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1. Spring 2020: The International Student Journey

Author:
Allan E. Goodman, Robert A. Scott, Gretchen Dobson, Meredith Doubleday, Darla K. Deardorff, Lindsay Addington, Peter Baker, Elisabeth Bloxam, Niki Kerameus, Jennifer Evanuik, and Reitumetse Obakeng Mabokela
Publication Date:
03-2020
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
International students are a core part of any institution’s internationalization strategy. Beyond boosting enrollment numbers, institutions are increasingly focused on understanding what makes for a successful international student experience. In the Spring 2020 issue of the IIENetworker magazine, The International Student Journey, professionals from around the world share their strategies and perspectives on international student success from outreach and recruitment to the on-campus experience through to alumni initiatives. How do institutions recruit as the global landscape for international students has expanded? What can be done to ensure that your international students are as integrated on your campus as domestic students? And once they leave campus, does your relationship with these students end?
Topic:
Demographics, Education, Youth, Institutions, and Higher Education
Political Geography:
Greece, North America, and United States of America

2. COVID‐19 Effects on US Higher Education Campuses: Academic Student Mobility to and from China

Author:
Mirka Martel
Publication Date:
03-2020
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
The Institute of International Education (IIE) is studying the effects of COVID‐19 (coronavirus) on global student mobility on U.S. higher education campuses. Our aim in this series is to provide more information about the effects that COVID‐19 has had on international student mobility, and the measures U.S. higher education institutions are taking regarding international students currently on campus and those abroad, international students interested in studying in the United States, and U.S. students planning to study abroad. The first survey was launched on Feb. 13, 2020, and specifically focuses on the effects of COVID‐19 with regard to academic student mobility to and from China. As the COVID‐19 outbreak evolves, IIE will administer follow‐on surveys to the U.S. higher education community to monitor the unfolding situation and to keep the international education community informed.
Topic:
Education, Health, Youth, Mobility, Higher Education, and Coronavirus
Political Geography:
China, Asia, North America, and United States of America

3. Income Segregation and Intergenerational Mobility Across Colleges in the United States

Author:
Raj Chetty, John N. Friedman, Emmanuel Saez, Nicholas Turner, and Danny Yagan
Publication Date:
02-2020
Content Type:
Research Paper
Institution:
Watson Institute for International and Public Affairs at Brown University
Abstract:
We construct publicly available statistics on parents’ incomes and students’ earnings outcomes for each college in the U.S. using de-identified data from tax records. These statistics reveal that the degree of parental income segregation across colleges is very high, similar to that across neighborhoods. Differences in post-college earnings between children from low- and high-income families are much smaller among students who attend the same college than across colleges. Colleges with the best earnings outcomes predominantly enroll students from high-income families, although a few mid-tier public colleges have both low parent income levels and high student earnings. Linking these income data to SAT and ACT scores, we simulate how changes in the allocation of students to colleges affects segregation and intergenerational mobility. Equalizing application, admission, and matriculation rates across parental income groups conditional on test scores would reduce segregation substantially, primarily by increasing the representation of middle-class students at more selective colleges. However, it would have little impact on the fraction of low-income students at elite private colleges because there are relatively few students from low-income families with sufficiently high SAT/ACT scores. Differences in parental income distributions across colleges could be eliminated by giving low and middle-income students a sliding-scale preference in the application and admissions process similar to that implicitly given to legacy students at elite private colleges. Assuming that 80% of observational differences in students’ earnings conditional on test scores, race, and parental income are due to colleges’ causal effects – a strong assumption, but one consistent with prior work – such changes could reduce intergenerational income persistence among college students by about 25%. We conclude that changing how students are allocated to colleges could substantially reduce segregation and increase intergenerational mobility, even without changing colleges’ educational programs
Topic:
Income Inequality, Economic Inequality, Higher Education, and Economic Mobility
Political Geography:
North America and United States of America

4. National interests and the impact of student mobility: the case of Canada and Brazil

Author:
W. E. (Ted) Hewitt
Publication Date:
12-2020
Content Type:
Journal Article
Journal:
Revista Brasileira de Política Internacional (RBPI)
Institution:
Brazilian Center for International Relations (CEBRI)
Abstract:
While there is a growing literature on the trend towards international student mobility, few if any studies have focused on the relative impact of student exchange for promoting national interests and relationship building between specific countries. This study seeks to address this gap through an in-depth analysis of Brazil’s Science Without Borders programme and its implications for the country’s relationship with Canada. The study reveals that student mobility between the two countries effected by this programme provide significant advantage to both countries, not least of which will likely have positive implications for Canadian-Brazilian interaction.
Topic:
Science and Technology, Mobility, Higher Education, and Students
Political Geography:
Canada, Brazil, South America, and North America

5. Expanding Opportunity for Lower-Income Students: Three Years of the American Talent Initiative

Author:
Aspen Institute
Publication Date:
02-2020
Content Type:
Working Paper
Institution:
Aspen Institute
Abstract:
This is the second annual report for the American Talent Initiative, highlighting it has achieved more than 40 percent of the progress needed to realize its goal to enroll 50,000 additional lower-income students at high-graduation rate institutions across the country. This report also centers on the impact that an equity-focused, comprehensive strategy can have on institutions’ ability to enroll and graduate more of these talented students.
Topic:
Education, Inequality, Income Inequality, and Higher Education
Political Geography:
North America and United States of America

6. 1st Fully Remote & Virtual (FRV) SIMULEX experience keeps 47-year streak alive at Fletcher!

Author:
Brandon Daigle, Paul Pawluk, and David Kaczmarek
Publication Date:
11-2020
Content Type:
Special Report
Institution:
The Fletcher School, Tufts University
Abstract:
Each year, The International Security Studies Program (ISSP) at the Fletcher School, Tufts University conducts SIMULEX, a major crisis management exercise where participants assume the roles of national policy makers in an international scenario. Throughout this three-day event, the exercise focuses on a highly realistic, near-future scenario involving key players on the world stage. SIMULEX exposes participants to the constraints and opportunities facing policy makers in the quest of making the best possible decisions and enacting associated actions. As representatives of various national and international teams, participants are charged with developing strategy and the necessary tasks required to achieve their country specific goals while driving efforts to bring the global crisis to a preferred end state. In an atmosphere of conflict escalation, SIMULEX stresses leadership in uncertainty, crisis management, team building, adaptability, and policy negotiation skills.
Topic:
Science and Technology, Leadership, Crisis Management, and Higher Education
Political Geography:
Global Focus and United States of America

7. Educational Interventions to Address Gender-Based Violence

Author:
SVRI
Publication Date:
11-2019
Content Type:
Policy Brief
Institution:
The Sexual Violence Research Initiative
Abstract:
Education is central to efforts to prevent gender-based violence (GBV). However, while education can be used to prevent GBV, school-related GBV affects millions of children, families and communities. It involves acts or threats of sexual, physical or psychological violence occurring in and around schools, perpetrated because of gender norms and stereotypes, and enforced by unequal power dynamics.
Topic:
Education, Gender Based Violence, Youth, Sexual Violence, and Higher Education
Political Geography:
Moldova, Canada, South Africa, Mexico, Jordan, Swaziland, Papua New Guinea, and United States of America

8. Fall 2019 International Student Enrollment Snapshot Survey

Author:
Jodi Sanger and Julie Baer
Publication Date:
11-2019
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
The 2019 Fall International Student Enrollment Snapshot Survey Report (henceforth, Snapshot Survey) provides the international education field with a timely look at current patterns in international student enrollment as of fall 2019 (2019/20 academic year) based on the responses of more than 500 U.S. higher education institutions. The report is released jointly with and complements Open Doors 2019, which provides a comprehensive view of international student enrollment from the previous year (2018/19). As the Snapshot Survey represents a subset of the more than 2,800 institutions surveyed by Open Doors, the full picture of 2019/20 enrollment will be analyzed in Open Doors 2020 (November 2020).
Topic:
Education, Youth, and Higher Education
Political Geography:
North America and United States of America

9. Who’s Counting? Understanding the Landscape of Graduate Learning Overseas

Author:
Jodi Sanger and Leah Mason
Publication Date:
10-2019
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
Both U.S. graduate school enrollments and the demand for global competency in the workforce are on the rise, but what do we know about graduate-level study abroad? The Graduate Learning Overseas (GLO) research study, implemented by IIE and launched in 2017 with support from the U.S. Department of Education, Office of International and Foreign Language Education, aims to identify the scale and scope of U.S. graduate students’ educational activities and to better understand the institutional practices around student mobility data collection. This report shares results of the first national survey to U.S. higher education institutions on this topic. The results from this survey paint a clearer picture of the graduate-level study abroad landscape and demonstrate the need for institutions to build capacity to collect graduate student mobility data to support graduate students’ needs. In addition, it aims to help researchers better serve the international education field by both improving data collection practices and developing resources for institutions.
Topic:
Education, Government, Higher Education, and Graduate School
Political Geography:
North America and United States of America

10. Global Knowledge and Talent Flows : An Imbalanced Equation?

Author:
Rajika Bhandari
Publication Date:
08-2019
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
The global movement of postsecondary students is a remarkably unidirectional phenomenon: students from the developing world, or Global South, take their knowledge and talents to the developed world, or the Global North. This is particularly true for countries such as India and China. Framed by the broader issues of access and equity within postsecondary education and released on the occasion of the fourth IC3 Conference in Mumbai, India, on August 28, 2019, the current report raises the following questions: Are the current global flows of students advantaging wealthier nations over developing ones? Are students from the developing world returning at higher rates to their countries of origin? How do we ensure that the mobility of students and talent is based on principles of access, equity and inclusiveness, both at the individual student level and at a national level? While it is not the goal of this report to suggest that the north-to-south flow of students should be reversed or that countries in the Global South would even have the capacity to host large volumes of international students, the report does argue that when it comes to international student recruitment policies, host countries in the Global North need to consider how to balance their own needs to fill critical knowledge and skill gaps by attracting global talent with the needs of developing countries to retain their valuable human capital. Thus, the report proposes solutions for programmatic and national-level initiatives to create a balance between the home and host countries of globally mobile students. Read the full report to view key findings and to learn more about the IIE Center for Academic Mobility Research and Impact.
Topic:
Education, Mobility, and Higher Education
Political Geography:
China, India, Asia, and Global South