As more and more countries race to develop their knowledge economies, internationalise their education sectors, and encourage their young citizens to study abroad, the role of international education agents in recruiting has never been more important… or scrutinised. This is an extract from the 2014 winter issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The impact of transnational education (TNE) on students and sending institutions is widely discussed, but what about the effect that TNE has on host countries? Using the latest research carried out by the British Council and DAAD, here is a brief analysis, highlighting some very interesting results. This is an extract from the 2014 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Joan McGuire and Femke ten Bloemendal examine a new way of educating which aims to level the playing field in international higher education to ensure that no matter what the (dis)ability or background, every student has a fair chance to succeed. This is an extract from the 2012 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Massive Open Online Courses (MOOCs) are a hot spot for international education at the moment, getting quite a lot of attention – in some cases even nervous attention – from a variety of stakeholders. Where did they come from and what exactly is all the fuss about? This is an extract from the 2013 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The OECD predicts that by 2025 there will be over 250 million students in higher education across the world. If we are moving towards a more diversified yet more connected global higher education system, then who participates cannot be a question confined to national boundaries. This is an extract from the 2015 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The U4 network is an inspiring strategic partnership between Ghent University (BE), the University of Göttingen (DE), the University of Groningen (NL), and Uppsala University (SE). These four European universities, comparable both in profile and size, are living proof that strategic partnerships can add a lot of value to the institutions that embark upon them. This is an extract from the 2015 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Internationalisation at Home (IaH) was coined in 1999 to focus on internationalisation beyond mobility. Initially taken up more in countries with less widely spoken languages, the concept aimed to provide international experiences for all students, not just the mobile minority. Since then, IaH has evolved with developments in higher education and technology. While bottom-up implementation preceded top-down policy development, most European universities now include IaH in policies and undertake related activities. IaH is increasingly connected to internationalisation of the curriculum, gaining prominence beyond Europe as stakeholders assume shared ownership of internationalisation.
The document discusses issues around the quality and sustainability of eLearning. It notes that over half of organizations surveyed indicated that an applicant's degree source (online vs traditional) would not influence hiring for the same level job. However, acceptance of online degrees decreases with higher positions. The document also discusses perceptions of eLearning quality including concerns around plagiarism. It explores philosophical perspectives on knowledge construction and debates what defines quality in education. It raises questions about balancing quality over quantity in eLearning and sustaining high-quality online education.
Changes in the global economy have posed challenges to many education providers. This has created a demand for innovative international education and training options, a demand which institutions have been unable to fulfil because of financial and resource constraints and a lack of pedagogical and program-design expertise. Eridux can assist institutions in crafting solutions to these challenges through institutional innovation, creative program design.
The impact of transnational education (TNE) on students and sending institutions is widely discussed, but what about the effect that TNE has on host countries? Using the latest research carried out by the British Council and DAAD, here is a brief analysis, highlighting some very interesting results. This is an extract from the 2014 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Joan McGuire and Femke ten Bloemendal examine a new way of educating which aims to level the playing field in international higher education to ensure that no matter what the (dis)ability or background, every student has a fair chance to succeed. This is an extract from the 2012 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Massive Open Online Courses (MOOCs) are a hot spot for international education at the moment, getting quite a lot of attention – in some cases even nervous attention – from a variety of stakeholders. Where did they come from and what exactly is all the fuss about? This is an extract from the 2013 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The OECD predicts that by 2025 there will be over 250 million students in higher education across the world. If we are moving towards a more diversified yet more connected global higher education system, then who participates cannot be a question confined to national boundaries. This is an extract from the 2015 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The U4 network is an inspiring strategic partnership between Ghent University (BE), the University of Göttingen (DE), the University of Groningen (NL), and Uppsala University (SE). These four European universities, comparable both in profile and size, are living proof that strategic partnerships can add a lot of value to the institutions that embark upon them. This is an extract from the 2015 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Internationalisation at Home (IaH) was coined in 1999 to focus on internationalisation beyond mobility. Initially taken up more in countries with less widely spoken languages, the concept aimed to provide international experiences for all students, not just the mobile minority. Since then, IaH has evolved with developments in higher education and technology. While bottom-up implementation preceded top-down policy development, most European universities now include IaH in policies and undertake related activities. IaH is increasingly connected to internationalisation of the curriculum, gaining prominence beyond Europe as stakeholders assume shared ownership of internationalisation.
The document discusses issues around the quality and sustainability of eLearning. It notes that over half of organizations surveyed indicated that an applicant's degree source (online vs traditional) would not influence hiring for the same level job. However, acceptance of online degrees decreases with higher positions. The document also discusses perceptions of eLearning quality including concerns around plagiarism. It explores philosophical perspectives on knowledge construction and debates what defines quality in education. It raises questions about balancing quality over quantity in eLearning and sustaining high-quality online education.
Changes in the global economy have posed challenges to many education providers. This has created a demand for innovative international education and training options, a demand which institutions have been unable to fulfil because of financial and resource constraints and a lack of pedagogical and program-design expertise. Eridux can assist institutions in crafting solutions to these challenges through institutional innovation, creative program design.
This document provides information about the University of Helsinki winning the 2013 Institutional Award for Innovation in Internationalisation from the European Association for International Education (EAIE). It discusses the University of Helsinki's approach of "embedded internationalisation", where internationalization is integrated into all core university activities and strategy, rather than being centralized in a single office. Some examples of innovative international programs discussed include the International Staff Services office, English-taught master's programs, and partnerships with other universities through organizations like the League of European Research Universities.
This document summarizes a presentation given at the Spring EAIE Academy in 2013 on facilitating cultural learning in education abroad. The presentation discussed how mobility programs can maximize intercultural development, introduced key intercultural concepts and theories, and provided practical applications for program design before, during, and after study abroad experiences to support students' cultural learning. Specific topics covered included cultural learning theories, cultural dimensions, dimensions of intercultural learning, and cultural mentoring strategies.
Internationalization of Higher Education. NetworksAnabela Mesquita
Workshop held on the 6th November 2015 in the International Conference on Knowledge Society - challenges for the XXI century, at the Constantin Brancoveanu University, Pitesti, Romenia.
This document discusses the growth of distance education over the past 20 years and both the opportunities and challenges it faces. It notes that while distance education enrollments have increased significantly, allowing greater access to education, there is also some opposition emerging and issues with quality assurance. It argues that governments need to recognize distance education's potential to expand access at low cost, foster independent learning, and promote innovation, while also ensuring strong, independent quality assurance oversight.
- The speaker discusses the transformation of education driven by digital technology and the rise of a new culture of lifelong learning. She notes that knowledge has become the basic currency in today's global economy and that demand for higher education is fueling changes in attitudes and practices.
- Technology is empowering unprecedented global access to quality learning environments. It allows learners of all kinds to access education flexibly across time and space through online programs and platforms. However, digital divides remain, and cultural and linguistic differences also impact the effectiveness of e-learning.
Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
E-LEArn2017
PrE-confErEncEsymPosium
“moocsandopenEducationintheDevelopingWorld”
n
What do the World Bank, UNESCO, the Commonwealth of Learning (COL), the Inter-American Development Bank, and numerous
other organizations and institutions around the globe have in common? They are all engaged in fascinating experiments to
take advantage of advances in digital technologies and e-learning design to provide education, training, and professional development
opportunities to people in developing countries who previously could not partake of these opportunities. One such delivery
mechanism has been the massive open online course (MOOC) as well as various MOOC-like derivatives. Another is the use of
open educational resources (OER). These efforts are already benefitting millions of people, but much potential for expansion and improvement remains.
Providing access to higher education through online programs in developing co...EduSkills OECD
There is a growing gap between the level of education most people have access to and what is needed globally for employment opportunities. While populations in developing countries are growing rapidly, access to higher education is still limited due to availability and affordability. Online education can help address this by making courses more accessible anywhere and affordable. However, developing successful online programs requires consideration of cultural and learning style differences to ensure relevance and support for students in different contexts. Overall, online education represents an opportunity to extend access to more people if implemented appropriately.
This document discusses the changing nature of higher education and the need to blend formal and informal learning. It notes that students today grew up with constant digital stimulation and want autonomy, creativity, and real-time interaction. Higher education must remove barriers between informal and formal learning by using open educational resources, tools, and social networking tuned for learning. This involves personalized mobile learning through social networks and mentors selected by the learner, moving from institutionally defined paths to gentler, more open slopes accredited through demonstration of learning.
Paper presented at the International Conference about Knowledge Society - challenges for the XXI century, held on the 5 and 6 November in Pitesti, Romenia
Where have we got to in attaining and sustaining mass higher education? José ...EduSkills OECD
Mass higher education has become an irrepressible reality globally due to trends like globalization and increasing social mobility aspirations. While opening opportunities, it also brings challenges for governments and institutions to balance excellence, equity, and manage expectations. It is reshaping politics and economies worldwide and may help bring unprecedented scientific development and international academic cooperation that changes the world of knowledge and potentially world peace.
Quest for Knowledge: MOOCs Provide Insigts to InnovationJay Gendron
Massive open online courses (MOOCs) could solve old problems in new ways. More than ever, people need access to knowledge. Since the earliest of days, this has been a never-ending quest. This paper looks at the knowledge process from the domain of education in order to stimulate innovation and advancement in another source of knowledge – modeling and simulation. This paper explores knowledge, starting with the innovations that propelled MOOCs to their current position in the marketplace. It then offers a framework based on current studies and draws parallels to modeling and simulation, probing the questions as to how modeling and simulation can learn from MOOCs so decision makers have greater access to knowledge more directly and easily through modeling and simulation tools as well as the discipline formed by that community. Today's modeling and simulation leaders need awareness of the MOOC business model and the potentially high returns on investment when integrating models and tools to solve new problems.
Future of learning - Insights from Discussions Building on an Initial Perspe...Future Agenda
The initial perspective on the Future of Learning kicked off the Future Agenda 2.0 global discussions taking place through 2015. This summary builds on the initial view and is updated as we progress the futureagenda2.0 programme. www.futureagenda.org
Czerniewicz Troubling Open Education Edmedia 30 June 2016Laura Czerniewicz
Open education is a complex field with tensions around how openness is understood and implemented. Key tensions exist regarding the nature of digital resources and different understandings of the term "free." While open education aims to promote open access to knowledge, issues arise around copyright and licensing in digital environments. The growth of informal sharing online through piracy cultures has also impacted understandings of openness. Overall, open education exists along a continuum and must be viewed within specific cultural and historical contexts.
Presentation at University of Nicosia (Academics) Current global trends and challenges ahead for quality assurance in the field of open online learning and eLearning
The document discusses various natural hazards that can cause disasters including depressions, hurricanes, droughts, floods, tornadoes, wildfires, volcanoes, earthquakes, tsunamis, landslides and avalanches. It describes the physical processes that cause each hazard and their potential impacts, such as property damage, deaths or injuries. The document also discusses concepts of risk, vulnerability and capacity, noting that hazards combined with vulnerability can lead to disasters, while greater capacity can reduce risk and impacts.
This document provides information about the University of Helsinki winning the 2013 Institutional Award for Innovation in Internationalisation from the European Association for International Education (EAIE). It discusses the University of Helsinki's approach of "embedded internationalisation", where internationalization is integrated into all core university activities and strategy, rather than being centralized in a single office. Some examples of innovative international programs discussed include the International Staff Services office, English-taught master's programs, and partnerships with other universities through organizations like the League of European Research Universities.
This document summarizes a presentation given at the Spring EAIE Academy in 2013 on facilitating cultural learning in education abroad. The presentation discussed how mobility programs can maximize intercultural development, introduced key intercultural concepts and theories, and provided practical applications for program design before, during, and after study abroad experiences to support students' cultural learning. Specific topics covered included cultural learning theories, cultural dimensions, dimensions of intercultural learning, and cultural mentoring strategies.
Internationalization of Higher Education. NetworksAnabela Mesquita
Workshop held on the 6th November 2015 in the International Conference on Knowledge Society - challenges for the XXI century, at the Constantin Brancoveanu University, Pitesti, Romenia.
This document discusses the growth of distance education over the past 20 years and both the opportunities and challenges it faces. It notes that while distance education enrollments have increased significantly, allowing greater access to education, there is also some opposition emerging and issues with quality assurance. It argues that governments need to recognize distance education's potential to expand access at low cost, foster independent learning, and promote innovation, while also ensuring strong, independent quality assurance oversight.
- The speaker discusses the transformation of education driven by digital technology and the rise of a new culture of lifelong learning. She notes that knowledge has become the basic currency in today's global economy and that demand for higher education is fueling changes in attitudes and practices.
- Technology is empowering unprecedented global access to quality learning environments. It allows learners of all kinds to access education flexibly across time and space through online programs and platforms. However, digital divides remain, and cultural and linguistic differences also impact the effectiveness of e-learning.
Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
E-LEArn2017
PrE-confErEncEsymPosium
“moocsandopenEducationintheDevelopingWorld”
n
What do the World Bank, UNESCO, the Commonwealth of Learning (COL), the Inter-American Development Bank, and numerous
other organizations and institutions around the globe have in common? They are all engaged in fascinating experiments to
take advantage of advances in digital technologies and e-learning design to provide education, training, and professional development
opportunities to people in developing countries who previously could not partake of these opportunities. One such delivery
mechanism has been the massive open online course (MOOC) as well as various MOOC-like derivatives. Another is the use of
open educational resources (OER). These efforts are already benefitting millions of people, but much potential for expansion and improvement remains.
Providing access to higher education through online programs in developing co...EduSkills OECD
There is a growing gap between the level of education most people have access to and what is needed globally for employment opportunities. While populations in developing countries are growing rapidly, access to higher education is still limited due to availability and affordability. Online education can help address this by making courses more accessible anywhere and affordable. However, developing successful online programs requires consideration of cultural and learning style differences to ensure relevance and support for students in different contexts. Overall, online education represents an opportunity to extend access to more people if implemented appropriately.
This document discusses the changing nature of higher education and the need to blend formal and informal learning. It notes that students today grew up with constant digital stimulation and want autonomy, creativity, and real-time interaction. Higher education must remove barriers between informal and formal learning by using open educational resources, tools, and social networking tuned for learning. This involves personalized mobile learning through social networks and mentors selected by the learner, moving from institutionally defined paths to gentler, more open slopes accredited through demonstration of learning.
Paper presented at the International Conference about Knowledge Society - challenges for the XXI century, held on the 5 and 6 November in Pitesti, Romenia
Where have we got to in attaining and sustaining mass higher education? José ...EduSkills OECD
Mass higher education has become an irrepressible reality globally due to trends like globalization and increasing social mobility aspirations. While opening opportunities, it also brings challenges for governments and institutions to balance excellence, equity, and manage expectations. It is reshaping politics and economies worldwide and may help bring unprecedented scientific development and international academic cooperation that changes the world of knowledge and potentially world peace.
Quest for Knowledge: MOOCs Provide Insigts to InnovationJay Gendron
Massive open online courses (MOOCs) could solve old problems in new ways. More than ever, people need access to knowledge. Since the earliest of days, this has been a never-ending quest. This paper looks at the knowledge process from the domain of education in order to stimulate innovation and advancement in another source of knowledge – modeling and simulation. This paper explores knowledge, starting with the innovations that propelled MOOCs to their current position in the marketplace. It then offers a framework based on current studies and draws parallels to modeling and simulation, probing the questions as to how modeling and simulation can learn from MOOCs so decision makers have greater access to knowledge more directly and easily through modeling and simulation tools as well as the discipline formed by that community. Today's modeling and simulation leaders need awareness of the MOOC business model and the potentially high returns on investment when integrating models and tools to solve new problems.
Future of learning - Insights from Discussions Building on an Initial Perspe...Future Agenda
The initial perspective on the Future of Learning kicked off the Future Agenda 2.0 global discussions taking place through 2015. This summary builds on the initial view and is updated as we progress the futureagenda2.0 programme. www.futureagenda.org
Czerniewicz Troubling Open Education Edmedia 30 June 2016Laura Czerniewicz
Open education is a complex field with tensions around how openness is understood and implemented. Key tensions exist regarding the nature of digital resources and different understandings of the term "free." While open education aims to promote open access to knowledge, issues arise around copyright and licensing in digital environments. The growth of informal sharing online through piracy cultures has also impacted understandings of openness. Overall, open education exists along a continuum and must be viewed within specific cultural and historical contexts.
Presentation at University of Nicosia (Academics) Current global trends and challenges ahead for quality assurance in the field of open online learning and eLearning
The document discusses various natural hazards that can cause disasters including depressions, hurricanes, droughts, floods, tornadoes, wildfires, volcanoes, earthquakes, tsunamis, landslides and avalanches. It describes the physical processes that cause each hazard and their potential impacts, such as property damage, deaths or injuries. The document also discusses concepts of risk, vulnerability and capacity, noting that hazards combined with vulnerability can lead to disasters, while greater capacity can reduce risk and impacts.
Climate is defined as the average weather conditions in a particular region over a long period of time. It is characterized by factors such as atmospheric pressure, temperature, humidity, wind speed, and sunlight. Weather describes the short term atmospheric conditions at a specific time and place. The key difference is that climate considers weather conditions averaged over 30 years, while weather refers to day-to-day changes. Many geographic factors influence climate, including latitude, elevation, proximity to bodies of water, ocean currents, winds, and relief or landforms. Climate zones are classified based on average annual temperatures.
This document discusses emotions and moods. It defines affect, emotions, and moods, noting that emotions are intense feelings directed at something, while moods tend to be less intense and lack a stimulus. It explores aspects of emotions like biology, intensity, frequency and duration. It discusses basic positive and negative moods and various sources that can influence emotions and moods, such as personality, time of day, stress, social activities, sleep, exercise, age, and gender. It also covers external constraints like organizational and cultural influences. The document concludes with applications of emotions and moods in organizational behavior, such as selection, decision making, creativity, motivation, leadership, and customer service.
This document discusses weather collocations, which are words that commonly go together when describing weather. It provides examples of 6 weather collocations: driving rain, crisp snow, freak weather conditions, hard frost, a river bursting its banks, and baking hot. It also includes a short quiz to test the reader's knowledge of these collocations.
Meeting the Needs of International Students in Higher Education Institutions Innovations2Solutions
The critical question is: what can HEIs do to create a welcoming and supportive environment for these students
– one that provides safety, comfort and security through formal and informal organizations that understand these students’ unique needs and cultural preferences.
The document discusses weather conditions including cloudy, rainy, sunny, foggy, snowy, stormy, and windy. It includes listening activities to identify true or false statements about the weather in different countries. There are also activities to complete sentences about past and current weather using the weather terms and to create sentences describing weather forecasts in Chilean cities using those same terms.
This document defines key concepts related to emotions and moods in an organizational context. It discusses the relationship between affect, emotions, and moods, noting that emotions are brief and directed while moods are more diffuse. Basic emotions and aspects of emotions like biological factors are also covered. The document then examines sources of emotions and moods, constraints on expressing emotions in different cultures, and the concept of emotional labor. It introduces affective events theory and emotional intelligence, discussing applications of emotions and moods in areas like selection, decision making, and customer service. The document concludes by noting practical and ethical limits of emotions at work and their impact on performance.
The document discusses bioplastics and their role in sustainability. Bioplastics are either made from biological sources like plants or are biodegradable. While plastics currently make up about 225 million tons annually and are mostly non-biodegradable, bioplastics production is growing over 20% per year due to their sustainability advantages. Bioplastics can substitute for traditional plastics in packaging and other single-use products to reduce litter, or serve as durable replacements through equal or lower carbon footprints and reduced reliance on oil. Their growth will continue as brands and consumers recognize the environmental benefits of bioplastics.
This chapter discusses weather and climate. It defines weather as short-term atmospheric conditions, while climate refers to longer-term patterns over 30-35 years. Weather is described by temperature, humidity, precipitation, pressure and winds. Temperature is influenced by factors like latitude, altitude, distance from the sea, and cloud cover. Humidity refers to water vapor in the air. Precipitation forms as rain or snow depending on temperature. Air pressure decreases with altitude as air molecules are farther apart. Winds blow from high to low pressure areas. Sea and land breezes are influenced by differences in how land and sea absorb heat.
The document provides an overview and comparison of the textbooks "Comparative Education: Exploring Issues in International Context" by Kubow and Fossum and "Comparative Education" by Mazurek and Winzer. It summarizes the key differences between the textbooks, including their focuses, countries examined, and educational concerns addressed. It also outlines several of the main topics covered in Kubow and Fossum's book, such as the rationale for studying comparative education, what comparative education entails, and its value.
This document contains 50 multiple choice questions about emotions, moods, and emotional labor from Chapter 8 of an unknown textbook. The questions cover topics such as the definitions of emotions and moods, universal emotions, how culture and gender influence emotional expression and interpretation, emotional labor, affective events theory, and emotional intelligence. Sample questions test understanding of concepts like the difference between emotions and moods, the influence of stress on mood, surface acting versus deep acting, and the theory that employees' emotions influence job performance and satisfaction.
The atmosphere is composed of four main layers: the troposphere, stratosphere, mesosphere, and thermosphere. The troposphere contains around 75% of the atmosphere's mass and is where weather occurs. The stratosphere contains the ozone layer which protects the Earth from UV radiation. The thermosphere is the hottest layer due to absorption of solar radiation.
The document discusses the four main systems that make up Earth: the atmosphere, hydrosphere, biosphere, and geosphere. It focuses on describing the layers of the atmosphere, including the exosphere, thermosphere, mesosphere, stratosphere, and troposphere. The troposphere contains most of the weather and clouds and temperatures decrease with increased altitude. The stratosphere contains ozone that absorbs UV radiation. The mesosphere is the coldest part while the thermosphere reaches temperatures over 1,700°C and protects the Earth from radiation.
This document provides basic weather vocabulary for describing current conditions, including adjectives like sunny, partly cloudy, clear, beautiful, warm, cool, hot, sweltering, cold, freezing, foggy, misty, cloudy, overcast, hailing, raining, snowing, stormy, and windy. It offers simple words to use when asking about or stating the weather.
This document discusses how to dress appropriately for different weather conditions and seasons. It begins with vocabulary related to clothing and then defines the four seasons - spring, summer, autumn, winter. It describes common weather types and the appropriate clothing for each, such as wearing sunglasses, a raincoat or umbrella in sunny/windy/rainy weather. It concludes by listing examples of typical clothing for each season.
Westly Whithers, a meteorologist, introduces the tools used to study and measure weather conditions. He explains that as a meteorologist he went to school to learn how to use instruments like a thermometer, barometer, anemometer, weather vane, rain gauge to measure air temperature, air pressure, wind speed, wind direction, and precipitation. He quizzes the viewer on identifying the instruments and their purposes before concluding that learning about weather can be fun.
This document discusses weather, climate, and how they are measured. It defines weather as the day-to-day conditions of a place, driven by differences in air pressure, temperature and moisture. Climate is defined as the average weather conditions over many years, usually 30, and is influenced by location. The key elements that make up weather and climate are discussed as temperature, pressure, wind, humidity and precipitation. Weather stations use instruments like hygrometers, rain gauges, barometers and maximum/minimum thermometers to measure these elements.
The document summarizes discussions from three symposia on the global dimensions of higher education held at Brandeis University between 2008-2010. The key topics discussed include: 1) The changing nature of academic traditions and research in the global age; 2) The growth of higher education systems worldwide and increasing competition for American universities; 3) Developing curricula and study abroad programs that foster intercultural competence in students. The symposia aimed to examine how globalization is impacting universities and explore new models of internationalization.
Social Innovation in Higher Education (Carmen Păunescu, Katri-Liis Lepik etc...John618124
This chapter provides an introduction and overview of the research presented in the book. The goal of the book is to demonstrate how higher education institutions can promote social innovation and create positive social change. It aims to identify both drivers of success and obstacles that influence the generation of social innovations. The book presents perspectives on social innovation in higher education to help relevant actors analyze this phenomenon. It also examines how higher education supports societal challenges and the benefits of effective social innovation engagement by universities. The discussion explores how to further develop the third mission of universities and enhance their role in driving social change.
Horizon 2020 and the social possibility: a Latvian exampleCristian Ciarrocchi
Horizon 2020 is the biggest EU Research and Innovation programme ever with nearly €80 billion of funding available over 7 years (2014 to 2020) – in addition to the private investment that this money will attract. It promises more breakthroughs, discoveries and world-firsts by taking great ideas from the lab to the market.
The document discusses different types of academic journals that are advantageous for research. It describes the IMRAD format used in scientific journals, which breaks the journal into sections for the introduction, methods, results, and discussion. This allows the journal to show the experiment's process and data collected. Journals contain detailed data, charts, images, and references from other sources to reinforce findings. The example journal article describes an experiment examining errors in examining bloodstain patterns at crime scenes and the effects of blood disintegration on calculating the area of origin.
Durban wg the requirements of internationalization of higher educationIAU_Past_Conferences
The document discusses internationalization in higher education at a conference of the International Association of Universities. It addresses key issues around distinguishing internationalization from homogenizing globalization. Recommendations include universities taking initiative in internationalization rather than reacting to market forces, developing clear internationalization policies, ensuring quality of internationalization processes, and promoting partnership and intercultural competence among global citizens. There was debate around whether internationalization curriculum should prepare experts in fields or not prescribe details, and whether having the same curriculum abroad is internationalization or globalization.
This document discusses three global university networks - the Association of Commonwealth Universities (ACU), the International Association of Universities (IAU), and the Worldwide Universities Network (WUN). It summarizes that these networks were formed to strengthen the capacity of universities to compete and innovate through collaboration. They serve as experimental laboratories to develop and test new concepts that can then be adopted more widely. While not perfect models, they demonstrate new forms of global collaboration in higher education that is rapidly changing and being impacted by various drivers.
Writing and Rhetoric in the Field of Study Abroad Outreach and AdvocacyJennifer Dodge
This Disciplinary Report focuses on the types of rhetoric used by three major sectors of study abroad outreach and advocacy, a field in which I am interested in building a career: Program Providers, Advocacy Organizations, and University Departments. Close attention is paid to the persuasive appeals of Pathos, Ethos, and Logos within certain sectors, as they vary in importance and application, depending on the audience. Furthermore, the role of social media has become increasingly important in the field, and much of the report documents the growing need for writers to organize and manage the content strategy of all communications and discourse representative of the sector.
The Diversity Commission at the University of Amsterdam studied diversity along two dimensions: diversity of people and diversity of knowledge. Regarding people, the Commission examined representation across gender, ethnicity, abilities, and other characteristics. It found that while diversity initiatives exist, there is no overarching diversity policy. The Commission recommends establishing a Diversity Unit and Discrimination Office to coordinate policy and address issues. Regarding knowledge, it recommends broadening academic traditions beyond Europe and the US. The Commission also found lack of diversity among staff and students, and underrepresentation of minority groups. It recommends concrete goals and accountability to increase minority representation, recruitment from diverse schools, and support for minority students and employees. Exclusion and discrimination were widely experienced on campus
Průzkum informačních portálů v souvislosti s informacemi o VŠ v NorskuMŠMT IPN KREDO
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The ethical international education agent | 2014 winter EAIE Forum member magazine
1. winter
2014
Ethicsin international
education
Neo-racism and international students 13
Layers of defence: An essential guide to
deterring fraud in your institution 28
Academic freedom and the threatened scholar 34
EAIE Prague 2014 Conference Report 43
Discussing international education
3. 28“Thetotalamountofmoneyspentoninter-
nationaleducation-relatedfraudranges
fromUS$2billionto2.5billionannually”
Layers of defence: a new approach
to combating fraud
43“BringingtheEAIEConferencetoanarea
ofEuropesometimesneglectedinourfield
wasakeyaimfor2014”
Prague Conference Report
34“Thereis a pressingneedforemergency
assistance foracademicswhoselivesand
liberty areunderimmediatethreat”
Sinead O’Gorman
52“The job marketismovingsofastand
universities andschoolsarelaggingbehind”
An interview with the Chairman of
Microsoft Europe, Jan Muehlfeit
03forum
winter 2014
4. Editorial
A
t some point during my formative
years, I somewhere came across
the notion (roughly paraphrased
here) that ‘manners are the behaviours
we put on display when in the company
of others; ethics provide the framework
to guide our actions when no one is look-
ing’. This subtle yet important distinction
has stayed with me over time, particularly
as my professional roles and responsi-
bilities have become more complex and
multifaceted.
Exploring the development of a pur-
poseful sense of who I am, what I stand
for, and how I can best manage to move
through the world in ways that are fair
and beneficial to myself and others, has
provided me with an ongoing opportu-
nity to attempt to square the work that
I do with the person I am. And, despite
its inevitable limitations and blind spots,
my own ethical framework provides me
with a meaningful foundation for making
decisions and, if necessary, grounds for
defending these actions as being ‘right’
for me.
These matters can be complicated
enough for individuals to navigate. But
how do such questions of ‘right and
wrong’, along with the myriad shades
of grey in-between, play out beyond the
level of individuals? What do notions of
‘ethics’ mean for institutions? In what
ways and to what extent do values shape
the internationalisation landscape – and
to what extent should they? And – in the
field of international education, which
brings together stakeholders from many
different cultural contexts – how, in
both theoretical and practical terms, do
commitments to particular principles
translate across cultures?
This issue of Forum is dedicated large-
ly to an examination of these important
considerations, from a variety of perspec-
tives. For example, given that student
mobility remains a bedrock activity in
the field, it is crucial to continue casting a
critical eye on the ways that work in this
area unfolds, and what ‘ethics’ means in
the context of mobility. To this end, sev-
eral of our contributions in this issue urge
us to think more deeply about the student
recruitment process as well the academic
and personal experiences of internation-
ally mobile students. We are encouraged
to consider, clearly and honestly, the ways
in which notions of fraud, plagiarism,
commercialisation (via the use of agents),
and even neo-racism may play out in the
mobility cycle, with profound implica-
tions for all involved.
Mobility is clearly not the only axis
on which ethical considerations turn.
The wider constellation of relationships
and activities in which higher education
institutions may engage internationally
also presents important opportunities
to examine the ways, and the extent to
which, values guide actions. At stake here
are such ‘bigger picture’ questions as how
we may understand a shared commitment
to academic freedom, what constitutes
ethical partnerships, and how we may
support and participate in the elabora-
tion of broader conceptions of ethics in
internationalisation – regionally, glob-
ally, and across many different types of
institutions.
As always, of course, questions of
reaching out to others in a meaningful
way seem to hinge on a crucial first step
of authentic commitment to addressing
our own challenges and shortcomings
(ethical or otherwise). For institutions,
this means casting a critical eye inter-
nally – for example, in terms of how
we educate our students around ‘ethical
reasoning’ and the extent to which our
own institutional governance is effective,
transparent, and corruption-free. Several
of our authors provide insight in these
vital areas, as well.
Along with our report from the 2014
Annual Conference in Prague, we hope
this issue of Forum will provide rich food
for thought about some of the many and
complex aspects of ‘ethics’ in international
higher education – a topic of concern to
us all.
—Laura Rumbley, Editor
publications@eaie.org
04 forum
winter 2014
5. Contributors
Daniel Guhr and Nelson Furtado have researched and
reported on fraudulent behaviour in international education on behalf
of governments, associations, and educational institutions. Their
focus is placed on developing analytical models aimed at detecting
fraud, as well as designing process improvements and proactive poli-
cies to combat fraud.
Jacqueline Kassteen is the Director of ICEF Monitor, an
online resource offering news, market intelligence, research, best
practice tips, and trends, all with a firm focus on international student
recruitment. She has lived in eight countries and has over 15 years
of marketing experience in the international education and student
travel industries, as well as in publishing, lead generation, retail, and
financial services.
Jenny J. Lee works at the Center for the Study of Higher Edu-
cation at the University of Arizona, USA, and is a Fulbright Scholar to
South Africa (2013–2015). Her research areas include organisational
cultures, academic and administrative labour, and international stu-
dent mobility.
Saulius Marcinkonis has nearly 20 years of agro-environ-
mental research experience and is recognised as an expert for the
assessment and evaluation of scientific projects for EU FP7 & Horizon
2020, EU COST and Eureka Programmes. Since 2012 he has worked
as Development Strategist at Vilniaus kolegija University of Applied
Sciences.
Eva Egron-Polak has, in the past few years, coordinated an
international reflection on ethics in higher education and on the need
to refocus on values in internationalisation of higher education at the
International Association of Universities (IAU). These exercises have
increased Eva’s expertise by sharing viewpoints with like-minded col-
leagues from around the world.
Marcus Tannenberg, Bo Rothstein and Lennart Levi
Marcus Tannenberg is working on implementing the Poznan Declara-
tion in cooperation with the two other authors: corruption expert,
Professor in Political Science and Head of the Quality of Government
Institute, Bo Rothstein, and health policy expert and Emeritus Profes-
sor of Psychosocial Medicine, Lennart Levi.
Jude Carroll
Jude Carroll holds a UK Higher
Education Fellowship for her
work in deterring plagiarism and
promoting effective teaching
practices for culturally and lin-
guistically diverse students. She
is the author of Tools for Teach-
ing in an Educationally Mobile
World (Routledge 2015).
Patti McGill Peterson
Patti McGill Peterson leads
global initiatives at the American
Council on Education and has
extensive experience in higher
education. She has served as
a university president and as
Head of the Council for Inter-
national Exchange of Scholars,
which administers the Senior
Fulbright Scholar Program.
Lori K. Pyle
Lori Pyle serves as Associ-
ate Chair of a campus-wide
initiative at James Madison
University in the USA that
teaches ethical reasoning skills
to administrators, faculty, staff,
and students. She received her
doctorate in leadership studies
with a concentration in post-
secondary education.
Sinead O’Gorman
Sinead O’Gorman is European
Director at Scholars at Risk, an
international network of over
350 higher education institu-
tions in 36 countries dedicated
to protecting threatened schol-
ars, preventing attacks on
higher education and promot-
ing academic freedom.
05forum
winter 2014
6. Introducing the
EAIE Barometer
The first study to map the internationalisation
of higher education in Europe!
Stay tuned for the full report out in 2015
Check out a sneak preview of the results:
www.eaie.org/blog/barometer-inital-findings
8. As more and more coun-
tries race to develop their
knowledge economies,
internationalise their
education sectors, and
encourage their young
citizens to study abroad,
the role of international
education agents in re-
cruiting has never been
more important… or
scrutinised.
Jacqueline Kassteen
ICEF Monitor
the percentage of students recruited via
agents varied greatly by destination mar-
kets, for example: Malaysia (56%), Aus-
tralia (53%), New Zealand (47%), Canada
(41%), the UK (38%), the Netherlands
(20%), the US (11%). (See further findings
from the report on pages 22-23.)
Another study ‘The Role of Education
Agents in Canada’s Education Systems’2
from the Council of Ministers of Educa-
tion, Canada, reported that 78% of insti-
tutions use agents. A full 90% reported
that they are confident that agents provide
accurate information to students, and 85%
said they are confident that agents adhere
to laws and policies.
Governments beefing up
regulations
Given the growing usage of agents in
international education, national govern-
ments and institutions are beginning to
respond by putting related policies and
quality controls in place, but govern-
ment and university policies with respect
to agents are variable from country to
country.
Australia has embraced working with
student recruitment agencies for many
years, and has well established training and
guidelines for agent behaviour. However,
its government, and that of the UK, is
also putting more pressure on institutions
when it comes to visa and immigration
issues. The former assigning ‘risk ratings’3
to universities based on visa denials or
incidences of fraud, and the latter lowering
the threshold of visa refusals from 20% to
C
entral to the issue of how to work
with international agents – or
any partners, for that matter –
are issues of ethics and professionalism.
Those concerned with the sustainable
and responsible growth of international
education within a country need to ensure
two things: firstly, that foreign students
entering their country are coming as gen-
uine students and are adequately qualified
for the courses or programmes they enrol
in, and secondly, all parties – institutions
and agents alike – put students’ needs
first and foremost.
Global use of agents
The reality is that agents have a legitimate
role to play in international recruitment:
the best of them offer real value to students
and institutions alike. Growing numbers of
international students everywhere are rely-
ing on agents to help them with their study
abroad ambitions.
For students and their parents, agents
are important local advisers who provide
support for the complex decisions and
processes associated with study abroad
in their native language. For institutions,
agents represent a cost-effective way to
recruit internationally and to establish a
local presence in markets abroad. In many
cases, they are also an important exten-
sion of institutional support services for
prospective and incoming students.
A new study from the Observatory on
Borderless Higher Education (OBHE),
‘The agent question: insights from stu-
dents, universities and agents’1
found that
agents have a legitimate
role to play in international
recruitment
For students and their parents, agents
are important local advisers
19forum
winter 2014
9. 10%4
for ‘highly trusted sponsor’ institu-
tions eligible to host foreign students
applying for student visas.
Thus, professionalism, trust, open and
honest relationships between agents and
institutional partners are becoming more
critical – universities are more reliant
than ever on their agent partners to help
judge the suitability and bona fides of
prospective students.
Agents in Canada and the USA
Meanwhile in Canada, the government
introduced changes in August of 2012 to
its Bill C-35 legislation5
on educational
agents in order to reduce fraud. It is now
illegal for anyone other than an accredited
immigration representative to provide ad-
vice or otherwise represent a client during
an application or proceeding with Citizen-
ship and Immigration Canada. This now
applies to both agents operating in Canada
and those based outside the country.
In Canada, there is no regulatory frame-
work regarding the use of agents and
neither the federal nor provincial/ter-
ritorial governments accredit agents. The
exception is the Province of Manitoba,
whose stance on education agents is much
closer to Australia’s, where the ‘Educa-
tion Services for Overseas Students Act’
and complementary agent training and
registration systems combine for one of
the world’s most comprehensive regulatory
frameworks.
In the USA, where there is no strong
regulatory framework regarding the use
strengthen both the recruitment capacity
of institutions as well as the quality of
service for students.
Agent recognition and accreditation
Just as the expansion of the international
education marketplace has encouraged
growth in the numbers of education
agents operating today, it has also neces-
sitated mechanisms for assessing and
encouraging the ethics and performance
of those agents.
As always happens in any booming
economic sector, the burgeoning inter-
national education sector has attracted
poor as well as outstanding agencies –
and, like all bad news stories, any cases
of questionable conduct on the part of
agents tends to capture a lot of attention.
Here are some of the unsavoury agent
practices that have been reported:
• Not disclosing that they’re working on
commission
• Steering students to institutions that
pay the most commission
• Misrepresenting an institution’s
programmes of study, the credential
conferred, and the portability of the
credential
• Colluding with students in misusing
the visa process
All of these practices are of course
egregious, but they are also rare and
increasingly avoidable thanks to the qual-
ity assurance mechanisms now available
to institutions in leading study abroad
markets around the world.
Moreover, in many countries, agencies
have taken the step of self-regulation by
forming national as well as regional agent
associations adhering to ethical codes of
business conduct and standards.
of agents, and where using agents in
international recruitment has been less
widespread than in other markets, opinion
is more divided. This past decade has
seen an expansion of active international
recruitment efforts on the part of a wider
field of US institutions, and a correspond-
ing increase in the use of education agents
by some universities and colleges. This
triggered a growing debate within the Na-
tional Association for College Admissions
Counselling (NACAC) about a standing
prohibition in the ‘Statement of Principles
of Good Practice’ (SPGP), a document
that effectively codifies the ethics and
standards of conduct for the association.
In September 2014, NACAC modi-
fied the SPGP6
to specify that “members
will not employ agents who are compen-
sated on a per capita basis when recruit-
ing students outside the United States,
unless they ensure they and their agents
conduct themselves with accountability,
transparency and integrity.” They have
also recently released a new resource en-
titled ‘International Student Recruitment
Agencies: A Guide for Schools, Colleges
and Universities’ to help US universi-
ties engage effectively and ethically with
international agents.
As these examples illustrate, gov-
ernments, institutions, and industry
associations all have a role to play in
establishing and advancing best practices.
All stakeholders have a natural interest
in constructive, collaborative approaches
to engaging with quality agents that
universities are more reliant than ever on their
agent partners to help judge the suitability and
bona fides of prospective students
20 forum
winter 2014
10. Finally, there are ways in which the
marketplace naturally encourages good
practices among international education
agents. Unethical agents not only face
stricter consequences in many countries
for poor service or for breaching codes of
professional conduct, they operate in an
environment in which word-of-mouth
about sub-par agencies travels extremely
fast, both among institutions and students.
Finding quality agents
The most serious and successful inter-
national agents working today are well
aware of the need to distinguish them-
selves as reliable, effective, and student-
focused professionals in their sector, and
there is now an increasing range of ways
through which agents demonstrate their
credentials and professionalism.
At one end of the scale are codes of
conduct or standards of practice estab-
lished by industry associations such as the
Federation of Education and Language
Consultant Associations (FELCA), or
even governments as in the case of the
London Statement,7
created by officials
from the UK, Ireland, Australia, and
New Zealand. This joint statement of
principles for ethical international stu-
dent recruitment stresses professionalism
and responsible business ethics.
At the other end of the continuum
are robust accreditation or certification
schemes, such as the process established
by the American International Recruit-
ment Council (AIRC).
Increasingly, professional development
and/or certification courses also play an
important part in reinforcing or establish-
ing an agency’s credibility in the market-
place, and illustrate the growing field of
professional development options avail-
able to international education agents.
Some of the more established or successful
training courses include:the ICEF Agent
Training Course (IATC), the Austral-
ian Education Agent Training Course
(EATC), the Canada Course for Educa-
tion Agents (CCEA), the New Zealand
Specialist Agent Accreditation (NZSA),
and the British Council’s Foundation and
Advanced Certifications for Agents.
Best practices will reign
ICEF Monitor has published extensively
on the topic of best practices for schools
as well as agents in international student
recruitment, such as carefully screen-
ing prospective agents prior to signing
contracts, sharing marketing and recruit-
ment plans, defining roles and responsi-
bilities of each party upfront, setting key
performance indicators, creating training
materials and agent manuals, providing
marketing assistance, and opening up
paths of frequent communication.
As the global recruitment industry
becomes increasingly competitive, agents
will continue to play an integral role in
any international strategy. The real oppor-
tunity here is to find more constructive,
collaborative approaches to engaging with
quality agents and partners and, in so
doing, to improve both the recruit-
ment capacity of institutions as well as
the quality of service for international
students.
1. See http://monitor.icef.com/2014/09/the-agent-
question-new-data-has-the-answer
2. See http://monitor.icef.com/2014/06/study-
provides-new-insights-on-the-role-of-agents-in-
canadian-education
3. See http://monitor.icef.com/2012/12/the-
changing-face-of-agency-engagement-with-australia
4. See http://monitor.icef.com/2014/08/
uk-introduces-tougher-immigration-rules-for-
universities-and-colleges
5. See http://monitor.icef.com/2012/08/canada-bill-
c-35-update-for-offshore-agents-greater-scrutiny-
for-student-visas
6. See http://monitor.icef.com/2014/09/nacac-
changes-code-conduct-releases-agent-guide
7. See http://monitor.icef.com/2012/05/
governments-crack-down-on-fraud-industry-
continues-to-strengthen-standards
in many countries, agencies have taken the step of
self-regulation by forming national as well as
regional agent associations
21forum
winter 2014
11. Agents uncovered
The latest report from the Observatory on Borderless Higher
Education (OBHE) entitled ‘The agent question: insights from
students, universities and agents’ compiled data from a range
of studies, including the 2013 Agent Barometer (i-graduate and
ICEF), the International Student Barometer (i-graduate) and a
2012 study by the OBHE on institutional use of agents. Here are
a few key findings suggesting an overall positive impression of
agents by their stakeholders.
Promotional Materials
Interviews
Education Exhibitions
Program of Study Selection
Local Job Placement
Referral to Institutions
Career Counseling
Internet
School Visits
Currency Exchange
Cell phones/cards
Application/Admissions Guidance
Accommodation
Language Training/Testing
Airport Pick-Up
Visa Processing/Immigration Advice
Travel Insurance
Health Insurance
0%
Agents with primary interest in
higher education (as of Autumn 2013)
20% 40% 60% 80% 100%
Services offered to stu-
dents by agents: business
model dependent on
institutions, not students
• Most services, where offered,
are more likely to be free than
fee-based for the student.
This suggests that most
agents with a primary interest
in higher education earn the
majority of their income from
institutions, not students.
• A large majority of these
agents offer core institutional
selection and application ser-
vices free of charge.
Agents offer many services;
most students use few of them
• This chart reinforces the idea that
most students are recruited by
rather than hire an agent. Prompting
the student to apply to institution
x is the core agent service (agent
to institution), with other agent
services used by only a minority of
students.
• It is equally clear that application as-
sistance, visa assistance and school
selection – the three services most
commonly cited by students – point
to areas of complexity where some
students find agent input helpful.
50%
40%
30%
20%
10%
0%
Visa
assistance
Application
assistance
School
selection
Credential
evaluation
Test prep
Critique of re-
quired
essays
Airline res-
ervations
Currency/
transfers
Pre-depature
orientation
agent services used by students (%)47%
32% 31%
23%
21%
18% 18%
8% 7%
Fee
Free
Don’t offer
Photo: Tsyhun (shutterstock)
22 forum
winter 2014
12. To access the full report,
please visit: www.obhe.
ac.uk/documents/view_
details?id=953.
Text and data courtesy of the
Observatory on Borderless
Higher Education.
Mature users of agents
exhibit breadth of market
coverage
• Countries with the most
agent experience – Australia
and New Zealand – exhibit
the widest array of agent
relationships by geography.
• By contrast, countries with
less agent experience or
acceptance – USA and the
Netherlands – exhibit much
reduced coverage.
In general, students are
satisfied with agents,
regardless of price
• A large majority of all stu-
dents who report use of
agents are at least ‘satisfied’,
regardless of fee level.
• However, low price or zero
cost does not guarantee
satisfaction. About 10% of
students who used an agent
but paid nothing said they
were not satisfied. A free
service may be poor quality
or under-resourced.
0%
20%
30%
40%
50%
60%
10%
Australia New
Zealand
UK Malaysia Canada USA Netherlands
market coverage (% of 47 markets where
institutions report an agent relationship)
58%
48%
36%
31% 30%
21%
15%
100%
80%
60%
40%
20%
0%
Free Up to
$500
Up to
$1000
Up to
$1500
Up to
$2000
Up to
$3000
Up to
$4000
Up to
$5000
More than
$5000
Amount students pay to agents - ranges in US$
30.0%
6.3%
6.8% 8.5%
15.2%
8.7%
6.8%
13.5%
17.1%
18.7%
59.1%
20.3%
71.6%
10.3%
80.3%
10.5%
72.4%
18%
65.8%
13.3%
67.1%
15%
59.9%
17.4%
71.7%
16.5%
75.7%
Very satisfied
Satisfied
Dissatisfied
Very dissatisfied
23forum
winter 2014
13. 24 forum
winter 2014
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