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When we signed up for study abroad, we were told in so many words what to expect and what the experience was going to be like. We were told that we would visit historical sites, monuments and museums while also getting the opportunity to experience a different culture while earning college credit.

Well, after embarking on the journey and making it home, I can tell you that those things are true, but what it is more difficult to explain is just how memorable and life changing study abroad can be.

While I’m not going to sit here and say that I suddenly discovered a solution to all my problems while drinking a beer in London or found the meaning of life while sipping on wine in France, I will tell you that the things I saw are something that will stay with me for the rest of my life.

The study abroad I went on was a 10-day trip themed after D-Day, the 1944 Allied invasion of France. Our journey took us over the Atlantic into London, down to Portsmouth, across the English Channel into Normandy and ended in Paris.

Beach of Normandy

While on the beaches of Normandy, I had a great epiphany that I think is worth sharing, one that I think encapsulates the thing that makes study abroad so valuable. What I realized was that no amount of reading, lectures, movies or any other retelling of an event can come close to actually experiencing it for your self.

Only when I was standing on the damp sand of Omaha Beach, staring from the water’s edge back to the towering cliffs, did the magnitude of what the Americans accomplished really sink in. Only when I was standing in a crater on Pointe du Hoc did the true power of the navel warships I had read about truly make sense.

My point is that there is no way to completely explain the feelings and thoughts a place will evoke without being there. That is the true magic of study abroad. Through the program, you can go to those places, experience those emotions and create those memories.

So to those of you who are considering study abroad, I hope this helps inform your decision. Remember, you only live once so get out there and see what the world has to offer.

Source: The Lion’s Roar

Chinese students at xiamen University
Chinese students in the classroom. The consumer class in China, India and other Asian countries is growing at a fast rate. Photograph: Alamy

Nearly 100 million people will enter the consumer class (annual income of more than $5,000) by 2015 in six south-east Asian countries (Indonesia, Malaysia, the Philippines, Singapore, Thailand and Vietnam), according to a report by the Boston Consulting Group. Another report by the McKinsey Global Institute asserts that between 2005 and 2025, China and India will see their aggregate urban consumption increase seven-fold and six-fold, respectively.

This growing consumer class in Asia will expand a new segment of students who are willing to pay for a global educational experience while staying in their home country or region. I call this segment “glocals”– global aspirations with local experiences.

Glocals are characterised by aspirations that usually outstrip both their ability to afford a full fee-paying overseas education and their academic merit to gain admission to an overseas institution with financial aid.

The traditional segment of international students go abroad for a combination of reasons such as career advancement, quality of education, immigration or the experience of living abroad. Glocals differ from this traditional segment as they look for career advancement and quality of education, without having to go very far from home.

In addition to limitations regarding financial means and academic merit, glocals may also decide to stay within their country or region due to regional mobility initiatives. For instance, the ASEAN Economic Community, aims to transform the south-east Asian region into a common market with free flow of goods, services, investment and workers, which will benefit students as well.

Glocals represent the segment of students who typically seek transnational education (TNE) including international branch campuses, twinning arrangements and online education.

The growth of Dubai as a destination for many south Asian students through international branch campuses is one indicator of growth in this student population. According to the Observatory, with 37 branch campuses, One in five branch campuses in the world is hosted by the UAE.

Malaysia recently announced that it received applications from 25 foreign universities to set up branch campuses, and that the country plans to reach a goal of enrolling 150,000 international students by 2015.

China has also been proactive in offering 1+2+1 dual degree programmes for a decade. A recent announcement by Indian regulatorsto allow joint-degrees and twinning collaborations between Indian and foreign institutions are also expected to expand the base of glocals. High-quality collaborations, such as the one between Yale-NUS in Singapore, are also anticipated to attract glocals.

Countries such as the UK and Australia have been pioneers in offering transnational education and are best positioned to serve glocals. Nearly half of all international education activity for the UK and one-third for Australia is through TNE or “offshore” provision. In terms of absolute numbers, more than 400,000 students were enrolled in the UK institutions through TNE. More than 100,000 students were enrolled in Australian institutions.

Undoubtedly, students who seek overseas education will continue to grow at a faster pace. It is the glocal segment, however, that is likely to present the next big opportunity for institutions that want to increase their global profile. The needs of glocal students, combined with a changing institutional, demographic, economic and political landscape in emerging Asia calls for an innovative and strategic approach to engage with internationalisation in Asia.

Internationalisation strategies need to move beyond student recruitment and target collaborative relationships of varying complexity and intensity, ranging from short-term exchanges to twinning international branch campuses. Undeniably, strategies will differ according to the priorities and resources of institutions, but higher education institutions need to be prepared to adapt to a major shift in student profiles and corresponding engagement strategies with Asia.

To sum up, a new segment of students is expanding. These are students who have global aspirations but will find more opportunities of education and employment mobility within local regions. This presents a vital opportunity for foreign institutions to understand glocals and strategically engage them through innovative transnational education.

As Arnold Glasgow rightfully said: “The trouble with the future is that is usually arrives before we’re ready for it.”

by Rahul Choudaha, from The Guardian , UK

PETRONAS TWIN TOWER NATIONAL FLAG

Inside Educity Iskandr: a multi-national university partnership in Malaysia. Photograph: Andy Wong/AP

Transnational education is booming and the forms in which it is delivered are proliferating all the time. Ever increasing numbers of UK universities are setting up franchising arrangements, 2+1 models, or even full-blown overseas campuses.

The 350-acre campus at Educity Iskandar will be shared by no fewer than eight international universities, including three from the UK.NewcastleSouthampton and Reading universities will take their place alongside the Netherlands Maritime Institute of Technology and the Singaporean private university Raffles. Australia’s Monash and a Californian cinematic art school associated with Pinewood Studios are in talks with Iskandar’s management, leaving just one spot left for another, as yet unknown, international institution.

Students from all of the universities will live together in one giant international student village and will share sports and leisure facilities far beyond those any single university could afford, including a 14,000-seater stadium and an Olympic-length swimming pool.

In the 1990s Malaysia singled out higher education as one of its strategic investments. Historically Malaysia has sent its students abroad for their education, now it is preparing to reverse that position, it wants to become the hub of its region drawing thousands students from across south-east Asia to its universities in huge numbers. Attracting foreign universities to set up overseas campuses is part of the that plan.

The Iskandar special economic region in Johor lies at the southern-most tip of Malaysia, just 5km from the border with Singapore. For Reg Jordan, CEO and provost of Newcastle’s Medical School in Malaysia both of these things – the location and the financial incentives associated with the special economic region – were major factors.

Newcastle University got the call in 2004. It was invited to bring medicine and biomedical sciences to the project. Jordan said it represented a “golden opportunity” for Newcastle to develop its internationalisation strategy.

“Like many civic universities in the UK we have little flags all over the world which have normally grown up through research collaborations and all the rest of it. But our vice-chancellor felt it was time to pick a few strategic areas and plant one or two large flags. The international campus here – a fully owned branch of Newcastle University – is a golden opportunity to do that in south-east Asia, and brings us to the new markets. The World Bank will tell you that there’s going to be an increasingly exponential demand for higher education but it’s largely going to come from Asia and south-east Asia,” Jordan said.

Newcastle has existing partnerships with higher education providers in the centre of Singapore, which is just 35 minutes away from the new campus in Iskandar, so the chance to build on these was not to be missed, Jordan explained. “The growth triangle of Singapore, Malaysia, Indonesia is a very big market. We already had a presence here so when the operation came to put our own full international branch campus, our building, our staff, right next door to where we have other interests that became a quite interesting proposition.”

Planting a large operation in the centre of south-east Asia will also help Newcastle maximise the value of its intellectual property. “For the university at large it also gives us a base through which the value added business can be added through the research endeavours back in the UK,” Jordan said.

Jordan also sees the occupants of his south-east Asian outpost as playing “ambassadorial roles” for the north-east of England. “A colleague of mine said that one of the best things that Newcastle University could do for the north east of England is to be globally linked. We have a lot of ambassadorial roles, in a sense.”

Southampton, which will open the doors of its new engineering faculty in Malaysia in October this year, is similarly excited by the location. Professor Mark Spearing, pro vice-chancellor, international, said the location was a “very natural fit for us” given the number of important engineering companies which operate in the region. “Malaysia is the hub of hi-tech industry … Dyson, Rolls Royce, Lloyds Register and BAE Systems are all interested in working with us and employing our students.”

Of the host country’s motives he said: “Malaysia recognises that it is a small country in a region of giants so it wants to move into higher value added activities, not manufacturing but design and engineering, and it needs a very strong education system to do this.”

But what of the practicalities?

Rob Robson is CEO and provost of the University of Reading in Malaysia, which is currently offering english language and business courses in temporary accomodation in Johor Bahru. When the full campus opens in 2015, it will be delivering, chemistry, finance, real estate, pharmacy, law and construction.

He says that all of the partner universities must do well for the project to thrive. “If one institution does badly, and gets a poor reputation, that will be harmful for all of us.”

The management of a large-scale project where organisations’ fortunes are interrelated is “a layer above what we do in a regular university.”

“We all have our own brands out here but what more can we do to be greater than the sum of our parts … working together is going to be terribly important.”

For Spearing, the key to smoothing the process of opening the school was “getting our people on the ground quickly”, rather than trying to arrange things remotely, and “having a lot of native language speakers involved. We had a target of 50% locally employed academics and that was not difficult at all.” All of Southampton’s administrative staff in Malaysia are local, although they are supported and guided through the processes by UK staff at the moment, he said.

“Procurement and purchasing all went smoothly because our staff speak the language,” he said.

But what about student discipline? Or student health and welfare in the student village?

Robson foresees that problems on site “will need to be solved by committee”, He says initial talks have taken place about setting up some kind of “parliament type system, or council to settle disputes”.

This council will also “act as a pressure group on commercial aspects,” since the international student village and leisure facilities will be operated by private companies.

There are a myriad of other practical issues to be dealt with – such as getting the balance of staff. The Malaysia government has warned overseas universities against poaching too many academic staff from indigenous universities so the Iskandar project will recruit globally. Robson said “obviously we’re very keen to use Reading’s UK staff to begin with but we will want to switch to local staff on lower wages when possible.”

At the moment, because it was first to open, Newcastle is operating its medicine faculty like a university in miniature, paying for everything – IT, library, student welfare – itself. So all three of the UK universities are looking forward to merging what they can of these services to share costs in the future. Spearing said “one of the huge attractions of EduCity is the opportunity to share resources and spread risk.” This frees the universities up “to concentrate on academic delivery”.

This content is brought to you by Guardian Professional.

A lot of students and their families are justifiably concerned about the cost and quality of education in the United States.

A hundred US colleges now have a cost of attendance (COA) exceeding $50,000; two years ago, only five did. Worse still, the price tag continues to escalate at around 4% per year.

 Add to this state of affairs the revelations contained in the book, “Academically Adrift: Limited Learning on College Campuses,” which asserts:  that 36% of students “did not demonstrate any significant improvement in learning” after four years of college.

You have every reason in the world to look elsewhere for alternative educational opportunities. The world, however, might very well be on your doorstep in the form of our Canadian neighbors to the north. Canadian universities have a high standard of educational rigor, their COA (depending on province) is usually much lower, and most award degrees in three years, not the six years it seems to take students at many US schools nowadays.

 Most Canadian universities have big, safe, and in many instances, beautiful campuses

Be aware that Canadian universities are different from their US counterparts. In the US, the federal government has various programs such as FAFSA and Title IX that ensure some consistency within the university system. The Canadian universities, on the other hand, are funded and regulated by their provinces or territories. Consequently, there isn’t a lot of uniformity among Canadian universities. If you apply to the University of Toronto in Ontario, and McGill, in Quebec, you will use different applications, and confront different admission’s requirements (though most of the schools do take SAT I, SAT II, ACT, and FAFSA forms) and have varying costs depending on your intended major.

Another minor note, educational terms and degrees are different in Canada than in the US. In Canada: “college” means a two-year school, while “university” refers to the four-year schools. Additionally, many Canadian universities award a bachelor’s degree after completing three years of university. A student then needs another year to gain an honors degree, which is essential for getting into graduate school.

There are 90 universities to choose among in Canada. Some are the most competitive and eminent in the world. McGill University in Montreal is ranked regularly among the top 20 universities in the world. University of Toronto, with a number of Nobel Prize winners among its faculty, has many elite departments.

Additionally, professional studies in medicine, dentistry, and engineering, for example, start at the undergraduate level and lead to graduate school. Coursework is challenging and expectations are high.

The cost of university education, though certainly below that of comparable US universities, depends on where you choose to attend. It also depends upon what it is you’re majoring in. At the University of British Columbia, which is ranked 36th (ARWU) in the world, for international students, the annual tuition is around $23,000 (again, it depends on major—and international students are not allowed to study dentistry or medicine). At McGill, the annual tuition for international students in a standard BA program is just more than $17,000 annually. Tuition, however, will vary by major, and fees will vary by meal plan, or even by dormitory selected. Be aware that the provincial government has announced that tuition rates will be rising annually by 7-11% for, at least, the next seven years. Still, even with these expected escalations, the costs are still well under comparable American universities.

Another concern. If a large campus intimidates you, Canadian schools are enormous. University of British Columbia has 20,000 undergraduates (about the size of Boston University); the University of Toronto, with its three campuses, enrolls just under 50,000 undergraduates.

by Ralph Becker, a resident of Long Beach, has been counseling students for seven years. A former Yale Alumni interviewer, he holds a certificate in college counseling from UCLA Extension, and has published SAT* Vocab 800 Books A, B, C, & D.

At the register section, Thao Tran, a fulltime student in SCCC commented while waiting in line to pay her tuition fee “My tuition for this fall quarter is cheaper than last quarter because I did not have any English as Second Language (ESL) classes”, she said. One of her friends, Nancy, who is American, was surprised about Tran’s comment. Looking at Tran’s amount, Nancy thought Tran was taking about 30 credits for that quarter because Tran was paying $3,000. She asked Tran why she is taking so many credits this quarter and how she will be able to complete all homework. “They are just 3 classes which are 15 credits”, Tran said. Nancy was astonished and asked Tran “Why is your tuition so expensive? Tran replied “I am an International student so I have to pay more than American students.”

Being an International student means students have to be prepared to pay the higher tuition fee that is often three times than the local students.

Tuan Nguyen – another International student, is saying that he is so busy and being stress with homework. “I have to take at least 12 credits every quarter. However, tuition fee for 12 and 15 credits is not much different so I decide to take 15 credits to save money and time”, he said. One of his host family member asked “Why do International students come to America to study when it is more expensive than their own countries?” Tuan replied that” American education is more valuable in my country to our employers, so when I go back, I will have higher chance of getting the career of my dream.”

According to the Institute of International Education (IIE) – Office of the Spokesman in Washington, DC, the number of International students at colleges and universities in the United States has increased by 8% to an all-time high of 671,616. In 2008/09 the number has increased by 16%. This represents the largest percentage increase in International student enrollments since 1980/81. Those finding were released at the Open Doors conference in 2009, and the annual survey report published by (IIE) with funding from the U.S. Department of State’s Bureau of Educational and Cultural Affairs.

International students pay higher tuition as if they were non-residential students. Furthermore, they haven’t previously paid the state taxes. In general, the taxes people pay still contributes to their kid education. More than that, they are required to pay for insurance which is included in the tuition only if they are not already covered in their countries.

Another reason, the international students generally receive their educated, and return home. They are not part of American’s community, and will not contribute to the community wellbeing when they leave. Most students who are from other countries and enrolling in SCCC said they would like to return home to work later.

Sibel- a Turkish student is going to graduate the AA degree in next two quarters, said that she will go back home after she graduates. She said “I will use all knowledge that I have learned to work for my family business. The majority of International student have the same response that American education is worth any price. In theory, again, native students are from American’s community, to whom people wish to give the advantages of education, and once educated they will remain part of the community and enrich it, both by their skills and by the higher taxes they will pay. Therefore, the community gains more from educating native students than overseas ones, and is willing to subsidies them.

Also because the number of oversea students is just increasing really fast, so charging higher fee for overseas students is a way to protect local students. Otherwise, seats at internationally reputed colleges will be flooded by rich students from other countries. The tuition fee is a way to limit the quota for applicants.

In addition, their economic impact—tuition and fees, living expenses for themselves and their dependents, and U.S. support mainly from the schools they attend. As it has been year after year, more than 60 percent International students receive the majority of their funds from personal and family financial assets. The next largest funding source is the college or university they are attending, according to the Institute of International Education (IIE).

Source: New City Collegian, by Trish Tran

Finding a Job

There has been a lot of coverage in the media surrounding the job market and the high level of competition job seekers face. This is true in some aspects, although there are numerous employers looking to fill positions and new job opportunities are posted on the Internet every day.

Also, many industries are growing and employers are looking for qualified workers. Recently there was a CareerBuilder and CareerRookie.com survey, which revealed that “employers (54 per cent) reported they plan to hire recent…graduates in 2012, up from 46 per cent in 2011, 44 per cent in 2010 and 43 per cent in 2009”. This survey shows that grads and entry level employees are in demand for new hires. If you are currently looking for a job, consider the following tips:

1. Be proactive in all aspects of the job search. Many times this involves taking several approaches to find companies that are hiring, creating connections with those companies, and networking in person. This can include joining social networks, volunteering your time, blogging, and talking to your current connections to see if they can assist in some way.

2. Don’t make excuses for yourself. When it comes down to it, you need to be accountable for making your job search successful. That means not giving up and putting in the time to change your resume, as well as your cover letter, for each job posting. Also, it involves applying for those jobs that you may not necessarily be a perfect candidate for and remaining optimistic about your job search. In all honesty, you are just looking for one job that fits your qualifications.

3. Pursue two or three companies for a job. This is easier than targeting the whole industry and not knowing who you are contacting. You can do this by contacting several people in leadership positions within those companies and making connections with them. They may not have a job for you right now, but if you show initiative and make a good impression then you may be offered a job down the road. People are more willing to engage with you concerning opportunities than you would expect.

4. Make sure to market yourself in interviews. Resumes get you the interview, but it is the impression you make, your communication skills, and your personality that gets you the job. Be prepared to answer questions about your strengths, weaknesses, success stories, and experiences. Explain what you can bring to the table and that you will immediately become an asset to the organization.

5. Show that you are excited to work for them. Express how you feel to the interviewer and that you are eager to work for them. Do your research and communicate what you can offer if you were hired.

Source: http://www.careerbuilder.ca

DETROIT, June 27, 2012 /PRNewswire/ — High-quality early education programs are vital to future economic growth and maintaining a highly skilled workforce.  Support and investments at the national, state, and local levels for early education programs must continue to be a priority despite the downturn in the economy.  CEOs and prominent business leaders must assume a more active role in advocating for early education programs.

Those are the main recommendations announced today in Detroit with the release of Unfinished Business: Continued Investment in Child Care and Early Education is Critical to Business and America’s Future, a new report from the Committee of Economic Development (CED), a Washington D.C.-based, business-led national policy group.

CED President Charles Kolb joined James Rohr, PNC Financial Services Group, Inc., Chairman and Chief Executive Officer, and Carl Camden, Kelly Services Inc. president and CEO at an event to discuss “Unfinished Business” and the need for business leaders’ engagement and commitment.

“Detroit is a city on the rise where many of our nation’s top business leaders are positioning their companies for new growth,” said CED President Charles Kolb. “In Detroit and across the state of Michigan, the next generation of workforce needs to be well-educated and poised to compete globally for jobs in their own state.  Early childhood education is what will give them that competitive edge.  It is essential to the prosperity and future of this state and the nation to have policymakers and business leaders engaged in this initiative and to put early childhood education on their agenda.”

Key findings in “Unfinished Business” include:

  • Global competition and a growing achievement gap have brought America to an economic and educational crossroads.  As the need for unskilled labor falls, the demand for a more educationally prepared workforce rises.
  • Investing in early learning and development is the best foundation for human capital.  Learning is cumulative.  Quality child care plus quality early learning sets students on the road to success as they progress through the grades.
  • Child Care and early education play a critical role in our national economy.  Local spending on the care and education of young children has been shown to strengthen families, communities, and economic development.
  • Other countries are well ahead of the United States in early learning and development.  The United States spends a smaller percentage of Gross Domestic Product (GDP) on the critical stages of early learning than other developed nations.

“As a nation, we have no greater moral imperative than to ensure that all of our children have access to quality early childhood education programming,” said PNC’s Rohr who is also a CED Trustee.  “Children who arrive at school ready to learn are more likely to graduate high school, go on to college, secure sound employment, contribute to the economy, and help to stabilize families and their communities.  We all have a stake in preparing our children for their future, and this report is less a collection of data and more a call to action for leaders from the public and private sectors to get involved and invested in that effort.”

PNC is a private-sector leader in supporting early childhood education.  It created PNC Grow Up Great,  a bilingual, $350 million, multi-year initiative designed to help prepare children – particularly underserved children – from birth to age five for success in school and life.

In its report, CED calls for a national strategy to ensure that all children have access to high-quality child care and early education from birth to third grade that promotes their learning and development while strengthening and engaging families in their children’s education.

“Unfinished Business” challenges business leadership to do more towards ensuring opportunity for every child in America.  For more than a decade, CED has engaged business leaders to work to expand quality early education in this country.

CEOs can, for example:

  • Use their power and influence to keep early childhood at the forefront of all decisions at the community, state and national levels.
  • Ask elected officials to support significant increased investment in early childhood.
  • Voice support of early education with peers, at public events, and through the media.
  • Invest at least 1 percent of corporate profits in public/private partnerships that support early childhood in your community or state.
  • Make their company policies more family-friendly and educate employees about the importance of early childhood.

“Early education is the first building block of a good education.  I believe that American companies and business leaders must step up and ensure that we continue to expand and improve early education programs.  The CED report is a call to action for business leaders and a research-based blueprint for getting our children off on the right foot in their education,” said CED President Charles Kolb.

For a link to Unfinished Business: Continued Investment in Child Care and Early Education is Critical to Business and America’s Future, go to CED’s website at http://www.ced.org/programs/early-childhood-education.

For more on CED’s business-led effort to increase early education opportunities for all American children, visit CED online at www.ced.org

CED is a non-profit, non-partisan organization of more than 200 business leaders and university presidents. Since 1942, its research and policy programs have addressed many of the nation’s most pressing economic and social issues, including education reform, workforce competitiveness, campaign finance, health care, and global trade and finance. CED promotes policies to produce increased productivity and living standards, greater and more equal opportunity for every citizen, and an improved quality of life for all. www.ced.org.

Source: PR Newswire (http://s.tt/1g3sR)