As nearly 1 million international students begin a new academic year at a U.S. college or university, another group of international students is likewise preparing for enrollment at a U.S. high school. As noted in IIE’s report, Charting New Pathways to Higher Education*, in fall 2013 there were over 73,000 international students enrolled in U.S. high schools, and of those, nearly 49,000 were seeking diplomas from U.S. high schools to help prepare them for admission to an American higher education institution.
In most higher education discourse today it is not unusual to hear the claim that the world’s center of gravity is shifting toward the East. Indeed, no region has undergone as profound a transformation as Asia during the past half-century, from the 1970s to the present. Unprecedented economic growth has driven major social and demographic change and institutional reform and, in most countries, has brought about greater stability. The advent of a large middle class, coupled with openness and market reforms driven by economic imperatives, has contributed to greater interconnectedness among Asian states and between them and the rest of the world.
Roughly 15 months after IIE launched the Generation Study Abroad® initiative, it’s time to take stock. Are we making progress? Can we achieve our goal of doubling study abroad by the end of the decade? We have built an impressive coalition of educators, parents, students, alumni, and funders who are pledging specific, actionable goals and tangible financial commitments that will contribute significantly to reach our ambitious goal.
A recent discussion on student mobility and the higher education landscape from a Russian higher education practitioner’s perspective had my research wheels turning. Meeting with the 2014 Fulbright Russian International Education Administrators (RIEA) Program cohort was an educational experience for me: specifically it taught me that mobility data doesn’t always tell us the full story, and that one has to always speak to colleagues in the field to fully understand the context of student mobility.
Christine Farrugia and Rajika Bhandari on
Friday, March 27, 2015
The Institute of International Education has been collecting and disseminating comprehensive and reliable data on international academic mobility since the Institute was founded in 1919. For nearly 70 years IIE has been publishing this information annually as the Open Doors® Report on International Educational Exchange*.
Recently moving from Kuala Lumpur to Bangkok, I’ve found that the conversation regarding a “rising Southeast Asia” is just as lively and engaging in Thailand as it was in Malaysia. One of the key drivers of this buzz is the much-anticipated launch of the ASEAN Economic Community at the end of this year (more on that below). In the following post I’ll dig a little deeper into some of the unique features of the region, which I hope those unfamiliar with Southeast Asia will find useful, interesting, and perhaps a prompt for if or how to be invested in this unique area of the world.
If you read the education news during the past two weeks, it was nearly impossible to miss the headlines: international students are coming to the United States in greater numbers, and they are going to more U.S. universities in more U.S. states. More than 1,000 news reports across the country and around the world announced the latest statistics and trends, illustrating the growing impact these students have on the U.S. economy and communities, on the institutions that host them and the American students with whom they live and learn, and on their home countries.
Over the past fifteen years, the number of American students studying abroad has more than doubled. In 1998/99, there were just 129,770 American students studying abroad for academic credit from their home institution, and in 2012/13 that number has grown to 289,408. When you also consider that more than 46,000 American students pursue full degrees abroad and over 15,000 students travel overseas for non-credit work, internships, and volunteering, the current number of U.S. students overseas grows to more than 350,000. What is clear is that American students are increasingly interested in studying abroad and that U.S. higher education institutions are active in providing study abroad experiences for their students.
Three weeks before IIE's fall Generation Study Abroad commitment deadline, I packed a suitcase full of newly released IIENetworker magazines and flew back to Oregon, my home state. My destination was Idealist.org headquarters in Portland, where PDX Abroad had gathered 26 higher education professionals from Oregon and Washington to hold a Generation Study Abroad Think Tank. The event, which was modeled after IIE's March 2014 roundtable discussion titled "What Will it Take To Double Study Abroad?" was the first such event organized spontaneously.
Launched in 2012, IIE’s research center is now changing its name to the IIE Center for Academic Mobility Research and Impact. Why are we doing this and why now? It is not just a matter of semantics. Instead, it reflects the evolving nature of our work and of the emphasis the Institute places on measuring the impact of what we do. While IIE continues to be at the forefront of applied research on international student mobility through Open Doors and Project Atlas, our Center’s work has expanded rapidly to studying the impact of international higher education programs—including scholarships and fellowships—on individuals, institutions, and communities. This shift in our work reflects a growing awareness within the broader field of international education about the importance of assessing and documenting the profound and sustained influence that international education exchange can have.