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GUIDE to INTERNATIONAL UNIVERSITY ADMISSION About NACAC

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GUIDE to INTERNATIONAL UNIVERSITY ADMISSION About NACAC INCLUDES THREE NEW CHAPTERS UPDATED 2017 EDITION, GUIDE TO INTERNATIONAL UNIVERSITY ADMISSION About NACAC The National Association for College Admission Counseling (NACAC), founded in 1937, is an organization of more than 16,000 professionals from around the world dedicated to serving students as they make choices about pursuing postsecondary education. NACAC is committed to maintaining high standards that foster ethical and social responsibility among those involved in the transition process, as outlined in the NACAC Statement of Principles of Good Practice (SPGP). For more information and resources, visit www.nacacnet.org. The information presented in this document may be reprinted and distributed with permission from and attribution to the National Association for College Admission Counseling. It is intended as a general guide and is presented as is and without warranty of any kind. While every effort has been made to ensure the accuracy of the content, NACAC shall not in any event be liable to any user or any third party for any direct or indirect loss or damage caused or alleged to be caused by the information contained herein and referenced. Copyright © 2017 by the National Association for College Admission Counseling. All rights reserved. Printed in the United States of America. NACAC 1050 N. Highland Street Suite 400 Arlington, VA 22201 800.822.6285 www.nacacnet.org TABLE OF CONTENTS Foreword ....................................................3 Introduction ..................................................4 Country Profles Australia....................................................8 Canada ...................................................14 Finland....................................................22 France . 26 Germany ..................................................32 Ireland ....................................................38 Japan.....................................................42 Netherlands ................................................46 New Zealand ...............................................52 Spain .....................................................56 United Kingdom ............................................60 American Universities Abroad ...................................80 US Branch Campuses .........................................83 International Progression Pathways...............................85 International Dual and Joint Degree Programs ......................87 International Gap Year Options ..................................88 Short-Term Study Abroad.......................................91 Federal Aid Outside the US .....................................93 Appendices: NACAC Member Universities – International ......................96 Key Information: Applying to International Universities...............98 Key Information: Working While Studying Abroad .................100 GUIDE TO INTERNATIONAL UNIVERSITY ADMISSION 1 Acknowledgments The National Association for College Admission Counseling (NACAC) wishes In addition to country profles, the guide includes practical information to to acknowledge and thank the following individuals and groups for their assist counselors in their work with students who might be considering contribution to the second edition of this guide. other types of international experiences. NACAC appreciates the updates provided by EtHan KnigHt on gap years, and Heidi Buffngton on American Members of the International Initiatives Committee advised on the Universities Abroad. Furthermore, NACAC would like to thank Community direction of this edition. The committee members’ counsel was critical to Colleges for International Development for providing access to its ensuring the guide continues to be a valuable resource. members to research the topic of international progression pathways. The association would like to thank Mary Beth Marklein, a longtime NACAC would also like to thank the following NACAC staff members for their journalist specializing in higher education, for leading the development of the signifcant contributions to the guide: country profles for the frst edition of this publication. The following offcials provided ample assistance updating this guide: Lindsay Addington, Associate Director of International Initiatives SaraH Cox, Associate Director of Communications for Editorial and Design JoHn Angley, Austrade, Australia Tatjana Guadalupe, International Initiatives Coordinator Nancy Hector, Government of Canada Tara Nicola, Research Associate Joanna Kumpula, Finnish National Agency for Education (EDUFI) Mary Stegmeir, Assistant Director of Content and Marketing Caroline Lowe, Embassy of France Peter Kerrigan, The German Academic Exchange Service (DAAD) Karole Egan, Enterprise Ireland Yukiko IsHikura, Osaka University, Japan Carolyn Barr, Leiden University, Netherlands Kim Zwitserloot, Utrecht University, Netherlands Lewis Gibson, Education New Zealand Alberto García Salinero, Education Offce, Embassy of Spain Jenna Hartsell, British Council, United Kingdom 2 NATIONAL ASSOCIATION FOR COLLEGE ADMISSION COUNSELING FOREWORDBy Beth Gilfllan, counselor education doctoral student; former college counselor at Woodlands Academy of the Sacred Heart in Lake Forest (IL); past president of Illinois Association for College Admission Counseling One of the college counselor’s most important jobs is to educate The type of student who has the potential to thrive overseas is independent students on their college options as we guide them through the search and open-minded, loves to travel, enjoys experiential learning, appreciates and application process. A few years ago, a report from the Institute of diversity, and is interested in other cultures. Not every student fts that International Education confrmed what a group of Chicago-area high school description, of course, but if a student you are working with demonstrates counselors had begun to notice: a growing interest among students who some of these characteristics, you might mention the idea of a full degree aspired to earn their college degree outside the United States. Meanwhile, program abroad. I also fnd that students who express a desire to study representatives from universities in a number of countries were beginning to abroad in college are well-suited to this option. knock on our doors. It is also important for counselors to understand the application process, In fall 2013, the group of counselors organized a program called deadlines, and chances of admission for a US student. While institutions International College Options (ICO). The program includes college fairs that welcome US students are eager to provide helpful information, it can and counselor luncheons aimed at helping students, and those advising be diffcult to gather and compare information from schools’ websites in them, explore the expanding landscape of university admission. The ICO different countries. Language barriers, differing time zones, and unfamiliar program has become an annual event and has expanded to Detroit, Denver, application processes are just three challenges students will face. New York, and Pittsburgh. The most recent events in 2016, drew up to 30 institutions from 8 countries. Just as when we research US schools, it is important to look at ft—that is the alignment of academic offerings, social aspects, campus culture, cost, Now, with more US students looking to earn a full bachelor’s degree employment rates, and other critical factors, with a student’s goals and outside the United States, NACAC provides this guide to assist and expectations for their undergraduate experience. Few families have the support counselors, families, and students as they navigate the sometimes resources to visit multiple colleges overseas. The high school counselors confusing search and application process. involved in ICO events consider them to be a useful alternative. Through these activities, students, parents, and counselors can talk individually with Why do students choose to pursue a degree abroad? The reasons vary. international college representatives about courses, the application process, Some students want to take advantage of dual citizenship, or have family visa requirements, and any other questions they might have. This guide is abroad, while others long for an adventure. Lower tuition may attract their another valuable resource for counselors. We encourage you to use it as a interest—helped along, in some cases, by a full degree program that can be starting point. completed in three years. GUIDE TO INTERNATIONAL UNIVERSITY ADMISSION 3 INTRODUCTION This guide responds to the growing desire among high school counselors American-style campuses and on-site housing. And even if students to broaden undergraduate college options for US students, specifcally are profcient in the language of the country where they’d like to study, students who have expressed an interest in studying internationally. It is living on their own in a different culture can be challenging. Teaching designed to be a starting point for counselors building their competence styles and evaluation methodologies may differ from US high schools and confdence in advising these students. The guide seeks to take you or US postsecondary institutions. At a practical level, when a student from where you might be when the frst student comes into your offce overseas experiences a slump, it is less likely that he or she can be and says “I heard college is free in Germany,” to where you likely want shored up by a quick visit home or a visit from a parent or
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