher Ed, and Slate.

In sum, the sociopolitical environment in the countries that are the leading destinations for international students has dramatically changed. In this turbulent environment, upholding the values of international education and student mobility is more important than ever.
Over the next four years, international educators must remain optimistic and reaffirm their commitment to building bridges that advance global engagement and mutual understanding.
One of the core values of international education is about celebrating diversity and learning from differences. Trump’s viewpoints are insular and not in line with the values of international education. 
Career advancement is one of the prime motivations for international students to study in the U.S. Trump’s anti-immigrant stance may create stricter visa and immigration policies which may make it even more difficult for students to come to the U.S. and find internship and job opportunities. 
- Rahul Choudaha, PhD

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November 07, 2016

Data on mobility of international students to and from India

How many Indian students go to study abroad every year? How many international students come to study in Indian universities and colleges?statistics and analysis of how many Indian students go abroad and international students in Indian higher education
It is often reported in media that somewhere between 200,000 -400,000 Indian students go abroad every year. It is incorrect due to misinterpretation of the data. The UNESCO Institute of Statistics reports enrollment data on degree-seeking internationally mobile students.

According to the last data available for 2014, nearly 234,00 Indian students were enrolled in different parts of the world. Here enrollment refers to students in various stages of their educational program and not just the first year students (new enrollment). Assuming that majority of the Indian students are pursuing two-year master's program, the total number of students going abroad every year will be around 100,000.

Most of the international students studying in Indian universities and colleges come from the neighboring countries inAsia and the Middle East. Given that Indian institutions are allowed to enroll additional 15% students from overseas, there is an increasing interest among some institutions to proactively recruit international students. The Government of India is also keen on elevating the visibility and attractiveness of India for foreign students.

I will be participating in a panel at FICCI Conference to discuss opportunities, challenges, and strategies in recruiting international students for Indian institutions.

Dr. Rahul Choudaha
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November 04, 2016

Making India as a destination of choice for international students: Institutional strategies and best practices

12th FICCI HIGHER EDUCATION SUMMIT will take place from November 10-12, 2016 in Delhi. The overarching theme of the conference is opportunities and challenges for attracting foreign students to India.

I will be participating in a session "Making 'Learn in India' Happen!" which will deliberate on making India the preferred choice of study for the international students. The panel comprises of following speakers:

  • Dr Rahul Choudaha, CEO, DrEducation, USA 
  • Prof Furqan Qamar, Secretary General, Association of Indian Universities (AIU) 
  • Mr Rakesh Ranjan, Joint Secretary, Ministry of Human Resource Development (MHRD) 
  • Mr Daniel C. Stoll, Associate Dean, Georgetown University 
  • Dr G Vishwanathan, Chancellor, VIT
  • Dr Vidya Yeravdekar, Vice Chancellor, Symbiosis University 

I will focus three critical success factors for institutions:

  • Understanding diverse segments of international students 
  • Investing in international student experience 
  • Developing a profession on international education administrators 

how to attract foreign students to emerging countries Indian policies strategies

A related panel will include following panelists:

  • Dr Jo Beall, Director, Education and Society British Council (Exec Board)
  • Ms Sumita Dawra, Principal Secretary, Higher Education, Andhra Pradesh
  • Mr Franciso Marmolejo, Higher Education Coordinator, The World Bank
  • Mr. Sunil Kant Munjal, Chairman, Hero Corporate Services
  • Prof Ashish Nanda, Director, IIM Ahmedabad 
  • Mr Mohandas Pai, Chair, FICCI Skills Committee & Chairman, Manipal Global Education Services

DrEducation is the International Outreach Partner of FICCI HES. 

Rahul Choudaha, PhD
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November 02, 2016

Research on International Student Success: Principal Researcher of DrEducation Serves as the Special Issues Editor

The Journal of International Students has released a special issue on International Student Success featuring a selection of research articles and commentaries to enhance institutional readiness for supporting and advancing the success of international students.

Dr. Rahul Choudaha, principal researcher, DrEducation served as the guest editor of the special issue. Dr. Krishna Bista, Chase Endowed Professor of Education, University of Louisiana at Monroe, is the editor-in-chief of the Journal.

The aim of this special issue is to advance the research agenda about the needs, experiences, and expectations of international students so that research can help build institutional readiness for supporting academic and career pursuits of international students.

This special issue includes a collection of 18 articles from 32 authors. They address several research concerns related to international student success including leadership self-efficacy, writing proficiency, mentorship, retention, student satisfaction, sense of belongingness, plagiarism, and career services.

Here is the editorial "Campus Readiness for Supporting International Student Success."

International student enrollment in the U.S. universities and colleges has been growing at a healthy pace. Between 2001/02 and 2014/15, the number of international students in U.S. universities and colleges increased by 67% to reach nearly 974,926 students (Open Doors, 2015).

However, source countries and destination institutions skew this growth. For example, international students from the leading 10 places of origin grew by 121% and likewise, the leading 10 institutions of international student enrollment increased by 166%.

This dramatic and skewed growth has implications for international student success. It has exposed the lack of readiness of many campuses to engage and support international students. At many campuses, support services for international students only address immigration and visa compliance. International students need, deserve, and want more in terms of academic and career support.

It’s high time to stop treating international students as cash cows and embrace the values which institutions expect their students to manifest. To build a sustainable and an inclusive model of enrolling and integrating international students with local students and campus communities, institutions of higher education must invest in campus readiness.
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November 01, 2016

AIEC Conference Invited Session: International Student Mobility Trends and Implications for Institutional Strategies

I was invited to speak at the recent Australian International Education Conference (AIEC) in Melbourne. More than 1,500 international education professionals from around the world convened at the conference.

One of the key messages of my session on “Three Megatrends Shaping the Future of International Student Mobility” was that the number of students seeking global educational experiences will continue to increase. However, sustainable growth will require a deeper understanding of shifting profiles, needs, and expectations of international students.

International students take their global experiences and educational credentials as a pathway to advancing their career and improving their life. Moreover, career and employability outcomes in the host country through immigration or on return to home country are among the most important motivations to study abroad.

Several sessions at AIEC conference suggest that Australia has already recognized the value of career outcomes for international students and is synchronizing efforts to enhance their professional development opportunities. Here are some of the indicative titles of the sessions related to student employability and career-readiness.

Australian Government recently released National Strategy for International Education 2025. It states that “The employability of our graduates will be a key measure of success against Australia’s goal to be the global leader in education, training, and research. We will focus on developing employability and opportunities for work integrated learning, enhancing the nexus between education and employment.”

As competition for international students intensifies, nations and institutions cannot continue to charge a higher differential fee to international students and deliver unsatisfactory career outcomes. Higher education institutions and countries interested in recruiting international students can learn from Australian experiences which show that growing attractiveness for international students will require constantly thinking, planning and acting upon strategies that align with international student success.

Based on the summary of the Forbes article with Di Hu.

- Rahul Choudaha, PhD
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October 27, 2016

Global Leaders Series: Chris Rudd, Provost, University of Nottingham Ningbo China

DrEducation Global Leaders Series: Interview with Professor Chris Rudd

Professor Christopher D. Rudd is currently University of Nottingham’s longest serving Pro-Vice-Chancellor – a position he has held since 2008. In August 2015 he accepted the role of Provost at University of Nottingham Ningbo China and is currently based in China where he oversees the growth and development of China’s first and most successful Sino-Foreign University. Chris is Professor of Mechanical Engineering. He has been a Board Member of the China Britain Business Council since 2010 and chairs the Nottingham Confucius Institute. Chris was awarded the Changbaishan Friendship Award by the Chinese Government in 2013. He was awarded the 48 Group Club Icebreaker Laureate prize for services to Sino-UK relations by HE Liu Xiaoming Chinese Ambassador to UK and won the Model Confucius Institute Award presented by Vice-Premier LIU Yandong in 2015. 

Rahul- How has the broad notion of leadership in higher education different in this decade as compared to last decade? How will it look like in the next decade?

Chris-Whether we like it or not, successful HE leaders need to exhibit the same instincts as any other CEOs. They need to respond to market dynamics and steer their institutions in volatile circumstances, innovating to create new business opportunities, manage risk, recruit and retain talent. They need strong vision and considerable personal integrity to carry stakeholders with them through increasingly frequent cycles of change.

Rahul- More specifically, what are the top three competencies for a Provost/Chief Academic Officer? How are they likely to evolve in the next decade?

Chris- My top 3 have always been Vision, Integrity and an uncompromising commitment to Quality. These are fundamental characteristics but the successful leader needs to be great reader of people, using the available talent to best effect, to anticipate the market and to have great emotional intelligence.

Rahul- What would be your couple of suggestions (e.g. do's and don'ts) to higher education professionals aspiring to take the Provost's role?

Chris- Recognise your fallibility and your finite bandwidth. Try to define the space where you can play effectively and the outer spaces where it is your team that must deliver. Provide feedback to others in generous measure but ask for it sparingly yourself. Admit your own mistakes candidly and deal with them expediently, learn and move on.

Rahul- How is leading an institution outside your country of origin different (e.g. challenges, operating styles, skillsets or people)?

Chris- It introduces complexities due to culture, communication and context. It makes business more complicated but also more interesting, bringing unpredictable elements and factors outside your personal influence. You will rely on others to bridge you into their world and you must quickly learn to discriminate between those who help you with a pure heart and those who seek personal advantage. You must adapt your own approach to suit the environment but at the same time, hold true to your mission and personal values.

Rahul- How do you draw your inspiration and energy as a leader? What is your leadership motto?

Chris- I have worked with some inspiring leaders in the past and borrowed freely from each - learning as much by observing mistakes as well as witnessing great leadership in action. Leading UNNC is an intensive, exciting responsibility. However, it is important to stay fresh and so personally I need a counterpoint - time with my kids, a climbing trip, playing music with people - all of these things bring peace and happiness. When I came to UNNC I started saying “Being the first is now longer enough, we also have to be the best” - I think that this works for our students as well as for the business  I hope that it sticks for a while.
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October 20, 2016

How many students from India, China and Korea study in the US for business and management programs?

One out of every five international students in the U.S. is enrolled in Business/Management programs. The number of international students in undergraduate (associate's and bachelor's) and graduate (master's and doctoral) programs increased by 36% from 145,514 in 2009/10 to 197,258 in 2014/15, according to IIE Open Doors data. This data indicates total enrollment across the duration of the programs and not annual new intake.

The share of top-3 countries of origin--China, India, and S. Korea--among all international students in Business/Management programs grew from 41% (59,329) to 53% (105,429). This growth was driven by China which grew by 160% in contrast to 11% and 13% decline for India and S. Korea.

The majority of the Indian students are in master's-level programs. Many are also in specialized master's programs like MS in Management and not an MBA. Based on the total enrollment of about 16,000 students in 2014/15, I would estimate that annual intake of new MBA students from India is in the range of 3,000-5,000. 

In contrast to India, the majority of Chinese students in Business/Management programs are in bachelor's level degree programs (60%). Higher demand from China for longer duration bachelor's programs (4 years), the total enrollment (stock) of Chinese students is higher than that for Indian students. I would estimate total intake of new MBA students from China would be in the range of 8,000-10,000.

Business/Management programs are still eligible for only one-year of Optional Practical Training as compared to the 36-months for STEM programs. This poses increasing challenges of finding internship and career advancement opportunities for international students

- Rahul Choudaha, PhD
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October 12, 2016

FICCI HES: Opportunities for Global Engagement with Indian Higher Education

FICCI Higher Education Summit 2016 will take place from November 10-12, 2016 in New Delhi. Since starting in 2004, the conference has grown in scale and engagement opportunities. More than 1000 national and international delegates including Indian and foreign University Presidents, Vice Chancellors and Deans are expected to participate. The conference discusses trends, policies and strategies related to Indian higher education and opportunities for international engagement.

DrEducation is pleased to join the summit as the international outreach partner. Dr. Rahul Choudaha, will be participating on the panel on policies and strategies for attracting international students to India. Here are the select articles and blogs on India.
building foreign campus and transnational education in India universities and colleges

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October 09, 2016

Webinar resources: The future of online higher education and global engagement

How likely it is that by 2020 “degrees will be disaggregated into smaller credential units… with the possibility that the credentialing entity may be different from the institution that offers the course”? The majority (68%) of the webinar participants responding to a poll question based on MIT’s Future of Education report expect it to be a "likely" or "very likely" scenario of higher education.

future of internationalization based on global online learning strategies and leadership

The online discussion was second in the series of online thought leadership discussions hosted by University World News and DrEducation. The online discussion on the theme of "Embracing Technology for Global Engagement: A Leadership Challenge and Opportunity" attracted nearly 700 registrations from around the world.

Request the webinar recording
Access the PowerPoint slides 
Read the UWN summary article
Access Twitter feeds with #GlobalEd2

The webinar moderated by Dr. Rahul Choudaha, principal researcher & CEO, DrEducation included following expert panel:
  • GinaMario Besana, Professor and Associate Provost for Global Engagement and Online Learning, DePaul University
  • Helen O'Sullivan, Professor and Associate Pro-Vice-Chancellor for Online Learning, University of Liverpool
  • Kevin Kinser, Professor and Department Head of Education Policy Studies, Pennsylvania State University
We welcome feedback and suggestions for future online discussions at info[AT]

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September 19, 2016

Book: Six Steps to Success for International Students: Starting with Strengths and Opportunities

Here is the summary of the recent book "From Departing to Achieving: Keys to Success for International Students in U.S. Colleges and Universities" by Ye He, Bryant L. Hutson, Michael J. Elliott and Jennifer L. Bloom. The book provides a strengths-based approach for international students to achieve their goals. 

Inevitably, international students experience a lot of differences as they embark on their academic journey in the United States. These differences may range from cultural norms, languages and dialects, to food, transportation, and daily routines. Many perceive these differences as gaps in knowledge or skills that need to be filled. International students often try to learn as quickly as possible from readings, peers, mentors, and advisors, but they may still feel like they are constantly playing the catch up game and can never be just like their American peers.

In the recent book titled “From Departing to Achieving: Keys to Success for International Students in U.S. Colleges and Universities”, we challenge this deficit-based perspective and encourage international students to see differences as strengths and opportunities. We propose 6 steps international students may want to consider as they take this perceptive in their transition process.

First, examine your assumptions and expectations based on reflections about your personal
educational experiences (Disarm). Making these assumptions and expectations clear would help debunk myths about learning in the U.S. and allow you to better articulate to your mentors, advisors, and instructors what your learning needs are.

Second, surface and articulate your assets and strengths as a learner (Discover). You don’t have to start over! Since you already have many years of learning experiences, you bring a lot of great internal and external assets with you to your learning in the U.S.! Through the use of self-assessment instruments, you can discover your personal assets and be more aware of how to leverage them in the new learning environment.

Third, verbalize and visualize your personal and professional goals (Dream). In addition to your immediate goal to successfully complete your coursework and graduate from the institution, what are your long-term goals and dreams? What would your personal and professional life be like 10 years and 20 years from now? These futuristic images are powerful as you align your present studies to purposefully prepare yourself for your own future.

Fourth, strategically connect your assets and goals to plan for your actions (Design). Selecting majors, courses, co-curricular and extracurricular activities should not be random or just based on others’ recommendations. You are in charge of your own learning for your future! Building on the assets you discovered and the dreams you identified, you will be able to design a unique plan for yourself!

Fifth, be reflective of your own cultural and academic transition process and embrace the differences (Deliver). Regardless of where you want to settle down after graduation, you are who you are because of your background and experiences. Your knowledge, skills, and experiences navigating both your home culture and the U.S. culture becomes a huge asset that distinguishes you from others. Embrace the differences and make that part of who you are!

Finally, become a long-term learner and lead changes in your established networks and communities (Don’t Settle). The differences you note and the process you engage in to negotiate the differences will position you well to become a future leader in your community. Make time now to form networks and connect with different communities you are introduced to. The more you share with others, the more you can learn from interacting with other and what they have to share. This engagement will challenge you to reach your potential!

Differences are not gaps to be filled. You do not have to overcome these differences before you launch your trajectory to success. Everyone has their own pathway toward the success they define. Start with viewing differences as strengths and opportunities and engage in these 6 steps toward your own pathway to success!
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September 13, 2016

Enrollment of international students in US universities and colleges up by 67 percent since 2001/02

The data shows that between 2001/02 and 2014/15, the number of international students in the U.S. universities and colleges increased by 67% to reach nearly 975,000 students. This shows the post-9/11 resilience of the U.S. higher education institutions among international students.

Here are some of the highlights of the growth:

  • Five places of origin–China, India, Saudi Arabia, Brazil, and Vietnam–experienced a growth of over 100 percent. 
  • Only two places of origin–Taiwan and Japan–experienced a decline in enrollment. 
  • Top 10 places of origin for 2014/15 added 376,382 more international students as compared to 2001/02. 

how foreign student number in universities have changed since 9/11

The growth in international student enrollment was led by highly-ranked institutions which were already attracting a large number of international students. Here are the highlights:

  • Three universities–Arizona State University, Northeastern University and the University of California, Los Angeles–expanded international enrollment by over 200 percent.
  • The University of Southern California was the leading institution in 2001/02 and second in 2014/15, but it grew the slowest among the top-10 institutions (107%).
  • Arizona State University added the highest number of international students in terms of absolute growth (7,982). 
data on leading institutions in the US and how number of international students have increased

This blog is based on the article "International Student Enrollment Shows Resilience Of U.S. Universities And Colleges" published in Forbes with Di Hu.
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September 06, 2016

Online Live Webinar on Leveraging Technology for Internationalization Strategies

DrEducation is pleased to partner with University World News to host a free webinar on “Embracing Technology for Global Engagement: A Leadership Challenge and Opportunity.” The live online webinar will take place on October 4, 2016 from 11am-12noon EDT or 4pm-5pm BST.

University World News is a leading online publication of news and analysis on global higher education. This webinar follows the success of the first online event on “Transnational Education: Growth at the Expense of Quality?” which received nearly 1,000 registrations.

DrEducation-University World News Webinar with thought leader series moderated by Rahul Choudaha

Online education and internationalization have been rising as strategic priorities for many university leaders around the world. While online experiments like MOOCs, badging, blended learning are still early in their evolution, few institutions have taken an innovative approach to finding a synergy between technological innovations and their application in global engagement strategies. And, of those who attempted to engage globally through technology have experienced several barriers related to cost, quality, recognition, and outcomes. This online discussion will examine how university leaders are leveraging technology for advancing internationalization? How does technology fit in the overall global engagement strategy? What are the challenges and opportunities?

• (Moderator) Dr. Rahul Choudaha is the principal researcher and CEO of DrEducation, a global higher education research and consulting firm. He co-founded, a training solutions and resource provider supporting the inclusion and success of international students. Choudaha is known for his expertise in connecting research, data and trends with institutional strategies that advance campus internationalization. He has presented over 100 sessions at professional conferences and has been frequently quoted in global media.

• Professor GianMario Besana is Associate Provost for Global Engagement and Online Learning at DePaul University in Chicago. His portfolio comprises the internationalization process of the institution and the online learning operations. Under his guidance, DePaul’s faculty training program for online teaching was recognized with the Sloan-C award for best faculty development program for online teaching. At DePaul, he led an initiative aimed at collaborating with international partners to offer technology facilitated learning experiences.

• Professor Helen O’Sullivan is Associate Pro-Vice-Chancellor for Online Learning at University of Liverpool. She is responsible for Liverpool Online; a partnership between University of Liverpool and Laureate Online Education to deliver wholly online post-graduate programmes to working professionals across the globe. She acts as a champion for technology-enhanced learning within the University and leads on a range of projects that support the use of technology to enhance the student experience.

• Professor Mark Brown is Director of the National Institute for Digital Learning (NIDL) at Dublin City University. Before taking up Ireland’s first Chair in Digital Learning at the start of 2014, Mark was previously Director of both the National Centre for Teaching and Learning and Distance Education and Learning Futures Alliance at Massey University, New Zealand. Over the last decade, Mark has played key leadership roles in the implementation of several major university-wide digital learning and teaching initiatives.

• Professor Kevin Kinser is Department Head of Education Policy Studies at Pennsylvania State University. As a researcher, Kinser studies non-traditional and alternative higher education, particularly the organization and administration of for-profit institutions and international cross-border higher education. His most recent books are The Global Growth of Private Higher Education (Wiley, 2010) and Multinational Colleges and Universities: Leading, Governing, and Managing International Branch Campuses (Jossey-Bass, 2011).

Related articles:

Tomorrow’s Globally Engaged University, NAFSA Trends and Insights
Global Engagement—New Modalities, American Council on Education
The SUNY Center for Collaborative Online International Learning (COIL)
Could MOOCs Lead to the Decline of Branch Campuses?
Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries
Top Universities Could Give Students Credit for Completing Cheap Online Courses
E-learning is Missing Link in Internationalisation

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August 23, 2016

Forbes: Data on Enrollment and Revenue Growth Trends at Public Research Universities (Big Ten)

How has enrollment, tuition, and revenue at Big Ten Public universities changed between 2007/08 and 2014/15? Data on international student enrollment shows that these leading universities have experienced a much faster rate of growth as compared to the national average. Given the high rankings and extensive history, these universities have a strong brand recognition among international students. Post-recession, while Big Ten universities have increased non-resident tuition they have managed to continue to attract international students. Is this growth sustainable?

How is tuition and revenue from international students at Big Ten public higher education institutions have changed?

Here is an interactive chart showing actual undergraduate tuition and international student enrollment for 2007/08 and 2014/15. (Tip: click drop-down under "size" to see the bubble sizes proportionate to revenue). This analysis is based on our recent "Big Ten Universities Become Bigger with International Students" article published in Forbes.

The number of international students in the U.S. universities and colleges has increased by 56% to reach nearly 975,000 students. However, the international student enrollment at ten leading public research universities has grown much faster rate of 74% to reach nearly 90,000 international students in the same period.

Between 2007/08 and 2014/15, average non-resident tuition at Big Ten public universities increased by 29% and total revenue jumped by 127% to reach US$ 2.3 billion. Clearly, a large segment of international students are willing to pay a premium for American educational experience at the leading public universities despite increasing tuition cost.

However, much of the growth in the previous seven years was led by Chinese students. As the Chinese economy decelerates and the initial wave of Chinese graduates try to start building their career, institutions, Big Ten and beyond face some tough questions.

Is this growth in tuition and enrollment sustainable? How to provide support to international students in line with diverse needs and increasing revenue contributions? How can institutions strategically reinvest some of the additional income generated by international student tuition towards campus integration and engagement? How to enhance the experiences of international students and develop successful brand ambassadors for future recruitment?

- Dr. Rahul Choudaha & Di Hu
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August 19, 2016

Interview with British Council's Education Intelligence

British Council's Education Intelligence publishes Macro Trends Analysis like "Postgraduate student mobility trends to 2024" and a range of Research Reports which provide deeper insights on trends with countries, insights, and students. 

- Rahul

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July 01, 2016

Plenary on Global Citizenship and Student Success at BUILA, UK Conference

I will be presenting a plenary with Erich Dietrich, Assistant Vice President of Global Programs & Associate Dean of Global Affairs, New York University at The British Universities' International Liaison Association (BUILA), a membership organisation of 139 the UK higher education institutions and over 2,000 international recruitment and promotion professionals.
The overall theme of the conference is ‘A brave new world?’ will look at the competitiveness of strategies of British higher education institutions on a range of dimensions including rankings, recruitment, marking, study abroad and international partnerships. It is especially an interesting timing with Brexit which has a strong anti-immigration and anti-globalization rationales.

Larry Elliott, Guardian's economics editor noted that "Brexit is a rejection of globalisation...The EU has failed to protect its population from a global economic model that many believe is not working for them." Alan Ruby in his opinion piece in University World News wrote "...the signalling effect of a 'leave' vote is just another way of saying 'they are not the same as us', not equal, not to be trusted. It is a restatement of difference between self and other, them and us. And it will be perceived as insular and unwelcoming."

In this context talking about virtues of global citizenship and translating them into institutional strategies in the UK will not be easy, but it will be very important. Here is the brief description of our plenary on Global Citizenship and Student Success.

Global citizenship is a broad goal used to justify much educational activity in higher education, from curriculum design to student support. But what is global citizenship in the age of high rates of student mobility and shifting institutional demands? We argue that true global citizenship confers a sense of agency within the context of the larger macro forces of globalization. We then discuss ways in which institutions have harnessed this ideal for student success, defined according to a variety of metrics, drawing on examples from the United States. Finally, we consider the implications for universities of achieving--or not--global citizenship at both the mission level and the strategy level.

Dr. Rahul Choudaha

Related media mentions on Brexit
Data on Mobility and International Students in the UK
Article with Erich Dietrich on Rankings in India

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June 26, 2016

What will be the impact of Brexit on international student mobility?

The impact of Brexit on the global student mobility is going to be far reaching. With nearly 10% market share of globally mobile students, the United Kingdom is the second largest destination for international students. British higher education institutions enrolled 436,585 students in 2014. These international students formed nearly one out of every six student enrolled in the UK.

One of the prime reason for the growth in international student enrollment had been the mobility within Europe. In addition to quality, proximity, lower of cost education for EU students and common European Higher Education Area supported the growth of EU students which formed 29% of all international students in the UK. EU students were more likely to enroll in undergraduate degree programs.

Non-EU countries form 71% of international students. In last few years, the numbers of international students from non-EU countries have been stagnating on declining. For example, the number of Indian students coming to the UK declined by 18% from 2012-13 to 2014-15. China, the largest source country forming 29% of all non-EU students grew at a much slower pace of 7% in the same period. Non-EU students are more likely to enroll in postgraduate programs at master's level as compared to EU students.

Post-recession, UK policies have been making it consistently more difficult for international students to study and stay in the UK. For example, Post Study Work visa which allowed non-EU students to work for two years in the UK was abolished in 2012. With the strong anti-immigration stance of Brexit and an uncertain economic impact, many international students would start considering alternative destinations including some of the EU countries which have launched English-taught master's programs.

Despite the quality and value offered by many British universities, the negative perceptions and uncertainties triggered by Brexit will hurt international enrollment at these institutions.

In July, I will be in Liverpool to deliver a plenary with Erich Dietrich of NYU on Global Citizenship and Student Success at The British Universities' International Liaison Association (BUILA), a membership organisation of 139 the UK higher education institutions and over 2,000 international recruitment and promotion professionals at UK higher educational institutions. I will be reporting more from the conference.

- Dr. Rahul Choudaha

Data on Mobility and International Students in the UK
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June 14, 2016

NAFSA Webinar: Co-presenting on Key Considerations and Strategies for Pathway Programs

research, strategies and best practices on pathway partnerships for recruiting and growing international student enrollment NAFSA DrEducationNAFSA: Association of International Educators will be hosting live e-Learning Seminar "Pathway Programs: Key Considerations and Strategies" on Tuesday, July 12, 2016, 3:00 p.m.-4:30 p.m. (EST).

It will discuss different models of pathway partnerships and identify key considerations when making assessments and decisions on partnering with program providers. The event will offer a variety of ideas, examples, and resources that can be used to engage campus stakeholders in determining the appropriate strategy suited for the campus context.

I will be co-presenting with Mihaela N. Metianu, Director of international student and scholar services, Florida Atlantic University and Shannon Paul, Adelphi University, Director of international admissions.

As the principal researcher of the NAFSA Commissioned Research - "Landscape of Pathway Partnerships in the United States", I will present the preliminary findings of the Phase-1 focused on definition, typology and institutional characteristics of existing partnerships. Mihaela and Shannon will focus on bringing relevant perspectives related to their experiences in working with pathway providers.

The content will be relevant to those working in international student services; recruitment and admissions; intensive English programs; campus internationalization; and international education leadership.

- Dr. Rahul Choudaha
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June 12, 2016

Presenting at AIEC Melbourne on Three Megatrends Shaping the Future of International Student Mobility

I have been invited by The Australian International Education Conference (AIEC) to speak on the theme of "connectivity at the heart of international education" with a broad focus on technology, people and partnerships. The conference will take place from October 18-21, 2016 in Melbourne.

I will be speaking on "Three Megatrends Shaping the Future of International Student Mobility" and illustrate the evolution, importance and implications of these megatrends for institutional strategies by addressing following questions:
- What is the impact of demographic and economic shifts regarding diverse needs and expectations of students?
- How is technology impacting the decision-making process and the mobility of international students?
- How are innovative models of institutional partnerships expanding choices for international students?

On average, 1150 attendees from over 400 organisations attend the conference each year with approximately 16 per cent of attendees coming from overseas. The conference will cover following broad tracks:
  • Admissions
  • Business development and strategy
  • Graduates, skills and employment
  • Learning and teaching
  • Marketing and communication
  • Mobility
  • Pathways
  • Policy and regulatory environment
  • Students
  • Transnational education
International Research Roundtable will also take place on Tuesday, 18, 2016. The Roundtable is  facilitated by IEAA’s Research Committee and the International Education Research Network (IERN).

I will be tweeting about the conference highlights with #AIEC2016 from @DrEducationBlog.

Look forward to attending AIEC.

Dr. Rahul Choudaha

Plenary speaker on global higher education trends and student mobility Dr Rahul Choudaha DrEducation at AIEC

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June 05, 2016

Presenting on International Student Success at NASPA Region II Conference

NASPA: Student Affairs Administrators in Higher Education, with its 15,000 members is the leading professional association for the advancement, health, and sustainability of the student affairs profession.

On June 5-7, NASPA Region II Conference will be held in New York City, at Jone Jay College of Criminal Justice. Over 600 higher education professionals will connect and share with each other new information, innovative ideas, and collaborative projects in advancing support and services to students at diverse colleges and universities.

I’m sure many are looking forward to meeting Dr. Kevin Kruger, NASPA President, and Dr. Shaun R. Harper, Executive Director, Center for the Study of Race and Equity in Education, The University of Pennsylvania at the conference.

I will be chairing a session on "Supporting International Student Success" on Monday, June 6.

Di Hu chairing session at NASPA on Supporting International Student Success interEDGE DrEducationHere is the abstract: As the number of international students grow on many campuses, student affairs professionals are facing increasing demand for support services and strategies that are cost-efficient, scalable and sustainable to serve this diverse group of students. Collaboration across campus for shared resources and programming becomes critical in achieving these goals. This interactive session will discuss strategies and experiences from three different perspectives--Office of International Student and Scholars Services, Academic Advising and Career Services.
The co-presenters are:

  • Erika Rohrbach, Director of International Student Services, Fashion Institute of Technology 
  • Leah McNally, Academic Advisor-International, Pace University 
  • Vyju Manian, Senior Associate Director, Center for Career Education, Columbia University 

I look forward to participating at the conference and will be tweeting @iStudentCoach. Here is the twitter handle for NASPA Region II.

- Di Hu
Co-founder, DrEducation and
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May 31, 2016

NAFSA Research on Landscape of Pathway Partnerships with DrEducation

We at DrEducation are pleased to undertake a commissioned research for NAFSA on an emerging trend of recruiting international students through Pathway partnerships.

The process of considering and implementing pathway partnerships has implications for campus stakeholders in different roles, including recruitment and admissions, academic services, and related support services.

In the first phase, the research analyzed publicly available data of 45 higher education institutions partnering with eight pathway providers. A working definition was developed along with a broad typology of pathway providers. The research examined key characteristics of institutions engaged in pathway relationships.

The next phase of the research will examine the complexity and diversity of decision-making processes related to pathway partnerships by taking a deeper dive into rationales, considerations and experiences of international educators.

Related links:
I will be presenting two interactive sessions at NAFSA conference in Denver to discuss the findings:
  • Soundstage Thursday, June 02 3:00 PM - 3:30 PM Room: CCC, Hall A, 
  • NAFSA Pavilion Tuesday, May 31 9:00 AM - 9:30 AM Room: CCC, Hall A
Landscape of Pathway Partnerships in the US universities and colleges for international student enrollment

Dr. Rahul Choudaha
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May 26, 2016

Webinar on Transnational Education: Recording of the Online Discussion with Global Experts

A global discussion on "Transnational Education: Growth at the Expense of Quality" hosted by University World News--an online publication focused on global higher education--in partnership with DrEducation received nearly 1,000 registrations from across the international higher education scene.

The panel discussion was led by Rahul Choudaha, PhD, Principal Researcher & CEO, DrEducation with following experts:

• Nigel Healey, PhD, Pro-Vice-Chancellor (International) and Head of College, Nottingham Trent University
• Jason E. Lane, PhD, Vice Provost for Academic Planning and Strategic Leadership and Senior Associate Vice Chancellor, State University of New York
• Elizabeth J. Stroble, PhD, President, Webster University
• Stéphan Vincent-Lancrin, PhD, Deputy Head of Division and Senior Analyst, OECD

Click here to access slides

If you already have the password, please enter it below.


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May 18, 2016

NAFSA 2016 Denver Conference: A Milestone Conference

I will be attending NAFSA annual conference in Denver with my partner and co-founder, Di Hu, an expert in intercultural training and global program management. While I have delivered over 100 presentations at international education conferences, this is a special one for me on both personal and professional fronts.

I had some of the most important life changing experiences during my doctoral education at the University of Denver. Coming from India with engineering and business degrees, I socialized into a very different culture to pursue a PhD in Higher Education. It shaped my passion and commitment for international higher education and also shaped my interdisciplinary and cross-cultural perspectives.

Rahul Choudaha NAFSA Denver Pathway Hot Trends Insights Metrics on International Student Recruitment Enrollment

- At this conference I have the privilege to introduce Dr. Frank Tuitt, Provost for Diversity and Inclusion at University of Denver. As my dissertation advisor at DU, Dr. Tuitt mentored, guided and prodded me to stay on course and have a fulfilling experience. He will be delivering an invited session on "Making Excellence Inclusive: Building Capacity for Institutional Transformation" on Tuesday, May 31, 1:00 p.m.-2:00 p.m.

- I have an opportunity to collaborate with two key connections from DU, who supported me with their advise at the critical junctures of my career. Michael Elliott, was director of ISSS and Marjorie Smith, was director of international admissions at DU. I am looking forward to co-presenting with both of them at this conference.

- This is also the third and final year of my engagement as the Chair-stream of NAFSA's International Education Leadership Knowledge Community (IEL KC). IEL KC offers programming and networking opportunities for Senior International Officers. I had an opportunity of collaborating with and learning from an amazing group of professionals.

- I'm excited about the research we are pursuing for NAFSA on the "Landscape of Pathway Providers in the US." NAFSA commissioned the research to understand the characteristics of pathway partnerships, develop a definition and typology and understand the experiences and decision-making processes of institutional stakeholders. We will be discussing the findings of the Phase 1 and conducting focus groups for Phase 2 at Denver conference. Here are two opportunities of engaging in a discussion on research findings:
SoundstageThursday, June 02 3:00 PM - 3:30 PM Room: CCC, Hall A, Soundstage Area
NAFSA PavilionTuesday, May 31 9:00 AM - 9:30 AM Room: CCC, Hall A
Wednesday, June 01 2:45 PM - 3:45 PM Room: CCC, Four Seasons Ballroom 1
Defining metrics helps institutions to track, monitor, and assess their international enrollment strategies from the lens of what matters most—student success. This session brings together experts from diverse institutional settings to discuss strategic approaches to defining and achieving metrics of international student success.
- Marjorie Smith, Associate Dean, University of Denver
- Michael Elliott, Director, International Student and Scholar Services, University At Albany-SUNY
- Andrew Disbury, Director, Leeds Beckett University, UK
Wednesday, June 01 11:45 AM - 12:45 PM Room: CCC, 505-507
What are the 2016 strategic priorities for senior international officers (SIOs)? How are SIOs addressing them? This interactive session will share the findings of a survey conducted by NAFSA’s International Education Leadership Knowledge Community and discuss the implications for SIOs in achieving their internationalization goals.
- Dlynn Williams, Department Head, Political Science and Int'l Affairs, University of North Georgia
- Downing Thomas, Associate Provost and Dean of Int'l Programs at the University of Iowa
- Dorothea Antonio, Senior Director, Internationalization Services, NAFSA

I look forward to connecting with fellow international educators in Denver and on Twitter.

-Dr. Rahul Choudaha

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May 07, 2016

Including International Students in Graduate Enrollment Management Approaches and Strategies

American graduate schools are increasingly dependent on international students for meeting their enrollment goals. It is critical to deepen the understanding of diverse needs and expectations of international students and strengthen collaboration across decentralized institutional silos. Supporting international student success across their education lifecycle must rise on the agenda of institutional priorities.

Here is the link to my Forbes article with Di Hu "Growth in International Graduate Enrollment Calls for Support Across Student Lifecycle"

Growth and Diversity of International Students- Enrollment Management Data and Trends for Strategic Planning

- Rahul Choudaha

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April 30, 2016

Keynote on Trends with Regionally Mobile 'Glocal' Students at IUNC Eurasia, Moscow 2016

IUNC (International Universities Networking Conference) Eurasia conference will take place in Moscow, Russia from May 11-13. It will be bring together international educators and service providers responsible for recruiting international students, building global partnerships and supporting internationalization activities.

Rahul Choudaha, DrEudcation to deliver keynote at IUNC Moscow conference on global higher education and international student mobility

I will be delivering a keynote presentation on the overarching theme of global higher education trends and in specific focus on "New Opportunities of Engaging Regionally Mobile 'Glocal' Students."

In my previous articles, I have conceptualized ‘Glocal’ students as an expanding segment of students who seek international education experience/credential while staying in the country or region.

More than 4 million students were enrolled in tertiary education outside their country of citizenship, according to OECD. Nearly 800,000 or every one out of five foreign student in OECD countries come from neighboring countries that share land or maritime borders. (Education at  Glance, OECD). These are 'glocal' students. With increasing demand for foreign education in emerging countries and new models of transnational education, the 'glocal' student segment will grow. Several countries have also been working towards creating regional education hubs. 'Glocal' students present promising opportunities of growth and engagement with many countries in Eurasia region.

Here are few examples of 'glocal' students:
- One out of five students studying wholly overseas for a UK degree through a distance learning program (HESA, UK)
- 70% of international students in Japan are from China, Korea and Vietnam
- More Malaysian students in branch campuses of UK universities (45,000) than those going to the UK (15,000)
-21% of all foreign students in OECD countries came from countries that share land or maritime borders
-11,825 Indian students pursued MBBS from China in 2012-2014 and appeared in test to practice in India

I look forward to IUNC

- Dr. Rahul Choudaha

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April 24, 2016

Transnational Education: A University World News Webinar in Partnership with DrEducation

Transnational and cross border education webinar chaired by Rahul Choudaha DrEducation

University World News will be hosting a free webinar in partnership with DrEducation, LLC on the theme of emerging trends and issues related to the growth and quality of transnational education.

To secure your participation, register for the webinar today by clicking the link below:

Tuesday, May 24, 2016 11am-12noon New York | 4pm-5pm London 

Transnational Education: Growth at the Expense of Quality? 

Cross-border delivery of higher education is becoming a financial necessity for some institutions and a strategic differentiation for others. Transnational education (TNE) takes many forms ranging from joint-degrees and branch campuses to recent emergence of technology-enabled learning. While TNE has provided new opportunities for global engagement and expansion for many institutions, these models often come with challenges of quality. Is growth of TNE dependent on more flexible standards of quality? Or, are we stifling innovation in TNE by putting too many barriers for experimentation?

• Rahul Choudaha, PhD, (Chair), Principal Researcher & CEO, DrEducation, LLC &
• Nigel Healey, PhD, Pro-Vice-Chancellor (International) and Head of College, Nottingham Trent University
• Jason E. Lane, PhD, Vice Provost for Academic Planning and Strategic Leadership and Senior Associate Vice Chancellor, State University of New York
• Elizabeth J. Stroble, PhD, President, Webster University
• Stéphan Vincent-Lancrin, PhD, Deputy Head of Division and Senior Analyst, OECD

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Keynote at Centennial College on the Role of Higher Education in Fostering Social Entrepreneurship

Keynote on international higher education and social entrepreneurship by Rahul Choudaha DrEducation
Centennial College is Ontario’s first community college. It is also celebrating its 50th anniversary. Centennial is recognized as one of the most culturally diverse post-secondary institutions in Canada. Located in Toronto, it primarily serves the Greater Toronto Area through four campuses.

I am honored to deliver a keynote at the Social Innovation Summit on the role of higher education in empowering social entrepreneurship. Austin et al. (2006) in their article Social and Commercial Entrepreneurship: Same, Different, or Both? note that "the underlying drive for social entrepreneurship is to create social value, rather than personal and shareholder wealth."

I will be building on World Bank's definition of empowerment as “the process of increasing the capacity of individuals or groups to make choices and to transform those choices into desired actions and outcomes.”

Higher Education play a integral role of empowering social entrepreneurs through learning experiences--academic and experiential--which in turn helps students develop their capacities as future social entrepreneurs. Higher education also serves as an important connector of current and future talent and resources.

Look forward to the event.
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March 21, 2016

Presenting at NAGAP on supporting and engaging international graduate students through the lifecyle

A recent Bloomberg BusinessWeek article, "The Selling of the American MBA", noted that "the number of U.S. citizens taking the main business school entrance exam, the GMAT, dropped by a third from the 2010 to 2015 testing years, which run from July 1 to June 30, while the number of foreign nationals taking the test rose almost 19 percent, according to the Graduate Management Admission Council...International candidates accounted for 58 percent of the applicant pool at full-time MBA programs in the U.S. in 2015, according to GMAC."

Roger Martin, former dean of University of Toronto’s Rotman School of Management notes that "Ramping up international admissions is a temporary fix….And helping foreign graduates land well-paying jobs in the U.S., which is what most of them aspire to, may prove a big headache.”
This prime example from B-schools indicates widening gap between expectations and reality of jobs and internships among international students. In addition, to career, issues of acculturation and campus engagement are also becoming more prominent. Another story from the Wall Street Journal noted "Colleges need international students in part for the tuition revenue, but language and cultural barriers make assimilation a struggle." In a previous Forbes article, Di Hu, principal coach, and I urged institutions to build programs and practices that break institutional silos to improve international student experiences.

I have the honor of chairing a session at NAGAP, The Association for Graduate Enrollment Management, Annual Conference in Nashville, TN to discuss the emerging issues and best practices related to international student success from the perspective of Graduate Enrollment Management (GEM). NAGAP defines GEM as "a systematic approach to managing the graduate student lifecycle from initial awareness to alumna/alumnus by integrating the core functions associated with the enrollment and support of a graduate student." The session will bring diverse institutional perspectives on how to balance current focus on input metrics (increasing numbers) to outcomes (ensuring success) through the student lifecycle. The panel comprises of the following experienced professionals:

- Thomas P. Rock, EdD
Vice Provost for Enrollment Services 
Teachers College, Columbia University

- Jewell G. Winn, EdD
Executive Director for International Programs and Deputy Chief Diversity Officer
Tennessee State University

- Dan Chatham
Director of Graduate Programs
University of California, Riverside

The session is scheduled for Thursday, April 14th from 11:15 am to 12:15 pm. Look forward to session and I will be tweeting from the conference @DrEducationBlog.

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March 18, 2016

New Book-International Higher Education’s Scholar-Practitioners Edited by Bernhard Streitwieser and Anthony C. Ogden

"International Higher Education's Scholar-Practitioners: Bridging Research and Practice" published by Symposium Books brings to attention the importance of aligning research and practice in international higher education. The book editors are Bernhard Streitwieser and Anthony C. Ogden, two experienced international educators who pulled together leading "scholar-practitioners" from around the world to realize this pertinent publication. Despite their kind invitation to contribute, I missed the opportunity to be part of this book. However, I had the privilege to collaborate with the editors in different capacities. Berhanrd and I co-authored a piece on assessing the impact of internationalization. I also contributed a chapter on the future of global student mobility with Hans De Wit for Bernhard's previous book. Tony and I served together on the Editorial Committee of AIEA. Here are the perspectives from the editors on the context, need and flow of the book. They were also interviewed on FreshEd podcast.
- Rahul Choudaha

Q. What gap in the field of international higher education this book aims to address?
​This book was driven by an observation that nagged at us for years and we felt needed to finally be written about and put into the open for public discussion. When we looked closely at international education activity, two distinct categories seemed to exist: those who ‘do it’ and those who ‘study it’ – the practitioners and the scholars. Practitioners we felt were viewed as those who facilitate international education activity by managing all the details necessary for ensuring successful mobility and exchange for students and staff, whereas scholars were viewed as those who study the phenomenon and publish research on its meaning and impact but are removed from daily practice. These two groups were given distinct names as if they operated in completely distinct orbits, but we felt that dichotomy was overly simplistic and false and excluded the growing number of hybrid scholar-practitioners or practitioner-scholars—either order is fine—who we see routinely and actively engaging in both kinds of activities. We believed that the idea of the professional who spans both research and practice had for too long been largely overlooked by the academic and administrative structures governing U.S. higher education. We believe that in international higher education activity today there are many who by the very nature of their engagement clearly bridge both areas. It is therefore these bridge builders, these Scholar-Practitioners (SP), that this book set out to explore and profile. In inviting thought pieces and essays from a wide range of commentators in our field, we set out to create an academic, intellectual, and widely broad analysis of the SP as he or she is seen in our field and profession. We think that higher education administrators, researchers, faculty, teachers, policy makers, graduate students, and observers of international higher education will all find this book to be useful in furthering their exposure to pertinent topics and positions related to the internationalization of higher education and the advancement of both the field and the profession of international higher education.

Q. What are the primary objectives of the book?
With this book we wanted to tackle two main goals: first, to open a much-needed dialogue exploring the notion of the SP in international higher education; and second, to create a publication that would support and guide those new to this profession/field and for the growing number of graduate students seeking careers in international education. The intellectual discussions in each chapter take different approaches to exploring the meaning of the SP, while the final chapter shares each contributor’s unique personal story and professional pathway to becoming a scholar-practitioner. We chose to structure the book this way with the hope of inspiring both our peers and our students to appreciate the many different international educator profiles and realize how urgent broad thinking and the liberal utilization of a wide skill set has become. An added message of the book is to caution against international education graduate programs facilitating a linear approach to work in our field and profession. Rather than seeing students enter and leave a program with an unchallenged, single-minded focus, we hope the collective intellectual arguments and personal essays presented in the book will inspire all of us to realize our full potential to work broadly in the field and to utilize our wide skill set to enhance the profession.

Q. Please share how the book is organized and what are some of the highlights?
The book is divided into four major sections. Following a Foreword by Hans de Wit that lays out the broad mandate to engage in an exploration of the notion of the SP, the first section of the book includes chapters that introduce the SP in international higher education in historical and present day perspective. These chapters provide a definition of the SP relevant to international higher education (by Bernhard Streitwieser and Anthony Ogden); then an exploration of the dichotomy of the terms “practitioner” and “scholar” and an argument for a new action agenda (by John Hudzik); then a historical overview highlighting the most notable SPs of international education (by John Heyl), and a chapter identifying where SPs had a significant impact on the field over time (by David Comp). The second section of the book provides context-specific chapters related to the scholar-practitioner in the profession of international education. The section includes perspectives of a senior International Officer (Donna Scarboro), managers of ISSS offices (David Austell), large and small Study Abroad offices (Mandy Reinig) and program curriculum developers (Lou Berends and Giselda Boudin), those working in community colleges focused on internationalization (Rosalind Raby), and a view from the professional associations (Brian Whalen of the Forum on Education Abroad). The third section of the book includes personal essays and narratives intimately related to the role of the SP in advancing international education scholarship and practice in a variety of different settings, and include essays from Bruce La Brack, Elizabeth Brewer, Richard Slimbach, Michael Woolf, Gregory Light, and Jane Edwards. The final section of the book consists of instructional chapters that are related to the education and training of scholar-practitioners in relation to the future of international higher education and include essays by Darla Deardorff, Taylor Woodman and Katherine Punteney, Tamar Breslauer of NAFSA, and Fiona Hunter and Laura Rumbley. The book ends with a  collection of short personal narratives that share the diverse pathways each contributor has taken to becoming an SP of international higher education in his or her own right  today.

Bernhard Streitwieser is Assistant Professor of International Education at the George Washington University Graduate School of Education and Human Development. Streitwieser earned his PhD in International and Comparative Education from Columbia University, Teachers College, his MS in Applied Linguistics from Georgetown University, and his BA in International Relations and Minor in Spanish from the University of Virginia. He most recently published Internationalisation of Higher Education and Global Mobility in the Oxford Studies in Comparative Education Series with Symposium Books (2014).

Anthony C. Ogden is currently the executive director of Education Abroad and Exchanges and an adjunct assistant professor in Educational Policy and Evaluation Studies at the University of Kentucky. From May, he will move to Michigan State University, where he will direct one of the largest education abroad programs in the country. Dr. Ogden earned his bachelor’s degree from Berea College, master’s degree in International and Intercultural Management at the SIT Graduate Institute, and his Ph.D. at The Pennsylvania State University in Educational Theory and Policy with a dual title in Comparative and International Education. Ogden is a career international educator with numerous publications in the area of U.S. education abroad.
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