Foreign students are those who travel to a country different from their own for the purpose of tertiary studies.
Video International student
Definisi nasional
The definition of "foreign students" varies in each country according to their own national education system.
In Australia, foreign students are defined as those studying on the ground only with visa subclasses 570 to 575, excluding students who are awarded scholarships or sponsorships from Australia or students undertaking studies while holding temporary visas. New Zealanders do not require a visa to study in Australia, so are not classified as international students.
In Japan, foreign students are defined as foreign nationals studying at Japanese universities, graduate schools, junior high schools, technological colleges, professional training colleges or university preparatory courses on student visas, as defined by the Immigration Control and Refugee Deed of Recognition.
Maps International student
Destination of foreign students
According to the UN Educational, Scientific and Cultural Organization (UNESCO) in their 2009 World Conference on Higher Education reports, more than 2.5 million students study outside their home country. UNESCO also predicts that the number of foreign students will increase to approximately 7 million by 2020. The preferred preferred destinations are the United States, Britain, Germany, France, Canada and Australia. Overall, the number of foreign students more than doubled to over 2 million between 2000 and 2007.
But the percentage of sharp increase in foreign students takes place in New Zealand, Korea, the Netherlands, Greece, Spain, Italy and Ireland.
Traditionally the US and UK are the most prestigious choice, as it dominates the top 10 university rankings with the likes of Harvard, Oxford, MIT and Cambridge. But lately they have to compete with the rapidly growing Asian higher education market. While the US is a prime destination for foreign students, there is increasing competition from several destinations in East Asia such as China, Korea, Japan and Taiwan who are interested in attracting foreign students for their reputation and demographic reasons.
Student mobility in the first decade of the 21st century has been altered by two major external events, 9/11 events and the 2008 recession. 9/11 forced the US to tighten visa requirements for students and Australia and the UK cashed in on this occasion and succeeded in absorbing most of student growth foreign. Growth stories for Australia and the UK will continue, but the 2008 recession reveals two aspects of enrollment of international students in these countries - the proportion of foreign students being out of control compared to students at home and the quality issues raised by the use of aggressive recruitment practices. In 2009, international students represented 21.5% and 15.3% of higher education enrollments in Australia and the UK, compared with less than 4% in the US, according to the OECD.
According to the OECD, almost one in five foreign students are moving regionally. The segment of mobile regional students seeking global education at local cost is defined as "glocal" students. Many "glocal" students consider pursuing transnational or cross-border education that allows them to gain foreign credentials while living in their home country.
In recent years, several Asian and Middle Eastern countries have begun to attract more foreign students. These areas have entered the market with an ambition expressed to become a regional educational center by attracting as many as several hundred thousand foreign students to their country.
A recent report projects that the number of international students moving will reach 6.9 million by 2030 - an increase of 51%, or 2.3 million million students, from 2015.
Popular destinations
Top 10 countries for enrollment of foreign students
AS
Each year about 750,000 Chinese students and 400,000 Indian students apply to higher education institutions abroad. New enrollment of undergraduate and graduate foreign students at American universities and colleges for 2016-17 decreased 2.1% or nearly 5,000 students translated into a potential income of US $ 125 million for the first year of study only. Many increases in foreign students in the US during 2013-2014 are triggered by undergraduate students from China, the report's authors found. The number of Chinese students increased to 31 percent of all foreign students in the US - the highest concentration of the country of origin since the IIE began producing reports in 1948. [1] This is changing rapidly with demographic projections that show a substantial upcoming decline in student volumes from China and Russia and steady student upgrades from India and Africa. The number of foreign students in college (university or college) education also increased rapidly because of higher education became an increasingly global business. During 2014-15, 974,926 foreign students came to study in the US, which is almost double the population from 2005. Chinese students have always been the biggest demographics amongst foreign students. The top ten sending places of origin and the percentage of total enrollment of foreign students are: China, India, South Korea, Saudi Arabia, Canada, Brazil, Taiwan, Japan, Vietnam, and Mexico. The total number of foreign students from all places of origin based on the field of study are: Business/Management, Engineering, Mathematics and Computer Science, Social Sciences, Physics and Natural Sciences, Humanities, Applied and Pure Arts, Health Professions, Education, and Agriculture.
Top 10 shipping spots and the percentage of total enrollment of 2015-2016 foreign students
Total number of foreign students from all places of origin by field of study 2015-2016
The number of US visas issued to Chinese students to study at US universities has increased by 30 percent, from over 98,000 in 2009 to nearly 128,000 in October 2010, putting China as the top country for foreign students, according to the "Open Doors 2010 Report" published on the website of the US Embassy in China. The number of Chinese students is increasing. Overall, the total number of foreign students with US Visas for study at colleges and universities increased by 3 percent to a record high of almost 691,000 in the academic year 2009/2010. A 30 percent increase in Chinese student enrollment is a major contributor to growth this year, and now Chinese students account for more than 18 percent of total foreign students.
China
In 2017, China is the third largest international student recipient in the world, with 489,200 international students.
Figures and growth
The number of international students in China has grown steadily since 2003, with no apparent impact from rising terrorism or the global financial crisis of 2008. Unlike the decline in registrations reported in the US and the UK, the international student market of China continues to strengthen. China is now a major global destination for African Anglophone students.
By sending continent
By 2016, students coming to China are mostly from Asia (60%), followed by Europe (16%) and Africa (14%). However, Africa has the highest growth rate at 23.7% year-on-year 2015-2016.
By sending country
The top 15 countries sending countries to China in 2016 are listed below. African countries are grouped together and show considerable student blocks.
Where in China they
In 2016, international students mostly study in Beijing's major centers (77,234, 17.44%) and Shanghai (59,887, 13.53%). In recent years there has been decentralization and dissemination of students to other provinces.
Reason coming to China
Various factors combine to make China a highly desirable destination for international students.
- China boasts a large number of world-class universities.
- Universities in China are an interesting research center.
- The cost is relatively cheaper than studying in developed countries.
- There are so many universities and programs.
- There are more career opportunities because of China's growing economic power.
- Many postgraduate and postgraduate programs are offered in English.
- A large number of scholarships (49,022 in 2016) are offered from the Chinese government.
China is openly pursuing policies to develop its soft power globally, by means of persuasion and interest. Attracting international students, especially through scholarships, is an effective way to cultivate this influence.
German and French
In 2006, with about 20% of foreign students in the world, or 515,000 of the 2.7 million students studying outside of their country, Germany and France best understood as the goal of senior secondary education.
With the University of Franco-Germany, the two countries have established a framework of cooperation between their universities, enabling students to participate in German-German cross-border special courses.
Japan, Canada and New Zealand
Japan, Canada and New Zealand are considered a growing destination for international students. In 2006, Japan, Canada and New Zealand together accounted for about 13% of the international student market, with approximately 327,000 of the 2.7 million students traveling abroad for higher education purposes. Japan has about 180,000 overseas students studying at its institutions and the government has set a target to increase this to 300,000 over the next few years. Canada has seen a large increase in the number of Indian students, where the number of Indian students rose 280% in 2010 compared to 2008. Organizations such as Learnhub take advantage of this growing trend of Indian students by providing recruitment services that bring Indian students abroad. In 2012, in Canada 10 percent of students are international students. Canada receives more than 100,000 international students for the first time, bringing the number of international students in Canada to 260,000, which is almost identical to 280,000 Australians. Recent changes to Canadian immigration regulations that came into force on 1 January 2015 have placed international graduates from Canadian universities at a disadvantage. Under the new rules, foreign students holding degrees or diplomas from Canadian educational institutions will be treated on an equal footing with other skilled worker groups.
Malaysia, Singapore and India
Malaysia, Singapore and India are emerging destinations for international students. These three countries have a combined share of about 12% of the global student market with approximately 250,000 and 300,000 students who have decided to pursue higher education studies in these countries in 2005-2006.
The flow of international students above shows the North-North phenomenon. In this sense, Asian students prefer to continue their studies, especially in the United States.
The latest statistics on the mobility of international students can be found at;
- Global Education Digest 2009 (GED) by UNESCO
- The International Mobile Student Stream at the Tertiary Level by UNESCO
- Empower People to Innovate - International Mobility by OECD.
Requirements
Prospective foreign students are usually required to take language tests, such as Cambridge English: First, Cambridge English: Advanced, Cambridge English: Proficiency, IELTS, TOEFL, iTEP, PTE Academic, DELF or DELE, before they are accepted. The tests still exist, while some international students already have excellent command of the local language upon arrival, some people find their language skills, considered excellent in the country, inadequate for the purpose of understanding lectures, and/or conveying themselves with fluent in fast conversation. A research report commissioned by NAFSA: The Association of International Educators investigates the scope of third-party service providers offering intensive English preparation programs with academic credit for international students in the United States. This pathway program is designed to recruit and support international students who need additional help with preparation of English and academic prior to matriculation to the undergraduate program.
Student Visa
Generally, foreign students as other citizens are required to obtain a student visa, which ensures their legal status to live in a second country. In the United States, before students come to the country, students must choose a school to attend a qualification for a student visa. Study programs and types of schools planned by foreign students to attend determine whether an F-1 visa or M-1 visa is required. Every student visa applicant must prove that they have the financial ability to pay their tuition, books and living expenses while they study in the United States.
Economic impact
Research from the National Association of Foreign Student Advisers (NAFSA) demonstrates the economic benefits of increased international enrollment in the United States. According to their academic year 2013-2014 analysis, international students have contributed $ 26.8 billion to the US economy and 340,000 jobs. This is almost a 12% increase in the dollar added to the economy and an 8.5% increase associated with support and job creation compared to the previous year. International students contribute more than jobs and monetary gains to the economy. NAFSA Executive Director and CEO Marlene M. Johnson has stated, "[international students] bring a global perspective to US classrooms and research laboratories, and support US innovation through science and engineering courses." According to NAFSA's research, their diverse views contribute to technological innovation has enhanced America's ability to compete in the global economy.
Marketing higher education
The marketing of higher education is a well-entrenched macro process today, especially in the major English-speaking countries of Australia, Canada, New Zealand, the United Kingdom, and the United States. One of the major factors behind the evolution of education marketing in the world is the result of globalization, which has dramatically diminished the world. Due to the increasingly fierce competition for overseas students among MESDC, the main English speaking destination countries, higher education institutions recognize the importance of marketing itself, in the international arena. To develop sustainable international student recruitment strategies, the Higher Education Institution (HEI) needs to diversify the market from which they recruit, whether to take advantage of the future growth potential of emerging markets, and to reduce dependence on - and exposure to the risks of - key markets such as China, India and Nigeria, where demand has proven to be volatile. For recruitment strategies, there are several approaches adopted by higher education institutions to ensure stable international student enrollment, such as developing university preparation programs, such as the Global Assessment Certificate (GAC) Program, and launching international branch campuses in foreign countries.
Global Assessment Certificate (GAC) Program
The Global Assessment Certification (GAC) Program is a university preparation program, developed and provided by ACT Education Solution, Ltd., for the purpose of helping students prepare for overseas registration and enrollment. In addition, the program helps students from non-English speaking backgrounds to prepare for university-level studies so they can successfully complete a university degree. The program is mainly gaining great attention from non-English speaking countries such as China and South Korea. Students who complete the GAC program have the opportunity to be admitted to 120 universities, called Pathways University, located in popular destinations including the United States, United Kingdom, and Canada. Especially, the program consists of curriculum, such as Academic English, Mathematics, Computing, Study Skills, Business, Science and Social Sciences. In addition, the program also provides an opportunity to prepare for ACT exams and English proficiency tests such as TOEFL and IELTS.
Foreign branch campus
International branch campus is a new strategy of recruiting foreign students in other countries to build a strong global reach by overcoming the limitations of physical distance. Indeed, opening a branch campus plays an important role of expanding the landscape of higher education. In the past, along with the high demand for higher education, many universities in the United States set up their branch campuses in foreign countries. According to a report by the Observatory on Borderless Higher Education (OBHE), there has been a 43% increase in the number of foreign branch offices on a worldwide scale since 2006. American higher education institutions mostly take dominant positions in growth rates and number of foreign branch campuses, accounting for nearly 50 per cent from the current foreign branch campus. However, recent research reports say the campus of foreign branches faces several challenges and setbacks, such as local government interference, sustainability issues, and long-term prospects such as damage to academic and financial reputation.
Challenges for foreign students in English-speaking countries
There is a tendency for more and more students to go abroad to study in the US, Canada, the UK, and Australia to gain a broader education. English is the only common language used in universities in these countries, with the most significant exception being the Francophone university in Canada. International students not only need to acquire good communication skills and fluent English both in writing and speaking but also absorb Western academic writing culture in local style, structure, reference, and policy toward academic integrity in academic writing. International students may have difficulty completing satisfactory tasks due to difficulties with grammar and spelling, cultural differences, or lack of confidence in English academic writing. An insightful opinion may lose its original meaning when transformed from the student's native language into English. Even if international students get good grades in English proficiency exams or are able to communicate with British native students frequently in the classroom, they often find that the words and format of academic papers in English speaking universities differ from what they are accustomed to because of certain cultural abstractions. Students who experience this difference get a lower adaptation score into the new environment and a higher score of anxiety. Instead of mood, students who are away from home will be more willing to go home and back away from their life purpose, this difficulty can lead to depression. Part of this is due to the academic narrative of foreign universities such as not integrating contrasting aspects of rhetoric, low support for adaptation such as providing an opportunity to improve their English in an uncompetitive and meaningful way.
Most foreign students have difficulty in using language. These problems make it difficult for students to make domestic friendships and gain familiarity with the local culture. Sometimes, these language barriers can cause international students to become ignorant or disrespectful of native speakers. Most international students also lack the support groups in the countries where they study. Although all colleges in North America, which are in student exchange programs, have International Student Offices, sometimes lack the resources and ability to consider the individual needs of their students when it comes to adapting to new environments. The more colleges have students coming from the same country the better the support to engage with the new culture.
Foreign students have some challenges in their academic studies at North American universities. Research has shown that this challenge includes several different factors: inadequate English proficiency; unfamiliarity with North American culture; lack of appropriate skills or learning strategies; academic learning anxiety; low social self-efficacy; financial difficulties; and separated from family and friends. Regardless of the general perception that American culture is more characterized by diversity than by homogeneity, American ideology of cultural homogeneity implies the American mindset that because Eurocentric culture is superior to others, people with different cultures must adapt to the norms and norms of monocultures that dominant.
US colleges and universities have long welcomed students from China, where their higher education system is unable to meet demand. Three years ago, a record 10 million students across China attended the national college entrance exam, competing for 5.7 million university slots. Since foreign students usually fail to qualify for US federal assistance, colleges here can provide limited financial assistance. Now, thanks to China's booming economy in recent years, more Chinese families can afford to pay. US colleges also face challenges abroad. Fraud concerns about exam scores and transcripts make headlines occasionally. And even Chinese students who test high on English proficiency tests may not be able to speak or write well enough to keep pace in the US classroom, where essay writing and general discussion take place. International Chinese students face challenges other than language skills. The Chinese education structure focuses on an exam-oriented education, with educational thoughts and activities devoted to fulfilling entrance exams. Students put more emphasis on exam performance, and teachers tend to focus on teaching to teach students what may be in the exam. In addition, "parents also believe that the more students who listen to the lectures, the better their grades in the final." With over 304,040 US registered learners in the US in 2014/15, China is by far the main source of international students at American universities and colleges, but there are three waves of growth in Chinese students in the US. Each of the three waves is different in terms of needs and expectations and appropriate support services are required. Unfortunately, many higher education institutions have not adapted to changing needs. It is not surprising that many Chinese students are now questioning whether investing is worth studying abroad.
International students also face cross-cultural barriers that hinder their ability to succeed in new environments. For example, there is a difference in receiving and providing feedback that affects academic engagement and even work approaches and internships among international students.
Plagiarism is the most serious offense in the academic world. Plagiarism has two subtle forms, one of which includes the removal of the elements necessary for proper quotation and reference. The second form is unauthorized use or the incorporation of work or the accomplishment of others. Violation of any form may result in the expulsion of the student. For international students, the word plagiarism is a foreign word. Most of them do not understand American academic standards and colleges are not good about giving a clear definition of the meaning of the word. For example, many international students who do not know to use a single sentence from someone else's work may be considered plagiarism. Most colleges provide students with E on their duplicated tasks and future violations often result in class failure or are expelled from the university.
Mental Wellness
International students studying in a foreign country face life-altering events that can cause suffering that potentially affects their mental health. Many students reported longings and loneliness in their early transitions, experiencing isolation from peers and struggling with understanding cultural differences while living abroad. In certain cultures, mental illness is seen as a sign of weakness. Therefore, international students believe that they can win through their own struggle without help, which can lead to, decreased mental health.
Common symptoms among international students from China in particular note that two common symptoms are found: 45 percent of students face depression and 29 percent of students face anxiety. Stressors that cause international students to struggle with anxiety are rooted in a variety of causes, including academic pressures, financial problems, adapting to new cultures, creating friendships, and feeling lonely. International students are also more likely to rely on peers to gain support through their transition period than teachers or adults. If students can not make friends in their new environment, they will struggle more with their transition than international students who have been in contact with their peers.
International students also face language discrimination, which can worsen mental health symptoms. The evidence has not conclusively shown that language discrimination is a greater risk factor than discrimination against foreigners. However, there is no conclusive evidence to show whether language discrimination plays a significantly greater role than simple foreign discrimination.
Because international students tend to use individual counseling provided by the university. and may experience more intense stigma towards seeking professional help, group-oriented ways to reach students may be more useful. Group activities, such as collaborative workshops and cultural exchange groups, can introduce a sense of community among students. In addition, efforts can be made to increase awareness and accessibility to mental health resources and counseling services. Social workers, faculty, and academic staff can be educated in advance to provide adequate support to them.
See also
- Starter mobility
- EducationUSA
- Erasmus Program
- F-1 Visa
- Fulbright Program
- Goodwill Scholarship
- International Baccalaureate
- International education
- International Student Identity Card
- International Student Day
- Japanese students in the UK
- Monbukagakusho Scholarship
- overseas Pakistani students
- Student exchange program
- Migration students
- Study abroad
- Vulcanus in Japan
Organization
- Brethren Colleges Abroad
- International Student Union
- NAFSA: International Association of Educators
References
Further reading
- Orleans, Leo A., Chinese Students in America: Policies, Issues, and Numbers , National Academy of Press , US National Academy, Office of International Affairs OIA), 1988.
External links
- Global Flow of UNESCO Tertiary Students
- University Mobility in Asia and the Pacific (UMAP)
- International Student Guide
- InternationalStudents.org
- Project Atlas: China
- China as Goal: Trending for Dating
Source of the article : Wikipedia
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