HED - February 2022 – UK Edition – Must-Watch Colleges and Universities in UK for Indian Students

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INTERNATIONAL EDITION UK SPECIAL

MUST-WATCH UNIVERSITIES AND COLLEGES IN UK

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February 2022

Vol - 4 Issue - 3

Universities and Colleges in UK for Indian Students Head of Advisory Board Dr. Varughese K.John, PhD

Managing Editor Sarath Shyam

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Dr. Johny Andrews Andrew Scott Joseph Alex

Naomi Wilson Stanly Lui Emma James

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MANAGING EDITOR’S NOTE

The UK Higher Education and its Ever-growing Popularity

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he United Kingdom has been a favourite destination for Indian students from preindependence. The number of Indian students travelling to the UK for higher education has been rising, and now we are the third-largest group of international students in the UK. Data from the Universities and Colleges Admissions Service (UCAS) shows that in 2021, despite the pandemic struggles, universities across the UK received 9,930 applications from students from India. It was 30 per cent higher than the number of applications received in 2020, which stood at 7,640.

While many countries have actively campaigned to attract international students, the UK has survived these competitions to remain at the top.

So, why the UK for higher studies? The answers are simple. Being a host for international students for generations now, the nation knows how to treat students from abroad and make them feel at home.

Besides, it is home to some of the top universities in the world. Graduating from a UK university will help you get recognised internationally by universities, employers and government bodies. However, finding the best programme and institute that suits your needs might be cumbersome. A small mistake could lead you to lifetime disappointment. So, choose wisely.

In this issue, to help Indian students looking for higher education in the UK, we have come up with ‘10 Must-Watch Universities and Colleges in the UK for Indian Students – 2022.’ Our expert panel consisting of internationally acclaimed academicians and industry experts has identified some of the best institutions offering cutting-edge higher education to international students, especially from India. We hope our efforts will help Indian students to make informed decisions while choosing their study destination in the UK. Enjoy Reading.

Sarath Shyam

Higher Education Digest February 2022

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ADVISORY BOARD Dr. Kuldeep Nagi, Ph.D, MBA, BSc.

Program Director of Ph.D, Recipient of Fulbright Fellowship Award & Dan Evans Award for Excellence and Writer columnist.

Dr. Venus M. Alboruto, PhD, Dr. Varughese K.John, PhD, MBA, MPhil, MCom, LLB.

Master Teacher, Researcher, Innovator, Trainer.

Former Program Director, MS in Management Program, GSATM - AU

Mr. Sreedhar Bevara, MBA, B.Com

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Major General (Rtd.) Dr. Sunil Chandra, VSM (Vishishta Seva Medal), Ph.D, M. Phil, MA, M.Ed, PGBDA Ex-M D Army Welfare Education Society, ExCOO GEMS Education - India, Ex- Addl Dir Gen - Army Education, Mentor - Adventure-Pulse

Former Senior General Manager: Panasonic Middle East & Africa, Thought Leader, Speaker & Author of ‘Moment of Signal’ (Amazon’s International Bestseller)

Dr. Ajay Shukla, Ph.D, MBA, BE. Co-founder and Chief Strategy Officer at Higher Education UAE

Mr. Amulya Sah, PGD PM & IR, PG Diploma in PM&IR (XISS Ranchi)

Shanthi Rajan (MSHRM, FHEA, AMCILT) Director, Institution Development, University of Stirling, RAK Campus, UAE.

Higher Education Digest February 2022

Chief Human Resources Officer, Former Head HR group Samsung R&D Institute India,Transformative HR Leader, Change agent, Digitization facilitator, Engagement architect, Trainer and Diversity champion.

Dr. Khyati Shetty

Ph.D (Marketing)., SFHEA (UK), MBA (Marketing), PGHRM, BA (Marketing & Economics)

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Higher HigherEducation EducationDigest Digest February 2022 November 2020

CONTENTS

UNIVERSITIES AND COLLEGES IN UK

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COVENTRY UNIVERSITY Focusing on a Wholesome College Experience

Higher Education Digest February 2022

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UNIVERSITY OF HULL Exceeding the Expectations of Global Education

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ST. GEORGE’S UNIVERSITY’S UK PROGRAM AT NORTHUMBRIA UNIVERSITY, NEWCASTLE A Truly International Medical Education

Higher Education Digest February 2022

CONTENTS

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INDUSTRY PERSPECTIVE

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INDIAN STUDENTS ARE ATTRACTED TO THE UK FOR AMPLE JOB OPPORTUNITIES

James Pitman, Managing Director, Study Group, UK

WHAT ARE THE GUIDELINES OR LEGALITIES A STUDENT SHOULD FOLLOW WHILE MIGRATING?

Mark Davies, Global Chairman, Davies & Associates, LLC, USA

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Higher Education Digest February 2022

ELIMINATING BARRIERS TO FINANCING KEY IN INTERNATIONAL STUDENT ENROLLMENT

Julie Moreno, University Relations, MPOWER Financing, USA

ASSESSMENT TO LEARNING: THE ATL LESSON PLAN

Tony Richardson, Education Consultant Eumundi, Qld, Australia

INDUSTRY PERSPECTIVE

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WHY IS YOUR PROFILE IMPORTANT WHILE APPLYING TO TOP UNIVERSITIES IN INDIA AND ABROAD?

Ankit Kapoor, Co-Founder & Director, PRATHAM Test Prep, India

A 6-STEP GUIDE ON HOW TO GET A WORK PERMIT AFTER GRADUATING FROM A UNIVERSITY ABROAD

Ashish Fernando, Founder & CEO, iSchoolConnect, USA

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KNOW WHAT FITS YOU – TIPS TO MAKE PURSUING HIGHER EDUCATION OVERSEAS EASY!

Mrunali Kulkarni, Founder, Vision International, India

HOW STUDENTS IN TIER-2 CITIES CAN LEARN MORE ABOUT STUDYING ABROAD

Varun Iyer, Sr. Admission Consultant, GoToUniversity, UAE

Higher Education Digest February 2022

CONTENTS

ACADEMIC VIEW

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Higher Education Digest February 2022

MULTI-CITY LEARNING FOR COPING WITH GLOBAL MANAGEMENT CHALLENGES

Dr. Balakrishna Grandhi, Dean - Global MBA & MGB, SP Jain School of Global Management, UAE

THE VALUES I CHERISH AS A VISITING SCHOLAR OF CAMBRIDGE

Dr. Mohammad Tarikul Islam, Visiting Scholar, University of Cambridge, UK and Associate Professor, Department of Government and Politics, Jahangirnagar University, Bangladesh

HIGHER EDUCATION IN A POST-COVID WORLD: BLENDED MODEL OF LEARNING WILL BE THE FUTURE

Dr. Rajesh Khanna, President, NIIT University, India

ACADEMIC VIEW

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MENTOR’S MANTRA

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LEADING BRITISH UNIVERSITIES ARE STRENGTHENING RESEARCH AND STUDY TIES WITH INDIA

Professor Andy Schofield, Vice-Chancellor, Lancaster University, UK

COVID-19 OUTBREAK: IMPACT ON HIGHER EDUCATION IN GCC

Dr. Ilya Bystrov, Assistant Professor, University of Buraimi, Oman

THE GROWTH OF EMPLOYMENT IN THE FUTURE

Dr. Gillian Murray, Deputy Principal - Enterprise and Business, Heriot-Watt University, UK

Higher Education Digest February 2022

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MENTOR’S MANTRA

The Growth of Employment in the Future Dr Gillian Murray, Deputy Principal - Enterprise and Business, Heriot-Watt University, UK

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he COVID-19 pandemic disrupted the employment landscape in a way that no other event in history has. The short-term consequences were severe - millions of businesses pivoted to digital organisations.

In the aftermath of the pandemic, it is clear that COVID-19 has accelerated some trends that are now reshaping employment at the present, with impact on future trends.

The increased pace of digital transformation was further accelerated. Businesses have realized that faster adoption of automation and AI, especially in work areas requiring high physical proximity is the only way to ensure wellbeing and thereby, business continuity. For example – we have witnessed a surge in the automation of grocery stores that can replace the high levels of human interaction.

The world of work is certainly changing as machines are growing smarter, faster, and more efficient

Higher Education Digest February 2022

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Dr Gillian Murray joined Heriot-Watt University in October 2016 to lead on the development and implementation of the University’s Enterprise and Business Engagement Strategy, mobilising the University’s intellectual and capital assets to effect greater impact regionally, nationally and globally. Gillian has a background in economic regeneration and is passionate about driving global innovation and skills development using new digital technology to break down collaboration barriers and facilitate co-invention. Whilst at the University of Liverpool, Gillian built innovative new models for Business/University collaboration, transforming the city region through strategic partnerships and supply chain development.

Higher Education Digest February 2022

16 With so many rapid changes, in such a short span of time, one wonders what then the future of employment looks like.

The Rise of Automation The world of work is certainly changing as machines are growing smarter, faster, and more efficient. Most analysts agree that many jobs will be lost to automation – while many more will also be created. However, there is a lack of consistency between the many productions.

It is clear that the impact will not be felt evenly across industries and timeframes. We know now that financial services jobs are relatively susceptible to automation in the shorter term, whilst driving and transportation jobs are more vulnerable in the longer term.

Besides technical and intellectual skills, success in this continuously changing world requires the development of self-awareness and social awareness.

Educational institutions, and universities in particular, are also adapting to incorporate resilience building into their curriculum.

Higher Education Digest February 2022

Focus on Upskilling Industries are struggling to hire talent in high-growth areas, including tech, sales, health and management. A study by Korn Ferry, a global organizational consulting firm suggests a $8.5tn talent shortage by 2030.

According to the World Economic Forum, the global workforce is predicated to grow by 230 million people by 2030 and is expected to happen at a time when up to half of today’s jobs, around 2 billion, are changing due to new technology, decarbonisation and growth industries.

That is why education provision within the next 10 years and beyond, will be critical for ensuring our world and economy flourish.

Upskilling offers several advantages to both employers and employees. For employees, developing new skills will help stay relevant and improve employability – an example is acquiring the skills now needed to harness the power of the latest digital technologies. The upskilling journey could also enable the discovery of new passions and interests which could lead to new career possibilities. In the process of upskilling, you could potentially meet new people

and expand your professional network, and this could have a positive impact on your career and perspectives.

And finally, with times being uncertain, upskilling can help future-proof your job by increasing your value to your employer.

Equally for employers, investing in upskilling employees can benefit you in several ways. Talent acquisition is time-consuming, and as an employer, it is far simpler to retain existing employees by upskilling them for a changing environment than to hire new talent.

Another reason is driving employee satisfaction – some studies have shown that 91% of Gen Z employees (born 1990-1999) factor in professional training opportunities

Upskilling boosts the productivity of employees, which ultimately benefits the bottom line

when choosing an employer. Upskilling boosts the productivity of employees, which ultimately benefits the bottom line. It can create a significant competitive edge for businesses, plus some of these employees will be capable of stepping up to a more leadership-oriented role, if ever there is a need.

Demand for a Range of New Occupations It won’t be just skills and technologies that will change in the future; we are likely to see a whole new range of occupations itself. Some 85% of the jobs that today’s

students will be doing in 2030 haven’t even been invented yet. These jobs will stem from technologies that are emerging today, such as renewable energy, autonomous transport systems, blockchain and other technologies catalysed by world leading research within our global universities. It has been reported that future jobs could be as diverse as organ creator, earthquake forecaster, drone traffic manager and waste management engineer.

As economies across the world strive to be the powerhouse of new high growth industries there will be a continuous drive towards highly skilled occupations.

Most future jobs will be green and digital. Higher cognitive skills will be a foundation for a large proportion of these jobs. These skills will be relevant to multiple sectors and therefore competition will be high.

Many of the new positions in the modern workforce favour those with science, technology, engineering and math (STEM) skills. Jobs in science, research, engineering and technology fields have been predicted to grow twice as fast as other careers (6% versus 3%), driven by the factors we heard earlier – the pace of infrastructure investment and digital innovation.

Finally, will there be enough work in the future?

The answer is yes. Historically, there have been changes to technology and the market has eventually adjusted to these changes. With sufficient economic growth, innovation, and investment, certainly there can be enough new job creation to offset the impact of automation. However, as seen from the above trends, the real question is whether workers will have the necessary skills to transition into these new roles and maintain their skills throughout their working lifetime the duration of which could exceed 50 years. The demand for education will soar. Therefore, the future of employment should be more focused on lifelong learning and developing flexible and work-based education pathways to all staff to flourish.

In recognition of the importance of such a discussion, Heriot-Watt University will be hosting a thoughtprovoking Future Skills Conference at the UK pavilion at Expo 2020 on December 8, 2021. Echoing the theme of Expo 2020, Connecting Minds and Creating the Future, the conference will explore how the University’s world-leading research is shaping education, catalysing industries and framing jobs of tomorrow in response to the changing workplace – through sustainability, mobility and opportunity.

Higher Education Digest February 2022

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ACADEMIC VIEW

Multi-City Learning for Coping with Global Management Challenges 18

Dr. Balakrishna Grandhi, Dean - Global MBA & MGB, SP Jain School of Global Management, UAE

Dr. Balakrishna Grandhi is the Professor of Marketing & Strategy Dean – Global MBA & Master of Global Business, SP Jain School of Global Management. Dr. Grandhi has over four decades of experience in academics and industry, as a teacher/consultant/entrepreneur, from across the US, Canada, Singapore, Sydney, Dubai, and India. He continues his passion to add value and make a difference through coaching and mentoring for students, faculty, senior managers, and CXOs. He has a Ph.D. in Marketing, Carlson School of Management, USA.

Higher Education Digest February 2022

The skill-set needed post the pandemic is going to be drastically different from the skillset required pre-pandemic

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he COVID-19 pandemic and need for rapid digital transformation are disrupting the business landscape across the world. COVID-19 has changed lifestyles, shopping behavior, and spending pattern.

Technologies have opened new ways of doing business, enhancing operational efficiency and innovative marketing strategies.

Globalization is cascading across geographies and business environments including culture, economies, geopolitics, climate change, etc. Numerous industries including automotive, food & beverage, banking & finance, health care & pharmacy, hospitality, aviation, etc have been severely impacted. As businesses face increased imperatives to adapt to these trends, they are experiencing a crisis of skills like never before.

The skill-set needed post the pandemic is going to be drastically different from the skillset required prepandemic. Companies are looking to hire people who possess a global mindset, stay flexible, are willing to adapt, critically evaluate options, cope with ambiguity, manage crises, communicate effectively, connect emotionally, embrace innovation and stay tech-savvy.

These are among the essential skills to help businesses add value for enabling growth and profitability in an

increasingly competitive environment and changing global scenario.

Hence, we are witnessing the emergence of a unique scenario—many unemployed graduates on one hand, and rapidly evolving skill needs on the other. There is an opportunity in solving this mismatch. to solve the latter problem. With this mismatch comes an opportunity to develop courses addressing the need for a new skill set.

One proven way to help students develop these skills and a global mindset is a multi-city programme.

In this article, we will discuss what a multi-city education programme is and how it helps address global industry challenges.

Role of multi-city learning model in helping students address complex global issues At a time when companies are looking for graduates with a global mindset to add value to their organization, a multi-city model has more relevance than ever.

An MBA programme taught using a multi-city model provides students with a chance to expand their knowledge beyond regional focus and gain a global outlook. These programmes enroll students from different parts of the world. They can study in a different city in a different country each term and get exposed

Higher Education Digest February 2022

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An MBA programme taught using a multi-city model provides students with a chance to expand their knowledge beyond regional focus and gain a global outlook

Higher Education Digest February 2022

to different languages, ethnicities, and cultures. Students get an insight into heterogeneous business perspectives and develop the cultural sensitivity required to work with people from across the world. By learning in teams with students from other countries, they also get to develop their interpersonal and networking skills.

When students study in a different country each term and get immersed in the cultural and business environment of that country, they understand how to manage the business and adapt their approaches in different environments. They get exposure to the supply chain, logistics, enterprise innovation, tools, and technologies used by corporates across geographies.

Hence, develop a broad range of managerial, analytical, technical, and soft skills relevant to a wide range of international issues.

At each different city, students get taught by local faculty, work on projects for local companies and engage with local practitioners. Leaders from successful companies also share their hands-on experiences in the classroom. The issues and topics taken by them are in line with the themes embedded in the curriculum, making the learning very relevant to the real world.

Hence, they do not learn in a silo but can see a larger landscape by embracing cross-cultural and crossbusiness intelligence. They can learn to understand different markets, and then develop consumer-centric solutions to help organizations in value creation. For the programme to be effective, students are continuously evaluated on their performances across a range of parameters and projects taken up on various campuses.

International multi-city programmes also help students enhance their career prospects and apply for various international job opportunities. They become a part of a global network and can form connections, exchange knowledge and experience with peers from around the world.

While the onset of the pandemic had presented some challenges in students being able to travel to different countries, it is only a temporary glitch. With people increasingly getting vaccinated and the improvement in herd immunity, students can travel again and learn in a global environment.

As the education sector emerges from the effects of the pandemic, we are presented with an opportunity to relook at how we deliver course learning. Exploring and incorporating the multi-city model can help us groom future-ready global professionals. They will possess skills necessary not to just thrive, but also grow and command a premium in the new normal that is more global, digital, and dynamic.

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Higher Higher Education Education Digest Digest February October 2022 2020

ACADEMIC VIEW

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The Values I Cherish as a Visiting Scholar of Cambridge Dr. Mohammad Tarikul Islam, Visiting Scholar, University of Cambridge, UK and Associate Professor, Department of Government and Politics, Jahangirnagar University, Bangladesh

Higher Education Digest February 2022

As a Visiting Scholar, in addition to research and teaching opportunities, I really value the teamwork I learn with

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ambridge is home to one of the oldest and most prestigious universities in the world, offering a rich intellectual history and a bunch of extremely beautiful buildings.

Founded in 1209, the University of Cambridge is the fourth-oldest university in the world. Cambridge is one of the best universities in the world. Home to more than 23,000 students from more than 140 countries, it offers undergraduate degree courses in arts and humanities, social sciences, science and engineering. Cambridge is probably best known for its university, which gives the place undeniable power. The 31 colleges that make up the iconic institution probably represent about half of all buildings in the city center.

A Cambridge education prepares students for life, helping them develop a known curiosity and a lasting passion for learning. Cambridge students develop the skills they need to achieve in school, university and the workplace. The Center for South Asian Studies, for example, is a world-renowned and exceptionally vibrant research center. It serves all faculties and departments in the university whose teaching and research touches on the regions of South and Southeast Asia. Rare library collection and unique archive of papers, films and photographs attract scholars from all over the world. In

addition to its core staff, it hosts a number of accredited and visiting scholars.

In Cambridge, students participate in lectures, classes and laboratory work suitable for their course.

However, unlike many other universities, Cambridge students also benefit from a time of highly personalized teaching with experts in their field. The best advantage of the Cambridge program is that students are given the flexibility to choose a course of study that best suits their qualifications and interests. Students determine which courses they want to take and are able to create a schedule of courses that are relevant to their future goals.

In a brief interview, Dr Islam has told the Higher Education Digest Magazine about his passion, role, responsibilities as a visiting scholar in Cambridge and Its overall impact on heightening his excellence in teaching and research.

Visiting scholars, professors and fellows from other institutions play an important role in the development of research, teaching and collaboration. As a Visiting Scholar, in addition to research and teaching opportunities, I really value the teamwork I learn with.

Being able to spend time with MPhil and PhD level teaching staff and students, learning and discussing

Higher Education Digest February 2022

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The opportunity to conduct mixed-method research was my favourite part about the course

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ideas, who come from all over the world and have a wide variety of academic and professional backgrounds, is great.

The learning environment is excellent - the students of other courses, the larger staff and the community feel really welcome and a great environment for the course.

The opportunity to conduct mixed-method research was my favourite part about the course. This allows me to see the research question more broadly and to understand the subtleties of the subject.

Due to the interdisciplinary nature of the Cambridge Visiting Fellowship and the range of disciplines of those who teach the course, it really suits me. I have really come to appreciate the time and the network of friends and lecturers at Cambridge. My day-to-day interactions with colleagues DPhils and MPhil prove to be extremely useful for me in relation to and understanding of research conditions and skills in areas that are not directly related to me. This is a very valuable asset in my current position as I am part of another inter-disciplinary research centre.

Cambridge has welcomed and nurtured students for hundreds of years. Collegiate universities are bound together by a deep-rooted sense of community and shared purpose. It promises excellence in teaching, learning and research.

Higher Education Digest February 2022

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Higher Higher Education Education Digest Digest February January 2022 2021

UNIVERSITIES AND COLLEGES IN UK

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osting universities like Oxford and Cambridge that are founded over 800 years ago, United Kingdom has always been a strong magnet attracting student all over the world. For Indians, the connections with UK universities are centuries old. Every year, thousands of Indian students pack their bags and travel to UK for a wide

range of degrees they offer in subjects as diverse as Art and Design, Business and Management and Media Studies.

Even the pandemic and global travel restriction could not deter this demand. In this issue, we present to you ‘10 Must – Watch Universities and Colleges for Indian Students in UK’ that have been operating with revolutionary teaching styles and modern facilities.

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Coventry University

Heriot-Watt University

Website: www.coventry.ac.uk

Website: www.hw.ac.uk

About the University:

About the University:

Coventry University is a forward-looking, modern university with a proud tradition as a provider of high-quality education and a focus on applied research.

Higher Education Digest February 2022

With over 130,000 alumni, Heriot-Watt University is a specialists in engineering, business and science and leaders in innovative global education for a future world.

London School of Economics and Political Science Website: www.lse.ac.uk About the University:

London School of Economics and Political Science has designed a rigourous social science education to stretch students intellectually through specialist undergraduate and postgraduate programmes, executive education, distance learning and summer schools.

Middlesex University London Website: www.mdx.ac.uk About the University:

With campuses in London, Dubai, Mauritius and Malta, Middlesex University has a global community of students, alumni and staff who make things happen in business, art and the world.

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St. George’s University

The University of Edinburgh

Website: www.sgu.edu

Website: www.ed.ac.uk

About the University:

About the University:

St. George’s University offers medical and veterinary medical degrees in the Schools of Medicine and Veterinary Medicine, and independent and dual graduate degrees in the sciences, public health, and business.

The University of Edinburgh offers flexible degree programmes, world-class facilities and award-winning support services that will help students build a successful future.

Higher Education Digest February 2022

The University of Manchester

University of Bedfordshire

Website: www.manchester.ac.uk

Website: www.beds.ac.uk

About the University:

About the University:

University of Hull

University of Lincoln

Website: www.hull.ac.uk

Website: www.lincoln.ac.uk

About the University:

About the University:

With an award-winning careers service and courses built with students’ employability in mind, The University of Manchester is a powerhouse of research and is ranked among the leading research universities globally.

A modern university that believes in nurturing our students to become educated, employable and entrepreneurial global citizens, University of Bedfordshire has a vibrant and cosmopolitan student population that includes around 20,000 students from over 100 countries.

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University of Hull is committed to providing its students with top-class facilities and an ideal environment in which to live and learn.

It has particular research expertise in social justice, environmental technologies and maritime history.

Higher Education Digest February 2022

Situated in the heart of a beautiful and historic city, University of Lincoln is placed among the top 20 universities in the UK for student satisfaction in both the Complete University Guide 2022 and the Guardian University Guide 2022.

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Higher Education Digest February 2022

UNIVERSITIES AND COLLEGES IN UK

COVENTRY UNIVERSITY FOCUSING ON A WHOLESOME COLLEGE EXPERIENCE 30

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ounded by like-minded entrepreneurs and industrialists from the 19th century, to be precise, in 1843, Coventry University celebrated its 175 years of resonating innovative thought and quality education in the UK a few years back in 2018. Coventry University is a dynamic and outward-looking institution with a tradition of teaching excellence, impactful research, and bold international partnerships. Through Coventry’s worldwide network of collaborators in academia and industry, the 50,000+ learners studying its degrees in different countries enjoy access to global opportunities that enhance their employment prospects. The university is recognised internationally for its expertise in health, peacebuilding, and disaster management and the world-leading calibre of its engineering and design graduates – particularly in the automotive field.

The university campus has an environment that promotes learning, research, and creative thought. “Our students benefit from learning in critically acclaimed facilities. This includes health, design, engineering laboratories, performing arts studios, and computing centres. With a half-billion-pound investment in the Coventry city campus, the university is continually evolving,” shares Professor John Latham, Vice-Chancellor and CEO of Coventry University. Their extensive and popular library, the Lanchester Library, offers a range of study environments across five floors. With 1,400 individual study spaces and more than 500

Higher Education Digest February 2022

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Coventry University’s city centre based campus is an exciting and diverse place to study, with students from more than 160 countries.

Higher Education Digest February 2022

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computer workstations, students also have access to more than a million learning resources at their fingertips, from eBooks and e-journals to print and multimedia resources.

Creativity in education provides an environment and opportunities for learners and enables them to generate new and innovative ideas in their academic activities. Coventry University provides a brilliant atmosphere in which new ideas can be tested, and students have opportunities to develop their creativity skills. Simulation activities in the Health and Life Sciences building - HLS faculty and Faculty on the Factory ground idea in the EEC faculty showcase innovative environments in which learners could flourish and develop their creativity skills. Every course has space to encourage creativity within the classroom and beyond formal learning environments.

There are many specialist facilities across campus, including a mock courtroom (or Moot Room) located in the Law School that provides students with the chance to practise their legal skills in a realistic environment; a Trading Floor, Business Simulation Suite, and DigiComms Lab all situated in our Business School; the flight simulation systems, a modified, vertical take-off Harrier Jet, a 1/5th scale wind tunnel designed by the Mercedes AMG Petronas Formula One team, and a suite of CNC machining cells located in the Engineering and Computing Building; a high-performance

Higher Education Digest February 2022

gaming lab, specialist PC labs, and a VR gaming recording studio in our new £25m Beatrice Shilling Building; a range of innovative healthcare simulation facilities, including an ambulance, hospital wards, intensive care unit and operating theatre. “Our Alison Gingell Building for Health and Life Sciences students also includes science laboratories, fitness, sports research areas, a sports therapy clinic; Clay, television

Coventry University offers a range of scholarships, bursaries and discounts to international students which can be used to reduce the tuition fees and help fund the study.

ABOUT

JOHN LATHAM CBE VICE-CHANCELLOR

John is Vice-Chancellor and CEO of the Coventry University Group. John is a double graduate of the university and has a background in information technology and telecommunications. He previously worked for a number of private sector organisations, including JHP Group, Jaguar Cars, and BT - including a period as a sponsored Research Fellow based at Martlesham Research Labs, Ipswich. In 2015, John was awarded an Honorary Lifetime Fellowship of the British Computer Society for his services to the IT industry.

John has held high-profile roles at regional, national and European levels promoting innovation, technology, and economic development. He is a non-executive Director of Health Education England (the primary funder of health-related education in England), is a Council member of InnovateUK (part of the UK’s National Research Agency (UKRI)), and is a Board member of the Coventry and Warwickshire Local Enterprise Partnership. John is additionally an advisory board member of the UK’s National Growth Board which is responsible for the oversight of the UK’s European Structural Funds Programme. Previously, he has also spent periods of time working overseas, including roles in France, Spain, Portugal, and Germany and being a long-term advisor to the European Commission.

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Higher Education Digest February 2022

Coventry University’s students benefit from state-of-the-art equipment and facilities in all academic disciplines including health, design and engineering laboratories, performing arts studios and computing centres.

and fashion studios, A photographic suite, and many more,” says Prof. John.

Coventry University’s city centre-based campus is an exciting and diverse place to study, with 13,000 international students from more than 130 countries making up a large proportion of the student population. It provides a thrilling student experience, with an internationally focused atmosphere, both socially and academically.

With a vast range of events and societies and a dedicated student support system for local and international students, students can make the most of their university experience.

Coventry University Student Union offers a wide range of different societies and other ways to network with fellow students, including Indian and Hindu societies. Coventry is also a very diverse city with a notably higher proportion of black and minor ethnic (BME) population than the national average. After White British, the second-largest ethnic group in Coventry is Asian/Asian British.

Off the Beaten Path As an ambitious and innovative university, the research at Coventry makes a tangible difference to the way we live.

The university is already known for delivering research that contributes to several global challenges. “We have been awarded an overall QS Stars rating of 5, and 4 stars for our Research area.

Our research centres focus on a range of real-world issues, including sustainability, disease prevention, and innovative engineering. Our new strategy will build on these successes, strengthen our position as an innovative university, and enable us to apply fresh and original approaches to key research challenges,” Prof John shares.

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Coventry University partners with over 150 academic institutions worldwide to provide graduates with the skills and knowledge they need to achieve their ambitions – wherever they study.

Higher Education Digest February 2022

Diversity in Education Coventry University has a large selection of courses across various subject areas. Some of the most popular course areas for Indian students include business, engineering, computing, and healthcare. The university offers a wide range of undergraduate and postgraduate courses and foundation, top-up, and pre-sessional English options. It has multiple entry points throughout the year to give you more flexibility. For instance, the Coventry and London university campuses have intakes in January, May, and September.

“I feel the best thing about being a student at Coventry University is being an independent individual. Being away from home has taught me to be more independent and focused on my career,” shares Nitshita Santosh Shetty, a BSc (Hons) Psychology student.

the course coordinator is helpful. You can reach out to the most of the time by appointment.”

About 2900 with Indian Nationality study at Coventry University. Many of them work in leading companies and make a difference in the real world. “I was looking for universities in the UK and the rest of the world, but I chose Coventry University because it offers engineering and design in one course. It also provides great facilities, like the library, which opens 24/7, and the Engineering and Computing building with an F1 simulator. I recently visited the Jaguar Land Rover company in one of the workshops, where I learned about the technology and system of car production,” says Sarthak Patel, who studied BEng Automotive Engineering. Akshanu Sachdeva, a PG student studying Electrical Automotive Engineering at the university, says, “I found this course completely industry orientated. The modules are totally up to the standard. And

Working with Great Minds “Our expert teaching staff know what it takes to succeed, and many have impressive professional backgrounds in industries. Using innovative methods and engaging activities to improve practical skills, they also include the latest industry trends and knowledge in their teaching. These close links with industry mean we can often have guest speakers and experts and potential internship opportunities (once you have transitioned onto your progression degree),” shares Prof. John. Learning is supported by state-of-the-art facilities. Students can gain relevant experience and hone the practical skills required in a real work environment. The use of facilities is incorporated into teaching and learning, allowing them to apply theories learnt in class to practice.

Through a Talent team created by the university, Coventry helps empower students to go on to succeed in their chosen careers. This Talent Team aids students from enrolment to graduation and beyond. It provides dedicated career support tailored to your chosen subject to help develop a competitive edge. The Talent Team aims to build students’ confidence, enhance their CV, and provide access to the best graduate jobs throughout the course. “Our focus on employability and developing practical skills for the workplace is a major strength of Coventry University. We even offer a range of extended master’s courses featuring a work experience option,” Prof. John shares. Many of the courses at Coventry University offers professionally

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recognized accreditations to help students stand out against their peers, such as the Chartered Management Institute (CMI) on a wide range of postgraduate courses they offer.

The university rewards academic excellence and encourages students to fulfil their potential. That’s why the administration at Coventry University is invested in a range of financial awards to help students with their tuition fees. They have 3 categories for students who excel in their courses and field of study. The Elite Scholarships usually cover 100% of the fees and are extremely limited. The Excellence Scholarships are merit-based and contribute to the fee. There is also a development scholarship available for specific courses or nationalities.

Inculcating Innovation The creative industries are worth around £87 billion to the UK economy, and higher education institutions play a central role in the sector’s success and future prosperity.

Coventry University’s roots can be traced back to a mid-19th century design school, and 175 years later, the creative spirit that drove that school’s successful foundation and collaboration with industry is as vibrant as ever and evident in their teaching and research activities.

“Our world-leading expertise in vehicle innovation and styling has led to the creation of a unique national centre for transport design in Coventry in support of the UK automotive and design sectors; our dance specialists are using cuttingedge motion capture technologies to document and learn more about European dance heritage, and our research into how digital environments can be exploited is opening up new opportunities for cultural institutions to share their content with the world,” says Prof. John.

Higher Education Digest February 2022

To spearhead a spirit of entrepreneurship, Coventry University helps students feel confident in the skills they learn even after graduation. The university has set up a business support team that works as a gateway for businesses to access industry experts, academics, and research centres. These teams can quickly assess the needs of your business or a particular project and unlock the most relevant knowledge and expertise.

The Enterprise Hub can offer students entrepreneurial support, with advice on skills development or starting a business.

It provides support through networking, workshops, and events. “Our Technology Park also encourages and supports the start-up and development of innovation-led, high-growth, knowledge-based businesses. It is A 20-acre site comprising 14 unique dedicated business facilities,” Prof John says. Their city-center location puts tenants in the heart of Coventry, providing excellent access to the Midlands’ major motorways and two international airports. The Business School delivers a Help a Grow Management course to small to medium-sized businesses in the midlands. It provides 50 hours of in-depth training and one-to-one business mentoring over 12 weeks.

Looking Beyond Academics University life is about more than just your studies. It gives students a chance to explore their interests within academia and beyond. Coventry University aims to enrich student life by offering support as they try new things. There are over 160 sports clubs and societies that once can join and run. These societies reflect students’ interests and include academic groups, cultural and faith groups, and interests such as AirSoft and Pokémon. “We know the difference good teaching can make to students’ time at university. A great experience can make students happier, help them to learn more, and possibly give them that edge when it comes to getting a job,” says Prof. John.

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INDUSTRY PERSPECTIVE

Indian Students are Attracted to the UK for Ample Job Opportunities 40 James Pitman, Managing Director, Study Group, UK

James Pitman is Study Group’s Managing Director of Development for UK and Europe. James is also the Chair of Exporting Education UK and Vice-Chair of Independent Higher Education. During the 1990s, James held a variety of senior international roles, including those of Vice President of International Marketing and Vice President of Operations and Business Development with Warner Music International and EMI Music. This followed eight years in international education publishing. James has a BA(Hons) and MA from Cambridge University in Natural Sciences and a MBA from IMD in Switzerland.

Higher Education Digest February 2022

Active international students currently pursuing their courses in the country or have successfully completed an undergraduate or master’s degree are all set to fill this skilled workforce gap

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he furlough scheme by the UK government was a saviour for millions of people during the pandemic. Those who couldn’t work, or whose employers could no longer afford to pay them were paid a monthly limit of up to £2,500. At first, the UK government paid 80% of the wages, but in August and September, it paid 60%, with employers paying 20%. Now, with the economy reopening and the furlough scheme starting to phase out, the country’s jobs market is undergoing a robust rebound. In fact, job vacancies have hit a record high of 953,000 in the three months to July.

However, there are record numbers of unfilled jobs in sectors such as entertainment, accommodation, and food, highlighting the lack of skilled workforce in the UK. There is an increase in demand for the right talent. As per the latest jobs report by KPMG and the Recruitment and Employment Confederation (REC), while there is a high demand for employees in sectors

like IT and computing, hotel and catering sector too are witnessing the steepest increase in demand for shortterm staff at the end of the third quarter. The report also identified that the shortage of labour led to a significant jump in salaries being offered.

Active international students currently pursuing their courses in the country or have successfully completed an undergraduate or master’s degree are all set to fill this skilled workforce gap. They can benefit from the two years’ work experience in the UK upon graduation through the newly-introduced Graduate Route Visa. The visa allows international graduates to apply for the right to stay on for job experience at the end of their university courses. Indian students can make the most of this route during this high job vacancy period in the UK as they are known to choose their degree courses based on the prospect of work experience. Moreover, it will also provide them the flexibility to apply for jobs in any sector or role that fits their skills profile,

Higher Education Digest February 2022

including self-employment without any employer sponsorship.

Jobs opportunities haven’t been the only factor attracting Indian students to the UK. The country tops the list of many as the most preferred destinations for its reputed and highly renowned universities and educational institutions like Oxford, Cambridge, The university of Edinburgh, King’s College, London School of Economics, University of Sheffield, University of Sussex, University of Huddersfield and many more. Graduating from these popular universities can surely ramp up your resume and build meaningful careers with well-known firms and organizations.

Financial assistance is also one of the many significant reasons for Indian students to choose the UK for their higher education. The country grants numerous scholarships to the students showing excellent academic performance but belong to economically weak backgrounds. Erasmus Mundus Scholarship, Dr. Manmohan Singh Scholarships, and British Chevening Scholarships are some of the noteworthy scholarships Indian students can apply for and make their higher education in the country affordable.

Health benefits are yet another notable reason for Indian students to study in the UK. Once they enrol for a full-time course or program in any university, they become eligible to receive free medical treatment from the NHS (National Health Services). In fact, their spouse or partner and dependent children are also eligible to receive this health benefit.

The unprecedented COVID-19 outbreak and the prolonged lockdowns that led to travel restrictions and border shutdowns may have dampened the spirit of Indian students for a while. Still, it did not stop them from losing their focus from aspiring to study in the UK. After all, the country still stands strong in being considered a land of opportunities.

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INDUSTRY PERSPECTIVE

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What are the Guidelines or Legalities a Student should follow while Migrating?

Mark Davies, Global Chairman, Davies & Associates, LLC, USA

Dual Qualified as a lawyer within the United States and United Kingdom, Mark I. Davies is the Global Chairman of Davies & Associates, LLC. In addition, he chairs our business and Investor Visa and India Practice Teams. While Mark has had versatile experience with visas and assisting large institutions, corporations of various size, individuals, professionals and families his proactive focuses on assisting business owners and investors with their moves to the United States.

Higher Education Digest February 2022

To make their international education seamless, students must adhere to certain guidelines, depending on the country they wish to study in

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or years, people have been migrating in search of a better life, a better education, and a better income. In 2020, 18 million Indians were residing outside of their nation. According to experts, Indian students choose to study abroad for a variety of reasons, including unrivalled infrastructure, a diverse international community that fosters more innovation and learning, the system’s flexibility, like options to switch majors and still graduate on time; and the ample opportunity for research and practical experience that is integrated into their curriculum.

To make their international education seamless, students must adhere to certain guidelines, depending on the country they wish to study in. Below is a generic framework of things they should keep track of: Proof of a Bonafide Student: If you are applying for any Student Visa, regardless of which country, you must be able to demonstrate that you are a bonafide student. This can be accomplished by presenting proof of admission to a country’s educational institute.

Formalities on arrival: International students with student visas valid for more than 180 days must register with the local FRRO/FRO within 14 days of arrival.

Language Abilities: Another factor that may be necessary for different nations is that you can converse in the language that will be your medium of instruction.

Because most students intend to study in Englishspeaking countries, a large percentage of them will ask you to prove that you can communicate in English - both written and verbally. Therefore, many countries require

international pupils to take English Language Tests such as TOEFL, IELTS, and/or PTE. As a result, if you intend to attend a course in another language (say, French), you must produce certification for that language in line with the CEFR Certified Levels.

Financial transparency: Most nations will ask you to prove that you are capable of covering tuition and educational expenditures and affording your stay in that country for the desired study duration. For example, several European nations like Germany and the Netherlands have a minimum living cost determined by government guidelines. Students seeking student visas in these countries must, as a result, confirm that the specified sum is accessible to them in cash.

Since the United States remains the topmost soughtafter nation for aspiring Indian students, we must take a deeper dive into its requirements. In fact, in 2020, the US housed over 1 million international students, out of which 1,93,124 were Indians. Furthermore, according to research performed by Leverage Edu, a prominent study abroad platform in India, 94 percent of Indian students are keener to study abroad this year than the previous year.

Here are a few legalities students must be aware of before migrating to the United States of America: • Students must safeguard all the legal documents stating authorization to study in the US provided by the US government and the university. After acceptance, students will receive form I-20 for an F1 or M1 visa or

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Most nations will ask you to prove that you are capable of covering tuition and educational expenditures and affording your stay in that country for the desired study duration

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DS-2019 for a J1 visa. A student visa is a mandatory requirement for studying abroad, particularly in the United States. Students are not permitted to travel under the Visa Waiver Program or with Visitor Visas. Therefore, students must fix an appointment with the Embassy or Consulate in the country where they live in time.

• Students must maintain their visa status during their education. International students are allowed to enter the US 30 days before the beginning of the semester and should contact their DSO at the earliest. Students on an F1 visa aren’t permitted to work off-campus during the first year of their academic session but can undertake on-campus jobs, subject to certain conditions.

International students must also ensure that they have the required work authorization before taking up any part-time or full-time jobs in the country. Eligible students can apply for up to one year of Optional Practical Training (OPT) in an area directly correlates to their major. International students must apply for a work permit with USICS and start work only when it has been issued. It is important to note that students on an M1 visa aren’t eligible to work during the course of study.

• Students on an F1 visa can also apply for an off-campus job for curriculums that require practical training, subject to eligibility criteria. To indulge in CPT, students need authorization from both the USCIS and the institute’s International Student’s Office.

• F1 students falling under the category of ‘Severe Economic Hardships’ are eligible for off-campus jobs for up to 20 hours per week during the semester part-time and full time when sessions are on break.

• International students who wish to continue working in the United States must apply for a Social Security Number.

The application process for the same can start after ten days of arriving on US soil and 48 hours after reporting to your educational institution. Speaking to your DSO about employment eligibility and regulations in line with your immigration status is also recommended.

• After the completion of their program, foreign students have 60 days to leave the country. Then, to maintain legal incountry status, immigrant students could transfer to another school, upgrade their educational level, or apply for a change in visa status.

• It is also essential for students who wish to relocate overseas permanently to start planning their future avenues. This would mean evaluating the benefits of each available visa program, including the golden visa program. The EB-5 investor visa program allows immigrants to Fastrack their path to a Green Card and subsequent citizenship. International students can start their EB-5 application process even before they commence their education. Speaking to their legal advisors beforehand about this option and starting their application early can give students an edge over other global peers.

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Higher Education Digest July 2020

Higher Education Digest February 2022

UNIVERSITIES AND COLLEGES IN UK

ST. GEORGE’S UNIVERSITY’S UK PROGRAM AT NORTHUMBRIA UNIVERSITY, NEWCASTLE A TRULY INTERNATIONAL MEDICAL EDUCATION 48

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ounded as an independent School of Medicine in 1976, St. George’s University (SGU) in Grenada, has become a leading center for academic excellence worldwide. Today, the university attracts students and faculty from over 150 countries to the Caribbean Island of Grenada, in the West Indies.

As of July 2021, St. George’s University School of Medicine has been the #1 provider of doctors into first-year US residencies for the last 12 years combined, with over 1,090 US residencies in 2021.

A unique opportunity for students at SGU is that their medical education doesn’t have to begin in Grenada, with pathways also available to start studying in the United Kingdom or India, all providing a strong foundation for future physicians. Thanks to an international partnership with Northumbria University, students can earn a Doctor of Medicine (MD) degree and complete up to 50% of the MD in Newcastle upon Tyne, UK, along with preclinical studies for eligible students. “Our partnership commenced in January 2007 and has since welcomed more than 2,000 medical students to Newcastle,” says Dr. James Coey, Course Director, Associate Chair and Associate Professor in Anatomy at St. George’s University in partnership with Northumbria University.

An MD program at SGU provides ambitious students the chance to study and work in multiple countries as part of their training, in order to experience a multitude of healthcare systems,

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Through the international partnership between St. George’s University School of Medicine (SGU) and Northumbria University (NU) in Newcastle, over 2,000 medical students have completed a portion of their Doctor of Medicine (MD) in the United Kingdom.

Higher Education Digest February 2022

ABOUT

DR. JAMES COEY Dr. James Coey BM, BMedSci, BSc (Hons), SFHEA, is the Assistant Dean of Basic Sciences and Associate Professor and Vice Chair, Department of Anatomy, St. George’s University, Grenada, in partnership with

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Northumbria University. As an Associate Dean and Senior Fellow of the Higher Education Authority (SFHEA), he continues to be actively involved in curriculum design and assessment along with the formulation and implementation of academic policies, procedure development, external accreditation processes and course management. He has international clinical experience spanning the US, UK, South Africa, Haiti, India, and Thailand.

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SGU is the largest source of physicians licensed in the US—more than any other medical school in the world.*

and practice medicine across all specialties with a global perspective. Dr. Coey shares, “Faculty from both SGU and Northumbria University teach on the basic sciences program. As the programs mirror each other, entry requirements, curriculum, and testing cadence all follow the same principles, learning outcomes and schedules, which allows students to receive the exact same educational foundation, regardless of location”. Lectures, labs, textbooks, small groups, and exams all follow the same *According to FSMB physician licensure data, 2019, https://www.fsmb.org/u.s.-medical-regulatory-trends-and-actions/u.s.-medical-licensing-and-disciplinary-data-report-2019/physician-licensure/ Higher Education Digest February 2022

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evidence based, systems based, clinically integrated curriculum. The program is led

by SGU resident faculty and administrators, with the added benefit of teaching support from visiting professors and Northumbria University faculty. Dr. Dhruv Gupta, MD ’18, took SGU’s UK Pathway and says, “England was a wonderful experience, and between basic sciences and clinicals, I really enjoyed living and learning in three different countries”.

St. George’s University students starting their journey at Northumbria University can join a four-year MD program, or a fiveyear, or six-year pathway. “Dependent upon their enrollment, they can complete one, two or three years of study in the United Kingdom. They will also complete one year of integrated basic sciences at St George’s University in Grenada, West Indies, before 2 years of clinical rotations,” explains Dr. Coey. When on the UK pathway, eligible students studying in Newcastle upon Tyne will not only gain academic credit from SGU towards their Doctor of Medicine Degree (MD) but could also receive a Bachelors degree in Medical Sciences with Honours (BMedSci).

In addition, St. George’s University, in association with Ramaiah Group of Institutions, Bangalore, offers medical aspirants an innovative educational pathway to start their journey to becoming a doctor in India. The pathway provides 10+2 graduates with the opportunity to obtain a Doctor of Medicine (MD) degree through a 5-year pathway. Aspirants will spend the first at Ramaiah International Medical School in Bengaluru, whilst the second year could be at Northumbria University in the UK or at SGU’s True Blue Campus in Grenada. The third year would be spent in Grenada, and eligible students would complete clinical rotations either in the US or in the UK for the final two years. Upon successful completion of the first year, students will also be awarded a Certificate of Higher education in Medical Sciences by Ramaiah University of Applied Sciences.

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SGU has contributed over 19,000 physicians to the global physician workforce, with students, graduates, and faculty from over 150 countries. They have practiced in every state in the US, as well as in more than 50 countries.

SGU’s association with Ramaiah Group of Institutions is a perfect solution for Indian students who dream of becoming a doctor in the US, providing a gateway to enroll in an international medical education, with the opportunity to complete clinical rotations in over 70 affiliated hospitals and health centers in the US and UK. “Spending their first year at Ramaiah International Medical School will allow the aspirants to build strong relationships with other students in their cohort before moving abroad together as a close-knit group in the second year” shares Dr. Coey. It also allows students to get used to studying medicine in a more familiar environment, and parents can also feel more comfortable with their children staying in India. This transition helps students be more globally oriented and improves their skills, with a choice of returning to their own country.

A medical degree program with a global perspective on the practice of medicine Students attending SGU in Grenada enjoy the benefits of a thriving multicultural environment on the True-Blue campus. It offers all the amenities and technologically advanced facilities of a world-class institution. The campus owns 65 buildings on 42 acres of land, spread out in a peninsula in the southwest corner of Grenada, located in the West Indies. SGU is a melting

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pot of diverse cultures as it attracts students from far-flung geographies. Hence, naturally, students get to meet and interact with individuals from different parts of the world. This helps really understand and respect other cultures.

At the Northumbria University City Campus in Newcastle upon Tyne, the university has invested more than £250 million in its estate

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over the last decade. The campus is continuously evolving to create an environment where medical aspirants worldwide can shape their future.

All SGU students live together at the Trinity Square accommodation in Gateshead, a modern development, only a twenty-minute walk or quick Metro ride from the City Campus. “When living and studying in an international environment,

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SGU graduates have practiced at all US News and World Report Top 20 US Hospitals*

students experience a well-rounded, culturally diverse medical education, which is the foundation of any successful doctor’s career,” states Dr. Coey.

St. George’s University School of Medicine is accredited by the Grenada Medical and Dental Council (GMDC). GMDC has been reviewed by the U.S. National Committee on Foreign Medical Education and Accreditation (NCFMEA), a panel of experts organized

by the U.S. Department of Education, which determined that GMDC uses standards that are comparable to the standards used to accredit medical schools in the United States.

The exceptional MD pathways on offer have multiple entry points available for students from various education systems around the world. The five-, six- and sevenyear preclinical pathways include coursework designed

*According to US News and World Report, 2021-2022 Higher Education Digest February 2022

Founded in 1976 with the goal of drawing the best talent and practices from around the world, St. George’s University has become a leading center for academic excellence worldwide.

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to prepare students for medical school during preclinical sciences. Students then progress to basic medical sciences, concentrating on the traditional basic science disciplines.

Laboratory experience is an integral part of these two years, along with small group discussions designed for problem-based learning with excellent preparation for standardized exams such as the United States Medical Licensing Examination (USMLE), Professional and Linguistic Assessments Board (PLAB) and UK Medical Licensing Assessment (UKMLA). The final two years focus on clinical training, emphasizing responsibility, maturity, and compassion, in the development of professional excellence. Students learn how to conduct themselves as physicians, take responsibility, work harmoniously with professional colleagues, and exhibit maturity. Clinical studies include core rotations,

sub-internships, primary care, and elective rotations in specialties such as surgery, pediatrics, psychiatry, and family medicine.

SGU helped establish the concept of international medical education and remains at the forefront of educating students to meet the demands of the modern practice of medicine.

Students at SGU receive an unparalleled level of support throughout their medical education, from the Department of Educational Services (DES), who provide access to small study groups and help ensure success in a student’s chosen field of study. Time management, study and test-taking skills, and support with reducing anxiety are just a few of the services offered by DES that help turn students into highly efficient learners.

The Office of Career Guidance and Student Development (OCGSD) assists students in the Doctor of Medicine program to find their way through medical training and licensure procedures successfully and effectively. As a medical school with a worldwide mission , St. George’s University is the largest source of physicians licensed in the US, more than any other medical school in the world*.

Excelling in Medical Education During the Pandemic “The Covid-19 pandemic has reinforced the international nature of healthcare provision.

Future generations of health care providers will need to be equipped to tackle further pandemics, in addition to the impact of climate change, conflict and outbreaks of infectious diseases, alongside projected increases in noncommunicable diseases” says Dr. Coey.

“The pandemic has taught us a great deal about approaches to health care and reinforced the principle that a cooperative, international and multi-disciplinary approach is paramount in guiding future medical research, practice and education. The crisis we found ourselves in brought together the world’s top scientific minds to develop vaccines at unprecedented speeds using techniques from multiple countries and research centers. Coordinated research and innovation will make an enormous difference to the future health outcomes of the global population and this must start with the education of our future medical professionals” he concludes.

*According to FSMB physician licensure data, 2019, https://www.fsmb.org/u.s.-medical-regulatory-trends-and-actions/u.s.-medical-licensing-and-disciplinary-data-report-2019/physician-licensure/ Higher Education Digest February 2022

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ACADEMIC VIEW

Higher Education in a Post-Covid World: Blended Model of Learning will be the Future 58

Dr Rajesh Khanna, President, NIIT University, India

Dr Rajesh Khanna is the President of NIIT University. He obtained his B.Tech, M.Tech & Ph.D in Chemical Engineering from IIT Kanpur, an institution which has been the acknowledged as the nursery for nurturing students, shaping faculty into knowledge providers of repute & a mother institution for shepherding later institutions. He did post-doctoral research at Institut de Chimie des Surfaces et Interfaces - CNRS Mulhouse, France and was an Honorary Visiting Research Fellow, University of New South Wales, Sydney.

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Education digitization is the future, and we’ve been making significant progress in that direction even before the pandemic

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he onset of the pandemic has not only altered life as we know it, but educational institutions as well. More importantly, the crisis has left a generation of people feeling vulnerable and unsure, of what the future may hold. When COVID hit, campuses fell silent as students were asked to vacate and teaching shifted to online. This brought a major disruption in the educational system. Skills learned over decades, knowledge and experiences gained from people and institutions were being questioned. We were suddenly being exposed to increasing pressures for acquiring new skill sets, new knowledge, and new ways of interpreting the acquired knowledge.

Confronted with lockdowns and issues such as social distancing, educational institutions across the country were forced to transition to an online mode of teaching and learning. While this method has allowed for some interaction between faculty and students, it is far from ideal. Replicating a classroom using communication tools like Microsoft Team and Zoom is just not enough when it comes to effective digital education. It appeared to work for a while because there was some academic engagement, but teachers struggled to keep their students’ focus on learning.

The pandemic has also had a significant impact on teachers’ roles. Teachers have been forced to make pedagogical changes to accommodate online classes. PowerPoint and audio-visual presentations slowly became the norm, and teachers, including senior instructors, were compelled to learn how to use technology in order to continue teaching classes post the pandemic. In order to retain their students’ attention, teachers were required to be creative in how they teach and engage with them. The traditional role of teachers has been disrupted, and teacher training in pedagogy as well as the use of modern tools and aids to make teaching more effective and engaging is required, for technology will continue to play an important role in education. Even as colleges are reopening slowly, learning via screen or remote learning will continue to be significant. Education digitization is the future, and we’ve been making significant progress in that direction even before the pandemic. The current COVID-19 crisis is a challenge to be overcome but it also presents an extraordinary opportunity. Students must now prepare for a world that requires not just newer skill sets but a completely new mindset— a mindset that allows them to acquire knowledge in various forms, apply it to

Higher Education Digest February 2022

A comprehensive ecosystem that is a perfect blend of innovative tools and technologies for teaching-learning, with opportunities for socialization among peers and teachers in a physical natural setting, is urgently needed

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situations where it has never been tested before, and ensure success.

Students have now grown accustomed to this new educational system. It’s been over a year, and it’s safe to assume that traditional methods of learning will have to evolve into a hybrid, blended model of learning that combines the best aspects of both physical classroom learning and digital learning. Virtual collaboration and communication among students, parents, and teachers have become an important component in adding value to studies, even when children are at home and away from campus. A comprehensive ecosystem that is a perfect blend of innovative tools and technologies for teaching-learning, with opportunities for socialization among peers and teachers in a physical natural setting, is urgently needed. Academics and teachers must discover material that they can transact both in classroom and in virtual environments in a significant and hybridized manner. They must unlearn old habits, adopt new technologies, alter their mental models and see themselves, students, and the academic ecosystem in a positive light. They must demonstrate humility, an unending thirst for knowledge, and the ability to adapt to newer demands in real time. As a result, universities will need to change directions and provide a blended

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learning system to their students that include a plethora of digital activities that can collectively deliver effective learning. This model can incorporate innovative pedagogies and technology-based teacher-student engagement. The National Education Policy (NEP2020) with a focus on technology provides a policy framework for this. Adopting a hybrid model that uses technology as a tool is the way of the future, and this is exactly what the NEP 2020 envisions.

Finally, the world will witness a new generation of young entrepreneurs and leaders who will redefine the concept and purpose of human development. This generation having experienced the tragedies of the pandemic will show everyone how to balance personal ambitions with public service. Furthermore, with technology at the forefront, curricula will need to be developed keeping the new-age technologies in mind.

Because everything has shifted online, learning skills AI, ML, Cyber Security or Data Science will be a definite way of getting good job opportunities. The next generation of Indian universities must prepare to live in a world where hybridized ecosystems are the norm and address the needs of the youth in the today’s ever changing environment. The universities that understand and master this will survive and thrive.

Powerful protection designed for PC gamers

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NORTONLIFELOCK.COM Higher Education Digest February 2022

INDUSTRY PERSPECTIVE

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Eliminating Barriers to Financing Key in International Student Enrollment Julie Moreno, University Relations, MPOWER Financing, USA

Julie Moreno is the Director of university relations for MPOWER Financing, a mission-driven fintech company and the leading provider of global education loans that do not require a cosigner.

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Higher education institutions have long recognized the benefit of international students and have actively been recruiting them from around the world for generations

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he international student population in the U.S. has exploded to 1.1. million. The U. S. houses some of the most well-regarded universities in the world, which offer, upon graduation, some of the best opportunities for career growth.

These universities provide a global supply of highly educated workers and flow talent into the U.S. labor market. A critical but often overlooked aspect of higher education, outside of university boardrooms and campuses, is the importance of international students, both for the community and the economy.

International students bring a wealth of diverse perspectives onto campuses and classrooms and enhance the overall learning experience for all students.

They also contribute greatly to the research conducted on campuses, furthering scientific exploration and breakthroughs. In fact, this year’s Nobel Prize winners for Chemistry and Medicine were international students that had studied in the U.S.

Each international student who decides to come to the U.S. for education offers their chosen university a gift. What these students can learn at university is wellknown; what is not as apparent is what we can learn from them. And that perspective is invaluable.

One student from Zimbabwe who came to the U.S. to study is someone that comes to mind. This young man created an electricity generator that uses biodegradable materials for his local village. This is someone who saw a problem, found a solution, and created the necessary infrastructure to make that system a reality. He is someone who made innovation take flight. His classmates benefited from his ingenuity and learned about a problem that many have never faced in their lifetime.

Not only do these students offer diversity to our universities and communities, they also contribute greatly to the local communities in which they study.

In the U.S., it’s estimated that during the 2019-2020

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academic year, international students contributed $38.7 billion to the economy. This is not just in tuition and fees, but in consumer spending for the purchase of goods and services, dining out, renting an apartment, and the list goes on.

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Universities must work in tandem with their students to help with viable financing options that are more easily accessible and without huge sacrifices

Higher education institutions have long recognized the benefit of international students and have actively been recruiting them from around the world for generations. Often seen as a revenue driver for universities, international students typically pay full tuition as they are left out of the traditional financing programs and grants that are offered to domestic students.

Often, the “easiest” part of the international student’s journey is getting accepted. Once the acceptance letter

Higher Education Digest February 2022

is opened, the student must obtain a visa. The process for a visa requires that a student must first provide financial documentation and proof that they can pay for their education.

If required, they must also find a way to access financing. Many students rely on their families, which comes with its own set of issues. Families that can obtain financing do it at a high cost and often by putting their assets on the line. Students that do not have those resources are typically forced to take out in-country loans, with rates that exceed even the highest interest rate credit card in the U.S. So, the question becomes – how is this an acceptable or sustainable process? How will the walls that are put up time and again for these talented students, whose skills directly contribute to the global economy, come down? The answer is complicated because the issue is complicated. But it starts with offering support and rethinking eligibility for financing.

Overall, the lending industry has remained unchanged for decades. Eligibility is determined by a set of criteria – credit history, credit score, income. Think FICO. If you fall short in one of these categories or fail to meet one piece of criteria, you are either rejected, asked to put up collateral, or have a cosigner. For international students seeking to better their lives, they risk potentially burdening their families in their home countries whose assets may be limited.

Universities must work in tandem with their students to help with viable financing options that are more easily accessible and without huge sacrifices. These options include providers with competitive interest rates, the possibility of no-cosigner loans, or unique ways of determining eligibility, like evaluating future earnings potential.

Take the student from Zimbabwe I mentioned above.

He was able to break down the barriers that exist and is earning his computer science degree in the U.S. The funding he received has multiple benefits – the ability to get an education at a university in the States and give back to his home country while not further burdening his family. When we remove the barriers to financing, we help with the visa process and we help with the ability to focus on education. The impact that is felt is global.

As universities struggle to maintain their bottom line and recruit more international students, providing easy access to resources that break down these barriers will be critical. Otherwise, many universities may find themselves losing out on top students and the ideas that they bring with them.

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Higher Education Digest February 2022

UNIVERSITIES AND COLLEGES IN UK

UNIVERSITY OF HULL EXCEEDING THE EXPECTATIONS OF GLOBAL EDUCATION 66

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he COVID-19 pandemic has devastated economies around the world. Hundreds of thousands of people have lost their jobs in the UK alone. Many are looking to higher education to help them upskill or reskill. Universities strive to meet that demand, which needs flexible remote learning geared to students and the job market requirements. At the pandemic’s start in March 2020, the University of Hull decided to start teaching all courses online. In fact, they already had a virtual learning platform that all students access for additional teaching materials. It was enhanced while students had to study remotely.

Lectures were delivered live so students could access the information as it was taking place too. The university’s library has many materials available online. Students could book out books and collect them at a specific time. “With all their learning needs met, we turned to pastoral care. It ensured that students were well supported in other areas such as housing, financial support, mental health, and wellbeing. Although the campus was closed for teaching, it remained open for those living in university accommodation, with catering provided too,” shares Emma Payne, International Recruitment Manager, University of Hull.

The main worry for the university was if as many students would continue to study overseas as the pandemic progresses, much smaller businesses would have felt the impact financially.

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As England’s 14th-oldest university, The University of Hull has a proud heritage of academic excellence, and a history of creating and inspiring life-changing research.

Higher Education Digest February 2022

ABOUT

EMMA PAYNE

INTERNATIONAL RECRUITMENT MANAGER, UNIVERSITY OF HULL Emma Payne has worked in international higher education for 16 years in various roles. Emma’s genuine warmth and passion about study in the UK comes through, especially when speaking to

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students about their futures. Emma’s empathetic and sincere nature comes from her intercultural communication abilities to support students daily. Emma is from the UK and lives in the city of Hull. She loves traveling to India and misses the people when in the UK. She currently works as the International Recruitment Manager for South Asia in the Global Student Recruitment Office at the University of Hull.

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To support students, the University of Hull created a new fee schedule for international students to match international fees to UK students by bringing down the cost of overseas study. For the current academic year of 2021-22, the University of Hull will continue this fee policy for September 2022 going forward.

Working across the multidisciplinary themes of energy and environment, social justice and responsibility, health, cultural and creative industries, and business and logistics, the University of Hull’s research institutes work tirelessly to find solutions to some of the biggest challenges facing the world today.

Achieving Academic Excellence with Ease Founded in 1927, the University of Hull is proud to play a leading role in the UK’s educational, social, economic, and cultural development. The global perspective and expertise of the talented people and their dynamic collaborations with partners locally, nationally, and internationally enable the university to bring communities together. It has enriched lives, addressed the challenges faced by the region, and shared transferable solutions across an increasingly connected yet polarised world. “It is this union between education, research and knowledge exchange, and between the local and the global, which defines our internationally engaged civic university,” says Emma.

Motivated by society’s challenges and inspired by the global community’s power, the University of Hull is shaping a fairer, brighter, and carbon-neutral future. They are advancing education, scholarship, knowledge, and understanding through teaching and research to benefit individuals and society at large. The University of Hull is empowering people to succeed, recognizing that with empowerment comes responsibility and accountability.

The University of Hull does outstanding world-leading research where Ph.D. students achieve bigger and better things. One of their current students, Joyjit Chatterjee undertaking a Ph.D. in Computer Science, is doing his research that aims to develop an AI-driven trustworthy decision support system for the wind industry, to provide transparent and explainable predictions of incipient faults in turbines deployed in challenging environments (e.g., offshore), and generate human-intelligible maintenance actions to fix/avert these failures, potentially helping make turbines more reliable.

Shaping a Brighter Future The University of Hull is a great study destination for all international students, with a vibrant community coming from across the world. The Indian community adds to this mixture, bringing their culture and style to everything that is Hull. The Indian students in Hull love the green spaces on campus. This quieter environment helps students to study and engage more with their academics and peer groups.

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The University of Hull now has more than 16,000 students and around 2,500 employees, including more than 1,000 academic staff.

With 44 graduate students and 123 master’s students, Indian students have chosen business management and AI and Data Science degrees in large numbers for the last intake in September 2021. However, students choose a wide range of subjects from logistics and supply chain management in Hull University Business School, to MSc Cardiovascular Rehabilitation, advanced chemical engineering or advanced chemistry, to MSc Environmental Change, Management, and Monitoring. International students come to Hull for a wide range of reasons, from the great subjects they teach to the fantastic facilities used by the students and academics working towards new research that enhances the world they live in. The University of Hull’s best feature is VIPER. This University supercomputer is used by students from a range of subjects from accounting to astrophysics.

Every Indian student at Hull has the most fantastic experience and cannot wait to share this with their friends and family back home. They also want to give back, helping the university move forward over the next decade. The students have a chance to make the life they want, whether that’s meeting people from all over the world, connecting with their Indian peer group, creating groundbreaking research.

The University of Hull gives them every opportunity to take what they need. There are different clubs and societies that will enhance students’ skills, which will help them in the future. The University of Hull is carefully analyzing what is happening in the UK and globally and making changes as it needs to. Such as requesting, everyone on campus be vaccinated, if possible, wear masks in indoor spaces, and undertake regular COVID testing. “Giving access to these areas by providing COVID testing on campus, face coverings, and on-campus vaccination program, The University will continue to monitor the situation and make the best decision for the students and staff to ensure everyone is as safe as possible,” concludes Emma.

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ACADEMIC VIEW

Leading British Universities are Strengthening Research and Study Ties with India 72

Professor Andy Schofield, Vice-Chancellor, Lancaster University, UK

Andrew Schofield is an academic and administrator who is the Vice-Chancellor of Lancaster University. A theoretical physicist. As an academic, his research focus is in the theory of correlated quantum systems, in particular non-Fermi liquids, quantum criticality and high-temperature superconductivity.

Higher Education Digest February 2022

British universities understand that India is a nation of remarkable talent and our desire to collaborate and learn together runs deep

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s the beginning of a new academic year approaches, across the world students are preparing once more to travel to study at leading universities. For many of those young people, their ambitions will take them for the first time to another country. And for many of those hopeful Indian students, their study destination of choice in the U.K. According to the Higher Education Statistics Agency, British Universities received 9,930 applications from students from India in 2021, a 30 percent increase on the previous year. During the academic year 2019/20, the UK universities were home to a total of 55,465 Indian students.

These students come to Britain in search of a highly regarded education and the opportunity to live, study and now also work in a country that has a longstanding educational relationship with India.

But it is not only students. The relationship between British universities and India is one of profound interdependence and respect.

As a physicist, I could be in no doubt about the brilliant contribution of Indian scientists to my own field.

The 1930 Nobel laureate Sir Chandrashekhar Venkat Raman is remembered for the ‘Raman Effect, a unique phenomenon in the scattering of light. The Bengali physicist Satyendranath Bose is known for the ‘BoseEinstein Condensate’ the ‘Boson’ particle - breakthroughs in quantum physics which eventuality led to the formation of the Large Hadron Collider at CERN. From astrophysics to x-rays, the study of Physics has been shaped by brilliant Indian scientists.

British universities understand that India is a nation of remarkable talent and our desire to collaborate and learn together runs deep. What makes this even more important

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is the nature of the problems we now face which cannot be contained or resolved by any single nation alone. Whether it is the development and production of vaccines to tackle a global pandemic, or addressing sustainable development goals from child health to food security and clean energy, we recognise the best solutions will be found together.

U.K. and India - Working Together for Good In my own university of Lancaster this kind of in-depth collaboration is found across many subjects. Dr Jasmine Fledderjigann for example has a longstanding partnership with her colleague Dr Sukumat Vellakkal at IIT Kanpur on food insecurity and child and adolescent health. Their work together is informing policy at the UN Food and Agriculture Organization, World Food Programme, WaterAid India, Jharkhand State Food Commission, Kerala Planning Board, and National Foundation of India.

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Our British universities are places of global connection, and rightly so. We draw strength from our global outlook, welcoming the brightest and the best students and staff from around the world Meanwhile my colleague Dr Manoj Roy of the Lancaster Environment Centre (LEC) is working with partners like Dr Suresh Kumar Rohilla from the Centre for Science and Environment, India to improve accessibility to safe drinking water within urban informal communities. Their research has contributed to studies of the influence of caste on sanitation policies in India and liveability in Delhi’s low-income neighbourhoods. The Living Deltas project is working on improving Sustainable Development Goal (SDG) outcomes in the Asian river

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deltas, including the Ganges-Brahmaputra-Meghna delta that spans Bangladesh and India. The team working in this vital area includes over 50 international partner institutions, such as the Indian Institute of Engineering Science and Technology (IIEST) and Jadavpur University of Kolkata.

Other colleague such as Lancaster economists Dr Pacek Chakraborty and Dr Sourabh Singal are working on the impacts of environmental regulation and intellectual property rights in India on innovation and demand for skilled workers. And at every stage this work is done with partners in India, each of us strengthening our mutual understanding of the problems we face and how we might make a positive difference in the world.

Indeed, some of the academics leading this work themselves first travelled to the U.K. as Indian international students and we are proud and grateful for their contributions. But Indian graduates from British universities are to be found in every walk of life around the world, from political leaders to captains of industry, science and education. Such individuals, including Lord Karan Bilimoria now President of the CBI, have had a profound influence on me personally as well as in UK public life.

Indian Graduates of U.K. Universities - A Positive Force for Global Change The graduates of my own university are no different Indian alumni from Lancaster are CEOs of companies and work in tech, but they are certainly not limited to those more traditional graduate routes. The poet Debjani Chatterjee is a Lancaster graduate as was the international badminton player Rohit Murthy. What they all have in common with Indian alumni of U.K. institutions is the pride and affection they share when they recall their time as Indian students in the U.K. But it isn’t just British universities that change the life of Indian students and graduates. These talented people change us for the better. Our British universities are places of global connection, and rightly so. We draw strength from our global outlook, welcoming the brightest and the best students and staff from around the world. Our international connections drive forward our research endeavour, ensuring we remain at the forefront of progress.

The world needs all of our perspectives to solve the challenges we face as individuals, communities and a planet. The ever-stronger educational bonds between the U.K. and India have a vital role to play in that challenge and I am delighted that the U.K. is doing what it can to ensure

Sir Venki Ramakrishnan

Lord Karan Bilimoria

Sanam Arora

our welcome and ongoing partnerships are stronger than ever before.

King’s Business School & India Conference at London School of Economics.

Notable Indian Heritage Leaders in British Higher Education Sir Venki Ramakrishnan Sir Venki Ramakrishnan was awarded the Nobel Prize for Chemistry in 2009. He leads the Laboratory of Molecular Biology on the Cambridge Biomedical Campus and served as the President of the Royal Society from 2015 to 2020 and he is also a Fellow of the Indian National Science Academy. During Covid-19 he has served as a member of the U.K. government Scientific Advisory Group for Emergencies.

A More Welcoming Policy to Indian Students Since the election of British Prime-Minister Boris Johnson, the U.K. has introduced a number of measures to support Indian students who choose to study in Britain, including:

Lord Karan Bilimoria Chair of the All-Party Parliamentary Group on International Students and President of the U.K. Council of International Student Affairs, Lord Bilimoria is the third generation of his family to study in the U.K. - both his mother and grandfather were students at The University of Birmingham of which he is now Chancellor. Founder of the global Cobra Beer, Lord Bilimoria is President of the Confederation of British Industry.

Sanam Arora Sanam Arora is Chair of the National Indian Students and Alumni Union UK, the national body representing students and young professionals of Indian origin in the UK. An investment management consultant, she is a leading advocate for educational partnerships between the U.K. and India and co-chairs the India Series at

Post-study work visas The UK government’s graduate route allows eligible Indian students to seek work at any skill level for two years after graduation.

Access to Covid vaccines free from the U.K. National Health Service Anybody aged 18 or over in the UK is eligible for the Covid-19 vaccination for free, regardless of their nationality or immigration status.

Removal of India from the ‘red list’ for Covid travel restrictions There is now no quarantine requirement for Indian students travelling to the UK if fully vaccinated with Covishield or another UK-approved vaccine.

U.K. International Education Strategy The U.K. International Education Strategy is a new initiative to bring together all parts of government, universities and students to help ensure Britain remains an attractive destination for international students. This work is led by Sir Steve Smith, a former university leader now serving as the U.K.’s first dedicated International Education Champion.

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ACADEMIC VIEW

COVID-19 Outbreak: Impact on Higher Education in GCC Dr. Ilya Bystrov, Assistant Professor, University of Buraimi, Oman

76 Dr Ilya Bystrov has PhD in economics and management, is an author of 24 publications. His research interests range from sustainability and economic development to expatriate adjustment. His working experience includes leadership positions in logistics, consulting and education. Last 10 years he has served in the GCC higher education institutions.

Higher Education Digest February 2022

In the beginning of the new 2021/2022 academic year most higher education institutions of the region have opened their doors and welcomed students for the regular face-to-face mode of learning

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ust five years ago the educational landscape of the GCC region was different. Higher education institutions had been cautiously trying to implement blended learning within existing programs and purely e-learning offerings were a relatively rare commodity; face-to-face learning was prevailing. The same reluctancy had been demonstrated by the regulating authorities that didn’t give warm welcome to e-learning initiatives. The COVID-19 outbreak completely changed the status quo.

In spring, 2020, situation with COVID-19 had reached pandemic level and lockdowns of different intensity spread like forest fire across the region. Within weeks all players and regulators of the educational market had found themselves in new reality that required immediate response. Being put under such stressful conditions when the only choice they had was between ceasing any educational activities or immediately switch to e-learning most of the higher education institutions managed to develop and implement solutions within 1-2 weeks, if not mere days.

This period was a golden opportunity window for businesses specializing on solutions and tools for remote collaborative work. The key ingredients for a successful remote class include a component that enables videoconferencing for lectures, a component that is used for online assessments (examinations, assignments, etc.) and a component with group and individual messaging capabilities. Software products that offer additional features – like breaking the class into parts for small group discussions – have additional advantage. Different institutions mixed their own recipe. As a rule, they didn’t limit themselves just with learning management systems. Applications designed for online meetings and video chatting were also utilized. In some cases, even popular messengers were used to support instructorstudent interactions.

Even though the transitional process, under given circumstances, was rather smooth, it wasn’t completely free of complications. Among the most common problems were organizational issues related to the switch, limited experience of teaching staff in online

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In the long-run we will see traditional face-to-face classes becoming a luxury that is available only in few areas and for few groups of learners

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delivery, the need to implement different assessment approaches, academic integrity, complaints from the side of students about internet connection and inaccessibility of learning resources. As a result, the grade reports in the end of this crash-landing semester could show skewedness to the higher side. Some students were even reported “lost” – they normally started the first half of the semester in the regular face-to-face mode, but didn’t make themselves available for e-learning in the second half. Most of these transitional phase hiccups had been successfully targeted and eliminated by the beginning of the next semester with only some minor issues remained for fine-tuning.

In the beginning of the new 2021/2022 academic year most higher education institutions of the region have opened their doors and welcomed students for the regular face-to-face mode of learning. However, the experience gained in 1.5-year period of lockdowns is not abandoned.

Majority of colleges extend their regular in-class delivery with blended learning approach, when selected courses of the offered curricula are either delivered partly in the remote mode, or totally in the e-learning format. Semesters of online delivery demonstrated tangible benefits both for the supply and demand sides. Students enjoy flexibility of studying remotely, while educational institutions appreciate multi-faceted improvement of efficiency caused by virtualization of key business processes.

What are future perspectives? There are many factors that define this. Will there be an effective medication or approach to win the battle against COVID-19? Will there be other outbreaks that are even more dangerous than this one? What social, political, ecological and economic changes will the world witness in the coming decade? All the above-mentioned can and will affect the rate at which e-learning spreads. The general tendency is, however, more or less obvious. In the short-run, we can expect further gradual shift of balance towards e-learning. In some areas – like social sciences, for example – it will progress faster, while in other areas – such as engineering or health sciences that require acquisition of manipulation skills – the process will go slower. The current estimates show more than half a billion-dollar growth in the GCC’s e-learning market until 2025. In the long-run we will see traditional face-to-face classes becoming a luxury that is available only in few areas and for few groups of learners. This will be a reality for those instructors that have already started their teaching careers in the higher education.

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Amazing Opportunity for Teachers and School Leaders to enhance their knowledge through FREE Teachers Academy masterclasses from international education experts !!!

For more details and registration www.teachersacademy.com

Higher Education Digest February 2022

INDUSTRY PERSPECTIVE

Assessment to Learning: The AtL Lesson Plan 80 Tony Richardson, Education Consultant Eumundi, Qld, Australia

Dr Tony Richardson (PhD) is a freelance educational specialist with over 35 years of teaching and research experience. Over the past 10 years Tony has been an education consultant for various government and non-government bodies, within Southeast Asia, focusing on education; primary, secondary; tertiary and VET. He is currently the Project Director for the Integration of Financial Literacy into Cambodian government schools. Tony has co-authored a number of peer reviewed journal articles on topics relating to teachers, learners and pedagogy across several international landscapes, and also co-authored a book on preservice teacher education. He has previously presented, and continues to present, at international conferences on education topics throughout Southeast Asia.

Higher Education Digest February 2022

The key to the planning of a student’s learning journey, and represents the genesis to AtL as another possible formative assessment type, is reflected in the sequencing of knowledge, by the teacher, to facilitate and direct a student’s learning

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here are currently three acknowledged formative assessment types; Assessment of Learning, Assessment for Learning and Assessment as Learning. This paper suggests there is possibly a fourth type; Assessment to Learning.

The goal of AtL is to capture and impact on the student’s learning journey. AtL achieves this goal by acknowledging the power of collective learning experiences; the learning experiences that reflect the successes and failures of the student, their peers and teacher/s, and then, by cultivating those learning experiences into Future Actionable Knowledge (FAK).

FAK represents the application of future knowledge by emphasizing the communication channels, via Feedback-Feedforward Learning (FB-FFL) between the student, their peers and their teacher/s to diminish gapsin-knowledge.

AtL achieves the tasks outlined above by providing the teacher with a lesson plan design focusing on planning, facilitating and directing student understanding by highlighting the student’s learning journey, with an emphasis on sequenced learning stages targeting incremental cognitive development.

The AtL lesson plan’s design address five key areas; Knowledge, Sequence, Pedagogy, Checking and Outcomes.

By acknowledging a student’s learning, as a journey, helps to reinforce the application of the AtL lesson plan though an emphasis on the teacher focusing on ensuring the student understands and engages with their learning through demonstrating, and then applying, the knowledge associated with that journey, via Future Actionable Acknowledge. Consequently, the AtL lesson plan develops the AtL approach to formative assessment by emphasising social constructivism through carefully

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planned lessons, which focus on encouraging FAK. It is through FAK, and the FB-FFL facilitated by FAK with the teacher, student and peers engaging in discussions associated with the student’s learning journey, the student moves forward to attain their journey’s end by providing their understanding of that journey. This understanding is reflected in the student demonstrating and then applying the knowledge linked to a particular journey. However, this knowledge is developed around a student’s incremental cognitive development reflected in the planned sequencing of this knowledge to address student understanding.

The focus of the planned sequencing of knowledge stems from the view a student’s understanding is linked to a diminishment in their lack of knowledge about a specific point. Therefore, the greater the understanding by the student the greater the diminishment in their lack of knowledge.

The key to the planning of a student’s learning journey, and represents the genesis to AtL as another possible formative assessment type, is reflected in the sequencing of knowledge, by the teacher, to facilitate and direct a student’s learning. Like all journeys there is a beginning and an end and a student’s learning journey is no different.

The teacher must plan the commencement of the student’s journey and then link that commencement to an expected outcome or end. For the teacher the seminal factor, with respect to the student’s journey, is to ensure the student understands their journey by engaging them in that journey. If the teacher does not focus on engaging the student, then the student is simply a passive recipient of knowledge and not an active player.

The teacher facilitates and directs the student to become an active player by engaging the student in their learning journey through helping the student know

what they can and cannot do, and thereby, assisting the student in understanding what they are ready to learn next; this statement reflects the focus of formative assessment. With respect to AtL this undertaking is achieved through the AtL lesson plan.

For the teacher, when planning the student’s learning journey, the focus is on student understanding. This focus on student understanding is reflected in the teacher wanting to engage the student in their learning journey by designing lessons that highlight the following; What knowledge will I as a teacher need to use to assist my students in their understanding; How will I sequence this knowledge to help my students in their understanding; How will I teach (pedagogy) this sequenced knowledge to help students in their understanding, and engage students, How will I check to see if students can demonstrate their understanding of this sequenced knowledge, and, finally, What are the outcomes I expect the students to apply to highlight their understanding of what they have demonstrated.

AtL represents a type of formative assessment based on addressing the incremental development of the learning experiences of the student through the use of the AtL lesson plan. The incremental development of the learning experiences of the student are demonstrated through the achievement of sequenced cognitive learning outcomes as the student moves forward towards a learning outcome. This forward movement, by the student, is facilitated by Future Actionable Knowledge (FAK), where the student engages in the demonstration, and application of knowledge, to highlight to the teacher an understanding of that knowledge and therefore, a diminishment in their gaps-in-knowledge.

For the teacher, when planning the student’s learning journey, the focus is on student understanding

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Higher Education Digest February 2022

INDUSTRY PERSPECTIVE

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Why is your Profile Important while Applying to Top Universities in India and Abroad?

Ankit Kapoor, Co-Founder & CEO, PRATHAM Test Prep, India

Mr. Ankit Kapoor is the Co-Founder and Managing Director of Pratham Test Prep. He is a Management graduate from IMT, Ghaziabad. He has worked with Pernod Ricard India as a Brand Manager. Valuable brand management experience with Pernod Ricard India made him a confident brand marketer and his passion for quality education & paving career paths for students got him to IIFM. At IIFM he looks after brand ‘PRATHAM’ which has developed into a distinguished & trusted name amongst the student community for various entrance exams.

Higher Education Digest February 2022

According to the recent reports, the number of students applying to universities abroad in 2021 has gone up by 94% compared to the number of applicants in 2020

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urrent trend of admission in top foreign universities indicate a very low acceptance rate of students which is suggestive enough of a cut throat competition. During close interactions with most of the universities, over the past few years, there exist a very lose competition between all the top universities of the world to acquire the best possible talents and in this quest, students are looked upon for USP. Apart from a visa application, a candidate needs to consider a few more things while applying to these universities.

According to the recent reports, the number of students applying to universities abroad in 2021 has gone up by 94% compared to the number of applicants in 2020. This significant jump in numbers arrives with the knowledge that many students are looking only for top university selections. While the acceptance rates into the top universities range between 4 to 11% only.

The percentages mentioned applies to undergraduate and postgraduate courses to universities in the United States, the United Kingdom and other European nations.

Why is your profile important?

While there are several parameters based on which the admission committee takes its decision, including the academic scores, Standardised exam scores, Research Potential, Work experience (part-time / community service and leadership). The competition is incredibly high and student may require unique USP in their candidature to clear the admission process of these universities.

Be beyond classroom and academics – The application form used to apply to UG courses at universities in the United States, a section in the form asks to enlist various activities during the high school period which may range from volunteer work, hobbies

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Various universities offer the best possible scholarships enabling the students to rest on their ability to serve community and bring about a positive change

Higher Education Digest February 2022

to sports and clubs. The list helps universities understand the applicant beyond the classroom and academics.

Demand for Scholarship – One of the strongest reasons to build a top-quality profile is to get scholarship. Various universities offer the best possible scholarships enabling the students to rest on their ability to serve community and bring about a positive change. The scholarship test is based on leadership, academic achievements and extracurricular activities.

Stand out from the crowd, Be Unique – Universities look upto candidates who have fought against all the odds to reach success, those who have taken the toughest challenges in life or have been able to show their passion towards their objectives while managing their academic interests as well.

While extracurriculars are essential, all the top universities also have the best students applying for admissions with excellent scores in SAT, ACT and other entrance exams. So to stand out in a crowd of outstanding applicants, you as a school student in between Class IX to Class XII or as an ongoing graduation student.

A quality higher education is integral for those who want to create successful careers in any field.

A good profile imbibes confidence, enthusiasm and growth in candidates. Profile building also helps the students maximizing their chances of securing an education in Elite global and Indian institutions.

• Map the batch profile of your desired university, understand the kind of qualities they are looking for.

• Make a timeline-based activity calendar covering only those activities where you feel connected.

• Community service should not be treated as an activity. Make it a passion to help people.

• Your interest in the subject that you want to apply for should be thoroughly visible in your actions.

• T he last three years before you send your applications should have energy, enthusiasm and a positive intent that is visible on your resume.

The sole aim of having a good profile is to make your application looks more desirable to admission officers. That could only happen if the candidate has a solid understanding of profile construction. Remember, a profile determines if you make it or break it.

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Higher Education Digest October 2020 February 2022

INDUSTRY PERSPECTIVE

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A 6-Step Guide on How to Get a Work Permit After Graduating from a University Abroad Ashish Fernando, Founder & CEO, iSchoolConnect, USA

Ashish started his career as a Software Engineer with Thomson Reuters Inc., building their flagship investment research solution - Thomson One. He then went on to take multiple executive roles in Program Management and AI before managing the Data Science and Engineering business in the Insurance vertical. Ashish is a university gold medalist in Biotechnology and later went on to study Bentley University’s flagship MBA in 2014 with a 100% scholarship. Ashish founded iSchoolConnect in 2017 to solve the pain point of many parents and children: getting unbiased, hassle-free admission in foreign colleges.

Higher Education Digest February 2022

Securing admission at a university abroad is only the first step in ensuring that your life’s work is valued and accredited. It’s getting a visa - be it a student visa, an exchange visa, or a work visa that’s tricky

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recent survey conducted by iSchoolConnect revealed that 42% of undergrads and 49% of graduates considered the ‘Chance to pursue a career in the US’ a key factor when choosing between US universities. However, not all students are aware of the process they need to follow for securing a successful future in the US, or any other country abroad.

Securing admission at a university abroad is only the first step in ensuring that your life’s work is valued and accredited. It’s getting a visa - be it a student visa, an exchange visa, or a work visa - that’s tricky. The application process for these visas isn’t straightforward and requires students to be aware of the finer details.

Additionally, there’s immense competition amongst aspirants looking to secure a work visa.

While profile building is something students can work upon themselves, the information needed to apply

for these visas can be easily found if they refer to the right sources.

Why do I Need a Work Permit?

A work permit, also known as a work visa, is a document authorized by the government of the country a student wishes to work in. Unlike the student visa, which lets students pursue education at a recognized institution, the work visa allows them to stay back and work in the country for a set number of years, given that they satisfy certain predetermined conditions like having a job offer, being promised a salary above a certain amount, etc.

How to Get a Work Permit after Graduating from a University Abroad?

These predetermined conditions, along with the period for which students are allowed to work, vary

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from one country to another. And so does the application process.

However, any student with a general idea of when and how to apply for a work visa will find it easy to navigate through the process1. Check if you need a work visa at all. The relations of any country with another vary vastly, which affects the rules and regulations revolving around getting to work in the country. For example, if a student plans to work in Germany and is from the EEA/EU, US, Australia, Canada, Israel, Japan, New Zealand, Switzerland, or the Republic of Korea, she can work in Germany without a visa and will only need a residence permit. Students from a third-world country, however, need to obtain a work visa before entering Germany.

So the first step is figuring out if a student falls into a category that exempts them from applying for a work visa.

2. Find out which work visa to apply for. Most countries offer more than one type of work visa, depending on factors such as the applicant’s skills, the nature of the job, the purpose behind working there, etc. Look at Canada - if a student is looking to do a regular job in the country, she will need to apply for an Employerspecific work permit. But if she wishes to freelance, she’s going to need an Open work permit.

3. Make sure you fulfill the eligibility criteria. Getting a work visa after graduation is not a cakewalk. These eligibility requirements ensure that. But being aware of these conditions and confident about being able to satisfy them makes the application process a lot smoother. For example, if a student wishes to work in the UK after graduation, knowing that she must have a confirmed job offer before applying for the visa, work for a UK employer that’s been approved by the Home Office, have a ‘certificate of sponsorship’ from the employer, and be paid a minimum salary to qualify for a Skilled Worker visa will help immensely.

4. Find out where you need to submit your application.

This will depend on whether the applicant is in the country and switching from a different visa or applying from outside the country.

5. Collect all the required documents. Go to the official government website and find out which documents are required in order to support the work visa application.

6. Pay and submit your application. The information on the amount can be easily found on the official government websites.

In certain cases, applicants might be asked to share additional data, appear for an interview, provide

Higher Education Digest February 2022

In certain cases, applicants might be asked to share additional data, appear for an interview, provide biometric information, etc. It’s essential to be aware of these procedures before initiating the application process

biometric information, etc. It’s essential to be aware of these procedures before initiating the application process.

Applying and getting a work visa is a significant step in securing a successful career abroad. Most countries ease this process for students by allowing them to apply for a transitional visa which helps them stay back and look for a job in the country after graduation. Students possessing the kind of caliber international organizations are looking for can rest assured that securing a work visa won’t be as much of a hassle.

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+971 65 310 8437, +971 56 443 2610 Higher Education Digest February 2022

INDUSTRY PERSPECTIVE

Know what fits you – Tips to

make Pursuing

Higher Education Overseas Easy!

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Mrunali Kulkarni, Founder, Vision International, India

Mrunali Kulkarnil is the Founder of Vision International. Her background in Commerce and her initial job profile of working in Human Resources took a sudden turn when she realized that from the time she was 14, all she really wanted to do was to start a venture of her own. Mrunali’s passion is actually being passionate!

Higher Education Digest February 2022

While you are looking for countries, it is mandatory to check whether the country has universities that offer courses of your choice, the education pattern they follow and at what level they promote education, and how the Government funds their education sector

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choice everyone wants to put to action, studying abroad has been a dream for anyone and everyone at least at one point in their life. With a whole world of choices, studying abroad gives you an opportunity to explore thousands of universities around the world. Each of these universities will offer various different courses, and which can make it hard to figure out what and where you want to study. The plethora of opportunities is quite overwhelming, but you need to start somewhere. Here are some things you need to keep in mind when you are looking to study abroad: Choosing the Country that fits you!

Although you have figured out what course you are choosing to pursue, you still have a long way to go. Your first task is to choose a country that suits you best as this is where you will be spending your next phase of life.

Here are a few things to keep in mind while searching for a country that fits your requirements: • Economic Growth Once you start studying a new country, there might be chances of you continue living there while working as well. So one of the things to keep in mind is the country’s economic growth as this will help you when you are looking for jobs in your field of interest.

• Popular Industries Looking into the industry sector the country is popular for is much needed as this will help you secure a job after you have finished your studies. This will help you at great lengths as you can choose a university that has more exposure to the industry, giving you the practical exposure you need for your course.

• Education While you are looking for countries, it is mandatory to check whether the country has universities that offer

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courses of your choice, the education pattern they follow and at what level they promote education, and how the Government funds their education sector.

• Other Things to Keep in Mind Since you are not just going to be studying in that country, you need to understand the lifestyle in the country. Here are a few things you can check out so that will help you better in understanding if you would adjust to the new place sooner: 1. Part-Time Working Opportunities and Rights 2. Medical Support for International Students 3. Crime Rate and Protection at the Country 4. Cultures and Traditions of the Country 5. R eligion followed by the residents and their opinion about different religions and nationalities • Choosing your Haven of Education Once you have finally narrowed down the place you want to study in, next comes the task of shortlisting universities you want to apply to. You can choose your selection of universities by keeping all the factors

Higher Education Digest February 2022

needed to make a decision in mind. While looking for a university to study in, here are a few factors to keep in mind to help you make a better choice: • Research!

Before just diving into applying for the university, you need to know the said university better. Information about how old the university is, whether it is a private or a state university, their world ranking, faculty members, and scholarships is very helpful as it will give you a better understanding of how students are educated there and how they fare well outside in the industry.

• Dive into the Courses Deeply You need to research about the course of your choice in the university, and what else do you get to learn apart from your subject, like electives and credit points in your course for all the subjects. You will get a better understanding of their education pattern and if it something that suits you • Exposure to Industry Another thing you need to focus on how does the university supports its students as they step into the industry. You have to check whether they provide internships for their students and assist you to in resume and application writing for job applications. Since you are in a completely new place, this support is needed for you to help to make your stay there after college a smooth sailing one.

• University Culture As a university is not just about studies, you will also get a chance to have a college life, for you to have that memorable experience, the ambiance the university radiates to make itself student-friendly also plays a huge role in selecting your college. Here are a few pointers to get a better understanding of the people and college there: 1. On-Campus Accommodations 2. Multicultural Experiences 3. Facilities like Study Rooms, Playgrounds, Medical Facilities, Food Halls, Library, Gardens, and Common Areas.

4. Counseling and Domestic Support for International Students in times o Crisis 5. Community Support for International Students While it can be difficult to choose between universities, you will find that some key differences between them can help you make the big decision. Every university has its persona, which helps to determine what sort of character and focus the university has and ensure that it aligns with your personality, interests, and goals.

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Higher Education Digest February 2022

INDUSTRY PERSPECTIVE

How Students in Tier-2 Cities can

learn more about Studying Abroad 96

Varun Iyer, Sr. Admission Consultant, GoToUniversity, UAE

As a study abroad educational consultant, Varun has been guiding students with different academic backgrounds for various countries like Canada, Ireland, UK, the USA, New Zealand, Europe.

He has more than 7 years of experience in study abroad and educational counselling for various programs such as Business, Engineering, Hospitality, Healthcare, etc. He worked in Dubai where he helped multicultural students from various curriculums to study at top global universities such as Waterloo, York, Ryerson, Amsterdam, Queen Mary, KCL, Edinburgh, TU Berlin, TCD, UCD, Monash, CMU, NUI, Galway and many more.

Higher Education Digest February 2022

We have seen that pandemic had put educational infrastructure to a stop. But digital ways have made sure that educational infrastructure can survive even without people having to go to offices

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W

hen there is a will to pursue quality higher education, most students wish to study abroad. This is not just limited to one country, but this phenomenon is global. Students from all countries look for reputable international universities to pursue their higher education. These study abroad countries like USA, Canada, Australia, New Zealand, UK etc are most famous in tier2 cities where there are fewer options to study high-quality courses. Tier-2 cities, like Kanpur, Patna, Dehradun are on their way to becoming the education hub of the country. Jaipur and Nagpur are already in the education hub cities list of the country.

Such cities have their target of study abroad education as USA and Canada. These target countries are witnessing a large number of applications from Indian students. As per sources, Canada itself verified 160,000 applications from Indian students in the first half of 2021

itself. The surprise factor is that 160,000 is four times the number of applications Canada accepted in the first half of 2020. The young population and booming middle class are helping tier-2 cities become the education hub of the country. The growing educational infrastructure is also another factor helping such cities boom.

We have seen that pandemic had put educational infrastructure to a stop. But digital ways have made sure that educational infrastructure can survive even without people having to go to offices. GoToUniversity, one of the biggest study abroad online platforms, has helped numerous students connect to their favourite overseas universities. They have managed to get free information from the universities and provide the same to students.

With this, they have effectively made it possible for students to gather information without having to visit any physical centres. This is possible because they can get all information at their comfort of staying in the

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Apart from the research, you can attend informative webinar sessions conducted by education experts and university representatives to learn about factual details and they can ask doubts during live sessions to get genuine guidance

Higher Education Digest February 2022

house and complete the entire admission process, visa application and test prep coaching such as IELTS, SAT, GRE, GMAT from home.

Tier2 cities have been blessed by good internet connectivity and EduTech sectors. These two factors have opened doors for Tier2 cities’ students to connect with the world effortlessly. With such factors, students can request free counselling sessions through zoom meet, chat or phone calls to discuss their interests and learn about requirements, cost, scholarships and career opportunities.

All the information they need can be arranged in the comfort of their home.

But, there are things that students must do before contacting portals like GoToUniverisity for their help on study abroad prospects. You must research more affordable countries like Germany, Poland, Italy, Latvia, Hungry etc where you might spend equal to Indian universities. This would ensure you can live without having to worry about finance. Apart from the research, you can attend informative webinar sessions conducted by education experts and university representatives to learn about factual details and they can ask doubts during live sessions to get genuine guidance. GoToUniversity organises various such webinars to help Indian students who wish to study abroad. Recently. GoToUniversity conducted “Studying at Georgian College and gaining post-graduation work permit in Canada” and solved many queries of students.

If seminars are not your thing, you can get adequate help by going through blogs of education experts and universities. Blogs are free to read and focus on information about international universities and how students can take admission successfully. Blogs would take around 6-10 minutes to read but in that minimum time, blogs can give you all the information you need.

Additional information can be gathered by calling the education experts and famous study abroad portals like GoToUniversity.

Many countries like Canada rely on international students to fulfil the need for skilled labours. This is why it becomes important to know about new emerging jobs before applying to international universities. It is expected that Canada will witness a labour shortage of more than 100,000 skilled tradespeople by 2030. This makes it a huge opportunity for those who want to study in Canada and want quality information on universities in Canada. Platforms like GoToUniversity offer advantages to students by connecting students, counsellors and universities on a single, integrated platform. Students from Tier2 cities can now find the best-fit universities with the help of such platforms.

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