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¶ … International Education
There are several models that identify different formats for international higher education, and the focus in this paper will be on just two of those models. When looking at international educational models, there is a dramatic difference between the Cross Border Model (CBM) and International Student Mobility (ISM). Those two models will be compared and contrasted in this paper.
International Student Mobility
According to the Philippine APEC Study Center Network (PASCN) among the oldest models of international education is the model of "International Student Mobility" -- the model in which a student moves to another country in order to attend a higher educational institution in that foreign country (Bernardo, 2002). The countries that draw the most students from abroad include: the U.S. (which receives around 30% of all foreign students); France; Germany, the UK; Russia; Japan; Australia; Canada; Belgium; Switzerland; Austria; and Italy (Bernardo, 7). Bernardo explains that 75% of all foreign students internationally travel to those ten countries, and that the motivation to travel abroad to study in recent years is driven by "market considerations" -- and economic possibilities.
In the year 2012, about 4 million students traveled abroad to attend higher educational institutions (UNESCO); that is an increase from about 2 million students in the year 2000. About one half of all mobile students traveled to five countries for advanced learning in 2012; those five countries: United States (18%); UK (11%); France (7%); Australia (6%); and Germany (5%) (UNESCO).
Just one country from sub-Sahara...
Some 3,776 students from Kenya attended higher educational institutions in the U.S. In 2012 (UNESCO). By contrast, 97,120 students from India traveled to the U.S. To attend universities in 2012, and 210,452 Chinese students arrived in the U.S. To study in 2012 (UNESCO). Clearly, India and China are not developing countries (as Kenya is), and they are large nations, so it comes as no surprise that China and India would have many thousands of their students abroad.
UNESCO statistics show that eight countries have more students studying abroad than at home: Turks and Calcos Islands; Seychelles; Montserrat; Luxembourg; Liechtenstein; Bermuda; Anguilla; and Andorra.
Meanwhile, a global survey was taken by 3,358 students that are intending to study abroad at a graduate level, and the online questionnaire reflected that following completion of a post-graduate degree: a) 24.1% wish to run their own business; b) 17% with to be a director in a corporation; c) 14% have a goal of being CEO in a corporation; d) 8.7% plan to become academically involved (teaching); e) 7.7% want to be a self-employed consultant; f) 5.8% want to partner with another person in professional services; g) 5.2% plan to be a middle manager or a senior manager; and h)…
Works Cited
Altbach, P.G. (2012). Franchising -- The McDonaldization of Higher Education. International Higher Education, Number 66, 7-8. Boston College Center for International Education.
Retrieved April 24, 2015, from http://www.bc.edu.
Bernardo, A.B. (2002). International Higher Education: Models, Conditions and Issues.
Philippine APEC Study Center Network / De La Salle University-Manila. Retrieved April 24, 2015, from http://www.pascn.pids.gov.
Education. Retrieved April 24, 2015, from http://www.bc.edu.
from http://www.topuniversities.com.
UNESCO. (2012). Global Flow of Tertiary-Level Students. Retrieved April 24, 2015, from http://www.uis.unesco.org.
Zhang, L., Kinser, K., and Shi, Y. (2014). World Economies and the Distribution of International Branch Campuses. Retrieved from the Boston College Center for International Higher Education. Retrieved April 24, 2015, from http://www.bc.edu.
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