In 2005, the number of students travelling away from their home country for tertiary-level education topped 2.5 million students for the first time ever.
Statistics released by UNESCO in 2006, indicate that the growth in interest in this type of education has increased rapidly over the last five years by 41%. Approximately one third of these opted for postgraduate programmes either on a taught or a research basis.
Though 69% of all travelling tertiary-level students are currently enrolled in programmes in either North America or Europe, more and more students are currently seeking different destinations as the location for their international period of study. In addition to choosing a country destination, such diverse factors as location of institution, subject choice, mode of delivery, length of study, cost of programme and teaching style are all areas of concern for students thinking of pursuing a postgraduate degree internationally. With the global labour market placing more importance on postgraduate experience, getting the decision right on where and what to study is increasingly complex.
A 2006 report by the Finnish Government indicates that employers assess studying and training abroad in three different ways. Firstly, from the perspective of occupational skills – whether the international experience increase students’ skills in their field of studies. Secondly, how does the experience affect a students’ personal growth; and thirdly, what kind of skills and abilities does a student develop abroad that can help them perform in an international setting in the future. Though the report indicates that the first category of experience is questionable, the last two provide very strong arguments for study abroad, particularly with regard to the development of superior language skills and the ability to deal with people from other countries.
Why students actually decide to travel abroad for their masters or PhD programme varies enormously from individual to individual and country to country. An annual survey conducted by QS Research helps shed some light on the motivations and preferences of postgraduate students around the world. The survey, based on a sample of 2,152 people attending the 2005 QS World Grad School Tour - for people interested in postgraduate masters and research programmes – drew responses from across the world, giving a clear global picture of some of the detailed issues in the minds of all interested in international postgraduate education.
The survey certainly underlines just how global interest the market in international postgraduate education actually is. The respondents to the survey were geographically diverse this year and reflect the current sources of the most mobile students internationally at the postgraduate fulltime level. In recent years Asia-Pacific, the Middle East and Africa have dominated postgraduate programmes around the world and the survey underlines this position. 47% of all respondents are from Asia-Pacific, 27% from Middle East and Africa, 8% from Latin America and Central Europe, 7% from Western Europe and 3% from North America.
Unlike the MBA qualification, the need for work experience for potential postgraduate candidates is less of a concern. Given that it is apparent that the age at which candidates are considering postgraduate study is reducing, it is also clear that those already in employment or with significant work experience is comparatively low. According to the QS survey, 22% of all respondents have no work experience, a further 15% have one year and 16% have two years. Only 14% have three years experience. However, in terms of the current status of potential postgraduate applicants, it is more likely that a candidate will be employed rather than a current student. The survey reveals that 29% are existing students, 13% are in some form of temporary employment and 58% are employed on a full-time basis.
What is certain, however, is that there has never been a more popular time to study abroad for a graduate qualification. More universities are actively seeking graduate students and offering incentives for them to come and study at their university. So why not take the challenge!