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

Jane Edwards [email protected]

Nancy Kanach [email protected]

Mark Pickerill [email protected]

Michael Pippenger [email protected]

Goals of this session:

Introduce global MA degrees to the study abroad discussion

Consider demographics and programmatics

Examine the receiving institution’s perspective: the UK

Look at a case study in collaborating on global MA programs: Columbia

Examine ways to increase access to such programs

….citizens of the planet

7 Countries where Americans can study at

universities, in English, for free (or almost free)

“Since 1985, U.S. college costs have surged by

about 500 percent, and tuition fees keep

rising. In Germany, they've done the opposite.”

http://www.washingtonpost.com/blogs/worldvie

ws/wp/2014/10/29/7-countries-where-americans-

can-study-at-universities-in-english-for-free-or-

almost-free/

U.S. Recruitment Tactics for dual degrees in the US

63 percent of (60) U.S. respondents said their institution has

not developed any specific measures to recruit students for

joint or double degree programs.

However, 65 percent of U.S. respondents reported that they

were focusing recruitment tactics on international students,

as opposed to local or U.S. students. (IIE, 2011)

Benefits for a U.S. national in getting a graduate

degree abroad

• Educational opportunities

• Cost and convenience

• Culture, international opportunities, and residency

http://www.idealist.org/info/GradEducation/Resources/Ab

road/Benefits

U.S. STUDENTS EARNING FULL DEGREES

OVERSEAS

• Information on US students pursuing full degrees abroad included in

Open Doors since 2011 from data reported by 10 or 11 countries from

Project Atlas

• Anglophone countries –UK followed by Canada --provide the largest

number of full degrees to U.S . students (Open Doors 2013)

UK 17,445 degrees

Canada 9,300

• Non- Anglophone countries show the highest rate of growth since

2009/2010

China 46% (2,435)

Germany 24%

Netherlands 9%

France 8% (tied with UK at 8%)

DISTRIBUTION OF DEGREES

New Frontiers: U.S. Students Pursuing Degrees Abroad,

p.7.

GROWTH OF ENGLISH-TAUGHT MASTER’S

PROGRAMS

*English-Taught Master’s Programs in Europe: A 2013 Update, page 4.

42% increase in

Master’s taught

fully in English

and 19%

increase in

Master’s partially

taught in English

from end of 2011

to June 2013

ENGLISH-TAUGHT MASTER’S DEGREES

*English-Taught Master’s Programs in Europe: A 2013 Update, page 5.

WHY A MASTER’S FROM ABROAD?

• Many are for one calendar year

• Often more economical than a Master’s in the U.S . due to low tuition,

less time to degree, and local subsidies

• Can provide international experience as well as a targeted focus often

related to career path

• Many choices for non-professional degrees. Most MAs degrees taken by

U.S. students abroad are in the humanities in social sciences.

• Funding opportunities for Master’s level studies

Major U.S. scholarships, e.g., Rhodes, Marshall, Gates, Rotary, Fulbright

Scholarships offered by countries DAAD, Australian Awards Scholarships,

MAASA for Israel etc.

Federal Loans possible at some institutions

AVAILABLE FIELDS OF STUDY

*English-Taught Master’s Programs in Europe: A 2013 Update, page 9.

FIELDS OF STUDY FOR U.S. STUDENTS

New Frontiers: U.S. Students Pursuing Degrees Abroad, p.9.

Includes seven countries

(30,925) that report

students by field of study.

The countries are

Australia, Denmark,

France, Ireland, Japan,

Malaysia, and the UK.

IMPLICATIONS FOR EDUCATION ABROAD

• Master’s degree as part of the regular portfolio of international

educational opportunities

Blended into undergraduate study abroad (Brown 4 +1)

Master’s degrees and scholarships offered by institutional partners for

undergraduate study abroad (e.g. Sciences Po)

• Re-entry sessions

Need to provide students with information on an increasing number of

opportunities sometimes with a very specific focus (Heinrich Boll Scholarship) or

Rotary Peace Fellowships and on funding that may be targeted to certain

populations of students (e.g., students from developing countries or for non-EU

students)

• Postgraduate fellowship advising

Master’s degrees within established scholarship programs (e.g., two one-year

Master’s for Marshall or new options to earn a Master’s degree through Fulbright)

Rise of new type of Master’s degrees with curricula focused on a global audience

and intentionally interdisciplinary (Schwartzman Scholarships and Yenching

Academy)

`

SOURCES

Belyavina, Raisa, Jing Li, and Raijika Bhandari. New Frontiers: U.S.

Students Pursuing Degrees Abroad, New York: Institute of International

Education, May 2013.

Brenn-White, Megan and Elias Faethe. English-Taught Master’s Programs

in Europe: A 2013 Update, New York: Institute of International

Education, September 2013.

Open Doors 2012: Report on International Educational Exchange. New

York: Institute of International Education.

Open Doors 2013: Report on International Educational Exchange. New

York: Institute of International Education.

West, Charlotte. “Degrees of Distinction,” International Educator , March-

April 2012.

NANCY KANACH [email protected]

Thank you!

ISRAEL: ONE YEAR

MASTERS PROGRAMS

“The International MBA has a challenging curriculum

that is international in scope, intimate in scale, and

designed for success in the new millennium.

1 year program with classes on

Monday afternoons and Friday mornings

•Opportunity to combine work with

studies

•Program includes a study tour abroad

•Longest running English MBA in Israel

(established in 1997)

•Affordable tuition fees

•Early admission scholarships and

payments over three years”

International Degree Programs

Taught in English

Targeted at international students

Strong on field experiences, practica

Bar Ilan

University

ISRAEL: ONE YEAR

MASTERS PROGRAMS

University of HaifaMA in Archeology and History in the Land of the

Bible

MA in Conflict Resolution and Mediation

MA in Environmental Studies

MA in Israel Studies

MA in Middle Eastern Studies

MA in Migration Studies

MA in Political Science & Political

Communication

MA in Security and Diplomacy Studies

MA in Crisis and Trauma Studies

MA in TESOL

Emergency and Disaster Management EMPH

International LLM

International MBA

MA in Art Therapy

MA in Child Development

MA in Diplomacy Studies

MA in German and European Studies

MA in Holocaust Studies

International Executive MBA

MA in Israel Studies

MA in Prehistoric Archaeology

MA in Peace and Conflict Management

MA in Patent Law

MA in National Security Studies

MBA in Risk Management and Insurance

MA in Maritime Civilizations

Tel Aviv UniversityUniversity of Haifa

ISRAEL: ONE YEAR

MASTERS PROGRAMS

Hebrew UniversityMA in Government : Diplomacy and Conflict Studies, Counter-terrorism and Homeland Security

MA in Financial Economics

MBA in Entrepreneurship and Innovation

MA in Nonprofit Management and Leadership

MA in Islamic and Middle Eastern Studies

MA in Israel Studies: Politics and Society

MA in Jewish Education

LLM in Human Rights and International Law

MA in International Business Law and

Intellectual Property

IDC Herzliya

Technion

The “Startup” MBA

Hebrew University

UK MASTER’S DEGREES - OVERVIEW

• One year full-time – MA, MSc, MRes

• Learning hours and credits

• Entry requirements and applications

• Tuition fees and funding

Enrolment Trends

• 56% increase 2003/04 -

2010/11

• Top five sending countries

China

India

Nigeria

USA

Germany

UK MASTER’S DEGREES INTERNATIONAL STUDENTS

2003/04 – 2012/13 (HESA)

UK MASTER’S DEGREES US STUDENTS 2003/04 –

2012/13 (HESA) OVERALL NUMBERS AND SUBJECTS

UK MASTER’S DEGREES US STUDENTS 2003/04 –

2012/13 (HESA) GENDER AND AGE DISTRIBUTION

INTERNATIONALIZATION STRATEGIES

• The UK has shown great success in positioning itself as a global leader in higher

education and international students now form an integral part of the higher education

system.

• Developments linked to UK HEI internationalization strategies to guide and develop

activities in this rapidly changing environment, where education is not just seen as an

international activity but an international priority.

• Linked to broader changes in mainland Europe – Bologna Process to ensure greater

compatibility of higher education frameworks across Europe.

• Erasmus Mundus Joint Master’s degrees

• Erasmus + Master Degree Loans

UK MASTER’S DEGREES – BENEFITS

• Develop global citizenship

• Expand professional networks

• Affordability

• Enhanced employment prospects

COLUMBIA UNIVERSITY AND SCIENCES PO

JOINT 5-YEAR BA/MA PROGRAMProgram overview:

Three years of study at Columbia

Followed by two years of study at Sciences Po;

Upon completion students receive a Bachelor’s Degree from Columbia

University and a Master’s Degree from Sciences Po (Le Diplome)

Main areas of concentration for the Bachelor’s Degree: any liberal arts

(primarily humanities and social sciences)

Main areas of concentration for the Master’s Degree: Public Affairs,

International Relations, Economics, Law, Marketing, Finance, Human

Resources, Urban Studies

BACKGROUND TO THE PROGRAM

Previous undergraduate exchange agreement between Columbia

University and Sciences Po.

Undergraduates studying at Reid Hall for a semester or an academic year

enroll directly in Science Po courses in French

Undergraduates from Sciences Po come for either the semester or the

academic year to enroll directly in undergraduate courses at Columbia

College

Desire of both institutions to build upon that existing international mobility

Allow Columbia students to build upon their liberal arts education and

obtain a focused more professional degree in Public and International

Affairs.

Begun in AY 2002-2003

ELIGIBILITY REQUIREMENTS BY END OF JUNIOR

YEAR TO BE CONSIDERED FOR ADMISSIONCompletion of 5 or 6 semesters of college-level French

Completion of all Columbia College Core requirements

Completion of a major or concentration

Completion of 93 points towards graduation

A minimum GPA of 3.5

Additional Requirements depending upon program of study at Sciences Po

Successful passing of DALF C@ exam

Successful passing of the TCS exam of 500

Approval into program based on interviews by joint selection committee

Sophomore Year

Fall: initial advising

Spring: application submission, initial interview, provisional admission, specialized advising

Junior Year

Fall: successful DALF exam, current transcript review

Spring: second interview, finalizing of admission, online application to Sciences Po

APPLICATION TIMELINE

Junior Year:

Students work towards completing their major at Columbia

Senior Year:

Students enrolled at Columbia but begin Masters study at Sciences Po; credits transferred back to Coumbia. Finish Bachelor’s degree while abroad. Students pay tuition to Columbia but housing fees to Sciences Po

PROGRAM CURRICULUM

PROGRAM CURRICULUM: YEAR FIVE

Students no longer enrolled at Columbia

Continue on their coursework to complete their Master’s Degree at

Sciences Po

Pay tuition directly to Sciences Po.

0

0.5

1

1.5

2

2.5

3

3.5

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

AY 10-11

AY 11-12

AY 12-13

AY 13-14

WHAT HAPPENED?!?

Need for early identification at odds with liberal arts education

Eligibility requirements stringent (language especially)

Students wish to be a part of a senior cohort in their major on campus

Desire for shorter term global experiences

Desire to work before returning to graduate school

Monetary concerns about international degrees and how to finance them

Need for selection of graduate degree without experience to inform that

decision

END RESULT: PROGRAM ENDED IN 2014

LESSONS LEARNED

A robust undergraduate exchange agreement doesn’t translate into a

successful BA/MA program

Understanding the life cycle of an undergraduate is essential to creating a

structure for any kind of joint undergraduate/graduate degree

Our students’ intellectual and professional ambitions are always evolving

as is the financial environment around them

Using failure to find other ways to succeed (joint BA/BA program with

Sciences Po and the School of General Studies)

More research needs to be done on how to make joint programs such as

this sustainable