SEVIS 2019: Language training, associate degrees, and considerations of distortion (Part One)

The United States Department of Homeland Security recently released quarterly data from the Student and Exchange Visitor Information System (SEVIS) that revealed a 3.1% drop in the number of foreign students in the US—the difference between 1.21 million in December 2017 to 1.17 million in December 2018—sparking widespread concern throughout the international education field. The data confirms that nine of the 10 countries that send the highest volumes of international students to the US registered fewer numbers of student visa-holders in 2018 than they did in 2017. Additionally, it shows drops in all but six states’ share of the total international student population.

Following the first wave of responses to the latest SEVIS release, many of which cite evidence of a near terminal decline in the number of international students choosing to study in the United States, it is important to consider how some trends impact on general international enrollment declines more than others. In this first post of INTO’s two-part SEVIS data analysis, we demonstrate how one underlying trend in particular—the decrease in the number of language training and associate degree-seeking students coming to the US, amplified as it is by long-term declines from source markets like Saudi Arabia—exaggerates the decrease in the total number of international students recorded by SEVIS, masking growth at other levels of study and distorting the latest snapshot of international enrollments in the US.

Source: SEVIS data December 2017 – December 2018
Source: SEVIS data 2014 – 2018

Language training and associate degree enrollment declines depress overall international student numbers in the US.

Of the many trends captured in the latest SEVIS data, significant decreases in the number of language training and associate degree-seeking students, combined with long-term declines from source markets like Saudi Arabia, contribute to disproportionate decreases in the international student populations of some states and mask growth in international student enrollment at other levels of study, skewing the profile of all international enrollments in the US.

Drops in the number of language training students across nine of the US’s top 10 international student source markets culminated in an 18% decrease in the number of language training-seekers last year, from 74,405 in 2017 to 60,850 in 2018. This fall constitutes the latest chapter in a four-year period of decline for the number of international students who pursue language training in the US. From October 2014 to December 2018, international enrollments at this level of study in the US dropped by 42%, from 104,261 to 60,850. Put differently, students in language programs accounted for 11% of the total international student population in the US in fall 2014. In 2018, they accounted for just 6% of that total.

Source: SEVIS data 2014 – 2018

Saudi Arabia’s impact on these numbers is particularly startling. Over the same period, the number of Saudi Arabian students studying English language programs dropped by 80%, from 25,981 to 5,150. As a result of this decline, Saudi Arabian students constituted 25% of all language enrollments in the US in October 2014 but, by December 2018, accounted for less than 9% of those enrollments.

Source: SEVIS data 2014 – 2018

Meanwhile, the number of students seeking associate degrees in the US fell by 12% last year, from 84,186 in 2017 to 74,276 in 2018, following a period of sustained growth between 2014 and 2016. These declines are significantly more dramatic than those witnessed in the number of international students who pursued bachelor’s and master’s degrees in the US last year—at which levels of study there was a 1.4% and a 2.3% drop, respectively. They also mask growth—albeit small—of 2.8% in the number of international doctoral students in the US in 2018. Excluding the declines in the number of language training and associate degree students coming to the US, which accounted for more than 23,000 of the total decrease of 30,000 in the international student body in 2018, the general decline between December 2017 and December 2018 shrinks from 3.1% to 0.8%.

In the context of the last four years, decreases in the number of international students pursuing language training and associate degrees are the only consistent drivers of overall decline in international enrollments in the US. Despite marginal dips in the volumes of international students coming to the US for undergraduate and master’s-level study in 2018, the numbers of international students enrolled at these levels have grown by 9% and 25% since 2014, respectively. Combined with 12% growth in the number of international doctoral students in the US between 2014 and 2018, increases in the volumes of international students at these levels of study outweigh declines in the populations of those pursuing language training and associate degrees and contribute to 8% growth in the total number of international students in the US between 2014 and 2018. In fact, taken outside of the context of language study and associate degree declines, the total student population would have grown by 11% during the same period.

China: How decreases in language training and associate degree students contributed to the first declines in a decade.

While the number of Chinese students in the US declined for the first time in a decade last year—a 2% drop overall—the Chinese student population has still grown by 16% over the last four years, from 287,317 in 2014 to 333,395 in 2018. Once again, decreases in the number of language study and associate degree students—26% and 17% drops, respectively, in China’s case—bear disproportionately on declines coming from top source countries at the same time as enrollments at other levels of study remain stable or continue to grow. A 26% drop in Chinese language training students and a 17% drop in Chinese associate degree-seekers in the US in 2018 distorts the stability of the numbers of Chinese students pursuing all other levels of study. There was virtually no change in the number of Chinese students choosing to complete undergraduate study in the US in 2018, while the number of Chinese doctoral students grew by 4%.

Source: SEVIS data 2014 – 2018

Where China is concerned, one may well argue that a massive increase in the availability of English language instruction in country keeps more Chinese students at home, transferring to overseas study only after they have acquired basic language skills or taken advantage of the increasing amount of US high school and college preparation programs available closer to home. It may also reflect a drop in the number of the college-aged population in China.

Considering these significant declines, contained as they may be at certain levels of study, the question becomes: Are language study and associate degree trends the canaries in the coal mine? In other words, where the numbers of students at these levels of study have declined, will enrollments at other levels of study inevitably follow?

There is good reason to believe that this will not be the case for the biggest sender of international students to the US. On the other side of the Atlantic, the UK recorded its highest ever number of Chinese applicants for undergraduate study in 2018, even after declines in language training enrollments similar to those experienced in the US during the same period. Indeed, drop-offs in international enrollments have certainly not been the experience of INTO’s university partners in the US and UK, which continue to experience significant growth in Chinese student enrollments despite negative trends in language training and associate degree enrollments.

Demand for study in the United States from China remains strong. It may not continue to grow at the same rates as it has in previous years, and the shape of demand may well change. Nevertheless, trade wars and short-term political tension notwithstanding, there is no reason to expect that China will not remain the number one source country of international students for the United States for years to come.

India: Beyond language training and associate degree student volumes

Of course, drops in language training and associate degree enrollments cannot explain every decline recorded by SEVIS last year. India, for instance, typically sends few students to the United States for language study. However, despite growing by 57%, from 130,956 in 2014 to 205,017 in 2018, the number of Indian students who choose the US as their study destination fell by 1.7% last year.

Rather than decreases in the number of Indian students interested in language study and associate degrees abroad, this decline is driven by a softening of growth in the number of students enrolled at the master’s level. After four years of explosive growth, the number of Indian master’s students has slowed down. This slow-down corresponds to an increase in the number of Indian graduate students choosing Canadian and Australian universities for their studies, due in no small measure to the increasing difficulty Indian students have gaining student visas in the US and well publicized concerns for the treatment and safety of Indian students in the US.

One positive trend buried within the SEVIS data, however, is the impressive growth in the number of Indian students choosing undergraduate study in the United States. With economic forecasts for India to overtake the United States and become the world’s second largest economy by 2030, and with a rapidly growing middle class, the increase in the number of undergraduate Indian students coming to the US will likely continue.

Source: SEVIS data 2014 – 2018

SEVIS: Meditations on distortion

Similarly to how a distorted guitar riff sounding in the middle of a Black Keys tune or the overuse of the visually distorting fish-eye lens in Yorgos Lanthimos’s The Favourite color their respective works with an unnerving quality, negative trends in the numbers of students choosing to pursue language training and associate degrees in the US have left some with the disconcerted notion that long-term declines in international enrollments are now inevitable. However, distortion, when understood for what it is, is not such a scary thing. While these negative trends complicate the whole picture of international enrollments in the US, they also demand that one look at the many instances of growth in international student volumes in 2018 and the last several years. The SEVIS release has posed challenges to higher education institutions in the US at the same time as it has presented them with opportunities.

In the second part of INTO’s SEVIS analysis, we further break down the ways in which these trends at the language training and associate degree levels, as well as long-term trends from top source countries like Saudi Arabia, have disproportionately impacted on the international student populations of certain states and institutions, as well as demonstrate the necessity of diversity in any international recruitment strategy.

Author: Tim O’Brien
Contributors/co-authors : Dana Bukenova and JP Deering

Five gender balances and imbalances that define international education in the United States

Balance or imbalance—Is there a gender disparity in international education in the United States?  It is true that more female students come to the US to study than the combined total of US students who study abroad, but a greater proportion of those who study abroad from the US are female.  To mark International Women’s Day and this year’s campaign theme of #BalanceforBetter, INTO’s Dana Bukenova and JP Deering examine some of the gender balances and imbalances that define the international education environment in the US.

More than half a million female international students are studying in the United States, but women make up a smaller proportion of the total international student population compared to the total number of American students who study overseas.

519,000 female international students enrolled in universities in the United States during the 2017-18 academic year.  This was significantly more than the total 332,700 men and women who left the US to study abroad the year before.  Relatively, however, fewer women are coming to the US to study than are leaving.  While women account for roughly 43% of inbound students, they make up 67% of the outbound students.

In sending more female than male students to study abroad, the US diverges from the slight majority of countries—about 52% worldwide—whose outbound international student cohorts favor male students.  Moreover, when compared to other countries that send greater proportions of female students abroad, such as Japan and Russia, the gender delta in the US is substantially greater.  Although both countries received lower Gender Equality Indices than the US from the Organisation for Economic Cooperation and Development (OECD), Japan and Russia send female students to the States in proportions of 54%, and 57%, respectively—far more balanced with the proportions of male students they send. 

Why, then, do women outpace men when it comes to study abroad in the US?  Historical explanations have pointed to the difficulties study abroad poses to timely degree completion in male-dominated fields (i.e. STEM and business) and misconceptions that employability is better served by resume-building at home.  But these are just that—misconceptions.  In a world where the largest groups of US students studying abroad are pursuing STEM and business degrees, and in a career landscape that places increasing importance on global experience, male students may stand to learn a thing or two from their female counterparts who are more inclined to pursue transformative educational experiences abroad.

Although female and male international students in the US have similar motivations to study abroad, women are slightly more motivated to develop themselves and launch good careers.

In 2017, INTO partnered with igraduate to conduct a survey of students commencing their studies in our US and UK centers.  The women and men who participated in the survey largely shared in their motivations to study abroad—they were equally determined to have a positive impact on the world, and they were equally concerned with career preparedness.   

There were two prompts, however, in regard to which women demonstrated a slightly stronger motivation than men.  When asked to rank their motivation to develop themselves on a scale of 1 to 4 (1 being unmotivated and 4 being highly motivated), the average female INTO student indicated a 3.496-level motivation, as opposed to the males’ average response of 3.457.  At the same time, when asked to rank their motivation to study abroad so they could get a good job, women indicated a 3.208-level motivation, compared to men’s average response of 3.164.

Women, therefore, share equally strong, if not stronger, drives to study abroad as men.   Surely where motivation to improve self and to prepare for good careers is equal between the sexes, so too should be the opportunity to do so.

Only one third of female international students in the US choose to pursue STEM.

65% of female international students studying in the US choose to study languages, social studies, humanities, or other courses, leaving just 34% who choose STEM subjects.  Compare this to the 53% of male international students who study STEM and the 47% who pursue non-STEM subjects. 

These splits are in line with the OECD’s Program for International Student Assessment (PISA) findings that men tend to outperform women in science and are more likely to graduate with STEM degrees.  The OECD attributes this to the fact that women are more likely to excel in other subjects like reading and are therefore more likely to pursue those fields of study.  However, the OECD also notes that fewer women around the world pursue careers in STEM fields than are expected to, this based on PISA 2015 data that indicates that more women were high performers in science and indicated great interest in science than graduated with a STEM degree.  41% of high performers surveyed were women, compared to 28% of those who earned a STEM degree between 2012 and 2015.

Given what we have learned about female international students thus far—that they are inclined to seek out transformative educational experiences and are motivated by self-development and career preparedness—this underrepresentation suggests a need to change the ways in which teachers ask female students to approach STEM.

Two thirds of the 177,646 female international students pursuing STEM degrees in the US hail from two countries: China and India. 

37% of female international STEM students in the US originate from China and 30% hail from India.  Certainly, this comes as no surprise given historical enrollment trends and the fact that these two countries are the largest senders of international students to the US.

However, growth in the total number of female STEM students enrolling in US institutions from these countries has slowed over the last two years.  In China, the slow-down was a less significant drop from 15% growth between 2016 and 2017 to 13% between 2017 and 2018.  In India, however, the slow-down was more significant, with a dramatic drop from 11% growth between 2016 and 2017 to 4% between 2017 and 2018.  Slowed growth may be attributed to any of several reasons, including increased funding for and prominence of STEM programs in China and India, international perceptions of the US as a welcoming study destination, and, especially where Indian students are concerned, increased visa denial rates.  With heightened competition in STEM research from other nations, and with the number of STEM jobs available in the US growing every day, safeguarding the influx of talent into US universities constituted in these two massive cohorts is more important than ever.

Iran and India send significantly larger proportions of female STEM international students to the US than any other country.

Two of the top five countries for sending STEM students to the US, India and Iran, also send female STEM students to the US in greater proportions than any other country.  Although growth in female international STEM enrollments from India is slowing, 76% of the 69,105 Indian women studying in the US are pursuing STEM degrees, while 70% of the 4,785 Iranian women studying in the US are doing the same. 

Relatively, this is twice as many women pursuing STEM in the US as one would expect to find from a given country, a difference that, in the case of Iran, results from the emphasis secondary education places on the applied sciences.  Indeed, the proportion of outbound female STEM students in Iran matches the number of female STEM students who pursue their degree in-country—70% in 2015.  This same narrative, however, does not define the trend of STEM-pursuing female students in India, a country where women are largely underrepresented in STEM fields.  Only 14% of STEM researchers in India are women, compared to the global average of 28.4%. 

Nevertheless, the relatively large cohort of female STEM students coming to the US from India constitutes a group of women defined by self-efficacy and determination to pursue educational and career opportunities not immediately available in their home country.  Is it not, then, must the job of international educators in the US—and, for that matter, around the world—to meet female international students where they are, matching their ambition and fostering their engagement with domestic students so that both cohorts might experience an enriched, global, empowering education?  We certainly think so.

Authors: Dana Bukenova and JP Deering

INTO Giving marks more than $1 million donated to education projects around the world

INTO Giving raising $1 million to help schoolchildren and their teachers was a gigantic feat. When we saw we’d reached that million-high orbit, a thrill raced through us. We knew we’d done something monumental.

That ‘we’. That ‘we’ is important.

We, in this case, means thousands of INTO students and graduates from across the world, thousands of INTO employees and faculty, INTO’s global network of agents, INTO University Partnerships and university partners, and INTO’s founder.

But a million dollars raised to help schoolkids and teachers. There are three ways to look at it:

  1. You think, first, of all the people it’s helped, and how. That £1 million has built new schools and fixed up other schools that were in ruins. It’s opened IT centres and kept them running – IT centres that aren’t only for schoolkids, but their teachers, their families, their communities.

    That million has provided teachers with safe places to live, has created new school courses, has meant kids whose families are startlingly poor have food when they’re at school (you’re not going to learn when you arrive at school on no food and remain on no food all day long).

    That million sticks up for girls who are at great and everyday risk of being excluded from school because they’re girls (and you think of your sisters, your mother, your partner or friends and imagine it was them instead of someone else’s sister, someone else’s mother or partner or friend).

    That million is also going to bat for refugee schoolchildren, for kids who have seen war on their doorstep, who know grinding, unsheltered poverty, and fled – with or without their families.

  2. You think of individual people helped, like Sonia in Afghanistan. Sonia is 21-years-old, the daughter of a rickshaw puller. Her family arranged her to be married when she was 15-years-old. Her husband was abusive, something that increased when she gave birth to a disabled child, before abandoning her at her parents.

    It was very difficult for Sonia’s father to maintain the cost of her and her child.  Moreover rural Afghanistan society is not friendly for an abandoned woman. But Sonia didn’t give up.  She looked for opportunities to earn a living and when the position for a librarian was announced, she applied and was accepted.  Sonia is determined to stand on her feet and has the drive to do something with her life, and learned library work and computer use very quickly.

  3. You also think of everyone who has donated few dollars or pounds here, a few there. And with that how none of those people, who gave what they did, are almost certainly never going to meet the people they’ve helped.

    That, to me, is what adds weight to the whole thing: it’s philanthropy in its truest, most altruistic sense.

    If you can imagine digging up a lump of philanthropy, like it was gold, straight out of the clay, how it would look like in its raw, natural form, glinting dully in the light, it would look like what’s happened – and is happening – at INTO Giving.

    INTO Giving is thousands of people, across five continents and hundreds of countries, giving what they can here and again and again, for people they don’t and will never know, and not expecting anything in return.

    Which is another way of saying that ‘we’ also means you. Never forget. Thank you.

An Existential Crisis – or Learning to Operate in a VUCA World?

“These are the times that try mens’ souls”

Latest SEVIS release confirms a decline in foreign enrollments in the United States

In 1998, the United States War College coined an acronym VUCA – volatile, uncertain, complex and ambiguous. It was designed as a conceptual model to help military officers understand the world – and has been popularized by the world’s leading Business Schools.

Continue reading “An Existential Crisis – or Learning to Operate in a VUCA World?”

Dive into our analysis of international students in the United States

Working with the latest release of SEVIS Data – March 2017, we have compared the number of students registered in the United States from across the Middle East and China from the same reporting period last year. We believe this is the most up to date analysis available anywhere.
You can analyze these data by state or by region. How dependent has your state been on Saudi Arabian students? And how have you been affected by those changes? What is the latest distribution of Chinese students across the United States? Who is vulnerable if there is a drop in Iranian students? Explore this with the interactive maps below

Middle East and Africa

China

About INTO

Every year, INTO University Partnerships helps almost 14,000 students from 120 countries and territories around the world achieve their dream of studying overseas.

We work with individual students, universities and governments through a sophisticated, multi-channeled marketing operation, providing the highest quality student experience – the heart of our mission.

Come say hello if you are at NAFSA in Los Angeles https://intoglobal.com/nafsa17 or contact Frank Merendino frank.merendino@intoglobal.com if you would like to discuss opportunities for your institution.

Sharing the Pain – Decline in Saudi students hits almost every state and every level of study across the United States. What next for Iran?

Most of us in international education eagerly anticipate the publication of Open Doors or IPEDS data. For those who can’t wait, dive into our analysis of live international student mobility data from the March 2017 SEVIS data release. We have analyzed differences in volumes of SEVIS registered students all over the United States. This blog and visualization focuses on students from across the Middle East and North Africa.
As most international student recruiters already know, diversity is the key to a successful, long-term international recruitment plan. Smart, forward-thinking universities are doing all they can to ensure they are capable of recruiting a diverse international population – but attracting students from across the globe is challenging for a variety of factors and the competition for international students will only intensify in the coming years.

Saudi Arabia

Our analysis indicates the decline in enrollments from Saudi Arabia has hit almost every state in the nation – with SEVIS reporting a 33% decline in Saudi students registered in California in March 2017 compared to March 2016. These declines are evenly spread across most states in the United States. Although it is particularly noticeable in the State of Idaho which has seen a 39% drop in Saudi students registered in March 2017 compared to March 2106.

The year on year decline in Saudi students is felt across all sectors with a 52% decline in Saudi students enrolled in Language programs compared to March 2016. The drops are more modest, but still evident at Bachelors and Masters Level. At the other end of the spectrum, there has been an increase in the number of Saudi Arabian students registered on Doctoral programs.

Table One: Saudi Arabian Students in the United States – March 2017, SEVIS

Iran

Iran, the second most populous country, and a major target in President Trump’s Executive orders shows where the US will be vulnerable. With almost 13,000 students registered in March 2017, this showed a healthy increase on the previous year. Iranian students are much less likely to be enrolled in language programs – with the largest cohort registered as doctoral or masters level students. Moreover the recent growth indicates Iranian students evenly distributed across the nation. Whether we will experience a decline in those numbers in the next release of data.
The recent growth in students from Iran and the concomitant decline in students from Saudi Arabia

Table Two: Iranian Students in the United States – March 2017, SEVIS

Explore the data for yourself – Our interactive graphic allows you to explore these data in more depth by state or by source country in the region. We have also collated these data for every world region and for each university. So please do contact us, if you would like to explore what this means for your school or home state.

Every year, INTO University Partnerships helps almost 14,000 students from 120 countries and territories around the world achieve their dream of studying overseas.

We work with individual students, universities and governments through a sophisticated, multi-channeled marketing operation, providing the highest quality student experience – the heart of our mission.

Our results speak for themselves. We have helped universities grow and then sustain their international student population at levels beyond their peers, often at multiples of national averages.

We have comprehensive data for every college and university in the US. Contact Frank Merendino frank.merendino@intoglobal.com to set up a meeting to discuss ways INTO Insights & Analytics can help you meet your campus internationalization goals.

World’s Largest Agent Survey Reveals Differing Levels of Enthusiasm for Study in the United States and United Kingdom

New findings from the world’s largest international education agent survey affirm concerns about continued attractiveness of the United States as a study destination. The survey of more than 1300, education counsellors from 85 countries, was conducted by INTO University Partnerships during March and April of 2017.

While overall sentiment remains broadly positive, there are significant regional variations in the responses. China, the bedrock of international demand for the United Kingdom and the United States indicates demand will remain buoyant. On the other hand, feedback from agents across India and the Middle East indicates that some institutions and countries are going to have to work much harder to overcome some negative perceptions.

Key Takeaways

  • China, the world’s largest market, remains buoyant with strong forecast demand for the United States and the United Kingdom
  • There is clear indications of a rising concern over safety and signals of welcome for the United States – especially from India and the Middle East
  • There is a perception of student visa processes becoming markedly more challenging for students from India in particular
  • Most agents report improvements in the United Kingdom as a value destination – a by-product of Brexit and the devaluation of UK sterling against most global currencies.Ultimately, demand for an international education remains strong, but this survey provides a powerful reminder that we should not take that demand for granted. Perceptions matter and those institutions and countries who expect to welcome international students need to continue to work hard to develop an offer which remains compelling to them. It is more important than ever that we continue to reinforce the positive messages which have been the recent hallmark of US higher education in the aftermath of the US election and the recent Executive orders.

MORE OR LESS – DEMAND FOR THE COMING 12 MONTHS FOR UNTIED STATES AND UNITED KINGDOM

Across the global network of agents, the majority still forecast increases in the number of students coming to the United States and the United Kingdom. (Our more detailed results, available in two weeks will carry details of forecasts for Australia, Canada, Ireland and New Zealand).

Chinese agents remain most buoyant – all expressing confidence about sending more students in the coming 12 months. What is noticeable however is an increase in the number of agents from India and the Middle East who expect to send fewer students to the United States in the coming twelve months. This appears to be linked to three factors, perceptions of visa processes and welcome and increasing perception of challenges in safety, which we explore in more detail in this post.

 

 

 

 

NOT EVERYONE FEELS THE WARMTH

Agents from the Middle East and India, the United States’ second largest market, report an increase in negative sentiment. More than half the agents in India report the US has become less welcoming over the past 12 months. And almost half of those based in the Middle East and North Africa report a similar shift in perceptions of welcome.
This would suggest that the efforts of many college campuses across the United States is more necessary than ever. It is vital to continue to communicate publicly, as in the case at George Mason University, how international students are valuable members of the campus community. But is that enough?

It is a more promising picture from the United Kingdom, where Middle Eastern agents remain broadly positive of the United Kingdom as a welcoming destination – less than 15% of agents believe the UK has become a less welcoming destination in the past twelve months.

WHO’S AFRAID OF WHOM? – PERCEPTIONS ON SAFETY

Whether this reflects evidence of a more strident nationalistic rhetoric or the widespread reporting in India of the murder of two Indian workers in Kansas earlier this year, what is very clear is that certain regions are increasingly concerned about the safety of their students in the United States.
This is in marked contrast to the United Kingdom, where there is little to no evidence of any rising concern about student safety. (Note, this survey was conducted before the horrific bomb attack in Manchester in late May).

 

CAN I GET IN?-STUDENT VISAS

For international students, the ability to secure a visa or have confidence that they will be welcomed is a key determinant of where they will end up studying. Through 2016, reports came from India of much higher levels of visa rejection for students intending to study in the United States. This has clearly shaken confidence amongst the agent network in India where more half of all agents confirm they believe the visa situation has gotten worse. This in turn drives almost a quarter of those agents to explore alternative destinations for their students. In terms of countries picking up the slack, Canada, Australia and Ireland all appear on an upwards trajectory.

 

VALUE FOR MONEY – A BREXIT DISCOUNT?

Investment in an international education involves life-changing sums of money for students and their families. One very noticeable trend in this year’s survey is agent perception of increased value for study in the United Kingdom. More than half the agents surveyed across all regions report an improvement in the value for money of the United Kingdom. This is hardly surprising, given the devaluation of sterling against most global currencies since the Brexit referendum held on June 23rd 2016. The continued strength of the US dollar does not appear to have had an overly negative impact on the United States per se, except in that in combination with other factors, it may make the US more expensive relative to other major destinations.

 

Partnerships might be key to attracting international students

As the world continues to watch the evolving implications of the Trump administration’s executive orders to restrict certain nationalities from entering the United States, academic institutions have been acting swiftly in response, from university presidents issuing statements against the ban, to widespread student protests. Many campus communities agree international students and scholars not only bring diversity to a university campus, but also contribute to vital research and diverse perspectives to global affairs.

Continue reading “Partnerships might be key to attracting international students”

A collective belief in the value of international education

INTO University Partnerships was founded on the principle that education has the power to transform the lives of our students, university communities and employees, and that internationalization benefits us all. Our commitment to this principle has never wavered across our 11 years of operation, despite countless changes of government and policy around the world. Continue reading “A collective belief in the value of international education”

The power of diversity – Hasan’s story

This is a picture of the commencement ceremony at Oregon State University, (OSU) which took place in the summer of 2016 and involved more than 6,400 students from 63 counties.  In many respects it was similar to ceremonies taking place across US campuses last summer as it also included thousands of students with their families and friends celebrating their achievements. Continue reading “The power of diversity – Hasan’s story”