scholarly journals IS COVID-19 TRANSITIONING CASH COWS INTERNATIONAL STUDENTS INTO CATS?

2021 ◽  
Vol 8 (7) ◽  
Author(s):  
Fayyaz Hussain Qureshi ◽  
Sarwar Khawaja
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
Human Life ◽  
The United States ◽  
Learning And Teaching ◽  
The United Kingdom ◽  
The World ◽  
The Uk ◽  
The Impact

<p>The Covid-19 pandemic has impacted every aspect of human life. It has disrupted people’s lifestyles around the world and international students are no exception. Every industry has been affected, including higher education (HE); for the first time ever in the HE sector, learning and teaching adopted online platforms to deliver the curriculum. At the same time, there has been growing interest in the business of international students across the globe. More than five million international students are currently studying in higher education institutions (HEIs) outside their home countries. It is often assumed that HEIs consider international students a source of revenue and, therefore, seek to recruit as many as possible. The United Kingdom is the second largest and most popular global destination for international students after the United States. The primary purpose of this study is to assess the impact of COVID-19 on international student enrolment around the world in general and in the UK in particular. Our findings show that international students are cash cows, and COVID-19 had a significant impact on the recruitment of international students. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0865/a.php" alt="Hit counter" /></p>

scholarly journals International Student Transitions

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Muhammad Sharif Uddin
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
International Students ◽  
International Student ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
The United States ◽  
The United Kingdom ◽  
The U.S

Andrade and James Hartshorn (2019) surrounds the transition that international students encounter when they attend universities in developed countries in pursuit of higher education. Andrade and James Hartshorn (2019) describe how some countries like Australia and the United Kingdom host more international students than the United States (U.S.) and provides some guidelines for the U.S. higher education institutions to follow to host more international students. This book contains seven chapters.

scholarly journals More than learning English? The impact of university intensive English language program attendance on international student academic achievement

2021 ◽  
Vol 29 ◽  
pp. 43
Author(s):  
Adam T. Clark ◽  
Dianna Lippincott ◽  
Jeongeun Kim
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
International Students ◽  
Higher Education Policy ◽  
International Student ◽  
English Language ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Intensive English ◽  
The Impact

This study frames intensive English language programs (IEPs) in institutions of higher education as potential vehicles for social justice among marginalized international students. In this study we examine the differences in academic achievement between international students who enter a university through an English proficiency test and those who pass through an IEP. We compared both populations through nearly 900 cases, out of a sample of 4888, who had similar language proficiency at the time of enrolling at a large research-intensive university in the Southwest of the United States. The results revealed great similarity between the populations of students indicating that as an intervention-style program, the IEP was successful in meeting the linguistic and academic needs of the students. The study also revealed potential implications for higher education policy in ensuring both program quality and benefit to students. The paper also raises issues of equity in terms of the lack of analysis in long-term outcomes for these types of programs compared to other interventions, the need for expansion of international student data collection by institutions of higher education and overall transparency in pre-university programs.

scholarly journals 21st Century International Higher Education Hotspots

2020 ◽  
Vol 10 (1) ◽  
pp. v-viii ◽  
Author(s):  
Karin Johnson
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
International Education ◽  
Foreign Students ◽  
International Student ◽  
The United States ◽  
The World ◽  
Education Market ◽  
International Education Market

The Institute of International Education (IIE) 2018 Open Doors report highlighted that the United States is the leading international education destination, having hosted about 1.1 million international students in 2017 (IIE, 2018a). Despite year over year increases, U.S. Department of State (USDOS, 2018) data show that for a third year in a row, international student visa issuance is down. This is not the first decline. Student visa issuance for long-term academic students on F visas also significantly dropped following the 9/11 attacks (Johnson, 2018). The fall in issuances recovered within 5 years of 2001 and continued to steadily increase until the drop in 2016. Taken together, the drops in international student numbers indicate a softening of the U.S. international education market. In 2001, the United States hosted one out of every three globally mobile students, but by 2018 it hosted just one of five (IIE, 2018b). This suggests that over the past 20 years, the United States has lost a share of mobile students in the international education market because they’re enrolled elsewhere. The Rise of Nontraditional Education Destination Countries Unlike the United States, the percentage of inbound students to other traditional destinations such as Canada, the United Kingdom, France, and Germany, has remained stable since the turn of the 21st century. Meanwhile, nontraditional countries like the United Arab Emirates (UAE) and Russia are garnering more students and rising as educational hotspots (Knight, 2013). The UAE and Russia annually welcome thousands of foreign students, respectively hosting over 53,000 and 194,000 inbound international university students in 2017 (UNESCO Institute for Statistics, 2019). This is not happenstance. In the past 5 years, these two countries, among others, have adopted higher education internationalization policies, immigration reforms, and academic excellence initiatives to attract foreign students from around the world. The UAE is one of six self-identified international education hubs in the world (Knight, 2013) and with 42 international universities located across the emirates, it has the most international branch campuses (IBCs) worldwide (Cross-Border Education Research Team, 2017). Being a country composed of nearly 90% immigrants, IBCs allow the UAE to offer quality higher education to its non-Emirati population and to attract students from across the Arab region and broader Muslim world. National policy and open regulations not only encourage foreign universities to establish IBCs, they alsoattract international student mobility (Ilieva, 2017). For example, on November 24, 2018, the national government updated immigration policy to allow foreign students to apply for 5-year visas (Government.ae, 2018). The Centennial 2071 strategic development plan aims for the UAE to become a regional and world leader in innovation, research, and education (Government.ae, 2019), with the long-term goal of creating the conditions necessary to attract foreign talent. Russia’s strategic agenda also intends to gain a greater competitive advantage in the world economy by improving its higher education and research capacity. Russia currently has two higher education internationalization policies: “5-100-2020” and “Export Education.” The academic excellence project, known as “5-100-2020,” funds leading institutions with the goal to advance five Russian universities into the top 100 globally by 2020 (Ministry of Science and Higher Education of the Russian Federation, 2018). The “Export Education” initiative mandates that all universities double or triple the number of enrolled foreign students to over half a million by 2025 (Government.ru, 2017). These policies are explicitly motivated by boosting the Russian higher education system and making it more open to foreigners. Another growing area is international cooperation. Unlike the UAE, Russia has few IBCs, but at present, Russian universities partner with European and Asian administrators and government delegates to create dual degree and short-term programs. Historically, Russia has been a leading destination for work and education migrants from soviet republics in the region, but new internationalization policies are meant to propel the country into the international education market and to attract international students beyond Asia and Europe. Future Trends in 21st Century International Education Emerging destination hotspots like the UAE and Russia are vying to become more competitive in the global international higher education market by offering quality education at lower tuition rates in safe, welcoming locations closer to home. As suggested by the softening of the U.S. higher education market, international students may find these points attractive when considering where to study. Sociopolitical shifts that result from events such as 9/11 or the election of Donald Trump in combination with student mobility recruitment initiatives in emerging destinations may disrupt the status quo for traditional countries by rerouting international student enrollment to burgeoning educational hotspots over the coming decades.

scholarly journals Campus Readiness for Supporting International Student Success

2016 ◽  
Vol 6 (4) ◽  
pp. I-V ◽  
Author(s):  
Rahul Choudaha
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
The United States ◽  
Prospective Students ◽  
Terror Attacks ◽  
American Higher Education ◽  
The United Kingdom ◽  
Mobile Students ◽  
Perception Of Quality

American higher education is among the most preferred destinations for many globally mobile students. According to OECD (2016), the United States is the leading destination attracting 26% of all the globally mobile students followed by the United Kingdom (15%), France (11%), Germany (10%), and Australia (8%); yet the share of international students in the total enrollment at the tertiary level in the U.S. is only 4 %. One of the primary reasons for the attractiveness of American institutions is the perception of quality education among prospective students and its implications for a better career and life success. The terror attacks of September 11, 2001 resulted in a temporary decline in international student enrollment, which continued until 2005/06. Since then American higher education has shown resilience and the enrollment of international students has been growing at a healthy pace. 

scholarly journals The Effect of Vaccination Rates on the Infection of COVID-19 under the Vaccination Rate below the Herd Immunity Threshold

2021 ◽  
Vol 18 (14) ◽  
pp. 7491
Author(s):  
Yi-Tui Chen
Keyword(s):  
Infection Rate ◽  
Herd Immunity ◽  
The United States ◽  
Vaccination Rate ◽  
Infection Rates ◽  
Vaccination Rates ◽  
The United Kingdom ◽  
The World ◽  
Almost All ◽  
The Impact

Although vaccination is carried out worldwide, the vaccination rate varies greatly. As of 24 May 2021, in some countries, the proportion of the population fully vaccinated against COVID-19 has exceeded 50%, but in many countries, this proportion is still very low, less than 1%. This article aims to explore the impact of vaccination on the spread of the COVID-19 pandemic. As the herd immunity of almost all countries in the world has not been reached, several countries were selected as sample cases by employing the following criteria: more than 60 vaccine doses per 100 people and a population of more than one million people. In the end, a total of eight countries/regions were selected, including Israel, the UAE, Chile, the United Kingdom, the United States, Hungary, and Qatar. The results find that vaccination has a major impact on reducing infection rates in all countries. However, the infection rate after vaccination showed two trends. One is an inverted U-shaped trend, and the other is an L-shaped trend. For those countries with an inverted U-shaped trend, the infection rate begins to decline when the vaccination rate reaches 1.46–50.91 doses per 100 people.

scholarly journals Investigation of International Students’ Perception of ‘Community’ in a British Higher Education Institute

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Kathrine Angela Jackson ◽  
Fay Harris ◽  
Russell Crawford
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
Global Community ◽  
Structured Interviews ◽  
Postgraduate Students ◽  
Student Community ◽  
Research Students ◽  
The Uk ◽  
Future Work

This paper investigates the perceptions of members of our international student community by giving them a voice and a platform to explore their feelings as part of a Higher Education institute in the UK and whether they consider that the university is a global environment. Our data is based on a series of structured interviews with twelve students from twelve different countries, inclusive of four postgraduate research students. Our findings reveal that our international students commonly feel part of multiple smaller communities but interestingly, they were less sure of their part within an institute-wide community. The postgraduate students’ perceptions of community were quite divergent when compared to the undergraduate perceptions, which we will continue to explore in our future work. Our data supports the perception from international students that their university is a global community, but there were distinct differences in how individuals defined it and some limitations to consider. Some defined it as students and staff of different nationalities being present at a university whilst other definitions relied on cultural characteristics within the institution as a whole. We reflect upon the implications of our research as these perceptions shape international student opinion of Higher Education institutes and what is understood by the term ‘global community’.

scholarly journals International Students’ Perceptions and Experiences of British Drinking Cultures

2018 ◽  
Vol 23 (3) ◽  
pp. 572-588 ◽  
Author(s):  
Thomas Thurnell-Read ◽  
Lorraine Brown ◽  
Philip Long
Keyword(s):  
International Students ◽  
International Student ◽  
Social Space ◽  
Qualitative Interviews ◽  
Heavy Drinking ◽  
Well Being ◽  
Drinking Habits ◽  
Public House ◽  
The Uk ◽  
The Impact

While the increased scale and importance of international students to the UK Higher Education sector is now well established, little is known about the ways in which students from non-UK countries experience and interact with the heavy drinking culture that predominates on and near many British universities. Drawing on qualitative interviews, this article analyses the perceptions, attitudes, and experiences of British drinking cultures held by international students studying on postgraduate courses at a UK university. Students report prior awareness of alcohol consumption being important to British culture and recount both positive and negative experiences of witnessing and, for many, participating in drinking alcohol. Students make ready comparisons with the drinking habits and attitudes of their own culture. Further still, many made a distinction between the public house, or ‘pub’, as a welcoming and friendly social space, and bars and nightclubs, where a far greater risk of exposure to violence and harassment was perceived. The article provides theoretical insights to support future and more wide-ranging research into mobile drinking cultures and also suggests practical implications to inform stakeholders with interests in the welfare of international students in the UK in relation to the provision of effective and proactive policies which address the impact of British drinking cultures on international student integration and well-being.

Great Britain and the tvolution of the colonial system (end 19th – beginning 20th centuries)

2020 ◽  
pp. 60-71
Author(s):  
A.V. Goncharenko ◽  
T.O. Safonova
Keyword(s):  
United Kingdom ◽  
Great Britain ◽  
Religious Identity ◽  
The United States ◽  
American Colonies ◽  
The North ◽  
The United Kingdom ◽  
General Decline ◽  
The World ◽  
The Impact

The article investigates the impact of Great Britain on the evolution of colonialism in the late ХІХ and early ХХ centuries. It is analyzed the sources and scientific literature on the policy of the United Kingdom in the colonial question in the late ХІХ – early ХХ century. The reasons, course and consequences of the intensification of British policy in the colonial problem are described. The process of formation and implementation of London’s initiatives in the colonial question during the period under study is studied. It is considered the position of Great Britain on the transformation of the colonial system in the late XIX – early XX centuries. The resettlement activity of the British and the peculiarities of their mentality, based on the idea of racial superiority and the new national messianism, led to the formation of developed resettlement colonies. The war for the independence of the North American colonies led to the formation of a new state on their territory, and the rest of the “white” colonies of Great Britain had at the turn of the XIX-XX centuries had to build a new policy of relations, taking into account the influence of the United States on them, and the general decline of economic and military-strategic influence of Britain in the world, and the militarization of other leading countries. As a result, a commonwealth is formed instead of an empire. With regard to other dependent territories, there is also a change in policy towards the liberalization of colonial rule and concessions to local elites. In the late ХІХ – early ХІХ centuries the newly industrialized powers (Germany, Italy, and Japan) sought to seize the colonies to reaffirm their new status in the world, the great colonial powers of the past (Spain, Portugal, and the Netherlands) sought to retain what remained to preserve their international prestige, and Russia sought to expand. The largest colonial empires, Great Britain and France, were interested in maintaining the status quo. In the colonial policy of the United Kingdom, it is possible to trace a certain line related to attempts to preserve the situation in their remote possessions and not to get involved in conflicts and costly measures where this can be avoided. In this sense, the British government showed some flexibility and foresight – the relative weakening of the military and economic power of the empire due to the emergence of new states, as well as the achievement of certain self-sufficiency, made it necessary to reconsider traditional foreign policy. Colonies are increasingly no longer seen as personal acquisitions of states, and policy toward these territories is increasingly seen as a common deal of the international community and even its moral duty. The key role here was to be played by Great Britain, which was one of the first to form the foundations of a “neocolonial” system that presupposes a solidarity policy of Western countries towards the rest of the world under the auspices of London. Colonial system in the late ХІХ – early ХІХ century underwent a major transformation, which was associated with a set of factors, the main of which were – the emergence of new industrial powers on the world stage, the internal evolution of the British Empire, changes in world trade, the emergence of new weapons, general growth of national and religious identity and related with this contradiction. The fact that the First World War did not solve many problems, such as Japanese expansionism or British marinism, and caused new ones, primarily such as the Bolshevik coup in Russia and the coming to power of the National Socialists in Germany, the implementation of the above trends stretched to later moments.

Impact of the European Higher Education in the World Initiative on Higher Education

2019 ◽  
pp. 237-252
Author(s):  
Andrew S. Herridge ◽  
Lisa J. James
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Collaborative Partnerships ◽  
The European Union ◽  
International Faculty ◽  
The World ◽  
European Higher Education ◽  
The Uk ◽  
The Bologna Process ◽  
The Impact

This chapter looked at the implications of Brexit on the recruitment of international faculty, students, and the ability to obtain research funding. Higher education stakeholders have legitimate concerns regarding the impact of the UK's separation from the EU. In preemptive moves, students are transferring to institutions outside the UK and EU to universities that are welcoming and accommodating the special needs and circumstances of international scholars. Researchers are prematurely dissolving collaborative partnerships with colleagues to mitigate complications and lost funding expected, as a result of Brexit. There are universities exploring possible locations for new satellite campuses in other countries. Through the development of policies and treaties such as the Bologna Process, Lisbon Strategy, European Higher Education in the World initiative, the European Union has demonstrated the importance and purpose of higher education both in Europe and at the international level.

scholarly journals Re-calculating the cost of coccidiosis in chickens

2020 ◽  
Vol 51 (1) ◽  
Author(s):  
Damer P. Blake ◽  
Jolene Knox ◽  
Ben Dehaeck ◽  
Ben Huntington ◽  
Thilak Rathinam ◽  
...  
Keyword(s):  
Egg Production ◽  
The United States ◽  
The United Kingdom ◽  
Chicken Population ◽  
Global Cost ◽  
Using Data ◽  
The Uk ◽  
The Cost ◽  
The Impact ◽  
Significant Disease

Abstract Coccidiosis, caused by Eimeria species parasites, has long been recognised as an economically significant disease of chickens. As the global chicken population continues to grow, and its contribution to food security intensifies, it is increasingly important to assess the impact of diseases that compromise chicken productivity and welfare. In 1999, Williams published one of the most comprehensive estimates for the cost of coccidiosis in chickens, featuring a compartmentalised model for the costs of prophylaxis, treatment and losses, indicating a total cost in excess of £38 million in the United Kingdom (UK) in 1995. In the 25 years since this analysis the global chicken population has doubled and systems of chicken meat and egg production have advanced through improved nutrition, husbandry and selective breeding of chickens, and wider use of anticoccidial vaccines. Using data from industry representatives including veterinarians, farmers, production and health experts, we have updated the Williams model and estimate that coccidiosis in chickens cost the UK £99.2 million in 2016 (range £73.0–£125.5 million). Applying the model to data from Brazil, Egypt, Guatemala, India, New Zealand, Nigeria and the United States resulted in estimates that, when extrapolated by geographical region, indicate a global cost of ~ £10.4 billion at 2016 prices (£7.7–£13.0 billion), equivalent to £0.16/chicken produced. Understanding the economic costs of livestock diseases can be advantageous, providing baselines to evaluate the impact of different husbandry systems and interventions. The updated cost of coccidiosis in chickens will inform debates on the value of chemoprophylaxis and development of novel anticoccidial vaccines.

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