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Study Abroad After Graduation: The Rise of the Global Master’s Degree

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Institutions outside the United States – in the United Kingdom and Israel, for example – have developed one-year master’s degree programs designed to attract American students. New global partnerships have led to joint programs that require residence in two countries. These trends and meeting the needs of students with many different career goals create new challenges for advisors. We'll describe and assess these emerging programs and discuss ways to prepare students to benefit from such cross-cultural and academic opportunities.

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Study Abroad After Graduation: The Rise of the Global Master’s Degree

  1. 1. Jane Edwards jane.edwards@yale.edu Nancy Kanach nkanach@princeton.edu Mark Pickerill m.pickerill@ucl.ac.uk Michael Pippenger mp2946@columbia.edu
  2. 2. Goals of this session: Introduce global MA degrees to the study abroad discussion Consider demographics and programmatics Examine the receiving institution’s perspective: the UK Look at a case study in collaborating on global MA programs: Columbia Examine ways to increase access to such programs ….citizens of the planet
  3. 3. Benefits for a U.S. national in getting a graduate degree abroad • Educational opportunities • Cost and convenience • Culture, international opportunities, and residency http://www.idealist.org/info/GradEducation/Resources/Ab road/Benefits 7 Countries where Americans can study at universities, in English, for free (or almost free) “Since 1985, U.S. college costs have surged by about 500 percent, and tuition fees keep rising. In Germany, they've done the opposite.” http://www.washingtonpost.com/blogs/worldvie ws/wp/2014/10/29/7-countries-where-americans-can- study-at-universities-in-english-for-free-or-almost- free/ U.S. Recruitment Tactics for dual degrees in the US 63 percent of (60) U.S. respondents said their institution has not developed any specific measures to recruit students for joint or double degree programs. However, 65 percent of U.S. respondents reported that they were focusing recruitment tactics on international students, as opposed to local or U.S. students. (IIE, 2011)
  4. 4. U.S. STUDENTS EARNING FULL DEGREES OVERSEAS • Information on US students pursuing full degrees abroad included in Open Doors since 2011 from data reported by 10 or 11 countries from Project Atlas • Anglophone countries –UK followed by Canada --provide the largest number of full degrees to U.S . students (Open Doors 2013)  UK 17,445 degrees  Canada 9,300 • Non- Anglophone countries show the highest rate of growth since 2009/2010  China 46% (2,435)  Germany 24%  Netherlands 9%  France 8% (tied with UK at 8%)
  5. 5. DISTRIBUTION OF DEGREES New Frontiers: U.S. Students Pursuing Degrees Abroad, p.7.
  6. 6. GROWTH OF ENGLISH-TAUGHT MASTER’S PROGRAMS 42% increase in Master’s taught fully in English and 19% increase in Master’s partially taught in English from end of 2011 to June 2013 *English-Taught Master’s Programs in Europe: A 2013 Update, page 4.
  7. 7. ENGLISH-TAUGHT MASTER’S DEGREES *English-Taught Master’s Programs in Europe: A 2013 Update, page 5.
  8. 8. WHY A MASTER’S FROM ABROAD? • Many are for one calendar year • Often more economical than a Master’s in the U.S . due to low tuition, less time to degree, and local subsidies • Can provide international experience as well as a targeted focus often related to career path • Many choices for non-professional degrees. Most MAs degrees taken by U.S. students abroad are in the humanities in social sciences. • Funding opportunities for Master’s level studies  Major U.S. scholarships, e.g., Rhodes, Marshall, Gates, Rotary, Fulbright  Scholarships offered by countries DAAD, Australian Awards Scholarships, MAASA for Israel etc.  Federal Loans possible at some institutions
  9. 9. AVAILABLE FIELDS OF STUDY *English-Taught Master’s Programs in Europe: A 2013 Update, page 9.
  10. 10. FIELDS OF STUDY FOR U.S. STUDENTS Includes seven countries (30,925) that report students by field of study. The countries are Australia, Denmark, France, Ireland, Japan, Malaysia, and the UK. New Frontiers: U.S. Students Pursuing Degrees Abroad, p.9.
  11. 11. IMPLICATIONS FOR EDUCATION ABROAD • Master’s degree as part of the regular portfolio of international educational opportunities  Blended into undergraduate study abroad (Brown 4 +1)  Master’s degrees and scholarships offered by institutional partners for undergraduate study abroad (e.g. Sciences Po) • Re-entry sessions  Need to provide students with information on an increasing number of opportunities sometimes with a very specific focus (Heinrich Boll Scholarship) or Rotary Peace Fellowships and on funding that may be targeted to certain populations of students (e.g., students from developing countries or for non-EU students) • Postgraduate fellowship advising  Master’s degrees within established scholarship programs (e.g., two one-year Master’s for Marshall or new options to earn a Master’s degree through Fulbright)  Rise of new type of Master’s degrees with curricula focused on a global audience and intentionally interdisciplinary (Schwartzman Scholarships and Yenching Academy)
  12. 12. SOURCES Belyavina, Raisa, Jing Li, and Raijika Bhandari. New Frontiers: U.S. Students Pursuing Degrees Abroad, New York: Institute of International Education, May 2013. Brenn-White, Megan and Elias Faethe. English-Taught Master’s Programs in Europe: A 2013 Update, New York: Institute of International Education, September 2013. Open Doors 2012: Report on International Educational Exchange. New York: Institute of International Education. Open Doors 2013: Report on International Educational Exchange. New York: Institute of International Education. West, Charlotte. “Degrees of Distinction,” International Educator , March- April 2012.
  13. 13. Thank you! NANCY KANACH N.KANACH@PRINCETON.EDU
  14. 14. ISRAEL: ONE YEAR MASTERS PROGRAMS “The International MBA has a challenging curriculum that is international in scope, intimate in scale, and designed for success in the new millennium.  1 year program with classes on Monday afternoons and Friday mornings •Opportunity to combine work with studies •Program includes a study tour abroad •Longest running English MBA in Israel (established in 1997) •Affordable tuition fees •Early admission scholarships and payments over three years” International Degree Programs Taught in English Targeted at international students Strong on field experiences, practica Bar Ilan University
  15. 15. ISRAEL: ONE YEAR MASTERS PROGRAMS University of Haifa Tel Aviv University University of Haifa MA in Archeology and History in the Land of the Bible MA in Conflict Resolution and Mediation MA in Environmental Studies MA in Israel Studies MA in Middle Eastern Studies MA in Migration Studies MA in Political Science & Political Communication MA in Security and Diplomacy Studies MA in Crisis and Trauma Studies MA in TESOL Emergency and Disaster Management EMPH International LLM International MBA MA in Art Therapy MA in Child Development MA in Diplomacy Studies MA in German and European Studies MA in Holocaust Studies International Executive MBA MA in Israel Studies MA in Prehistoric Archaeology MA in Peace and Conflict Management MA in Patent Law MA in National Security Studies MBA in Risk Management and Insurance MA in Maritime Civilizations
  16. 16. ISRAEL: ONE YEAR MASTERS PROGRAMS Hebrew University MA in Government : Diplomacy and Conflict Studies, Counter-terrorism and Homeland Security MA in Financial Economics MBA in Entrepreneurship and Innovation MA in Nonprofit Management and Leadership MA in Islamic and Middle Eastern Studies MA in Israel Studies: Politics and Society MA in Jewish Education LLM in Human Rights and International Law MA in International Business Law and Intellectual Property IDC Herzliya Technion The “Startup” MBA Hebrew University
  17. 17. UK MASTER’S DEGREES - OVERVIEW • One year full-time – MA, MSc, MRes • Learning hours and credits • Entry requirements and applications • Tuition fees and funding
  18. 18. UK MASTER’S DEGREES INTERNATIONAL STUDENTS 2003/04 – 2012/13 (HESA) Enrolment Trends • 56% increase 2003/04 - 2010/11 • Top five sending countries China India Nigeria USA Germany
  19. 19. UK MASTER’S DEGREES US STUDENTS 2003/04 – 2012/13 (HESA) OVERALL NUMBERS AND SUBJECTS
  20. 20. UK MASTER’S DEGREES US STUDENTS 2003/04 – 2012/13 (HESA) GENDER AND AGE DISTRIBUTION
  21. 21. INTERNATIONALIZATION STRATEGIES • The UK has shown great success in positioning itself as a global leader in higher education and international students now form an integral part of the higher education system. • Developments linked to UK HEI internationalization strategies to guide and develop activities in this rapidly changing environment, where education is not just seen as an international activity but an international priority. • Linked to broader changes in mainland Europe – Bologna Process to ensure greater compatibility of higher education frameworks across Europe. • Erasmus Mundus Joint Master’s degrees • Erasmus + Master Degree Loans
  22. 22. UK MASTER’S DEGREES – BENEFITS • Develop global citizenship • Expand professional networks • Affordability • Enhanced employment prospects
  23. 23. COLUMBIA UNIVERSITY AND SCIENCES PO JOINT 5-YEAR BA/MA PROGRAM Program overview: Three years of study at Columbia Followed by two years of study at Sciences Po; Upon completion students receive a Bachelor’s Degree from Columbia University and a Master’s Degree from Sciences Po (Le Diplome) Main areas of concentration for the Bachelor’s Degree: any liberal arts (primarily humanities and social sciences) Main areas of concentration for the Master’s Degree: Public Affairs, International Relations, Economics, Law, Marketing, Finance, Human Resources, Urban Studies
  24. 24. BACKGROUND TO THE PROGRAM Previous undergraduate exchange agreement between Columbia University and Sciences Po. Undergraduates studying at Reid Hall for a semester or an academic year enroll directly in Science Po courses in French Undergraduates from Sciences Po come for either the semester or the academic year to enroll directly in undergraduate courses at Columbia College Desire of both institutions to build upon that existing international mobility Allow Columbia students to build upon their liberal arts education and obtain a focused more professional degree in Public and International Affairs. Begun in AY 2002-2003
  25. 25. ELIGIBILITY REQUIREMENTS BY END OF JUNIOR YEAR TO BE CONSIDERED FOR ADMISSION Completion of 5 or 6 semesters of college-level French Completion of all Columbia College Core requirements Completion of a major or concentration Completion of 93 points towards graduation A minimum GPA of 3.5 Additional Requirements depending upon program of study at Sciences Po Successful passing of DALF C@ exam Successful passing of the TCS exam of 500 Approval into program based on interviews by joint selection committee
  26. 26. Sophomore Year Fall: initial advising Spring: application submission, initial interview, provisional admission, specialized advising Junior Year Fall: successful DALF exam, current transcript review Spring: second interview, finalizing of admission, online application to Sciences Po APPLICATION TIMELINE
  27. 27. Junior Year: Students work towards completing their major at Columbia Senior Year: Students enrolled at Columbia but begin Masters study at Sciences Po; credits transferred back to Coumbia. Finish Bachelor’s degree while abroad. Students pay tuition to Columbia but housing fees to Sciences Po PROGRAM CURRICULUM
  28. 28. PROGRAM CURRICULUM: YEAR FIVE Students no longer enrolled at Columbia Continue on their coursework to complete their Master’s Degree at Sciences Po Pay tuition directly to Sciences Po.
  29. 29. 3.5 3 2.5 2 1.5 1 0.5 0
  30. 30. 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% AY 10- 11 AY 11- 12 AY 12- 13 AY 13- 14
  31. 31. WHAT HAPPENED?!? Need for early identification at odds with liberal arts education Eligibility requirements stringent (language especially) Students wish to be a part of a senior cohort in their major on campus Desire for shorter term global experiences Desire to work before returning to graduate school Monetary concerns about international degrees and how to finance them Need for selection of graduate degree without experience to inform that decision END RESULT: PROGRAM ENDED IN 2014
  32. 32. LESSONS LEARNED A robust undergraduate exchange agreement doesn’t translate into a successful BA/MA program Understanding the life cycle of an undergraduate is essential to creating a structure for any kind of joint undergraduate/graduate degree Our students’ intellectual and professional ambitions are always evolving as is the financial environment around them Using failure to find other ways to succeed (joint BA/BA program with Sciences Po and the School of General Studies) More research needs to be done on how to make joint programs such as this sustainable

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