International Educator - March/April 2012 - 34

Degrees of Distinction
Keenan Linsly, who recently transferred to Aarhus University in Denmark after completing his first two years at a community college in Virginia, believes his Danish degree will differentiate him from the competition. “I definitely think a foreign degree will separate me from the pack—especially if I decide to return to the U.S.,” he says. Nripendra Khatrichettri, an American who completed her master’s degree in international studies at the University of Wollongong in New South Wales, Australia, in July 2011, confirms that many students are seeking “something different.” “I decided to complete my graduate degree overseas because, personally, I believe ‘where’ you learn is equally as important as ‘what’ and ‘how’ you learn,” she says. However, Khatrichettri admits her decision was based more on the individual master’s program than it was on the country itself. “My connection to Australia was not as strong or deep. I was more attracted to my master’s program there than anything else,” she says. Many in the field higher education agree that international experience can make a candidate stand out. “From the perspective of employers, (degrees from abroad) really do make American students competitive because more and more employers are looking at a prospective employee’s resume to see what kind of international experiences they have had,” says Rajika Bhandari, IIE deputy vice president of research and evaluation. Bhandari is the author of the new IIE report, U.S. Students in Overseas Degree Programs: Key Destinations and Fields of Study, published in January 2012. The report is the first attempt to track the number of U.S. students obtaining full degrees. The data was collected through Project Atlas, which is the global equivalent of Open Doors, with partners that all represent a national-level agency tracking student mobility. The data revealed that more than 42,000 U.S. students are enrolled in academic degree programs in the 13 countries represented in the study. A majority of students are enrolled at the postgraduate level, 44 percent in master’s programs, and 17 percent in doctoral programs. Nevertheless, there are still approximately 11,000 (39 percent) undergraduates pursuing their degree abroad. Bhandari believes this will have a positive impact on U.S. student mobility. “This is a good thing for the U.S. If we add together the Open Doors study abroad numbers and with this new estimate of 42,000 students obtaining full degrees, it adds up to a total of 312,000 students who are obtaining some kind of overseas study experience. That makes it much more comparable to the mobility data we have for other countries,” she says. Bhandari stresses that the report is the first time that data for full-degree students has been tracked, it’s difficult to predict if this is actually a growing trend. IIE reports that an overwhelming majority—nearly threefourths—of degree-seeking U.S. students are pursuing their education in Anglophone countries. Of the countries participating in this study, the United Kingdom and Canada are the top two destinations for American students, with Australia in fifth place behind Germany and France. Europe is also the top region among Americans outside of the Anglophone countries, with countries like the Netherlands, Sweden, Germany, and Denmark offering increasing numbers of full-degree programs in English. While the IIE report didn’t track the language of instruction, Bhandari believes there is a correlation between the growth of English-language master’s programs and the number of Americans pursuing full degrees abroad.

From the perspective of employers, (degrees from abroad) really do make American students competitive because more and more employers are looking at a prospective employee’s resume to see what kind of international experiences they have had.
The UK as the Top Destination
In 2009–2010, 15,060 U.S. students pursued university study in the UK, according to the British Higher Education Statistics Agency (HESA). By level of study, 9,135 (60.7 percent) American students pursued full postgraduate degrees in the UK, alongside 5,925 (39.3 percent) Americans at the undergraduate level. This is in addition to short-term exchange, with more than 31,000 Americans completing a summer, semester, or year-long program at British universities (IIE Open Doors report, 2010). The most popular subjects for Americans pursuing master’s degrees in the UK included business/management and social sciences, as well law, design studies, media studies, and education. The major selling points of British education include cost of attendance, shorter degrees, the portability of U.S. loans, and the reputation of the British higher education system,

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INTERNATIONAL EDUCATOR M A R + A P R . 12



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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