Question:
What are the Factors that Contribute to the Increase in Importance of International Universities?
In the present day global society, mobility of international students is becoming significant related to the results like increased participation of students along with their involvement in the global education and re-structuring of the education of teacher in many of the countries. It might also lead to the factor collaboration between countries and might facilitate Australian universities n gaining a wider global perspective in their practices of education and policies. Factor collaboration means that two or more factors either internal or external affect the working of an environment. The population of students has been rapidly becoming diversified in terms of the culture, race and religion, it is becoming increasingly important for the international universities to give the maximum exposure to these global, and needful students in helping them build their career in face of immense competition. Thus, the research question can be developed based on the topic
What are the factors that contribute to the increase in importance of international universities?
Over the period of last few years, approximately five million students or even more have been studying outside their home nations, more than the double of 2.1 million who did the same in 2000 and more than triple that went ahead with this idea of studying abroad in 1990 (Beech 2017). This astonishing growth has taken place within the context of an augmenting globalized world where economies are tied closely with one another within their region and even beyond that. According to Choudaha, Chang and Kono (2014), in 2017, trade and money have been flowing freely across many of the borders along with many of the sources. So too are the factors of skills and knowledge.
At one point of time, higher education was only accessible by the world’s elite, but presently it has been opened for the masses, predominantly the budding middle classes now being found on every continent. There are certain countries that lack the capacity of higher education; students do look for prospects in studying abroad. The governments of the fastest-growing rising economies are being heavily investing in the growth if their system for education, generating scholarships in assisting their students obtaining education abroad and then bringing them back home.
It can be stated that it is of no coincidence that as an outcome, developing economies have been growing in tandem with mobility of global students. The shifting of the political power and world economy has also modified the shift the outline of mobility.
One of the inferences of the factor of globalization is that people are more portable than ever before, mainly the skilled individuals are. Even though the migrants of highly skilled nature generally represent a smaller percentage of the overall migrants, their economic and social impact of migration is stated to unswerving (Bilecen 2014). International students, otherwise known as sojourners- individuals who have been residing on temporary basis in a distant place for activities like education and work- representing the population that is highly skilled recording the furthermost surge within the last few decades (De Wit 2015).
However, the increase of the global students is not at all stated to be unexpected. International students are generally thought to be privileged as settlers; they symbolize as a highly motivated and high attaining group, substantially contributing to the countries’ economy that swarms them. For instance, every year the inbound international students throw in US$17.8 billion to the economy of United States (Shields 2013). Migration dynamics within the international students might result in worldwide growth in the segment of higher education. However, the mix of multitude along with the sender countries needs to reflect on the universal growth within particular countries or representing the consequence of the programs related to institutions for incentivizing the enrolment of international students (De Wit 2015).
Take, for instance, the ascendance of India and China into the top ten most commanding economies existing globally, South Korea lies in the top 15 (Beech 2017). It is important to consider their role to the mobility of the international students: India, Korea and China are stated to be the world’s foremost sources of global students (Tran 2016). It has been witnessed that one of the every six global mobile students is presently from China and mutually India, China and South Korea report for more than a quarter of the overall students studying in outer region. It is astonishing to find that around 53 per cent of the students who are studying abroad currently are from Asia (Choudaha, Chang and Kono 2014).
Asia is also becoming a persuasive destination for the international students, especially those who are from within the region. China has been drawing an increasing number of both the Korean and Indonesian students in the recent time period. Japan has also been stepping on the accelerator in its recruitment of global students, setting a goal of hosting around 300,000 global students by the year 2020. From the year 2014, Japan has seen an increase in its foreign enrolments. Malaysia has been similarly ambitious having a goal of 250,000 international students along with plans in placing more of the universities of it’s in the global rankings within 2025 (Shields 2013).
For understanding the significance and novelty of the theories of migration under the factor of uncertainty improved in the early part of nineties, which is meant recalling the neoclassical theory of migration. It takes in the consideration that the moving choice is not possible to postpone. For the fact that the individual would be deciding once and for all whether to move or not, the theory would be predicting the occurrence of migration at “Marshallan trigger”, where the point the net current value of the migration benefit factor surpasses the costs (Wei 2013). If individuals can delay the factor of mobility and if there is uncertainty on future migration returns, postponing migration might seem profitable in spite of the wage differentials.
In the recent period of time, a confounding number of the international students within Canada, US, UK and Australia have come from India and China, a heavy dependence on these two significant markets has been raising alarm bells for some of the industry experts and institutions (She and Wotherspoon 2013). International educators have been encouraged in diversifying their global enrolments- having to consider a ready source of supply. The African countries have been struggling a bit in meeting the demands for higher education as their youth population have been swelling and unemployment proliferates (Tran 2016). Many of the nations have been making a heavy investment in forming more aptitude along with quality into their systems of tertiary, but such schemes do not allow results overnight. In the meantime, studying abroad has been a tempting option for the students who do not have the strength in affording the same.
Predominantly within the fast-growing African economies like Nigeria, mobility of outbound student has been on the rise, with as per the numbers of The United Nations Educational, Scientific and Cultural Organization (UNESCO), around 53,000 students studied abroad in 2014 (Beech 2017). Nigeria is competing to be the more populous countries and it has been growing slowly in being a tertiary-age student legion. The British Council lately projected that of the 23 market sources it studied; Nigeria has been the country that looks the most probable in contributing the strongest standard annual growth in mobility of post-graduate students through 2024 (Wei 2013).
International educators have also been viewing the markets within Latin America with great interest, for the rise in the youth population, lagging in domestic capacity along with programs of scholarships. In the year 2011, 20 per cent of the overall population of Latin America and Caribbean was among the ages of 15 and 24-which are stated to be 106 million people with the UN noting that this has been the biggest proportion of younger people existing within the history of the region (Dennis 2017).
It has been the case with most of the other countries swelling with youth population. The main challenge remains in expanding the educational accessibility and diminishing of the unemployment factor. The main goal of authorizing this generation is in attaining a life of better quality and driving the economy ahead. Until there is enough accessibility within the region’s higher education institutes along with being higher quality, students would be mainly interested in studying abroad.
Studies related to the international students can be segregated in two segments. The first being the important literature evaluating the trends within the global migration, while keeping its focus on the role that international students generally have in the advancement of the higher education. Adding to that is the national strategies aiming towards encouragement of the mobility of the inbound and outbound students. Secondly, there are various studies monitoring the psychological procedures that are being experienced by the students after the global mobility, along with the effects that these processes mainly have on the factor of social integration and performances in school (Dennis 2017).
As per De Wit 2015, even though the individuals’ number studying within the foreign land has been increasing in constant fashion, these sojourners still encounter dissimilarities between the culture at home and the host culture. These cultural differences generally lead to the issues in regulating to the host culture and in low presentation within their global assignments. The key processes that is being conceptualized and argued by the psychologists in the case of global students along with their educational and social incorporation are cultural shock, acculturation and intercultural modification (DeWit, Ferencz and Rumbley 2013).
Cultural shock is generally defined as the apprehension within the results when people start losing those common signs along with the symbols of the social communication that they are not actually cognizant of (Bilecen 2014). However, several of the prior studies have been able to confirm a temporal relationship between the adjustment and the cultural shock. Acculturation has been referred as the ways in describing the procedure of the second cultural contact or as some strategies developed by the individuals while dealing with the second culture. All these three perceptions generally refer to the psychological and behavioral impacts that are generated by the evolution from one nation to that of another.
The current ‘massification’ of the process of higher education, in which the higher education has become available to more people, is being driven by a new trend, bigger numbers of the graduates from the university are currently able to follow the studies related to post-graduate study.
The British Council generally expects India and China in contributing to utmost number of international mobile post-graduate students in the year 2024, however notes that the economic and demographic trends would be seeing Saudi Arabia, Nigeria and Indonesia redeploying substantive augments in the outbound post-graduates (Beech 2017).
Something that needs to be seen through 2024 would be the level to which the augmented capacity and home quality, predominantly in important sending markets, would be affecting the mobility of the outbound post-graduate students. The year 2015 witnessed a decline in the number of Chinese students applying for universities in US, a fact that is generally believed to be partly for the massive investment done by China in its own system of higher education (She and Wotherspoon 2013).
Similarly, the quick rise in the demand for the ‘middle skills’ that is being taught by the vocational education and training (VET) establishments across the globe through the help of the diplomas, short-term programs and certificates affect the post-graduates program’s stipulation. Almost around two-thirds of the total growth in employment within the European Union has been forecasted to be within the grouping of associate professionals and technicians, while within US, almost one-third of the vacancies of job in 2018 are expected to be requiring prerequisite of post-secondary nature (Shields 2013).
Trends in demographic, economic growth, scholarships of government and mounting incomes have been some of the key forces that are in play in determining the place from where the students are coming from when they learn abroad (Beech 2017). The question that crops up is where they are heading to, with the answer lying in the various factors’ interplay. On the one hand, the circumstances of the students guide them and their choices of where they are going to study and on the other hand, it is generally the policies related to country-level affecting the destinations’ popularity. Students are often been prejudiced by the comparative cost of living along with the tuition within a country for the accessibility of internships and opportunities related to immigration.
In 2016, US have still been the global leading destination, generally expecting in enrolling record number of students even this year (Shields 2013). However, the market share of US has been falling and this change is partly for the augmented share for some of the leading English speaking destinations like Canada, Australia and UK along with the growing tendency towards the mobility that us intra-regional in nature (Dennis 2017).
Under the present circumstances, most of the students who prefer studying abroad generally go for ‘Organization for Economic Cooperation and Development’ (OECD) countries as their destinations (She and Wotherspoon 2013). However, as associations along with trade intensifies between the Asian countries and Western ones, and as the Asian countries have been expanding and developing their systems of higher education, mobility patterns would be seen becoming more diversified over the period of next ten years. Some of the top British and American institutions have been attracting greater part of the worlds most wealthy and determined students, though the Asian countries have been climbing steadily in the global university rankings (Bilecen 2014).
International education is no longer measured as a niche area within the country’s economy or the detection of the small segments of the students who are lucky. The sector has come a long way in terms of time and the programs that have been initiated by the education ministry of various countries, and if the same were being stewarded responsibly by the institutions and associations would go much further.
References:
Beech, S., 2017. International Student Mobility: A Critical Overview. Laboring and Learning, 3(3), pp.285-303.
Bilecen, B., 2014. International student mobility and transnational friendships. Pearson
Choudaha, R., Chang, L. and Kono, Y., 2014. International student mobility trends 2013: Towards responsive recruitment strategies. John Willey and Sons
De Wit, H., 2015. Recent trends and issues in international student mobility. International Higher Education, (59). pp.56-90.
De Wit, H., Ferencz, I. and Rumbley, L.E., 2013. International student mobility: European and US perspectives. Perspectives: Policy and practice in higher education, 17(1), pp.17-23.
Dennis, M.J., 2017. International student mobility and the new world disorder. Enrollment Management Report, 21(8), pp.3-3.
She, Q. and Wotherspoon, T., 2013. International student mobility and highly skilled migration: A comparative study of Canada, the United States, and the United Kingdom. SpringerPlus, 2(1), p.132.
Shields, R., 2013. Globalization and international student mobility: A network analysis. Comparative Education Review, 57(4), pp.609-636.
Tran, L.T., 2016. Mobility as ‘becoming’: A Bourdieuian analysis of the factors shaping international student mobility. British Journal of Sociology of Education, 37(8), pp.1268-1289.
Wei, H., 2013. An empirical study on the determinants of international student mobility: a global perspective. Higher Education, 66(1), pp.105-122.
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