Our latest QS report,‘Is Brexit Turning International Students Away From the UK?’, derived from the analysis of interviews which took place in cities across Europe, saw the emergence of several key themes among perceptions of post-Brexit UK as a study destination. One theme that stood out as particularly contentious was the role of money in higher education. Concerns about finances wound their way through many of our participant’s views, and in many different contexts.
For students, one defining benefit of the UK being part of the EU has been the reciprocal fee agreements between EU member states, which enable EU citizens to study in countries throughout Europe for the same price as domestic students. In the likely event that the UK no longer benefits from these agreements post-Brexit, then students from the EU studying in the UK will start being charged the same amount as international (i.e. non-EU) students, which are normally considerably higher fees. Read more
As part of our quest for more qualitative research about international students’ motivations, we visited one of the key student recruitment markets – India. Did we learn something new about the way Indian students select universities abroad? Certainly. Did we confirm some of the stereotypes that already existed? Somewhat.
Let’s start with a stereotype that we have found some evidence for…
1. Indian students’ parents are actively involved in their educational and career choices.
Although this is still the case, it would seem the attitude here is shifting. A number of students have told us that their parents will actively and sometimes inevitably give them advice on what to study and which countries/universities to target. What’s unclear is just how much influence this actually has on their decisions. When we probed students further on this topic, they would often say that they feel they have to consider their family’s views even if they don’t always agree or feel they have the most relevant experience to be providing advice on the matter but would then seek advice from elsewhere.
The pilot edition of the Rankings applies QS’s new innovative approach, intending to take the discussions on employability rankings to the next level. Stanford leads this first edition; more than 20 new institutions place in the top 50.
Employability has been a hot topic for the Higher Education industry for years. With far easier access to a far broader selection of universities, it became an even more relevant aspect of students’ decision making. QS has been measuring employability in all of its rankings, with our Employer Reputation Survey running for over 20 years. But given the public’s special interest in this topic, it was time to expand the analysis, step out of the comfort zone, and create a new, specific ranking.
The primary aim of the QS Graduate Employability Rankings is to help students make informed choices for their educational futures based specifically on the ability of their chosen university to help them succeed in the employment market. Thorough research conducted over the course of 13 months saw consultation with, and input from, academics, university representatives, companies, students and alumni. This year’s experimental methodology was extensively refined throughout the year, and we are delighted to have introduced – for the first time ever in our rankings – unique metrics such as graduate employment rate and university partnerships with employers.
I gave a speech on 15th September 2015 to Graduate Recruiters Network to a group of employers on the latest global salary trends of masters graduates recruitments. They asked me to summarise key points I said at the meeting. Here it is.
I would also like to take this opportunity to thank my amazing QS colleagues especially Benjamin Clayton and Susan Gatuguta Gitau whose great support and fantastic work has enabled this major research piece possible.
After the major fall in salary levels between 2013 and 2014, 2015’s responses have shown signs of recovery. While salaries have not risen across the board – Eastern European salaries fell slightly, while Asia Pacific saw a major drop – the overall trend is one of growth, which should give students working on their postgraduate degrees a lot to be optimistic about.
Asia Pacific’s salary drop was especially dramatic considering it had been rising since 2012. It is currently at its lowest point since 2011. Eastern Europe’s salaries have declined for the second year in a row, and 2015 is its lowest salary level so far. Africa & Middle East has broken out of its own two-year decline and is growing again, while Latin America and Western Europe have recovered from their 2014 slump. Salaries in the US & Canada, on the other hand, are on a two-year streak of growth, and are at their highest point yet.
According to a study published by the Academic Cooperation Association, written by Bernd Wächter and Friedhelm Maiworm, the number of English-Taught Programmes (ETPs) at universities in non-English-speaking European countries has more than tripled between 2007 and 2014. Perhaps just as remarkably, they have increased tenfold since 2001.
Data and correspondence show that the rise in ETPs and English as a Method of Instruction (EMI) is set to continue not just in Europe, but around the world – what does this mean for higher education, and academia as a whole?
Studying abroad is a wonderful, professionally and personally enriching experience. It’s no wonder it’s becoming increasingly popular, with numbers going up from 2 to 4 million students in just the last decade. But what is it students are looking for overseas?
Just in March we interacted with over 500 students from Italy, France, Moscow and UK, with the intention to find out what they value in a university. We were particularly intrigued to see if there’ll be any variation by country.
This is what we found:
For universities both aspiring and elite, having international students on the books is an excellent way to build up their global reputation, draw in a wider pool of talent and, of course, bring in extra revenue. As you might expect, there is a lot of competition for recruiting international students, especially among universities with a smaller international profile. This has resulted in the widespread use of student recruitment agents, who bring interested students to universities and guide them through the application process in return for commission. Alongside this ‘soft’ help, the agent’s commission is sometimes taken out of a student’s tuition fees, providing a discount for students and more of a ‘hard’ incentive for them to use an agent.
Of course, where there’s money to be made and prestige to be gained, there’s always the risk of impropriety by one or more parties…
- QS Graduate Employability Rankings 2018 Just Launched!
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- Brexit and Rising Student Fees: Will International Students Still Be Attracted to Britain?
- What can British Universities do to Reassure International Students That They Are Still Welcome in the UK?
- Students Reveal Brexit is Likely to Have Uneven Impacts on the UK’s Higher Education System