international students

Why are there no foreign universities in Tajikistan?

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Fat cat Victor Aeroflot
Viktor the Fat Cat, prepare for take-off to Dushanbe! (If you missed the story of the overweight cat’s stowaway flight, Aeroflot’s response and the internet’s memetastic follow up, read this first)

This is the excellent question posed by Khaidar Shodiev writing for Asia-Plus, the nearest thing Tajikistan has to an independent newspaper. Strictly speaking, the country’s higher education system is not entirely devoid of international universities, with the regional University of Central Asia’s campus in Khorog and three Russian branch campuses all in the capital Dushanbe.

But the bigger question Shodiev is asking in the article links to the broader systemic disincentives for foreign institutions to set up shop in Tajikistan on the one hand, and the lack of discernable will to fundamentally reform the education system from the Tajik government’s side. Yes, it’s accepted a heck of a lot of cash from the World Bank to implement the Bologna Process, but scratch the surface and most people will tell you that the so-called ‘transition’ to this series of European-inspired educational transformations is nowhere near getting off the ground.

The article can be found at https://asiaplustj.info/ru/news/tajikistan/society/20191204/pochemu-v-tadzhikistane-ne-otkrivayutsya-zarubezhnie-vuzi but in case the website gets blocked again, and for non-Russian readers, here it is below after an English translation by me.

Why are there no foreign universities in Tajikistan?

By Khaidar Shodiev

Tajikistan’s higher education institutions (HEIs) don’t fall into any of the university rankings, whether global or among the Commonwealth of Independent States (CIS). Only one well-known foreign university has opened a branch in the country – Moscow State University.

Asia-Plus reports on why this is this case, and why the country is not rushing to increase the number of prestigious foreign universities.

Past the rankings

The well-known British newspaper Times Higher Education (THE) recently released its annual World University Rankings for 2019.

The top three universities in the world haven’t changed. For the third year in a row, the first place is held by Oxford University, which has the top indicators in research (quantity of research, research income and reputation). As before, second and third places are occupied by Cambridge University and the US’ Stanford University.

Of all the countries in the CIS, Russia has the most HEIs in the ranking with 35 contenders. Kazakhstan is the Central Asian leader with 10 HEIs in the QS international education ranking. No HEIs in Tajikistan were listed in these international rankings.

What are the reasons for this state of affairs?

“If you are talking about the criteria that are used to compile international rankings, then this is first of all about scientific (research) output and the quality of teaching,” says Ilhom Kamolzoda, head of the department of international affairs at the Ministry of Education and Science.

“The level of research is measured by the quality and quantity of articles that are published in top international journals that are included in the Scopus citation database. Following that, the rankings measure the ratio of teaching staff to students, the number of international students and faculty, and so on.”

Kamolzoda noted that Tajikistan is currently in transition to the Bologna system of education.

“Furthermore, for HEIs in the country to be recognized in international rankings, degree programs need to undergo international accreditation. And of course, as I’ve already noted, more high-quality research and training of highly qualified professionals to an international standard are necessary. Work on this is ongoing,” he says.

“The old school has fallen but a new one hasn’t yet been formed”

Education expert Bakhtiyor Asliddinov believes we need to dig deeper to find the reason for the current state of affairs in the country’s higher education.

“After the fall of the USSR, the single education system collapsed, and links between HEIs in the former Soviet republics were lost,” he says.

“The situation was exacerbated by the events of the 90s [ES note: the civil war from 1992-97] as a result of which thousands of academics, researchers and lecturers fled Tajikistan. Universities like Tajik Technical University, the Polytechnic and the Medical Institute – which had been well known in the Soviet Union – lost many of their best people. The old school fell and a new one hasn’t yet formed.”

Bakhtiyor Asliddinov also explains that in its drive to increase quantity, the Ministry of Education and Science has been unable to assure the quality of education in many HEIs. This has also led to declining education quality in his opinion.

“Previously in Tajikistan there were around 10 HEIs. Now there are over 30. Previously, each course had three cohorts (per year) and now there are up to 10 and sometimes more. How do you find qualified candidates for all these HEIs with such large numbers of students? How much are these degree programs in demand? Is work available for all graduates? I don’t think these questions will find answers for some time,” the expert says.

According to Asliddinov, beyond these factors, the quality of secondary [high] school education also needs to be taken into account: how can you get a high quality higher education if the secondary level leaves much to be desired?

“For our universities to be part of the global higher education landscape and for graduates to be desirable to employers, this education issue needs to be dealt with holistically,” he noted.

Foreign universities: To be or not to be?

The establishment of branches of well-known international HEIs in a country is a common practice around the world.

In recent years, our neighbours have been actively working on this. The number of foreign branch campuses has begun to grow in Kazakhstan and Kyrgyzstan, and in Uzbekistan their number has grown three times in the last two years, and now there are 21 of them!

The situation changed at the end of 2017 when the government of Uzbekistan decided to fundamentally reform the education system in the country. It announced a five-year moratorium on all forms of taxes as well as exemption from mandatory contributions to state funds for foreign branch campuses. Furthermore, branch campuses do not have to pay the single social payment and income tax on foreign individuals working at the HEI. After this, the number of foreign branch campuses grew dramatically.

In Tajikistan today there are just three Russian branch campuses: Moscow State University, the National University of Science and Technology MISIS (Moscow Institute of Steel and Alloys), and the National Research University MEU (Moscow Power Engineering).

The Ministry of Education and Science has not indicated whether there are plans to open additional branch campuses of Western or Asian universities. The government did agree that a campus of the Malaysian Limkokwing University of Creative Technology could open in Bokhtar in 2013, but that project has yet to come to fruition.

“There are particular difficulties,” explains Ilhom Kamolzoda, “largely due to the fact that Western branch campuses teach in English. Applicants are required to confirm their language proficiency by passing an IELTS exam. This would require a lot of preparation of facilities, teachers, completion of the transition of the education system to meet international standards, and much more.”

“For these reasons, I believe that it’s too early to open Western branch campuses here. But we are moving in that direction. At the moment, high school graduates have the opportunity to study abroad and over 35,000 of our citizens are studying in 40 countries.”

Competition shouldn’t be alarming

“The opening of well-known Western and Asian branch campuses will help increase the level of education and the image of Tajikistan, which at the same time will turn into an international education centre for the region. This could attract international students and researchers and overall, enhance the opportunities for international investment in Tajikistan,” believes Makhmadsalim Abdukarimov, Acting Deputy Director of Moscow State University in Dushanbe.

“As is known, we already have experience of opening such branch campuses,” said Abdukarimov. “For example, our campus in Dushanbe has been operating successfully for nearly 10 years, and it attracts experienced global authorities in research and teaching. Our students have the opportunity to do placements at the main university in Moscow.”

“Moscow State University graduates have a good education toolkit and are able to continue their studies or find work even in developed countries. For example, our graduate Farangis Umedzoda was accepted to study for a Master’s degree at Oxford University.”

According to Abdukarimov, there are many educational establishments in the country that teach in English. Graduates of these schools can be potential students of Western branch campuses in Tajikistan.

“Moreover, there will be competition between our HEIs and the foreign branch campuses, and this shouldn’t alarm local teachers. On the contrary, it’s all for the good of our education system. Another advantage of opening foreign branch campuses is that they are more affordable. For example, at the Moscow State branch in Dushanbe, the annual fees are $1,400.”

“Now try to imagine how much money a Tajik student would need if he or she studies in Moscow – for fees, living costs, food and much more. Using the educational experience of leading world universities and their potential is a sign of the times. And the sooner we start this process, the faster we will make progress in our education system.”


Почему в Таджикистане не открываются зарубежные вузы?

Автор: Хайдар Шодиев

Таджикские высшие учебные заведения не входят в рейтинг лучших университетов не только мира, но и стран СНГ. А филиалов известных зарубежных вузов в стране, по сути, только один – МГУ.

С чем это связано и почему в республике не спешат увеличить количество престижных иностранных вузов – в материале «АП».

Мимо рейтинга

Недавно известный британский журнал Times Higher Education (THE) опубликовал очередной ежегодный рейтинг университетов мира THE World University Rankings-2019.

Первая тройка университетов-лидеров в мире не изменилась. Первое место в рейтинге уже третий год подряд занимает Оксфордский университет, имеющий также самые лучшие показатели исследовательской деятельности (объем исследований, поступления от исследовательской деятельности и репутация). На втором и третьем местах по-прежнему остаются Кембриджский университет и Стэнфордский университет США соответственно.

Среди стран СНГ больше всего представлены вузы России – 35. В Центральной Азии лидирует Казахстан – 10 вузов страны входят в международный образовательный рейтинг QS. Вузы Таджикистана в международные рейтинги не попали.

В чём же причины подобного положения дел?

– Если говорить о критериях, которые учитываются при составлении мировых рейтингов, то это в первую очередь, научные труды и качество преподавания, – говорит начальник управления международных связей Министерства образования и науки Таджикистана Илхом Камолзода.

– Уровень научных исследований, в свою очередь, измеряется количеством и качеством научных статей, которые были опубликованы в ведущих научных журналах мира, включенных в международную реферативную базу данных Scopus.

Следующие параметры – это соотношение количества преподавателей по отношению к студентам, число иностранных студентов и преподавателей и т.д.

Камолзода отметил, что Таджикистан в настоящее время находится в периоде перехода на Болонскую систему образования.

– Кроме того, для признания вузов страны в мировом рейтинге, нужно провести международную аккредитацию специальностей наших вузов. Ну и, конечно же, как я уже указал, нужно проводить больше качественных научных исследований, готовить высококвалифицированные кадры мирового уровня. Работа в этом направлении ведётся, – говорит он.

«Старая школа распалась, новая ещё не сформировалась»

Эксперт в области образования Бахтиёр Аслиддинов считает, что причину нынешнего положения дел с отечественным высшим образованием нужно искать глубже.

– После распада СССР разрушилась единая система образования, были утрачены связи между вузами бывших советских республик, – говорит он.

– Усугубили ситуацию события 90-х, из-за которых Таджикистан покинули тысячи научных работников, ученых, преподавателей вузов. Такие известные в Союзе и за её пределами вузы республики как ТГУ им. Ленина, Политехнический и Медицинский институты лишились многих своих лучших кадров. Старая школа распалась, а новая еще не сформировалась.

Падение качества образования Бахтиёр Аслиддинов объясняет еще и тем, что в погоне за количеством руководство Минобрнауки не смогло обеспечить качественное образование во многих вузах.

– Раньше в республике было около десяти высших учебных заведений. Сейчас их более тридцати. На каждом курсе раньше было по три группы, сейчас их до десяти и более. Где найти квалифицированные кадры для всех этих вузов с огромным количеством студентов? Насколько востребованы все эти специальности, смогут ли обеспечить работой всех выпускников? Эти вопросы ещё долго не найдут ответа, – говорит специалист.

По его словам, помимо всего вышесказанного, невозможно получить качественное высшее образование, если среднее оставляет желать лучшего.

– Чтобы наши университеты котировались в мире, а выпускники были желанными работниками, нужно решать образовательную проблему в комплексе, – отметил он.

Зарубежные вузы: быть или не быть?

Открытие филиалов известных зарубежных вузов в стране – часто применяемая практика в сфере образования в мире.

В последние годы в этом направлении активно работают и наши соседи. Так, число филиалов зарубежных вузов начало расти в Казахстане, Кыргызстане, а в Узбекистане их число увеличилось за последние два года в три раза, и сейчас их там – 21!

Ситуация изменилась в конце 2017 года, когда правительство Узбекистана решило коренным образом улучшить систему образования в стране, и объявило о пятилетнем освобождении иностранных вузов от уплаты всех видов налогов и обязательных отчислений в государственные фонды. Им также разрешили не платить единый социальный платеж, и налог на доходы физлиц, в части оплаты труда иностранных работников. После этого число зарубежных филиалов резко возросло.

В Таджикистане на сегодня действуют филиалы лишь трех российских вузов – филиалы Московского государственного университета имени М.В. Ломоносова и Национального исследовательского технологического университета «МИСиС» (Московский институт стали и сплавов), а также Национального исследовательского университета «МЭИ» (Московский энергетический институт).

Об открытии в Таджикистане престижных вузов западных или азиатских стран, пока сообщений со стороны Минобрнауки не было, если не считать решения правительства страны об открытии Малайзиского университета креативных технологий Лимкоквинг в Бохтаре в 2013 году. Но этот проект так и остался невыполненным.

– Есть определенные трудности, – поясняет Илхом Камолзода. – Во многом это связано с тем, что обучение в филиалах вузов западных стран ведется на английском языке. Абитуриенты обязаны подтвердить уровень владения языком, сдав международный экзамен IELTS. Нужно подготовить базу, кадры, завершить переход системы образования на международные стандарты и многое другое.

По этим причинам, на мой взгляд, сейчас рано открывать вузы западных стран у нас. Но мы идем к этому. Пока же у выпускников школ республики есть возможность обучения в зарубежных вузах, выезжая из страны. Так, на сегодня свыше 35 тысяч наших граждан учатся за рубежом в 40 странах.

Конкуренция не должна тревожить

– Открытие филиалов известных вузов Запада и Азии будет способствовать повышению уровня образования и имиджа Таджикистана, который таким образом превратится в образовательный международный центр региона, сможет привлечь зарубежных студентов, иностранных специалистов, и в целом, будет способствовать привлечению иностранных инвестиций в РТ, – считает заместитель исполнительного директора Филиала МГУ им.Ломоносова в Душанбе Махмадсалим Абдукаримов.

– У нас, как известно, уже есть опыт открытия подобных филиалов, – говорит специалист. – Например, наш вуз вот уже 10 лет успешно ведет свою деятельность в Душанбе, к нам приезжают опытные, авторитетные в мире науки и образования преподаватели, наши студенты имеют возможность практиковаться в головном вузе в Москве.

Выпускники филиала МГУ имеют достаточный багаж образования, чтобы продолжить учебу или работать даже в развитых странах мира. Так, например, выпускница нашего вуза Фарангис Умедзода поступила в магистратуру Оксфордского университета.

По словам Абдукаримова, в республике много образовательных учреждений, где обучение проводится на английском языке. Выпускники этих школ могут стать потенциальными студентами западных вузов в республике.

– Кроме того, будет конкуренция между нашими вузами и филиалами зарубежных вузов, и она не должна тревожить местных преподавателей. Наоборот, это только на пользу нашей образовательной системе. Другое преимущество открытия филиалов зарубежных вузов – более доступная цена. Например, в филиале МГУ в Душанбе годовая оплата за обучение – $1400.

А теперь представьте, сколько денег нужно таджикскому студенту, чтобы он прошел обучение в Москве – за учебу, общежитие, питание и многое другое. Использование образовательного опыта ведущих университетов мира, их потенциал – требование времени. И чем раньше мы наладим этот процесс, тем быстрее достигнем прогресса в образовательной системе.

International students on the rise in Kazakhstan

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cat не понял на казахском
“I didn’t understand it in Kazakh” says the Russian language international cat student

In 2019, over 25,000 international students chose to study abroad in Kazakhstan. This figure is up from 16,000 last year, an impressive year-on-year increase of 64%.

According to the Ministry of Education and Science, most international students come from India, Mongolia, Uzbekistan, Kyrgyzstan and Russia.

The Ministry believes that one reason for the growth is that universities in Kazakhstan have been given greater academic freedom including the ability to offer double degrees i.e. degrees jointly offered by a university in Kazakhstan and one abroad. The implication of this shift is that international students may be more attracted to study in Kazakhstan on the basis that they’ll end up not only with a degree from the Kazakh side, but from its foreign partner too.

Impressive as these figures are, they pale in comparison to the 70,000 Kazakh students who are currently studying outside the country. Most of them – as is the case with many other former Soviet countries – head to Russia.

Thus, for the time being, Kazakhstan remains a net exporter of international students, despite aspirations to become a regional education hub.

International students from the former Soviet space

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Internationally mobile students 2011-17The number of international students around the world is on the increase (see UNESCO graph for growth from 2011-17), and has now reached five million people.

Whilst there are major disparities in the desinations chosen by international students (Anglophone/former colonial nations top the list) and the resources they need to get there (the more financial/social capital your family has, the easier it is for you to become internationally mobile), one remarkable trend is that international students are now drawn from every country in the world.

That includes the former Soviet space, where student mobility until 1991 allowed travel only as far as Moscow, Leningrad (St Petersburg), Novosibirsk and a handful of other academic centres in the Soviet Union. Students could travel between republics but the idea of getting a degree from outside the communist space was out of the question.

In the nearly 30 years since the fall of the Soviet Union, that picture has changed dramatically. Long term readers of my blog will remember the results of a survey I did of international students from Tajikistan who had ended up far and wide, from the UK to Uruguay, from Slovakia to Singapore.

In revisiting the survey data for a new paper I am working on and will present at CHER in August 2019, I took the opportunity to look at longitudinal trends across the former Soviet space. Using data from UNESCO’s Institute for Statistcs, the graph below shows how patterns have changed since 1998 (the point at which data starts to become more reliable) across 14 of the 15 Soviet republics (there’s no data for Moldova). There are three time points over roughly ten year periods – 1998, 2008 and 2017, the latest data that is available.

The overall picture is of dramatic growth: if there were 120,000 international students leaving this region in 1998, that number had leaped to almost half a million by 2017. That’s an impressive increase of 265%!

As the graph shows, Kazakhstan now sends nearly 100,000 students abroad, a much higher number than second placed Ukraine (coming up for 80,000). And both those countries send significantly more students to other countries than Russia (not quite 60,000) despite Russia’s population being more than three times bigger than Ukraine’s and about six times higher than in Kazakhstan.

The big picture inevitably hides the array of scenarios seen in different countries at different points. In the last 10 years, for example, the number of intenrational students leaving Uzbekistan has been relatively flat, increasing by just 5%. Compare that to much larger increases in other countries such as Azerbaijan (475%) and Turkmenistan (550%). Over the period since 1998, the lowest growth in the number of international students has been from Estonia (up 20%), dwarfed by enormous increases in Tajikistan which are over 1,400%!

Outbound mobile from former SU 1998-2017

That’s a very quick analysis of some extremely interesting similarities and differences between these 14 countries. The aim was to make these numbers available in an accessible format and hopefully to inspire some curiosity to ask why we see these trends, and to think about how these might change over the next ten years.

International students in Kyrgyzstan

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A great infographic published by Russian media agency Sputnik offers a visual breakdown of Kyrgyzstan’s 20,000 international students. I’ve reproduced the infographic below but it is Sputnik’s and the original post can be found here.

For non-Russian readers, here’s a summary:

  • Kyrgyzstan’s educational ‘market’ is specific to its geographic and linguistic neighbours
  • India is by far the biggest sender of international students to Kyrgyzstan – they make up almost half of the total international student population
  • The next largest sending countries are former Soviet neighbours Kazakhstan, Tajikistan, Uzbekistan and Russia
  • Students also come from Pakistan (which sends almost as many students as Russia – around 1,500) and a small number from Turkey, China and Afghanistan
  • Five higher education instutitions (HEI) host over 1,000 international students, three of which are medical institutes. South Asian students have long been attracted to Central Asia’s medical education and it is likely that the students from India and Pakistan make up the majority of international students at these institutions
  • The most popular HEI for international students is Osh State University. This is interesting as it’s in the south of the country, far from the capital Bishkek (where the majority of Kyrgyzstan’s 50+ HEIs are located) and because it’s a multi-faculty university not a specialist institute (as per the medical institutes noted in the previous point)
  • International students mainly head to HEIs where education is free (Manas Kyrgyz-Turkish University) or where fees are relatively low ($900 p/a at Osh State, around $1,700 p/a at other popular HEIs). The American University of Central Asia, which atttracts around 400 international students, charges significantly more – around $6,300 p/a.

Sputnik_intlstudents_KY_infographic_2019

And before you go, check out this 2015 infographic, also from Sputnik, for another well crafted visualization of Kyrgyzstan’s higher education sector.

Of bars and brothels: Turkmenistani parents warned of dangers of allowing children to study abroad

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cat-walks-into-a-bar-157999
Visiting a bar – a ‘cultural experience’ often associated with studying abroad

The opportunity to study abroad is usually positioned as a life (and CV) enhancing experience. Among other benefits, studying abroad enables you to learn about different ways of teaching and learning, find out about new cultures, make new friends, and brush up on your language skills. Little wonder that the number of internationally mobile students is rapidly increasing – around five million currently and predicted to rise to eight million by 2025.

A recent series of meetings in Turkmenistan – a major sender of international students, primarily to Russia and Belarus – sought to put paid to any romantic ideas about studying abroad.

Parents of students currently studying abroad were summoned to attend meetings in which government officials informed them about the many dangers associated with these overseas stays.

Chief among the potential problems is religious (Islamic) radicalization – a concern shared by the Tajik government, which since 2010 has been clamping down on citizens with the temerity to study courses related to Islam abroad.

Other concerns raised by the officials included the prospect that Turkmen students would commit crimes while abroad, go to bars or visit brothels.

Despite ‘untrustworthy’ (outspoken?) parents not being invited to the meetings, Chronicles of Turkmenistan, an information resource run by the the Turkmen Initiative for Human Rights, nevertheless reported how frustrated some of the attendees became at one meeting:

One could overhear outraged exclamations from the audience:

– What bars are you talking about if they have no cash for food!?

– A student visa does not give the right to work and we are unable to transfer money to them. What is to be done?

– We hear that some students engage in thefts, robberies or drug trafficking but this should come as no surprise as they have no money!

Excerpt from https://en.hronikatm.com/2019/01/dashoguz-officials-hold-meetings-with-outraged-parents-of-study-abroad-students/

There have been longstanding problems transferring money outside Turkmenistan and accessing funds from Turkmen banks in other countries, causing significant problems for students.

After these concerns were raised, the meeting was rapidly shut down after promises that the parents would get answers to their questions within 10 days.

Will they get their answers?

It doesn’t look promising. Chronicles of Turkmenistan goes on to note that parents at an earlier meeting had raised similar questions about the low money transfer limits in their province. They were told that:

…the restriction is related to the fact that “the region makes the smallest contribution to the country’s economy” and advised them to “resolve their problems on their own”.

Excerpt from https://en.hronikatm.com/2019/01/dashoguz-officials-hold-meetings-with-outraged-parents-of-study-abroad-students/

The response to those parents who spoke up at the recent meeting may well be along the same lines.

Хватит говорить о «борьбе за студентов» [Forget the competition trope]

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Хотите знать по больше о моем исследовании на русском языке? Читайте дальше! Вышел на свет русский перевод статьи о нашем с руководителем проекте о глобалной конкуренции за международных студентов. Ну вот, статья на русском.

This blog post is letting Russian language readers know about a new Russian translation of an article my supervisor wrote about our project on the global competition for international students. Don’t read Russian? No problem: here’s the article in English!

И для тех, которые умеют читать на обеих languages, let me know ваши мнения about both versions!

The original article that this more recent version draws from is published as The great brain race: Public policy and international student recruitment in Australia, Canada, England and the USA. (In English only unless someone would like to volunteer to translate it…)

New(ish) publication: The politics of the great brain race

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Going for a literal image rather than a cat meme on this one

I realized I didn’t blog about a recently published article I co-authored with Prof Creso Sá, my supervisor at the University of Toronto. How remiss of me! (?!)

So, let me tell you about our article, The politics of the great brain race: Public policy and international student recruitment in Australia, Canada, England and the USA, which was published in leading journal Higher Education in February 2018.

For regular readers of the blog, the first thing you may notice is that this is not about Central Asia or indeed anywhere in the former Soviet space. Keep breathing!

The rationale for looking in depth at Australia, England, Canada and the US, four majority Anglophone jurisdictions, was based on their historic ability to attract significant numbers of international students – just under 40% of the world’s total in 2015. The fact that all have similar linguistic and cultural characteristics in their higher education systems was a deliberate choice to compare similar cases (take a look at this article by Chris Pickvance for more on types of comparative analysis).

We wanted to find out how governments in these four jurisdictions have used public policy to deal with (I wouldn’t go as far as to say ‘manage’) international students in the period 2000-2016. To do this, we looked at legislation that had been passed, new programmes, and other policy changes. Overall, I read somewhere around 200 articles, books, reports and other publications to learn more about student mobility in the four case study jurisdictions.

A nice addition to this was a comprehensive table I compiled that gives you a side-by-side comparison across the four jurisdictions in the policy areas of immigration, labour market, family and health, finance, education and quality assurance, and promotion/marketing. So if you want to know, for example, which is the only jurisdiction that has legislation protecting the (financial) rights of international students, check it out!

Creso has written up a very nice summary of our findings in the most recent issue of International Higher Education. This is open access and the article, with the excellent title, Forget the Competition Trope, can be downloaded here.

The title of his piece makes the key idea pretty clear. As he notes in the article (page 11):

we argue that none of these major countries have dealt coherently with international student attraction and retention. Furthermore, the long-term outlook required to cope with the assumed global competition for students is glaringly absent.

International student growth has been fairly consistent over the 16 years we studied (despite the odd dip e.g. after violence against a small number of students from South Asia studying in Australia).

That was a real surprise to us.

Not only is policy towards international students fragmented across a range of goverment ministries and agencies, but there were no clear patterns of governments facilitating international student mobility. This is not the kind of behaviour you would expect to see of a truly competitive jurisidiction engaging in the so-called ‘great brain race’.

This led us to the conclusion that international student enrolments are likely to continue to grow and that this happens despite not because of political and policy changes.

This article was the result of a nine month long project funded by the Ontario Ministry of Training, Colleges and Universities under their OHCRIF scheme. Miigwetch Thanks / Merci!

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References

Sá, Creso M., and Emma Sabzalieva. 2018. “The Politics of the Great Brain Race: Public Policy and International Student Recruitment in Australia, Canada, England and the USA.” Higher Education 75 (2): 231–53. https://doi.org/10.1007/s10734-017-0133-1.

Sá, Creso M. 2018. “Forget the Competition Trope.” International Higher Education 0 (95): 11–12.