Study in the USA - Quality, Options & Support

Close to one half million people from more than 200 nations enrolled for first university degrees, post-graduate study, professional development study and language education in the United States for the 1997-1998 academic year. The reputation for overall excellence of the higher education experience in the U.S. is the most obvious force attracting this immense flow. There are two complimentary phenomena, however, that assist chanelling the bright and ambitious, young people who make up this critical movement of talent to the United States.

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.

Study in the USA

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.

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 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.

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.