Prior to Covid-19 Agents prided themselves on the face to face relationships they built with both families and boarding schools but the pandemic has forced a rethink and required both agents and schools to pivot significant marketing and recruitment activity online. Pat Moores of UK Education Guide explains.
Social media has become a critical tool for the modern age. Everyone from retirees to teenagers are a part of a larger network where sharing life updates and communicating is easier than ever.
The usefulness of social media has been utilised for years by global education programs in recruiting practices but is it possible to use the powers of social media to help us with our risk management? Bradley Adams, a managing director at Aerogami, explains.
As thoughts inevitably turn to summer vacations (global pandemic allowing, of course), the data skills gap might not be something keeping UK university professionals and leaders awake at night.
But with a still box-fresh National Data Strategy (NDS) in place and the government signalling an ambition for data to drive “anew era of growth”, it’s an issue that shouldn’t simply be pushed to the new term’s ‘to do’ list.
There’s a growing concern that a data ‘skills gap’ could turn into a ‘skills crisis’, both for the UK but also globally.
And with universities operating in a competitive international market, the provision of data skills modules within degree courses will increasingly inform decision-making of overseas students – and their parents and sponsors. Or Lenchner, CEO of Bright Data, explains.
The international education sector is no stranger to shocks to student mobility. In INTO’s 15-year history alone, global crises – ranging from the Great Recession of 2008 to the 2012 MERS outbreak to the 2014/15 drop in oil prices – have all affected mobility patterns.
However, market conditions have rebounded after each of these challenges, driven by study abroad aspirants’ enduring enthusiasm for cultural exploration, for personal and professional development; in short, for life-changing educational experiences. Parves Khan of INTO University Partnerships explains.
Since the start of the pandemic international students stuck offshore have been given repeated promises of being permitted to return to Australia “when it’s safe to do so”.
Eighteen months since Australia’s border closed, many once-patient and understanding students are turning to social media to voice their frustration with Australia’s ever-changing timeline and ambiguity around the prospect of returning to Australia.
Over the last four months, The Lygon Group has been monitoring social media to get a closer understanding of international students’ sentiment about Australia’s border closures and Covid-19 response. Varsha Balakrishnan explains what they’ve found.
Our structural attempt at transitioning over to virtual classes has been mediocre at best during the pandemic, argues Jay Schnoor, COO and co-founder of VEDX Solutions.
Rather than having a massive overhaul on your current working habits, just making small changes can go a long way in terms of international student recruitment. What benefits can we offer our international students during this trying time? UK-based Fulbright Education CEO Afsana Ahmed explains.
The UK regulatory and quality assurance landscape for transnational education has undergone significant change since 2018, when the contract that the then-Higher Education Funding Council for England had with QAA for conducting in-country TNE reviews ended.
In England, the statutory responsibility for safeguarding the quality and standards of English TNE rests with the Office for Students, which is currently looking into developing better data on TNE to inform its metrics-based approach to quality assessment.
A challenge so far has been a lack of data comparable to UK-based students about graduate outcomes for TNE students that is comparable to data collected for UK-based students. Fabrizio Trifirò of Ecctis (the operators of UK ENIC, formerly UK NARIC) explains.
Global citizenship has become quite a political and controversial concept. In 2016, the UK Prime Minister at the time, Theresa May, declared “today, too many people in positions of power behave as though they have more in common with international elites than with the people down the road, the people they employ, the people they pass in the street…. But if you believe you’re a citizen of the world, you’re a citizen of nowhere. You don’t understand what the very word ‘citizenship’ means”.
And then, in 2019, Donald Trump told the United Nations General Assembly that “the future does not belong to the globalists. The future belongs to the patriots”.
I don’t agree with either of these statements, writes Martin Hall, head of school at ACS International School Hillingdon.
The pandemic has shone a light on the vital role of higher education in providing solutions to society’s greatest challenges, thrusting the contribution of universities to the fore. And so, as we stare what is undoubtedly the most significant issue of our time in the face – climate change – there has never been a more critical time for global collaboration between institutions and faculty to find the answers and influence change.
The ACU Commonwealth Futures Climate Research Cohort, a partnership between the Association of Commonwealth Universities (ACU) and The British Council, was formed with this notion in mind. Scott J. Davidson, a postdoctoral fellow at the University of Waterloo in Canada, explains.