IIE Center for Academic Mobility Research and Impact A World on the Move Trends in Global Student Mobility October 2017 As an independent, 501(c)(3) not-for-profit founded in 1919, IIE’s mission is to help people and organizations leverage the power of international education to thrive in today’s interconnected world. IIE’s work focuses on advancing scholarship, building economies, and promoting access to opportunity. Project Atlas® is a collaborative global research initiative that focuses on maximizing the understanding, measurement, and use of international student mobility data. This unique and growing network of leading academic mobility research and government entities worldwide aims to disseminate annual standardized and comparable global academic mobility data, collaborate on research, and conduct assessments and workshops worldwide to accommodate the needs of countries seeking to strengthen their data collection systems. Project Atlas® is supported by the Bureau of Educational and Cultural Affairs (ECA) of the U.S. Department of State, IIE, and country partners Institute of International Education (IIE) 809 United Nations Plaza New York, NY 10017 www.iie.org Portions of the report have been excerpted from the Open Doors 2016 Report on International Educational Exchange, which was funded by a grant from the U.S. Department of State, Bureau of Educational and Cultural Affairs. The opinions, findings, and conclusions stated herein are those of the author and do not necessarily reflect those of the U.S. Department of State. All data or statement of facts contained in this report belong to the reporting organization providing such data or statement, and the Institute of International Education (IIE) does not make any representations or warranties pertaining to the accuracy or completeness of any such data or statement of its adequacy for any purpose. The opinions, advice, or conclusions of the authors expressed herein do not necessarily state or reflect the official positions of IIE, the report’s funder, or the organizations and agencies reporting data. Introduction his report highlights key developments around the world. The first such development was currently influencing student mobility in higher “Brexit” in the United Kingdom in 2016, which will T education in the United States and globally. likely have far-reaching consequences on student Drawing upon Open Doors, Project Atlas and other mobility into and out of the United Kingdom, and also sources of global data, the analysis points to a on mobility between the United Kingdom and continuing demand for an international higher continental Europe. education in many parts of the world. Against the Similarly, political shifts in the United States and backdrop of recent trends, this report provides insight two travel bans against individuals from seven into the context of international student mobility. countries in January and March 2017 have raised many Countries with social and demographic factors that questions about what effect these developments will might inhibit mobility in higher education, such as have on international student mobility from affected Korea where the declining birthrate and economic countries and elsewhere. While there is much imperatives limit outbound student flows, have speculation about this issue, two snapshot surveys implemented initiatives to attract and bolster the conducted in March and May 2017 by six major higher enrollment of international students. Attention is also education associations and organizations in the U.S. given to the critical issue of academic displacement. have pointed to an uncertain picture of the impact on Refugees affected by prolonged displacement are international applications and admissions. At the time seeking higher education opportunities in growing of this writing, a third snapshot survey is being numbers, demonstrating the need for clear pathways conducted that will reveal more definitively the status and access to professional development opportunities. of current international student flows to the U.S. It should be noted, however, that this analysis does Nonetheless, what is evident is that the international not reflect the impact—positive or negative—of recent education community in the U.S. has come together to political developments as those have yet to surface. One develop joint strategies and outreach to underscore the of the most significant developments over the past two value of international education even further. U.S. years has been the rise of nationalism around the world, institutions, in particular, have launched coordinated and what is perceived as a turning inward of many efforts to emphasize to international students that they traditional host destinations that have typically are still welcome through the #YouAreWelcomeHere attracted large numbers of students and scholars from campaign and other similar initiatives. Rajika Bhandari, Ph.D. Head of Research, Policy & Practice, IIE 3 IIE | GLOBAL MOBILITY WORLD REGION TRENDS Global Student Mobility Protracted academic displacement warrants a strong international higher education response. Many factors driving academic mobility have persisted for decades. Limited home country higher education capacity, access and equity, personal and professional goals, and human capital needs play a critical part in United Kingdom Australia Canada 21.1% 20.7% 12.9% whether students pursue education abroad. Today, the scale of structured national scholarships and academic displacement also significantly impact the landscape of student mobility. New Zealand France Netherlands In 2013, there were an estimated 4.1 million globally 12.0% 10.8% 10.7% mobile higher education students (UNESCO, 2016b). The United States, United Kingdom, China, France, and Australia rank as top host destinations of international Finland Germany Sweden students worldwide and collectively host an estimated 10.2% 8.7% 8.2% two-thirds of all international students (Fig. 14) (Project Russia United States Spain 5.4% 5.2% 4.9% n United States — 28% n United Kingdom — 11% n Germany — 9% n France — 7% n Australia — 4% n Japan — 3% Japan China India n Spain — 2% 4.2% 0.9% 0.1% n Belgium — 2% n international students n domestic students 2001 n Other — 34% 2.1 million students (est.) FIGURE 15 International students as percentage of total higher education in select host countries, 2016 (year of data release) SOURCE: PROJECT ATLAS, 2016 Atlas, 2016). In the United Kingdom and Australia, n United States — 25% n United Kingdom — 12% international students comprise over 20 percent n China — 10% of their total higher education populations, while in n France — 8% n Australia — 7% the United States they comprise just over 5 percent n Russia — 7% (Fig. 15) (Project Atlas, 2016). n Canada — 6% n Germany — 6% The academic levels and degree types pursued n Other —19% by international students vary by destination. Degree- seeking undergraduates form the majority of inter- 2016 national students in New Zealand (75 percent), Russia 4.1 million students (est.) (54 percent), and Australia (50 percent), while Germany attracts more graduate full- degree students (53 per- cent). In the United States and the United Kingdom, FIGURE 14 Top destinations of globally mobile students, 2001 & 2016 (year of data release) SOURCE: PROJECT ATLAS, 2016; UNESCO, 2016 4 IIE | GLOBAL MOBILITY degree- seeking international students’ academic levels tunities on a scale not seen in previous generations are evenly divided. Driven by the desire to acquire of refugee populations (Pacheco & Johnson, 2014; advanced knowledge and specialized skills, a large pro- Watenpaugh, Fricke & King, 2014). portion of students in these key destinations pursue With displacement projected to be protracted for STEM fields, including 50 percent of all international refugees, there is a clear need for a stronger interna- students in Germany and 46 percent in the United States. tional response to integrate them into existing higher education systems worldwide. An estimated 45 percent SPOTLIGHT: ACADEMIC DISPLACEMENT of refugees worldwide have been displaced for at least Not all higher education students willingly choose to five years, with an average period of displacement of 20 pursue education outside of their home countries; some years (Ergyork, 2015). Higher education access for refu- are forced to do so in order to continue their studies gees is essential for integration into host societies and (United Nations, 2016b). In 2015, 21.3 million refugees to redress personal and social disadvantages. Education were registered with the United Nations, with over half provides access to professional development that in under the age of 18 who most likely have yet to enter turn reduces dependence on international aid, protects tertiary education or have experienced a disruption of from crime and conflict, and drives positive change and their higher education studies (UNHCR, 2016a). The reconstruction upon repatriation (Barakat & Milton, 2015; 1948 Universal Declaration of Human Rights states that Elmes, 2016; Ergyork, 2015; Magaziner, 2015; Pacheco everyone has a right to access higher education (United & Johnson, 2014; Watenpaugh, Fricke & King, 2014). Nations, 2016). Yet, only 1 percent of all college- age ref- Supporting displaced students’ participation in higher ugees are enrolled in higher education in comparison education is an opportunity for host communities to with 34 percent of tertiary- level age youth worldwide internationalize their campuses and