First, there is a strong tradition here of recruitment and welcome
of students from abroad. Second, there is an intense sense among
international students that study and training in the U.S. will
add greater value to their futures than alternative choices.
In the following, this desire for added value is addressed by looking
at three value markers that continue to distinguish the U.S. higher
education sector and make it still the most attractive study and
training destination.
The United States community, including the government, academic/research
and business sectors, recognises this tremendous inflow of students
as a vitally important resource. Thos of us who work to assist international
students and trainees here and to increase their numbers are motivated
by a complex and interlocking set of objectives. Prominent among
the objectives are those that relate to: increasing mutual understanding
between peoples; educating for peaceful development and progress:
adding talent and intellect to the fields, disciplines and professions
served by higher education and advanced research; communicating
this nation’s values to individuals representing future leadership
cohorts abroad, and, contributing to the U.S. economic base through
the current enrolment of students and the future collaboration of
colleagues educated here.
Working to meet these objectives, the U.S. community created an
environment that supports recruitment and outreach to international
students and is attentive to their needs, but this alone does not
explain the popularity of study in the U.S. To answer that question
we must look to the individual student himself/herself.
We often lose sight of the motivation of the market’s driving
force; the individual student (and the family or sponsor often supporting
that student). Student decisions about study or training destinations/opportunities
seem to be predominantly related to the receiving country’s
reputation for educational value and the future utility of the knowledge
gained there. In nearly 60% of cases, students pre-select a country
of destination for foreign study rather than an institution or particular
city.
The reputation o the United States, among students abroad, for
adding value through higher education, advanced research and training
is currently the highest in the global marketplace. The reputation
is founded on a widely (and correctly) perceived notion of quality
and excellence in these sectors. It is also based on the understanding
that international students have a range of options in the U.S.
by which to enhance their individual education plans, as well as
a network of support that assists them in a foreign environment.
Fortunately, the perception matches the reality, the United States
currently offers a first rate environment for higher education and
professional development.
The Quality Marker:
By all objective U.S. higher education sets the global standard
for study, research and training that combines academic and practical
experience. The professional excellence and international renown
of highly competent teachers, research directors and academic mentors
is complemented by first rate laboratory, computer and library facilities
in all regions of the country. Government support, collaborative
partnerships with the commercial sector and the contributions of
a healthy philanthropic sector continue to fuel the higher education
drive.
For more than four decades U.S. higher education’s broad leadership
in fields critical to global development (business/management/economics,
mathematics/computer science, the various engineering fields, natural
sciences, agriculture, and medicine/health sciences) have made these
disciplines the primary magnets for the majority seeking quality
education in the U.S.. Technological advances, pure research, the
influence of U.S. practice in the global arena and the success of
international alumni speak for themselves in testament to the excellence
of the education opportunities available.
In the last 25 years the traditional spheres of excellence have
been augmented by the development of advanced capacity - underscored
by the accomplishments of alumni and the influence on the field
and professional practice outside the United States - in: law, public
policy/public administration; higher education administration; English
language training; environmental studies/resource management; and
vocationally oriented studies designed to meet the growing needs
of the service industry.
Demonstrating its continually ability to keep pace with and often
lead technological advance, the U.S. higher education sector currently
is placed at the cutting edge in fields related to: electronic systems,
information and communication design and development; distance education;
entertainment and leisure-time utilisation in the communication
and creative arts fields; and sociological/technological fields
devoted to changing worlds demographics.
Another strength of the U.S system and an element that helps it
secure its global position is the wide range of excellent two and
four year institutions devoted to individual development of students
and the formation of a set of tools which enable them to achieve
their career goals. This sector’s faculty and the quality of
the facilities and resources often put it on a par, in certain fields,
with the post graduate sector here and abroad.
The undergraduate/first university degree level student and the
shorter term/practical training level of student from abroad comprise
57% of the total international body taking advantage of higher education
resources in the United States.
The Options Marker:
The U.S. high education system is further distinguished by the
variety of options available to the student choosing this country
for further study and training.
The system is primarily designed to serve the needs of those seeking
study for degrees but it is also flexible and open. While the majority
of students from abroad continue to work for Associate and Bachelor
degrees at the undergraduate level and Master and Ph.D degrees in
post-graduate and professional education, a wide variety of educational
opportunities exist at community and junior colleges, undergraduate
colleges, research and post-graduate degree-granting universities,
and institutions providing vocational and special skills development
(including English language training).
This structure provides two important advantages: it allows the
student, with the skills and credentials necessary, to seek a particular
educational outcome, a Master’s degree in Business Administration
for instance, to meet her goal; and it allows the student who seeks
reinforcement or further development of skills to obtain the necessary
background before proceeding for more advanced study in the U.S.
or non-degree professional development.
This open system provides a wide range of non-degree research and
serious study to: advance student’s degree work in this home
country; combine academic and practical training for professional
development; develop skills in American English usage or; complement
distance-learning programs sponsored by U.S. institutions.
Currently, there are high levels of interest in collaborative research
and for credit course work that foreign students use in "sandwich
programs" (most often at the post-graduate level) that include
a rigorous course of study at the home institution abroad, study
or dissertation research at a U.S. institution under the guidance
of experts in the field and completion of the degree at home. Intensive
English language study, particularly because of the growing importance
of the American standard in international communication and commerce,
it is also an attractive education pursuit.
Lastly, those opportunities available in degree and non-degree
programs that enhance academic study with internships and academic
training components (providing real world experience in the various
professions) are attracting a higher percentage of highly focused
international students and young professionals. The combination
of rigorous academic study and experience in the competitive work
environment of the United States is not only valued by students
but by prospective employers at home or those associated with multilateral
organisations and multinational corporations.
The Support Marker:
Since early in this century, the American higher education sector
has sought out foreign students and built a network of support services
to ensure they succeeded in their studies and grew in appreciation
of this nation and its people. During this period, the U.S. non-governmental
sector began a period of collaboration with institutions of higher
education to strengthen the U.S. study experience.
This collaboration helped connect the business and philanthropic
sector to the international student community - providing, in the
process, resources for educational support. The non-governmental
sector also has devoted considerable effort to engage individual
citizens and members of voluntary organisations in the effort to
profile social and professional support to international students.
To help students from abroad U.S. institutions have developed a
cadre of international student and faculty service administrators
and academic advisers effectively linked through professional associations
across the country.
The breadth of this network and the service elements it provides
is not currently matched anywhere in the world. Housing, academic
counselling, social adjustment services, cultural orientation and
enhancement services (ranging from assistance with career planning
or aid with locating summer employment) are among the activities
routinely provided. Most importantly, at times of crisis or emergency,
the support network serves as a safety net work the international
student on campus.
Financial services are a critical part of the support network in
the United States, where higher education costs can be significant
for both U.S. and international students. Scholarship assistance
(primarily merit-based and often limited to those working towards
the degrees) and other forms of financial assistance (primarily
need-based loan programs) are made available by U.S. universities
and departments. A range of awards are also available from U.S.
government and private sources. Qualified post-graduate students
are also eligible for Research Assistantships and Teaching Assistantships.
In this period of growing international competition to attract
the highly motivated, selective and mobile foreign student, the
United States higher education sector continues to enhance its position.
New study alternatives, creative financial strategies and services
designed to augment the educational experience of students from
abroad continue to be developed to meet the market’s needs.
Study in the United States will provide the highest return on investment
of a student’s talent, resources and effort.
The Author: Thomas Farrell, Vice President, Exchange Programs
and Regional Services, Institute of International Education (I.E.)
Thomas Farrell is Vice President for Exchange Programs and Regional
Services at the Institute of International Education (IIE), IIE,
founded in 1919, is the largest, not for profit, private exchange,
training and information organisation in the United States serving
the higher education sector.
This article first appeared in Educational Courses
