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Jane Edwards jane.edwards@yale.edu 
Nancy Kanach nkanach@princeton.edu 
Mark Pickerill m.pickerill@ucl.ac.uk 
Michael Pippenger mp2946@columbia.edu
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
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)
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%)
DISTRIBUTION OF DEGREES 
New Frontiers: U.S. Students Pursuing Degrees Abroad, 
p.7.
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.
ENGLISH-TAUGHT MASTER’S DEGREES 
*English-Taught Master’s Programs in Europe: A 2013 Update, page 5.
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
AVAILABLE FIELDS OF STUDY 
*English-Taught Master’s Programs in Europe: A 2013 Update, page 9.
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.
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)
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.
Thank you! 
NANCY KANACH N.KANACH@PRINCETON.EDU
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
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
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
UK MASTER’S DEGREES - OVERVIEW 
• One year full-time – MA, MSc, MRes 
• Learning hours and credits 
• Entry requirements and applications 
• Tuition fees and funding
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
UK MASTER’S DEGREES US STUDENTS 2003/04 – 
2012/13 (HESA) OVERALL NUMBERS AND SUBJECTS
UK MASTER’S DEGREES US STUDENTS 2003/04 – 
2012/13 (HESA) GENDER AND AGE DISTRIBUTION
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
UK MASTER’S DEGREES – BENEFITS 
• Develop global citizenship 
• Expand professional networks 
• Affordability 
• Enhanced employment prospects
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
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
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
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
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
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.
3.5 
3 
2.5 
2 
1.5 
1 
0.5 
0
100% 
90% 
80% 
70% 
60% 
50% 
40% 
30% 
20% 
10% 
0% 
AY 10- 
11 
AY 11- 
12 
AY 12- 
13 
AY 13- 
14
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
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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Study Abroad After Graduation: The Rise of the Global Master’s Degree

  • 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. 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.
  • 4. 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)
  • 5. 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%)
  • 6. DISTRIBUTION OF DEGREES New Frontiers: U.S. Students Pursuing Degrees Abroad, p.7.
  • 7. 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.
  • 8. ENGLISH-TAUGHT MASTER’S DEGREES *English-Taught Master’s Programs in Europe: A 2013 Update, page 5.
  • 9. 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
  • 10. AVAILABLE FIELDS OF STUDY *English-Taught Master’s Programs in Europe: A 2013 Update, page 9.
  • 11. 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.
  • 12. 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)
  • 13. 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.
  • 14. Thank you! NANCY KANACH N.KANACH@PRINCETON.EDU
  • 15. 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
  • 16. 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
  • 17. 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
  • 18. UK MASTER’S DEGREES - OVERVIEW • One year full-time – MA, MSc, MRes • Learning hours and credits • Entry requirements and applications • Tuition fees and funding
  • 19. 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
  • 20. UK MASTER’S DEGREES US STUDENTS 2003/04 – 2012/13 (HESA) OVERALL NUMBERS AND SUBJECTS
  • 21. UK MASTER’S DEGREES US STUDENTS 2003/04 – 2012/13 (HESA) GENDER AND AGE DISTRIBUTION
  • 22. 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
  • 23. UK MASTER’S DEGREES – BENEFITS • Develop global citizenship • Expand professional networks • Affordability • Enhanced employment prospects
  • 24. 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
  • 25. 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
  • 26. 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
  • 27. 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
  • 28. 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
  • 29. 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.
  • 30. 3.5 3 2.5 2 1.5 1 0.5 0
  • 31. 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% AY 10- 11 AY 11- 12 AY 12- 13 AY 13- 14
  • 32. 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
  • 33. 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

Editor's Notes

  1. Collection of data difficult. Here full degrees at all levels. Not all countries break down the level.
  2. Does not include Canada. Non –Anglophone countries 2nd and 3rd place for granting MA degrees. Not all reported level of degree.
  3. Options profile rating