International Educator - March/April 2012 - 14

IN Brief

BOOK NOTES

Who Goes Where and Why? An Overview and Analysis of Global Educational Mobility
By Caroline Macready and Clive Tucker April 2011, Institute of International Education/American Institute for Foreign Study Foundation
Reviewed by Martin Tillman

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INTERNATIONAL EDUCATOR M A R + A P R . 12

like corporations, are global organizations. The internationalization of college campuses has been increasingly important in recent years. But today, internationalizing a campus isn’t just for academic reasons alone— globalization has taken hold of all kinds of organizations and the college campus is no exception. Employability of college graduates is something that colleges have to be concerned about and preparing those graduates for jobs in the global business arena is increasingly important. The analysis by Macready and Tucker of a wide array of data compiled from diverse international sources—especially IIE’s Project Atlas—is timely and of immense importance to campus decisionmakers as they grapple with the implications of global student mobility and globalization of the workforce on many levels. From 2000 to 2007, the number of foreign students enrolled in tertiary education worldwide grew by 85 percent; while the authors note that 3.3 million students currently study in a country other than their own, this number represents just 2 percent of the world student population. While this number is thus a small minority of all enrolled students, the socioeconomic impact of global student mobility is widespread in both the developed and developing world. The book is divided in two sections. The larger one discusses an overview of global educational mobility and is a highly

A

CADEMIC INSTITUTIONS,

detailed demographic review of key issues including: an overview of policy implications and impact of student flows to different nations; data analysis of student flows at the tertiary level and beyond and at the high school; why students move to study abroad and how they choose their destinations; and importantly, the impact of national policies on student flows in 15 major host or sending nations. The second section focuses on inward mobility flows to the United States—from all world regions—at the university level, high school exchanges, au pairs, camp counselors, summer work/travelers, graduate students, scholars and teachers, and trainees and interns. In this section, while much of the data with respect to college student flows is found in IIE’s Open Doors report, the inclusion of data on flows in all other categories presents a more holistic analysis of mobility by differing groups to the United States. The data compiled by the authors point to several notable trends: n■ What some have called the “monetization” of international education: in this case, the well-documented economic impact of international student enrollment on host nations, institutions, cities, and states. n■ Increased competition among institutions has given rise to the “privatization” of the recruitment process by academic institutions. n■ The transnational nature of student mobility has globalized the education marketplace.

What does the future portend? The authors cite several reasons for both optimism and pessimism about international student mobility. On the positive side: world population growth remains concentrated in developing nations with rising birth rates. Both China and India, sending more students to the United States and to other nations in their regions than ever before, do not have sufficient capacity to educate their home-grown youth. This demographic contrasts with the aging populations of traditional sources of students in “old” Europe. English remains an important asset for students seeking to work outside their borders and advance their careers; in fact, English-speaking countries account for 45 percent of all international student places. On the other hand, on the strength of China and India’s booming economies, both nations are now developing plans to expand their higher education infrastructure. As an example, the China Europe International Business School MBA program is reported to have increased applications by 153 percent in the last five years. The authors also cite the lagging indicators attached to the global economic recession; will numbers continue to decline as they have for Australia? Will lower numbers of enrollment in Englishlanguage programs in the United States translate into lower undergraduate enrollment? It is likely that more and more students from developing nations will study within their own regions for rea-



Table of Contents for the Digital Edition of International Educator - March/April 2012

International Educator - March/April 2012
Contents
From the Editors
In Brief
Voices: University at Buffalo President Satish K. Tripathi
Overcoming Chaos
Degrees of Distinction
Macalester College
Foreign Student Affairs
A View from Out Here
In Focus
Language Supplement
The language of Business
Launching Pad: Community College Programs
Intensive English Language Directory
Intensive Foreign Language Directory
International Educator - March/April 2012 - International Educator - March/April 2012
International Educator - March/April 2012 - Cover2
International Educator - March/April 2012 - Contents
International Educator - March/April 2012 - From the Editors
International Educator - March/April 2012 - 3
International Educator - March/April 2012 - In Brief
International Educator - March/April 2012 - 5
International Educator - March/April 2012 - 6
International Educator - March/April 2012 - 7
International Educator - March/April 2012 - 8
International Educator - March/April 2012 - 9
International Educator - March/April 2012 - 10
International Educator - March/April 2012 - 11
International Educator - March/April 2012 - 12
International Educator - March/April 2012 - 13
International Educator - March/April 2012 - 14
International Educator - March/April 2012 - 15
International Educator - March/April 2012 - Voices: University at Buffalo President Satish K. Tripathi
International Educator - March/April 2012 - 17
International Educator - March/April 2012 - 18
International Educator - March/April 2012 - 19
International Educator - March/April 2012 - 20
International Educator - March/April 2012 - 21
International Educator - March/April 2012 - Overcoming Chaos
International Educator - March/April 2012 - 23
International Educator - March/April 2012 - 24
International Educator - March/April 2012 - 25
International Educator - March/April 2012 - 26
International Educator - March/April 2012 - 27
International Educator - March/April 2012 - 28
International Educator - March/April 2012 - 29
International Educator - March/April 2012 - 30
International Educator - March/April 2012 - 31
International Educator - March/April 2012 - Degrees of Distinction
International Educator - March/April 2012 - 33
International Educator - March/April 2012 - 34
International Educator - March/April 2012 - 35
International Educator - March/April 2012 - 36
International Educator - March/April 2012 - 37
International Educator - March/April 2012 - 38
International Educator - March/April 2012 - 39
International Educator - March/April 2012 - 40
International Educator - March/April 2012 - 41
International Educator - March/April 2012 - 42
International Educator - March/April 2012 - 43
International Educator - March/April 2012 - 44
International Educator - March/April 2012 - 45
International Educator - March/April 2012 - Macalester College
International Educator - March/April 2012 - 47
International Educator - March/April 2012 - 48
International Educator - March/April 2012 - 49
International Educator - March/April 2012 - 50
International Educator - March/April 2012 - 51
International Educator - March/April 2012 - 52
International Educator - March/April 2012 - 53
International Educator - March/April 2012 - 54
International Educator - March/April 2012 - 55
International Educator - March/April 2012 - Foreign Student Affairs
International Educator - March/April 2012 - 57
International Educator - March/April 2012 - 58
International Educator - March/April 2012 - 59
International Educator - March/April 2012 - A View from Out Here
International Educator - March/April 2012 - 61
International Educator - March/April 2012 - 62
International Educator - March/April 2012 - 63
International Educator - March/April 2012 - In Focus
International Educator - March/April 2012 - Cover3
International Educator - March/April 2012 - Cover4
International Educator - March/April 2012 - Language Supplement
International Educator - March/April 2012 - BB2
International Educator - March/April 2012 - SCover1
International Educator - March/April 2012 - SCover2
International Educator - March/April 2012 - The language of Business
International Educator - March/April 2012 - S2
International Educator - March/April 2012 - S3
International Educator - March/April 2012 - S4
International Educator - March/April 2012 - S5
International Educator - March/April 2012 - S6
International Educator - March/April 2012 - S7
International Educator - March/April 2012 - S8
International Educator - March/April 2012 - Launching Pad: Community College Programs
International Educator - March/April 2012 - S10
International Educator - March/April 2012 - S11
International Educator - March/April 2012 - S12
International Educator - March/April 2012 - S13
International Educator - March/April 2012 - Intensive English Language Directory
International Educator - March/April 2012 - S15
International Educator - March/April 2012 - S16
International Educator - March/April 2012 - S17
International Educator - March/April 2012 - Intensive Foreign Language Directory
International Educator - March/April 2012 - S19
International Educator - March/April 2012 - S20
International Educator - March/April 2012 - SCover3
International Educator - March/April 2012 - SCover4
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