According to a recent KPMG survey of over 300 business students from 27 different countries, students today enter the workforce with an increasingly “global mindset.” 89% of students said that they were prepared to relocate regularly for the right job, and 78% expected to work in 3 to 4 different countries during their careers. Still, concern remains about global instability. 46% of students said that they believe economic instability will make it harder to find a job, and 60% said that they were worried about another financial crisis. “This generation understands that the global economic outlook remains challenging,” said Rachel Campbell, Global Head of People for KPMG, “and is looking globally for the right career opportunities to match their ambition and abilities.”
The already crowded space of college and university rankings seems to be getting more packed with each passing day. Many are skeptical of the value of rankings; Corbin Martin Campbell, a professor at Teachers College of Columbia University, noted that few rankings “speak to the education core of an institution,” or take into account the rich, relevant data that institutions themselves possess. Nevertheless, each new entrant tries to position itself as an innovator in the market, basing scores on things like post-PSE outcomes and student debt. Money magazine’s rankings, for instance, focus on affordability and the return on graduates’ education investment. Some websites, such as PayScale and LinkedIn, use the rankings as a means to increase their own membership or to market their own services. PayScale, for instance, now has US colleges encouraging their alumni to submit salary data to the website. PayScale gets more data, while the college—hopefully—moves up in the rankings. Of course, most publications ultimately publish rankings because they sell. “Everybody likes a good list,” said Diane Harris, an editor at Money.
In an op-ed for University Affairs, Carleton University Provost Peter Ricketts and Canadian Bureau for International Education VP Membership, Public Policy, and Communications Jennifer Humphries call for an ethical approach to internationalization. Their piece argues that a lack of a coherent federal strategy for internationalization left Canada lagging behind other developed nations. Ricketts and Humphries cite the report of an Internationalization Leaders Network advisory panel that emphasizes internationalization cannot be pursued at the cost of quality or participants’ well-being. The ILN also advocated a set of 7 core ethical principles that should guide internationalization. These include that internationalization should be integrated into the core mission of an institution; that it be student-centred, equitable, and inclusive; that its agenda should not be dictated by fiscal imperatives; that there be mutual benefit to all parties involved; and that it be used as a means to achieve global-level civic engagement, social justice, and social responsibility.
The Organisation for Economic Co-operation and Development (OECD) has published its Education Policy Outlook for 2015. The report identifies a number of key issues and goals for each member nation, as well as identifying high-level international trends. The report notes that many countries are looking to expand PSE graduation rates as a means to combat unemployment and overcome skills gaps, and that the proportion of persons aged 25–34 with tertiary education was consistently higher than that of persons aged 55–64. The report also identified what is described as a reverse gender gap at the PSE level; 46% of women aged 25–34 have attained a PSE credential, compared with 35% of men of the same age. The report also recommends PSE institutions increase pathways to the labour market. In its look at Canada, the report notes the importance of increasing the participation of minority-language and Aboriginal students in PSE, and recommends improvements to the apprenticeship system. It also notes that improving access and efficiency of funding will be an important goal for Canada. The report highlights a number of specific policy responses to these challenges that have been implemented by Canadian institutions.
More than 1,000 higher education leaders from 70 countries met in Miami this week to discuss how internationalization can help solve global inequities in health, education, and other social issues. Participants discussed, too, how internationalization can exacerbate existing inequities. Among the issues raised was the growing ubiquity of English at global universities; many international universities adopt English as a means to attract foreign students and improve their research rankings. For some universities, however, this is a point of controversy. Participants also discussed the potential of MOOCs to democratize higher education or consolidate existing hierarchies. Adam Habib, Vice Chancellor at the University of Witwatersrand, South Africa, called on universities to contribute to an online “global academy of commons” dedicated to broadening the reach of higher education rather than enhancing individual institutions’ own reputations.
TCS Insights: Many notable names in higher education gathered to discuss the importance of increased internationalization and how institutions can best attract students from abroad. Further usage of the web was also encouraged for the benefit students around the world.
Source: University World News | January 18, 2014
More than 20 international education organizations from around the world gathered in South Africa recently to attend a global dialogue with the “express purpose of investigating whether and how higher education internationalization might be made more globally equitable, value-driven and collaborative and how practitioners might go about shaping its future agenda and harmonizing their efforts.” Participants agreed on an official declaration that identifies 3 areas of development, including “Enhancing aspects of quality and diversity in programmes involving the mobility of students and academic and administrative staff; Increasing focus on the internationalization of the curriculum and of related learning outcomes; and gaining commitment on a global basis for the creation of equal and ethical higher education partnerships.” Canada was represented by the Canadian Bureau for International Education (CBIE).
TCS Insights: The CBIE joined 19 other groups from around the world to determine the worth and how to improve the experience of an international education. This is important as the meeting addressed the transfer of students and faculty around the world while giving programs a more international focus. As a result of this dialogue, international students will be able to better transition into institutions globally.
Source: EduNova – Nova Notes
The anticipation continues to grow as we announce the 2012 Premier Agency Business Award nominees! Only the highest standards have guided the judges on their quest to recognize the leaders in international education. Ethical business practices, integrity, strategic vision and innovation are the hallmarks of those chosen to represent the best in the industry. On May 11th, 2013, the city of Toronto will play host to the first annual Premier Agency Business Awards. Be a witness as your industry reaches new heights.
An elegant evening of entertainment and decadent food has been dedicated entirely to celebrating the nominees and their businesses. Join us, for what promises to be a memorable event as well as an industry first. This event is open to all. Please visit www.CLLC.ca/aboutus/paba for ticket information. Seats are limited. All educational agencies are now welcome to apply for the 2013 Premier Agency Business Awards. Don’t miss out on the opportunity to gain worldwide recognition and prestige. 2013 applications and sponsorships are now open.