This new report, published by the UK HE International Unit and Universities UK, is a handy booklet with key stats on international students and higher education.
AIEA 2011 Presentation: 25 Years of International Education in AustraliaAEINorthAmerica
In 2011 Australia celebrates 25 years of international education. From humble beginnings it is now considered an integral part of its higher education system and recognised as one of Australia’s top export industries. This session shares a unique profile of Australia’s experience in international education, particularly in light of recent challenges, opportunities and lessons learnt in developing a cohesive strategy for recruiting and supporting large numbers of international students.
UHI Millennium Institute, Institutional Vision (2009); originally delivered b...Rob Macpherson
PowerPoint presentation concerning institutional positioning and vision; originally delivered by James Fraser, Principal of UHI to the Subject Network Leaders (2009)
AIEA 2011 Presentation: 25 Years of International Education in AustraliaAEINorthAmerica
In 2011 Australia celebrates 25 years of international education. From humble beginnings it is now considered an integral part of its higher education system and recognised as one of Australia’s top export industries. This session shares a unique profile of Australia’s experience in international education, particularly in light of recent challenges, opportunities and lessons learnt in developing a cohesive strategy for recruiting and supporting large numbers of international students.
UHI Millennium Institute, Institutional Vision (2009); originally delivered b...Rob Macpherson
PowerPoint presentation concerning institutional positioning and vision; originally delivered by James Fraser, Principal of UHI to the Subject Network Leaders (2009)
A short presentation about the International Olympiad "Mathématiques sans Frontières", organized by Académie de Strassburg, coordinated in Brazil by Rede POC,
presented at MSF International Assembly, Neuchatel, Switerzland, May 2012.
At Bristol University, we consider education the means to met the needs of today's changing workforce in the United States and the world. Through quality higher education delivered by highly-qualified professors, our students will become the successful skilled professionals of tomorrow.
Bristol University does not consider that education has to be expensive. On the contrary, education should be accessible to everyone everywhere. We are proud to have, in our student body, students from different parts of the world who have decided to either pursue education online or travel to the United States as international students. We have student athletes who strive to excel at their sport of choice and, at the same time, study hard to educate themselves to have better futures.
Function difficulties as a pseudonym for disabilitiesKwok Ng
Presentation at the Nordic APA Conference 2019, Korsør, Denmark.
Sport classification, Washington Group, Disabilities, self-reporting for children, surveillance and health promotion.
Innovation and Development in Initial Teacher Education. The conference addresses the peculiararities of the English, Welsh, Northen Irish and Scottish teacher education.
Lexington Communications’ Education & Skills Practice is led by Chris Cuddihy. Contact us on education@lexcomm.co.uk and follow us on Twitter on @Lex_EduSkills
OER, and OEP for access, equity, equality, quality, inclusiveness, and empowering lifelong learning. Presentation from the OER Advocacy at ÌCDE LLLS2019, Lillehammer, Norway
The University's Annual Review covering the 2015-16 academic year. This new publication gives an overview of some of the most important initiatives and activities that the University has undertaken recently and a sense of the scale of the ambition for the future.
Patterns of inequality in knowledge production: academic journals in the fiel...Sarah Cummings
This presentation provides an overview of my research on author affiliations and editorial boards in the field of development studies. The focus is the research question: to what extent are academics from developing countries participating in journals in the field of development studies as authors and as members of Editorial Boards?
This presentation gives in detail knowledge about the Study in U.K, U.S.A, Australia, Singapore. It also gives the knowledge about the services provided by Krishna Consultants, Nagpur, India
A short presentation about the International Olympiad "Mathématiques sans Frontières", organized by Académie de Strassburg, coordinated in Brazil by Rede POC,
presented at MSF International Assembly, Neuchatel, Switerzland, May 2012.
At Bristol University, we consider education the means to met the needs of today's changing workforce in the United States and the world. Through quality higher education delivered by highly-qualified professors, our students will become the successful skilled professionals of tomorrow.
Bristol University does not consider that education has to be expensive. On the contrary, education should be accessible to everyone everywhere. We are proud to have, in our student body, students from different parts of the world who have decided to either pursue education online or travel to the United States as international students. We have student athletes who strive to excel at their sport of choice and, at the same time, study hard to educate themselves to have better futures.
Function difficulties as a pseudonym for disabilitiesKwok Ng
Presentation at the Nordic APA Conference 2019, Korsør, Denmark.
Sport classification, Washington Group, Disabilities, self-reporting for children, surveillance and health promotion.
Innovation and Development in Initial Teacher Education. The conference addresses the peculiararities of the English, Welsh, Northen Irish and Scottish teacher education.
Lexington Communications’ Education & Skills Practice is led by Chris Cuddihy. Contact us on education@lexcomm.co.uk and follow us on Twitter on @Lex_EduSkills
OER, and OEP for access, equity, equality, quality, inclusiveness, and empowering lifelong learning. Presentation from the OER Advocacy at ÌCDE LLLS2019, Lillehammer, Norway
The University's Annual Review covering the 2015-16 academic year. This new publication gives an overview of some of the most important initiatives and activities that the University has undertaken recently and a sense of the scale of the ambition for the future.
Patterns of inequality in knowledge production: academic journals in the fiel...Sarah Cummings
This presentation provides an overview of my research on author affiliations and editorial boards in the field of development studies. The focus is the research question: to what extent are academics from developing countries participating in journals in the field of development studies as authors and as members of Editorial Boards?
This presentation gives in detail knowledge about the Study in U.K, U.S.A, Australia, Singapore. It also gives the knowledge about the services provided by Krishna Consultants, Nagpur, India
Student Exchange Programme 2012 - Islamic Institute of Toronto (IIT) & Intern...sezakiza
Student Exchange Programme 2012 - Islamic Institute of Toronto (IIT) & International Islamic University Malaysia (IIUM)
1. AMIR SYAFIQ NOORDIN
2. NUSAIBAH HAMIZAN
3. IZZAH ZAHIN ALIMAN
4. NURFARAHIN ZULKIFLI
5. AMIR QAYYUM CHE NORDDIN
6. QURRATU AINI ZAINI
7. RAAED OMAR MOHAMMAD SAMAE
8. NOR KATRINA ANIS BINTI AHMAD GHANI
9. MUHAMMAD FARIS BIN ZAIDI
Lee Rainie, Director of Internet, Science, and Technology research at the Pew Research Center, presented this material on December 12, 2016 to a working group at the National Academy of Sciences. The group is exploring how to think about creating an academic discipline around "data science."
Yozzo's annual free report and info graphic with: Figures, tables, information and statistics about Thailand's Telecom Market end of 2015 ★
✔ Blended MOU
✔ Blended ARPU
✔ MVNO in Thailand
✔ 4G subscribers in Thailand
✔ Mobile Revenue per/minute
✔ AIS Highlights end of 2015
✔ DTAC Highlights end of 2015
✔ True Move Highlights end of 2015
✔ Mobile Internet usage in Thailand
✔ Thailand’s Mobile Subscriber Growth
✔ Smartphone sales in Thailand 2015
✔ Mobile Operator Market Shares 2015
✔ Amount of smartphone users in Thailand
✔ Types of Internet connections in Thailand
✔ Thailand’s Mobile user’s consumption and more…
¹ MVNO Definition: http://www.yozzo.com/mvno-wiki/mvno-definition
² The History of MVNO | http://www.yozzo.com/mvno-wiki/the-history-of-mvno | August 2016 | Yozzo.com
³ Why MVNOs in Thailand have failed: http://www.yozzo.com/news-and-information/mvno-mobile-operator-s/why-mvnos-in-thailand-have-failed
✔ ส่วนแบ่งการตลาดของบริการโทรศัพท์เคลื่อนที่ (ร้อยละ) : MOBILE MARKET SHARE %
✔ จำนวนผู้ใช้บริการโทรศัพท์เคลื่อนที่ (MOBILE SUBSCRIBERS)
✔ สัดส่วนรายรับของผู้ให้บริการในตลาดบริการโทรศัพท์เคลื่อนที่ ( MOBILE REVENUE % )
✔ อัตราการขยายตัวของผู้ใช้บริการโทรศัพท์เคลื่อนที่ (ร้อยละ) : MOBILE GROWTH RATE %
✔ อัตราการเข้าถึง (การใช้) บริการโทรศัพท์เคลื่อนที่ : MOBILE PENETRATION
✔ รายรับเฉลี่ยจากบริการโทรศัพท์เคลื่อนที่โดยรวมการเชื่อมต่อ (บาท/เลขหมาย/เดือน) : MOBILE ARPU EXCLUDED IC
✔ MOBILE MOU (MINUTE/MONTH)
✔ รายรับเฉลี่ยจากการให้บริการโทรศัพท์เคลื่อนที่ต่อนาที : MOBILE REVENUE PER MINUTE (RPM)
✔ สัดส่วนบริการเสียงและไม่ใช่เสียง (Mobile Non-voice/Voice Ratio)
✔ จำนวนผู้ใช้บริการโทรศัพท์ประจำที่ (Fixed Line Subscribers)
✔ สัดส่วนการเข้าถึง (การใช้) บริการโทรศัพท์ประจำที่ต่อจำนวนประชากร (ร้อยละ) : Fixed Line Penetration per Population %
✔ สัดส่วนการเข้าถึง (การใช้) บริการโทรศัพท์ประจำที่ต่อจำนวนครัวเรือน(ร้อยละ) : Fixed Line Penetration per Household %
✔ เปรียบเทียบสัดส่วนจำนวนผู้ใช้บริการระหว่างโทรศัพท์เคลื่อนที่
The B2B Content Marketing Report is based on over 600 survey responses from marketing professionals to better understand the current state of content marketing and to identify new trends, and key challenges as well as best practices.
Here are some of the key findings:
- Lead generation is by far the number one goal of content marketing, followed by thought leadership and market education.
- Companies with a documented content strategy are much more likely to be effective than those without a documented strategy.
- The most mentioned content marketing challenge is finding enough time and resources to create content.
- Content marketing ROI remains difficult to measure. Only a minority of respondents consider themselves at least somewhat successful at tracking ROI.
- LinkedIn tops the list of the most effective social media platforms for distributing content and engaging with prospects.
Download the full report PDF for more details: http://www.marketingbuddy.com/download-the-content-marketing-report/
Slides prepared for Cross-Cultural Awareness Programme by UNESCO Korea @ Busan, South Korea.
Original by James Chai Fu Onn
Minor Adaptation by Soon Aik
All the stats, data, and trends you need to understand the state of the internet, social media, and mobile in Southeast Asia in 2017. This report is part of a suite of reports brought to you by We Are Social and Hootsuite - read all the other reports for free at http://www.slideshare.net/wearesocialsg/presentations
This companion report to We Are Social's comprehensive new Digital in 2016 report presents headline internet, social and mobile data for 232 countries around the world. Each country snapshot is presented as its own infographic, ready to be copy-pasted direct into your own presentations or web content. For a more insightful analysis of the numbers in this report, please visit http://bit.ly/DSM2016ES.
A snapshot of internet, social media, and mobile use in every country in the world. This report is part of a suite of reports brought to you by We Are Social and Hootsuite - read the other reports for free at http://www.slideshare.net/wearesocialsg/presentations
We Are Social's comprehensive new Digital in 2016 report presents internet, social media, and mobile usage statistics and trends from all over the world. It contains more than 500 infographics, including global data snapshots, regional overviews, and in-depth profiles of the digital landscapes in 30 of the world's key economies. For a more insightful analysis of the numbers contained in this report, please visit http://bit.ly/DSM2016ES.
This is details of Study in UK.
This Presentation is created for CSP Square International Pvt Ltd.
This is company Presentation about CSP Square International PVT Ltd. It was created by Webomatic - Ahmedabad.
Kindly contact us for such presentation through our website https://webomatic.in/
Thank you
The big picture: who comes, why and what might change in the future?University of Limerick
This presentation reviews the latest data from HESA on international student recruitment by English universities, examining the trends from 2009/10 to 2013/14. It shows that the decline in new enrolments started in 2011/12 and reversed in 2013/14, but that the variation has been at postgraduate level, with undergraduate enrolment s growing steadily over the five year period. It then looks at global trends, discussing the drivers of international student mobility and considering the factors that could erode the UK's share of this market in the medium term.
ANZAC perspectives: Strategies, leading indicators and busting international ...LearningandTeaching
This webinar is a unique collaboration between agencies that promote New Zealand and Australian international education – Education New Zealand and Austrade. Kadi Taylor also throws into the mix the perspective of an education provider that straddles both sides of the Tasman, Navitas.
The presenters bring together disparate data sets from both destinations to illuminate the lead indicator data trends, compare these trends and provide qualitative context to how these played out in these major international education destinations.
This is a presentation given to the Universities and Colleges Admissions Service (UCAS) discussing the implications of the growth of transnational education (TNE) for UCAS in terms of its core activities.
"Talent for Innovation: The Role of Universities." Ned CostelloAsia Matters
Ned Costello of Irish Universities Association gives the speech at the Asia Ireland Higher Education and Global Talent Forum in Dublin, 9 July as part of Asia Business Week Ireland 2015
International students and the internationalisation of UK universities University of Limerick
UK universities have a long history of educating students from around the world. But in an era of globalisation, it has become increasingly recognised that the role of universities is to prepare all its students to succeed in a world where goods, services, labour and capital move freely across borders. This presentation explores the ways that UK universities are increasingly placing internationalisation at the heart of their curriculum and the importance of having an internationally diverse student body to achieving this goal.
Study UK is the leading association for independent higher education providers, with 125+ members across the UK. Our annual conference covers all the current major issues in the education industry, bringing you up to date with the latest research, policy changes and practical advice. This year’s conference had a political focus, as we forecast what the range of potential outcomes from the 2015 election might entail for the education sector, and what new regulations might be introduced.Our keynote speakers were Shadow Immigration Minister Rt Hon David Hanson MP, HEFCE Chief Executive Professor Madeleine Atkins CBE and President of Pearson UK Rod Bristow.
Transnational education one of the great growth industries of the futureUniversity of Limerick
Higher education has become a major global industry. While the number of students studying at universities outside their own country continues to grow, the most dramatic development has been the increase in the number of students studying for a foreign degree without leaving their home country. So-called ‘transnational’ higher education, which embraces universities offering their degrees by distance-learning, through franchise partners and validated centres, as well as by setting up ‘international branch campuses’, is increasingly seen as one of the great growth industries of the future. This presentation, based on qualitative interviews with senior university administrators and higher education experts from a number of countries, provides an assessment of the growth prospects for this rapidly evolving, and largely unregulated, international market sector.
AIEA 2011 Presentation: International Education in AustraliaAEINorthAmerica
The success of the last 25 years of active international engagement by Australian education institutions has brought international education to the forefront of the thinking not only of the institutions, but also governments, media and the Australian community generally. This presentation focuses on the educational, public policy and community aspects of Australian international education.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unit 8 - Information and Communication Technology (Paper I).pdf
International Higher Education in Facts and Figures 2016
1. SHARES OF THE WORLD’S INTERNATIONALLY MOBILE STUDENTS, 2012
THE UK IS THE SECOND MOST POPULAR DESTINATION IN THE WORLD FOR INTERNATIONAL STUDENTS
Source: OECD (2014) Education at a Glance 1
International Higher Education in
Facts and Figures
JUNE 2016
2. 1
1 INTERNATIONAL STUDENT TRENDS 3INTERNATIONAL STUDENT TRENDS 3
3 TNE & OUTWARD MOBILITY 13TNE & OUTWARD MOBILITY 13
2 WHAT INTERNATIONAL STUDENTS WANT 8WHAT INTERNATIONAL STUDENTS WANT 8
4 THE IMPACT OF INTERNATIONAL RESEARCH & COLLABORATION 19THE IMPACT OF INTERNATIONAL RESEARCH & COLLABORATION 19
5 THE ECONOMIC BENEFITS OF INTERNATIONAL HIGHER EDUCATION 24THE ECONOMIC BENEFITS OF INTERNATIONAL HIGHER EDUCATION 24
CONTENTS
4. 4Sources: Left: OECD (2015) Education at a Glance, Right: UNESCO (2016). For China, data from 2006 is used rather than 2003. For Canada, data from 2012 is used instead of 2013.
COUNTRY 2003 2013 CHANGE
United States 586,316 784,427 33.8%
United Kingdom 255,233 416,693 63.3%
Australia 188,160 249,868 32.8%
France 221,567 239,344 8.0%
Germany 240,619 196,619 -18.3%
Russian Federation 68,602 138,496 101.9%
Japan 86,505 135,803 57.0%
Canada 59,067 135,187 128.9%
China 36,386 96,409 165.0%
Italy 36,137 82,450 128.2%
United States
19.4%
United Kingdom
10.3%
Australia
6.2%
France
5.7%
Germany
4.9%
Russian Federation
3.4%Japan
3.4%Canada
3.4%
China
2.4%
Italy
2.4%
Other
38.9%
SHARES OF THE WORLD’S INTERNATIONALLY MOBILE STUDENTS, 2013
The UK is the second most popular destination in the world for international students.
WHERE INTERNATIONAL STUDENTS STUDY NUMBER OF STUDENTS HOSTED
5. 5Source: HESA Student Record (2007-08 to 2014-15)
NUMBEROFNON-EUSTUDENTSENROLLEDINTHEUK
0K
50K
100K
150K
200K
250K
300K
350K
2014-152013-142012-132011-122010-112009-102008-092007-08
27,365
27,855
28,655
29,230 30,500 31,180
32,880 33,655
97,835
111,245
128,165
134,660 129,740 121,845 124,960 124,610
104,445 112,215 123,940 134,220 142,440 146,945 152,355 153,745
Undergraduate Postgraduate Taught Postgraduate Research
TRENDS IN NON-EU STUDENT ENROLMENT
The number of non-EU students in the UK has increased by more than a third since 2007, but in recent years growth has stagnated.
6. 6Source: HESA Student Record (2014-15)
China 89,540
Malaysia 17,060
Cyprus (EU) 9,545
TOP 20 COUNTRIES OF STUDENT ORIGIN, 2014-15
More than 1 in 5 non-UK students and 1 in 3 non-EU students studying in the UK were from China in 2014-15.
Canada 6,075
Pakistan 6,080
Thailand 6,240
Bulgaria 6,255
Romania 6,590
Spain 7,040
Singapore 7,295
Saudi Arabia 8,595
Greece 10,130
Germany 13,675
India 18,320
Nigeria 17,920
United States 16,865
Hong Kong, China 16,215
Ireland 10,905
Italy 10,525
France 11,955
7. 7Source: HESA Student Record (2007-08 to 2014-15)
INTERNATIONAL STUDENT ENROLMENTS IN THE UK BY PLACE OF ORIGIN
The number of students from China has increased significantly since 2007-08, while the number of students from India has more than
halved over the last 4 years.
Australasia
India
Other European Union
North America
South America
Asia excl. China and India
Africa
China
Other Europe
Middle-East
2007-08
NUMBEROFINTERNATIONALSTUDENTS
2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15
500K
450K
400K
350K
300K
250K
200K
150K
100K
50K
0K
9. 9Sources:Top: International Student Barometer, I-graduate (2015) Bottom: HSBC (2014)
$10K
$20K
$30K
$40K
$50K
ChinaTurkeyTaiwanBrazilIndonesiaMalaysiaFranceCanadaHong Kong,
China
UKUSASingaporeAustralia
INTERNATIONAL STUDENT SATISFACTION AND STUDY COSTS
The UK is the most recommended destination by international students among its competitors, and studying in the UK costs the least
among the top 3 English speaking destinations.
RANKING OVERALL ARRIVAL LEARNING LIVING SUPPORT RECOMMENDATION
1 UK UK UK UK UK UK
2 USA Australia USA Australia USA USA
3 Canada USA Canada New Zealand New Zealand* Canada
4 Australia Canada Australia USA Australia* Australia
5 New Zealand New Zealand New Zealand Canada Canada* New Zealand
THE ANNUAL COST FOR INTERNATIONAL STUDENTS COMPARED
INTERNATIONAL UNDERGRADUATE STUDENT SATISFACTION IN THE UK AND ITS COMPETITORS
* Australia, Canada and New Zealand came joint third in Support
42,093
39,229
36,565 35,045
32,140
29,947
16,777
12,941 12,905 12,628 11,911 11,365 10,730
Annual fees Annual cost of living Annual total
10. 10Sources: Left: OECD (2015). Right: HESA Student Record (2014-15), US National Center for Education Statistics (2014)
INTERNATIONAL STUDENT OUTCOMES
UK graduates have among the lowest unemployment rates in the OECD.
COUNTRY BACHELOR’S OR
EQUIVALENT
MASTER’S OR
EQUIVALENT
UK 2.7% 2.1%
Australia 2.7% 3.9%
USA 3.9% 2.6%
Netherlands 4.0% 3.6%
Belgium 4.0% 4.3%
France 6.0% 5.3%
OECD average 5.6% 4.5%
United
Kingdom
95%
95% of undergraduate,
non-EU students studying
in the UK are expected to
complete their degree in
four years or less.
United
States
64%
64% of international
undergraduate students
in the USA graduate
within six years.
UNEMPLOYMENT RATES BY LEVEL OF QUALIFICATION COMPLETION RATES
11. 11Source: HESA Student Record (2014-15)
24,320 101,160 38.4%
12,415 / 40,970 33.1%
13,140 / 27,985 19.8%
6,690 / 12,300 20.4%
17.7%
10,180 / 16,795 16.2%
26.3%
10,600 / 12,130 10.8%
7,975 / 13,300 7.7%
5,570 / 9,240 15.8%
6.1%
3,345 / 8,915 25.4%
2,700 / 7,850 16.0%
3,765 / 7,405 23.0%
3,590 / 5,775 10.8%
2,425 / 6,715 21.6%
6.0%
755 / 1,630 12.4%
165 / 950 18.9%
6,985 / 12,770
6,090 / 16,965
3,100 / 6,920
775 / 2,180
EU students Non-EU students
% of all students in subject area from outside the UK
EU & INTERNATIONAL STUDENTS BY CHOSEN SUBJECT AREA, 2014-15
The UK has a highly diverse student body: 1 in 5 of all students in the UK are from overseas and they study across a range of subject areas.
12. 12Source: HESA Student Record (2014-15)
NUMBEROFSTUDENTSENROLLED
175K
150K
100K
125K
75K
25K
50K
0
STEM ClinicalSocial
Studies
Business Arts and
Humanities
NUMBEROFSTUDENTSENROLLED
175K
150K
100K
125K
75K
25K
50K
0
STEM ClinicalSocial
Studies
Business Arts and
Humanities
US
STEM (excl. clinical)
Social Studies
Medicine & dentistry
Business
Arts & Humanities
Malaysia Nigeria India China Other non-UK
China India
Nigeria United
States
Malaysia
NON-UK STUDENTS BY SUBJECT CHOICE & DOMICILE
STEM subjects are particularly popular amongst Malaysian and Nigerian students, Business subjects for Chinese students, and Arts,
Humanities and Languages for students from the USA.
SUBJECT AREA AND STUDENT DOMICILE
14. 14
Source: HESA Aggregate Offshore Record (2014-15) * Students registered at Oxford Brookes University accounted for over 40% of the total population of the Aggregate Offshore Record in 2014-15.
The majority of these students were registered with an overseas partner on Association of Chartered Certified Accountants (ACCA) programmes.
Total number ofTNE students in 2014-15 = 663,915
100K 200K 300K 400K 500K 600K
Non-EU
EU
494,920
52,210
95,790
23,070
PostgraduateUndergraduate
Number of students
TOP 20 COUNTRIES OF ACTIVITY
LOCATION OF TRANSNATIONAL EDUCATION STUDENTS, 2014-15
Around 664,000 students study for UK HE qualifications outside the UK.
NorthAmerica
32,085
SouthAmerica
2,525
Other Europe
20,745
Asia
319,980
Australasia
3,660
Africa
150,310
Other EU
75,280
Number of students
MALAYSIA
CHINA
SINGAPORE
PAKISTAN
NIGERIA
HONG KONG, CHINA
OMAN
GHANA
EGYPT
SRI LANKA
UNITED ARAB EMIRATES
GREECE
MAURITIUS
INDIA
TRINIDAD AND TOBAGO
IRELAND
KENYA
SAUDI ARABIA
RUSSIA
ZAMBIA
LOCATION OF TNE STUDENTS
Middle
East
61,415
15. TRENDS IN UK TRANSNATIONAL EDUCATION STUDENT NUMBERS
TYPE OF PROVISION, 2014-15
LEVEL OF STUDY, 2014-15
NUMBER OF STUDENTS
15Source: HESA Aggregate Offshore Record (2014-15)
2008
-09
2009
-10
2010
-11
2011
-12
2012
-13
2013
-14
2014
-15
100K
300K
500K
700K
First Degree Other Undergraduate Postgraduate research Postgraduate taught
100K 200K 300K 400K
REGISTERED WITH UK UNIVERSITY/
BRANCH CAMPUS
REGISTERED WITH UK UNIVERSITY/
OTHER ARRANGEMENTS
REGISTERED WITH UK UNIVERSITY/
DISTANCE/FLEXIBLE/BLENDED
OTHER
REGISTERED WITH
OVERSEAS PARTNER
NUMBER OF STUDENTS
384,585
127,515
120,475
22,750
8,590
First degree | 529,450 | 80%
PGT | 113,310 | 17%
Other UG | 15,605 | 2%
PGR | 5,545 | 1%
TRANSNATIONAL EDUCATION STUDENTS BYTYPEAND LEVEL OF PROVISION
The number of TNE students has risen by over 70% since 2008-09 and the vast majority are studying for a first degree.
16. STAFF MOBILITY TO AND FROM THE UK VIA ERASMUS
STUDENT MOBILITY TO AND FROM THE UK VIA ERASMUS
16Source: European Commission Fact Sheet (2015)
30K
25K
20K
15K
10K
5K
2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
Incoming to
the UK
Outgoing
from the UK
19,088
10,278
20,850
10,826
22,650
11,723
24,474
12,833
25,760
13,662
27,147 27,401
14,572 15,610
ERASMUS MOBILITY TO AND FROM THE UK
The number of UK students going abroad through the Erasmus programme has increased by more than 50% since 2007-08.
2007/08
2013/14
OUTGOING
40K
30K
20K
10K
0
1,580
2,327
2,048
3,597
INCOMING
17. 17Source: HESA Student Record (2014-15). Figures exclude periods of mobility of less than two weeks.
NUMBEROFINSTANCESOFSTUDENTMOBILITY
0
500
1,000
1,500
2,000
1,995
Clinical
Medicine
French
Studies
Spanish
Studies
Business
Studies
Others in
European
Languages
Pre-Clinical
Medicine
German
Studies
History by
Period
International
Business
Studies
Management
Studies
1,570
1,215
985
795
595 580 530 525
450
TOP 10 SUBJECTS WITH OUTWARDLY MOBILE STUDENTS
TOP 5 DESTINATIONS
UK STUDENTS WITH A PERIOD ABROAD, 2014-15
Over half of the 22,000 students spending a period of time abroad during their studies went to other EU countries.
FRANCE 3,565 USA 3,060 SPAIN 2,920 GERMANY 1,715 AUSTRALIA 1,390
18. 18Source: HESA Staff Record (2014-15)
EU Non-EU EUUK Non-EU
ACADEMIC EMPLOYMENT
FUNCTION
% WITH NON-UK
NATIONALITY
Teaching and research 25%
Research 45%
Teaching 21%
Neither teaching nor research 11%
Grand Total 28%
2014-15 ACADEMIC STAFF - NATIONALITIES
139,195
31,635
23,360
Teaching &
research
Research
only
Teaching
only
Neither
teaching nor
research
0K 4K 8K 12K2K
9,960 13,480
9,115 11,945
105 (EU)
65 (Non-EU)
4,225 6,105
6K
Number of academic staff
10K 14K
ACADEMIC STAFF NUMBERS BY FUNCTION
Unknown domiciles have been excluded.
NUMBERS OF NON-UK ACADEMIC STAFF
Over a quarter of the UK’s academic staff are from overseas; this proportion has increased consistently, from 19% to 28%
in the last decade.
20. 20
Sources: Elsevier and BIS (2013), International Comparative Performance of the UK Research Base – 2008 to 2012. *FWCI refers to “field weighted citation impact” which reflects the number of citations
received by an entity’s publications compared to the average number in the world, accounting for differences in subject area, publication year, and document type.
United States
89,579
FWCI:2.75
Canada
21,860
FWCI:3.25
Germany
45,250
FWCI:2.75
Switzerland
16,589
FWCI:3.34
China
22,813
FWCI:2.00
Netherlands
24,147
FWCI:3.16
France
33,454
FWCI:2.88
Spain
23,258
FWCI:2.60
Italy
27,789
FWCI:2.77
Australia
24,403
FWCI:2.73
1
2
3
4
5
7
8
9
10
6
THE UK’STOP 10 COLLABORATION PARTNERS,BY NUMBER OF CO-AUTHORED PAPERS
The UK’s top collaborative partner country is the USA and 13 out of the UK’s top 20 collaboration partners are EU member states.
RESEARCH COLLABORATIONS WITH THE UK AND THEIR IMPACT
21. 21Source: OECD (2015)
INTERNATIONAL RESEARCH COLLABORATIONS
The UK is a world leader in internationally collaborative research.This is a great advantage to our research base: UK international
co-authorship is associated with 61% greater field-weighted citation impact compared to UK institutional co-authorship.
46% of UK research publications involved an
international collaboration in 2012, and since
2003 the rate has grown faster than its key
competitors except the USA, where only 30% of
publications are internationally co-authored.
While growth rates are negative in some
countries, this is likely due to a rapid expansion
of total research publications in these countries,
rather than a decline in the number of
internationally co-authored publications.
World, 2012
% co-authored: 18%
Growth rate
2003 - 2012: 8%
% OF ALL PUBLICATIONS THAT WERE INTERNATIONALLY CO-AUTHORED, 2012
30.3% 46.1%45.7% 46.7% 16.3%46.3% 53.7%24.4% 26.4% 15.7%
USA UK Australia Japan Germany Netherlands Canada South Korea India China
32.9% 29.5% 25.7% 24.2% 20.9% 20.5% 20.4% 2.6% -7.4% -16.0%
GROWTH RATE IN THE PROPORTION OF PUBLICATIONS THAT ARE INTERNATIONALLY CO-AUTHORED, FROM 2003 TO 2012
22. 22Sources: Elsevier and BIS (2013), International Comparative Performance of the UK Research Base – 2013
Global
population
Researchers Global
citations
R&D
expenditure
Research
articles
World’s most
highly-cited
articles
0.9% 6.4%3.2% 11.2%4.1% 15.9%
QUALITY & IMPACT OF UK RESEARCH INTERNATIONALLY
The UK has more articles per pound and per researcher than our major competitors.
23. 23Source:World Economic Forum (2015)
RANKING
10
2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16
9
8
7
6
5
4
3
2
1
Switzerland
United Kingdom
Israel
United States
Belgium
Netherlands
Japan
Germany
Australia
Finland
Canada
Denmark
Sweden
Qatar
QUALITY OF INTERNATIONAL SCIENTIFIC RESEARCH INSTITUTIONS OVER TIME
The UK’s scientific research institutions are now ranked second in the world for quality.
25. 25Source:The Global Innovation Index (2015), by Cornell University, INSEAD Business School & the World Intellectual Property Organisation (WIPO)
RANKING 2011 2012 2013 2014 2015
1 Switzerland Switzerland Switzerland Switzerland Switzerland
2 Sweden Sweden Sweden United Kingdom United Kingdom
3 Singapore Singapore United Kingdom Sweden Sweden
4 Hong Kong, China Finland Netherlands Finland Netherlands
5 Finland United Kingdom United States Netherlands United States
6 Denmark Netherlands Finland United States Finland
7 United States Denmark Hong Kong, China Singapore Singapore
8 Canada Hong Kong, China Singapore Denmark Ireland
9 Netherlands Ireland Denmark Luxembourg Luxembourg
10 United Kingdom United States Ireland Hong Kong, China Denmark
TOP 10 COUNTRIES ON THE GLOBAL INNOVATION INDEX (GII)
The UK is second in the world on the GII, which measures innovation capabilities.
26. 26Source: European Commission Cordis (on April, 2016)
8006004002000 1,000 1,200 1,6001,400
UK
Spain
Germany
France
Italy
Netherlands
Denmark
Belgium
Sweden
Ireland
NUMBER OF HORIZON 2020 FUNDED PROJECTS
PROJECTS FUNDED UNDER HORIZON 2020 (AS OF APRIL 2016)
The UK coordinates more projects under Horizon 2020 than any other country, and over three quarters of these projects are
led by universities.
PROJECTS COORDINATED UNDER HORIZON 2020
HEIs Other
27. 27
Sources:Top: HESA Finance Record (2009-10 to 2014-15. Below: OECD (2015). *Gross domestic expenditure on research and development (GERD) refers to the total intramural expenditure on R&D performed
on the national territory by all sectors in a given period of time (usually one year).As a result, it includes UK R&D financed by overseas investors but excludes overseas R&D financed by UK investors.
Non-EU charities Non-EU otherNon-EU industry
EU government bodies EU industryEU charities EU other
£0.3BN
£0.6BN
£0.9BN
£1.2BN
£1.5BN
2009-10 2010-11 2011-12 2012-13 2013-14 2014-15
Researchincome(£billion)
£0.74 BILLION
£0.80 BILLION
£0.92 BILLION
£1.07 BILLION
£1.17 BILLION
£1.23 BILLION
RESEARCH INCOME FROM INTERNATIONAL SOURCES
In just the last five years the amount of research funding from abroad has increased by over 65%.
UK
18.9%
Germany
5.2%
USA
4.5%
Canada
6.0%
Austria
15.3%
Netherlands
12.5%
Japan
0.4%
South Korea
0.7%
% GERD* FUNDED FROM ABROAD, 2014
28. 28
London
£2,500M
£1,300M
£1,200M
South East
£1,256M
£707M
£549M
South West
£558M
£288M
£270M
North East
£457M
£244M
£213M
Scotland
£837M
£577M
£260M
Wales
£576M
£273M
£303M
Ulster University
£62M
£34M
£27M
Queen’s University
Belfast
£61M
£14M
£48M
North West
£848M
£461M
£387M
Yorkshire &
Humber
£802M
£422M
£380M
West Midlands
£802M
£394M
£408M
East Midlands
£638M
£345M
£293M
East of England
£836M
£467M
£369M
International revenues
Student expenditure off-campus
Sources: Universities UK (2014) The impact of universities on the UK economy; Universities Scotland (2013) Grow, export, attract, support; Universities Wales (2015) The economic impact of higher education in Wales.
Universities UK (2015) The economic impact of Queen’s University Belfast and Ulster University on the Northern Ireland economy
ECONOMIC IMPACT OF NON-UK STUDENTS
Non-UK students generate an estimated £11 billion for the economy. EU students alone contributed £3.7bn for the UK economy and
supported over 34,000 jobs in all corners of the country.
Based on HESA data on England and Scotland from 2011-12, data on
Northern Ireland from 2012-13, and data on Wales from 2013-14.
29. The UK Higher Education International Unit (IU) represents
the UK higher education sector internationally.The Unit
works to help universities meet their international aims
by actively promoting UK universities abroad, providing
trusted information for and about them, and creating new
opportunities through its ability to act at sector level.
The IU draws on UK university expertise to influence
policy in the UK and overseas, and delivers high quality
services and programmes to overseas governments and
UK universities. The IU produces reports and analysis on
key issues, runs international scholarship programmes,
a postgraduate support service, promotes work and
study abroad and supports UK universities’ transnational
education activities.
@InternationalUt
www.international.ac.uk
The International Unit is supported by:
THE UK HE INTERNATIONAL UNIT