GUIDE TO INTERNATIONAL UNIVERSITY ADMISSION About NACAC The National Association for College Admission Counseling (NACAC), founded in 1937, is an organization of 14,000 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’s Guide to Ethical Practice in College Admission. For more information and resources, visit 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 © 2020 by the National Association for College Admission Counseling. All rights reserved. NACAC 1050 N. Highland Street Suite 400 Arlington, VA 22201 800.822.6285 nacacnet.org COVID-19 IMPACTS ON APPLYING ABROAD NACAC is pleased to offer this resource for the fifth year. NACAC’s Guide to International University Admission promotes study options outside students’ home countries for those who seek an international experience. Though the impact the current global health crisis will have on future classes remains unclear, we anticipate that there will still be a desire among students—perhaps enhanced as a result of COVID-19, to connect with people from other cultures and parts of the world, and to pursue an undergraduate degree abroad. The 2019–2020 coronavirus outbreak and resulting quarantine measures have disrupted many facets of higher education around the world, including university admission. The 2020 Guide to International University Admission was updated prior to knowing how upcoming admission cycles will be affected. In light of COVID-19 disruptions, it’s especially important to check institutional and official in-country websites to see how processes, requirements, and deadlines may have changed. TABLE OF CONTENTS Foreword . 3 Introduction . 4 Country Profiles Australia . 7 Canada . 12 Finland . 17 France . 20 Germany . 25 Ireland . 31 Israel . 34 Italy . 40 Japan . 45 The Netherlands . 50 New Zealand . 55 South Korea . 59 Spain . 63 United Kingdom . 66 United States of America . 85 Diverse and Underrepresented Students Abroad . 93 American Universities Abroad . 94 US Branch Campuses . 97 International Progression Pathways . 99 International Dual and Joint Degree Programs . 101 Gap Year Options . 102 Short-Term Study Abroad . 105 Federal Aid Outside the US . 107 Appendices: NACAC Member Universities – International . 110 Key Information: Applying to International Universities . 113 Key Information: Working While Studying Abroad . 115 GUIDE TO INTERNATIONAL UNIVERSITY ADMISSION 1 ACKNOWLEDGMENTS The National Association for College Admission Counseling (NACAC) wishes to acknowledge and thank the following individuals and groups for their contribution to the fifth edition of this guide. Members of the Global Engagement Committee advised on the direction of this edition. The committee members’ counsel was critical to ensure the guide continues to be a valuable resource. The association would like to thank the following individuals for providing ample assistance updating this guide and helping to develop new country profiles: Sarah Nguyen, Austrade, Australia Joanne Smail, Austrade, Australia Cindy McIntyre, Universities Canada Samuli Repo, Finnish National Agency for Education (EDUFI) Vincent Michelot, Embassy of France in the United States Natalie Cox, Embassy of France in the United States Caroline Lowe, Embassy of France in the United States Peter Kerrigan, The German Academic Exchange Service (DAAD) Sara Dart, Enterprise Ireland Yukiko Ishikura, Osaka University, Japan Sanghwa Park, Korean Education Center, Korean Embassy Aekyung Lee, National Institute for International Education, South Korea Dalit Parsser, Embassy of Israel in the United States Marco Calvi, Uni-Italia, Italy Annalisa Di Calisto, Uni-Italia, Italy Alberto Ortolani, Uni-Italia, Italy Carlo Naldi, Uni-Italia, Italy Carolyn Barr, Leiden University, Netherlands Kim Zwitserloot, Utrecht University, Netherlands Lewis Gibson, Education New Zealand Beatriz Plágaro Cenoz, Universidad de Navarra, Spain Jenna Hartsell, British Council, United Kingdom Amy McVeigh, Smart College Selection, US Ethan Knight, Gap Year Association NACAC would also like to thank the following NACAC staff members for their significant contributions to the guide: Lindsay Addington, Director of Global Engagement Tiziana G. Marchante, Project Coordinator, Educational Content and Policy Sarah Cox, Associate Director of Communications for Editorial and Creative Services Mary Stegmeir, Assistant Director for Editorial Content and Outreach 2 NATIONAL ASSOCIATION FOR COLLEGE ADMISSION COUNSELING FOREWORD By Beth Gilfillan, PhD, Assistant Professor of Counseling, Bowling Green State University (OH) One of a college counselor’s most important jobs is to dual citizenship, or have family abroad, while others long educate students on their college options as we guide for an adventure. Lower tuition may attract their interest— them through the search and application process. A helped along, in some cases, by a full degree program few years ago, a report from the Institute of International that can be completed in three years. Education confirmed what a group of Chicago-area high school counselors had begun to notice: a growing interest The type of student who has the potential to thrive among students who aspired to earn their college degree overseas is independent and open-minded, loves to outside the United States. Meanwhile, representatives travel, enjoys experiential learning, appreciates diversity, from universities in a number of countries were beginning and is interested in other cultures. Not every student to knock on our doors. fits that description, of course, but if a student you are working with demonstrates some of these characteristics, In fall 2013, the group of counselors organized a you might mention the idea of a full degree program program called International College Options (ICO). abroad. I also find that students who express a desire to The program includes college fairs and counselor study abroad in college are well-suited to this option. luncheons aimed at helping students, and those advising them, explore the expanding landscape of It is also important for counselors to understand the university admission. The ICO program has become application process, deadlines, and chances of admission an annual event and has expanded to Boston, Detroit, for a US student. While institutions that welcome US Denver, and New York. The most recent events in 2019, students are eager to provide helpful information, it drew 46 institutions from 15 countries. can be difficult to gather and compare information from schools’ websites in different countries. Language The majority of counseling participants who participated barriers, differing time zones, and unfamiliar application in research about the ICO program reported seeing an processes are just three challenges students will face. increase in students’ and families’ interest in international college options. And, as a result of participating in the Just as when we research US schools, it is important to program, reported feeling more prepared to counsel look at fit—that is the alignment of academic offerings, these students and families. It is promising to see social aspects, campus culture, cost, employment rates, programs, such as ICO, having a positive effect on and other critical factors, with a student’s goals and counseling students and families. expectations for their undergraduate experience. Few families have the resources to visit multiple colleges With more US students looking to earn a full bachelor’s overseas. The high school counselors involved in ICO degree outside the United States, NACAC provides this events consider them to be a useful alternative. Through guide to assist and support counselors, families, and these activities, students, parents, and counselors can students as they navigate the sometimes confusing talk individually with international college representatives search and application process. about courses, the application process, visa requirements, and any other questions they might have. Why do students choose to pursue a degree abroad? The This guide is another valuable resource for counselors. reasons vary. Some students want to take advantage of We encourage you to use it as a starting point. GUIDE TO INTERNATIONAL UNIVERSITY ADMISSION 3 INTRODUCTION This guide responds to the growing desire among high he or she can be shored up by a quick visit home or a school counselors to broaden undergraduate college visit from a parent or friend. On the other hand, students options for students, specifically students who have completing degrees internationally can become true expressed an interest in studying internationally. It is global citizens, and grow and thrive in ways that are hard designed to be a starting point for counselors building to fully explain or measure. their competence and confidence in advising these