Adapting educational practice at international branch campuses

An article on branch campuses around the world by Lane and Kinser in the Chronicle of Higher Education quoted a finding of a UNESCO report that "no single type of foreign university can, in itself, meet the aspirations for the [local] people for social and economic development. Each country has its own genius and its societal characteristics. Its institutions must bear the stamps of those special characteristics." The experience of Qatar working with Education City most assuredly affirms this conclusion but Lane and Kinser's assertion later in their article that Qatar and the UAE "should be considering the local implications of welcoming foreign institutions to their shores," is bizarre. Having worked with the branch universities in Qatar and having worked diligently with colleagues to adapt practice in the local context, it would not have taken much research for Lane and Kinser to use Qatar as an example of what UNESCO advocates rather than a case about which they would offer advice.

International student numbers up again

The number of International students in the USA is up another 10%, with Chinese students the largest in total but with Indian students increasing faster than any other national group. USA students studying abroad also increased by 5%.

A December 17, 2016, article by Elizabeth Reddin provided additional details on the increase in international student enrollment in U.S. universities.

Internationalization lacking as criteria for faculty tenure and promotion

A study by the American Council on Education reported that references to internationalization in faculty tenure and promotion criteria don't match the goals related to internationalization of many universities. While the majority (52%) of institutions espouse internationalization as a goal, explicit attention to internationalization in faculty tenure and promotion decisions is much lower (8%). A further disconnect was evident in the prevalence of internationalization as a criteria for research and service but not for teaching, again contradicting many university's reported focus on enhancing student learning related to internationalization.

These finding are important in identifying gaps in the reward systems that support internationalization. As university leaders begin to understand that internationalization needs to be a comprehensive and integrated priority, changes in tenure and promotion criteria will hopefully follow.

International academics have strengths that others may lack

A study of Indian academics pursuing their careers in the United Kingdom, found that they are uniquely able to handle the pressures of research and publishing while maintaining a sense of balance in their personal lives. The authors of the study suggest that their success may be a model for others and that the broader cultural perspectives they bring to their institutions may be an unrecognized gift.

British Council looks at what international students in STEM subjects want

The U.S. emerged ahead of the U.K., Australia, and Canada in a survey of why students choose what and where they study. Undergraduates were most interested in the advantages they believe they have on the job market with a U.S. degree and graduates reported interest in rigor, reputation and the opportunity to stay in country for a period after study. Although only 15% of international graduate students want to permanently migrate, a large proportion of students want to take advantage of the 29 months allowed by U.S. policy so that they can get a good start