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The Mobile International Student

October 10, 2007

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Much of the analysis of trends in international student mobility comes from the perspective of individual countries. American academic groups worry about the relative ability of colleges in the United States to attract the best foreign talent. British groups do the same, and so forth. A new analysis from the Observatory on Borderless Higher Education -- a think tank based in Britain and affiliated with the Association of Commonwealth Universities and Universities UK -- attempts to take a broader perspective.

The study examined trends in various countries' top sources of foreign students over the last 10 years, grouping the countries into various categories, and created a grid of relative advantages. The dominant position of the United States remains clear -- it continues to attract more students from other countries than anyplace else does. But the report identifies weaknesses for American colleges, as well as both strengths and weaknesses for some of the competitors to the United States, including some whose raw numbers have attracted attention of American educators.

The data also point to the extent to which some countries -- most notably the U.S. -- have a broad range of countries sending foreign talent, while others have a much narrower range. The report offers the most data on three groups of countries: the "major players" (the U.S., Britain and Australia); the "middle powers" (Germany and France); and "evolving destinations" (Japan, Canada and New Zealand). Three other countries are identified as "emerging contenders": Malaysia, Singapore and China.

American students appear only in a few places as a top source for students in other countries: Britain, Canada and New Zealand.

Here are some of the key data (which are from various sources in the countries involved and come from 2006, except for figures from France, Canada and New Zealand, which come from 2005).

Top Five Source Countries for Top Players in Educating Foreign Students

  U.S. Britain Australia Germany France Japan Canada New Zealand
1.

India

76,503

China

50,755

China

65,543

China

27,390

Morocco

25,782

China

74,292

S. Korea

12,505

China

26,546

2.

China

62,582

India

19,205

India

36,078

Turkey

22,419

Algeria

21,552

S.Korea

15,974

China

6,880

U.S.

2,480

3.

S. Korea

58,847

Greece

17,675

Malaysia

18,074

Poland

15,183

China

15,963

Taiwan

4,211

Japan

4,786

S. Korea

2.094

4.

Japan

38,712

Ireland

16,790

Hong Kong

16,558

Bulgaria

12,794

Tunisia

9,593

Malaysia

2,156

U.S.

3,782

Japan

2,040

5.

Canada

28,202

U.S.

14,755

Indonesia

13,025

Russia

11,953

Senegal

9,019

Vietnam

2,119

France

3,560

India

1,886

The data point to historic advantages of the United States as the long-time destination of choice as well as advantages based on geography (Germany's attractiveness to Eastern Europe) and language (France's attractiveness to Francophone Africa or Canada's draw from France, which largely ends up in Quebec).

But the report notes strategic changes and vulnerabilities that go beyond those kinds of advantages. The United States, as has been reported by several education groups, is seeing smaller increases in foreign enrollments compared to those enjoyed elsewhere -- a circumstance attributed to more competition, fallout from the post-9/11 security rules, and other factors. Some of the competition is intense enough that it appears to affect the overall enrollment pictures in key countries, the Observatory report says. For example, Australia has conducted intense recruiting drives for students in Malaysia and Taiwan, leading to small but notable increases in enrollments in recent years -- at a time that the U.S. has seen its Taiwanese enrollments drop and Britain has seen a major drop from Malaysia.

Both Germany and France, meanwhile, have managed to build Chinese enrollments in recent years, based in part on relatively low tuition rates. Chinese enrollments, which account for a majority of foreign students in Japan, are falling, in part because of improvements in China's higher education infrastructure.

Malaysia, Singapore and China -- which have historically been key players in sending students abroad -- are all now seeking to attract more to their own countries, in part through building up university systems. Offering more programs in English is a central part of the strategy, the report says.

A table in the report offers comparisons of the various countries on some desirable qualities sought by international students.

Comparing Competitive Advantages of Countries

  Student visa not required for study of less than 3 months Low tuition (up to $5,000 a year) Moderate tuition ($5,000 - $15,000 a year) Low living costs Moderate living costs Programs to prepare foreign students before they start classes
Australia        

X

X

Britain          

X

Canada

X

 

X

 

X

X

China  

X

 

X

   
France

X

X

   

X

 
Germany

X

X

   

X

 
Japan  

X

       
Malaysia  

X

 

X

   
New Zealand

X

 

X

 

X

X

Singapore  

X

 

X

   
U.S.        

X

X

The report is available to subscribers to the Observatory's research series.

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Comments on The Mobile International Student

  • Posted by Rajika Bhandari , Director of Research at Institute of International Education (IIE) on October 10, 2007 at 4:45pm EDT
  • This new report by the OBHE provides an interesting analysis from the perspective of the “sourcing” of international students from key places of origin. The authors are right in pointing out that while the U.S. remains the top destination for international students, the rate of growth has been slower than that of other competing countries like Australia. This gradual slowing of the rate of increase in international students in the U.S. is inevitable given that the U.S. has hosted over half a million international students since 1999. In contrast, countries like Australia and New Zealand started out with a much smaller base of international students and have only recently come to be viewed as “major players” or “emerging destinations”. Not surprisingly, they have more room for sharp and accelerated growth. Looking at the reverse side of the equation—i.e., the U.S. as a sending country—the fact that American students rarely appear as a top source for other countries emphasizes the importance of encouraging more American students to go overseas for both degree and non-degree study. Finally, I also applaud the authors for acknowledging a sector of growth that is not emphasized enough in discussion of global mobility: many developing countries have worked hard to increase the capacity of their higher education systems to accommodate more of their own students (who might otherwise have gone overseas), as well as opening their doors to a larger number of international students and thereby making the transition to being an “emerging destination.” These are the sort of nuances that IIE and 16 other international partner organizations have been exploring through Project Atlas.

  • US HE Market Advantage
  • Posted by John Douglass , Senior Research Fellow at CSHE - UC Berkeley on October 11, 2007 at 7:00am EDT
  • This is a really interesting study and it shows once again a real erosion in the US HE market advantage long enjoyed but now shifting. US HE institutions will still draw students from throughout the world, but not at the same rate, and marked by concerted efforts by EU and other countries to attract talent globally.

    National comparisons are often skewed by not taking into account size of the population or number of institutions, making the US seem bigger in the international market then it really is. For a long time, the US has lived on attracting talent and recently has experienced real declines in the AA and BA degree granting rates (particularly in big states like California). Attracting talent from abroad has kept us competitive - but that is a formula that is likely not sustainable, or at least needs to be reconsidered. An earlier Inside HE article, The Sky is Falling, discussed some of this.

  • foreign students in USA
  • Posted by muvaffak gozaydin , president at online technologies on October 11, 2007 at 7:45am EDT
  • Yes, thanks to USA.
    USA has the top schools in the world. Infact they are top schools because they have the top talents of the world. We cannot blame them. I am one of those going to Caltech and Stanford even with scholarships from Americans, I feel indebted to USA.
    Though there is another face of the situation. Turkey may have about 15,000 college students in USA. As you may know there are many many very very good universities in USA and many many bad ones as well. In Turkey not very well educated families are in the hands of local American school promoters. Supposedly they show the families good things. Not so. For easily acceptance they are directed to weak university so that they can be accepted easily. Tuition is high. But school is not good. So we in Turkey try to identify good universities in USA officially and Turkish Government does not accept every even accredited university as good university.