11 septembre 2015

International student tuition fees in France – a valuable idea?

By Ariane de Gayardon de Fenoyl. With just one week to go until that exciting moment where every single conference participant comes together for the Opening Plenary in Glasgow, we bring you yet another fascinating blog post from the 2015 Conference Conversation Starter series. Addressing the incredibly timely issue of tuition fees for international students through the lens of the French case, the third blog post in this series is sure to strike a chord with higher education professionals and students alike.
This year’s Conference Conversation Starter tackles, among other things, the topic of tuition fees for international students. This topic begs the question: what is the value of international students to universities? Is it about the money they can bring to the university (or the country)? Is it about the diversity they bring to the classroom? Is it about educating students from less developed economies for the global public good?
In the first half of this year, these questions came under scrutiny in France, as the first serious debate about introducing international student tuition fees transpired. At a time when higher education systems in many parts of the world are undergoing financial austerity, France is not the first country to open this debate and will certainly not be the last. But, like any debate on this topic, the national context shapes the nuances of the discussion. France is not only the third most attractive country for international students globally, but also a country where half of all international students come from Africa.

Welfare states
European welfare states might be particularly vulnerable to such issues, as they conceive education as a right and provide it either for free or at low tuition fees. Governments in these countries bear the major share of the cost of education. In times of economic hardship, it becomes interesting to question whether they should be investing in the education of individuals who are not likely to participate in the national economy. The fact that such debates have been omnipresent in the Nordic countries – the archetypical welfare states – in the past decade shows how prevalent this question has become. Denmark and Sweden now charge international student tuition fees, and Finland will likely start doing so by 2016 – despite mixed reviews of the trial period and resistance from student unions.

The state of French higher education
As far as French public universities are concerned, at €189.10 annually for all undergraduates (domestic or foreign) in the 2014−2015 academic year, tuitions are considered very low. The government bears most of the cost of public higher education – 80.8% in 2015 according to the OECD. It was estimated, in 2012, that government funding per student amounted to over €11 000, up from €7 000 in the 1980s. This trend has been parallel with a continuous increase in the number of students. As a result, it is perhaps unsurprising that questions started to arise about the funding of higher education and the possibility of implementing higher tuition fees for international students.
In 2015, a report (English summary) about the internationalisation of higher education by France Stratégie, a think tank working for the French prime minister, suggested the introduction of full cost tuition fees for international students, using the funds saved to subsidise the internationalisation of universities. France, however, has some unique characteristics that might make the decision more difficult.

Attractive to whom?
France is a unique case because of the position it holds as an attractive country for international students. France was ranked the third most attractive study destination in the world by UNESCO, attracting as much as 7% of the total of 2 million mobile students globally. Interestingly, the ranking is topped by the United States and the United Kingdom – two countries known for their high tuition fees.
The issue of international student fees in France sparks acute debate at least in part because of the origin of its students. Nearly half of all international students in France come from Africa – a heritage from France’s colonial past. Morocco, Algeria, Tunisia, Senegal, and Cameroon are all in the top 10 countries of origin. Are these typically students who can afford more than 10 000 euros in tuition fees? This issue is emphasised by the responses of a survey where 82% of international students in France declared that studying in France represented a financial strain for their family, even at the current low tuition fees.
What does France stand to lose in this trade-off? France would lose a large share of its international students – about 40% according to the France Stratégie report, a number that would be hard to replace. France probably does not have the ability to attract the students that can afford the type of tuition fees the report is proposing, especially if one considers the language barrier when compared to the United States and United Kingdom. France would also see a considerable loss in the diversity of its higher education. Last but not least, in 2014, economic benefits from the presence of international students on French soil were estimated at €4.5bn, with a positive balance of €1.5bn once the cost of tuition was removed. This far exceeds the €850 million that the France Stratégie report estimates would be saved from moving to full tuition fees. It would simply be a bad economic move for France.

A debate resolved – for now
In July 2015, the French government put an end to the debate by stating that international students would continue to pay the same tuition fees as domestic and European students. Questioning this system is no longer taboo, and the discussion is likely to resurface. This is a strategic decision that needs to be made clear by addressing all facets: should the focus be on the economy, the diversity in the system, the global and national public good, or foreign affairs? France, like many other countries, will need time to weigh the benefits and disadvantages brought by international students. More...

Posté par pcassuto à 23:27 - - Permalien [#]
Tags :

29 mai 2015

Income from non-EU foreign students dwarfs costs – Study

By Brendan O’Malley. International students in London are contributing £2.8 billion (US$4.3 billion) a year to the UK economy through fees and spending that they, their friends and families bring to the UK.
Some £1.32 billion is spent on fees, £1.36 billion on living costs and £121 million through visitor spending, says a new report. Read more...

Posté par pcassuto à 18:46 - - Permalien [#]
Tags :

10 mai 2015

U.S. and Europe Sign Deal to Collaborate on Scientific Research

http://chronicle.com/img/photos/biz/Ticker%20revised%20round%2045.gifBy . A new agreement between American and European scientists will allow collaboration on research projects on both continents, The New York Times reports. The pact, signed on Thursday by the U.S. Department of Energy, the National Science Foundation, and the European Organization for Nuclear Research, known as CERN, allows American researchers to keep working on CERN’s Large Hadron Collider, and CERN scientists to work on projects in the United States. The deal could free up funding for a facility that American physicists want to build in Illinois to study neutrinos. More...

Posté par pcassuto à 17:28 - - Permalien [#]
Tags :

26 décembre 2014

International joint dissertation supervision programs (cotutelle de thèse)

Doctoral programs are periods of intense work and creativity that offer young researchers real professional experience. Candidates learn the craft of research while actually researching in an international context. The irreversible internationalization of higher education programs has spurred France’s doctoral departments—and their parallel structures abroad—to develop programs for the joint supervision of doctoral research and dissertations.
Such programs carry the advantages of bilateral scientific cooperation—and the participation of 2 expert advisers to shape and guide the original work of doctoral candidates.
International dissertation supervision program (cotutelle de thèse) operates under the terms of a formal agreement governing all facets of a candidate’s doctoral program, from admission and enrollment to the defense of the dissertation and the award of 1 or more doctoral degrees.
In the spirit of the 2005 decree that organized international joint dissertation supervision in France—“to advance the building of an European space for higher education and research“— Erasmus Mundus Joint Doctorates (EMJDs) were created in 2009. It organizes specific programs within the framework of a university consortium. Erasmus Mundus doctoral programs accept applicants from all countries. Those admitted receive financial assistance and opportunities for mobility.
International joint doctoral programs
International joint doctoral programs (cotutelle de thèse) is a mechanism that promotes mobility among doctoral candidates while encouraging scientific cooperation between French and foreign research teams. Candidates in a joint supervision program conduct their research under the oversight of, and with guidance from, a dissertation adviser from each of the 2 countries involved in the program. Working jointly, both advisers provide a full measure of supervision for the candidate. The candidate conducts his research in the 2 countries under the terms of the agreement governing the program. The decree of 2005 introduces more flexibility in the definition of these terms and allows to adapt the general framework for each student therefore improving the proper progress of the doctoral studies.
Lists of French doctoral departments, research centers and laboratories are available on the CampusFrance website: http://www.campusfrance.org > Find your program > Level > Doctoral
What degree does the graduate receive?
International dissertation supervision program operate under the terms of an agreement between 2 institutions, 1 of which must be French. The rules and procedures are the same as those of French doctoral programs and doctoral programs within the foreign university. The 2 universities recognize the validity of the joint supervision and of the degree awarded to successful candidates—a doctoral degree from the French institution and an equivalent degree from the foreign university.
There are 2 possibilities for the granting of the degree:
• The successful candidatemay receive a single doctoral degree conferred jointly by the 2 institutions. The diploma will carry the name of the degree in 2 languages. (For example, Doctorat en littérature française and PhD in French literature).
• The candidate may receive 2 separate degrees, 1 from each institution. In this case, each diploma will bear the name of the degree issued by that institution, will mention that the dissertation has been jointly supervised and will specifie the name of the partner university.
In both cases, the dissertation is defended in just 1 of the institutions participating in the joint supervision agreement, as determined by the 2 research advisers.
How does one enroll?
Prerequisite degree: Master 2 (300 ECTS credits) or equivalent.

  •  Candidates must apply for admission to a French doctoral department and a partner institution abroad.
  •  They must have a dissertation adviser at each institution prepare 2 copies of a joint supervision agreement. The agreement may be a preexisting agreement between the 2 institutions or a new agreement reached specifically for the applicant’s dissertation.

Theymust enroll in the 2 universities: The agreement exempts the candidate fromthe payment of tuition in 1 of the 2 institutions upon presentation of a receipt for payment of tuition and fees at the other university for the year in question. The agreement also specifies the terms of the candidate’s insurance coverage in the 2 countries.
In France, applications are typically examined by a panel consisting of research directors and associate directors of the institution’s various doctoral departments. The panel’s findings and recommendations are passed on to the university’s scientific council, whichmakes final admission decisions.
How does joint supervision work?
• Each year during the preparation of the dissertation, the student registers in the two universities, paying tuition at one university. For the year in which the candidate will defend the dissertation, he or she pays tuition to the university at which the defense will take place.
• During the period of joint dissertation supervision medical insurance is provided by the entity named in the joint supervision agreement. Arrangements for the candidate’s housing in the partner country and for financial support are also spelled out in the agreement.
• The time required to prepare the dissertation must be divided between the 2 institutions in alternating periods. Generally, neither institution should host the candidate for more than 70% of the dissertation period. The typical length of a doctoral program in France is three years.
• The publication, commercialization, and protection of the dissertation and research results are handled by the candidate’s 2 host laboratories in accordance with the procedures specific to each country.
How are jointly supervised dissertations defended?
The dissertation jury is formed by common agreement of the 2 partner universities, with balanced representation of both institutions. The jury should include the 2 dissertation advisers, as well as scientific experts from outside the 2 institutions. Expenses connected with the defense often are met from a special, dedicated fund. Per diem expenses of the jury members are paid by the university at which the dissertation is defended. Jury members’ travel expenses are borne by the other university in accordance with institutional policies. A ceiling on the amount of expenses that may be incurred may be written into the joint supervision agreement.
In what language is the dissertation written?
If the national languages of the 2 partner institutions are different, the dissertation may be written in any language accepted for doctoral dissertations at either of the partner universities. The candidate must, however, prepare an abstract of the dissertation in the language of the other partner university. He or she must either defend the dissertation or summarize it orally in French.
Which documents are required to enroll in a joint dissertation supervision program?
• A Curriculum Vitae ;
• Copies of degrees, with certified translation;
• A dissertation plan;
• Evidence of a financing commitment (nature and amount) for the entire dissertation period;
• Joint dissertation supervision agreements signed by representatives of the 2 universities. (Model agreements are often
available for download from university Web sites.)
How are international dissertation supervision program funded?
A joint supervision agreement may be implemented without a dedicated source of funding. Nevertheless, because programs last three years, candidates are strongly advised to obtain financial assistance from French or foreign sources.
 French government mobility grants for International dissertation supervision program
International students admitted to a doctoral program in France may apply for a joint dissertation supervision grant from the French embassy in their country of origin. While the dissertation is being prepared, the candidate spends alternating periods in France and the country of origin. The portion of the dissertation research period spent in the partner country is not funded by the French government.
While in France, the candidate is covered by the French national social insurance system and receives a travel stipend.
Applications for French government grants for joint dissertation supervision may be obtained from the French embassy in the partner country.
 Grants for joint dissertation supervision specific programs (examples):
• Joint dissertation support from the Franco-German University
• Program Frontenac for joint supervision arrangements between France and Quebec
• Program Vinci for joint Franco-Italian dissertation support
• Joint doctoral grants from the public universities of Malaysia
 French government grants
French government grants are awarded by the Ministry of Foreign and European Affairs for academic programs, internships, and language study in France. Most grants are awarded by the culture and cooperation sections of France’s embassies and consulates abroad. Prospective doctoral candidates from all countries are invited to contact France’s diplomatic posts for information about such grants well in advance of their proposed program and in all cases before arriving in France. Available information covers conditions for the award of grants, the timetable for selection, and the application forms to be used.
http://www.diplomatie.gouv.fr/en/ > France > Studying in France > How can the project be funded? > Grants issued by the Ministry of Foreign Affairs
 Eiffel Excellence Grants (doctoral component)
This program is designed to support the international recruiting efforts of French higher education institutions. Institutions that sponsor candidates for grants agree to admit those candidates should they win an Eiffel grant. The program operates in three broad fields: the sciences, economics and management, and law and political sciences. Grants make possible a 10-month period of mobility in the course of a joint doctoral program (preferably during the second or third year of doctoral study).
The Eiffel program is designed to help French institutions attract the very best international students.
http://www.egide.asso.fr> Calls for applications > Eiffel scholarships
Candidates are not normally admitted to French doctoral departments without a secure source of funding for the period of doctoral study. Various types of visas are granted depending on the type of financing the candidate obtains. Financial assistance must be sufficient to support candidates for three years, during which time they are expected to devote their full attention to research. Complete information on financial assistance may be obtained from French doctoral departments.
CampusFrance’s online grant search engine contains information on more than 370 sources of full or partial funding for doctoral studies: www.campusfrance.org>Finance your program. More...

Posté par pcassuto à 17:06 - - Permalien [#]
Tags :

Campus France, representing french Higher Education in the World

Created by law on July 27, 2010, Campus France is a public agency overseen by the French ministries in charge of Foreign Affairs and of Higher Education and Research. The Agency acts in agreement with higher education institutions and their representative conferences. The principal missions of Campus France are to promote French higher education abroad, coordinate services for international students in France, and to make mobility arrangements for recipients of international grants and scholarships conferred by the governements.
Marketing French higher education abroad
Conceived and designed primarily for international students, Campus France’s website, published in French, English and Spanish, provides quick and easy access to comprehensive information on planning a period of study in France, from choosing a program in the online catalog to planning and fi nancing the stay. To better respond to local demand, 76 country-specifi c websites in 33 different languages have been developed from the main site. In 2013, Campus France’s websites received 14 million visits. More...

Posté par pcassuto à 13:57 - - Permalien [#]
Tags : ,

Journées internationales de l'Université Bretagne-Sud - 5ème édition

Logo Agence Erasmus+ France Education FormationDu 20 au 24 janvier prochains, l'Université de Bretagne-Sud organise à Lorient la 5ème édition de ses Journées internationales en partenariat avec l'Agence Erasmus+ France / Education & Formation, l'Agence universitaire de la francophonie (AUF), Campus France, la Conférence des présidents d'université (CPU) et l'Université franco-allemande (UFA).
Ce temps fort portera sur les nouveaux programmes européens, en particulier l'Action clé 2 et le programme Jean Monnet. Deux pays seront également mis en avant : le Mexique et le Brésil. L'AUF et l'UFA présenteront, parallèlement aux ateliers pays, les programmes qu'ils mettent en œuvre.
Ces journées faisant partie des manifestations organisées à l'occasion des 20 ans de l'Université de Bretagne-Sud, elles sont ouvertes les 22 et 23 janvier aux Vice-Présidents et aux Directeurs de service Relations internationales des Universités françaises, sur inscription et dans la limite des places disponibles.
Vous trouverez le programme complet sur le site de l'Université de Bretagne-Sud, rubrique International / Journées internationales.
ji2015@listes.univ-ubs.fr ou +33 (0)2 97 01 70 24. Voir l'article...

Posté par pcassuto à 00:05 - - Permalien [#]
Tags :

13 août 2014

L’apprentissage dans l’enseignement supérieur - Dimensionner l’alternance à l’échelle européenne et internationale

http://www.cnfptlv.gouv.fr/squelettes/imgsquelette/entete.jpgRapport du CNFPTLV "L’apprentissage dans l’enseignement supérieur" Aujourd’hui et demain ?
Rapport élaboré par le Ministère de l’éducation nationale de l’enseignement supérieur et de la recherche
et le Conseil national de la formation professionnelle tout au long de la vie. Juin 2014 - MENESR (Anne Bonnefoy) – CNFPTLV (Carole Aboaf).
4.4 Dimensionner l’alternance à l’échelle européenne et internationale
L’Allemagne est souvent considérée comme l’un des meilleurs modèles européens en matière d’apprentissage. Jugé comme une voie d’excellence par les parents des apprentis et les entreprises qui les accueillent, l’apprentissage outre-Rhin concerne 1,6 million de jeunes contre 420 000 apprentis en France (chiffres 2010). Une comparaison des deux systèmes est présentée en annexe7.
Au-delà des comparaisons habituelles et des expérimentations de contrats transfrontaliers en cours en Alsace notamment, les pratiques du contrat d’apprentissage soulignent souvent la difficulté d’inscrire un parcours international à partir d’une entreprise française : intégration des référents de droit spécifiques à l’apprentissage pour chaque pays, problématique des financements, certifications propres à chaque pays, etc.
Au titre de l’enseignement supérieur, des apprentissages des concepts, des mises en oeuvre de projets complexes, de fonctions, ces barrières sont moins présentes. De nombreuses entreprises proposent des fonctions naturellement internationales et les retours d’expériences certifiables en direct existent, en nombre. De même, les chantiers et projets se déroulent tant en France qu’à l’étranger. Naturellement, il reste à gérer les problèmes de logistique, logement, transport, encadrement de l’apprenti, mais l’encadrement à distance pour un master n’est pas une difficulté en soi.
L’aspect international des parcours, pour le supérieur, est donc plus un atout qu’un frein. Il reste quand même pour les TPE souhaitant intégrer des parcours internationaux s’inscrivant dans un contrat d’apprentissage, à anticiper cette dimension, pour ne pas tomber dans la difficulté qui consiste à demander à une entreprise relevant d’un autre pays de gérer une partie du contrat, pour une activité d’apprentissage.
Au regard de cette comparaison, il paraît évident que pour envisager l’apprentissage au niveau européen et international, il faut prendre en compte les particularités de chaque pays sans vouloir forcément harmoniser les pratiques. C’est une réflexion qu’il faut mener d’abord à l’échelle européenne et qui doit être portée par l’Europe. Des groupes de travail européens sont mis en place à cette fin. Mais nous ne sommes qu’au début des réflexions.. Télécharger le Rapport du CNFPTLV "L’apprentissage dans l’enseignement supérieur".

Posté par pcassuto à 17:06 - - Permalien [#]
Tags : ,

14 juin 2014

International grads now have immigration route to N.S.

cbc masthead logoIt will now be a little easier for international graduates to settle in Nova Scotia after their studies in Canada are finished. The province announced today that any international graduate from a Canadian college or university can apply for permanent residency if they have a job offer from a Nova Scotia employer. More...

Posté par pcassuto à 01:06 - Permalien [#]
Tags :

13 juin 2014

The international branch campus - models and trends

Verbik,L.; Merkley,C;. (2006) The international branch campus - models and trends . Observatory on Borderless Higher Education, 1 (). pp. 0-0. 31 pages.
Eighty-two branch campuses based in 36 countries are identified; of these 50% have been opened since 2000. Details of the levels and subjects offered and the funding models used are provided.
Publication type: Report
Authors: Verbik,L.; Merkley,C;
Publication title: Observatory on Borderless Higher Education. More...

Posté par pcassuto à 13:33 - - Permalien [#]
Tags :

30 mai 2014

Next Global Meeting of Associations on Private Participation in Higher Education

The International Association of Universities (IAU) and the Association of African Universities (AAU) are pleased to announce that the 6th Global Meeting of Associations (GMA-VI) will be held from 7 to 8 May 2015 and hosted by the University of Ghana.
This meeting will address a number of topics around the theme of Private Participation in Higher Education: Today and Tomorrow?
Global Meetings of Associations (GMA) are held every two years. They are organizedexclusively for leaders of national, regional and international associations/organizations of universities and other higher education institutions. They offer a unique opportunity for peer learning and exchanges among leaders of higher education organizations who come together as a relatively small group to discuss trends and issues of importance to higher education development.
Reserve the dates now and consult the IAU website where registration will open in January 2015 and where more information on the Meeting will be provided regularly.
We look forward to seeing you in Accra!

Posté par pcassuto à 20:20 - - Permalien [#]
Tags :