Whose history?

One of the most important questions facing educators in an environment of expanding internationalization is whose history should be taught in classrooms. NYU at Abu Dhabi instructor, Deborah Williams, explores this question in relation to teaching when classrooms are much more diverse than is typical of homogenous domestic environments. She also notes the power of learning when issues discussed in class seep into the informal conversations of students outside of class.

Preparing ourselves, both faculty and staff, to integrate different histories and cultures in our teaching and conversations is one of the most important challenges we face. There is no question that, when students are affirmed by including their histories in learning, the quality of learning is enhanced for all.

Trends around the world in higher education

As the competition in providing quality higher education continues to escalate around the world, national moves need to be considered in the broader context of international higher education. Three interesting trends that have emerged recently include:

• China - visiting international students from outside China will now be required to take language and culture classes. In addition, religious and political activity is prohibited.
• Europe - with full employment and young people's career aspirations a central consideration, a recent survey of Europeans indicates greater support for vocational education programs.
• Germany - referencing skepticism about other countries' ability to measure teaching effectiveness (i.e. U.K and Australia), German higher education officials have rejected proposals to measure faculty proficiency.

These three examples may seem localized to their national context but they may reflect broader questions that all higher education leaders should consider - cultural appropriateness of the learning experience, the purpose of tertiary education, and how to measure the impact of one of the precious investments a young person and her/his family can make.

Serious times for international higher education

The recent meeting of NAFSA (National Association of Foreign Student Advisors) had a number of issues to consider, not the least of which was the ever-changing picture for international students' study in the U.S.A. President Trump's erratic tweets and public comments have had an impact on international students' interest in studying the U.S.A., evidence that perceptions result in potentially substantive action. 

The hope is that U.S. higher education institutions can still maintain their preeminent position in the world in hosting international students through the "Your are welcome here" campaign. Some indications show hesitation among internationals but the real numbers will begin to emerge as the summer of 2017 rolls on.

Optional Practical Training visas up

The numbers are up for international students staying in the U.S. on "Optional Practical Training" visas according to the Pew Charitable Trust. The largest number of visa approvals go to STEM graduates and those of Chinese or Indian nationality. The U.S. institutions heading the list with the most graduates granted OPT visas include: 1) University of Southern California, 2) Columbia University, 3) New York University, 4) Carnegie Mellon University, and 5) City University of New York.

Study abroad for those studying abroad

A U.S. News and World Report article addresses one of the great opportunities that international students in the U.S. might pursue - studying abroad at another institution while studying at the U.S. university. While some might think studying abroad at another site might not be warranted, if it's an advantage to U.S. students, why wouldn't it be for international students as well? The article provides advice on how and when to choose a temporary study abroad location, including issues of fees and visas.

Higher education massification in Africa

Like China, India, and other countries where the demand for higher education is growing due to massive youth demographics, many countries in Africa are facing similar problems. Due to the lack of government funding for increased numbers of institutions, the growth has been in the size of institutions, resulting in the massification of universities, increasing faculty/student ratios, and declining quality. Two solutions might be to encourage more private education and to welcome greater diversity of types of institutions (including polytechnics and technical institutions). The issue in both cases is cost and quality.

Language and intercultural understanding

The study of foreign languages among U.S. students has declined over the years, likely the result of the preponderance of English throughout most regions of the U.S., although larger urban centers have greater language diversity. This decline places U.S. citizens at a disadvantage in a world where travel, work, and living across borders is becoming so prevalent. Reisinger poses a rationale for why a renewed commitment to language learning should complement educators' commitment to intercultural understanding.