Formation Continue du Supérieur

2 juin 2013

Slashing fees and attracting foreign doctoral students

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By John Gerritsen. New Zealand has deliberately courted foreign PhD students by subsidising them as if they were New Zealanders, allowing universities to charge them the same fees as locals since the subsidy was introduced in 2006. Recently the country announced a marketing drive backed by millions of dollars to attract more international students. Foreign PhD students are not eligible for government student loans or allowances but, with fees between NZ$5,000 and $6,000 (US$4,100 and $4,980) a year, they are paying less than a fifth what their compatriots are paying for undergraduate and non-doctoral postgraduate study. Read more...

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2 juin 2013

International doctoral students now outnumber locals

ByLukas Baschung. During the past 20 years the number of doctoral students in Swiss universities has almost doubled, from 11,588 in 1992 to 22,716 last year. An important factor in this spectacular growth has been the attraction of a steadily growing cohort of foreign PhD students. Indeed, while they comprised about a fourth of all doctoral candidates in 1992, for the last two years international PhD students have been in the majority. Data from the Swiss Federal Statistical Office indicates that foreigners comprised nearly 52% of all PhD students in 2012. Read more...

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2 juin 2013

Doctoral and international student numbers soar

By Sune Balle Hansen. ‘Vision 2020’ set by the government targets Malaysia to be a high-income nation by 2020. As highlighted in the 10th Malaysia Plan 2011-15, one of the means of achieving this goal is through the development of quality human capital. In recent years Malaysia has been focusing heavily on developing the research quality and quantity of its major universities, and the country spends 1% of GDP on research and development, as stipulated in the 10th Malaysia Plan. Read more...

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2 juin 2013

How are we doing higher education internationalisation?

By Marc Tadaki. Internationalisation has become a mantra in higher education. The knowledge economy is a global network, we are told, and universities across the world are encouraged to ‘plug in’ in various ways in order to reap the benefits of global interconnectedness, as well as to avoid the perils of parochialism. Rankings are the new currency of quality, English the official language of science – there is a discourse of convergence that promotes the inevitability of a singular vision for university structure, function and aims. Read more...

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2 juin 2013

How are we doing higher education internationalisation?

By Marc Tadaki. Internationalisation has become a mantra in higher education. The knowledge economy is a global network, we are told, and universities across the world are encouraged to ‘plug in’ in various ways in order to reap the benefits of global interconnectedness, as well as to avoid the perils of parochialism. Rankings are the new currency of quality, English the official language of science – there is a discourse of convergence that promotes the inevitability of a singular vision for university structure, function and aims. Read more...

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2 juin 2013

PhD mobility ebbs and flows, but most graduates return

BySimon Schwartzman. With 190 million inhabitants and about 592,000 foreign-born residents, Brazil is a relatively closed society, in spite of a long history of African slave trade until the mid-19th century and large inflows of Italian, German, Portuguese and Japanese immigrants until World War I. Today, most of the immigrants come from Portugal, Japan, Italy, Spain and border countries such as Paraguay, Bolivia, Argentina and Uruguay. About a fifth – 140,000 – have higher education degrees, coming mostly from Portugal, Italy, Argentina and Spain, according to data from the 2010 National Household Census. Brazil graduates about 12,000 doctoral students a year in its universities, up from 4,000 in 1998, and they go on to work mostly in the higher education sector and research (77%). Read more...

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Tags: mobilité

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2 juin 2013

COIL – Virtual mobility without commercialisation

By Hans de Wit. Much, if not all, of the debate in higher education seems to be focused these days on massive open online courses, or MOOCs, which according to several people should be considered nothing less than a revolutionary new model for higher education teaching and learning. In the meantime, a slower burning addition to international teaching and learning is already taking place with much less attention – ‘virtual mobility’, as it is called in Europe, or ‘collaborative online international learning’ (COIL), as it is more correctly referred to in the United States. Read more...

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2 juin 2013

Women in Higher Education Leadership Summit (WHELS)

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The Women in Higher Education Leadership Summit's purpose is twofold: 1) to provide higher education leaders with the tools and education to meet the challenges that they face in their workplace, 2) to address the issues specific to women and leadership and develop women's individual leadership capacity.
Summer 2013 Women in Higher Education Leadership Summit - July 7-10, 2013
Women in higher education face an array of challenges given the recent economic downturn—including maintaining high-level programs in the wake of continued budget cuts, motivating and connecting with today's generation of students, balancing the demands of work life and home life, finding time for continued personal and professional development. Read more...

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2 juin 2013

Are public universities too big to fail?

By Wade Gilley. Dark clouds are forming over America’s public universities as the Wall Street mindset spreads across more of our institutions. A decade of excessive spending based largely on unlimited student loans is looming dangerously over a major national asset. In January 2013, Moody’s, the nation’s premier credit rating organization, issued a report titled “U.S. Higher Education Outlook Negative in 2013.” Moody’s evaluation was based on the hundreds of billions of dollars in institutional debt incurred by America’s public universities, including exotic non-traditional financial schemes. Read more...

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2 juin 2013

MOOCs Viable for Community Colleges, Officials Say

By Ronald Roach. For all the efforts underway to make Massive Open Online Courses a major part of American higher education, only a few initiatives have targeted community colleges as a venue for them to reach and educate students. In a webinar titled “MOOCs and the Completion Agenda: Lessons in Learning, Assessment and Application,” two California-based community college leaders offered unique visions on how MOOCs could help two-year institutions improve student learning experiences. The American Council on Education organized the webinar on Wednesday, which included Dr. Daphne Koller, the co-founder of the MOOC-platform giant Coursera. Read more...

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