Mapping Mobility 2012 International Mobility in Dutch Higher Education Mapping Mobility 2012 Contents 2 3 1 Introduction and summary 7 1.1 Introduction 8 1.2 Mobility from a Dutch perspective 9 1.3 Mobility from an international perspective 11 1.4 Theme: Internationalisation between secondary school and university: the gap year 12 1.5 Reference guide 12 2 Diploma mobility to and from the Netherlands 13 2.1 Inbound diploma mobility 14 2.1.1 Developments in inbound diploma mobility 15 2.1.2 Countries of origin 5 2.1.3 Ratio of male to female students 20 2.1.4 Bachelor’s or master’s degree programmes 20 2.1.5 Fields of study 23 2.1.6 Higher education institutions 27 2.1.7 Students from Neso target countries 30 2.2 Outbound diploma mobility 36 2.2.1 Developments in outbound mobility 37 2.2.2 Destination countries 37 3 Credit mobility to and from the Netherlands 41 3.1 Inbound credit mobility 42 3.1.1 Developments in inbound mobility 43 3.1.2 Inbound credit mobility under the Erasmus Programme 43 3.2 Outbound credit mobility 48 3.2.1 Developments in outbound credit mobility 49 3.2.2 Ratio of male to female students 51 3.2.3 Fields of study 52 3.2.4 Higher education institutions 52 3.2.5 Work placement or study programme, or both 52 3.2.6 Outbound credit mobility under the Erasmus programme 56 3.2.7 Effects of experience gained abroad during the study programme 59 4 Total mobility 61 2 4.1 International students in the Netherlands 64 3 4.2 Dutch students abroad 68 5 Dutch mobility from an international perspective 71 5.1 The Netherlands’ position in the international student market 74 5.1.1 Patterns of international mobility 75 5.1.2 The position of the Netherlands 77 5.2 Developments in the Neso target countries 84 5.2.1 Inbound and outbound mobility 85 5.2.2 Brazil 86 5.2.3 China 89 5.2.4 India 90 5.2.5 Indonesia 91 5.2.6 Mexico 92 5.2.7 Russia 92 5.2.8 South Korea 93 5.2.9 Taiwan 94 5.2.10 Thailand 95 5.2.11 Vietnam 96 5.2.12 Conclusion 97 4 5 5.3 Credit mobility 100 5.4 Lecturer and researcher mobility 104 5.4.1 Mobility to the Netherlands 105 5.4.2 Mobility from the Netherlands 106 6 Internationalisation between secondary school and university: the gap year 107 6.1 Introduction 108 6.2 Going abroad in the gap year 110 6.2.1 Trends in gap year mobility – figures 111 6.2.2 Reasons for taking a gap year abroad 111 6.2.3 Developments 113 6.3 Utilising the gap year in higher education 114 6.3.1 Participant gains 115 6.3.2 The role of the gap year in government policy and education institution policy 115 6.3.3 Relationship with internationalisation policy in Dutch education 117 6.3.4 Recommendations 118 Appendix 121 7.1 Nuffic programme mobility 122 7.1.1 Inbound mobility 123 7.1.2 Outbound mobility 123 7.2 Definitions and methods 126 7.2.1 Mobility as part of internationalisation 127 7.2.2 Types of mobility 127 7.2.3 Diploma mobility and credit mobility 127 7.2.4 Mobility source data 127 7.2.5 In short: what do we know, and what do we not know? 131 Abbreviations 134 Publication information 136 4 5 6 7 1 Introduction and summary 6 7 1.1 Introduction Key developments Nuffic has produced the annual Mapping Mobility • The number of international students is report since 2010. The aim of the publication growing worldwide. This trend is also evident is to inform you of recent developments in the in the Netherlands, which is progressively internationalisation of Dutch higher education. catching up with the European outbound mobility average. This report provides an update of recent • Worldwide, Europe remains the hub for developments in student mobility to and from international student mobility although the Netherlands and, where possible, offers East Asia continues to grow in importance. additional information on other types of • The number of Dutch students studying internationalisation. The publication therefore abroad now reflects solid growth, partly contains multiple diagrams and tables that on account of the later introduction of the reflect internationalisation developments. bachelor’s­master’s degree structure and other Bologna measures in the surrounding We also aim to put Dutch internationalisation countries. The implementation of portable into an international context. Every year we student grants and loans has spurred Dutch therefore analyse what is happening in other students to study abroad at almost 1,600 countries to gain insight into how the Netherlands institutions in 86 countries since 2007. is performing and to identify trends. Moreover, • Students from Germany form the largest group each year we explore one specific theme in of international students in the Netherlands greater depth. This year’s theme is ‘Internatio­ and the imbalance in student mobility between nalisation between secondary school and the Netherlands and Germany continues to university: the gap year’. grow. However, there are signs of diminishing growth in the number of German students The supply of data on mobility flows and other studying in the Netherlands. The decline is types of internationalisation continues to be a offset by larger numbers of students from concern. We still frequently encounter problems Bulgaria, Greece, the United Kingdom, Italy in our endeavours to collect accurate data that and France, which has increased the diversity can also be used for the purpose of international of international students in the Netherlands. comparison. Issues relating to definitions and a • The number of international students enrolling lack of records mean that charting international at Dutch research universities is growing at mobility remains a matter of meticulously inter­ a faster pace than the numbers of students preting information and making careful decisions entering Dutch universities of applied sciences, based on the available data. These issues are as is the number enrolling on master’s rather explained in greater detail in the appendix. than bachelor’s degree programmes. 8 9 1.2 Mobility from of students from Bulgaria, Greece, the United a Dutch perspective Kingdom, Italy and France. The continued growth The number of international students rose once in student numbers from the latter countries again between 2010­11 and 2011­12, with the appears to be offsetting the diminishing growth percentage of the total number of enrolled in student numbers from Germany. students up from 8.1% to 8.4%. Based on residence permit data, the number of The percentage of international students that students from the Neso target countries1 who make up the student population in academic have studied abroad in the Netherlands since or research­oriented higher education (weten­ 2007 jumped from 2,500 to 10,500 students schappelijk onderwijs, WO) has climbed in the registered in the Netherlands in 2012. last five years from 7.7% to 11.2%. In the same period, the percentage of international students The difference between the percentages of pursuing higher professional education (hoger female and male students of foreign nationality beroepsonderwijs, HBO) rose from 6.0% to 6.8%. has steadily increased in favour of female In terms of numbers, this equates to 6,350 students. Fifty­nine per cent of international additional students in higher professional students pursuing higher professional education education as opposed to 11,000 additional are women, while women account for 54% in students in research­oriented higher education. academic higher education. The number of international students in research­ oriented higher education is rapidly approaching Almost three quarters of the international the number of international students in higher students pursuing government­funded education professional education. were enrolled in a bachelor’s degree programme, the majority of whom were higher professional Germany remains the main country of origin education students. In academic higher for international students. However, the growth education, the number of international master’s in student numbers from Germany seems to students exceeded the number of international be diminishing and the German share of bachelor’s students in 2010­11 for the first 1 Nuffic operates a number international students in the Netherlands has time ever. of Netherlands Education Support Offices (Nuffic declined marginally to 45%. Austria surpassed Neso offices) to support the Netherlands in 2008 as the main destination Although Agriculture remains the most inter­ Dutch higher education abroad. There are Nuffic country for German students. The number of nationalised field of study in academichigher Neso offices in Brazil, China, Indonesia, Mexico, German enrolments is followed at some distance education – recording the highest percentage Russia, Thailand, Vietnam by enrolments from China and Belgium, which in of international students among the student and South Korea, and Nuffic Neso Desks in India turn are still well ahead of the growing numbers population pursuing this field of study – the and Taipei. 8 9 majority of international students pursuing The growth in the number of students taking academic higher education can be found in the advantage of the Dutch student grants and loans field of Economics. In higher professional system to study abroad seems to continue to education, the most international field of study is be slowing down somewhat, as is the number Language & Culture, thanks to the contribution of countries where they are studying. The of the arts disciplines; here too, however, the preferred countries are Belgium, the United majority of international students have opted Kingdom, the United States, Germany, Sweden for the much wider field of Economics.