Student rental scams have become rampant among students booking accommodation in recent times when every process is done online, Thanks to Lockdowns. These scams are usually common in big cities like London, Manchester, New York, Melbourne, etc, where the demand is high to find suitable accommodation.
Despite evolving edtech and new age subjects like “Surf Science” and “Klingon”, one aspect that remains unchanged for prospective students is the daunting task of choosing the right career path. When it comes time to enrol in university, you’ll have to decide on your career path and the best degree to get for your future. This can be incredibly overwhelming as many points factor in the decision making process. You’ll have to consider your career growth potential, the global economy and of course, job prospects upon leaving university.
While it is vital to select a degree that you have genuine interest in, it is also important to know the prospective job opportunities that come with your degree upon leaving university. Considering most Brits (over 60%) find themselves in jobs for which their field of study is irrelevant, learning app Preply set out to inform students of the potential prospects that come with the list of degrees they can choose from. Investigating popularity, demand and salary prospects, their score-based ranking comprises of sector growth, job listings, flexibility, average salary, course availability and average search volume.
The UAE has 11 universities featured in the rankings for the top 1,000. It’s an impressive feat for a country that founded its first university, the United Arab Emirates University, in 1976, but how have they achieved this?
When you ask anyone working in higher education what 2023 looks like, the response is positive. Post-pandemic, the higher education landscape is filled with visions of a digital age and driving research to change the world.
This stems from what has been happening on college and university campuses for the last two years; fuelled by the pandemic, worldwide digital transformation, new learning formats and exploitation of the latest innovative technologies that can take educators and learners to another level beyond the zoom’ pandemic days. The UAE is no different.
Since July 2015, the Bio-metric Residence Permit has been the main immigration status document held by those with a UK visa valid for longer than six months.
It is widely known that BRPs in circulation failed to incorporate next generation encryption technology, which was essential in order to meet specific EU requirements. At the time, the EU advised that BRPs can only be valid until 31 December 2024, and, although this notice has since been lifted by the EU, the UK has progressed with its plans to digitalise immigration status.
As part of the transition into the realms of digital status, individuals can prove their immigration status via the “View and Prove Your Immigration Status” online service.
A recent study by the World Economic Forum revealed that creativity, originality and emotional intelligence are among the top 10 in-demand skills in 2023. And what’s interesting is that except for two, all are non-STEM skills, which means they do not fall under the purview of Science, Technology, Engineering, and Mathematics.
While researching the gradual shift towards non-STEM fields, I came across the McKinsey Global Institute trends report, which stated how the need for job skills will change between now and 2030. It emphasises on the demand for a person’s interpersonal skills, such as communication, empathy, and creativity. The report also states that the employees’ core performance areas are changing due to technological breakthroughs like automation and artificial intelligence.
In 2012, the Korea established the East Asian educational hub, Incheon Global Campus in a government-led efforts to promote globalisation in higher education. 10 years on, I want to investigate what has happened to US campuses in Korea over the past decade.
Across the globe, education providers are eyeing 2023 with positivity. Borders have mostly opened, lockdowns have mostly ceased (except for China), international students are returning, and there’s a general buzz on campus again as Covid-as-normal life proceeds to create its new shape.
However, beneath the hum of student resurgence, student wellbeing is still a concern, particularly for international students, who are more likely than domestic students to experience anxiety, depression, wellbeing issues, and other mental health concerns. This is concerning for everyone in the sector – from students to academics and executives – given that research has consistently shown a strong association between symptoms of mental distress, academic self-efficacy and study progress.
Working in international education, senior leaders are used to managing risk but the last three years have shown just how complex this responsibility has become.
From the pandemic to devastating natural disasters; the growing mental health crisis to the rise in crime, and particularly the exponential increase in cybercrime; and now the cost-of-living crisis, we are living through a period of exceptional upheaval.
Based on a recent survey conducted by Palaver, frustration (50%) and embarrassment (49%) are the top two emotions experienced when trying to speak local languages abroad.
As a result, we often rely on others to speak English instead. However, this restricts our conversations and ability to connect with others – particularly when studying abroad – as we depend on building new relationships to prevent loneliness.
Research over the past decade has unveiled the complexities of language issues both inside and outside the classroom. However, relatively few studies consider the experiences of students in non-Anglophone settings. My research fills this gap by examining the role of English in the multilingual context of Hong Kong.
Using interview data gathered from 24 full-time international students with little or no proficiency in Chinese, my research traces their experiences of using English in Hong Kong higher education. In particular, my work focuses on the ‘language ideologies’ of international students, especially what participants think should be the role of English in the university. The results offer food for thought.