PIECE TOGETHER A PROMISING FUTURE Reflecting the aspirations of the worldâ€™s Masters and PhD students
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The Graduate Programs at GW Business Computer Science Education Engineering Humanities International Affairs Law Medicine & Health Sciences
he George Washington University has been in the heart of the U.S. capital for 185 years, connecting students to people, ideas, and power in one of the world’s most dynamic and influential cities. With more than 12,000 graduate students from all 50 states and 110 countries, we are a vibrant, truly international university. The main GW campus is located in Foggy Bottom, a historic area in the center of Washington, DC. Graduate courses are also offered at several offcampus educational centers throughout the metropolitan area; the Virginia Campus (the University’s research and technology campus); and through distance learning. GW graduate programs provide a well-balanced blend of the practical and theoretical, often incorporating courses from multiple disciplines to address today’s social, economic, technical, and political issues. With a faculty of world-renowned scholars and practitioners, and over 200 innovative master’s, doctoral, and graduate certificate programs, we can help you realize your goals.
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Publisher – Nunzio Quacquarelli Editor – Peter MacDonald Art Director – Kathleen Rayfield Contributors – Tim Rogers, Ann Graham, James Donald, Ross Geraghty Head of Research – Ben Sowter Finance Manager – Don Broodie Sales Team Head of sales – Peter MacDonald Latin America – Jose Antonio Cruzado North America –Jason Newman, Kam Ahmed, Nico Cletz, Vikram Kapoor UK – Damian Bryant, Jason Newman Europe – Vikram Kapoor, Nico Cletz, Jason Newman, Jose Antonio Cruzado, Kam Ahmed, Zoya Zaitseva, Simona Bizzozero, Renatha Iussa Asia – Mandy Mok Australasia – Mandy Mok, Jason Newman, Hannah Kahn, Dina Tattersal
Editor's letter The difference a Masters makes: student view The difference a Masters makes: employer view The difference a Masters makes: graduate view Overview: international graduate sector Choosing your course and institution Education fairs: tips for success Apply yourself: how to impress the admissions director Money maker: funding your studies Spread your wings: studying abroad Education from afar: distance learning Interviews and profiles Subject guides
Subject by subject Which is the right direction for you?
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Market Specialists David McClelland, Renatha Iussa, Anja Ehret, Yanfeng Yue Publisher QS Quacquarelli Symonds Ltd, 1 Tranley Mews Fleet Road London NW3 2DG UK Tel: + 44 (0)20 7284 7200 Tel: + 44 (0)20 7284 7201 Offices in London, Paris, Alicante, Washington DC, Beijing, Singapore, Sydney, Johannesburg www.topgradschool.com QS accepts no legal responsibility for the accuracy or otherwise of submissions. The editorial team try to ensure that all contributions are correct and true at time of publication. The entire contents of this publication is protected by copyright. All rights reserved. No part of this publication may be copied or reproduced, stored in a retrieval system, transmitted in any form or by any means, without prior permission from the publisher.
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SUBJECT GUIDES 58 64 67 70 73 77 80 83
STEM: technological revolution Law: an international advantage Finance: spend money to make money Art and design: a creative edge Public policy: the leadership challenge Public health: remedying the world International relations: global insight Education: professional development
North America: established institutions USA: 86; Canada: 90 Europe: strong traditions United Kingdom: 95; France: 99; Spain: 103; Italy: 105; Germany: 109; Nordic countries: 113; Netherlands: 117 Asia and Australasia: rising stars Australia: 120; New Zealand 123; Malaysia: 127; Singapore: 131; Japan: 135; South Korea: 137
INSTITUTION PROFILES 140-178
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REFLECTING THE ASPIRATIONS OF THE WORLD'S MASTERS AND PhD STUDENTS
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Letter from the Editor PETER MACDONALD introduces the sixth edition of the QS Top Grad School Guide at a time when prospective postgraduate students have more power of choice than ever before
t could improve your job prospects and future earnings potential. It could help you become a lawyer, scientist, artist, graphic designer, mathematician, pilot or poet. It could open up the world for you and take you to a university in Europe, the Americas or Australasia. Whatever your reasons for considering a specialist Masters or PhD, the QS Top Grad School Guide 2009 will be an invaluable tool. The expert opinion will provide you with clear, concise, independent advice to help you choose what and where you want to study. Highly qualified, multilingual graduates are increasingly in demand across all disciplines, by all sectors. Governmental agencies, employers and universities are collaborating like never before to entice students like you to apply to one of their schemes where funding and future employment are tied into
programs at some of the very best institutions. This gives you more power as the consumer. One benefit of this is that universities are now extremely skilled at communicating with target candidates the benefits of studying with them – this guide being a case in point. Other resources available to you for further advice and information include the THE–QS World University Rankings (www.topuniversities.com/ worlduniversityrankings) or indeed our own website www.topgradschool.com. I look forward to seeing you at one of our QS World Grad School Tour Fairs where leading universities, employers, and alumni will outline to you the benefits of postgraduate study. Take advantage of this opportunity so you can make the right decision and I wish you all the best with your search to find your ideal Masters or PhD.
Students on Masters
The difference a Masters makes: The student perspective It’s a tough decision to make. It involves heavy investment, is time consuming and the future is at times questionable. Yet with each passing year, increasing numbers of students around the globe are enrolling in Masters courses to ‘brighten’ their future. AINDRILA MITRA gets some answers from the students
t 25, Anindita Ghose was working for The Times of India, the world’s largest selling English broadsheet, in Mumbai. Anindita worked with The Times Group for two years until she realized she needed “to build specialized skills and experience global exposure.” In August 2008, Anindita began studying at Columbia University towards a Masters in Arts and Culture Journalism.
A ticket to the best jobs? An Ivy League institution with a strong reputation in the media world, Anindita is confident her graduate program at Columbia will land her a plush job. Her aims are high, but not impossible – The New York Times or a Condé Nast title like Vogue. “The career services at Columbia are excellent and the school has a very good record of placements and a strong alumni network,” she says, identifying one advantage of a Masters qualification: the increased chance for students like Anindita, who have decided to pursue Masters programs from recognized universities worldwide, to land themselves with jobs they have always eyed, but could not attain until now. Universities with high employability track records also attract students considering a Masters program. Connie St. Louis, BBC Radio 4 journalist and faculty of the journalism department at City University in London says, “We get regular feedback from employees, many of whom are our alumni
Study abroad – the experience is incomparable Milano in Italy. He already has a Bachelors degree and a diploma in instrumentation engineering, a combination which gave him enough skills and qualifications to work in the oil and gas sector in Saudi
A Masters program from a recognized university can land a student the job they have always eyed but could not attain until now indicating that City graduates are equipped for jobs when they complete their Masters programs.”
An opportunity to change careers High net worth jobs aside, one of the easiest ways to switch careers is with a Masters degree. Vinayak Nalawade will soon graduate from Politecnico di
Arabia where his responsibilities included planning and coordinating activities with sub-contractors, working with senior executives to manage relationships with clients in emerging technologies. Vinayak is now putting the finishing touches to his thesis on International Project & Supply Chain Management and hopes to use his newly acquired
skills to work as a human resource manager. “During my time in Saudi Arabia I worked with a number of different nationalities but I wanted to study management abroad. I felt that to become a global manager of an esteemed organization it is important to see different people, their behaviour, and their approach towards difficulties during work. That’s what I got at Politecnico di Milano.”
Climbing the ladder In some cases, a Masters degree can help one to climb the ladder of success. Akhil Khanna, 29, originally from Mumbai and now based in Singapore, is pursuing a Masters degree from the National University of Singapore. “After completing
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Students on Masters
Make a Masters your route to career success
my undergraduate course, I started working in the is making her see graphic design beyond work. “The people from multifarious cultures and diverse banking and financial services industry. I grew from ethics and values implied in graphic design are new backgrounds is incomparable. But are all these an analyst to a manager and worked in operations to me and being aware of them makes me consider factors enough to account for the financial and project management roles. However, after five graphic design as something extended not only to the investment you need to go through for pursuing a years, I felt that I had hit a virtual glass ceiling.” office/client field but to society in general.” Masters degree? Apparently it is. Akhil adds; “As I was already a part of the middle On the other hand, Nalin Agarwal, soon to be a to Job Outlook 2008, employers were is making her see graphic design beyond work. “TheAccordingpeople from multifarious cultures and diverse my undergraduate course, I started working in the management and had managed processes and graduate from Imperial College London’s maiden hiring 16 per cent more graduates in 2007–2008 ethics and values implied in graphic design are new backgrounds is qualifications incomparable. banking and financial services industry. I grew from people, it was essential to get into a classroom with batch of Masters in Sustainable Energy, has had than in 2006–2007. Educational are But are all these to me and being aware of outside them his makes factors to “screening account for the financial an analyst to a manager and worked in operations people of different backgrounds, to look at those a different experience of life homeme consider often considered as a enough yardstick for experiences from a different perspective.” A Masters country of India. “Europe is a leader in climate measures in the selection process for jobs”. Bhaskar graphic design as something extended not only to the investment you need to go through for pursui and project management roles. However, after five course, especially if you choose to do one abroad, has change and sustainability issues. Therefore, London Das, Executive President of The Times Group in India office/client field but to society in general.” Masters degree? Apparently it is. years, I felt that I had hit a virtual glass ceiling.” the added advantage of providing a new horizon of was the place for me to come”, he explains. The says, “A graduate (management) course is like a On theis inter-disciplinary, other hand, Nalin Agarwal, a for jobs.” Howard According to JobConsultant Outlookof2008, employers Akhil adds; “As I was already a part of the middle international exposure. course the only one of itssoon kind to bevisa Stone, Senior Teresa Arevalo, a student of the Masters in in the world. And with 25 students from diverse Energy Strategy Group at ARUP echoes Bhaskar’sin 2007–2008 than graduate from Imperial College London’s maiden hiring 16% more graduates management and had managed processes and Graphic Design at the University of Arts London backgrounds, it was a learning experience for Nalin thoughts; “Masters courses are normally in sync batch of Masters in Sustainable Energy, has had 2006–2007. Educational qualifications are ofte people, it was essential to get into a classroom with College of Communication says her degree is to interact, adapt and flourish. with what the industry needs.” a different experience of life outside his home considered as a yardstick people of different backgrounds, to look at those giving her the confidence she needs to get higher Tom Bailey, a physics graduate from the University The US Bureau of Labour Statistics states thatfor a “screening meas of India.is also “Europe is for a leader in holder the selection forper jobs”. Bhaskar Das experiences frompositions a different A Masters within perspective.” the design field. “New skills in visual country of Manchester, studying a Mastersininclimate Masters degree earns moreprocess than $58,000 methodologies, ethics and values in graphic design, Sustainable Energy at Imperial College London while year on average than non-graduates. However, this change and sustainability issues. Therefore, London Executive President of The Times Group in Indi ourse, especially if you choose to do one abroad, has image moving, letter press, research methodologies, was the place for me to come”, he explains. The says, “A graduate (management) course is like he added advantage of providing a new horizon of design discourse and presentational skills are helping “You can only gain from higher education. And the higher the education course is inter-disciplinary, only one-of-its-kind for jobs.” nternational exposure. me to become a more capable graphic designer.” level, the higher your the chances of being successfulvisa in your field”Howard Stone, Senior Consultan
Make a masters your route to career success
Teresa Arevalo, a student of the Masters in the world (andLondon work) anew Graphic Design atSeeing the University of Arts
Teresa is studying for her Masters part time, while
College of Communication says her degree working as a graphic designer. This is means she has
in the world. And with 25 students from diverse Energy Strategy Group at ARUP echoes Bhaska working for ARUP Energy, an energy consultancy. He depends on areas of study and the potential candidate. backgrounds, it was a learning experience for Nalin thoughts; “Masters courses are normally in syn says the Masters has helped him to grasp various All said and done, Nalin aptly concludes, “You can to interact, adapt and flourish. with what the industry needs.” issues and see a new angle to the way things work. only gain from higher education. And the higher the
Tom a physics fromcan Universityeducation level, the Thehigher US Bureau of Labour giving her the confidence she needshertoassignments get higher to find time to complete while still TheBailey, experience you as agraduate Masters student your chances of being Statistics states that meeting work commitments but she says her Masters acquire while studying in a foreign country with successful in your field, monetarily and otherwise.” of Manchester, is also studying for a Masters in Masters degree holder earns more than $58,00 positions within the design field. “New skills in visual Sustainable Energy at Imperial College London while year on average than non-graduates. However, methodologies, ethics and values in graphic design, 7
mage moving, letter press, research methodologies, design discourse and presentational skills are helping 6-7 Why go.indd 7
“You can only gain from higher education. And the higher the education lev 11/08/2008 15:10:48
Employers on Masters
The difference a Masters makes: The employers’view Students are dedicating blood, sweat and tears to the Masters qualification worldwide but will they reap the rewards at the end of it? Is a Masters degree really what employers want their staff to have? It seems so. TIM ROGERS finds out to what extent Masters graduates are in demand by employers the world over
espite the downturn in the world economy seen in the first few months of 2008, the year proved to be a successful one for those graduating with a Masters degree. According to CollegeGrad. com, the popular entry-level online job resource, employment opportunities for those with a Masters degree were expected to increase by 22 per cent over the course of the year. Employers seeking the advanced knowledge and skills a Masters degree reflects come from all sectors of the economy – high tech to services, finance to government. More than 20 companies, many based in the USA but with international subsidiaries, were seeking to employ over 100 Masters graduates this year, with AmeriCorps, one of the US’s largest voluntary and services organizations, intent on hiring 1,000. Other eager recruiters include Microsoft, Intel, BP and Ernst and Young. Among those companies responding to the CollegeGrad.com survey, 59 per cent anticipated hiring more Masters graduates in 2008 than in 2007, 28 per cent were predicting they would hire the same and only 13 per cent were expecting to hire fewer. Heidi Hanisko from CollegeGrad.com believes hiring candidates with Masters degrees has obvious advantages for employers: “Those with Masters degrees offer a level of education that can be the equivalent to as much as two or three years of experience in the field. Employers find that Masters candidates have a greater level of technical and field expertise that can bolster a company’s competitive stance in the industry.”
Keep fighting to get the best results – and the best career prospects adopted a specific recruitment policy for those with Masters qualifications. Patrick Benammar from Valeo’s Management Services Department, in Paris, explains: “We have vacancies open for Masters graduates and we hire between 20 and 30
graduates have been involved in research activities with partners such as universities or engineers schools and wish to stay in an industrial context rather than a research and development laboratory.”
Higher salaries “Employers find that Masters candidates have a greater level of expertise that can bolster a company’s competitive stance in the industry” Specific recruitment policies Where Masters degrees are in particular demand is in specific areas tied to their academic content, such as the more technical and scientific fields. Valeo, one of the top automotive suppliers to many of the world’s leading vehicle manufacturers, has
graduates per year. We are looking for their capacity to innovate and their willingness to prove that we can convince our customers to use new technologies. Their international exposure and their ability to work in international projects and organizations is also considered and highly appreciated. Most of these
With the competition for skilled positions increasing, Valeo’s hiring policy has a welcome reward for those graduates motivated by the more financial aspects of their career – those with a Masters degree secure a higher starting salary. Benammar confirms: “Those Masters candidates who we select begin at Valeo with a salary level which is usually 10 per cent higher than classic ‘engineers schools’.”
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Employers on Masters
Give yourself an explosive start: a masters will secure you a higher level job A targeted approach Other employers adopt a slightly different approach in their selection and hiring policy. Lilly, regarded as one of the most innovative of the large pharmaceutical companies today, employs Masters graduates in a range of areas, not least research, development, sales and management. Known particularly for their investment in treatments for Alzheimer’s disease and depression, Lilly has a reputation for offering opportunities to those most appropriately qualified. Erika Sjöström, Human Resources Associate at Lilly Europe, describes their approach: “Across Europe we have a more targeted approach when it comes to Masters graduates. We are constantly on the look out for talent and where a position calls for advanced skills then it means we will hire candidates with Masters – where this is not the case, then we will look for others.” This approach is symptomatic of the situation that those considering applying to a Masters program face around the world. Employers recognize the inherent advanced nature of the skills and specific knowledge a Masters offers, but hire graduates according to their own needs – only seeking advanced graduates only when they have higher level vacancies. That’s not to say the skills developed as part of a Masters program are not going to give you the edge over other candidates
with a lower level qualification. There is increasing evidence to suggest that the opposite is true.
Skills as vital as learning According to the UK’s Confederation of British Industry (CBI) Skills Survey 2008, employers seeking to fill positions requiring higher level skills and technical knowledge want graduates who can communicate well and work as part of a team, exhibit a positive attitude to work, show good problem-solving skills and are business aware. Remarkably, 86 per cent of the 735 firms responding to the survey rated “positive attitude” and “employability” as two of their top three demands for new employees and while 56 per cent did indicate that specific degree subject qualifications are important, only 32 per cent named the degree result as being of significance. John Cridland, CBI’s Deputy Director General, says the survey reflects the current state of the
university. This survey is also an alarm call to students and universities, who may be surprised by just how much employers value the ‘softer’ skills that make people more employable.” This emphasis on skills is important for prospective Masters to note. Whilst the subject content of a Masters program will always be central to the degree, the transferable skills developed during the course can have valuable impacts on career success. The consulting firm Accenture makes their position very clear: “At Accenture, candidates will be promoted based on performance – therefore additional skills learnt via your graduate qualification may give you extra skills relevant to the workplace that could enhance performance.” The employment picture for Masters graduates is complex and, to an extent, one almost entirely dependent on the demands of the different labour markets around the world. The focus of your Masters
The employment picture for Masters graduates is complex and, to an extent, one almost entirely dependent on the demands of different global markets international labour market: “Being skilled is all the more important in an increasingly global economy, and our message to students is that your hard work to attain the right skills and good qualifications is essential to securing quality, well-paid jobs after
degree, your own areas of interest and the nature of the available employment vacancies will all impact on your career opportunities. But one thing is certain, completing a Masters degree will add value to your career prospects.
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Graduates on Masters
The difference a Masters makes: The graduate perspective AINDRILA MItra interviews graduates who have had varying experiences with a Masters qualification and discovers where the true value of such programs lies
n the final part of our three part series looking at the difference a Masters makes, we get the graduate point of view. They’ve survived their Masters degree and are now successfully employed in the workforce, but was the Masters qualification all worth it, or could they be where they are now without one? Graham Hardy, originally from South England, studied for a Masters in Civil Engineering at Bristol University in the UK. He initially wanted to study architecture but upon finding out the course was seven years, he opted for engineering instead. “I realised that if I kept my maths and physics going, I would have more chance of finishing university. My decision (to study engineering) was based on future employment potential rather than how much fun I would have at university.”
Success story He is now employed by Transport for London (TfL) and is getting a taste of the organization through the graduate program. “My degree was quite vocational so my employer knew exactly what management and technical skills they were getting and how I would be suited to the work they had in line for me.” Dheerin Motwani, an Oxford Said Business School graduate from India, also credits his success to his Masters education. Dheerin now works at American Express Services in London as Business Transformation Manager. He says his
he believes that his Masters program in the UK helped him with his professional growth curve. Both Graham and Dheerin have successfully found employment after completing their Masters degrees. As graduates, they are equipped with the knowledge and skills that it seems employers want and along the way have been in an international learning environment, adding to their skill set. It seems that Masters graduates have many advantages over their undergraduate counterparts.
But is this always the case? Sohini Banerjee, also from India and now based in Aberdeen, graduated with her Masters in Finance from Robert Gordon University in Scotland. She’s now working for a British call centre – not the type of job she had in mind as a Masters graduate. “I fell short in my researching before I enrolled into the Masters course,” she admits. “And I was misguided by my education counsellor.” Sohini wanted specialized knowledge in people management skills, but enrolled herself into a course that was essentially finance related. “Students should always be aware of exactly what they want to learn, before commencing a Masters degree as each qualification is niche and market oriented,” she cautions. John Slevan, gained his Masters in Engineering specializing in mechatronics from Leeds University in 2005. However, he’s now training to be a
“My degree was quite vocational so my employer knew what management and technical skills they were getting and how I’d be suited to the work” graduate degree from Oxford has made him more adept at handling complicated projects. Dheerin came to Oxford Said with work experience from the Tata Consultancy Services where he had an initial training in Six Sigma management, but
commercial pilot with CTC aviation training in New Zealand. A career choice he could have made without completing a Masters. However, despite this career switch, John feels the skills he learnt from his Masters degree have been transferable.
“ Working within any industry is going to involve team work and understanding to all the forces in play
“The course heightened my senses to the fact that working within any industry in modern society is going to involve team work and understanding of all the forces in play. The Masters course taught me key professional skills, which I will no doubt need regardless of my choice of career.”
So a Masters is useful, but is an international Masters even more beneficial? As the postgraduate education sector grows more international every year, it seems that not
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Graduates on Masters
International Masters: calculating your future only is a Masters degree next to your name an advantage, but studying abroad for that degree is looked upon favourably as well. Nina Sametinger left Germany to study for her Masters degree down under. She graduated with a Masters in International Business from the University of New South Wales in Sydney, Australia. “I chose to do a Masters degree in order to add considerable weight to my resumé. It is a demanding course that enables you to reach a high level of specialist knowledge in various business and business related areas. It has given me the experience to work under pressure, within a group, and having done field study in an independent manner, has given me advantage during my job search. Furthermore, my Masters degree allowed me to get good insight into the industry as most of the teachers brought years of experience with them. In a long-term perspective a Masters can also be seen as a route to an MBA at a later stage of my career.” Rupanjana Dutta from India and now working as the Assistant Editor of Asian Voice, an ethnic newspaper in London, completed her Masters in Human Rights Law from the University of London in 2007. She says a Masters from a foreign university is always more challenging and gives one an opportunity to be more analytical. From her personal experiences, Rupanjana is confident that it was her graduate course abroad that helped her to be more confident and independent. “An international atmosphere helps one to grow, learn
to adjust and become wiser,” she says. “After all, sharing ideas globally happens only after stepping out of your own country and that is a lesson that should be treasured forever.” In addition to the experience, a Masters degree also gives you an edge in terms of salary levels. Julia Flüß chose to stay in Germany to complete her Masters in Business Studies and Commerce from the University of Augsburg. She has just started in a new job, which she gained after only a couple of weeks of job hunting. “My Masters degree definitely helped me in getting my job. It [a Masters degree] is very often a prerequisite for getting to the interview stage. After that, it comes down to the internship experience and whether there is a good fit between the company and the applicant. In addition to that, in Germany, the salary depends on the qualification. And having a Masters degree allows you to get a good starting salary. All in all, I can highly recommend doing a Masters degree. It’s hard work but it’s definitely worth it.”
Nunzio Quacquarelli, Managing Director of QS says: “During the last five years or so, there has been a fundamental shift in attitude on the part of recruiters to encourage candidates with more qualifications to apply for positions in their companies. Global employers now use graduate degrees as key points of differentiation between candidates seeking employment, and the QS International Recruiter Survey indicates that 95 per cent of international employers seek to actively recruit employees with a graduate qualification.” With almost every industry giving more prominence to niche, specialized knowledge, a Masters degree has become essential for one’s professional capacity. “In fact, in some specialized areas where technical skills are particularly significant, the benefit of a Masters degree can also outweigh that of up to four years work experience,” said Quacquarelli. So, whether it’s updating your skill sets, or securing that job you’ve always wanted with
The QS International Recruiter Survey shows that 95 per cent of international employers actively recruit employees with a graduate qualification International research by QS, the organizers of the QS World Grad School Tour, involving 498 international employers showed the difference in salary between an employee with a first degree and a graduate qualification can be as much as 71 per cent.
lucrative benefits, more and more graduates worldwide are finding that a Masters degree is like the icing on the cake, as far as your CV is concerned. It is a stamp of credibility, reliability and efficiency, and can facilitate a rapid and significant upswing in one’s professional graph.
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Global opportunities The ever-increasing demand for international graduate education The rapid rise in the popularity of studying for a Masters or a PhD abroad only looks set to continue. As moving abroad for education becomes mainstream and universities worldwide go out of their way to attract overseas students TIM ROGERS looks at these and other trends in the graduate world today, and how the wise prospective applicant can use this understanding to advantage
here is certainly a sense today that the appetite and demand for international Masters and PhD programs is greater than ever before. More universities and colleges are aware of the positive impact international graduate students potentially have on their student body, while prospective students see advanced study, particularly away from their country, as a valuable asset in the development of their careers. It would appear that the appetite for international education is almost insatiable. With such a hunger has come a great deal of innovation and change, the likes of which have never been seen in the 40 or so years that moving abroad for international education has become
measures that include advantageous immigration policies and financial aid. Are there other discernible trends in the graduate world today? Undoubtedly so and a review of some of the most significant can provide useful information for the prospective applicant to an international grad school.
Growing numbers Statistics released from national and international agencies indicate that the popularity of international study, and graduate-level education in particular, continues to grow. The most recent data from UNESCO and OECD, although not specifically split by academic level, confirms that the number of students
Since 2000, the number of students enrolled in international education has increased worldwide by 50 per cent, underlying its rapid rise in popularity mainstream. Australian universities now teach Masters programs and provide tutorial support for international PhD candidates throughout Asia; banks and other financial institutions actively encourage graduate students to fund their international studies through flexible and low interest loans; mainstream UK universities offer their Masters programs online and in association with private US companies; and countries as diverse as Denmark, Estonia, Singapore and the United Arab Emirates encourage students from all over the world to read graduate degrees in their institutions, supported by a range of special
pursuing education away from their home country has increased by 4.9 per cent, or an additional 127,336 in absolute numbers, on the previous data year bringing the total to 2.73 million students. Since 2000, the number of students enrolled in international higher education has increased worldwide by 50 per cent, underlining the rapid rise in popularity of this kind of study experience. An Australian Government study released towards the end of 2007 indicates how the number of internationally mobile students is likely to rise in the coming years. By 2025 it is predicted that
3.72 million students will travel internationally for some part of their university-level education, a growth of 71 per cent over 20 years, or 2.7 per cent annually. Interestingly, the demand for international education is not even across all world regions and it is anticipated that most of the growth in demand will come from Sub-Saharan Africa (growing at 3.9 per cent annually over the next 17 years), the Middle East (4.5 per cent), South Asia (4.5 per cent), Central America (3.5 per cent) and Oceania (5.5 per cent). On the current forecasting model being used by the Australians, the demand will be greatest amongst Syrian (8.3 per cent), Pakistani (5.4 per cent) and Bangladeshi (4.9 per cent) students, although in actual volume, China (645,190 students), India (302,220) and South Korea (127,410) will produce the largest number of internationally mobile university students. With a shift in the global economy, as many observers agree, to a more knowledge-based structure, the demand for highly skilled, internationally literate graduates is not likely to diminish. According to the Australian study, depending on the future nature of the worldâ€™s economy, demand for graduate-level international education is likely to outstrip that for other programs in the next couple of years and by 2025, 62 per cent of mobile international students will either pursue a Masters or PhD program in another country. Data from the QS World Grad School Tour underlines how buoyant the interest
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Governments from across Asia, Europe and North America view the recruitment of Masters and PhD students as an essential part of their immigration and human resources policy
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Top 10 subject areas for graduate study Subject Interest in 2007 (%) Interest in 2006 (%) Finance, accountancy, 31 41 management & economics (FAME) Science, technology, engineering 19 22 & mathematics (STEM) International relations 5 5 Communications & media 4 5 Administration 4 n/a Law & legal studies 4 4 Biological sciences 2 n/a Education & training 2 3 Psychology 2 n/a Languages 2 2 Source: QS Research 2008 in international Masters and PhD study already currently is: 8,000 more prospective students attended one of the graduate-focused events in 2007 than in the previous year, an increase of 30 per cent amongst those students most actively considering their future choices for advanced study.
New destinations The variety of viable study destinations for international graduate students is now very different from just five years ago. Governments across Asia, Europe and North America view the recruitment of Masters and PhD students as an essential part of their immigration and human resources policy and have established strategies to ensure that many more students than ever before are aware of the advantages of studying in their country. Evidence from QS Research underlines how diverse the range of countries for prospective international graduate students now is, with 45 countries routinely considered as choices by those
Although the top four destinations of the USA, the UK, Canada and Australia are now well established as the most popular countries for international graduate study, it is significant that European countries dominate the remaining spots in the top 10. Since the widespread implementation of the Bologna Accord’s reformation of Europe’s higher education systems, it is much easier for international students to understand both the level of the qualification they hope to pursue and what it will qualify them to do. Coupled with economically priced tuition fees, improved student facilities, the ability to work whilst studying and an increasing number of graduate degree programs taught in English, the attraction of Europe for international students is easy to understand. On top of more international graduate students finding Europe’s universities attractive for their Masters or PhD programs, a number of countries themselves are taking the matter of attracting students more seriously than ever. Attractive
A greater range of other subjects, such as administration, biological sciences and psychology is becoming more popular responding to the QS Applicants Research in 2008. The table below lists the top 10 most popular countries for Masters or PhD study.
Most popular study destinations for graduate study Rank Country Interest (percentage preference) 1 USA 80 2 UK 63 3 Canada 38 4 Australia 28 5 France 25 6 Spain 20 7 Singapore 16 8 Germany 16 9 Switzerland 15 10 Italy 13 Source: QS Research 2008
marketing campaigns, with comprehensive listings of all programs offered in English, new and extended scholarship opportunities and a closer link between graduate degrees and the local labour market are all features of initiatives launched, for example, by the Danish and Norwegian Governments in recent months. This is undoubtedly a positive trend for students, making the decision-making process more transparent and easier for those considering an international program simply by virtue of the fact that more accurate information is available to them. Whether available through new websites, course searches, education fairs or advertising, officially sanctioned information can be a vital platform from which to choose your study destination.
Changing subjects Whilst the majority of international students continue to pursue Masters and PhD programs in subject areas that are most directly linked to
employment opportunities after graduation, there is evidence of subtle shifts in the popularity of some subjects over others. The table to the left illustrates the differences in subject preferences as expressed by those students attending one of the QS World Grad School Tour education fairs in 2006 and 2007. With more than 55,000 prospective students indicating a subject preference, the evidence suggests that the interest in finance, accountancy, management and economics is waning and a greater range of other subjects, such as administration, biological sciences and psychology is becoming more popular. Peter MacDonald, Director of the QS World Grad School Tour, notes that the breadth of subject interest has developed relatively quickly over recent years and is influenced by a number of factors: “International students tend to choose those subjects where they have the greatest opportunity for employment after graduation. Where a country’s economy is developing quickly, students from that country tend to have more opportunities in a wider range of careers than if an economy is emerging. For example, as the Chinese and Indian economies have become more diverse, students from these countries are choosing a greater variety of subjects to reflect the improved employment prospects that they now have.” Subject choice is also being influenced by a change in attitude from many of the world’s universities and colleges offerings Masters programs in particular. In previous years, students were offered graduate programs in distinct academic areas where a grad school had expertise, irrespective of the demands of the local or international labour market. Increasingly this approach is changing and Masters programs are being designed or revised, often with the direct collaboration of business or industry, with the intention of producing qualified graduates with the requisite skills to enter specific areas of the labour market. Academic areas as diverse as public policy, international relations, biological sciences and administration now benefit from this changed perspective and are increasingly popular amongst international graduate students.
Finance and funding One of the single biggest issues for prospective graduate students is the way in which their period of study will be funded. With the cost of programs varying according to the location of a university, the perception of the quality of the program, an institution’s career placement record and, on occasions, the popularity of an institution, students are constantly matching their ambitions with the amount of funding available to them. A number of trends have emerged in recent years that are directly related to the funding and financing of international graduate programs, the two most prominent of which are the widespread introduction of market-rate tuition fees for
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Postgraduate world to a far greater range of funding choices than ever before, with loans available for tuition fees and living costs, depending on the status of the applicant and their family.
University league tables
Tuition fees may rise but a greater range of funding choices will ease the pain graduate programs and the increase in the number of loans available to fund international study. Although tuition fees have become a common feature of Masters and PhD programs for international students over the last 20 years or so, the last year has seen more countries discussing the implementation of tuition fees for non-national students than ever before. Indeed, even amongst those countries that have charged tuition fees for a number of years, the debate around the level of such fees has also increased. The two most recent examples of this debate are both Nordic countries â€“ Finland and Sweden â€“ and the discussion has had very different outcomes. In Finland, preparation for charging tuition fees for international graduate students has been underway for the last three years, yet in the most recent parliamentary debate the decision was taken that imposing such fees was not in the best interest of the country, thus keeping Masters and PhD programs in national institutions free for all. In Sweden, however, the shock announcement in June 2008 that the Government intends to introduce legislation in November to begin charging non-
European students in 2010/2011, marks a significant change that is likely to affect more than 25,000 international students a year currently enjoying free education throughout Sweden. The implication of more countries charging tuition fees is obvious but, nevertheless, extremely important for all prospective international students: the cost of future education is likely to become more expensive and students will take the decision to study abroad much more seriously than ever before. However, with all evidence indicating that
It is only in the last five years that rankings and league tables have become commonplace in the world of international education. A range of publications now routinely produce annual rankings of national and international institutions based on a range of criteria, including research performance, peer review, employer perception, the number of international students, the average salary of graduates, employment rates and different academic prizes. Rankings, like the THEQS World University Rankings, are very useful tools for prospective students to narrow their potential university choices by a set of criteria that are generally relevant to their period of future study. More students than ever before are turning to rankings simply because they provide an objective measure of performance for universities they may know little about other than the information they have gathered from official sources. Research indicates, however, that very few students use only rankings to make their decision, rather they are part of a process that involves web research, interview, attendance of education fairs, contact with academics and current students, alumni and the advice of friends and family before a university choice is finally made. Whatever the approach, rankings add a great deal to prospective students who are balancing a number of factors before they make their final decision on where to study. With more rankings appearing, however, it is important to recognise that not all of them present the same information or use the same categories or criteria to compile their listings. That is not to say that rankings are not useful, rather it is a case of ensuring that what a student believes a particular ranking is presenting is what the compiler of the ranking intends. The graduate world today is characterised by a greater interest than ever before from students who are focused on a diverse range of academic subjects offered in a, literally, limitless number of destination countries. The motivations for a period of study abroad leading to a Masters or PhD degree, however, tend to be a little more focused and to directly relate
The cost of future education is likely to become more expensive and students will take the decision to study abroad much more seriously interest in international Masters and PhD programs will increase, the cost of tuition appears not to be a disincentive for students. Much of this is due to the explosion in availability of private finance for students, particularly at the graduate level, where banks and other finance companies now routinely provide preferential loans for those interested in studying abroad. Most students have access
to the development of future careers, either in the country of study or elsewhere. But perhaps the most critical characteristic of the graduate world is its sense of dynamism, where innovation and change mark every aspect of the experience and the opportunity to benefit from the challenge of an international program is available to all of those willing to make an application.
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Et vous, vous avez des projets ?
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13-16 overview .indd 17
Making your choice
What should I do, and where? How to choose a graduate program
James Donald canvases opinion from around the world on why postgraduate education is so important and how students can decide which institution and course is for them
t a fundamental level, a postgraduate degree in law enables students to gain additional knowledge beyond the first law degree,” says Elizabeth Dalferes, Assistant Director of Admission & Graduate Program Administration at the Tulane Law School in the US. “Beyond this fundamental benefit, a graduate degree provides opportunities to explore special areas of interest and expand professional networks. Students are more self-sufficient at the graduate level than at
scholarly or practical interest. The new skills and advanced training provided by the degree help students to advance in their professional goals or even make the transition into a new career choice. “Beyond the opportunity for intellectual stimulation and personal enrichment, most students are drawn to a graduate program for professional reasons,” says Kristin S Williams, Executive Director of Graduate Student Enrollment Management at the George Washington University. “For some students, a graduate degree
“Beyond the opportunity for intellectual stimulation and personal enrichment, most students are drawn to a graduate program for professional reasons” the undergraduate level, and they have a baseline understanding when they embark on a graduate degree. Students who pursue a postgraduate degree can engage in research, participate in advanced coursework, and collaborate with faculty in ways that might not have been available to them on the undergraduate level. These opportunities help students build their resumés and prepare for their careers as they move into the professional arena.”
Clear and professional motives A graduate degree also appeals to seasoned professionals, she says, as it provides them with the opportunity to build on previous knowledge and develop expertise in a particular area or
is the entry-level qualification for the profession; for others, it provides greater job mobility and compensation. Many pursue a graduate program to keep up with new advances, strengthening both their work performance and job security.” A graduate degree can also be a stepping stone to a new career, she continues. “A profession that seemed a good fit in undergraduate school may not prove to be the best match in real life, or one’s personal interests, life goals, and/or financial needs may have changed. In either case, graduate study can facilitate a transition to new opportunities and greater job fulfilment.” She thinks that whatever the motivation, a graduate degree generally provides increased employability and therefore earning potential: “Actual
statistics vary by region, country, and academic discipline, but can be remarkable. For example, in the United States, people with a Masters degree earn an average of 20 per cent more than those with only a Bachelors degree, and Doctoral degree holders earn almost 68 per cent more. Further, because graduates become researchers, entrepreneurs, teachers, and leaders within their professions and communities, graduate programs also provide long-term benefits to society as well.” For Williams an applicant’s motive – or motives – for pursuing a graduate program not only affects the decision about where and when to enroll, but can also impact success in applying for admission and in graduating. “Applicants who are thoughtful, informed, and confident about why they want to go to graduate school usually submit stronger, more focused applications for admission, and successfully complete the degree. Students with clearly-defined goals tend to remain committed, persist in their studies, and successfully complete the degree,” she concludes.
Focus on what is important to you Choosing a course and institution for your postgraduate degree can seem like a daunting task – but it needn’t be. There are some simple rules to follow which will help you work out where to go. And it will all be worth it when you make the right choice. Veronica Boulton, Faculty Business Director at Bond University in Australia,
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Courses come in all shapes and sizes: find the one that suits you says that: “postgraduate study not only increases our knowledge and skills base, but is undertaken for many different reasons by many different people to either, diversify their undergraduate qualifications, change their career direction, enhance employability or purely for intellectual endeavour.” She gives some pointers for when you are faced with the wide variety of choice of universities and courses around the world, saying that some of the key criteria should include: l Finding a program that fits with what you want to achieve l Matching your ambitions with the university or institution l Assessing the institution you are considering and looking at: its international reputation, quality of teachers, course content, class size and location. Also, look at what kind of candidates the institution may be looking for l Gaining the most from your postgraduate studies, so look for flexible or diverse postgraduate degree options. Can you bring in subjects from other disciplines or can you undertake a research component? l Thinking about time and money. How long will it take and what is your return on investment? l Adding-value – will the institution connect you with your chosen profession, will they assist
you in finding a job or are there other services such as helping to improve your English. She suggests that potential students should “always keep an open mind. Be prepared to consider other options and look for alternatives that offer different strengths – such as smaller classes, or a strong leadership focus, or an international location. Overall it is important to find a program that meets your needs and brings your ambition to life.”
Understanding the individual Also from Australia, Tracy McCabe, Director of Newcastle International at the University of Newcastle, says that university and course choice will be affected by many different factors: “In my experience students select institutions for a whole range of reasons and seek different information based on a wide range of factors. Some students select on the basis of location – they have family in Newcastle; want to be in Australia; on the
students get recommendations from family, alumni, agents or embassies. She says that some students make their decision based on cost or whether they have the qualifications to get into the particular course that they want. “When we talk to students considering Newcastle we talk about the lifestyle in the city – a smaller city, on the coast, mild weather, a bit cheaper than Sydney but close enough to experience all the excitement if you want it. We talk about the quality reputation the university has in Australia (top 10) and around the world, and if necessary the rank of our specific disciplines – top 100 in engineering, bio-med sciences and computer sciences.” McCabe also highlights the support that they provide, particularly to international students: “We let them know about about our family support programs, an accredited English language centre, laptops and special funding to PhD students for
“Students with clearly-defined goals tend to remain committed, persist in their studies, and successfully complete the degree” coast but not in a big city; want to live on campus or live by the beach, and so on. Some students want to study with a particular academic, in a particular research team so we would talk to them about these aspects of the university. Some
example. And we might discuss who we have links with in Australia (the Innovative Research Universities group) and overseas – such as Beijing Foreign Studies University, Harbin University of Technology – depending on where the student
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making your choice
All work and no play... institutions know the value of life outside study
comes from. We might also talk about the flexible programs we offer – graduate programs online, a range of programs delivered in Singapore, Malaysia and Hong Kong. And we’ll also mention professional recognition of programs if it’s relevant.”
seek out a competitive experience Gan Eng Khoon is Deputy Director in the Office of Admissions at the National University of Singapore (NUS). He emphasizes the importance of the decision: “Deciding on a university and the course to pursue is one of the more important decisions a student will have to make and will require careful thought. Generally, students are looking out for a university with a high international standing, excellent academic record, and state-of-the-art facilities. This is understandable. However, a truly top rate university provides more than just these.” He says that potential students need to ask themselves whether the university they are planning on going to will prepare them for the intense competition of the working world. He believes that the NUS does this as “we prepare our students for the challenges of life and lay the foundation for a successful career. Our faculties
offer an exciting range of courses that combine both breadth and depth. For those who relish the challenge, there are our double degrees, double majors and joint degrees.” Gan Eng Khoon also says that the NUS provides a truly global education which is another very important criteria for potential students: “The NUS community is one that is diverse, colourful and multi-layered. Indeed, NUS is the point of convergence of some of the best talents: students
an invaluable opportunity for our students to learn first hand from peers the energy and dynamism needed to be an entrepreneur.” He says that other facilities, other than academic ones, at the university should be taken into account: “Whether it is sports, arts or social activities, our students will find that their interests will be catered for by the various student clubs, hostels and the exciting events at the university. The NUS Centre for Arts and the Yong Siew
Students need to ask themselves whether the university they are planning on going to will prepare them for the intense competition of the working world come not just from Singapore but from more than 80 countries around the world, and we have dedicated faculty who are among the best in their field. Together they bring a certain life and energy to the campus, and a truly global education. There will be countless opportunities to forge valuable relationships and sharpen our students’ skills so that they are able to hold their own in the global marketplace. Our Student Exchange Programme, for example, provides an avenue to experience the world, and deepen our students’ understanding of diverse cultures. The NUS Overseas Colleges create
Toh Conservatory of Music have made a name for themselves as not just a meeting place for budding performers but also as the home of some of the best cultural events in Singapore.“ Norhanom Abdul Wahab of the University of Malaysia says: “You normally choose a country or university that you perceive to offer better postgraduate programs than your home institution. The experience of studying abroad is also good to improve one’s outlook towards achieving academic excellence. A student should look for a university with a good reputation and also one
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making your choice
look further than home shores: studying abroad will pay dividends
that is praised by its alumni in terms of providing the conducive environment for international students.” He also offers advice on how to make sure you succeed in your postgraduate studies: “Students should focus on their studies and be prepared in terms of ability to cope with the program. Be prepared also with language requirements and financial support.” When searching worldwide for a university that is right for you, there is no substitute for coming face to face with people from that university. Clearly it will often not be feasible to actually visit the university before applying. However, major worldwide universities have alumni associations,
what they thought of the experience.” She also recommends that you follow the same approach when choosing an institution as you would if you were choosing one at home: “Think of the factors which are important to you. Do you want to live on a campus? Do you want to go somewhere where you already know people? How important are the facilities to you? Find out about the possibility of work placements and internships.” “If you are worried that you will not understand the classes at university abroad, rest assured that an increasing number of universities around the world offer courses which are taught in English. Also, in some of the more popular areas for
makes instantaneous communication much more difficult.” Make sure you weigh up all the pros and cons before you commit. She also points out that finances play a major part in the decisionmaking process. “Check with the institution you are applying to for their fees and also ask about details of bursaries and scholarships. And remember to take into account travel, accommodation and living costs when you are calculating your total spend.” Doreen Gough of UNISA in South Africa says that whatever you decide to do, you should choose for your own reasons: “The first step is to ensure that you choose a field of study for which you are suited. Don’t choose on the basis of what someone you admire is doing. “
It is always worth trying to identify an alumni who is able to talk to you and give you that all important feel of what it is like to study at that university
often with an international network. It is always worth trying to identify any alumni who may be willing and able to meet you closer to home or just talk to you on the phone and give you that allimportant feel of what it is like to actually study at their university. Dee Roach, Group Manager, European Marketing for the Navitas Education Group, agrees: “The best thing you can do is try and talk to people who have studied abroad to find out
Global rankings, such as the Times Higher Education – QS World University Rankings (www.topuniversities.com/ worlduniversityrankings/) can help you quickly focus on some of the most highly regarded institutions worldwide. Analysis by subject area help you further hone your shortlist of universities that are outstanding in your chosen area of study. It is just as important to aim high when you study abroad as it is when selecting a university at home.
studying abroad – such as Canada, Australia, New Zealand and the USA – English is the first language. Obviously the language difference will be a great advantage if you are actually studying that language because you are immersing yourself in it.” She also thinks that you need to be realistic about how homesick you might become when deciding how far you should travel to your university: “London and Sydney are 10,500 miles apart – with a large time difference, which
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Education fairs 10 tips for success It is now possible to research international postgrad programs without leaving your home or office desk, thanks to the wonder of the internet. But, given the investment of time, effort and money that a postgrad degree demands, there is still no substitute for meeting university representatives face-to-face. So how do you go about making the best of an education fair on the day? Tim Rogers and Ross Geraghty find out
he physical appearance and composition of education fairs vary enormously. Some feature booths allowing for interviewing space and large-scale marketing material for individual universities. These events tend to include more than 50 institutions and are held in either dedicated conference centres or large hotels. Others are much smaller in nature, often promoting a small number of universities specialised in a single academic area or at a specific level, such as graduate or research.
PREPARE – Education fairs have been an established way of meeting universities and their representatives for many years and they are a format that works. Therefore, any education fair you attend will have hundreds of others just like you, potential students interested in pursuing further qualifications, so expect the fair to be busy. You may have to wait your turn to talk to the universities you want to, and there could well be a queue of other hopefuls in front of and behind you. This means that your time with the university representatives may be limited. So make the best of the time you do have with them. Start your preparation by narrowing down your
individual goals, abilities and circumstances. If you have time, order a print copy of a university’s prospectus and bring it along on the day – it shows you have done your homework and mean business.
FOCUS – Don’t waste your time on universities or programs that aren’t right for you. Look at the content of the program, the entry requirements and don’t forget to check out how much it is going to cost. Use your time at the fair to talk to representatives of those universities that are realistic options instead of hanging around in queues for the big names that may simply not be the right match for your skills, ambitions or bank balance. You’re about to invest your own time and money into a qualification and an institution – make sure it’s the right one.
THINK INTERNATIONAL – Postgrad education is becoming increasingly international and an international education is great to have on your resumé. However, future employers tend to have a more sophisticated approach and look for qualifications from recognized and respectable institutions. Make sure the institution you’re interested in is well known,
“Make sure the institution you’re interested in is well known, and in both an national and international context, is recognized and accredited” search of universities you think you might like to attend for your postgrad degrees. Look at international rankings such as the Times Higher – QS World University Rankings, research individual school websites and draw up a list of programs which suit your
and in both a national and international context, is recognized and accredited. League tables can help you narrow down your search. These tables rate universities in different countries according to factors such as the quality of research, how international
their staff and students are, the amount they spend on their libraries and how employable their graduates are.
MAP OUT QUESTIONS – Develop a list of questions in advance so that you don’t miss anything vital on the day. Priorities will vary from person to person, but you may want to consider asking about teaching style, mix of students, the background of academics, specializations, future career options and the cost of living. Listen in when others are asking questions of the university representatives as well. You may be able to overhear some valuable information you hadn’t thought of finding out, or you may be able to cross a question off your list, thus enabling you to ask another one when it’s your turn.
DON’T OVERLOAD UNIVERSITY REPRESENTATIVES – The university representatives will be pleased to meet you, after all that’s why they came to the fair themselves, but they can’t devote the whole event to you. This is where your preparation is key. Make sure you prioritise your questions so the ones you really want answered are the ones you ask first. Then, if you have time to ask a few more, that’s a bonus. Don’t spend the whole time talking about yourself. Only offer information about your background when asked. If you have certificates with you, keep them in your bag until they’re needed, and take notes if it helps. You’re there to find out about the university so make sure you use your time wisely. Ask them for as much relevant information as possible and you may also be able to keep in touch with them or one of their colleagues if you have further questions after the fair.
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Fairs will be busy so prepare well: know who you want to see and what you want to ask
DON’T JUST FOCUS ON THE UNIVERSITY REPRESENTATIVES – An increasing number of universities also bring alumni to fairs. These individuals have lived the experience and more importantly they’ve survived it, so they are in a good position to provide valuable insight into all the pros and cons of the university experience. Ask them what they studied, how they found the school environment, what extra curricular activities they were involved in, and also ask them about the value of the qualification they did. You don’t just have to ask them about the particular university they attended. They’ll be more than happy to talk to you about postgrad education in general and how it’s helped them in their professional development and career opportunities. They may also know of some good sources of additional information. Make the most of their knowledge.
FUNDING – If financial aid is a primary concern, make sure your research has established which institutions offer financial aid and which don’t. Fees vary hugely by subject, institution and
country. Also consider the cost of living related to the institution you’re interested in. Can you take out loans or offset some of the costs by working and studying? Each country has rules concerning students’ ability to work, so you might want to find out whether the course you’re interested in is in a country that allows you to raise some of the costs for your period of study through part-time employment.
USE THE INFORMATION SESSIONS – There are usually a number of activities at education fairs organised around visiting the attending universities. Fair organisers offer expert seminars focusing on the mechanics of studying abroad, such as scholarships and financing your education, application tips,
lectures are showcased to give you a flavour of what studying abroad is really like.
EVALUATE – Trust your instincts as much as your research. Make sure that you assess the people you meet – are they interested in you and your questions? Can they answer those questions easily and authoritatively? Do they seem professional? Meeting people face to face like this is as much about you making a judgement as it is about them providing you with relevant and comprehensive information.
FINALLY – Make sure you relax and enjoy yourself. Choosing to pursue graduate study can be
Meeting people face to face like this is as much about you making a judgement as it is about them providing you with comprehensive information visas and career prospects. These are great opportunities for extra information on some of the more general aspects of studying abroad and have some of your concerns addressed by specialists in the field. In some cases, sample
a big decision but it doesn’t have to be a stressful one. Take your time to think it over, attend a range of education fairs and enjoy meeting other people who are in the same situation as you.
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Choosing and applying
Time to learn?
Choosing when and where to go to grad school The decision to go to grad school as an international student involves an enormous amount of thought and planning before your application is actually submitted. TIM ROGERS, former Head of Student Recruitment and Admissions at the internationally renowned London School of Economics and Political Science (LSE), shares some of his inside observations on grad school applications
ou might be lucky enough to be one of those people that always know exactly what they want to do and when they want to do it. Alternatively, you might be the same as the most of us and have to come to a decision through a much more complicated process, weighing up lots of different factors and aspects of your life until you arrive at a point where you know what the right decision to make is for you and your future. Deciding to go to grad school is one of those decisions that may change the course of your life – are you ready for that?
Decision time and the right time Whether you are currently an undergraduate student thinking through future options, or completing your second or third year of your first job, the decision that faces you is whether the time is right for a Masters or PhD program. Depending on your own circumstances, the time
you balance your decision by considering all aspects of your life – can you afford to take an advanced qualification, both in terms of finances and your time? Can you afford not to? Will a Masters degree support your ambitions? Have you considered the impact on your personal, social and professional lives? Only by having the answers to all of these questions can you be sure that grad school is the right option for you.
Research, research and more research Choosing which grad school to go to, what program to study, even knowing the country you want to spend the next few years in requires considerable research. There are many ways of gathering the necessary information on what, where and how to study, but nothing beats variety. The best research comes from a range of sources and is taken as a whole, using advice
Choosing which grad school to go to, what program to study, even knowing the country you want to study in requires considerable research that’s right for grad school is the time that’s right for you: does your future career depend on advanced qualifications? Or, can advancement and promotion in your current employment rely on being more qualified than your colleagues? There are no easy answers to knowing whether taking a Masters or PhD program is exactly the right path to take, or when the optimum time to start one is, but it’s vital that
and information from parents, academics, friends, employers, former students, league tables, institutional and independent web sources to build up a reliable foundation on which your decision on where to study can be based. There can be no doubt that the internet is the one source that every prospective Masters or PhD student turns to first. The websites of individual universities and grad schools often offer the
most comprehensive sources of information but not necessarily the most unbiased. Information on program structure, subject choice, academic staff, applications methods and deadlines, and career opportunities are all offered through these sites, but objective, independent advice is often not present. Other third party websites, such as www.topuniversities.com, can offer a more even-handed approach, including information on a range of aspects of the graduate study experience such as working opportunities, financial aid and various scholarships, and relative visa procedures. Whilst the internet is the most commonly used research tool for prospective international graduate students, it is vital to consult other sources to build up a complete picture of what and where you might study. Alumni of all grad schools will be able to give you excellent advice as to whether the experience is worthwhile – good grad schools will make it easy for you to contact their former students and even put you in contact with those from your own country and exactly the same academic subject area that you are interested in. International rankings and league tables are also increasingly popular ways of helping you to shortlist grad schools depending on the criteria and methodologies they use, as is any guidance your own Ministry of Education might offer with regards to the recognition of particular international universities and colleges. Finally, always try and take into account the
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Choosing and applying
views of current international students, friends and your parents, all of whom are likely to have valuable contributions to make on where might be the best grad school for you to study at.
Getting the timing right Depending on the grad school you decide to apply to, understanding when to submit your material and when deadlines are can make the difference between being accepted or rejected. Knowing when academic cycles begin is the first step – European grad schools tend to commence in late September, whilst those in Canada, the USA and throughout Asia begin slightly earlier in August. Institutions in Australia and New Zealand tend to operate on a different cycle, with academic years beginning in March. Some individual grad schools
name of your chosen program, the results of any tests you are required to take and the names of your referees. Bear in mind that any errors, exaggerations and inaccuracies in the application form will count against you. l Transcripts: depending on the preference of the institution, you should include originals or certified copies of transcripts (or lists of grades
“Depending on the school you apply to, understanding when to submit your material can make the difference between acceptiond or rejection”
may also offer the opportunity of two entry dates a year, depending on how their academic timetable is structured, thus allowing you more flexibility on when you can begin your Masters or PhD program. Grad schools tend to have different attitudes towards deadlines, some making them completely binding, others not specifying them at all. Universities in the USA tend to operate a strict deadline system where all application material has to be submitted by one or two dates a year in order to be considered for financial aid and entry to a graduate program. Many European grad schools, however, use deadlines only as a broad guideline and encourage applicants to submit their material as early as possible. Two things are clear, however, concerning deadlines. Firstly, the responsibility of finding out if a deadline exists and if it is relevant to your application for admission or a scholarship is solely yours. Secondly, while many institutions do not operate with an application deadline they do encourage early application – make sure you know whether the grad schools you are applying for prefer early or late applications and how the timing of your submission may affect the outcome.
and results) from all post-secondary education courses that you have studied. Grad schools often allow you to submit copies to speed up the application process but require you to show the originals at the time of registration. l Statement of purpose or personal statement: again, depending on the institution you apply to, you will be required to submit a piece of writing that
Application material: what to include Most grad schools require similar material as part of the formal application process for a Masters program; requirements for a PhD tend to vary slightly depending on the institution and the academic subject area applied for. Commonly the following will be required: l Application form: a generic form either offered in traditional paper format or, increasingly, online. Information required for completion generally reflects a CV or resume and includes personal details, your academic record, the
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Choosing and applying
“ Never discount your own personal circumstance – what makes you unique has direct relevance to the contribution you might make on either a Masters or PhD program
reflects your reasons for wanting to study your chosen graduate program. These tend to be critical to the application and must include a blend of your personal and professional experience, relevant to your chosen program, and an indication of how you hope to benefit from the program of study. Honesty, clarity and coherence are the watchwords here – think of your statement of purpose as an interview of paper and prepare accordingly.
l References or supporting letters: all grad school applications require a minimum of two and sometimes three letters of support from referees. These references tend to be extremely important in all cases and particularly for the more competitive programs at the world’s top universities. Choosing a referee can be a very difficult process and you must be guided by the requirements of the individual program you are applying for. Some programs require only academic references, others only professional, but most accept a mix of both. Choose people that know you on a day-to-day basis, who are familiar with your work and who can comment on your potential. Remember also that referees might be busy so ask them in good time.
Spend time researching thoroughly before making your decision l Test scores: most graduate school programs now require one or more of the standardized, internationally recognized tests such as GRE, GMAT, TOEFL or IELTS, as part of the application process. Be sure to submit the results of the tests when they are required so that a decision on your application is not delayed. Many grad schools will only process your application on receipt of the official test results, while others will make a decision based on the application as whole and make a conditional offer subject to certain conditions related to your IELTS or GRE score.
In addition to the common elements described, certain programs may require other, more specific components such as a sample of academic writing, a piece of project work and, for PhD applicants, an extended statement of purpose that outlines the area of research they wish to focus on. In all cases, the graduate program you are applying to will make it clear what is required as part of the application process. It will be your responsibility to meet these requirements and failure to do so will either result in a delayed decision or, at worst, your application being rejected.
Seek insider tips l An application fee: these are increasingly common amongst international grad schools and are intended to both cover the cost of the application process and act as a screen
The insider view on graduate school admission can be very valuable and make all the difference to your application. Knowing how important you are to an internationally orientated grad
Get the insider view – knowing how important you are to an internationally oriented grad school can make writing your application considerably easier to the less serious applicants. If you cannot afford to pay the application fee, contact the admissions office directly to explain why. Without an application fee, many graduate programs will not process your material and delay a decision.
school can make writing your application form considerably easier: most admissions staff hope to see applicants that are able to contribute to their program through personal experiences and backgrounds. Whilst academic credentials are undoubtedly the most important factor in
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Choosing and applying
the admissions process for most grad schools, never discount your own personal circumstances – what makes you unique has direct relevance to the contribution you might make on either a Masters or PhD program. Scott Goddard, Associate Director at the University of Nottingham Business School in the UK represents the views of many admissions staff when he reflects on why international Masters and PhD applicants are so important to grad schools all over the world: “International students add to the diversity of the student community and help integration. They also broaden the student base, add to the nationality mix, increase the potential for research collaboration, consolidate our existing links under various schemes and help to encourage outward mobility of our domestic students. For a research university such as Nottingham, international students therefore form an important part of our strategy.” You should always ensure that your application material is focused on a particular grad school or individual program. Admissions staff will want to read an application that makes it clear why you should be accepted at their institution and no other. To this end, the investment you have to make is considerable – if you’re applying to two or three grad schools then you need to prepare each of these applications individually. Copying material from one application to another is a sure fire way to having your application rejected. Tailor all of your material to the strengths and uniqueness of the program you are actually applying to and match your ambitions and aspirations to elements of the institution or the program. Without this your application will be weaker and open to a negative decision. Professional ambition and experience can also make you stand out from the crowd. Gail Hupper, Director of LLM and International Programs at
Focus your application material on a specific school or program of candidates on the Masters or PhD program of your choice will make writing your application considerably easier, matching your strengths with those that the program presents through either the current student body or recent alumni really does help you stand out.
What people don’t tell you Although applying to grad school is not a mysterious process, there are features of the application process that few people
Matching your strengths with those that the program presents through either the current student body or recent alumni really does help you stand out Boston College in the USA views these elements as important when considering international graduate applications: “We tend to look for people who have had some work experience following their basic law degree, but this is not an absolute requirement. We do insist on high academic performance in students’ previous studies, strong English skills, and a sense that the person will make a real contribution to the legal profession after graduation.” Most importantly, knowing what a grad school wants from you comes from your initial research process. Establishing a typical profile
know outside of the university or college environment. Each graduate school program has it’s own admissions standards and these tend to be administered fiercely and consistently, making it at least easier for you as an applicant to know what it expected. If you fail to meet any of the requirements a Masters or PhD program publishes then you are unlikely to get admission. That said, graduate applications tend also to be considered in the round with all of the different elements taken into account when making a final decision, making it occasionally possible for you to counter a potential weakness
in your application with a strength. Excellent references that explain a poor academic transcript can make a tremendous difference to an admissions officer, as can exemplary work experience if it is relevant to the program of study. A lower than anticipated standardised test score can be balanced by a clearly expressed statement of purpose. Crucial in all of this is that you must make the admissions officer’s job as easy as possible by providing sufficient information, with appropriate detail, as to why you are the perfect candidate for the program you are applying to. Finally, establishing a contact with your chosen graduate school before you apply can also make you stand out from the crowd. If you can meet someone in person, all the better, but well directed questions via email or over the telephone can make a tremendous impact on your application, establishing you as an applicant that is both keen and focused on achieving certain ambitions. There is, of course, an important balance to be struck here between occasional contact and daily exchanges, but the principle remains – if you establish some measure of a real person beyond the paper or online application form then you are viewed differently be an admissions officer.
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3/7/08 11:17:18 12:12:26 04/08/2008
We encourage you to aim higher
At Rotterdam School of Management, Erasmus University, graduates come from all over the world to study for their master’s in business administration. Offering more than a world-class qualiﬁcation from one of Europe’s top business schools, RSM encourages students to aim for a career at the top of the international business arena.
To learn more about RSM’s outstanding portfolio of 1-year, 18-month, and 2-year Master of Science in Business Administration programmes, visit the RSM booth in one of the cities of the World Grad Tour 2008 or have a look at www.rsm.nl.
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Money maker Strategies to fund your studies Knowing how to support yourself as a postgraduate student will allow you to focus better on your time studying. JAMES DONALD looks at various sources of funding for students studying at home or abroad
unding postgraduate study opportunities vary from country to country, and the opportunities for funding also vary depending on which country you are coming from. The tuition fee is obviously one of the biggest costs, but other things to be taken into account are travel expenses, accommodation costs, cost of living and compensating for time away from employment.
to the Institute of International Education’s last study of how international students finance themselves in the US – over 60 per cent finance themselves through savings and family contributions.
Institution scholarships and bursaries
Many variables Jessica Daniels, Associate Director of Admissions and Financial Aid at the Fletcher School of Law in the US, says research is key to helping you track down funding: “While applying, spend time searching for fellowships and scholarships. As the sources of funding vary considerably from country to country, there is no centralized process to apply for outside scholarships, and many of these awards can only be obtained while the student is in their home country. Waiting until an admissions decision is received may leave too little time to identify outside sources of funding.” Postgraduate students at Fletcher are typical in the way they are funded according to Daniels: “Most of our students, both US and international, finance their education through a combination of savings, family contributions, Fletcher scholarships, external fellowships or scholarships, and loans. Some international students have received Fulbright awards. Others are sponsored by their home governments.”
Savings/Family contributions Postgraduate studies often taken after a few years
All institutions offer them, so make sure you explore all their opportunities by contacting the relevant department. At Fletcher: “International students are considered equally with US students for Fletcher scholarships. Fletcher scholarship aid is distributed on the basis of both need and merit, and all applicants who complete the Fletcher Scholarship Application are eligible for scholarship consideration.” For studying in the US, a good place to start is the website www.fundingusstudy.org which contains an extensive database of scholarships, fellowships and grants organized and maintained by the Institute of International Education (IIE).
“Waiting until an admissions decision is received may leave too little time to identify outside sources of funding” in employment, so use that time to save up some money. If you are very lucky you may manage to persuade your employer to actually pay for your studies. Otherwise your family may help. Now is the time to call up any favours. According
Assistantships Teaching assistantships or research assistantships are available in many institutions. Universities in the US earn more than $45 billion from research, so each is going to have many opportunities for
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research, especially for postgraduate students, who can work for up to 20 hours during term time. There are also opportunities for teaching – although payment may be in the form of fee waiver, for instance in Malaysia.
External Scholarships The Fulbright Commission is one of the best known organisations for giving awards for UK students to study in the US, and US students to study in the UK. For example the Fulbright Postgraduate Award is offered for Masters or PhD study in any discipline at any accredited US
applicants in identifying institutions that offer courses in their field.
Employment – on campus or off campus Each country has its own rules on which postgraduate students are entitled to earn money and where they can work. For instance in Singapore, international students on a student pass should work for no more than 16 hours during term time, but there is no restriction on the number of hours they can work during vacations. In Malaysia it is 20 hours in certain sectors, for
“Each country has its own rules on postgrad jobs: in Singapore, for example, international students should work no more than 16 hours during term” university. The award covers up to $40,000 for the first year of study only, health insurance and university application and test fees. There are also awards for students in journalism, film and science and technology. The US-UK Fulbright Awards scheme was set up in 1948 to enhance mutual understanding between the two countries and the Educational Advisory Service at Fulbright also helps
instance in the service sector or on campus. In Canada students can work on campus without a work permit, and can work for money for up to 20 hours per week during term time if they have an Off-Campus Work Permit (OCWP) – and again unrestricted during vacation time. International students can also stay on working after graduation under the Post-Graduation Work Permit Program.
In the US the international student visa restricts off-campus work, but many find part-time employment within the university system, such as working on campus to help other students in order to receive free accommodation, fee waivers or meal plans.
Loans More and more banks can arrange a private loan to help finance your postgraduate studies and students in the US can take out a loan with Sallie Mae (see box). In the UK, there are Career Development Loans (CDLs) which are given to those completing a vocation course. They are administered by three High Street banks – Barclays, The Royal Bank of Scotland and the Co-operative Bank and the Learning Skill Council (LSC) and they can be used to cover courses fees and expenses. Law students in the UK are eligible for the College of Law’s Professional Trainee Loan Scheme with the Natwest bank, and the Natwest also offers loans for those studying for these professions: barrister; barrister; chiropodist or podiatrist; chiropractor; dentist; doctor; optician; osteopath; pharmacist; physiotherapist; solicitor; veterinary surgeon.
Hop, skip and a jump: the 1-2-3 approach to paying for college NATASHA LABOS Vice President, Business Development, Sallie Mae Sallie Mae advises students to follow our 1-2-3 approach to paying for college: first, tap “free money” such as grants and scholarships; second, fully explore federal student loans; third, fill any gap, if needed, with private loans. On 1 July 2008, the government increased federal Stafford student loan limits, enabling students to tap even more federal student loan funds before they may have to move to step three to fill a gap with private student loans.
default on any education loan or owe a refund on an education grant. To receive a subsidized Stafford loans the student must have financial need as determined by their school. To be eligible to receive a private loan from Sallie Mae a student must attend an eligible community college or a four- or five-year college at least half time and be working toward his or her degree, as well as meet current credit criteria. International students can receive a private loan from Sallie Mae if they are enrolled at least half-time at a fouror five-year college or university approved by the US Department of Education; and are working on an undergraduate or graduate
To pay for college, first tap ‘free money’ such as grants and scholarships; then fully explore federal student loans; and then fill any gap with private loans To be eligible to receive a federal Stafford loan, federal law requires that a student must have submitted a FAFSA; be a US citizen or national, a US permanent resident, or eligible non-citizen; enrolled or plan to enroll at least half time; accepted for enrollment or attend a school that participates in the Federal Family Education Loan Program and the student cannot be in
degree and have an eligible US cosigner who is a US citizen or permanent resident. Private loan interest rates are determined based on a students’ credit worthiness. If a student has not established credit history, they may still qualify for private student loans by applying with a creditworthy cosigner. Sallie Mae and other lenders have been impacted by the changing credit markets.
Many lenders have felt the pinch of severe legislative cuts and a turbulent credit market and have scaled back or exited altogether. Sallie Mae has affirmed its commitment to fund every eligible federal student loan – see statement posted on our Web site: www.salliemae.com/about/news_info/ newsreleases/06102008.htm. While some families may find that they will need to change loan providers (because one they had worked with in the past pulled out of the program), Sallie Mae is here to serve these students and schools. To apply for a loan with Sallie Mae, students should visit www.SallieMae.com or call the main Sallie Mae customer service line at 1-888-272-5543. Overseas customers and international students should call 1-877-4566221 or e-mail askinternational@SallieMae. com. Customers who are unable to dial toll-free numbers from their current location should call 1-850-767-7471.
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Spread your wings The benefits of going abroad to study
Whatever your reason for choosing to go to graduate school you will want to make sure you get everything you can out of the experience. JAMES DONALD finds some clear reasons for making your period of study one that takes in a destination and a country that is new to you
raduate study is beneficial in providing the opportunity for students to study in a different country,” says Elizabeth Dalferes, Assistant Director of Admission and Graduate Program Administration at Tulane Law School. “With a wealth of universities offering graduating programs around the world, students will often pursue a Master’s degree at a foreign institution to gain a unique cultural experience while acquiring new skills. Spending time abroad can provide an excellent opportunity to make new contacts and build invaluable relationships with peers from around the world.” This view is backed up by Sarah Han of the Department of International Cooperation at the Korean Council for University Education: “Studying abroad at the postgraduate level provides an opportunity to expand one’s field of view and helps one to understand and analyze problems and phenomena from a longer-term, worldwide perspective. Students are more open to new knowledge and expertise when abroad, and that knowledge is often more easily applicable and adaptable to situations requiring international interaction; thus one can expect to be more competitive in today’s era of globalization. Language skills obtained while studying abroad will always be beneficial to the student and their home country in both the short- and long-term. Moreover, long-term experience in other cultures has a tendency to help one think objectively about oneself and one’s home country, tolerate differences, and recognize and appreciate diversity.”
Different cultures, new horizons “Studying abroad exposes you to different cultures and different landscapes,” says Dee Roach, Group Manager, European Marketing for the Navitas Education Group. “You can gain new skills, and it can help you grow as a person. It is great for your long term prospects and career. Studying abroad definitely broadens your horizons; you can travel and have a more complete cultural immersion experience at the same time. My personal choice would be Australia because it is a great base from which to explore the whole of the Asia Pacific region, not to mention the country itself. Australia boasts every kind of geographical environment as
remain in a country and learn all about it over a longer period of time. Travel: obviously you will not just be tied to the university or city you are studying in. You will also have the time and opportunity to travel within and around that country. Country-hopping during holidays and weekends is also possible, depending on where you are based. This will normally be with the added benefit of cheaper travel, as you will be armed with your student (discount) card. Course work: some countries are renowned for their expertise or prowess in particular areas
“Long-term experience in other cultures has a tendency to help one think objectively about oneself and one’s home country and appreciate diversity” well as some rare species of flora and fauna.” Dee says that the benefits of studying abroad include: Independence: you obviously have to cope on your own when you are studying abroad. You have to be able to look after yourself and sort out your own affairs. Culture: the best way of finding out about another culture is by immersing yourself in it, and you can only do that by living in a country. Once you are working, your holiday or experiences overseas might be limited to only two to four weeks per year so studying abroad is a great opportunity to
or specific fields. Germany is synonymous with advances in engineering technology, the USA with top business and management programs such as Harvard, MIT and Stanford (to name but a few), Australia screams art and design and sport and Canada has its world renowned “co-op programs”. However, most countries will usually offer a whole host of courses and subjects, anything from alternative medicine degrees to circus skills and zoology can be found overseas. Career: anyone who is able to put on their CV that they studied abroad is at a great advantage in terms of impressing future employers. At a very basic level it will give you something to talk about
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in an interview. But much more importantly it will prove to your potential employer that you have the ability to stand on your own two feet, that you can fit in when placed in different environments, and that you are resourceful and have initiative.
Improve your job prospects Lauren Welch, head of advising for the US-UK Fulbright Commission in London agrees that studying abroad adds weight to your future job prospects: “Employers are looking to graduates to have international experience either by studying or working abroad. Now there are many more opportunities to study and work abroad, or stay on and work afterwards. There are a lot of research opportunities for postgraduate students in the US – over $45 billion is spent on research. In the US you have the ability to shape your electives around your interests. There is a great flexibility and over 12,000 institutions which is a very wide range.” Lauren also says that studying abroad gives you
Corners of the world converge Professor Kimberly Hutchings, Program Director of the MSC in International Relations at the London School of Economics and Political Science (LSE) says that international student body is part of the success of their course: “The student body is thoroughly international and made up of the most well-qualified students from across the world. The staff in the IR Department are worldclass scholars. The research culture at the LSE is particularly strong and there is a constant stream of visiting speakers for the school, both practioners and academics, speaking on issues related to international politics.” Canadian student, Daniel Lo, who is studying for his LLB law degree at the University of Birmingham in England, has found his studying abroad to be a great opportunity. His program was funded through family education savings from his parents. “I am lucky and grateful for the fact that my parents had been saving for my undergraduate
Anyone who is able to put on their CV that they studied abroad is at a great advantage in terms of impressing future employers
a great opportunity to be near worldwide centres which means some of the lecturers or tutors will have experience of these – for instance if you want to study finance, head for New York, London or Hong Kong, or if you want to study politics, Washington DC is a centre to aim for.
“ Studying abroad gives you an opportunity to be near worldwide centres – for instance if you want to study finance, head for New York, London, or Hong Kong, or if you want to study politics, Washington DC is a centre to aim for
and postgraduate education ever since I was little. Studying in the UK has been a great experience for me so far. I am hoping to secure a position at a London law firm in the near future to show my parents that their continued support was well worth it.”
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An international education at home Distance learning graduate education Distance learning isn’t for everyone: it requires self-discipline and determination. But for those whose personal or work commitments prevent them from attending a residential school, distance learning can offer a valid and flexible alternative, writes JAMES DONALD
istance learning is suddenly becoming a lot less distant. Students traditionally used to do a correspondence course where their contact with the teaching institution was very remote and done through the post. Now, with the growth of technology in communications, students can feel much more involved, no matter where they live. “Distance learning is now moving from a purely correspondence type of teaching without any faceto-face contact to open distance learning, where students have access to all media and are guided by self-help exercises,” says Doreen Gough, Media Manager of UNISA, a distance based university in South Africa and one of the largest distance learning education institutions in the world. Distance learning is obviously benefiting from the growth in the internet and broadband technology for emails and communication, but it can also
different types of institutions. UNISA in South Africa is purely a distant learning institution, like the Open University in the UK and the Indira Gandhi National Open University in India. There is the option of studying for a degree from an international university whilst staying at home – which the majority do offer. Transnational education allows you to study for a degree from an international university at a campus in a different country – for instance the Australian university Monash has a campus in Malaysia and one in South Africa. Gough argues that a distance learning degree allows the student more flexibility and is more economical: “The advantage of distance learning over residential universities is that the student can study at his or her own pace, and can qualify while working for a living.”
Transnational education allows you to study for a degree from an international university at a campus in a different country involve videotapes, CD or DVD Roms, audio recordings, faxes, conference telephone calls.
How does distance learning work? “Distance learning means literally that: learning from a distance,” says Gough. “Distance learning students receive their study material either through the post, or online. They submit assignments through the post or email and receive them back marked. Students in this form of study sometimes have to buy their own prescribed books if they aren’t included in the package. The institutions which offer these courses will have their own arrangements regarding admission to examinations and where students should write these examinations.” Distance learning is offered by a number of
Rachel Scheer of the Distance Education and Training Council (DETC) in the US, backs up this flexibility by saying: “Often, the distance education student has a variety of personal, family and/or professional obligations that prevent him or her from attending a traditional, residential school. The ideal distance education student can maintain all previous obligations while adding the new responsibility of studies.” The DETC was founded in 1926, promoting sound education and good business practices in the distance education field. The nine member Accrediting Commission was established in 1955; shortly thereafter it gained the approval of the US Department of Education as the nationally recognized accrediting agency for distance education institutions. The Accrediting
Commission is also recognized by the Council for Higher Education Accreditation (CHEA) in the US.
Getting the best out of it So is distance learning for you? Gough says you need to question your commitment: “The student needs to be committed. It is important that they take into account their work and social responsibilities and lifestyle and adjust their study load accordingly. This type of student must be comfortable studying alone and disciplined enough to submit each assignment on time.” Discipline is something which Scheer also picks up on: “Although it varies from program to program, most distance education programs are selfpaced, requiring the distance learner to be rigid in
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means you can receive lessons and complete course work at your convenience from home.” Gough agrees that distance learning is not for everyone: “Students who enjoy regular interaction with fellow students and lecturers would find this difficult. And those who lack the discipline to study on their own and need the classroom input would not be suited to this type of education.” However, she says distance learning postgraduate degrees may offer: “a limited amount of contact in the form of tutorials.” This form of contact can also be part of the accreditation process for the distance learning degree. AMBA has specific criteria when looking at distance learning MBAs and the need for dialogue and
his or her responsibilities, self-motivated, and a good time manager. “Distance learning would not suit someone with no motivation to study on his or her own, who needs the structure of a traditional residential learning environment, or with simply no time for studying. Although it is possible to maintain family and professional commitments while attending a distance education school it does not mean there will be less work than a residential school, it just
collaborative learning, and how this can be integrated within a DL MBA: “A common way of providing these opportunities will be through the provision of a significant face-to-face element to the program,
As with every university you are interested in studying with, you should check their accreditation. For example, UNISA operates in accordance with the Higher Education Act 101 of 1997, as amended. It is recognized by the South African Department of Education (DoE), accredited by the South African Council on Higher Education (CHE) and all its qualifications are registered with the South African Qualifications Authority (SAQA). Internationally, one way for the accreditation of Unisa’s qualifications in foreign countries with an established Qualifications Authority, is for the two qualification authorities involved to negotiate the mutual recognition and accreditation of each other’s qualifications. In other cases the publication of an institution’s name in specific authoritative publications, forms the basis of accreditation. UNISA is inter alia listed in the following publications: Commonwealth Universities Yearbook, an international directory providing authoritative information on more than 600 universities in 36 Commonwealth countries; International Handbook of Universities published by the United Nations Education, Scientific and Cultural Organization (UNESCO) and verified by the International Association of Universities. Students must however enquire from the specific foreign country/university whether UNISA’s qualifications are accredited/recognized. Scheer from DETC, based in the US, says potential students should check the actual accreditation bodies when looking at a degree: “To check the accreditation of any postsecondary school or college visit www.chea.org (Council of Higher Education Accreditation). The school must be accredited by an agency recognized by the US Department of Education.” The CHEA website contains details of over 400 quality assurance bodies, accreditation bodies and Ministeries of Education in 175 countries. Employers can be impressed by people who have studied for a distance learning qualification. “The CEO of a large international consulting firm recently commented that he would value a graduate from a distance learning (DL) MBA who had achieved the same results as a graduate from an equivalent on-campus program more favourably in light of the greater commitment required from the student to achieve this result,” says Chris
“The ideal distance education student can maintain all previous obligations while adding the new responsibility of studies” for example, book weeks, residential schools or face-to-face tutorials. The duration of the face-to-face element is expected to be a minimum of 120 hours.”
Howarth, Director of External Programmes at the School of Management, Royal Holloway, University of London.
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Student support in Spain
Partnering up in Spain Eduespaña puts students and institutions in touch Thinking of studying, living or working in Spain? Chances are you’ve come across Eduespaña – if not, you soon will. Eduespaña is the organization dedicated to making student life as easy and enjoyable as possible. ANN GRAHAM talks to Eduespaña’s deputy director Pedro Carreras
duespaña as an organization was founded in 1996 with the purpose of promoting Spanish education at an international level. Its members are tertiary education institutions and other types of Spanish educational institutions, all of which collaborate closely with the Instituto Español de Comercio exterior (the Spanish government institution designed to promote Spanish products, services and companies overseas).
Boosting internationalization “It was born because of the need to build a platform to help and encourage Spanish companies and institutions in their internationalization process,” explains Pedro Carreras, deputy director of Eduespaña. “At the beginning, the principal aim was to boost the internationalization through positive aspects of teaching the Spanish language to international students. Once that was achieved, Eduespaña started on the internationalization of the Spanish education services.” Eduespaña’s key role is to put Spanish institutions in direct contact with students. “We do this through our participation in activities and events related to the international recruitment of students,” Carreras says. “We don’t offer direct services to students, but we are thinking about the possibility of starting to do so by way of
Waving the flag for Spain: Eduespaña promotes education in Spain to students Language and work opportunities The majority of international students studying in Spain come from the USA, Germany, Japan, Sweden, Mexico, Colombia, Brazil and Peru. For those considering postgrad study in Spain there are
“Our services focus on providing information about education in Spain, and promoting the variety of education on offer within the country” scholarships. At the moment, our services focus on providing information about education in Spain, and promoting the variety of education on offer.” As of 31 March 2008 there were 40,000 international students in Spain studying programs longer than three months. Carreras says that Spain is gradually starting to recruit international students. “With no doubt, this will continue to be one of the topics on the agenda for the 21st century,” he says.
a few universities that offer Masters programs in English and more will be on offer soon. “There are more and more universities offering their programs in English,” Carreras says. “The international students can not only get a Masters program taught in English plus the knowledge of a foreign language, all for the price of a Masters.” Another attraction for international students studying abroad is the opportunity to work in the
country. However, unlike the UK, Spain does not have a Highly Skilled Migrant Visa program and the student visa is very different to that of the working visa, making it complicated, legally, for students outside the EU to acquire the desired working visa. Carreras and Eduespaña are aware of the value international students bring to Spain and the country’s postgrad education sector. “In a globalized world it is a must to be able to understand a global society,” Carreras says. “International students can get this understanding from experiencing a new culture and a different way of life as well as getting in touch with Spanish society.” “Without a doubt, when an international student returns to his or her country of origin after being overseas they are a totally different person and the society who received him or her has also been transformed.”
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IE Law School
A passion for law The dean developing IE Law School speaks He holds an LLM and a PhD from Harvard. He’s been an advisor to the Spanish prime minister’s office and has been admitted to the New York Bar. Professor José M de Areilza, dean of one of the world’s most prestigious law schools talks to Ann Graham about social structures, complex problems and distinctiveness
e’s only been at the helm for a year but already Professor José M de Areilza is making his mark. As Dean of IE Law School, Professor Areilza has the challenge of coping with the school’s growth, adding more faculty, launching more international programs and developing more ties with top law schools all over the world. “IE Law School has existed as part of IE Business School since IE’s inception in 1973. Although the Law School has only recently come to be an entity unto itself, we have a good deal of experience behind us – over 30 years of experience training global lawyers. The founding of IE Law School proper is just another step in the constant innovation and change that is so fundamental to IE,” he says.
A passion for law There is no doubt that Professor Areilza is passionate about law. When asked what excites him about the subject he replies; “The capacity to transform our social structures through law, the inherent connection between law and justice, and the different techniques that lawyers use to advise and litigate cases in different legal systems.” His background is one of law, through and through. As his biography shows, Professor Areilza graduated from Harvard first with a Master of
Courses balance the needs of employers with the needs of students
university prize from Universidad Complutense de Madrid in Spain. As dean of IE Law School, Professor Areilza must find a balance between the needs of employers
“The IE Law School has very close relationships with international law firms and global companies and works directly with them in our innovation”
in our innovation and programming,” he says. “Our alumni are practitioners in many different firms and corporations and they are very involved in our programs, teaching here, helping with oral exams, and playing a very active role in the admissions process.”
Encouraging diversity Laws (LLM) and then with a Doctorate in Juridical Sciences (SJD). Added to his educational portfolio is yet another law degree with the special
and the needs of his students. “We have very close relationships with international law firms and global companies and we work directly with them
The changes he is implementing to the school will create an even more diverse faculty and student body. “Students will still be offered a hands-on
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IE Law School
to solve increasingly complex problems and gain deep exposure to the practical application of business law; they are asked to work in groups every day before classes and to draft documents for every session.” The second point he draws attention to is the fact that IE teaches law students both business law and business administration. “This prepares them to handle cases with great professionalism and participate effectively in business decisionmaking,” he says. Third is IE Law School’s ‘international reach’. “Not only in what is taught, but also in our professors, our international student body, and the connections we have with other schools and firms worldwide,” Professor Areilza explains. “Our programs are focused on the study of law in the global economy and from a global perspective, and many of them are taught entirely in English. Our Executive LLM is a joint program with Northwestern University School of Law in Chicago and this international reach is something that extends across all of our programs.”
Responding to globalization Over the last few years one of the key trends that Professor Areilza has seen is that the best law schools are trying to become as international as possible – including his own. “Alliances between schools in the US, Europe,
Professor Areilza says there are so many decisions being made outside the classic domestic frameworks, that to succeed in a global market it is necessary to have an international background, including an international education. At IE Law School the ratio of domestic to international students depends on the LLM program, but in the two LLM degrees that are conducted entirely in English around 80 per cent of the students are international. “International students bring a diversity of backgrounds and legal systems to the course, as well as new ways of understanding domestic legal problems and a very interesting and diverse work experience,” Professor Areilza says.
How to be a successful candidate Studying law is a personal choice and the subject does not appeal to everyone. However, for those who do want to pursue a career in law, being able to learn in an environment such as that of IE Law School, where students are surrounded by like-minded individuals with a passion for the subject, will be the perfect stepping-stone into a career that requires dedication, commitment and a burning desire to succeed. Professor Areilza says his school looks for candidates with initiative and intellectual curiosity. “They must have the capacity to work
“The next step is to connect law programs with international legal practice and make them more relevant to stakeholders like companies and law firms”
vision of how law is practised in a global market, but IE Law School’s expansion will make the IE Law School experience even more international, and will be of great benefit to all our students, past and present.”
A unique approach So what is it about IE Law School that makes it so unique? Professor Areilza answers with three distinct points: “The first is our active learning methodology. In our classrooms, students learn
and Asia are becoming more frequent and law is no longer taught without connecting it to the social sciences. The next step is to connect law programs with international legal practice and make them more relevant to stakeholders like companies and law firms.” IE Law School’s global focus extends into the classroom as well. Professor Areilza teaches European Law and Law of the World Trade Organization. “Both subjects deal with global and regional governance, or ‘law outside the state’, so a deep understanding of the global economy is necessary in order to teach them well,” he says. There’s a real focus on globalization and internationalization within the postgraduate education sector and it’s not just confined to the subject of law. But as a specific case, Professor Areilza says this focus is a result of business law in particular becoming more globalized. “This is thanks to the emergence of a new lex mercatoria, based on legal practice in the area of contracts and business transactions, coupled with the increasing importance of arbitration. Legal education needs to respond to this trend and at IE Law School we are pioneers in doing just that.”
hard and have good communication skills. A successful candidate is one who knows what they can offer to the program and is aware of the areas in which they need to learn and grow. Candidates must prepare well for their interviews, and think about what image it is they want to project.” He also advises candidates to look carefully for a program that is international, not one that just has a name. “Make sure the LLM is designed with your specific needs in mind, and if you intend to practice business law make sure you also learn something about business administration,” he says.
Enrich yourself and your career As Professor Areilza offers further advice to students considering graduate study in law his passion for the subject remains evident. And in his position as dean of IE Law School he is determined to encourage others to share that passion. “A good LLM program accelerates your career, offering you ample opportunities for global networking and introducing you to new areas of law and to new global perspectives. It also enriches you as a person; personal growth is an intrinsic part of a good LLM program.”
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Opportunity in Italy
Seeking talent The growing postgraduate sector in Italy Mauro Battocchi is head of the desk for trade and investment promotion at the Italian Ministry of Foreign Affairs. A Bocconi University and Princeton graduate, Mauro has held diplomatic assignments at the Italian Embassies in Bonn and Tel-Aviv. He talks to ANN GRAHAM about the postgraduate education sector in Italy
pportunities abound, says Mauro Battocchi, as he talks about his country’s talent investment scheme. The Ministry of Foreign Affairs’ “Invest your Talent in Italy” scheme has a unique value proposition for international students: the Italian government provides the bests candidates with a package of scholarships to attend first-class engineering, management and design courses taught in English at the country’s top universities. “It gives them access to corporate Italy through internships and match-making events,” Battocchi says.
Introducing talent to industry Other countries offer financial incentives for international postgraduate students, but Italy – the seventh largest economy in the world with a wide manufacturing system and a growing
in Italy” scheme has seen an amazing response from international students, Italian universities and companies alike. “Our universities have experienced the benefits of marketing their courses as “Italy” and not as single units,” Battocchi says. “This has made a real difference in their ability to attract applicants, particularly for those universities that, in spite of academic excellence, do not yet have a global reputation.” It has also prompted other universities to provide courses in English and facilities to make life easier for international guests. Battocchi continues: “In Italy there’s increasing awareness that we need to attract the best talents for our companies and territories to thrive in the long term. The Italian Ministry of Foreign Affairs and the Ministry of Economic Development have brought together a large coalition of governmental bodies, chambers of commerce and corporate
“In Italy there’s an increasing awareness that we need to attract the best talents for our companies and territories to thrive in the long term” number of internationalized businesses – goes one step further. “We make a considerable effort to introduce international talent into our industry and commerce,” Battocchi explains. “Each course includes a three to six month period of on-thejob training allowing students to gain hands-on familiarity with the Italian business culture.” Many companies are ready to offer internships and are willing to recruit the most talented students to their Italian headquarters or branches throughout Asia. Since its inception in 2006, the “Invest your Talent
sponsors to promote Italy as a brand for excellent higher education. In particular, Italy’s Foreign Trade Institute (ICE) and the Union of Italy’s Chambers of Commerce (Unioncamere), which provide the bulk of the program scholarships.”
The value of internationalization Companies are reaping the benefits of participating in this innovative scheme. The number of Italian firms with permanent branches in foreign markets more than doubled between
2004 and 2007 and this has made them hungry for professionals that can sustain this. “Italian companies want direct access to highly qualified human resources, which can be instrumental in their own international expansion,” Battocchi says. There are growing trends in Italy’s higher education sector. In recent years it has become much more international and people see the value of this. The number of mobility programs, joint research programs (also at PhD level), integrated curricula, joint or double degree programs, and courses taught in English have grown considerably. An increasing percentage of students are also graduating with a Masters of Science (MSc). Battocchi expects to see this trend progress further in the next few years. Another change to Italy’s higher education sector, which is now seeing results, is the 3+2 model. Approved in 1999, the reform, which saw the typical university degree combination of a Bachelor of Science and a Masters of Science (MSc) split in two, became operational during the 2001/2002 academic year. And from the opinions Battocchi is gathering from Italy’s partner universities, this reform has managed to reduce the high age of graduate students (previously 28 years), and increased the number graduating. “After three years of training, students have a solid background and are ready to choose to either continue with more training or enter the job market. Statistics show that 27.4 per cent of Bachelor of Science graduates enter work, while 63 per cent prefer to continue on for a Masters.” Change has begun in terms of the content and organization
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Opportunity in Italy
Imagine studying in one of most beautiful countries in the world
of the courses. This process is still under way, but Battocchi says there is evidence that the reform has nudged businesses into moulding degrees with the universities, so as to recruit those who do not need further training on the job. Any further change likely to take place within Italy’s higher education sector would be in the form of greater flexibility of curricula, the hiring of an increasing number of young professors with modern teaching skills, a greater involvement of firms and institutions and a more extensive use of case studies in teaching. “Experts say we must strive towards better information,” Battocchi says. “Moreover, we must go on working hard to bring about a stronger
which amounts to 2.28 per cent of the student population. Of this international student body, 1,664 were enrolled in a Masters or PhD. And the Italian government is working hard to increase this figure.
Why choose Italy? Italy is already a top study destination for international students. It is the second favourite destination of US students after the UK, for high school and university programs. But Battocchi wants more international students to experience his country. “The percentage of international students graduating in engineering, management and design in Italy is still low compared to the
“The space for bright, ambitious students from abroad seeking personal and professional growth in Italy is enormous: invest your talent in Italy” involvement of external stakeholders – local communities and private companies.” The attention being put on Italy’s higher education system by the country’s Ministry of Foreign Affairs can only mean good things for international students looking at their postgraduate study options. In 2005/2006, there were 41,589 international students enrolled in Italian universities,
need for foreign professionals in the private sector. The space for bright, ambitious students from abroad seeking personal and professional growth in Italy is enormous. And, imagine life in one of the most beautiful countries in the world, among amiable people, in a vibrant culture. Both brain and heart suggest it is a good idea to invest your talent in Italy.”
Businesses are moulding degrees with universities, so as to recruit those who do not need further training on the job
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Leading French schools
Out in front Top-ranking French business schools Six of the top 10 Masters in Management programs come from French business schools, according to Financial Times rankings. Why is France so far out in front of the rest of the Euro zone, asks ANN GRAHAM
EC School of Management, ESCP-EAP European School of Management, Essec Business School, EM LYON, Grenoble Graduate School of Business, Audencia Nantes School of Management – much like the French rugby team, it’s a formidable line up. And as the Financial Times rankings show, these heavy weights of Europe’s business schools continue to top league tables for their Masters in Management programs. The Financial Times ranking assesses Masters in Management degrees, which differ from MBA programs in that most students join the courses directly after their undergraduate degree; more often than not an MBA requires several years of work experience. One of the main criteria of the ranking is an evaluation of the careers that alumni enjoy three years after graduating from the programs, which includes a survey of salaries. So, just who are these top players and what unique attributes do they possess that are putting them so far out in front of the rest of their academic competitors?
HEC School of Management Based in Paris, the HEC School of Management has topped the Financial Times ranking for the last three years. With a faculty of over 100 full-time professors, the school caters for a wide range of interests from the 20-year-old student to the international senior executive. HEC holds the triple crown accreditation from the Association of MBAs (AMBA), the European accreditation EQUIS from EFMD, and the American accreditation AACSB. The school offers an 18month Masters of Science (MSc) in Management designed for candidates with no background in management and a 12-month MSc in different disciplines such as international business, finance, economics, and sustainable development. Three
France has a towering reputation for business schools ESCP-EAP School of Management Made up of five campuses in London, Madrid, Paris,
These heavyweights of Europe’s business schools continue to top league tables for their Masters in Management programs years after graduation, alumni are earning in excess of €70,000.
Torino and Berlin, ESCP-EAP is ranked 4th in the Financial Times Masters in Management ranking,
behind HEC, Cems (Community of European Management School and International Companies) and the London School of Economics. Founded in Paris in 1819, ESCP-EAP now has 3,500 students representing 90 different nationalities currently studying at the school, which boasts accreditations from AMBA, EQUIS and AACSB. The Masters in Management program consists of core and elective
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Leading French schools
Reflecting success: French business schools top league tables courses, a specialization, language course, research project and internship. Students enrolled in the Masters can study in two or three of the five locations ESCP-EAP operates in. Three years after graduation, alumni are earning more than €50,000.
Essec Business School Number five in the Financial Times Masters in Management ranking, Essec has 3,700 fulltime students studying across 35 programs at campuses in Paris and Singapore. Students interested in Essec’s Masters in Management can choose from a range of specializations including: marketing management, financial techniques, and international supply management. All Masters programs are taught in French. There is one Masters program taught in English – the Masters in Management with a specialization in strategy and management of international business. Essec’s specialized Masters degrees are accredited by the Conférence des Grandes Ecoles. Three years after graduation, alumni are earning around €45,000.
EM LYON This prestigious French business school is ranked number six by the Financial Times for its Masters in Management programs. Another triple crown accredited French business school (AMBA, EQUIS, AACSB), EM LYON is also ranked highly throughout Europe for its executive education and MBA programs. In September 2007, the Financial Times also ranked EM LYON as number one in entrepreneurship and the best in international course experience rank. EM LYON’s main campus is just ten minutes from the centre of Lyon in France. The
school also has a campus in Shanghai. Three years after graduation, alumni are earning over €40,000.
Grenoble Graduate School of Business As with its French counterparts, Grenoble Graduate School of Business, number seven on the Financial Times ranking of Masters in Management, boasts the triple crown accreditation – AMBA, EQUIS, AACSB. Over 4,000 students study at Grenoble, either on campus or via the school’s distance learning programs. It has 159 partner institutions, and 10 sites outside of France, allowing students to experience an international element during their time studying at the school. With Masters programs in finance, marketing, and innovation and technology management, Grenoble offers students a range of qualifications taught in both French and English. Three years after graduation, alumni are earning more than €45,000.
Audencia Nantes School of Management At number eight on the Financial Times ranking for its Masters in Management program (up from seventh place in 2006), Audencia is the smallest of the French schools making its name known with just 2,000 students. Audencia was the first school in France to make a period of study abroad obligatory for students on its Masters in Management (Grande Ecole) program and as such as been a leader in the internationalization of the postgraduate education sector. Audencia’s Masters in Management program is taught in both French and English and no experience is required. The school holds the triple crown
accreditation from AMBA, EQUIS and AACSB. Three years after graduation, alumni are earning almost €40,000. Gordon Shenton, emeritus professor at EM LYON Business School and associate director of accreditation body EFMD’s Quality Services Department says many European business schools are in a much better position to compete in world education markets than was the case ten years ago. In an article published in Global Focus, EFMD’s business magazine, entitled ‘The Bologna effect: the emerging European masters market’, (co-authored with Patrice Houdayer, dean of academic programs at EM-LYON Business School), both Shenton and Houdayer highlight the gradual emergence of a European market for management education that has impelled schools and universities to internationalize their activities beyond the border of their home countries. “Being in the top 10 (or 15 or 25) in Europe has become a popular strategic objective among business school deans as a first step towards establishing an international brand,” writes Shenton and Houdayer. The two authors also put the emergence of these top ranked Masters programs down to rankings such as that by the Financial Times raising schools’ awareness of their externally perceived positioning within international markets; the arrival of accreditation ten years ago which has transformed the competitive environment in Europe; and the impact of the Bologna reforms in higher education where 45 European countries have committed themselves to creating a more coherent European Higher Education Area by 2010. Hervé Crès, associate dean of HEC, puts his school’s performance in the Financial Times rankings, and the performance of his fellow French counterparts, down to what he refers to as France’s ‘know-how’ attitude to teaching management. “Here in France, and at HEC, we know how to teach management to students who don’t have any work experience, and we advertise that ‘know-how’.”
Recipe for success With a combination of international accreditation, world-renowned researchers and faculty, and an impressive network of alumni, it seems the French business schools have the recipe for success. By studying a Masters in Management from one of France’s top business schools, students gain a recognized qualification, a significant salary three years after graduation and already have contacts in some of Europe’s most successful companies. If the last three years are anything to go by, France is well and truly in the lead when it comes to offering top ranking Masters in Management programs. The challenge for other countries is to train harder to beat them at their own game.
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Focus on HEC
The next generation Shaping the students at HEC HEC has a reputation for being one of the best schools in France. Its innovative teaching styles and course curriculum attract qualified staff with only one thing in common – the desire to succeed. Hervé Crès is no exception. The Associate Dean of the school’s Master of Science in Management talks to ANN GRAHAM
ervé Crès loves the power of the scientific language. Trained as a mathematician he combined his love of numbers with an interest in humanities and social sciences, discovering along the way that the language of maths was also used in economics. “It was the neo-classic economic theory that interested me. But both fields can be developed through accomplished theories that rest and rely on the power of the language of maths,” he says. Now, a professor of finance and economics and Associate Dean of the Master of Science in Management Graduate Program at prestigious French university HEC, Professor Crès is sharing his passion of numbers, economics and humanities with the next generation of Masters students. “HEC deanships are very entrepreneurial and I’ve got a lot of interesting things to work on and implement: new programs, new potential students, new academic policies but it means there is very little time left for research and teaching. I teach a PhD class in micro economics, and as a result of a sabbatical year four years ago, I’ve still got some research projects to work on, although I do need to revive my research agenda.”
A model for the future HEC has topped the Financial Times ranking for its Masters of Science in Management (MSc) for the last three years. Professor Crès says during this time there has been a model of pre-professional experience at the Masters in Management level. “In France, you can have a Masters in Management before gaining any professional experience and I think that’s going to be the model for the future.” HEC has been an integral part in developing this model and Professor Crès wants to see his institution making the most of the current advancement they have over the market. “France’s nationwide system of competition means the brightest kids in high school are going to business school. There is an elite going on to study management who are intelligent, clever, hardworking and mentally tough, which sure is good for HEC.” These students are a product for France to
Life at top-ranking HEC offers a truly international environment market. They are ideal candidates for firms recruiting graduates, they have impressive salaries and careers and perhaps most importantly for HEC they are a powerful alumni network. Professor Crès says it is this network that allows his current students to experience the best internships in
week internship. And because of the quality of our students, they are learning to deal with strategy, data and operations at a high level during this time in the company. They are very much involved in the most strategic aspect of the firms they are in and this is due in part to our alumni network
“Our alumni have very influential positions in the firms they are in, such as Jean-Paul Agon, CEO – L’Oréal, Pascal Cagni, Vice President – Apple” the best firms. “In between the student’s first and second year of study is when they have the opportunity to gain experience through a forty-
operating as a family. Our alumni have very influential positions in the firms they are in such as Jean-Paul Agon, CEO - L’Oréal, Henri De Castries,
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Focus on HEC
CEO – AXA, Pascal Cagni, Vice President – Apple, Pascal Lamy, Director General – WTO, Dominique Strauss Kahn, Managing Director – IMF, FrançoisHenri Pinault, CEO – PPR Group (Gucci, YSL, Puma), Sydney Taurel, CEO – Eli Lilly Company. Another important aspect of HEC’s internships is the soft skills that the students gain. Professor Crès says his students come back from their internship with a valuable skill set that benefits their second year study and also their future career moves. HEC is not the only school to rank highly in the Financial Times for its Masters in Management program. Five other French schools are also in the top ten: ESCP-EAP, ESSEC, EM Lyon, Grenoble Graduate School of Business and Audencia. So what is it about the French Masters in Management that puts them so far ahead from the rest of Europe? Professor Crès puts it down to France’s ‘know-how’ attitude to teaching management. “Here in France, and at HEC, we know how to teach management to students who don’t have any work experience, and we advertise that ‘know-how’.
Meeting the needs of employers Professor Crès says there is a growing trend for students to embark on the specialist Masters degree, which he also believes is the way of the future. And that trend is highly visible in France. “We have contributed to making the standard of specialist Masters very high and HEC has a role to play in ensuring this standard remains.” The quality of HEC’s Masters in Management program is also reflected in the careers the school’s graduates embark on. Statistics show these graduates find their first position less than two months after graduating and within three years of graduating from HEC’s specialist Masters degrees, they are earning upwards of €70,000 (US$110,990, currency rate – July 2008). “This program is of high value for employers,” Professor Crès says.
Secure prospects: students of HEC are of high value to employers
professional experience generally join HEC’s MBA. But HEC doesn’t just offer variety in its programs. It also offers variety in its learning environment. In the Master of Science in Management program, a quarter of the class is likely to be of international origin whereas in the new MSc programs the school is developing, Professor Crès is expecting 90 per cent of the students to be international. “Diversity of origin is a key ingredient for any Masters course and we want that to increase,” he says.
A portfolio of programs
Designing the world
HEC School of Management offers a large portfolio of Master programs. The 18-month Masters of Science (MSc) in Management is designed for candidates with no background in management but there are
The average age of a Masters in Management student at HEC is 23-24 and Professor Crès is incredibly aware that he and his staff are teaching France’s next generation. “We have
“Diversity of origin is a key ingredient for any Masters course and we want that to increase. In 20 years the world will be our students” also 12-month Masters of Science programs in different disciplines such as international business, finance, economics, and sustainable development. These programs are taught entirely in English. Candidates with a good level of French language may join one of the school’s 12-month specialized Masters in subjects such as finance, marketing, auditing, entrepreneurs, law, and international affairs. These programs are designed for students with no or few years of work experience. Candidates with more than three years of
been successful in what we do because we’re aware that we are teaching students who are young and lack work experience. Therefore the content of our courses includes scientific development. Other techniques students need to acquire can be picked up during their internships or in their first job. The key element in our classrooms is that our students are being taught this scientific research by the researchers themselves. In 20 years the world will be our students and that’s our target.”
Biography Professor Hervé Crès Department of Finance and Economics Associate Dean, Master of Science in Management Education 1994 PhD in Economics, University of Geneva, Switzerland 1994 PhD in Applied Mathematics, Université de Paris I. 1990 Diploma Science Po – Paris 1987 Ecole Normale Supérieure (Ulm), Mathematics Areas of interest General Equilibrium Theory Theory of Social Choice Theory of Market Failures Main courses taught at HEC Public Economics Managerial Macro Economics Editorial activities: Associate Editor, Economic Theory Associate Editor, Journal of Economic Dynamics and Control Associate Editor, Mathematical Social Sciences
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Doctorates in business
A shortage of scholars Why undertake a PhD in business? After dedicating five years of time, energy, frustration and passion to a PhD, where do doctoral graduates go? Many head into the corporate world, but American organization DocNet is encouraging them to stay in the world of academia. ANN GRAHAM finds out what DocNet’s agenda is
raduates of doctoral programs in business are in demand, massive demand in fact, according to Janice McCormick, executive director of doctoral programs at Harvard Business School. “There is a massive shortage of faculty in business schools, in all fields, particularly in accounting and finance,” she says. McCormick has a PhD from Harvard and has been head of doctoral programs at Harvard Business School (HBS) for 10 years. HBS is a member of DocNet, an organization of over 100 universities in the US, Canada and several European business schools, all granting doctoral degrees in business related fields. Its purpose is to promote doctoral education in business throughout the world. “We want to drum up interest in a career in business academia,” McCormick says, “We want to find people who are intrigued by research. DocNet’s goal is to find people who share our passion as scholars, to build up the pool of applicants to doctoral programs in business and to ultimately grow the pool of faculty for business schools.”
Shared learning As an organization, DocNet educates potential students about careers in business academia and engages in a variety of recruiting strategies aimed at increasing the pool of qualified applicants for doctoral programs in business. DocNet members share information about best practices, curriculum and admissions issues, student support, and placement. The organization also lobbies for doctoral programs within its members’ respective colleges and universities and at the national level through accreditation agency AACSB International, the Graduate Management Admission Council, and the media. “DocNet talks to undergraduates, MBA students, and young people employed in industry,
The right mixture: promoting doctoral programmes in business saying to them if they are doing an undergraduate
Academia is not the only career option for doctoral graduates – they are perfect candidates for jobs in the corporate world encouraging them to think about a doctoral degree in business, McCormick explains. “We’re
degree in economics, or you are an analyst at a consulting firm or investment bank, to consider
doing a doctorate in business.” However, academia is not the only career option for doctoral graduates. With their research and writing skills, and five years of intensive study behind them, doctoral graduates are perfect candidates for jobs in the corporate world. Peter Larkin graduated from the University of York
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Doctorates in business
business function. Graduates of a MSc in Finance have careers in banking or finance departments and grads with a MS in Accounting often go to accounting departments of large firms.” Doctorate programs vary in both length and structure according to the student’s place of study. The US and increasingly across the whole of Europe, a significant period of the first year is spent in classes, refining theoretical knowledge and reviewing methodological approaches. There then follows a period of between two and four years of research and writing, under the close supervision of a small number of academic members of staff, resulting in the production of a thesis or original work between 80,000 and 100,000 words in length. In Spring 2008, Temple University, Fox School of Business in Philadelphia had 123 students in all stages of their PhD study, 79 of whom were international students.
DocNet students work in hi-tech learning environments with a PhD in Mathematics. He’s about to begin working for a risk management consultancy in London, although he acknowledges that his PhD has equipped him to pursue careers in the finance industry and academia.
Problem solving “Academia is very competitive, making it hard to obtain a permanent position, and even if this is achieved, it might not be until the ripe age of 35 (or more). I really enjoyed my PhD and it was a great feeling to contribute to a field of study with original research, even though the work was rather solitary at times. I also feel though, that this is about as satisfying as academia gets and I am under the impression that much more is to be achieved in the “real world” of work.” Peter says there is a great demand from industry and business for people with strong problem solving skills, combined with everyday soft skills. “I realised that working on everyday problems, for example in finance, would bring me greater satisfaction and variety, in contrast to working mainly on my own with a pen and paper! My job with a risk management consultancy will stretch my mind as much as anything in academia
is another three-letter qualification to consider – the MBA. But specialist Masters degrees, such as the MSc in Finance, are also becoming a viable option for business minded students. McCormick is quick to point out the difference between the qualifications and the ideal candidates for each. “They are very different degrees and attract very different candidates,” she says. “The PhD is a research degree that focuses on an academic discipline, and its tools and methodologies that are relevant to business. Theoretical tools, methodological tools that help to solve problems relevant to practice. A prime candidate is someone who wants to research business problems or study what managers do; they don’t want to be managers themselves. Doing is not enough for doctoral candidates; they want to know why and to understand problems more deeply.
Refining knowledge “An MBA is for those who want to run companies and make managerial decisions. They want to make quick decisions, act and then move on. They work at a practical level and are not as interested in the theory behind their choices,” she says.
“A career in business academics is the most flexible life you can have. Scholars can roam because their loyalty is to their field not to an institution” but at the same time will also be of worth to a wider range of people, especially given the current economic climate.” For students with an interest in business there
“The specialist Master’s degree programs are for students who want to learn new or more in-depth tools in a particular field – like finance or information technology – for a career in a specific
William E. Aaronson, director of the Cochran Research Center & Doctoral Studies and PhD BA program director at Fox School of Business says the primary mission of the PhD in business administration is to prepare future faculty for top research schools of business.
A competitive Europe “In order to more effectively meet this mission, in recent years we have hired a substantial number of highly qualified faculty with international reputations for their outstanding research. Faculty members with outstanding reputations provide more effective skill.” Doctoral graduates aren’t just in demand in the US academic arena though. Since March 2000 and the Lisbon Agenda, a significant policy decision to ‘make Europe, by 2010, the most competitive and the most dynamic knowledge-based economy in the world’, all European governments have prioritised the production and the investment in the production of knowledge. By pledging to invest three per cent of gross national product in research and development, Europe will need some 700,000 extra researchers to achieve such a goal. The Wall St Journal has called those with doctoral qualifications next to their name the “new nomads” - an affectionate name that describes this group of scholars quite accurately. They are very mobile from university to university and as McCormick describes, “you can be the master of your own time during the day.” “A career in business academics is the most flexible life you can have. Scholars tend to roam (from institution to institution) because their loyalty is to their field not to their institution, which is very different to that of an MBA who’s loyalty is to their industry or their company. A life of a scholar is a passion.”
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Subject by subject Which is the right direction for you?
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Encouraging STEM students â€œWith the number of appropriately qualified STEM graduates below the level of current global demand, employment prospects are buoyantâ€?
At the centre of the new world Opportunities for STEM graduates Changes in the international economy have switched the focus of graduate students more toward subjects like science, technology, engineering and mathematics. TIM ROGERS looks at why the STEM subjects are gaining in popularity
ith an increasing number of national governments and transnational organizations such as the European Union switching their priorities to assist the development of knowledge-focused economies, the emphasis on encouraging more graduate students to read science, technology, engineering and mathematics (the commonly termed STEM group of academic subjects) Masters and PhD degrees is greater than ever before. With subjects such as business and the social sciences dominating the minds of international graduate students in the late 1980s and throughout the 1990s, driven by the perception of easy access to jobs and lucrative compensation packages, the broad technology sector has seen a degree of relative neglect until this decade. The change in popularity has undoubtedly been due, in part, to the expansion of the international technology sector and the re-entrenchment of science and engineering as central to modern economic success.
Excellent employment prospects As investment in research and development continues to grow and is supported by more open government policies, the growth of the science and technology sectors is likely to continue at an increasing pace over the next 20 to 30 years. Yet, according to the figures released by the Paris based Organisation for Economic Co-operation and Development (OECD) in 2007, the number of qualified graduates leaving university-level
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Encouraging STEM students
education in fields such as mathematics, physics and chemistry has declined by up to 50 per cent over the last eight to ten years. This will certainly have an impact on the employment prospects of anyone graduating in a related field in the coming years. The shift to a more technologically and scientifically driven global economy can only be good news for international graduates in the STEM subjects. With the number of appropriately qualified STEM graduates below the level of current global demand, employment prospects are buoyant, even in light of the current economic uncertainty. Countries as diverse as China, Denmark, Finland and Malaysia have prioritized so-called innovation strategies to develop their capacity in research and development in the fields of biotechnology, information technology, mobile communications and genetic research, all of which require skilled Masters and PhD graduates. Such demand is likely to only increase. According to the executive search firm Heidrick and Struggles’s 2007 Mapping Global Talent report, developed in association with the Economist Intelligence Unit, the demographic patterns of China and India coupled with the countries’ strong focus on the STEM subjects will have a profound impact on both their national and the international labour markets: “We can predict that these two countries will yield an increasing number of talented graduates in the hi-tech sector given their strong tradition of engineering and science at the university level.” But what does this mean for prospective international applicants to Masters and PhD degrees in the STEM subjects? In reality, this change in the world’s demand for qualified, highly skilled graduates in science and technology establishes an entirely new kind of labour market. If Chinese and Indian students, approximately 75,000 of whom are currently pursuing STEM graduate programs in the UK and the USA alone, return home after their degrees, attracted by the increasingly lucrative employment opportunities available there, who will fill the local UK and US vacancies? With national student numbers in these subjects continuing to decline, employers are likely to seek STEM graduates from a far broader range of sources than ever before, establishing a dynamic and, in some cases volatile, labour market where those with the right qualifications are in the strongest position.
Attracting STEM graduates The likelihood of an altered global employment scene is acknowledged by many governments around the world to such an extent that special initiatives to encourage and capture STEM graduates are now commonplace. The UK Government has recently embarked on a number of programs to encourage more research and development in the STEM subject areas and attract talented Masters and PhD graduates to either come and work in the
Tackling your subject with pinpoint precision UK or remain after their program of study has been completed. The new UK Border Agency’s Tier One scheme offers two categories of working visas, one for those graduating from a UK program of study enabling candidates to seek employment without the need for a sponsor and the second for highly skilled workers to come to the UK to seek work or self-employment opportunities. Both schemes allow for working visas of up to two years to be granted and assume that the most skilled migrants will
Physics,” is intended to encourage more students to read physics at UK universities by re-packaging existing degree programs, establishing new degrees with direct relevance to the workplace, improving the marketing of physics degree programs to ensure that universities are making them as appealing as possible and encourage more applications from students who may not have had access to physics at an undergraduate level. Other initiatives focus on engineering, chemistry and
Special initiatives to encourage and capture STEM graduates are now commonplace given the likelihood of an altered global employment scene move to a more permanent visa status during the course of their stay in the UK. The UK has similarly extended its focus on securing more STEM graduates through a number of subject-specific projects, all of which have potentially important consequences for international graduate students. One of the projects, “Stimulating
mathematics, the latter being directly intended to encourage the study of the subject as a preparation for employment in a range of careers.
Making STEM subjects central US Presidential candidate John McCain too has recognized the importance of the STEM subjects
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Encouraging STEM students
for the future of the American economy and has made them a central part of his proposed education policy: “America is the biggest exporter, importer, producer, manufacturer, and innovator in the world and in the global economy what you learn is what you earn. We need to shake up failed school bureaucracies with competition; hold schools accountable for results; and strengthen math, science, technology and engineering curriculums.” McCain’s view coincides with those of the American Electronics Association (AeA), an organization that represents the interests of all segments of the technology industry in the USA. The AeA are examining the strategic promotion of STEM subjects and the direct impact of increasing the number of students in these areas and their
threat to the dominance of the US in the technology sector. Christopher Hansen, chief executive of the AeA, sees this as a fundamental challenge in the coming years: “The tech sector is not laying people off – if anything, the industry is having trouble getting enough people with the right credentials. Our public schools are not generating enough of the kinds of people who can go into engineering and math and really compete.” With 5.8 million currently employed in the technology sector, a number approaching the previous high seen during the years of the dot com boom, the situation in the USA presents a real opportunity for international students. Now and in the near future, more qualified scientists, engineers and mathematicians will be required to meet the
“The impact of globalization and the increasing competition from other world players poses a threat to the dominance of the US In the technology sector” importance to the US labour market. The annual AeA’s Cybercities report makes clear that graduates in the STEM areas are currently able to enter a growing employment sphere: “The US tech sector continues to grow and create more jobs, with average salaries for the sector 87 per cent higher than the average US private sector equivalent (US$79,484 against US$42,405).” However, the impact of globalization and the increasing competition from other world players, particularly those located in Asia, poses a
demands of the surging employment market than the local market can produce, thus creating the need to import more candidates with advanced qualifications. The real benefit to international graduates in the STEM subjects is clear – better than average salaries, excellent career prospects and the opportunity to be truly internationally mobile throughout their education and quite possibly their life. The USA is only one example. In India, where the financial liberalization of the 1990s has underwritten
an expansion of almost every sector of the economy the likes of which have never been seen before, the demand for skilled STEM graduates is already outstripping supply by a clear margin. With so many Indian students pursuing STEM Masters and PhD programs in countries such as Canada, the UK and the USA, it is likely that employment prospects back at home will be at least as competitive as those on offer in the West as Indian companies compete on the world stage. Indian tech giant Infosys employs more than 90,000 people worldwide, 40,000 of whom are based in India and routinely recruits directly from the campuses of Cal Tech, Imperial College and MIT to ensure its employees are of the very highest calibre. With approximately 12,000 new employees recruited annually by Infosys, 81 per cent of their intake this year will be qualified to a Masters or professional level. Tata Consultancy Services, another Indian IT specialist employer, hired 32,000 new employees in 2007/2008 simply to keep up with their own expansion plans.
A bright future for STEM graduates Professor Heiko Schröder, Head of the Royal Melbourne Institute of Technology’s School of Computer Science and Information Technology, a leading innovator in science and technology programs, predicts a bright future for those graduating from STEM programs: “Worldwide there are predictions that tell us that IT will grow again
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Encouraging STEM students
As investment in research and development grows, the growth of the STEM sectors continues at pace very significantly and the shortage of jobs in the industry is already apparent so we expect a growth in student numbers. We also know that industry investment in terms of IT, both computers and software, will grow more than ever before. American predictions are that the spending of companies on computers will grow by a factor of five in the next ten years and spending on software will multiply by more than a factor of two and with these increases that will make the spending on IT by far the biggest investment that companies have to make.”
Linking academia and industry With such a positive prognosis for employment prospects after graduation, grad schools like RMIT are doing as much as possible to close the gap between the academic and industrial worlds. Professor Schröder sees this development as fundamental to the future of the institution: “Our success is based
we have introduced two major features into all of our programs, the minor and major streams. In the minor streams students learn the area of specialization they want to go into when they later on look for a job and the major stream is a specialization in any area of computer science and IT that they choose.” The explicit link between academic research and innovation in industry is a significant feature of today’s most popular STEM programs. Educating Masters and PhD students to have the ability to implement their laboratory work in a real-world setting makes graduates highly employable. Graduate programs like those at RMIT acknowledge this. Professor Schröder believes this approach strengthens their degree programs: “Our research is of international standing and is use-inspired and always in relation to what industry wants.” Whilst Heidrick and Struggles’s Mapping Global Talent report clearly sounds a warning bell for
“Educating Masters and PhD students to have the ability to implement their laboratory work in a real-world setting makes graduates highly employable” on having strong links to industry, for example, on our industry advisory committee we have big companies like IBM, Microsoft, Hewlett Packard and Telstra, but also small and medium size enterprises and recruitment agencies. This advisory board tells us what is most important for industry. Because of this
the coming years in terms of where highly skilled STEM graduates might come from and where they might work, the US is likely to continue to dominate the international labour market in the short-term. Since 1980 the number of non-academic science and engineering jobs has grown at more than four
times the rate of the US labour force as a whole, an increase of 159 per cent to the year 2000. While post-9/11 immigration changes hampered the recruitment of international graduate students and other skilled migrants, the level of interest in encouraging more STEM students from outside of the country to come to the USA has now reached pre-2001 levels, driven by the continuing expansion of the US labour market in this sector. Evidence from 2000 gives a strong indication of how valued international STEM graduates are to the US economy – at least 27 per cent of all science and engineering PhD’s in the USA and a further 20 per cent of Masters graduates were foreign born.
A globally mobile workforce The continuing globalization of the science and engineering workforce in the USA reflects the current broader international trend. As research and development funding crosses national borders it is logical that the skilled workforce should become more internationally mobile. Conversely, employers now routinely seek candidates that are able to work in a globalized environment and have experience of studying or working in another country. With shortages in international talent likely to impact on economic growth in the industries in and around the STEM subjects, perhaps there has never been a better time to consider a graduate program in these areas.
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WHEN DOES AMBITION KICK IN? The New Scientist Study website makes looking for science studentships & courses straightforward.
Take control of your learning: • Search masters degrees and undergraduate courses (by location, institution or field) • Check out events for students at every level • Apply for courses and studentships online • Sign up to receive opportunities by email Our new Careers Advice section arms you with essential advice and guidance, with suggestions for your next step, how to prepare for interviews and tackle tricky questions, as well as advice if you want to take a gap year.
Search the opportunities at www.NewScientistStudy.com
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14/7/08 10:38:24 04/08/2008 12:28:33
Hammer time: the number of LLM students is rising every year
International advantage Why is the LLM so popular?
umbers of applicants for the Masters of Laws (LLM) continue to rise, year in, year out. So why is the degree proving so popular? Caryn Voland, Senior Associate Director of Admissions at Georgetown University Law Centre says: “An LLM is an additional attractive credential for your resumé. Depending on your country of origin, you may choose to do an LLM immediately after completing your first law degree, or you may wait for a few years until you have some practice experience. As the law profession becomes more internationalized, lawyers who can demonstrate a familiarity with legal systems outside their own country will have an advantage.”
Elizabeth Dalferes, Assistant Director at Tulane Law School agrees that an LLM gives graduates an international advantage. She says that “students pursuing an LLM will find that the degree program enables them an opportunity to gain more
is a great advantage of the LLM, says Justin Ryan Swinsick, director of the LLM programme at IE in Madrid: “Studying for an LLM is an opportunity for a student to specialize. Most LLM programs require a first degree in law, so students have already learned
“An LLM allows students to focus on specific areas of the law in much more detail, thus better preparing them for a career in a particular speciality” knowledge of the international market, focus on a specific course of study, and advance in their professional endeavors.”
An opportunity to specialize The chance to focus on a particular aspect of the law
many basic legal principles, concepts, and theories but in a broad and general sense. An LLM allows students to focus on specific areas of the law in much more detail, thus better preparing them for a career in a particular speciality. This specialIty can be something as narrow in scope as arbitration or tax
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health law, or environmental law. Some lawyers might chose to pursue an LLM degree in order to teach in their home countries, or to be eligible for appointments to the judiciary.”
Stepping stone to work in the US
law or as broad as international business law. The general principle is that students graduate from an LLM program with detailed knowledge, prepared to begin a career in their chosen field.” The skills that they learn whilst doing this will make them attractive to potential employers, continues Swinsick: “International law firms and company legal departments increasingly demand lawyers with a global perspective, able to add value in complex international transactions by providing top-quality legal advice and services, with an in-depth understanding of business issues and the highest standards of professional ethics. Studying an LLM which focuses on the practical skills necessary
Another advantage of doing an LLM is that it is a good stepping stone to working in the United States, says Dalferes: “Many lawyers choose to complete an LLM in order to be able to practice in the United States since foreign lawyers are sometimes eligible to apply for a bar exam in certain states upon completion of an LLM degree from an ABA-approved law school.“ Voland says that the course at Georgetown opens up the US legal system to international students: “Many students have been practicing law in their home countries, and find that they are interacting with US lawyers or US laws as part of their work. Our LLM program can give lawyers trained outside the US a better understanding of the US legal system.“ However Voland says the LLM is not just important for future work in the US: “Earning an LLM degree from a US law school is becoming increasingly advantageous in today’s global environment. A lawyer with an international practice must be familiar with multiple legal systems, and especially with the common law. The common law method of analysis is intellectually challenging, with an emphasis on detailed analysis and practical solutions to complex legal issues. Spending a year in the US getting an LLM offers an opportunity to reflect on one’s own system and traditions while becoming familiar with US law and culture.“
A rigorous application process With the increased demand for places, the application process becomes more and more vigorous each year. Dalferes says that at Tulane: “Our admission process relies on a full and in-depth reading of each file, so there is not one key factor of the application that guarantees admission. Our faculty insist on significant interaction in the classroom, so the admissions committee is looking at all pieces of the application to seek students who will be contributors to our academic community. Students should demonstrate strong English
“Spending a year in the US getting an LLM offers an opportunity to reflect on one’s own system and traditions while becoming familiar with US law and culture”
to carry out these transactions gives a lawyer a distinct advantage.” Dalferes agrees: “Today’s lawyers often seek out additional training through an LLM program so that they can expand their professional activities and gain mobility in the international market. The LLM allows lawyers to further specialize in fields such as
skills, dedication to the field of law, and superior scholarship when applying to our LLM program.” For Georgetown, the application is handled by the Graduate Admissions Committee, which Voland says: “focuses on the entire application, so all pieces are important; but the two most important pieces are probably a strong academic
Glossary of legal terms: ABA – The American Bar Association, a bar association of lawyers based in Washington DC, which sets widely adopted standards for legal education and professional legal practice in the United States. This organization also provides perhaps the most influential accreditation for law schools nationwide. JD – Abbreviation for the Latin term Juris Doctor, used in the United States to refer to professional law degree that the vast majority of LLM students acquire before embarking on their LLM degree. Although it is mostly considered to be a postgraduate degree – completed after undergraduate studies – it is not actually a doctorate degree as the name might suggest. LLB – Refers to Bachelor of Laws, the term used throughout much of the Englishspeaking world (though not the United States, where the term Juris Doctor is broadly used) to refer to the academic degree leading to professional practice in law. The LLB is a three-year degree which can also be pursued after the completion of an undergraduate / Bachelor’s degree. Possession of an LLB or JD degree is a requirement for candidacy for the bar association or law society, and often for participation in an LLM program. LSDAS – The Law School Data Assembly Service (LSDAS) is operated by the LSAC. The LSDAS collects application material (including test scores, undergraduate transcripts, essays, and letters of recommendation) from law school applicants. The LSAC then compiles this information into reports, which it sends directly to law schools on behalf of the applicant. Some law schools in the United States require that applicants use this paid service. The LSAC also provides an LLM Credential Assembly Service for international students intending to apply for LLM programs in the United States.
record and strong English language speaking skills. Without these it will be difficult for the student to be successful in our LLM program.” She goes on to advise international students that: “The LLM degree is a significant long-term investment that is repaid in more challenging assignments and varied career opportunities, as well as in financial benefits. You should make your decision to study for an LLM based on the school that will provide you with the best opportunities over your entire career.”
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Finance The need for postgraduates is growing As financial markets tighten, more and more students with postgraduate finance qualifications are needed. JAMES DONALD opens the door to Cass, one of the UK’s leading business schools
s worldwide financial markets tighten, the need for postgraduates in finance grows. “Graduates with an MSc in Finance are able to demonstrate to potential employers their focus and dedication to a career in this field, something which can put them one step ahead of other candidates with only a Bachelors degree,” says Daniel Lay of the Cass Business School Careers Service. “In addition, students with a Masters degree tend to progress on their career path quicker than those without as they are able to hit the ground running when they begin their first job.”
Competitive candidates An MSC in finance will also give graduates an edge when competing for future jobs says Daniel. “As the financial services sector becomes more competitive in Europe, particularly, students realise that an MSc in Finance will help to make them a more competitive candidate. Also, with emerging economies, there is a great demand for skilled professionals with an understanding of international financial markets. Many students from these countries take advantage of the year of highly international study that an MSc in Finance such as is taught at Cass can give them.” Jag Sharma did an MSc in Management from Cass. “You get experience in so many different areas of business that you really feel prepared for a number of things. You also gain so much more than the text book knowledge, like team working, working with different personalities and cultures, and how to debate and negotiate and how to present effectively. I really feel that when I start my new job I’ll have a great head start and lots of confidence.” Part of City University in London, Cass is a leading business school and the largest provider in Europe of specialist Masters courses geared towards the financial services industry, with more than 20 programmes ranging from Actuarial Science to shipping. It was formerly known as City University Business School but changed its name in 2002 following a substantial donation
Towering strength: Cass is a leader in its field from the Sir John Cass Foundation, a leading educational charity. A postgraduate qualification in finance helps to arm graduates with the skills to tackle their future career, says Daniel. “An MSc advances
undergraduate level.” Daniel says that all of Cass’s Masters programs are kept regularly updated in order to meet the changing needs of employers. “Innovations to programs to reflect developments in the financial services
“An MSc advances the students overall skill-set and allows them to put in to practice what they have learnt from the course very early on” the students overall skill-set and allows them to put in to practice what they have learnt from the course very early on. A Finance MSc arms graduates with practical skills and knowledge – something that is not as well defined at
industry are regularly made. In 2007 and 2008, for example, we launched a new elective in Islamic Finance recognising the burgeoning career opportunities for graduates with an understanding of this sector.”
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Through the gates: finance provides a specific route into the job market Developing focus He says that employers are looking for graduates with a general understanding of finance and also the confidence and ability to interact with clients. “The Cass MSc in Finance is also quite broad in that it allows graduates to develop a focus of finance within a multitude of sectors. There is also a flexibility associated with this course which makes graduates suitable for a wide variety of roles.” Graduates from Cass move in a diverse range of financial sector careers: investment banking, securities sales and trading, foreign exchange, hedge funds, private banking, credit products, financial and credit risk management and consultancy. David Khau did an MSC in International Accounting and Finance in 2005 and now works for Pricewaterhouse Coopers in Luxembourg. “The
made the milk run a lot easier, as a lot of the companies you get to meet up with are London based, making you closer to the market you eventually want to break into.” Something else that Cass prides itself on is the quality of its careers advice. Surojit Roy Choudhury, did an MSc Investment Management and now works for a top UK Hedge Fund: “I undertook an MSc in Investment Management because my ambition is to become a top investment manager for a well established fund management company. Having also been accepted at LSE and Warwick, Cass was always my first choice, not only for its excellent reputation in finance related programs but also for the importance that it places on the practical application of theory. “Cass’s location, on the doorstep of the City - exactly where I hoped to be working on
“Employers are looking for graduates with a general understanding of finance and also the confidence and ability to interact with clients” program I studied at Cass helped me to achieve my career objectives because I learnt to adapt myself to different situations quickly, and in my field it is important as you are moving from one client to another every two to three weeks. In addition, my Cass Masters degree helped me to sharpen my critical and problem solving skills which are essential within the environment I am working in.” Cass’s proximity to the City of London makes it a perfect stepping stone for looking for future employment. Hanna Carnegie from Sweden did an MSc in Corporate Real Estate Finance and Strategy at Cass: “It has a great London location too. This
graduation - was of course an added bonus. However, I was very aware that if I was going to stand a chance of landing the job I wanted then the right course, the right principles and the right location were not going to be enough. I was very conscious to take full advantage of all the help Cass Careers could offer me. I made sure that I attended as many of the workshops, seminars and relevant company presentations as I could, that my CV was in shape and uploaded on the Careers website by mid-October and that the majority of my job applications had been sent out by November. I was offered jobs by several high-profile investment banks before accepting
my current position at one of the biggest hedge funds in the UK.”
Career strategies Firat Bakici, did an MSc in Logistic, Trade and Finance: “When I enrolled at Cass I was uncertain as to exactly what my career goals were. Cass Careers helped me to focus my thinking and understand what it was I was looking for from my career. This enabled me to begin to formulate a coherent career strategy. Once I had a clearer understanding of the sort of role I was looking for I attended all the relevant career events, workshops and company presentations – one of which was given by Deloitte, with whom I now work.” Applicants to the MSc in Finance at Cass will need a minimum of a UK Bachelors degree with a 2.1 classification or above, or international equivalent. They will also need to show competence with numerical subjects through some previous study of subjects such as finance, economics, mathematics and quantitative methods. A GMAT score may be asked from students who do not have a strong enough background in quantitative subjects. Students who have not previously studied a degree program taught in English will also need a minimum IELTS of 7.0 or a TOEFL of 107. Daniel has noticed that demand for their courses is on the rise worldwide: “Finance programs are popular in countries with emerging economies that are rapidly developing their financial services industries. This year, we are receiving a high number of European applications as well as increased numbers from Russia and Kazakhstan.” www.cass.city.ac.uk/masters
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Our postgraduate programme is your opportunity to develop expertise and specialist skills for tomorrowâ€™s dynamic and competitive creative industries. Enjoy a unique postgraduate community led by industry specialists, supported by true-to-life working environments, and networked to excellent links with leading lights including the BBC, Dreamworks and Nokia.
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Art & design
Art and Design Driving the technological renaissance A plethora of different jobs can be found within the world of art and design, says JAMES DONALD. The only problem is, so many people are after them
esign, photography, fashion, journalism, music, theatre, fine art, illustration. Just some of the wide range of courses covered by the art and design umbrella at postgraduate level. “Individuals make the major, and often lifechanging, commitment to study at postgraduate level for a variety of reasons,” says Samantha Kirby of the University College Falmouth in Cornwall, England. “Postgraduate study is your chance to specialize.” A postgraduate qualification is the bridge between having a talent for art and design and making a living out of that talent. “Falmouth combines the vocational with the non-vocational; you develop personal research interests, while learning practical skills and gaining insight into career paths. Students find inspiration here but also make professional contacts that will endure throughout your career.”
Looking to the future At the Academy of Art University in San Francisco great emphasis is also placed upon preparation for future careers: “The Academy of Art University graduate programs are designed for students who desire to improve their portfolio,” says Jeff Chromy. “Because Academy of Art University’s Graduate School is so portfolio-driven, alumni have an edge in the job market as having a tangible portfolio to hand to potential employers is a graduate’s ticket to a successful career.” Academy of Art University offers MFA and M.Arch degrees in 12 areas of art and design emphasis. Programs include: Advertising, Animation, Architecture (M.Arch), Computer Arts: New Media,
can also enroll in a flexible online degree program. “Through the Academy of Art University intensive and advanced graduate degree programs, students can develop and enhance
A postgraduate qualification is the bridge between having a talent for art and design and making a living out of that talent: it’s your chance to specialize Fashion, Fine Art, Graphic Design, Illustration, Industrial Design, Interior Architecture and Design, Motion Pictures and Television and Photography. Students can take classes in copywriting, fashion merchandising, sculpture, cinematography, digital photography, car design and much more. Students
portfolios fit for industry needs,” continues Jeff. “The Academy offers studio courses that expose students to a range of hands-on art and design projects. Graduate students also have the unique opportunity to work one-on-one with an Academy instructor or industry professional of their choice
to develop specific conceptual and technical skills to help them successfully bring their final thesis project to completion.” The Academy of Art also runs many industry events where students can network with professionals in their chose field. “The Annual Spring Show brings in art and design industry professionals from all over the country,” says Jeff. “Students have the unique opportunity to present their portfolios and some get hired on the spot! Academy MFA Fashion students have the privilege as the only school invited to Bryant Park to show their collections to the world at New York Fashion Week.”
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Art & design
“A postgraduate degree from Academy of Art University demonstrates the ability to balance the creative with the practical,” continues Jeff. ”Graduates can think outside of the box – and make a living doing what they love. Academy graduates carry a professional reputation that gives them an edge in the marketplace. The list of companies that hire graduates every year reads like a who’s who list of art and design. New media alumni are driving the booming
calibre staff, international contacts, and an entrepreneurial ethos”
New York, New York New York University Tisch School of the Arts Asia, located in Singapore, offers a Master of Fine Arts degree in Animation and Digital Arts, Dramatic Writing and Film. In each program, the curriculum is identical to the school’s campus in New York. All instruction is delivered in English.
encouraged by the number of applicants they have received from India, China, Europe, the Middle East and Latin America. “As our enrolment grows, so will our diversity,” he says. “The ability to travel to this part of the world is appealing to adventurous students. And the access to the untold stories of the region is unprecedented for animators, filmmakers and writers. “ Tisch Asia also gives students access to an American arts education based in southeast Asia. Graduates from the US school have won every major industry award according to Josh: “From the Academy Award to the Tony Award and beyond, graduates from Tisch School of the Arts are leaders in their field.”
Diversity the key
technological renaissance, while fine art and photography students are filling galleries all over the world.” Samantha Kirby says that Falmouth’s location is part of the school’s success: “Our stimulating, vibrant and beautiful environment attracts a special kind of person to study, work and live here. The influences of our location on the work of our staff and students has been recognised and applauded nationally and internationally. Our graduating students are highly sought after and enjoy a reputation for excellence in their chosen disciplines. Their innumerable achievements reflect the quality of the learning experience at
Falmouth with its first-class facilities, high-
The school opened in 2007. “Earning a Master of Fine Arts degree from our school is challenging and unlike any other post graduate training,” says Josh Murray, Associate Director for Recruitment. “Tisch Asia is a place for students to be creative, to experiment and to take risks. They become critical
The admissions process to Tisch Asia, like for many postgraduate art and design courses is competitive, “but we do not require prior experience in the field to apply to our programs. We, in fact, look for applicants with diverse backgrounds,” says Josh. “It is so very important that applicants take time to articulate their intense interest and passion for the arts, and we need to see that applicants are dedicated to a two- or three-year arts education program. The creative portfolio is essential and represents each student, their vision, and indicates to our faculty the potential for success.” Falmouth also search for a passion for the subject when sifting applicants says Samantha Kirby: “We welcome applications from students with appropriate qualifications, equivalent qualifications, prior learning/experience and a demonstrable interest in the subject.” Application numbers to their MA courses are growing annually, as awareness of the courses grows. In 2007 Falmouth published their first Postgraduate Prospectus which has helped increase awareness and held a number of Postgraduate Open Days and Open Evenings. They are seeing more applicants each year from India, China, Taiwan and the US. Graduate applicants to the Academy of Art University must include the following standard documents, according to Jeff Chromy: statement of intent; resume; official college transcripts and their portfolio, for placement purposes. “Academy of Art University welcomes anyone
“The list of companies that hire Academy graduates reads like a who’s who of art and design. New media alumni are driving the technological renaissance” thinkers, and they have an intense understanding of the industry in which they will work.” In the second year at Tisch Asia they have students from 20 countries. Many of their applicants are from the US, but Josh has been
who is interest in pursuing an MFA, regardless of skill level. A candidate applying to the MFA or M. Arch. Program, however, may be required to take preparatory classes in advance of entering graduate-level classes.”
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The leadership challenge Pursue a public policy Masters If you’re wondering how you might use your talent for organising, your research and analytical skills, and how you might satisfy that aim to move into a leadership role, a Masters in public policy could set you in the right direction, says ANN GRAHAM
Back in black: Masters programs in public policy are gaining in popularity
oes your CV boast about your superior research and analytical skills? Does your list of dream jobs include ministerial advisor or consultant? Does studying anywhere in the world appeal? Then a Masters of Public Policy, Public Administration or Governance could be what you’re destined to pursue. “An individual who is passionate about becoming a skilled public policy analyst and aspires to leadership roles is an ideal candidate for the Pepperdine Masters of Public Policy program,” says Melinda van Hemert, assistant dean of admission and student services at Pepperdine University in the USA. “They will have the ability to combine analytic tools with organizational talent and leverage their work through the activities of other people, focusing the skills of many defined tasks. These managers are valued by organizations at every level.” Furthermore, a candidate will have the confident strength of moral purpose that sets them apart as true leaders, van Hemert continues. “They are highly motivated students with a
demonstrated commitment to scholarship, an appreciation for human values, and the desire to make a difference in the spheres of influence in which they are preparing to serve.”
What are the options? So what exactly does a Masters degree in the field of public policy offer candidates of such high calibre and diverse characteristics? Firstly, students need to be aware of the types of Masters qualifications offered in the field of public policy. Taking a snapshot of qualifications on offer in all corners of the globe, Pepperdine University, and Georgetown University in the USA are two top
Warwick University in the UK offers a Masters of Public Administration.
Masters of Public Policy (MPP) A Masters of Public Policy (MPP) is designed for those students wishing to address, lead and manage change in the public, private and nonprofit sectors. Kerry Pace, assistant dean of the Masters of Public Policy program at Georgetown Public Policy Institute (GPPI), says the common denominator for all students is an interest in finding solutions to the many problems societies face locally, nationally, and globally. “The MPP provides a set of core skills in policy
“An individual who is passionate about becoming a skilled public policy analyst and aspires to leadership is an ideal candidate” universities that offer the Masters of Public Policy; Carnegie Mellon, also in the USA, offers a Masters of Science in Public Policy and Management; the University of Queensland in Australia offers a Masters of Governance and Public Policy; and
analysis, program evaluation, management, and politics that are valuable in many settings – from national, state, and local government to think tanks, consulting firms, community-action groups, and direct-service providers – not only in the
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United States, but around the world.” Compared to public administration programs, the scope of the MPP training prepares students for a broader range of careers inside and outside government, Pace explains. “The MPP provides students with a strong background in the qualitative and quantitative skills necessary for effective organizational management and leadership.” Van Hermet agrees. “Early public policy programs traditionally taught students to be analysts, helping to design effective government programs. While devoting significant attention to such analysis, Pepperdine University is committed to nurturing leaders who can use these tools to effect real change, not only in government agencies, but also in the private and non-profit sectors.” GPPI admits MMP students representing a variety of academic and professional backgrounds including: political science, economics, English, engineering, history, sociology, nursing, business, philosophy and biology. For admission, a prospective student must submit a resumé, two essays, three letters of recommendation, transcripts and GRE scores. Carnegie Mellon University offers the Masters of Public Policy and Management at its campus in Adelaide, Australia. Kathryn Dugan, assistant director of admissions at Carnegie Mellon Heinz
Sense of identity: graduates in public policy have strong analytical skills MBA as well because of the increasing overlap between the public and private sectors.” Several of Warwick’s MPA modules deal explicitly with governance in an international perspective and there are opportunities for students
“Masters’ students develop capabilities which enhance effectiveness in the workplace and gain a better understanding of the way government operates” School of Public Policy and Management says the school works alongside public and private sector organizations in the region that are actively seeking to employ talented professionals. “The Heinz School exists to improve the ability of public, not-for profit and private organizations to address the challenges facing society, and to strengthen our cultural resources through leadership,” she says.
Masters of Public Administration (MPA) Warwick University’s Masters of Public Administration (MPA) is a postgrad, postexperience, mid-career Masters qualification, Irene Kavallieratos, program manager, says. “In order to be successful in pursuing a career in public administration, graduates need to be able to work in complex and changing environments and have a high commitment to service delivery, working across sectors and departments.” Warwick’s MPA degree encompasses philosophy, politics, economics, law, sociology and psychology – during which students will learn skills including new ideas, tools, and techniques they can apply straight after completing each module. “We regularly review and renew the content of the MPA with feedback from participants, employers and people in the world of policy and practice, “ Kavallieratos says. “We open some of our modules to participants from the Warwick
to study outside the UK in the USA, South Africa, Belgium, and Poland.
Masters of Governance and Public Policy The Masters of Governance and Public Policy at the University of Queensland offers students courses which are relevant to contemporary issues in public policy and government. Students can undertake four key streams of study including public health, public management, resource management, and governance and development. Naomi Smith, of the School of Political Science and International Studies at the University of Queensland, says to be successful in pursuing a career in governance and public policy, graduates must have superior research and analytical skills coupled with well developed written and oral communication skills. Applicants to the Masters of Governance and Public Policy program must hold an approved degree or have successfully completed the Graduate Diploma in Governance and Public Policy. They must also satisfy the Executive Dean and Head of School that they are qualified for admission. “The Masters of Governance and Public Policy equips students with practical knowledge, research, analysis, and communication skills. When undertaking the Masters, students will develop capacities which enhance effectiveness in the workplace and gain a better understanding of the
way government operates and the major public issues confronting our society,” Smith says.
Careers Masters degrees in the field of public policy provide students with the skills and knowledge to pursue an exciting and rewarding career. Graduates will be equipped with rigorous policy analysis skills and an understanding of the policy-making process that can be applied in a variety of industries, sectors and organizations worldwide. Graduates of Masters degrees in the field of public policy and administration have gone on to a range of careers in non-profit, private and public sectors: Non profit: public interest and advocacy organizations, trade or professional associations, foundations, research organizations and think tanks, international organizations and education institutions Private: government or public relations, lobbying, consulting firms, health, financial, legal services, media, applied sciences, technology firms Public: federal/national, provincial/local and state governments, multilateral organizations Positions variously include ministerial advisor, policy advisor, media officer, research officer, communication officer, project manager, and consultant. If a world of change, leadership, and challenge appeals; if a career advising, managing and developing is what you’re looking for, then consider a Masters in the field of public policy to get you there. Top universities around the world offer a variety of Masters degrees to prepare you for such a career and as policies are researched, created, and actioned, you as a graduate could be making a difference.
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Improve the health of nations Choose a career in public health Global health issues such as AIDS and SARS have woken the world up to the importance of public health. If the rise the US has seen in numbers of applications to public health schools and the establishment of 11 new schools in the last 10 years is anything to go by this awareness is also filtering into the minds of graduates when considering careers. ANN GRAHAM discovers the skills they will share when they graduate
or people who want to become part of the solution to providing better health for all people, the field of public health offers excitement and challenges. Students with interests in health administration, prevention, the bench sciences, and the social sciences, as well as those students committed to improving the health of international populations will find that public health offers a rewarding career journey.
Of critical importance Global health concerns such as AIDS, bio-terrorism, avian bird flu, SARS, malnutrition and global warming have significantly increased awareness and understanding of the critical importance of public health – the mission of which is to fulfil society’s interest in assuring conditions in which people can be healthy, according to the Association for Schools of Public Health (ASPH) (www.asph.org). As a field, public health carries out its mission through organized, interdisciplinary efforts that address the physical, mental and environmental health concerns of communities and populations at risk of disease and injury. Its mission is achieved
technologies encompass a broad array of functions and expertise, including the three core public health functions: assessment and monitoring of the health of communities and populations at risk to identify health problems and priorities; formulating public policies, in collaboration with community and government leaders, designed to solve identified local and national health problems and priorities; and ensuring that all populations have access to appropriate and cost-effective care, including health promotion and disease prevention services, and evaluation of the effectiveness of that care. Over the past decade, the US has seen significant increases in the number of applications to schools of public health, during the same period that many US medical schools’ numbers declined. Between 1994 and 2004, 11 new schools of public health were established, and the number of applications increased from just over 17,500 to almost 28,500.
Finding solutions The Association of Schools of Public Health (ASPH) represents the 40 Council on Education for Public Health (CEPH)-accredited schools of public health.
Global health concerns such as AIDS, bio-terrorism and global warming have signifcantly increased awareness of the critical importance of public health through the application of health promotion and disease prevention technologies and interventions designed to improve and enhance quality of life. Health promotion and disease prevention
The CEPH-accredited schools of public health are located in the USA, Puerto Rico and Mexico and have a combined 4,000 faculty, 19,000 students and 7,000 graduates per year.
ASPH promotes the efforts of schools of public health to improve the health of every person through education, research and policy. Based upon the belief that “you’re only as healthy as the world you live in,” ASPH works with stakeholders to develop solutions to the most pressing health concerns and provides access to the ongoing initiatives of the schools of public health.
Areas of expertise At most schools of public health there are several areas of study to choose from including biostatistics, environmental health, epidemiology, health education, health law, industrial hygiene, international health and development, maternal and child heath, nutrition, social and behavioral sciences, toxicology, tropical medicine and parasitology. Public health students come from a wide array of academic backgrounds, including the biological sciences and pre-med, psychology, anthropology, economics, and women’s studies to name a few. Students with strong backgrounds in the social sciences bring valuable skill sets to disciplines such as health education and promotion as well as international health and development. Those with knowledge of the natural sciences contribute significantly in fields such as environmental health and epidemiology, while students with quantitative and organizational strengths often excel in biostatistics and health systems management. Very often international public health programs
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are based on the assumption that a profound understanding of the multi-layered and multidisciplinary nature of public health problems is the basis for successful public health leadership. Many degree programs are therefore strong on interdisciplinary interaction and maintain an interdisciplinary flavour designed to equip students with the analytical and practical tools needed to understand the ways in which societal, cultural, psychological, bureaucratic, economic and political processes affect health, illness and adequate health care delivery. Relevant analytical tools are borrowed from a variety of disciplines such as methodology and statistics, epidemiology, sociology, social and cultural anthropology, social psychology, political science, economics and the science of management and organization. Students learn how to utilize these tools to perform sound problem analysis and to ground appropriate health care policy as well as adequate health care interventions on the results of such analysis. Effective public health professionals also rely on a variety of practical skills that enable them to realize the public health policies and interventions they deem necessary. Metaphorically they have to be able to function as a Swiss pocket knife. For this reason students are taught how to plan, implement, monitor, evaluate and adjust programs, policies and interventions, but also how to identify, recruit, involve, commit, and guide stakeholders operating at the different levels (from international organization to the people in the communitiesâ€™ streets) of the health care system. To achieve this, public health experts have to be
Changing climates: graduates will address major issues such as global warming record overall, with a grade point average of 3.0 or better in their major. Most pre-professional Masters of Public Health programs require a minimum of 42 credit hours, but program, degree and hour requirements vary by each institution. Most US institutions require submission of standardized test scores (eg GRE) taken within the last five years. In addition, applicants whose primary language is not English or whose undergraduate degree is from a college or
Graduates develop the critical-analytical skills that enable them to successfully play the role of agents of change in any public health related field able to communicate effectively with a diverse circle of professionals in academia, politics, bureaucracies and field organizations.
Admission requirements In most cases, admission to Masters of Public Health (MPH) degree programs is based upon a portfolio consisting of the following materials: completed application and fee, a personal statement describing the studentâ€™s potential to contribute to the field of public health, a resumĂŠ reflecting work and volunteer history, evidence of an earned baccalaureate, graduate degree or equivalent from an accredited institution of higher education, official transcripts of all academic work, three letters of recommendation from academic or professional references and a strong undergraduate
university in a non-English speaking country must provide satisfactory scores on the Test of English as Foreign Language (TOEFL) or the International English Language Testing System (IELTS). International applicants should speak with an admissions counsellor at each institution for school specific requirements. For the majority of institutions accredited by the Council on Education for Public Health (CEPH), acceptance is not based simply on a single indicator such as the grade point average (GPA). Rather, the complete application is valued. This is particularly important if a student is weak in one area, but exceptionally strong in others. In such cases, it is important that students form direct lines of communication with admissions professionals working in the schools to which they are applying.
Career opportunities A myriad of job opportunities are available for public health professionals ranging from health administration to epidemiology, and from program management to laboratory research. Many public health programs emphasize the development of leadership and expertise in the broad fields of research, education and service with the aim to deliver graduates who are able to effectively apply relevant theoretical models and concepts to public health issues and, vice versa, to reflect upon theoretical developments on the basis of practical experience in the field. Because the subject area is an academic as well as a practice-oriented endeavour, it requires public health professionals to act as linking-pins between theory and practice, politics and people, and science and everyday life. Graduates, in other words, tend to develop the critical-analytical skills that enable them to successfully play the role of leaders, policymakers and agents of change in any public health related field, throughout the world. Information provided by: Dr Jeffery T Johnson, Associate Dean for Graduate Admissions and Student Affairs and Director of Undergraduate Public Health Studies at the Tulane University School of Public Health and Tropical Medicine in New Orleans, Louisiana (www.sph.tulane.edu)
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Mastering international relations An insight into the world of Masters in IR In today’s increasingly global context, demand for Masters programs in IR continues to rise. And, as JAMES DONALD shows, so do employers’ demands for internationally focused managers who possess an understanding of political and regulatory environments. With courses successfully merging theory and practice, and a wide field in which IR graduates can succeed, the value of such programs is clear to see
Masters degree in international relations (IR) has never been more relevant. As the pace of integration between the world’s regions and populations increases, so does the rise in potentially divisive problems. Issues such as globalization, environmental degradation, poverty and deprivation, international conflict, the rise of religious fundamentalism and the future of democracy all dominate our headlines. A Masters in IR arms graduates with the ability to start to comprehend the scale of these problems and the skills to work on ways of combating them.
Increasingly relevant “The MA in International Relations seeks to provide students with an appropriate set of intellectual skills to enable more informed and effective participation in an ‘ever-changing’ global context,” says Dr Jon Gorry, Senior Lecturer in Politics and Course Leaders of the MA in International Relations at the University of Northampton in the UK. “Current social, political and economic globalization demonstrates the inexorable importance of the ‘international’ and the increased relevance of this knowledge dimension at both academic and practice levels.” Kim Hutchings, Programme Director of the MSc in IR at the London School of Economics and Political Science (LSE), sums up the wide breadth of what is learnt on the course: “In depth, theoretically informed knowledge and understanding of contemporary world politics and
Contribute to the deployment of vital humanitarian aid in Uganda Increasingly in demand More and more universities are offering IR masters as demand continues to rise – Hutchings has seen a growth in applicants from China and India at LSE, as well as countries which have acceded to the EU
“Current social, political and economic globalization demonstrates the importance of the ‘international’ and increased relevance of knowledge” foreign policy, including the chance to specialize in knowledge of particular regions – for example AsiaPacific, Europe, Middle East, Russia - and issues such as war, conflict resolution, humanitarian intervention, human rights, terrorism; and organizations like the UN, EU, Nato, WTO.”
recently, such as Bulgaria and Romania. IE Business School in Madrid is starting its new course in International Relations in 2008, taught in English at their urban campus in Madrid. Leopoldo Calvo-Sotelo, Director of Master in International Relations, says that the school’s position gives
it good access to the European Union “the ideal testing ground for the international relations student: a vast forum where cross-border issues are debated and adjudicated every day.” Part of their course will be a one-week module dedicated to field work in Brussels, including visits to all the major EU institutions to “study the workings of Europe’s powerhouse of decision-making and policy development in situ. Working in the field will provide the opportunity to put into practice the deep knowledge and skills acquired during specific courses dedicated to the analysis of European Union systems and procedures, and which include negotiation role play,” says Calvo-Sotelo. “There is a widespread increase in the number
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Effect change in the fight against environmental degradation of specialist Masters coming onto the market, particularly those which are internationally focused and taught in English,” says Michael Aldous, IE’s Director of International Communications. “In terms of IR, there is a growing demand for internationally focused and trained managers who can work in both public and private sectors, with a good understanding of the political and regulatory environments. “
Unparalled intellectual development Emily Easton, Senior Program Development Officer of the Committee on International Relations (CIR) at the University of Chicago says that above all their course gives students: “the ability to make
most intellectually orientated program in the nation. Contrary to most Masters at policy school, we do not focus on professional training. Instead, we provide a broad knowledge of IT and the intellectual tools that enable students to learn whatever they need upon exiting the program in order to perform their job. It’s not that we focus on theory as opposed to practice, we believe the two are intimately connected. It is a program you can tailor to your own needs. Only two out of nine courses are mandatory; seven are electives, allowing you to cover a wide range of topics in the one-year cycle.” Their courses include IR theory; Security and International History; International Political Economy and Development; Regional Studies
“In terms of IR, there is a growing demand for internationally focused and trained managers who can work in both public and private sectors” novel and sophisticated arguments; to compile sufficient empirical and other evidence to back these arguments up; to be conscientious; to work well under intense intellectual and time pressure; to acquire effective research strategies that can be applied in any domain where information acquisition and processing matter.” The course at CIR is wide ranging: “We are the
and Nationalism; and Human Rights, Environment and Law. Easton says that the skills taught in IR will help graduates do well in: “Government (specifically the State Dept & DIA), policy research, NGO, NPO and for-profit (primarily analysis).” Farhad Abdulqader is one such example. He took a year out from his job with the United Nations Refugee Agency (UNHCR) in the Kurdish
zone of northern Iraq to do his MA in International Relations at Oxford Brookes University: “The course, especially the philosophy and theory part, enabled me to think more before analysing and gave me good research skills. I particularly enjoyed the research part of my MA which was about refugees – through that I have been able to increase my knowledge in the field in which I have been working for the last 10 years.” His typical day involved meeting refugees to discuss living conditions and security issues, resolving problems with local authorities and liaising with the NGOs working in partnership with the UNHCR. Hutchings agrees that the skills learnt are very wide-ranging: “In addition to substantive knowledge of particular areas and issues, the Masters in IR provides a range of skills in research, analysis, communication (written and oral) and teamworking, all of which are sought by employers.” International finance, management, law, policy research and academia are areas which graduates succeed in, according to Hutchings. She also cites journalism as another popular destination. Colin Donald, Business Editor of the Sunday Herald newspaper in Scotland, did an MPhil at Cambridge: “Cambridge University’s Centre of International Studies has a very inter-disciplinary approach to IR, so for an English Literature graduate like myself, the chance to sample courses in law, economics, history, strategy and theory was a hugely valuable experience in itself, as well as helping me understand a lot more about the East Asian foreign affairs beat that interested me most. “After the year’s course I can’t claim to be an expert in any of the fields, but the course did arm me with the skills and knowledge to know where to start looking when my newspaper work takes me into any of these areas. Best of all was the chance to work with an experienced dissertation supervisor, who taught me a huge amount about how to organise research.”
How to apply effectively When applying for an IR masters, Easton recommends to students: “You should prove that you performed well in your undergraduate education, that you are genuinely interested in IR and that your interests fit those of the faculty in the program. Also, in your personal statement, present a narrative of growth which makes a compelling case for why you belong here, both in terms of what you would get out of the program intellectually and professionally, and why other students and faculty may benefit from working with you.” Hutchings agrees that as well as showing that you have the appropriate qualifications, you need to prove you have an interest by demonstrating: “a suitable background knowledge in the social sciences, strong analytic and communication skills and a deep interest in international politics.”
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\oZ\cc\eZ\Xe[j\im`Z\ Fordham Universityâ€™s Graduate School of Arts and Sciences offers a learning environment entrenched in the Jesuit tradition of excellence and service. Glijl\pfli^iX[lXk\jkl[`\jXk=fi[_XdXe[af`e s A diverse and gifted student body directed by a supportive faculty of recognized experts s A strong spirit of mentorship, uniting you with your fieldâ€™s most influential thinkers s A graduate community that fosters personal attention and career guidance s The vast artistic, scientific and literary resources in New York City
Fligif^iXdgifm`[\jXjkife^XZX[\d`Z]fle[Xk`fe k_Xkjl`kjX]lcc$jg\Zkildf]`ek\i\jkj1 s Masterâ€™s degree programs that emphasize the application of knowledge to real world problems s Ph.D. degrees in science, social science and humanities s Certificates in various fields of interdisciplinary studies
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Education Pushing professional development Pressure is being directed towards implementing new teaching methods within educational institutions. JAMES DONALD and TIM ROGERS look at where postgraduates in the education field can contribute to this
ommonly perceived as the rather practically orientated study of teacher training, the area of postgraduate education is far more complex than just that one discipline. With increasing pressures on all educational institutions to manage resources and reform and implement new teaching methods and support all learners, postgraduate academic programs cater to develop expertise across the entire range of contemporary education issues. The diversity present in teaching and education programs available worldwide at the postgraduate level is therefore impressive. Prestigious institutions in Australia, Canada, Hong Kong, New Zealand, the UK and the US all offer students the opportunity to read programs in the fields of counselling, educational psychology, early childhood education, knowledge management, language education, school leadership and science education to name but a few areas of specialization.
Facing challenges The Harvard Graduate School of Education (HGSE) runs 13 Master’s programs, including arts in education; education policy and management; language and literacy; higher education; and school leadership. The school was founded in 1920 and students study and solve challenges facing education, including urban education, teacher shortages and student assessment. There are 533 students enrolled on the Masters program for 2008-2009 and 14 per cent are from countries outside the US. Laura Wells was a teacher in North Carolina but she found that “teaching in an under-resourced school was without doubt the hardest thing I had ever done, but also that it was incredibly moving for me. I loved my kids so much, and I needed to be a more effective teacher for them”. She therefore decided to study a Masters and chose Harvard because of its focus on urban education. “I have learned that the most important thing is always the students, and what they are doing in the classroom and contributing to the classroom. I have also learned that many
The Institute of Education in the UK of the things I used to think were separate goals can truly be taught most effectively together - we should simultaneously teach our students the academic skills they need, the content required by the curriculum, and ways to constructively critique and engage in the world we live in.” The Institute of Education in the UK offers many international students the opportunity to develop their professional and academic careers through postgraduate programs. Founded in 1902 and one of the colleges of the University of London, the Institute, as it is known, has been at the forefront
alike and the research it contributes to the field. The Institute specialises in teaching, research and consultancy in education and related areas of social science and professional practice. It was founded to deliver high quality training for teachers and, over the years, has expanded and now offers courses leading to higher degrees in all areas of education. With 16 per cent of its 3,816 students coming from outside of the UK, the Institute is particularly global and offers an international and comparative approach to its subject offerings. Of these
“The most important thing is always the students, and what they are doing in the classroom and contributing to the classroom” of research and teaching in the field of education for over one hundred years. Located in the heart of London, the Institute is well regarded for both the postgraduate programs it offers teachers, administrators and policy makers
international students, 375 are studying for a Master’s degree and 217 for a research degree. In the UK, the numbers of students accepted to study for the postgraduate certificate in education (PGCE), the qualification students with Bachelors
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Close contact: collaboration is key to success at all levels degrees in a subject-specific field take to enable them to enter the teaching profession, rose until 2005 to nearly 30,000 and has slowly dropped off to 27,000 last year. The Institute, which currently has 1,355 students studying for a PGCE, is one of the universities behind educating some of the brightest and most influential teachers of the next generation.
Wide range For many educational practitioners interested in continuing their studies for personal or professional development reasons a full-time postgraduate course is not a practical choice, so the Open University offers a range of courses which can be taken whilst still in employment. Their courses cover a range of professional specialisms, including e-learning, leadership and management, literacy development, research, or educational psychology. The Open University’s Masters degree in education registers over 3,000 students a year and is the largest of its kind in Europe. The range of
The Managing Behaviour in Schools Masters was developed as in collaboration between the University of Waikato, New Zealand, and the Open University. The course focuses on the area of behavioural issues at whole school, classroom and individual student level and is designed for qualified teachers with an interest in the pastoral guidance and welfare of pupils, classroom management, liaison with the local community and the duties of heads of year and departments. The material for the course provided the opportunity for students to compare the different practices in the UK and New Zealand and the course team, students and tutors are encouraged to use the Open University’s website and online forums to share their practice and ideas.
Model courses Other institutions are also offering more courses online. Walden University’s School of Education offers three programs entirely delivered online, allowing education professionals or those in
The field of education provides many exisitng practitioners and students new to the profession with the chance to expand and improve their knowledge courses offered are aimed at students who have experience of teaching, the education advisory service or educational administration. Students, who are expected to work with learners, are encouraged to relate the content of the course to their own experiences. Some of the courses are available anywhere in the world, including teaching English to speakers of other languages worldwide and language and literacy in a changing world.
related fields to study according to their own requirements. The MS in Education offers 10 specialisations from educational leadership to literacy and learning, providing a wealth of opportunity for those seeking advancement in their career. The University of Melbourne’s distance learning programs at the Masters’ level provide a model for many other universities around the world. The field of education is so popular for
Melbourne they have adapted their programs so that a number of their subject areas can be delivered offshore in Singapore, Hong Kong and Thailand. Members of staff from Melbourne’s Faculty of Education teach selected postgraduate programs aimed at existing practitioners by travelling to their partner college at fixed times every year. For example, three postgraduate programs are taught in Singapore; early childhood education and training and development in partnership with the Singapore Institute of Management; and a Masters degree in educational management, taught in close collaboration with the Academy of Principals and the National Institute of Education. All three programs offer flexible learning opportunities for professionals already in the field, seeking to develop their expertise but having to balance the conflicting pressures of work and family life with part-time study. By offering professionally orientated programs in the field of education at a distance, Melbourne has successfully extended their appeal in a geographic area where the ability to study internationally and full-time are somewhat limited by career commitments. The field of education provides many existing practitioners and students new to the profession with the chance to expand and improve their professional knowledge in either a specific or a more general area. The experience of institutions such as the University of Melbourne, the Open University and the Institute of Education, University of London provides potential students and teaching practitioners with a wealth of opportunities and the skills to develop truly fulfilling careers.
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xxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxx Location, location, location Worldwide opportunities for postgraduate study
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USA Still the most popular destination for study More than 200,000 international students chose to study at US universities and graduate schools last year. Graduate applications have begun to exceed pre-9/11 levels, with interest in engineering, science and humanities programs continuing to be very high. So why is the USA such a popular destination?
he structure of a US postgraduate degree differs from those offered, for instance, in the UK. There are no pure research degrees. Masters and PhD programs will always involve a combination of research and taught courses and the evaluation of performance continuously assessed through classroom participation, examinations and papers. While this may produce a workload that many students often find heavy and highly structured, the US system is also highly flexible. “Many students who use our Advisory Service are attracted to the wide variety of opportunities on offer in the US,” says Lauren Welch, Head of Advising at the Fulbright Advisory Service. “With over 1,200 universities offering postgraduate degrees, you are bound to find one that is a good match. US degree programs are also relatively flexible, allowing students to tailor their coursework to their interests and career goals through careful selection of projects, papers and electives. However, postgraduate study in the US is by no means limited to the four walls of a classroom. Many students have the opportunity to collaborate on research projects with faculty, attend and present at professional conferences (often with department funding), and complete internships for academic credit.”
Choose a good match for your research or professional interest
The US semester system The academic year in the US lasts nine months, from August to May, and is divided into semesters. The number of semesters per year varies depending on which system the university follows. The most common system breaks the academic
certain number of credits, hours or units. A realistic full-time course load for a postgraduate student is likely to be 9 to 12 hours per week per semester, which translates to between three and four courses per term. Masters is two years, PhD is four to five.
There are no pure research degrees. Masters and PhD programs will always involve a combination of research and taught courses year into two terms, usually called fall and spring semesters. Universities express their postgraduate coursework requirements in terms of a specified number of credits, hours or units, instead of having a specific timescale as in many other international education systems. Each individual course is worth a
How to find a course The Fulbright Advisory Service recommends that students interested in postgraduate study in the US begin researching 18 months before they plan to enroll. The Education USA website (www. educationusa.state.gov) has a link, “Find a School”,
which allows you to search for courses and institutions. It is recommended that students apply to between four and six universities; applying to one or two can be a risky strategy if an application is rejected or no funding is available. When choosing, things to consider include location, university size, tuition fees, available funding and number of international students. The most important factor for postgraduate study, particularly for PhD study, is to make sure the department is a good match for your particular area of research or professional interest. In addition to application forms, students will be expected to complete essays, obtain recommendations, provide transcripts and take admission tests.
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speakers who have been educated for three years or more in English. www.toefl.org The LSAT is for law students interested in studying for a JD. www.lsat.org The GRE is for law students interested in studying for the LLM. www.gre.org The MCAT is for potential medical students. www.aamc.org/mcat
Universities are keen to get a total picture of each applicant
These tests are generally comprised of several multiple-choice sections and an essay. Each takes three to four hours and the scores are sent directly to the universities applied to. No matter how many applications are submitted, a student need only take the applicable standardized test once. Each university has its own admission requirements. Refer to their website for details of prospectuses, application forms and financial aid. Letters of recommendation are an essential part of the application and care should be taken in choosing referees. It is important that referees are familiar with a student’s academic work and can discuss their academic and intellectual potential. US universities require a statement of purpose from candidates as part of the application. This is an opportunity to distinguish oneself from others. The goal is to write a clear, concise and persuasive statement that reflects the applicant’s views and aspirations. The university and graduate department will be looking for an essay that touches on academic or research interests; the reason for wanting to pursue graduate study; strong and specific reasons for choosing that institution; future career goals; how graduate study will help to achieve those goals; and relevant extracurricular experiences or personal qualities not discussed elsewhere.
Seeking funding What universities are looking for “For some UK students, preparing a separate application for each US postgraduate program seems daunting, particularly after having applied for their first degree via UCAS,” says Bridget Costello, Educational Advisor and Events Manager (and former Admissions Counselor at Bryn Mawr College). “However, the process is not as difficult as
experience, and your involvement with the community/extra curricular activities. Most universities in the US will require that an applicant sits at least one standardized test. Depending on the selected field of study, the following standardised tests are generally required: The Graduate Record Exam (GRE), the most commonly required, is for applicants to
US universities are keen to get a total picture of each applicant and will take into consideration factors such as your previous professional experience, your research experience and your involvement with the community it appears! US applications generally follow a similar format, and much of the required information can be transferred from one application to another.” US universities are keen to get a total picture of each applicant and, while obviously wanting students with the best academic records, will take into consideration other factors such as your previous professional experience, your research
humanities and arts and sciences courses. www.gre.org The Graduate Management Admission Test (GMAT) is for admission to a business school programme. www.mba.com The Test of English as a Foreign Language (TOEFL), for non-native speakers of English, though this may be waived for those non-native
It is important to check admissions deadlines. US university deadlines are firm and applicants must ensure that the full application pack has reached the university before the given date. This includes the non-refundable application fee, which ranges from $50 to $125 per institution. Some universities offer a rolling admissions process, which means that applications will be accepted until spaces are full, rather than a single date. Confirm what approach the institution you’re interested in has. In contrast to undergraduate education, where admission and financial awards are controlled at the institutional level, US graduate education is quite tightly controlled at the departmental level. Financial aid and scholarships for certain fields tends to be more heavily subsidized than for others. For example, a student of physics, chemistry, or biology may find institutional funding more readily available than a student of humanities, the social sciences, or education. Postgraduate students have the opportunity of applying for Fellowships – which are outright grants, and Assistanceships – which are
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USA financial packages, which could include tuition fee waiver, living stipend, medical insurance, in return for doing some research or teaching. There are also independent foundations and scholarship organizations that provide funding for international students wishing to study in the US. For example, The US-UK Fulbright Commission grants between 10 and 15 postgraduate awards in a discipline at any US institution for British students, as well as a British Friends of the Harvard Business School MBA Awards, Fulbright Alistair Cooke Award in Journalism and Fulbright-UK Film Council Film Award. The award covers tuition fees, health
calendar years of Optional Practical Training (OPT), provided that the position is directly related to the students’ field of study and commensurate with their educational level. OPT may be applied for after nine months of full-time study and allows a student the opportunity to gain professional experience with an American firm while earning.
Student visas Contrary to popular belief, obtaining a visa to do postgraduate studies in the US should not be problematic. While certain procedures have changed post-9/11, including the introduction of the Student
Although the process of applying for postgraduate study in the US is different to other international systems, many resources exist to help applicants insurance, and living expenses for the first year of study only. For information on the Fulbright Awards categories and application process, please visit www.fulbright.co.uk. Personal loan schemes are also available from US and international sources such as banks and loan services. International students may also work for up to 20 hours per week on campus when classes are in session and full-time during university holidays. International students are also eligible for up to two
& Exchange Visitor Information System (SEVIS), the process is not complicated. Along with a visa application form, valid passport, documentation showing sufficient funds to cover living expenses and fees for the first year of study, evidence of intent to return to your country at the conclusion of the academic program in the US, proof of SEVIS fee payment, a photograph, and the visa fee are required. “For many international students, the biggest hurdle to studying in the US is getting accepted,” says
Tandiwe AebiMoyo, Fulbright Awards Co-ordinator and Masters of History graduate from the University of Michigan. “Once you have a place at your US university, the international student services staff will be able to assist you with the paperwork and documentation that you will need to apply for your student visa. You may need to allow several weeks to secure a visa interview appointment at the US Embassy but the actual visa application process is not overly stressful.” Though the process of applying for postgraduate study in the US is different to the many other international systems, many resources exist to support applicants. With a little hard work and determination, students can open up another world of opportunities for themselves. For further information, seek advice from your local Fulbright or EducationUSA office or visit the website www.educationusa.state.gov.
MASTER OF LAWS (LL.M.) UNITED STATES AND GLOBAL LEGAL STUDIES School of Law • Case Western Reserve University • Cleveland, Ohio LL.M.s may also earn certification in Intellectual Property, Public International Law, International Business Law, Health Law, and Alternative Dispute Resolution/Mediation One year, full-time curriculum designed to give graduates of foreign law schools an opportunity to study the United States legal system and international law and trade, to become well-grounded in U.S. law, and to become truly capable lawyers in the 21st century’s global economy. Our students, who have come from 55 countries, always form a close-knit community and become involved in law school activities with classmates from the J.D. program. They benefit from individual attention and guidance in a family atmosphere.
CURRICULUM ENRICHMENT PROGRAM
• Special courses for LL.M. students: Doing Business in the U.S. and Contracts (designed to teach LL.M. students basic common law contracts and to prepare LL.M. students for an American law school classroom) • Comprehensive instruction in US legal research, writing & analysis with weekly workshop to monitor each student’s research and writing progress • Seminars with international practitioners from law firms and corporations • J.D. student mentors who assist LL.M. students and plan social events • Summer internships following completion of degree requirements • Summer Language and Law Institute for foreign legal professionals and students • Partial merit scholarships available to outstanding applicants • Students who complete the LL.M. degree in US & Global Legal Studies may apply to transfer into the J.D. program
For more information, contact: Office of Foreign Graduate Legal Studies, School of Law Case Western Reserve University 11075 East Boulevard Cleveland, OH, 44106-7148, USA or e-mail Adria J. Sankovic, Assistant Director, at email@example.com. Or visit our World Wide Web Site: http://www.law.case.edu/curriculum
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Canada Graduate opportunities for international students With its endless opportunities for discovery and adventure, open-minded people and highly respected degrees, could there be a better place to study than Canada? JAMES DONALD considers the draw of studying in this stunning country where strong investment in education keeps the cost of tuition down and the quality up, and residency opportunities make future careers there a real possibility
anada has much to be proud of in terms of its education. Two important deciding factors for international students are the cost and quality of education. Laurens Verkade, Manager of Graduate Admissions at McGill University in Montreal says: “Of all the G8 countries, Canada spends the second highest percentage of our GDP on education. This keeps the institutions well funded and the tuition fees low. In fact, Canada offers the lowest tuition rates for foreign students compared to the UK, Australia, New Zealand and the US. A degree from a Canadian university will be well respected in academic circles, businesses, and governments around the world.”
High funding levels and high standards Benoit Chapdelaine, Recruitment Administrator of DeGroote School of Business at McMaster University says the high level of investment ensures a high standard of education for international students: “Given that almost every university in the country is funded by government, the standards they must uphold and strive towards are extremely high. Consistency in quality from one school to the next is remarkable and that is significantly due to the value given to research in this country. Canadians are inquisitive people and governments as well as corporations understand the benefits of furthering knowledge.” Canadians are also very welcoming according to Chapdelaine: “The greatest advantage of studying in Canada is our multiculturalism and our open-mindedness. Canadians recognize
Tackling the dizzy heights of higher education in Canada practices of different religions and cultural rituals. Visitors can feel free to maintain and express their own cultural and ethnic identity during their stay in Canada. Another point I would like to
The Canadian socio-political environment allows residents and visitors to enjoy a safe and tranquil environment conducive to focusing on one’s studies
and tranquil environment conducive to focusing one’s attention on his or her studies. The open policies on immigration could also offer some international students a great opportunity for permanent residency and successful careers in Canada following completion of their studies.”
A top 10 place to live that we all come from a variety of cultural and ethnic backgrounds and welcome new ideas and beliefs. Canadians respect and accept others’
make about Canada is the stability and safety it offers. The Canadian socio-political environment allows residents and visitors to enjoy a safe
Canada has made the United Nation’s top 10 list of best places to live since 1994. “This is a result of the safety of Canadian
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cities, our universal health care system, and the accessibility of education,” says Verkade. “Thanks in part to the technological advancements produced in Canadian universities, graduate education in Canada has been provided with access to a range of cutting edge technology.” And of course Canada has an enviable reputation for its natural beauty, she continues: “Another important resource for students is the variety of Canadian geography, which is available to escape to, explore, research or enjoy. There are three oceanic coast lines, the Rocky Mountains, prairies, the Great Lakes region and the Great White North. Canada’s
A wide variety of graduate degrees
safe cities, natural beauty, and technological advancement create an enriching environment for study.” Chapdelaine says Canada is a fantastic place to explore: “Canada offers a plethora of activities varying from snowshoeing and skiing in the Rockies to iceberg-chasing sea-kayak excursions to experiencing the aurora borealis on the Artic circle. The pure size of this country compiled with the four seasons and different climates it offers make Canada a never-ending opportunity for discovery and adventure while offering something to fit anyone’s needs.”
based or professional options such as MBA and MD programs.” Chapdelaine also stresses the variety of graduate education in Canada: “The beauty of graduate studies in Canada is that we offer
And variety is also something which Canadian Institutions are able to offer international graduate students. “Canadian universities offer a wide variety of graduate degrees,” says Verkade. “With a little research, interested students are sure to discover programs that will suit their ambitions. In disciplines as diverse as business, arts, sciences and fine arts it is possible to find programs that focus on research and scholarship, or programs that lead to a professional career. And in many cases Masters degrees are offered with a thesis or a non-thesis option. There are also great opportunities for research at both the Master and Doctorate levels as well as course-
social sciences, business and other areas can also be found on most Canadian university campuses.” He recommends contacting the graduate studies department of each university to find an accurate list of program options.
Admissions Chapdelaine also recommends contacting the institutions to find out about their admissions process. “For research-based Master and Doctorate programs, it is the norm to expect academic requirements to hover around (B+) averages. Some programs could have lower or higher standards. Many graduate programs will also expect applicants to have completed tests such as the GRE. Specific experience or completion of an undergraduate degree in the field of study in particular can often be required but not always. The best advice on gaining admission to these types of programs is having an extensive list of quality references. I would also encourage students to communicate with professors or researchers working in their field of interest to let them know of their interest in pursuing further studies in that specific field. For professional programs or MBA options, having some work experience prior to gaining admission is often required. Completion of the third-party tests (ie GMAT, LSAT, MCAT) can also be expected.“ “International/visa students coming from non-English speaking countries should also expect to have to submit a proof on English proficiency such as TOEFL or IELTS,” he adds. At McGill, there is a two stage process to graduate admissions according to Verkade: “The graduate admissions process at McGill has two major steps: 1) once the application is received it is first reviewed by the academic department responsible for the program being applied to. All supporting documents should also be sent to the department. If the department wants to accept the candidate, they make a recommendation to the Graduate and Postdoctoral Studies Office (GPSO); 2) the GPSO, in turn, reviews the file and, if in agreement with the recommendation, makes the formal offer of admission. “The process, particularly at the departmental level, can take time as there are many different factors to be taken into consideration. It is important that candidates for admission follow
In disciplines as diverse as business and fine arts it is possible to find programmes that focus on research or that lead to a professional career programs in a wide variety of fields: from sciences and engineering to medicine and health sciences, most students are capable of finding a program that fits their needs. Art, humanities,
instructions carefully and submit all of the requested documentation. They should also ask questions if they are unsure or if the instructions received are unclear.”
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MTCU Intarnational(Grad School Pub):Layout 5
Come to learn. Leave ready to take on the world. When you join the 35,000 students from 199 countries who have come to Ontario for a world class education, you’ll get the experience of a lifetime. Live and study with students representing over 60 languages and cultures. Experience a cultural scene that has everything from Shakespeare to street dancing. Explore opportunities that come with living in Canada’s economic powerhouse, the center of research and development. And you’ll leave ready to take on the world.
Paid for by the Government of Ontario
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You should aim to apply before 1 February for programs beginning in September. The admissions process can take as long as nine months so be sure to submit your application form as early as possible.
Accreditation Verkade says there is no formal accreditation process for institutions in Canada. “Although many individual programs of study have been accredited by various professional organizations, colleges and universities in Canada derive their authority from provincial legislation (or Royal Charter). Membership in the Association of Universities and Colleges in Canada (AUCC) is considered by many as a de facto accreditation since this requires the establishment and maintenance of a rigorous quality-assurance process. In addition a number of provinces, including Québec, require a second level of quality assurance within their particular higher education system. “For more complete information please consult the website of the AUCC at www.aucc.ca/qa/principles/index_e.html.”
Finance Many Canadian institutions offer scholarships and awards for international students with exceptional qualifications – contact the particular institution for details. For example, applicants to graduate studies at McGill University are automatically considered for a McGill International Doctoral Award (MIDAs). Further information about the MIDAs is available at: http://www.mcgill.ca/gps/ fellowships/midas. There are various organisations within Canada that administer scholarship programs for those graduate students who are studying or researching a specific subject. Students who are looking for funding from outside of their particular university should think about trying the Government
The scenery in Canada helps to make it a fantastic place to live their studies. For more information on the Off-
“International full-time students are allowed to work on the campus without the need for an employment authorization. Thanks to recent legislation it is now possible for some foreign students to work off-campus too” of Canada (see www.scholarships.gc.ca/ noncanadians-en.html) as well as the Trudeau Foundation Scholarships Programme: www.trudeaufoundation.ca/trudeaufoundation.
Work International full-time students are allowed to work on the campus without the need for an employment authorization. Thanks to recent legislation it is now possible for some foreign students to work off-campus while they complete
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Campus Work Permit Program see the website: www.cic.gc.ca/ENGLISH/study/work-offcampus. asp Greg Flood from the Ministry of Training, Colleges and Universities in Toronto, Ontario, says: “The Off-Campus Work Permits (OCWP) Program for International Students allows eligible international students to apply for a Work Permit if they are registered full-time at a participating institution and maintain good academic standing. If approved, students are entitled to work up to
20 hours a week during the regular academic year and full-time during scheduled breaks, for example, during the summer, holiday breaks and reading week. The Work Permit enables students to work anywhere in Canada while students study full-time and regardless of where they attend a postsecondary institution.”
Further information For more information about studying in Canada visit the following websites: www.studycanada.ca www.studyincanada.com www.studyinontario.com/ www.aucc.ca – Association of Universities and Colleges in Canada http://oraweb.aucc.ca/dcu_e.html.
Study in Quebec A slice of France in Canada Looking for something a bit different? Head to Canada to sample a bit of continental Europe and study in one of the world’s most liveable regions. JULIE FOURNIER, Chief Editor of the website, “Etudier au Quebec”, tells all
housands of tourists each year visit Quebec and its wide-open spaces and over 22,000 international students are also drawn to this unique French-speaking part of North America. According to the Mercer Worldwide Quality of Living Survey 2007, Montreal ranks higher than London, Paris, Barcelona, Tokyo, New York and Rome for its quality of living. The cost of living is also much more reasonable.
Mother tongues Quebec’s official language is French, which is spoken by over 83 per cent of the population. About 10 per cent of Quebecers speak English at home and six per cent another language. Over 40 per cent of Quebecers speak both French and English, and in Greater Montreal this percentage rises to 53 per cent. Quebec’s 14 French and three English universities, research institutes, and specialized technical schools welcome students from a hundred countries, including France, the United States, China and Morocco. A third of them are enrolled in one of the 1,400 graduate and postgraduate programs, mainly in business, applied sciences or social sciences. To select a graduate or postgraduate program, visit www.crepuq.qc.ca/spip. php?article983 for guidance and a vast choice of options that cover all fields of knowledge. Programs are at three levels: three- or four-year undergraduate programs (Bachelor’s degrees),
French flavour: the distinct style of Quebec makes it unique Student exchanges lasting six months to one year can be arranged under the bilateral agreements signed by universities in Quebec and abroad; student mobility programs are also available through the Conference of Rectors and Principals of Quebec Universities (CREPUQ). Contact the international relations department at your host university or visit the CREPUQ student exchange website http://echanges-etudiants.crepuq.qc.ca
Agreements between the Quebec government and other countries exempt many international students from the tuition fees normally required two-year graduate programs (Master’s degree), and postgraduate (PhD) programs of three or more years. Quebec’s universities offer top-notch education. All new programs undergo quality assessment by a committee and experts in the field and subsequently are subject to periodic reviews. The degrees awarded meet the highest international standards and the occupational training is recognized throughout North America.
to see if your home institution has signed the CREPUQ Agreement.
Skills that span the globe It is also possible to complete an entire academic program in Quebec and obtain an internationally recognized degree. Interested students should contact their chosen university about applying for admission. Click on www.crepuq.qc.ca/spip. php?article401&lang=fr to find the registrars’
offices that will tell you how to apply for admission. The deadline for admission varies depending on the university and program level, but generally is between January and March for fall admission. Agreements between the Quebec government and other countries exempt many international students from the tuition fees normally required. Such is the case for students from France, who pay the same tuition as Quebec university students, about $1,700 CA per year. A number of bursaries are also available from various organizations. Personal living expenses (rent, food, recreation, transportation, winter clothing), between $10,000 and $12,000 CA per year will be required. For more information about the available programs, bursaries and the procedure for attending a Quebec university, visit www.etudierauquebec.ca. This Web site provides information about the universities, services available and Quebec in general, as well as an opportunity to subscribe to an e-bulletin to keep in touch with Quebec’s universities.
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The United Kingdom World-class Masters and PhD programs If recent hype can be believed it seems the UK is rivalling that of the USA as a preferred study destination for international students. TIM ROGERS looks at what the UK has to offer and talks with some postgraduate students to find out why they were attracted to studying and working in the UK
2008 survey of more than 11,000 international students from 143 countries, published in respected newspapers such as The Guardian, The Independent and the Times Higher Education, indicated that the number one position of the USA as the world’s most popular study destination is under serious threat for the first time. Some 140,000 international students are currently making the most of postgraduate opportunities in the United Kingdom. They come from over 200 countries with the largest national groups originating from the USA, Greece, China, France, Germany, Malaysia and India. There are more than 20,000 postgraduate courses available in the UK, covering a wide variety of subjects. Some are taught courses while others consist of a period of supervised research.
The appeal of the UK So what is it about the UK that makes it such an attractive study destination for international students? According to current and former international students, the reasons are varied and touch on a unique combination of both studying and living in the UK. Nigar Baimova, from Azerbaijan and an alumna of Leeds University, offers some explanation: “While getting academic credits is really important, keep in mind the type of experience you want to have while in the UK. Realistically, time spent immersed in the culture, travelling and building relationships with locals will outweigh the time you spend hitting the books.” The academic and living environments in the UK offer a number of advantages for international students, not least the sheer variety
campus institutions, such as East Anglia, Essex, Keele, Sussex and Warwick tend to be more selfcontained, purpose-built and convenient.
With more than 160 institutions currently awarding Masters or PhD degrees, international students are faced with an unparalleled choice of colleges and universities. With more than 160 institutions currently awarding Masters or PhD degrees, international students are faced with an unparalleled choice. City universities, such as those located in Bristol, Cardiff, Edinburgh, London or Manchester, exist in an urban setting, offering the student the opportunity to enjoy the resources of both the city and the university;
Quality of teaching Students can be assured that efforts are made to maintain the quality of UK higher education: the UK’s Quality Assurance Agency (QAA) oversees the quality of courses and academic standards. All higher education institutions are subject to checks, with quality ratings published for all to see. Many other international students select
either a UK Masters or PhD program based on the quality of the teaching and research on offer and the learning methods that characterise the UK approach. Iker Urrutia from Spain, is studying for his Masters in Human Resource Management at the Thames Valley University with the aim of enhancing his career development opportunities. He joined as a part-time student in order to combine his studies with work as a human resource advisor at Aspect Software, which is sponsoring his studies. “If I compare this program with one I took in Spain, I find this course less theoretical and more critical,” he says. “Students are expected to think for themselves and not take for granted everything
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they are told, including the contents of the course.â€? â€œI think the advantages of studying a postgrad degree â€“ the acquisition of new skills and increased employability â€“ outweigh the stress and diminution of social life, so Iâ€™d definitely recommend it.â€? Sri Lankan Vikram Nataraj and Masters graduate of the London School of Economics echoes this: â€œThe opportunity to study at the graduate level in a program focused on research-driven content
obvious: finishing a Masters degree in half the time it takes for students to complete the same degree in the USA, Canada or in many European countries greatly reduces all of the related costs and means that entry to the world of work is a year earlier.
Genuine employment opportunities There is perhaps another, more significant, factor behind the increasing popularity of the UK as a
Although the labour market continues to be competitive in the UK, particularly in London, an increasing number of students are securing employment was important. I preferred the learning style in the UK: small lectures with student-led tutorials and seminars. I have spent time with economists at the cutting-edge of their field, developing policies for central banks and gain insight into their research.â€?
Shorter course lengths A further element adding to the appeal of studying in the UK is the length of time it takes to complete a UK Masters or PhD program. Most Masters offered in the UK are one year or less, while PhD programs are generally completed after three years. For those international students investing their own funds to meet their tuition and living costs, the attraction is
study destination for international students. With the pressure of long-term skills shortages impacting on a number of sectors in the UK labour market, there is now a stronger relationship between those students graduating from Masters and PhD programs and the world of work in the UK. Developments in Scotland and, more recently, in the rest of the UK have enabled more international students to remain in the UK and work after graduation. The Fresh Talent initiative was launched by the Scottish Executive in 2004, and has already tempted 5,700 international students to stay in Scotland after graduation, many of whom have secured highly skilled positions in sectors as diverse as oil and gas
production, fine art preservation and biotechnology. Carrie Ann Anderson is one such student. She graduated with her Masters in Museum and Gallery Studies from St Andrews University and says: â€œI think the Fresh Talent initiative has helped level off the job situation for people from abroad. Some employers donâ€™t want to be involved in obtaining a work permit. I have been lucky because my area is a shortage subject so there are more work opportunities and people are more likely to accept me.â€? A similar scheme is being introduced in the UK. The International Graduates Scheme (IGS) will give more graduates of Masters and PhD programs the opportunity to work on completion of their degree. Although the labour market continues to be competitive in the UK, an increasing number of students are securing work. The opportunity to gain vital work experience adds an attractive element to the overall pull of UK Masters and PhD degrees. With a well-established university system and a reputation for quality, itâ€™s easy to see why so many international students are putting the UK high on their list of study destinations. Coupled with an exciting social and cultural life, shorter graduate programs and new opportunities for graduate employment, the UK is certainly one of the places students should be considering for their Masters or PhD degrees.
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6.2-Uni Int Ad China:Layout 1
Choose Lincoln The University of Lincoln welcomes international students from more than 50 different countries to a diverse and inclusive environment. The University is committed to international studentsâ€™ needs and aspirations. This is reflected in both the teaching and academic support that is provided. At Lincoln, international students are welcomed into a challenging, as well as supportive, learning environment that encourages continuous development.
There is a wide range of undergraduate and postgraduate opportunities, including degree courses in: Art, Architecture & Design Business, Management & Finance Marketing & PR Law, Criminology & Psychology Policy Studies & Social Work Tourism Animal & Equine Science Forensic, Health & Biological Sciences Media & Performing Arts Journalism, English & History Computing & Technologies Scholarships of ÂŁ1000 are available to all new international students, whatever their learning discipline. The University will also assist all new students in finding high-quality accommodation.
For further information please contact: The Recruitment Team, University of Lincoln, Brayford Pool, Lincoln LN6 7TS Telephone +44 (0)1522 886644 Fax +44 (0)1522 886880 Email firstname.lastname@example.org
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France A first-class choice for your graduate future Famous for its art and culture, France welcomes more tourists than any other country in the world. It is also one of Europe’s top destinations for international students – hosting the third highest number in the world, with 265,000 in 2006, making up 14 per cent of France’s student population, says CLAUDE TORRECILLA
CampusFrance offers advice on preparing for study in France
rance is a first-class centre for scientific and technological innovation. It owes this standing to its research capacity and its many achievements in fields such as aerospace, transportation, electronics, telecommunications, chemistry, biotechnology, and health: successes confirmed by the number of French winners of the Fields Medal. The French government supports public institutions of higher education, including universities, lowering the cost of education to each student by approximately €10,000 per year. Public support keeps tuition levels in France among the lowest in the world, while assuring the quality and integrity of degree programs. No distinction is made in France between French and foreign students: the entrance requirements and admission fees are the same, and the degrees are identical.
Visit campusfrance.org Campusfrance.org and CampusFrance’s local offices are the engines behind the organization’s mission of world-class student services. In CampusFrance’s offices around the world visitors can speak directly with an education specialist for advice about their options. Students receive concrete help in matching their goals to programs, assembling application materials, and tracking applications through the admissions process. The website www.campusfrance.org provides
information is customized to the requirements – and language – of students in 20 different countries. A huge online catalogue contains data on 33,000 different programs, including doctoral study, offered by some 6,000 French institutions of higher education and academic departments.
A European system Degrees awarded in the French higher education system are based on the European system of Bachelor, Master, and Doctorate.
“No distinction is made in France between French and foreign students: entrance requirements, admission fees, and the degrees are identical” access to all the information students need to prepare for a period of study in France. The
A specified number of semesters or years of study, expressed in credits as defined by the
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A country of culture: the incomparable Place du Trocadero European Credit Transfer System (ECTS) must be successfully completed. France has a variety of higher education institutions offering graduate-level education. There are 87 public universities throughout France, from the Sorbonne in Paris (founded in 1179) to the new high-tech campus of Nice-Sophia-Antipolis, covering the full range of academic disciplines. Research is an integral function of France’s universities. More than 300 doctoral programs, in collaboration with some 1,200 research centres
The classic method of admission to one of the Grandes Écoles (examination after two years of preparatory courses, followed by a threeyear course) has changed to meet modern professional needs. A parallel admission process exists that is specially designed for international students. It is based on degrees and exams, with courses of study lasting between two and five years, depending on the entry level set by the particular institution. France has some 240 schools of engineering,
“Research is an integral function of France’s universities. More than 3,000 doctoral programs prepare students for scholarly careers” and laboratories, prepare students for scholarly careers. France’s doctoral programs have always been open to international participation.
The Grand Écoles The Grandes Écoles are uniquely French institutions. Created in the early 19th century in parallel to the university system, they are extremely selective and offer education of a very high standard. Engineering and business studies are the specialties of most of France’s unique and renowned Grandes Ecoles, freestanding institutions of higher education that may be public or private. Others are devoted to public administration (the École Nationale d’Administration), military sciences, postsecondary teaching and research (the Écoles Normales Supérieures).
all of which share certain common characteristics related to the recognized quality of the closely regulated, Master-level diplôme d’ingénieur that signifies advanced achievement in engineering. France’s many schools of business and management are diverse enough so that anyone can find programs to suit his or her academic background, experience, and interests. The schools offer institution-specific degrees (not national diplomas); 71 are recognized by the government. France’s art schools can be divided into two major categories: Écoles supérieures d’art and Ecoles supérieures d’arts appliqués are prestigious public institutions that offer threeand five-year programs leading to national diplomas at the Bachelor and Master level,
respectively. Twenty schools of architecture also exist and now fall within the harmonized European degree system.
Funding All students at France’s public institutions, French and foreign alike, are the beneficiaries of a generous amount of “invisible financial aid.” All enjoy the same low tuition rates (€160 to €500 per year). The true cost of the education they receive is much higher (€6,000 to €15,000 a year), but the difference is paid by the French government. This makes France one of the least expensive countries in Europe for students. Additionally, various scholarships are offered by the French Government. Regardless of country of residence or the kind of scholarship sought, candidates should contact the Cultural, Scientific and Technical Co-operation Service at the French Embassy or Consulate where they live well in advance of their departure. French Embassy scholarships are granted to students registered in the regular curriculum of a French higher education institution. Full details are found at www.egide.asso.fr.
Claude Torrecilla works for CampusFrance in Paris
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PLANNING RÉDACTIONNEL PRÉVISIONNEL
Octobre à mai 2009 • Numéro 47, parution le 9 octobre 2008
1/ Une école à la Une : l’Ensam 2/ Dossier spécial ﬁnance : quels métiers pour les proﬁls les plus recherchés ( HEC, ESSEC, IEP, ESCP-EAP, ENSAE, ACTUAIRES… ) 3/ La recherche en Management dans les Grandes Ecoles 4/ L’engagement humanitaire des Grandes Ecoles et des Grandes Entreprises 5/ Rencontre avec… les DSI 6/ Une fonction à la Une : le Campus Manager
• Numéro 48, parution le 10 décembre 2008 ; tirage spécial : 30 000 exemplaires, diffusion exceptionnelle dans les grandes universités européennes 1/ Une école à la Une : PARISTECH 2/ Dossier spécial recrutement : les secteurs qui recrutent, les perspectives 2009, le rôle des stages, le point sur les forums étudiants, les proﬁls les plus recherchés, les postes proposés par les entreprises françaises aux étudiants européens… 3/ L’esprit d’équipe dans les Grandes Ecoles et dans les Grandes Entreprises 4/ Zoom sur les métiers de l’ingénierie 5/ Enquête : Intelligence économique et Knowledge Management dans les Grandes Ecoles 6/ Une Fonction à la Une : le directeur des Achats
• Numéro 49, parution le 10 février 2009 1/ Une école à la Une : Dauphine 2/ Dossier spécial MS et MBA 3/ Pourquoi les télécoms courtisent les Jeunes diplômés ? 4/ L’industrie Automobile, des Transports et de l’Aéronautique : les métiers qui recrutent 5/ Enquête : les comportements à risque et les addictions en milieu étudiant 6/ Une fonction à la Une : le directeur ﬁnancier
• Numéro 50, parution le 14 mai 2009 ; numéro « anniversaire » ; tirage spécial : 50 000 exemplaires pour ce numéro Collector ; diffusion exceptionnelle dans les plus grandes universités mondiales ; articles en français et en anglais 1/ Une Ecole à la Une : L’INSEAD 2/ Dossier spécial jeunes diplômés : les perspectives de recrutement pour les BAC + 5 ; les grandes tendances par secteur… 3/ Les entreprises qui proposent des postes à l’international 4/ Développement durable et BTP 5/ Enquête : Le développement à l’international des Grandes Ecoles : rencontre avec 50 directeurs de Grandes Ecoles 6/ Une fonction à la Une : le responsable du recrutement bac+4/5
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Spain Strong traditions combined with modern facilities and curriculum TIM ROGERS investigates what Spain has to offer international students interested in studying in one of the most vibrant countries in the European Union
Gain a new perspective studying in cultural Barcelona
pain enjoys a distinct cultural and economic position in the European arena. The clichĂŠs of fiesta and siesta (whilst very appealing and in the case of fiesta very real) have been supplanted by a high growth economy with a strong focus on innovation and internationalization. Alongside the world famous cultural and social
Innovation and tradition Major Spanish companies such as Telefonica, Ferrovial and Santander have become global players, acquiring substantial positions outside their traditional markets in Spain and Latin America. In the case of companies like Inditex (the owners of the Zara brand), innovation has been at the heart of
Spain is an exciting business environment - a fascinating case study of innovation and change - and hosts some of the worlds oldest universities activities available in cities such as Madrid, you will find a vibrant international business environment.
their success, redefining the industries they compete in. In growth industries such as renewable energies,
Spanish companies such as Iberdrola are rapidly becoming market leaders. Spain is an exciting, creative business environment, a fascinating live case study of innovation, adaption and change. Spain also plays host to some of the oldest universities in the world. Though only a relatively small number of international graduate students are currently registered in Spain, over 45,000 at the last count, interest in the countryâ€™s universities has been on the increase for the last five years. Both private and state universities offer graduate programs in Spain across the full range of academic subjects. Many of these institutions have now adopted the
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Spain European-wide Bologna reforms resulting in Masters degrees being between one and two years in length and PhD programs a minimum of three years. In the case of Masters programs under these reforms many universities throughout Spain have termed the new degrees “Bologna Masters” and have supported their introduction with investment in new facilities and new academic members of staff. Masters degrees, like PhDs, end with the production and oral defence of a thesis, encouraging students to study at an extremely high level. All programs of this kind are made up of a combination of taught and research elements. The quality control and accreditation related to these graduate degrees is the responsibility of the Spanish Ministry of Education, which operates according to the standards drawn up by the European Network for Quality Assurance in Higher Education (ENQA). Irrespective of where a student comes from and where they choose to work after graduation, a Spanish graduate degree will be recognized as a qualification of good quality.
An increasingly popular choice Degree programs are offered in both English and Spanish, with the latter being particularly popular amongst students from all over Latin America and even the USA. For many years Spain has been regarded as one of the most popular destinations for undergraduate exchange students, with almost 21,000 US students alone studying in Spanish institutions in 2006, but now an increasing number of international students are opting for Spanish Masters and research degrees. Business schools In Spain, such IESE and EADA, have long attracted international students with a combination of globally-accredited degree programs, excellent staff, an Englishlanguage curriculum and high entry standards – now such characteristics are common throughout the Spanish university system, public and private.
Applying for programs The application process for many of Spain’s taught Masters programs is similar to that operated in other European countries, with direct applications being accepted from students with an undergraduate degree or equivalent qualification. Depending on the content and subject of the graduate degree for
Barcelona: Enjoy a great world city with a gentler pace Pompeu Fabra’s Masters degree in bioinformatics, for example, the admissions decision is conducted by a panel of three academic members of staff and places 50 per cent of the decision on a candidate’s academic record, 10 per cent on any additional academic or professional training relevant to the degree and 40 per cent on a candidate’s personal aptitudes as indicated through letters of recommendation and a statement of purpose.
A range of fees Universities charge a range of tuition fees, with some of the private institutions charging in excess of €18,000 a year in addition to the required living costs. Many state or public institutions have much lower fees, with their costs being subsidised by either the federal or state governments – it is common for such universities to therefore charge between €2,000 and €6,000 depending on the program. Financial aid and scholarships are
Spain offers enough of a variety of top-tier institutions to satisfy even the most demanding international graduate student which a student is applying, it is expected that the first degree will be in a similar academic area. Deadlines vary by university and in some cases two application dates are offered for prospective international students. Some universities, such as Universitat Pompeu Fabra in Barcelona, indicate very precisely the academic and other requirements needed to qualify for admission and also disclose the exact weight different elements of the application material will be given. In the case of the
commonly available for international graduate students, with schemes administered by the Ministry of Foreign Affairs, the Spanish Agency for International Cooperation (AECI) and the Ministry of Education and Science. Additionally, scholarships are offered to prospective graduate students from specific countries or regions of the world, such as Fundación Carolina and ALBAN, for students from Latin America and Fundayacucho, for students from Venezuela. Cost of living varies according to the part
of Spain, with the larger cities being more expensive than smaller towns or rural areas.
An enviable climate and culture One of the undoubted attractions of studying in Spain is the culture and lifestyle of the country. An enviable climate has encouraged many people from around the world to visit and settle in Spain, drawn by the heady mix of strong traditions and contemporary Europe. The reputation for the Spanish to live at a different pace from those in other countries is true, yet the thirst for life, knowledge and culture is more apparent than in many other place on the planet. Many of the cities in Spain, particularly Barcelona and Madrid, offer students all the opportunities of attending graduate school in two of the greatest towns in the world, but without the exhausting pace that often goes with living there. And the colleges and universities in Spain are excellent. From the Universitat de Barcelona to the Universidad Carlos III in Madrid, Spain offers enough of a variety of top-tier institutions to satisfy even the most demanding international graduate student. Spain is increasingly seen as a good choice for prospective international graduate students. Both public and private universities offer innovative approaches to higher education through modern facilities and curriculum. A high proportion of international academic staff and a tradition of being involved in international activities, such as joint research initiatives or European mobility schemes, provide students with a uniquely global view on their academic discipline and one that is increasingly seen as positive by employers all over the world.
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Pursue your studies in some of the most historically fascinating surroundings
Italy A unique international graduate education experience Italy has some of the oldest institutions in the world, and is fast becoming thoroughly modern in its approach to postgraduate education. With innovative teaching methods, international partnerships, programs routinely offered in English and over 40,000 international students heading there each year, TIM ROGERS argues that it is stepping up to the challenge of being a world-class graduate education destination
nown for its style, culinary delights, antiquities and architecture, Italy is fast becoming a destination of choice for international graduate students seeking high quality academic programs in one of the most
in demand for university-level studies. With 94 universities currently offering programs across the entire range of academic disciplines, Italy provides an enormous range of choice. However, unlike many other countries, Italy offers some of
40,000 international students a year head for Italy to enjoy one of the most unique experiences international graduate education has to offer attractive countries in Europe. With a high number of Masters and PhD programs offered in English, 40,000 international students a year head for Italy to enjoy one of the most unique experiences international graduate education has to offer. Since 2004 the number of universities in Italy has greatly increased, due in part to a change in legislation but also as a response to the increase
the oldest and most established institutions in the world: the University of Salerno was founded in the ninth century, the University of Bologna soon after in 1088 and the University of Padova in 1222.
A long history with a modern approach While such a long history imbues Italian universities with a distinct tradition and, in some
cases, a unique way of doing things, they are also innovative and quick to adapt to contemporary developments. All Italian institutions now offer graduate degrees in line with the requirements of the Bologna Declaration, making their programs more accessible to students from all over the world. Many also offer their leading Masters programs in English as well as Italian. Moreover, institutions like Politecnico di Milano have recognized the essential link between Masters degrees and the labour market, developing close links with businesses and industrial companies. Michelangelo Balicco, International Marketing Coordinator at Politecnico di Milano, sees this kind of link as being one of the most attractive features for international students: â€œLike other universities, we are working in conjunction with the Italian Institute
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Italy have been able to make friends. I had a particular desire to pursue design studies at the graduate level. I took the chance, applied and was accepted. Now I’m here, I can’t believe my luck.”
Programs in English
Students are drawn by Italy’s antiquities and cultural life of Foreign Trade, the Chambers of Commerce and with many private companies to offer both working opportunities and scholarships for foreign students. We also have agreements with Italian and foreign multinationals that allow us to offer students long term internships in their premises, aimed at offering them employment after completing their studies.”
Not only is Italy investing in providing international students with a unique experience of graduate study, there is a commitment from both tertiary institutions and companies to give training through work experience. All Masters programs in the “Invest your Talent” initiative are divided into three phases, the first two being classroom-based while the third includes working in an Italian company.
Investing in international students In 2006, the Ministry of Foreign Affairs and the Ministry of Economic Development launched the “Invest your Talent in Italy” scheme, an initiative focused on recruiting Indian graduate students to
Outside the classroom Famed for the quality of food and social opportunities, Italy offers a more relaxed approach to life distinct from many of its European
There is a real commitment from both tertiary institutions and companies to give on-the-job training through work experience study engineering, management and design courses in Italy. Nine Italian institutions are involved in the successful initiative, which is now being promoted in Turkey. The Italian Institute of Foreign Trade and eight regional Chambers of Commerce are offering 66 dedicated scholarships to attract the best quality students to Italy for their graduate degrees.
neighbours. Hanah Shidrawy, a Masters student at Politecnico di Milano, was drawn to the Italian way of life when she made her study decision: “Coming from Lebanon I was fortunate to benefit from a European-structured education but to study further was impossible at home. Since arriving in Milan I have enjoyed the pace of life and the easy way I
Federico Giovannelli, an Italian student pursuing his second Masters degree at Università di Roma “Tor Vergata” in Rome, an institution known for the quality of academic programs in economic studies and the sciences, is one of many students pursuing their graduate education in English. Only five years ago the number of programs offered in English was low, but demand from international students, and indeed Italians seeking an education in English, has seen many more universities convert their taught and research degrees to the world’s lingua franca. Federico believes his Masters in Development Economics and International Co-operation will help support him in his search for an international position in a development organization: “The Masters degree lasts only one year and is attended by Italian and foreign students. It can be demanding but I believe it could give me a better understanding of the developing world and the opportunity to find a good job in this field. Certainly a strength of the Masters degree is the opportunity to get in touch with foreign students and professors, many of whom come from different countries.” One of the most prestigious of all Italian universities, Bocconi University has been attracting some of the best international graduate students for many years with their distinctive blend of Masters degree directly related to the world of work, high profile academic members of staff and their support of international students. With a welldeveloped infrastructure specifically designed for new international students that includes help with finding accommodation, visa issues and financial aid, Bocconi is one of the most popular choices for graduate studies. Christiane Roth, Director of International Recruitment Services at the university believes that Bocconi offers an unparalleled experience: “We are fortunate with the facilities that we offer and the quality of our academic programs. Bocconi is looking for high-profile students and our partners – companies with international networks and operations – demand graduates with a highlevel academic success combined with the cultural and international backgrounds that allows them to be working with countries around the world.”
A world-class study destination With innovation in teaching methodologies and international partnerships now becoming common, Italy offers a different type of study destination from many of the more popular choices, but one that is just as rewarding and, in some cases, just a little bit surprising. With Masters degrees routinely offered in English and an internationally recognized system of qualification, Italy is stepping up to the challenge of being a world-class graduate education destination.
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Germany The new destination for international postgrads It’s a country rich in history and is as diverse in its population as it is in its environments. From beer gardens to ski resorts, festivals to museums, Germany is a country where expectations are met. It is also fast becoming a country on the radar of international students and with its quality of postgraduate programs, scholarships and internationalization of qualifications it’s easy to see why, says TIM ROGERS
ith globalization consuming every aspect of our lives, including education, it is of little surprise that Germany is not far behind in internationalizing its higher education system. You cannot overlook the historic heritage imbued in the universities of Heidelberg, Humboldt in Berlin and Halle where education
the world, attracting an increasing number of international students every year.
A comprehensive system As a prospective graduate student, if you are looking for international exposure, inculcating the diverse cultural backgrounds and learning from them, helping yourself to grow not only
If you are looking for international exposure then Germany is the au courant destination for postgraduate and doctoral studies is not only state-of-the-art, but seeped with rich tradition and culture. After all, names like Ludwig-Maximilians-University Munich, Technical University Munich, Freie University Berlin, University of Freiburg, University of Heidelberg, and University of Karlsruhe are not only among the so-called ‘elite’ universities in Germany, but are some of the top ranked institutions in
professionally, but personally as well, then Germany is the au courant destination for postgraduate and doctoral studies. With over 350 institutions providing higher education (11 universities were listed in the top 200 in the Times Higher – QS World University Rankings 2007), the German academic system is fairly complex, but comprehensive: universities
where traditional academic subjects are taught such as law, philosophy, mathematics, social sciences; universities teaching science and engineering, also known as Technical Universities (TU) or Technische Hochschulen(TH); universities teaching art, music and film, also called the Kunst und Musikhochschulen; and running parallel to the traditional university standard are the Universities of Applied Sciences called the Fachhochschulen (FH), conferring first and second degrees but not doctorates. These institutions offer more vocational and practical degree courses. The German academic year is usually divided into winter and summer semesters, and in keeping with the trend of internationalization, a growing number of taught and research programs in Germany today are conducted almost wholly in English. In the traditional German higher education system the degrees awarded for a complete
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Germany Brandenburg Gate, Berlin Foundations (www.stiftungsindex.de) provides a helpful guide to finding out what stipends and awards are available. Some students may be able to earn extra pocket money as a ‘teaching assistant, in particular, in the natural sciences and engineering faculties’, depending on what is available at the university of choice.
Finding out more
Gaining entry onto courses
course of study are either the Diplom or Magister. Both degrees are equivalent to a Masters degree. However, with the implementation of the Bologna process, set to be completed by 2010, most German universities have now made the switch to the three-cycle Bachelor, Masters, PhD system. A German Bachelor degree generally takes three years to complete, a Masters degree two years. In recent years, the German postgraduate system has further opened its doors to the prospect of having more international students with the establishment of the ‘structured doctoral programs’. The German Research Foundation (DFG) has confirmed that “not only is the number of foreign students in Germany on the rise, but also that of foreign doctoral and post-doc researchers”. In fact, bearing this trend in mind, in 2005 German immigration laws were simplified to attract highly qualified young academics wanting to come to Germany. Becoming increasingly popular among potential international postgrad doctoral students is the recently formed International Postgraduate Programs or the IPP, an initiative by the German Federal Ministry of Education and Research (BMBF) to attract quality international researchers. ‘IPP Made in Germany’ is a network
For a Masters level postgraduate program, admission depends on the specific requirements of the course, which usually comprises a relevant first degree or a period of related professional experience in the field of study. With the implementation of the Bologna process, assessing the equivalency of foreign degrees has become somewhat easier and the faculty or department offering the postgrad course often also takes into account European and/or bilateral agreements on recognizing academic exams and degrees.
Fees and scholarships In recent years, Germany has introduced tuition fees for higher education, a move that was met with considerable criticism. Implementation of these fees is up to the 16 federal states in Germany. Fees are still considerably lower than in many other European countries, which makes Germany a highly attractive choice for international students. As mentioned above, most Doctoral courses at state institutions in Germany continue to be free of cost. Tuition fees for a Masters program start at €650 at a state university, however, some private universities and institutions may charge fees of several thousand euros per semester. In addition, enrollment and administrative fees range from €50 to €150 each semester. International students can also make avail of German scholarships. For instance the German Academic Exchange Service (DAAD) and several
Fees are still considerably lower than in many other European countries, which makes Germany a highly attractive choice for international students of 50 postgrad programs offering a wide range of subjects available in some of the best science universities throughout Germany. The program involves a mix of taught and research elements and teaching includes guest lectures delivered by foreign academics and scientists. A number of these postgrad programs also operate masters courses for a year or two, which can be taken before entering the full doctorate program.
other public and private institutions offer full or partial scholarships. The DAAD ‘funding guide’ (www.funding-guide.de) is a useful resource to find out about scholarships and bursaries to study in Germany. Germany also has a number of foundations that award funds to national and international students of merit, such as the German Research Foundation, the Humbold Foundation and others. The Index of German
Choosing the right university and the right program is important for any potential international postgraduate student. One way of finding out more about a university is to visit its international pages on the website. For a comprehensive overview of the various programs on offer DAAD (www.daad.de) provides some valuable search tools that allow you to narrow down your search and save precious time. There are a number of rankings available specifically for German universities, most notably the annual CHE-ranking, which allows you to search for the best German university by subject (www.che-ranking.de). Checking the university ranking may help you in making up your mind. But most Masters programs in Germany are increasingly geared towards the needs of both students and the industry. As a foreign student in Germany, it is important to find suitable accommodation. Essentially, there are four types of accommodation: student housing, shared living, renting a bedsit or a room, or renting an apartment. Most German states offer student housing (Studentenwohnheim) through the Deutsches Studentenwerk (www.studentenwerke. de), which provides over 180,000 places of accommodation nationwide and offers assistance specifically to international students (www. internationale-studierende.de). Many cities also have ‘shared-living centres’ (Mitwohnzentrale) to help you find accommodation, and countless online tools are available to help international students in their search for suitable housing (ie www.germany.accommodationforstudents.com). Over the years, English-speaking countries have had an edge over Germany, mostly because of the language. But that is no longer the case. Today, students in Germany have the option of taking many courses and programs in English and what’s more, Germans in daily life love to test their English skills when approached by a visitor from abroad. In most cases you’ll find that Germans in general are quite good at speaking foreign languages. So, if you are in search of Aufklärung or simply put enlightenment through higher education, make no mistake in choosing the right destination. And this time, choose Germany!
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The Network for International Higher Education
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The Nordic countries
The Nordic countries Move on up to the European North While the Nordic countries may be known for their cold climate, the welcome foreign students receive is nothing short of warm. The countries have a reputation for open and well-organised societies and excellently efficient graduate degree programs
Flying the flag for the European North
he Nordic countries are made up of Denmark, Finland, Iceland, Norway and Sweden and are located in Northern Europe. Sometimes called Scandinavia, the five countries share a great deal of common history and culture and offer similar political and educational systems; but are, nevertheless, distinct destinations for those students wishing to study at the graduate level. With an increasing number of programs taught in English, excellent academic facilities available to all international students, reasonable, and in some cases, no tuition fees for graduate programs, it is no surprise that the universities in this part of the world are attracting more of the top students to their degrees.
Denmark Denmark is a small country with only five million inhabitants, but it nevertheless offers graduate students many options and opportunities in the field of higher education. Danish higher education institutions are all internationally-oriented with a wide selection of programs and individual courses taught in English. This means that you can study for a globally-recognized degree while experiencing
competitive, many higher education institutions cooperate with businesses and research institutions, bringing about an enriching and up-to-date learning environment for all students. Universities have a commitment to teach and conduct research at the highest international level. Some are multi-faculty institutions covering many disciplines; other institutions are specialized in technical science, agriculture and veterinary science, business and architecture. Three-year PhD programs requiring independent study and research, as well as a lengthy thesis and oral defence are commonplace. The approach to studying is robust, “I like the Danish way of studying very much,” says Anna Ryl from Poland, a student pursuing a degree in Intercultural Management. Tuition fees for international students have recently been introduced and are in the region of €6,000 to €8,000 depending on the program and the institution. In order to offset these fees, the Danish Ministry of Education now offers a dedicated scholarship scheme for international students, focused on a range of academic disciplines. The university that you are applying to
For international students, the issue of quality and recognition is important. All higher education institutions in Denmark are state-recognized
state and, though they enjoy a high degree of autonomy, must follow the national regulations on teacher qualifications, award structures and external evaluation of their study programs. This system ensures high quality at all institutions. One key to understanding the Danes is hygge – an important element of the Danish mentality. The term is difficult to translate, but it is often, inadequately, translated as coziness. But it is much more than that: uncomplicated, relaxed and informal are some of the elements of hygge. It is closely associated with having a good time with friends or family, simply enjoying each other’s company without necessarily having planned how to spend time. Terms often used to describe the five million Danes are: gender equality, tolerance and an easy-going attitude towards life. They tend to put a great deal of emphasis on their individual freedom as well as on the quality of their social life. As most Danes speak English, students tend to find it easy to live in Denmark, even though they themselves hardly speak any Danish. All this makes for an exciting environment in which to study your graduate program. Read more about studying and living in Denmark at www.studyindenmark.dk
Finland Danish culture, society and way of life. As well as attending lectures, students work together in small groups and are encouraged to contribute to discussions. The student’s own critical and analytical initiative is an important element of graduate education in Denmark. With the international labour market becoming increasingly
administers applications and if you are successful the awards will cover a proportion of your tuition and living costs. For international students, the issue of quality and recognition is important. All higher education institutions in Denmark are state-recognized. They receive their main funding from the Danish
Education is highly valued in Finland, and this good standard forms one of the cornerstones of the Finnish national strategy. There are 20 universities and 29 polytechnics in Finland providing higher education, all of which are internationallyoriented. The country’s good reputation in higher education, combined with the wide range of
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The Nordic countries
courses offered in English, attracts interest among an increasing number of international students. The Finnish graduate school system was established in 1995. The system has expanded gradually and the number of schools has doubled since the beginning. During the three years between 2006 and 2009 the Ministry of Education is funding 124 graduate schools with 1,458 graduate students (including more than 300 international students) and 23 coordinators. Most of the graduate schools are network-type joint projects formed by several universities. In these graduate schools researchers work together with graduate students. The objective of the graduate schools is to provide systematic teaching and guidance for graduate students, in order for them to complete the doctoral dissertation in four years. Research and the preparation of a substantial thesis are essential parts of the studies for both Licentiate’s degree and Doctoral thesis. The doctoral thesis is published and must be defended in a public disputation. In addition to research, both licentiate and doctoral programs include more general work in the discipline in focused study in an individual’s specific field of research. It is possible for a full-time student to complete a licentiate in two years and a doctoral program in four years, once they have completed a Masters degree, but in practice it often takes longer. There isn’t a set time limit. International students wishing to work for a doctoral thesis in Finland should contact the institution or relevant department that they are interested in and make sure that their own field of specialization is represented there. Graduate students from other countries are considered for admission to all Finnish universities. The range of programs offered to international graduates is increasing on a yearly basis. International students interested in pursuing either a taught or research degree are advised to contact the university in which they are interested directly. In Finnish universities, lectures, seminars, independent work and exams have traditionally been the main study methods. There is also a strong emphasis on self-study with students encouraged to do their own analysis, rather than rely entirely on information from lectures. Graduate students and lecturers in Finland typically build good relationships which often comes as a surprise to international students. But, this is an important feature of the graduate experience and helps students to direct their learning more effectively and find their own approach to work. University education in Finland is funded by the State through the Ministry of Education, so students are just asked to pay an annual membership fee of between €40 and €85 for activities in the students’ union, including health services. Membership is compulsory for those studying for a graduate degree, but for those pursuing doctoral studies,
Winter wonderland: the Nordic countries offer breathtaking scenery membership is optional. Polytechnics do not charge tuition fees either, but a few institutions currently charge fees for tuition materials. You can find more information about studying, practical training and youth exchange in Finland at http://finland.cimo.fi
Norway Internationalization is a priority within all sectors of the Norwegian education system – nearly 11,000 foreign nationals are currently enrolled at Norwegian institutions of higher education. Universities and colleges are to be found throughout the country and many of the major cities will have both a university and other higher education colleges. Traditional programs like humanities, social sciences and natural sciences are
university institutions, several university colleges and some private institutions. The degree is normally obtained after one and a half to two years of study and typically consists of 120 “studiepoeng”/ECTS. An important part of this degree is independent research work of between 30-60 “studiepoeng”/ECTS credits eventually leading to a thesis. The Doctoral Degree (PhD) is awarded after three years of study following completion of a Masters degree or a professional degree/program. Doctoral programs, which are essentially research programs, are offered by all university-level institutions, some state university colleges and a few private institutions. The degree is made up of a training component equivalent to no less than 30 “studiepoeng”/ECTS (one semester of full-time
Norwegian institutions constant work to design programs that will give students in-depth knowledge, research experience and attractive degrees taught at all, but a bit of research will reveal that each institution has its own speciality areas too. At the graduate level, each university and college will determine their own admission requirements – based on an academic evaluation of applicants. Applicants for Masters programs need to have obtained an undergraduate or Bachelors degree or an equivalent amounting to at least three years’ of study. At least 50 per cent of the first degree should have been in a subject that is directly relevant to the Masters program being applied for. Norwegian institutions are constantly working to design programs that will give students indepth knowledge, research experience and an attractive degree for future employers. A Masters degree is awarded by the universities, specialized
study) and a dissertation. The dissertation is an independent piece of scientific work that meets international standards within its subject area. If the dissertation is approved, it has to be defended at a public disputation. The Research Council of Norway plays a vital role in developing and implementing the country’s research strategy and is therefore closely related to the development of PhD programs. At present, the Research Council has prioritised marine research, energy and climate research, medicine and health research, food, communication technology (ICT), biotechnology, material science and nanotechnology. The Norwegian government provides scholarships for students from developing countries and countries in Eastern Europe and Central Asia
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The Nordic countries
Come in from the cold: Nordic countries are an increasingly popular destination for graduate study through the Quota Scheme. The objective of the scheme is to promote the internationalisation of higher education and provides for full scholarships for a total of 1,100 students, of which 800 are from developing countries and 300 from Eastern Europe and Central Asia. Additionally, the NORAD Programme for Master Studies (NOMA) provides scholarships for students from developing countries to study Masters and diploma programs in Norway and at institutions in the South. More information is available at the SIU website at www.studyinnorway.no
Sweden Why choose Sweden as a destination for your graduate studies? For many the most compelling reason is the quality and variety of the education itself. With 34 universities and university colleges located throughout the country, Swedish higher education offers subject areas and fields of research interest for all interested international students. According to the OECD, Sweden dedicates more of its gross domestic product to investment in higher education than any other country in the world and ensures, through independent assessment, a system of education that is both well funded and quality controlled. The wide choice of English-language programmes – aimed at both Swedes and nonSwedes – is perhaps the most obvious draw for
students shopping the world for higher education. Of the 300 master’s programs available today, around 40 percent are in the natural sciences, technology or engineering - fields that have been the most thoroughly Anglicised globally. Tina Fransson, a recent graduate from the University of California Los Angeles (UCLA), completed such a program: the International Master’s Programme in Water Resources Engineering at Linköping University (about 200 kilometres southwest of Stockholm). “It is one year of courses followed by a Master’s thesis,” she explains. “We have studied subjects such as waste water treatment, hydrology and ground water chemistry and the program prepares the student for a future career involving water.” Around 20 percent of programs are in the area of business and economics. Other Master’s programs offer specialisations in fields as diverse as the social sciences, art and design, health and medicine, law, and the humanities – areas in which Swedish universities have excellent international reputations. Sweden has a history of academic excellence that stretches back to the 15th century, and the country is home to the Nobel Prize, the world’s most prestigious academic distinction. But its universities don’t have to rest on these laurels: contemporary factors support Sweden’s reputation for quality in higher education. First, there is a commitment by the state to making sure the universities are well
endowed. Of all OECD countries, Sweden invests the most funds per student in higher education: latest available figures show that total spending per student over the course of a typical Swedish university education amounts to nearly $70,000, versus an OECD average of $40,000. The Swedish state fully funds university tuition (with the exception of a few private institutions) for domestic students, but intends to introduce legislation in November 2008 to begin charging non-European students in 2010/2011. NonSwedes have no recourse to student loans, but various organisations, including the Swedish Institute, provide limited, competitive scholarships to cover living costs. Given the very high quality of graduate programs on offer, low tuition fees make for exceptional value for money for international students coming from overseas. At the advanced level of study, there are also two degree options: a new degree “masterexamen”, or Master’s degree, for which students are eligible after two years of study at the advanced level and a “magisterexamen,” which corresponds to the current graduate degree offered by Swedish universities, though it will be limited to one-year study programs. At the research level of study, students are eligible for a licentiate degree, “licentiatexamen” after two years of research and a doctorate, “doktorsexamen” after fours years of research.
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The Netherlands Grow your ambition in Holland If you think of the Netherlands as just a country of clogs, tulips and bicycles, think again. It may be small but it has an international presence. Its universities offer more Englishtaught programs than anywhere else in Europe, making it a top option for graduate study
A country of pictures: Holland has inspired artists such as Van Gogh and Rembrandt
he Netherlands is a country most commonly known for its wooden shoes, tulips, Amsterdam, and its Rembrandt and Van Gogh paintings. But behind these traditional perceptions of Holland there is a country with world-renowned research in the field of science and technology, medicine, arts and humanities, and social sciences. Higher education institutes, recognized internationally for their wide range of English-taught programs, are providing a new image of Holland.
Although a small country Holland has a big international presence. It is the 15th largest economy in the world. Big multinationals including Philips, Heineken, KLM, Shell, ING Bank, Unilever and European headquarters of companies such as Sony, Sara Lee and Microsoft have their base in Holland. The Netherlands is also famous for its studies, research and innovation in the field of medical science, technology, water management, and sustainable energy.
Why study in Holland? Holland or The Netherlands The Kingdom of the Netherlands consists of the Netherlands itself and the six islands of Aruba and the Netherlands Antilles in the Caribbean Sea. The country’s formal name is Nederland, meaning low country, which refers to the fact that much of the land is at or below sea level. Today the Netherlands is mostly called Holland, referring to the names of the two western coastal provinces, North and South Holland, which were the most developed part of the country in the 17th century. It has a population of 16 million people; a total area of 41,528 square kilometres and Amsterdam as its capital city.
“Holland is a country that enjoys freedom of speech and thought,” says Eko Baskoro Harimulyo who is studying a BSc in Applied Life Sciences at the HAN University of Applied Sciences. Holland offers over 1,390 international study programs – 1,376 are taught entirely in English.
High quality of education is achieved through a national system of regulation and quality assurance. The Times Higher – QS World University Rankings lists 11 universities in Holland among the top 200 in the world. The country’s problem-based learning system has also given it international acclaim. Interactive teaching and teamwork makes the international classroom attractive for both Dutch and international students. Small classes give the opportunity to communicate directly with the professor. The Dutch teaching style also helps students develop their own independent opinions and creativity in their study and research. Tuition fees compared to other countries is reasonable in Holland. EU students pay approximately €1,600. The tuition fee for non-EU students is generally higher. Holland is a safe country when compared
Holland offers more than 1,390 international study programs – 1,376 are taught entirely in English, making it the frontrunner in continental Europe This makes Holland the frontrunner in continental Europe. (See www.studyin.nl for the database of International Study Programs and Courses).
internationally. Violence and street crime are very low. People are helpful and almost everyone speaks English.
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Windmills of your mind: expand yours in Holland Education system The Netherlands has two main types of higher education: research universities and universities of applied sciences. There are 14 government-funded research universities. The research universities focus on the independent academic study and research. However, many programs are profession-oriented and graduates mostly work outside the academic world. There are about 206,000 students enrolled in research universities. (See www.vsnu.nl – The Association of Universities in the Netherlands.) The universities of applied sciences (hogescholen) are more practical-oriented helping students acquire work experience through internships. There are 41 government-funded universities of applied sciences, which enrol about 370,000 students. (See
degrees. Doctorate (PhD) degrees are only offered by research universities and take four years. Only the Institute of Social Studies (an international education institute) offers PhD programs.
Living in Holland Financing your studies You can study in the Netherlands through one of the many exchange program agreements between Dutch higher education institutions and partner institutions worldwide. Information about these exchange programs are available from each university. Students can take advantage of the different scholarships provided by the Dutch government and European Union. More information can be found at www.grantfinder.nl or at www.studyin.nl. Students should also check scholarships provided by their home country’s government.
The cost of living in Holland is modest compared to cities like New York and London: students spend around €700 to €1,000 per month on living expenses www.hbo-raad.nl, The Netherlands Association of Universities of Applied Sciences.) A third type of higher education is the five international education institutes that offer specialized and advanced programs directed only towards international students. (See www.pie.ihe.nl – The Platform for International Education.) All research universities and universities of applied sciences offer Bachelors and Masters
Students who want to search for a job in Holland, can do so within a year after graduation. (For more information: www.studyin.nl or www.ind.nl)
After graduation After finishing studies in Holland, students can return home or stay on to travel through Holland and Europe. Some may wish to carry on with their studies or research while others may want to look for a job. After completing a Bachelors degree, students can choose to study on a Masters program. For those students completing their Masters degree, the PhD qualification is an option for further study.
Holland has a cosmopolitan lifestyle mixed with a strong sense of the history and cultural traditions of the country. Students can experience the modern world alongside the cheese markets – held in the traditional way even today. These complementary contrasts are a part of the Dutch daily life. Holland is rich in art and architecture and home to some famous artists like Rembrandt, Van Gogh, Piet Modriaan, the CoBra movement, Vermeer and architects like Jouke Post and Rem Koolhaas. There are more than 1,000 museums to visit, and vibrant theatres to experience. One can also enjoy the packed terraces along the many canals. The cost of living in Holland is modest compared to cities like New York, London, Paris and Beijing. Students spend around €700 to €1,000 per month on housing, food and other expenses. “I like the magic of the Dutch culture, Dutch people and Holland’s beautiful countryside. The best thing about the Dutch culture is that it easily accepts and integrates with the other cultures,” says Shenghua Tan, who is studying a Bachelors in International Business and Management Studies, The Hague University of Applied Sciences.
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Australia Go down under for your graduate studies Australian universities are among the most successful at attracting international students. It’s not hard to see why: it’s an eclectic and magical country offering internationally-recognized courses. In fact, they might be some of the reasons you make it your choice too, says ANN GRAHAM
ustralia is one of the most alluring countries in the world. Natural beauty, magnificent architecture, and an education environment that is among the most successful in attracting international students. What other country has 40 million kangaroos, over 10,000 beaches, and the global recognition of graduate qualifications? As an international student studying in Australia, you will not only enjoy the vibrant city life, but venture from the urban neighbourhoods and you will be met with a wonderfully eclectic mix of environments – from sun-drenched horizons to the rugged wilderness of the Outback; the majestic underwater world that is the Great Barrier Reef to the surfers paradise beaches of the Gold Coast.
All shapes and sizes Australia’s educational environment is just as varied. There are 39 universities spread across the country; 37 are government-funded and two are privately funded and 12 appeared in the top 200 of the Times Higher – QS World University Rankings 2007. The universities range in size from 3,000 students to 50,000 and offer a range of innovative courses with highly trained academic staff and world-class facilities. As a result, more Australians than ever are studying at graduate level and more than a third of the student population come from other countries, in particular those on the Pacific Rim.
Shiddhantha Mani Rajbhandari studied for his Masters of Professional Accounting in Australia, but accounting wasn’t all the student from Nepal learnt. “The first time I was invited to a barbeque, I turned up with some beers. I then realised that you were meant to bring your own meat too. I never imagined that you would be invited to a barbeque and have to bring your own meat,” he recalls. Once he had mastered the social etiquette required at Australian barbeques, he then had to become accustomed to the education system. “It was a big challenge. We were guided through the subject and you had to write research papers, do group assignments, sit multiple choice and long question exams. In the beginning it was really hard
Australia is a leader in health studies, conducting ground-breaking research and pioneering solutions to a range of international health issues. Australian researchers have been behind breakthroughs in areas such as penicillin, HIV/AIDS, influenza vaccines and specialist eye care. Seven Australian researchers have won Nobel Prizes for physiology or medicine in the past 50 years and four researchers were recently recognized as Australians of the year for their contributions to health through research. Australia is also at the forefront of environmental research due to the need for balancing its unique geography and wildlife with its climate, primary industries and population growth. Australian universities, industry and the
As Australian universities respond to changing global demand, they have become innovators in many areas of education getting used to the system, but after one semester, I found that it was a much better way of learning.”
Meeting global need with innovation Australian universities have designed a whole range of graduate courses to meet the professional needs of students and business. Courses are offered across both traditional and non-traditional areas and as Australian universities respond to changing global demand, they have become innovators in many areas of education.
government are all committed to innovations and practical applications which will benefit environmental developments across all areas. The University of Tasmania is a major world centre for Antarctic-related research, which has led to a greater understanding of the atmospheric circulations of the south-polar region and the continental ice sheet in relation to global environmental change and biological productivity. Researchers at the Victoria University of Technology have been investigating environmental safety and
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Uluru (Ayers Rock): iconic feature of the Australian landscape risk engineering, especially in relation to fire. By studying the behaviour of humans in fire, patterns of fire, and the behaviour of structures in fire, scientists have developed the most advanced riskcost fire model in the world which will help create fire safety design methods in construction. For students interested in pursuing a career in sport, Australia is one of the best countries in which to study if its gold medal tally at Olympic Games is anything to go by. Whatever Australia’s method of teaching, training, supporting, and encouraging elite athletes is, it’s a successful one. Since 1910, Australia has been using distance learning to reach students in remote areas of the country. Now, it is a world leader in distance education, online and e-learning. Australian courses are offered online and in offshore campuses across the globe, giving students the opportunity to study for an Australian degree from anywhere in the world.
Quality of education, quality of life Universities receive generous government funding and the cost of an Australian degree is significantly lower than in the UK or US. What’s more, for students wishing to study abroad in Australia, there is the opportunity to work up to 20 hours a week. Students can be assured that university qualifications are up to international standard. The Australian Government regulates universities, and all courses offered to
international students must be approved on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS). The quality of Australian universities is further enhanced by international links, industry
mammal, reptiles and frogs are not found anywhere else in the world. There are currently 14 Australian parks on the World Heritage list and with the desert plains, rain forests, coral reefs and ancient rock formations, Australia has the perfect environment
Australia is a world leader in distance education, online and e-learning – courses are offered online and in offshore campuses around the globe collaboration and a commitment to research. There are more than 100 major scientific specialist research centres and is ranked third among OECD countries for public investment in research and development as a proportion of the GDP. The quality of life in Australia is of an exceptionally high standard with a stable economy and low unemployment. Ranked by the United Nations as one of the best countries in the world in which to live, in terms of education levels, income, and life expectancy, Australia is a country in which graduate students have a freedom of expression and a multicultural society that will add to their study experience. Independent thought and critical discussion is encouraged at all levels within Australian universities and by studying with people from different nationalities, students gain additional insights that make for a fulfilling degree program. Australia is well known for its spectacular and varied landscape. Its flora and fauna are largely unique – more than 80 per cent of it’s plants,
for both study and pleasure. American student Ross Bauer took advantage of Australia’s unique ecosystem by studying at James Cook University in Queensland. “For marine biology students, the Great Barrier Reef is beyond belief,” he says. The knowledge gained and merit received from Australia universities helps graduate students further their careers. Indian manager, George Chrian says that his Masters of Management from Monash University has made him knowledgeable and marketable. “My education in Australia has helped me to think critically, plan strategically and to act practically,” he says. “International education makes you a good international citizen, and is the seed for a better future for yourself, as well as for a better world.” With world-class education institutions to study at, an international range of qualifications to choose from, and a unique country in which to experience it all, it’s hard not to consider going down under for your graduate studies.
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The University of Newcastle, Australia, is a progressive international university and one of Australia’s leading research institutions. Its researchers have discovered the placental clock that determines the timing of birth, developed a viral therapy to kill cancer cells, designed mechanisms to convert pollutants into useful solid products, and revolutionised the separation of minerals and coal from wastewater. The University’s main campus is located just outside of Newcastle city centre, about two hours drive north of Sydney. The University’s student population is just over 28,500, including some 6,000 international students from more than 80 countries studying both on and off-shore. We are ranked in the: ■
top 10 research universities in Australia (Australian Vice-Chancellors Committee) top 60 Asian Pacific universities (Institute of Higher Education Shanghai Jiao Tong University Rankings) top 200 universities in the world (Times Higher Education Supplement)
We offer postgraduate coursework programs in the following areas: Applied Finance Applied Linguistics Business Administration Educational Studies Engineering Management Engineering Science Environmental Management Human Resource Management Information Technology International Business Marketing Pharmacy Professional Accounting Social Change and Development For detailed information about the comprehensive range of study options at the University of Newcastle visit our website: www.international.newcastle.edu.au CRICOS Provider Code : 00109J
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New Zealand Quality programs and stunning landscapes
Opportunities abound in Aotearoa – the land of the long white cloud
New Zealand has much to give the international graduate student, says ANN GRAHAM. An awe-inspiring natural environment, prosperous economy, welcoming society and highly regarded programs make it an excellent, and ever-popular, choice of study destination.
hey say the best things come in small packages and that’s the way to describe New Zealand. It has become one of the most popular study destinations for international students lured by top educational institutes, worldclass research, and the opportunities on offer in Aotearoa – the land of the long white cloud. Their icon might be a small flightless bird but don’t be fooled into thinking Kiwis don’t spread their wings. New Zealanders are among the most mobile of nationalities and they’re at the top of their game. Harrods Group’s chief executive officer is a Kiwi; Oxford University’s vice chancellor is
indigenous people, but the population is also made up of Europeans and a growing number of Asian and Pacific Islanders, not to mention others from all corners of the globe. The economy relies on agriculture with primary exports being New Zealand beef, lamb, wool and Zespri – the golden Kiwifruit. There are eight publicly funded universities in New Zealand, three of which were ranked in the top 200 in the world by the Times Higher – QS World University Rankings in 2007. The system of graduate education is well structured, based largely on the UK model of higher education, with one-year Masters programs and a minimum of three-year
New Zealand universities are strong in medicine, engineering, management, law and agriculture and many incorporate New Zealand studies into programs a Kiwi; Tiger Woods’ caddy is a Kiwi. Just don’t mention the Rugby World Cup.
Living and studying in New Zealand Made up of three islands – the North Island, South Island and Stewart Island – New Zealand is home to four million people and is renowned for its natural beauty, scenic landscapes and green environment. The Maori people are New Zealand’s
PhD research programs. Most universities also offer shorter graduate diplomas for those seeking either a change in academic direction or who don’t have the relevant prerequisite entry qualifications. The academic year is made up of three semesters. The A semester runs from March through to June, the B semester from July through to November. Summer school programs also offer a limited amount of study over the summer months of December and January.
Admission requirements Applications to graduate diplomas and Masters programs require students to have achieved a first degree with a high grade point average in an area that relates to the field of further study. Generally a B average is required for engineering, science, management, and other related fields, while higher averages are required for more specialized subject areas. All programs are taught in English, which means a high degree of language competency is expected with IELTS scores of 6.5 as a minimum. New Zealand universities are strong in medicine, engineering, law, management and agriculture and many place a strong emphasis on incorporating New Zealand studies in each of their disciplines. Otago University, New Zealand’s oldest and most southern university, is located largely in a university town. Auckland, AUT (Auckland University of Technology) and Victoria universities, all situated in the North Island, are city campuses, while Waikato and Massey in the North Island and Canterbury and Lincoln in the South Island are parklike self contained campuses. Each university is evaluated by the New Zealand Government on the quality of research undertaken through the Performance Based
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Auckland: New Zealand’s biggest city
Research Fund (PBRF). This is a particularly good measure for prospective graduate students to judge how active an institution, or an individual academic department, is. The PBRF evaluates the activity level of research staff, the amount of external research funding that is received, and the number of student completions at the research level. Academic staff in New Zealand universities are very mobile and many are international researchers or members of international organizations. Qualifications are recognized around the world as evidenced by many New Zealanders working at high levels in the UK, the USA and other countries. Wei Lou, a PhD student from China, currently studying screen and media studies at the University of Waikato in Hamilton, says New Zealand is an ideal country to study and travel in. “Here, overseas
weekly rent of four bedroom flats range from NZ$250 to NZ$500, depending on the city students have chosen to study in.
International student pastoral care New Zealand has a code of pastoral care for international students ensuring that they are supported throughout their studies. The code provides a framework for service delivery by educational providers and their agents to international students. It sets out the minimum standards of advice and care that are expected of educational providers with respect to international students. The code applies to pastoral care and provision of information only, not to academic standards. Each university will also provide a period of orientation for international students as they
New Zealand has a code of pastoral care for international students ensuring that they are supported throughout their studies students can have an international standard of education, enjoy lots of outdoor activities, and make many friends from different countries.” New Zealand offers very reasonably priced programs and economical living costs. Depending on the institution and the subject most tuition fees fall into the US$11,000 – US$20,000 range. Each university has student accommodation facilities, some solely dedicated to international students. For a unique New Zealand student flatting experience,
become accustomed to the university environment and its facilities. University international student support offices are then available to help with information on living in New Zealand, visa issues, course planning, and language assistance.
Student exchange programs The New Zealand Government has a number of student exchange programs allowing domestic students to experience part of their study at one of
many international partner institutions. This allows for a diverse make up of students in New Zealand university lecture theatres adding to the study experience for both domestic and international students. Exchange students are a category of foreign students who are exempt from having to pay fees but they must be in New Zealand under an exchange scheme approved by the government. Although the graduate programs offered by many of New Zealand’s universities are highly regarded, there is no denying the influence of other factors in the popularity of the country as a destination for international students. For adrenaline junkies, time away from the lecture halls can involve bungee jumping in Queenstown, sky diving in Taupo or black water rafting in Waitomo. Students looking for an added cultural experience can explore Waitangi, the country’s pre-eminent historic site, or see the weird and the wonderful elements of New Zealand’s history at Te Papa, the country’s national museum in Wellington. For the sporting enthusiast it won’t be hard to find a rugby game being played on a Saturday afternoon. Thought of by many as a rather exotic country on the other side of the world, New Zealand offers an outstanding and unique natural environment, a prosperous and modern economy, many opportunities for work experience after graduation, and a welcoming and warm society. For those seeking such a combination, New Zealand represents an excellent choice of study destination.
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Rolling hills: the extensive tea plantations found across Malaysia
Malaysia The search for international students As ROSS GERAGHTY finds out, it’s a safe and unique multi-ethnic environment with a government that is committed to positioning the country as a centre of educational excellence. What more reason do you need to choose Malaysia as your place to study?
alaysia is fast becoming a very popular place for international students to study. According to the recent QS Graduate Applicant Survey, sent to thousands of students attending the World Graduate School Tour in 2007, it is up to 4th most popular Asian destination for international students after Japan, Hong Kong and India. Norhanom BT Abdul Wahab of the University of Malaya sums up the advantages of studying in Malaysia: “Malaysia provides a safe and conducive environment for
quality education at affordable cost as its fees are among the lowest in the world. The government of Malaysia is committed to positioning Malaysia as a centre of educational excellence by 2020.” An important result of Malaysia’s carefully managed modernization is a steadily improving education system that has poured millions into research and development, and into encouraging international students. Norhanom BT Abdul Wahab explains that the University of Malaya is rated the number one university by a rating system produced
“The government of Malaysia is committed to positioning the country as a centre of educational excellence by 2020” higher education. Among the advantages of studying here are the political stability, unique multi-ethnic environment, and the modern infrastructure of the country in general. Its tertiary institutions offer high
by the Ministry of Higher Education and ranked 1st in Malaysia by the Times Higher Education: “One can experience a global environment on campus as UM not only has one of the most multi-ethnic
student populations in the country, but also a very high number of international students.” The quality of teaching in institutions like UUM, UKM and UPM has improved greatly over recent years, following a government decree that all teachers and lecturers have to possess a degree in the subject that they are teaching, which was not the case before the turn of the century. On the back of its enduring economic and industrial boom, Malaysia is trying hard to position itself as the Asian destination of choice for international students seeking to study abroad, and with some success. Currently there are around 50,000 students from 100 countries in Malaysian tertiary education, forming 20 to 30 per cent of the student body. This is a major selling-point for Malaysia. Aufa Shahrizal from Indonesia, who studied an MSc in Tourism Management, chose Universiti Utara Malaysia, “because of its strategic location, fantastic facilities and friendly staff. Studying there not only gave me an opportunity to learn more, but also to enhance my international exposure and experience in the multi-variant of Malaysian culture.”
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An inexpensive learning experience Perhaps most importantly, despite its increasing economic success, Malaysia is an inexpensive country yet offers a high quality of education through a well-organised and developed system. It has also seen support from a number of international universities, such as Australia’s Monash University and the University of Nottingham in the UK. These have branch campuses offering the same courses as their home country institutions but at a fraction of the cost. For example, the tuition fee of a three-year UK engineering degree is priced at about US$7,600 per year in the Malaysian branch compared to US$24,000 per year in the UK. The website www.studymalaysia.com also estimates cost of living to be around US$3,000 per annum, significantly cheaper than the US or Europe. Such courses offer students the chance to study at the overseas campus for one or two semesters and to graduate from two universities at the same time – the Malaysian one and the overseas host institution.
Two degrees for the price of one? There is also a prevalence of courses known as two-plus-one twinning degrees where you enrol in the Malaysian course and spend a year overseas at a twinned institution, perhaps in Australia, New Zealand or the UK. Great for your learning and cultural understanding of different
in their fields. This makes the university and Malaysia recognized internationally.” At the same time as inviting an increasing number of students year-on-year to study in Malaysia, the country’s universities are branching out and extending their campuses in other nations around Asia and around the world. Lim Kok Wing University of Creative Technology has a campus in Botswana to add to its Kuching, KL, London and Beijing sites. These universities offer Malaysian-brand tertiary qualifications.
English language Most private higher education and public tertiary education is conducted in English, Malaysia’s second language, a throwback to the days when Malaya, as it was known before independence, formed an outpost of the British Empire. This is a bonus for those students looking for a high quality and inexpensive education who already speak the language or are keen to improve their English skills. English is very widely spoken, especially amongst younger Malaysians and most locals are happy to spend time teaching you Bahasa Malayu, the national first language. This is one of the key reasons why an English speaker and Muslim such as Saleh Ibrahim chose to study in Malaysia. “English is widely spoken and most students can converse in English very well. Bahasa Malaysia is the medium of instruction for some
“Some courses are taught in Bahasa Malaysian and this provides an opportunity for foreign students to add to their linguistic knowledge” parts of the world. That so many international institutions are offering Malaysian degrees or hosting Malaysian courses is testament to the quality of the education. Norhanom BT Abdul Wahab says: “International standard and high quality education, is closely monitored by Malaysian Ministry of Higher Education through its quality control authorities and appropriate legislation.” This has raised the bar in terms of Asian tertiary education as the quality of Malaysia’s education system improves.
International approach Says Saleh Ibrahim, from Nigeria, who studied at the Universiti of Malaya in KL, “there are very good lecturers who are qualified experts
courses and this provides a good learning experience for foreign students to add to their linguistic knowledge.” Although Malaysia is considered to be a moderate Muslim country it is undoubtedly accepting of all religions, creeds and colours and has an enviable mix of religions and nationalities from all over the world.
Pros and cons So those are the positives, but what about the possible negatives of studying in Malaysia? Alex Geraghty, an expert in the Malaysian tertiary education system and soon to be at Limkokwing University of Creative Technology in Kuching, says: “Culture shock is the most obvious and main problem people find. The
differences between Malaysia and a student’s home country will sometimes be great and it can take weeks or even months to acclimatise.” He offers some advice. “Be aware of the ‘four H’s’ of culture shock – Honeymoon period, Hostility period, Humour period, Home period – and be prepared to accept that things are different from what you’re used to. Also use the resources at your host institution. It is their job to help you with difficulties. Having said all that, Malaysia is a far more easy-going place than many others and acclimatizing should not be too difficult.” Visas are another area that can have students scratching their heads. While visas to study at accredited institutions in Malaysia are essential but easy to get hold of – it’s also possible to bring your spouse and children over – you have to check closely whether this visa will allow you to work. There is no single rule for all. Some nationalities are allowed to work but only part-time. Others, notably those from India and Bangladesh, are not allowed to. Be careful when dealing with agents in your home country as they may not know the whole truth and tell you that you can work in Malaysia when in fact you can’t. The best bet is to get advice from the Malaysian embassy and from your host
What is Malaysia? Malaysia is a Southeast Asian country that is simultaneously modern, traditional, developed and historic with a peaceful multicultural population. Indigenous Malay and traditional tribes such as the Iban and Bidayuh live harmoniously alongside a large Chinese and Indian populace and this seamless blending of cultures lends Malaysia an international flavour that few countries can boast.
Peninsula Malaysia Peninsular (West) Malaysia is a federation of states stretching south of Thailand and north of Singapore. This is where you’ll find the capital, Kuala Lumpur – known simply as KL – and the major cities of Penang, Johor Bharu and Melaka. East Malaysia, the northern part of the island of Borneo, consists of Sarawak and Sabah and is host to some of the world’s most famous jungle, the orang-utan and to Kuching (meaning cat in Malay), one of Asia’s most liveable cities.
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Singapore Study in a multicultural environment Singapore is both comfortable and cosmopolitan. GAN ENG KHOON, Deputy Director in the Office of Admissions at National University of Singapore, tells us about life for a post-graduate there
ith its strategic location in the heart of South-East Asia, Singapore naturally lends itself to the convergence of eastern and western influences. This unique vantage point, coupled with the strong support of its Government, means that the education system in Singapore is well poised to offer students the best of East-West education pedagogy. Recently, an increasing number of overseas universities have set up their off-shore campuses in the city-state, contributing to Singapore’s reputation as the educational hub of the region. For international students, stepping into a multicultural country like Singapore can seem daunting. But initial concerns will fade and students often find that being taken out of their comfort zone is confidence-building. In exploring Singapore they will discover that it has a reputation not only for academic excellence, but also for safety and efficiency. Above all, Singapore offers them the opportunity to integrate into a diverse culture – an experience they will find beneficial when looking for work in today’s globally-oriented business environment.
Courses at NUS All postgraduate courses at the National University of Singapore (NUS) are developed to challenge students. They have a high international reputation: graduates from our doctoral programs readily find employment locally or internationally both in the corporate and public sectors, as well as in research
Vibrant pulse: Singapore offers an exciting learning environment diploma. All doctoral degree programmes at NUS are primarily research based. They equip students with the skills required to advance knowledge and human progress. Doctoral degrees are typically the first choice of students who seek depth of knowledge, enjoy creative problemsolving, and who aspire to hold high level positions in their respective fields. Masters degree programs are predominantly designed to prepare students for work within a specific profession (typically through a Masters by
“Graduates from our doctoral programs readily find employment locally or internationally both in the corporate and public sectors, as well as in research” at well-known universities overseas. It is clear from past graduates of postgraduate programs that the courses are useful for their professional development. Many find subsequent advancement in their professional careers in Singapore and internationally. NUS offers three main types of graduate programs: doctoral (PhD), Masters (by coursework or by thesis), and the graduate
coursework) or to gain advanced knowledge in a specific subject area as a precursor to doctoral training (typically through a Masters by research). The graduate diploma provides limited professional training in a specific niche. The diploma is often favoured by those students who seek additional exposure to an area of interest without wishing to commit themselves long-term to further studies.
Choosing the program for you Prospective graduate students should think carefully about which type of graduate program most suits their interests and career aspirations. Increasingly, students who are pursuing a research-oriented career - whether in industry or academia - and/or wanting to advance quickly in their particular chosen career, elect to enrol in a doctoral program. Every undergraduate or graduate program has to undergo a stringent evaluation and approval by the Boards of Undergraduate Studies or Graduate Studies respectively, the University Committee on Educational Policy and the Senate. Quality assurance reviews are also carried out involving student surveys, International Visiting Committees and International Advisory Panels and the Quality Assurance Framework for Universities set up by Singapore’s Ministry of Education. Educational programs in the professions, such as engineering, medicine and architecture, are further accredited by internationally recognized accreditation panels with broad representation from academia and the professional world.
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National University of Singapore’s College of Medicine Applications and admissions International undergraduate applications for admission are accepted from mid-October through to late March, leading to admissions in August. Prospective international students can submit an application online at www.nus.edu.sg/ oam/apply/catd. Information on the application procedure and undergraduate course details can be found at www.nus.edu.sg/oam. Candidates without duly recognized qualifications may submit SAT I and II scores in support of their applications. As part of the highly competitive selection process, certain courses such as architecture, dentistry, industrial design, law, nursing and medicine will require interviews and further tests as part of the process, to ensure that potential students meet the required high standards. At NUS, the admission process is underpinned by a set of proven criteria, procedures and policies. The discretionary admission policy empowers individual faculties to identify outstanding students who have achieved excellence in their non-academic pursuits. The admission policy enables the Office of Admissions to select students based on academic merits so that no deserving student is denied a university education because of financial difficulty or other constraints. Public education in Singapore is currently heavily subsidized and international students enjoy heavy subsidies. For example, an international undergraduate will typically pay subsidized tuition fees of about $10,000 per year. The cost of education differs depending on the course structure and educational institution.
At the tertiary level, international students who take up the government tuition grant, which is available to all qualified candidates, are required to work for three years upon graduation with a Singapore-registered company, either in Singapore or overseas. In addition, some of the tertiary institutions, both public and private, do offer scholarships, bursaries and loans. More information can be found at: www.singaporeedu. gov.sg/htm/stu/stu0304.htm. Generous scholarships are also available for
seeking such employment. Depending on the students’ interests and skills, the nature of work can be wide-ranging. They include administrative duties, customer service, sales and marketing, event coordination, software development, web design development, tutoring, research assistance, fieldwork surveys, etc. Remuneration is from S$5 to S$15 per hour. The NUS Career Centre facilitates such employment opportunities for students studying at the National University of Singapore. Alternatively, students may also check
“The University stretches students’ intellectual, leadership and personal capabilities, and fosters a vibrant community of groundbreaking scholars” international students who wish to enrol for a PhD degree by research. These research scholarships are awarded competitively based on merit. The University Scholars Programme (USP) is a premier undergraduate program that selects highly talented students from faculties across NUS. Its unique curriculum and learning environment stretches the students’ intellectual, leadership and personal capacities, and fosters a vibrant community of scholars that strives to break new ground in multidisciplinary insights and global perspectives. USP aims to produce graduates who are articulate, confident and motivated achievers. These graduates distinguish themselves through their intellectual rigour, resourcefulness and their commitment towards making important contributions to society. There is a variety of part-time paid work opportunities for students who are interested in
for part-time work opportunities through various other sources. According to Singapore Immigration & Control Authority’s regulations, international students residing in Singapore on student pass should not work for more than 16 hours during term time, but there is no restriction on the number of hours they can work during vacation.
Further information Information on the undergraduate application procedure (Category D) and course details can be found at www.nus.edu.sg/oam. Alternatively, applicants may access the NUS microsites at http://joinus.sg or http://student. brightsparks.com.sg/ Information on postgraduate courses at NUS can be found at www.nus.edu.sg/corporate/ admissions/index_prostu_grad.html
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Foreign Education Delivered
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Delhi. This allows us to advise our clients on making winning applications to carefully selected universities through email & telephonic communication. We can therefore service a client irrespective of geographic barriers. Our clients also appreciate the opportunity of availing our service from the comfort of their homes/offices. Our team of Admissions Counselors & Admissions Editors comprise of educators & professionals who have graduated from the world's leading universities. Our visa counseling team comprises of a former US embassy official who was in charge of the Delhi consulate at retirement, &, a specialist experienced in student visas for all other territories.
We offer our clients two distinct admissions counseling services: Premium ACS
A specific service aimed at optimizing the client's (applicant's) chances of obtaining admission into the best possible university/institute. This service operates on a complete 'purity of intent' with no motive other than to provide the client with an unbiased & comprehensive selection of universities relative to her profile, reconciling her aspirations to the extent possible. Once a shortlist of universities is finalized, detailed & individualized editing & interview prep services are provided to enable the client to make the strongest possible representation of her profile to foreign admissions committees. Once an offer of admission has been secured, visa counseling is provided. This is a paid service.
Our research team has compiled extensive databases capturing information pertinent to an Indian applicant-relevant admission & scholarship deadlines, acceptability of the Indian 3 year bachelors degree, etc.
Our clients have received offers of admission from several of the US 'Ivy League' Universities, MIT, Stanford, Michigan (Ann Arbor), Carnegie Mellon, Virginia, Duke, Indiana (Bloomington), North Carolina (Chapel Hill), Toronto, Western Ontario, York, Oxford, Cambridge, LSE, INSEAD, NUS, NTU, ISB (Hyderabad), IIM (PGPX)â€Ś the list is endless & success has been achieved with almost every worthy institution!
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Japan: a country of dazzling cultural attractions
Japan The focal point of the east Japan is home to a a rich and unique culture. Aindrila Mitra gives us an idea of what it’s like to study in such an interesting society
imono, sushi, judo: cultural icons of one of the world’s most vibrant nations. But there’s more to Japan than its advanced technology and population of over 127 million people – higher education for instance. One of the greatest appeals of studying in Japan is its academic environment complemented by state-of-the-art technology. Some of the world’s leading figures have had the experience of studying there: Masatoshi Koshiba, a Nobel Prize winning physicist graduated from the University of Tokyo; and Koichi Tanaka, a Nobel Prize winning chemistry expert who graduated from Tohoku University.
And as a country, Japan offers unique experiences. According to the Lonely Planet ‘Japan packs a mean punch of dazzling cultural attractions and awesome natural wonders’. As well as several internationally recognized universities to study at (Japan had 11 universities in the top 200 of the Times Higher QS World University Rankings 2007) students also have a variety of cultural activities to try out.
A cross-cultural experience Enian Cela from Albania went to Japan in 2007 on the Monbukagakusho scholarship to study at the Graduate School for International Development and
international economics in such a place. Like most other countries in the world, Japan is also moving towards internationalizing its education system, with several courses now being taught in English. Yasuma Sugihara, President of International University of Japan (IUJ), said of his university and country: “(It) is an ideal place for young men and women from all parts of the world to gather, to learn from each other and from a talented and diverse international faculty. While English is the language of instruction, cross-cultural communication is the way of life here.”
Making your decision Like most other countries in the world, Japan is also moving towards internationalizing its education system, with courses now taught in English More than 65,000 students from over 160 countries and regions have studied in Japan under the Japanese government (Monbukagakusho) scholarship program that was established in 1954.
Cooperation at Hiroshima University. She made her decision to study in Japan because “Japan is a country with a political power that can affect many countries worldwide. I enjoyed being able to do research in
Before applying to a university in Japan, it is imperative to understand your objective of getting there: earning a degree and conducting long-term research, or acquiring a specialized skill. Once this is decided, it is easy to locate the most suitable university. The length of study in most graduate schools depends on whether you choose a Masters
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Japan is noted for its distinctly traditional architectural style or a Doctorate program. While the Masters degree usually lasts for two years, the Doctorate takes five. However, in the case of medicine, dentistry or veterinary science degrees, all of which are preceded by six years of undergraduate study, the term time is four years. Japan has several special training schools (www. tsk.or.jp): higher educational institutions providing
students and Young Leader’s Program (YLP). Potential candidates should be recommended by a Japanese embassy or Consulate General, or by a Japanese university. Additionally, the Career Development Program for Foreign Students from Asia started in 2007. The Ministry of Economy, Trade and Industry (METI) and the Ministry of Education, Culture, Sports, Science
Japan is perceived as being an expensive country but transportation is cheap and eating out affordable: studying in Japan will be an enriching experience vocational education. There are also about 60 colleges of technology with an Association of National Colleges of Technology in the country offering courses related to fields such as engineering and merchant shipping.
Scholarship and admission Since 1982, in an effort to attract foreign talent, students are accepted to “special English-language programs” and international students at the graduate level are given “prioritized allocation as a Japanese Government Scholarship student”. There are 81 university programs involved in this system. Some universities, like Tokai University, have their own scholarship program providing financial assistance to students with good academic standards. There are seven types of Japanese government sponsored scholarships under the Monbukagakusho Scholarship program: research students, teacher-training students, undergraduate university students, Japanese studies students, college of technology students, special training
and Technology (MEXT) are collaborating and “working as one to provide a consistent human resources development program.” The Foreign Students’ High Specialty Practice Operation is available to full-time students, chosen by the university to participate in the program and are holders of the Mongbukagakusho Scholarship. On the other hand, the Foreign Students’ High Achievement Practice Operation is for foreign students from Asia who are currently registered in a Japanese university at the undergraduate or graduate level and “aim to join a Japanese company”. The United Nations University (UNU) also provides reimbursable funds to self-financing students from developing countries to study in Japan through the Japanese universities participating in the program (www.fap.hq.unu.edu). Privately-financed foreign students can study through two ways: either the student is accepted post domestic or foreign selection on applying directly to the school for his/her own country; or
the student enrolls in a private Japanese-language institute, completes the preparatory education of one-year, and then applies to the school of his or her choice. In most cases, students need to sit an entrance examination. Further informational can be found at the Japan Students Service Organization (JASSO) www.jasso.go.jp or www.jpss.jp If you have completed prescribed courses at a university outside Japan, this would also allow you to attend a Japanese graduate school, provided you have 16 years of school education (18 years for those enrolling in medicine, dentistry or veterinary science degrees). Foreign students in Japan need to follow in detail the Immigration Control Act. The laws are fairly strict, and if you fail to follow the procedures, you may lose your university place.
Life in Japan Japan is seen as being expensive but transportation is cheap and eating out is affordable. While accommodation may hit the pocket, there are dormitories for foreign students and public housing accepts foreign applications for a set period of time. With the cooperation of Japanese firms, the Corporate Friendship Network for foreign students has also started accepting foreign students in their staff dormitories. Students can also opt for private accommodation through a real estate agency. Studying for a graduate degree in Japan will be an enriching experience. Not only can students expect world-class education, they will also be immersed in a culture and lifestyle that can only add to their educational and career development.
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Foreign Students learn to write their names in Hangeul (Korean Alphabet) using traditional calligraphy
A university president teaches foreign students traditional Korean culture and etiquette by example
South Korea Cutting-edge and country-specific programs SARAH HAN, SONA JEONG and MATT BURT of the Korean Council for University Education report on a rapidlyevolving country that offers low-cost, high-quality tuition and some of the most cutting-edge programs
s a modernizing yet lesser-known country that geographically, culturally, and politically straddles Northeast Asia, South Korea offers students a chance to learn about Asia and directly experience the diversity and excitement of a society, economy, and political system that is still rapidly evolving.
Why choose South Korea? The clearest advantage of studying in South Korean is the low cost of tuition compared to most
taking advantage of the opportunity to learn Korean will also pay off in the future as Korean speakers are in high demand in many countries. Studying abroad at the postgraduate level expands a personâ€™s perspective and elucidates problems and phenomena from a longer-term, worldwide perspective. Students are more open to new knowledge and expertise when abroad, and that knowledge is often more easily applicable and adaptable to situations requiring international interaction; thus one can expect to be more
South Korea offers students a chance to learn about Asia and experience the diversity of a society, economy, and political system that is rapidly evolving Western countries and the relatively high quality of education across a wide range of fields. Although most universities conduct many courses in English (up to 30 per cent of courses in some schools),
competitive in todayâ€™s era of globalization. South Korean universities are known for their cutting-edge graduate programs in biotechnology and information technology & communications.
They also offer unique programs specific to the country and region such as North Korean Studies (Unification Studies), Studies of Northeast Asian Buddhism, and Northeast Asian Studies. Masters degrees are offered in various fields of study, including MA, MS, MBA and also Doctorate degrees in various fields of study, including PhD and MD.
Semesters and deadlines Most universities in South Korea begin the first semester in March and the second in September with the summer vacation from July to August and the winter vacation from December to February. New undergraduate students are mainly accepted to begin attendance for the first semester, but most graduate students can begin in either semester. It is important to check with individual schools on application deadlines. In general, graduate schools accept first semester applications in October of the
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xxxxxxxxxxxxxx South Korea
The popular Haeundae Beach in South Korea previous year and second semester applications in May of that year. Taking into consideration the time needed to organize and send documents, apply for a visa, make travel arrangements, it would be a good idea to prepare everything three to four months in advance of the first day of classes. Students can
Individual schools also have various scholarship and work-study programs for foreign students. Details can be found on individual school websites or in the Gateway to Korean Universities. Foreign students with a D-2 visa are able to defray some living expenses by working in hourly pay-based
“South Korean universities are known for their cutting-edge graduate programs in biotechnology and information technology” apply to schools either directly or through various assisting agencies. Processes for transfer students, exchange student programs, foreign language schools, and Korean language schools differ across schools, but detailed information can be found in Gateway to Korean Universities – a book to be published in September 2008 that will contain key details on all four-year universities in South Korea. It will be available at South Korean embassies in most countries, or, contact firstname.lastname@example.org for information on obtaining a copy. The South Korean Ministry of Education, Science & Technology currently sponsors a scholarship program for foreign students; it is managed by the National Institute for International Education Development (NIIED). See http://www.niied.go.kr/english/ for details.
jobs that do not extend beyond the scope of normal student work or the purposes of studying abroad. Authorization must be obtained in advance from the South Korean Immigration Service. Permission is generally limited to 20 hours of work per week.
http://english.mest.go.kr – the official South Korean government website for education, providing news and information on higher education policies and statistics on South Korean higher education. www.hikorea.go.kr – general information about the South Korean education system and studying abroad in South Korea as well as specific information on part-time employment for foreign students. http://english.kcue.or.kr – currently in development stage but provides a directory of all four-year universities in South Korea with a link to each university’s English-language website.
www.studyinkorea.go.kr – provides information specific to education such as locations and descriptions of schools, application procedures, scholarship opportunities and accomodation.
The Korean Council for University Education (KCUE) conducted two cycles of university evaluations, the first from 1994 to 2000 and the second from 2001 to 2006, in which each fouryear university was evaluated once every fiveyear period. The results are available in Korean at http://eval.kcue.or.kr, but are not currently available in English. The KCUE will conduct a third cycle of evaluations in the near future
www.korea.net –although centred on more general information related to travelling to and living in South Korea (country facts, places to see, Korean language tutorials), the site also provides information specific to post-secondary education.
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Universities and graduate schools USA American University UC Hastings College of the Law Carnegie Mellon University – The Heinz School Monterey Institute of International Studies University of Minnesota Law School University of the Pacific, McGeorge School of Law Pepperdine University, School of Public Policy UCSD School of International Relations and Pacific Studies
140 141 142 143 144 146 147 148
UK The University of Edinburgh Imperial College London University of Kent King’s College London University of Leicester, School of Management The London School of Economics and Political Science The University of Reading University of St Andrews University College London The University of Warwick Business School
149 150 151 152 153 154 155 156 157 158
Hong Kong City University of Hong Kong
France CERAM Business School EMLYON Business School
The Netherlands RSM Erasmus University Tilburg University
Finland Universities and Universities of Applied Science in the Helsinki region
Italy Istituto Marangoni 167 Università Commerciale Luigi Bocconi 168 University of Bologna 169 Luiss Guido Carli 170 Università Cattolica del Sacro Cuore 171 The University of Genoa 172 University of Macerata 173 Politecnico Di Milano 174 Sant’Anna School of Advanced Studies 175 School of Economics, University of Rome Tor Vergata 176 Politecnico Di Torino 177 University of Trento 178
139institute profiles.indd 139
American University Profile
Programs of study
Data University contact SIS Office of Graduate Admissions School of International Service 4400 Massachusetts Avenue, Washington DC 20016 USA Tel + 1 202 885 1646 Fax +1 202 885 1109 Email email@example.com Web www.american.edu/sis
University’s main claims to international academic or non-academic excellence The School of International Service is the largest school of international affairs in the United States, hosting 65 faculty in eight fields of study. University’s international achievements in innovation The School of International Service (SIS) is a founding member of the Association of Professional Schools in International Affairs. Total number of students 850 Percentage of taught (post)graduate students 60% Percentage of international students 20% Range of tuition fees $1,178 per credit hour and $21,204 per academic year based on 9-credit/semester enrollment Basic TOEFL/IELTS requirements Minimum TOEFL score 250 (CBT); 100 (IBT) Minimum IELTS score 7 English Language Support No on-campus English language programs Accommodation On-campus accommodation is available Price Range From $900 to $1,200 per month Modes of Study Full-time Part-time Joint degrees Levels of Study Masters Doctorate Graduate certificates Advanced professional qualifications
A founding member of the Association of Professional Schools of International Affairs, American University’s School of International Service (SIS) is the largest school of international affairs in the United States. SIS offers two-year standard masters programs in the following fields: l Comparative and Regional Studies l Global Environmental Politics l International Communication l International Development l International Economic Relations l International Politics l International Peace and Conflict Resolution l United States Foreign Policy SIS also offers a one-year executive masters program (Master of International Service) for mid-career professionals with significant work experience in international affairs, and a PhD program in International Relations. Additionally, the school has dual degree programs with Ritsumeikan University in Japan, Korea University, Sookmyung Women’s University, and the University of Peace in Costa Rica. The following dual and joint programs are also available: JD/MA, MA/MBA, MA/MAT, and MA/MTS and International Media. General MA degree requirements include: 39–42 credit hours of approved graduate course work, a comprehensive examination, demonstration of research and writing skills through completion of a masters thesis, substantial research paper requirement, or research practicum, and proficiency in a modern foreign language. General PhD degree requirements include 72 credit hours of approved graduate coursework consisting of 60 hours of course credits and 12 credit hours of independent dissertation supervision. The university’s nationally recognized Career Center and SIS partner with domestic and international employers to offer substantive internship experiences for which students may earn academic credit. SIS students have interned and worked at such organizations as the International Monetary Fund, Amnesty International, Global Fund for Women, UN Higher Commissioner for Refugees, the US Department of State, the World Bank, Search for Common Ground, foreign embassies, and many others.
Research facilities The School of International Service offers research opportunities through a number of research programs and centers such as the Center for Asian Studies, the Center for Global Peace, the Transnational Crime & Corruption Center, Intercultural Management Institute, and the Public International Law and Policy Program.
Financial aid SIS offers merit-based awards to a limited number of eligible domestic and international graduate students upon notification of admission. Only full-time students are eligible to receive merit-based assistance. These awards are normally awarded for two years, provided the recipient follows American University academic regulations and remains in good academic standing. The award amounts and types vary, but can include partial-full tuition remission, and/or a monthly stipend, and/or a research assistantship with a faculty member. All admitted PhD students are fully funded during the course of their study at SIS. Please note that all required application materials need to be received by January 15 in order to be considered for merit-based aid.
Student group With a graduate student body of over 700, SIS is the largest school of international affairs in the US. A very diverse student body is composed of about 20 per cent international students from over 130 countries and an additional 25 per cent domestic minority students. Over 150 students applied for the PhD program, which has an incoming cohort of eight students.
Location American University is located in northwest Washington DC, home to some 192 foreign embassies, chanceries, and the headquarters of many international organizations. There are also a host of research and internship sites related to each field, including the Office of European Union Commission, Organization of American States, TransAfrica Forum, and Asia Society.
Largest school of international affairs in the USA
For more information about Masters and PhD at this institution, go to www.topgradschool.com
University of California Hastings College of the Law Profile
niversity of California Hastings College of the Law in San Francisco invites you to apply for a one-year LLM degree (Masterâ€™s in Law) in US Legal Studies. UC Hastings offers a flexible and integrated program, tailored to your academic interests, in a dynamic intellectual community committed to the pursuit of justice and the highest professional standards. UC Hastings is the first law faculty established in the western United States and is regularly ranked among the top 20 US public law schools.
Data University contact Pamela Serota UC Hastings College of the Law International and Graduate Programs 200 McAllister Street San Francisco, CA 94102 USA Tel +1 415 581 8881 Fax +1 415 581 8812 Email firstname.lastname@example.org Web www.uchastings.edu/llm
Connect to the world
At UC Hastings we believe it is important for students to connect to the surrounding community and to the world. The school prides itself on its international legal programmes and its innovative programmes in clinical legal education. Through our International Law Clinic, LLM candidates have an opportunity to work on path-breaking cases. We have also established a number of innovative research and legal services centres to address a range of national and international issues, including the Centre for Gender and Refugee Studies, which is the leading organization for women asylum-seekers fleeing genderrelated harm; the Centre for Negotiation and Dispute Resolution, which organizes research and professional programmes for the study of lawyering skills in negotiation and mediation; and the Centre for WorkLife Law, which is a research and advocacy centre that seeks to eliminate employment discrimination against caregivers.
Connect to our faculty At UC Hastings you will have access to some of the leading law professors in the United States. Our faculty prides itself on its teaching and scholarship. More than 25 of the leading law textbooks used by most law schools in the US are authored by the Hastings faculty. Our professors include leading figures in a wide range of legal fields. We offer approximately 130 courses, including 50 small seminars. Few other US law schools have as wide a selection of courses open to LLM and JD candidates alike. Classes are relatively small. Most classes have 50 or fewer students and none has more than 100. A low student-to-faculty ratio enables us to offer more time for dialogue, questions, and discussion. Our faculty nurtures students to develop their own
A chance to study under some of the leading law professors in the US
Total number of students 1,225 Range of tuition fees $26,000 to $37,000 Tuition scholarships are available Language entry requirements TOEFL score 600 (PBT); 250 (CBT); 100 (IBT) Accommodation Apartments on-campus available to LLM students, just one block from classrooms and the library Price range of accommodation From US$850 to US$1100 per month Mode of study Full-time Level of study Masters
arguments and express their views freely in a mutually supportive environment.
Connect to the community San Francisco, more than any other US city, celebrates multicultural diversity and welcomes the dynamic economic forces transforming the global economy. UC Hastings, located in the heart of the cityâ€™s vibrant Civic Centre, is surrounded by the cityâ€™s concert halls, theatres, opera, and ballet, as well as government offices and the federal, the state, and the city courts.
Connect to the future LLM students are offered extracurricular programmes to support their career endeavours after graduation. Through our Career Services office, LLM students receive career counselling, career workshops, and alumni networking programmes. Many of our LLM students take the California or New York bar exam after graduation, so we also offer tailored workshops to help prepare students for these exams.
For more information about Masters and PhD at this institution, go to www.topgradschool.com
Carnegie Mellon University – The Heinz School Profile
Data University contact David Eber Director of Admissions Carnegie Mellon University Hamburg Hall, Room 1118 5000 Forbes Avenue Pittsburgh, PA 15213 USA Tel +1 412 268 2164 Fax +1 412 268 7036 Email email@example.com Web www.heinz.cmu.edu Institution’s main claims to international academic or non-academic excellence Carnegie Mellon is one of the top-ranked universities in management, technology, and policy. The interdisciplinary environment prepares our graduates to solve complex problems through leadership and collaboration. Institution’s main international achievements in innovation In 2006, Heinz began operations in Adelaide, Australia, which serves as the school’s Asia Pacific education base, offering two masters level degrees – the MSPPM and MSIT degrees. Total number of students (Heinz School only) 850 Percentage of graduate students 100% Percentage of international (post)graduate students 34% Range of tuition fees Full-time tuition is US$18,000 per semester Language entry requirements TOEFL or IELTS required for non-native English speakers Language tuition facilities US$2,200 for summer language preparation classes for admitted students Accommodation Assistance provided by school to find off-campus housing Price range of accommodation From US$500 to US$900 per month for 1 – 2 bedroom apartments Modes of study Full-time, part-time, distance learning, locally taught and joint degrees Levels of study and research Masters, doctorates, and graduate certificates Main subject areas Public policy and management, Arts management, Entertainment industry management, Information security policy and management, Biotechnology and management, Health care policy and management, Information systems management, Public management, Information technology, Medical management
he Heinz School is rated as one of the world’s top graduate schools. We offer students a wide range of innovative degree programs in both public interest fields and in information systems management, taught by a faculty known for its teaching and research expertise. The Heinz School, unlike many graduate schools, is not organized along academic departments. Faculty members easily collaborate in instruction and research, an operating model we believe leads to innovation in research and a superior educational experience. Our strengths span the applied disciplines of empirical methods and statistics, economics, information systems and technology, operations research and organizational behavior.
Integrating disciplines The school has set as its purpose an aggressive effort to understand the causes of critical social problems and to train men and women through masters and doctoral programs to use new knowledge and technology to bring about positive change. We approach this challenge through an educational process that integrates policy, management and information technology course work, exposing each student to faculty with expertise in a wide range of subjects. Students and faculty also participate in extensive outreach programs that provide real life experiences and allow them to address immediate needs in communities throughout the world. Our faculty focuses their research efforts on a vast array of issues. They have established world-wide reputations for excellence in such areas as the study of crime and criminal justice, urban policy, health care policy and management, arts management, information security policy, and information systems management.
The Australian choice In May 2006, The Heinz School began operations at a new location in Adelaide, Australia, which serves as the school’s Asia Pacific education base. The school offers two masters level degrees in Adelaide – the Master of Science in Public Policy and Management and the Master of Science in Information Technology. Study in Adelaide will provide distinct advantages for students wishing to obtain a Carnegie Mellon degree in a location outside the United States. South Australia provides an affordable, dynamic, diverse environment in which to live and study. The state is home to numerous small and mid-sized businesses and to
the largest concentration of the Commonwealth’s defense industry. Adelaide is the capital of South Australia and provides opportunities for students to conduct internships or project courses within the state government. Both public and private sector organizations in the region are actively seeking to employ talented professionals. In addition to full-time, on-campus programs in Pittsburgh and Adelaide, the Heinz School offers graduate-level programs to nontraditional students through part-time on-campus and distance programs, customized programs delivered virtually anywhere in the world, and executive education programs for senior managers.
Skilled leadership and success The Heinz School exists to improve the ability of public, not-for-profit and private organizations to address the most difficult challenges facing society, as well as to strengthen and exploit our cultural resources through skilled leadership and management. Our success is reflected in the contributions our more than 5,000 graduates have made to society, through their work in international, national, state and local public agencies, not-for-profit organizations, and private corporations.
Innovative degree programs with a focus on social problems and achieving positive change
For more information about Masters and PhD at this institution, go to www.topgradschool.com
Monterey Institute of International Studies An affiliate of Middlebury College Profile
he Monterey Institute of International Studies is a small, private graduate school that educates American and international students for professional, global careers in business, the international policy world, translation and interpretation, and language teaching. In addition to expertise in their respective fields of study, Monterey Institute graduates have attained second language proficiency, intercultural awareness and communication skills, and a global mind-set.
Data University contact Jill Stoffers Director of Admissions Admissions Office Monterey Institute of International Studies 460 Pierce Street Monterey, CA 93940 USA Tel +1 831 647 4123 Fax +1 831 647 6405
International policy The Graduate School of International Policy Studies (GSIPS) delivers unsurpassed training in the skills, cultural awareness, and professional capabilities required for successful careers in the international arena through course work and research opportunities. To prepare graduates who are job-ready for meaningful work around the globe, GSIPS emphasizes applied theory and skills acquisitions. Focus areas include environmental policy, terrorism studies, public administration, international trade policy, nonproliferation, conflict resolution, development studies, and human rights. You can learn more about courses the GSIPS offers at http://policy.miis.edu
Translation and interpretation A world leader in this field for both European and Asian languages, the Graduate School of Translation and Interpretation (GSTI) creates almost limitless opportunities for its alumni. Translators translate written material from one language to another. Interpreters enable participants in multilingual meetings to communicate seamlessly. Both work for international organizations, government agencies, non-profit organisations, private companies, multinational corporations, and are in demand as freelance professionals. Discover more of what the GSTI can offer you at our website, http://translate.miis.edu
Language teaching The Graduate School of Language and Educational Linguistics’ (GSLEL) long-standing commitment to excellence has won it global prominence, especially in educating highly skilled teachers of English and foreign languages.The masters degrees in teaching language combine a solid theoretical foundation with the professional skills for delivering state-of-the-art language training
Private graduate school that is a world leader in international career preparation
Email firstname.lastname@example.org Web www.miis.edu
Institution’s main claims to international academic or non-academic excellence The Monterey Institute is the graduate school for international careers, recently ranked as a Top 20 school by Foreign Policy for addressing critical global issues. Institution’s main international achievements in innovation The Monterey Institute houses several international research centres, including the James Martin Center for Nonproliferation Studies – the largest non-governmental research centre in the world for the study of the spread of weapons of mass destruction.
Find out more about the GSLEL at http://teach.miis.edu
International business The Fisher School MBA programme is uniquely personalised, offering one-year and two-year programmes. Core competencies include quantitative methods, analytical tools, crosscultural teamwork, language skills, and international business planning. All students can design their programme around specialisations, such as corporate social responsibility and international marketing. Students may also take courses at other Monterey Institute schools, in areas such as environmental management, public or non-profit administration, or trade negotiations. This progressive mix adds tremendous value for career success in international business and organisational leadership. Learn more about the Fisher School MBA at http://fisher.miis.edu The Monterey Institute of International Studies is located on California’s Pacific coast, a place of great physical beauty and historic significance. Although removed from most of California’s traffic and congestion, the Institute is near San Francisco, the Silicon Valley and San Jose, and is convenient to airports and other transportation.
Total number of students 800 Percentage of graduate students 98% Range of tuition fees Yearly tuition is US$29,300. Merit-based scholarships up to US$14,000 per year for international and US students Language entry requirements TOEFL requirements vary by program Please see www.miis.edu Language tuition facilities Please see http://language.miis.edu/se Accommodation No on-campus housing Please see www.miis.edu/saffairs.html Price range of accommodation Approximately US$4,225 per semester Modes of study Full-time, locally taught, joint degrees Levels of study Masters, graduate certificates, graduate diplomas, research studentships, and advanced professional qualifications Main subject areas MBA in International Business, MA International Environmental Policy, MA International Policy Studies, MA International Trade Policy, MPA Non-profit Management, MA TESOL Teaching English to Speakers of Other Languages, MA TFL Teaching a Foreign Language, MA Conference Interpretation, MA Translation and Interpretation, MA Translation and Localisation Management
For more information about Masters and PhD at this institution, go to www.topgradschool.com
University of Minnesota Law School Profile
Data University Contact Muria J Kruger Director of International and Graduate Programs The Law School, Walter F Mondale Hall 229 19th Avenue South, Minneapolis, MN USA Tel +1 612 624 9968 Fax +1 612 625 2011 Email email@example.com Website www.law.umn.edu
Strengths of the Law School Consistently ranked as a top public US law school Eighth largest academic law library in the US Total number of students 850 Size of the LLM program 25 to 30 law graduates from more than 15 countries Estimate of tuition fees US$31,000 (2008-09 LlM programme) Basic TOEFL/IELTS requirements Minimum TOEFL score 213 Research Institutes Center for Business Law Consortium of Law and Values in Health Environment and the Life Sciences Human Rights Center Institute on Crime & Public Policy Institute on Intellectual Property Institute on Law & Economics Institute on Law & Politics Institute on Law & Rationality Institute on Race & Poverty Minnesota Center for Legal Studies Main subject areas Administrative Law, Advanced Corporate Law, Bankruptcy, Civil Rights, Corporations, Creditors Remedies/Secured Transactions, Criminal Procedure, Employment Discrimination, Environmental Law, Evidence, Federal Securities Regulation, Food & Drug Law, Health Law, Human Rights, Immigration Law, Juvenile Justice, Labour Law, Land Use Planning, Law, Medicine & Bioethics, Patent Law, Products Liability, Entertainment Law, International Contracts, International Environmental Law, Law & Public Policy, Lawyers & Ethics, Transactional Lawyering Skills Concentration certificates provided in Human Rights Labor & Employment Law Health Law & Bioethics
The Law School Consistently regarded as a top public law school in the United States, the University of Minnesota Law School has earned a national reputation for accomplishments that are uniquely related to its history, its location, and its people. While the Law School’s faculty and students come from all over the country, the school maintains a character that is distinctly Minnesotan. Students and faculty alike demonstrate an openness, a lack of pretence, and a basic self-confidence in their ability to contribute to society. Their influence is exercised through scholarship, private practice, business leadership, government service, and endeavours in many other fields. Minnesota graduates make a difference. The University of Minnesota Law School is one of the premier institutions in the US for studying and learning about the law, both domestic and international.
The University Founded in 1851, the University of Minnesota is one of the most comprehensive public universities in the United States and ranks among the most prestigious. It is both a public teaching university, with a strong tradition of education and public service, and a primary research institution, with faculty of national and international reputation. Twenty Nobel Prizes have a known University of Minnesota connection, five of which have been awarded to alumni. The nearly 375,000 living alumni of the Twin Cities campus are spread out all over the world, as demonstrated by the over 70 geographical chapters maintained by the Alumni Association. University of Minnesota students have received five Rhodes scholarships, and since 1988, 94 faculty have received Fulbright Scholarships to research overseas. Today, with over 66,000 students, 4,000 faculty, and 370 degree programs, these lists grow longer each year.
The LLM program The LLM program is designed to provide foreign lawyers with an opportunity to learn about the US legal system in depth. Students enrolled in the LLM program must complete 24 semester credits within the academic year. Students select courses based on their particular area of interest. Many LLM students focus on international law; others study primarily human rights, and still others study commercial transactions – the choice of speciality is up to the individual. LLM students are enrolled in courses with upper division JD students, providing the maximum opportunity for dialogue and discussion. A mentorship programme pairs each LLM student
with a US law student, which fosters further international interaction. Additionally, LLM students may participate in the Foreign Lawyer Judicial Observation program and, by working with a state or federal judge, become more familiar with application of the rule of law in the United States. The Law School’s LLM program begins with the mandatory three-week ‘Introduction to American Law’, a necessary preparation for the demands of the academic year. Topics introduced in the course include US history, legal history, civil procedure, criminal procedure, constitutional law, and legal research and writing. Students learn how to brief cases, analyse judicial opinions, interact in the classroom, and prepare for the full-time study of law at the university. This intense course, unique to the University of Minnesota, contributes to the challenging, interesting, and demanding nature of the LLM program. Minnesota LLM graduates consistently cite it as one of the best features of the Law School’s LLM program.
The Law Library The international scholarship of Minnesota’s faculty and students is made possible in large part by the outstanding resources available in the Law Library. With over one million volumes, the University of Minnesota Law Library is the eighth largest academic law library in the United States and houses an extraordinary collection of international and comparative law materials.
Twin Cities The Twin Cities of Minneapolis and St Paul are the focal point of a progressive, distinctive, and extraordinarily livable metropolitan area of nearly three million people. Neighbourhoods adjacent to campus cater to student budgets and interests, while the readily accessible downtown areas of both St Paul and Minneapolis offer a full panoply of commercial, cultural, social and recreational activities. Because the Twin Cities provide a regional hub for commercial and governmental activity, law students have easy access to federal, state, and local government agencies and courts, including federal and state trial courts. Students can conveniently observe judicial, legislative, or administrative hearings, research public records, and consult with government personnel.
One of the top law schools in the US with an international reputation
For more information about Masters and PhD at this institution, go to www.topgradschool.com
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The University of the Pacific, McGeorge School of Law Profile
Data University contact Eric McElwain Coordinator of International Programs Office of International Programs 3200 Fifth Avenue, Sacramento, California Sacramento County, 95817 USA Tel +1 916 739 7019 Fax +1 916 739 7291 Email firstname.lastname@example.org Web www.mcgeorge.edu/x2639.xml
Institution’s main claims to international academic or non-academic excellence According to the US News, Pacific McGeorge School of Law is currently ranked 16th in the nation for its international law programs. Institution’s main international achievements in innovation Pacific McGeorge was one of the first schools to offer overseas programs in International Law that has an alumni network that spans 40 countries. Total number of students 1,070 Range of tuition fees Yearly tuition is US$26,800 for the LLM Language entry requirements IBT minimum requirements are 100 (JD); 83 (LLM) Accommodation 150 on-campus apartments Price range of accommodation From US$620 to US$950 per month depending on size Modes of study Full-time Part-time Locally taught Joint degrees Levels of study and research Masters Doctorate Graduate certificates Graduate diplomas Research studentships Advanced professional qualifications Main subject areas Law and legal studies: International law Advocacy Governmental affairs Intellectual property Criminal justice Tax
he University of the Pacific, McGeorge School of Law is a private law school and has become one of the leaders in international law. Located in Sacramento, California, more than 1,000 students pursue a Juris Doctor (JD), Master of Laws (LLM), and Doctor of Juridical Science (JSD) degrees on Pacific McGeorge’s unique 13-acre law-school-only campus. The School’s reputation for educating well-prepared, practice-ready lawyers grows from the vitality of students and faculty working together. The diversity of the student body is reflected in the 150 or more colleges and universities students attended as undergraduates, the 50 or more major fields, the range in years from age 20 to over 60, and the gender and ethnic diversity represented each year by the growing number of students from a wide range of ethnic and cultural heritages. The school’s JD and graduate law programs (LLM and JSD) provide opportunities to combine traditional academic course work with practical training in the skills of the legal profession.
Our graduate law programs include the following: LLM Transnational Business Practice This one-year program can be undertaken on any one of three tracks. The first track is a collaborative degree program with the University of Salzburg Faculty of Law involving a semester in Salzburg and a semester on our Sacramento campus; the second track is a one-year program of study, available in Sacramento, offering international, comparative, and American law course work; and the third track involves a semester either in Salzburg or in Sacramento and an internship with a firm in a country foreign to the candidate. Each program may be commenced in the fall or spring semester.
LLM in Government and Public Policy This graduate program is a one- or two-year, post-JD program designed for recent law school graduates who wish to pursue a career in the public sector or in a private sector law firm which represents public agencies; and for more experienced lawyers who wish to explore public sector legal problems in greater depth in an academic atmosphere. One of the special features of the LLM program is the availability of a special full-time internship program in collaboration with several state agencies. LLM in the Teaching of Advocacy This one-year graduate program provides our students with an advanced curriculum in the teaching of advocacy skills. From negotiation, mediation, arbitration, trial and appeal, students will work with simulated case files to develop skills in advocacy and the teaching of advocacy in each of these dispute resolution forums. As a practice requirement of the course, each student will also participate as a workshop leader or teaching assistant in an appellate advocacy, trial advocacy, or alternative dispute resolution course. International Water Resources Law (LLM or JSD) These graduate programs are designed for academics as well as attorneys who practice, or intend to practice, with governmental agencies, international organizations, international financial institutions, major corporations, and international law firms. For additional information and requirements about the graduate law programs, please visit our website at: www.mcgeorge.edu/x2639.xml
One of the leading schools in international law
For more information about Masters and PhD at this institution, go to www.topgradschool.com
Pepperdine University School of Public Policy Profile
Data University contact Melinda van Hemert Assistant Dean for Admission and Student Services School of Public Policy Pepperdine University 24255 Pacific Coast Highway Malibu, 90263-7493 USA Tel +1 310 506 7493 Fax +1 310 506 7494 Email email@example.com Web http://publicpolicy.pepperdine.edu
he Master of Public Policy (MPP) requires 64 units of course work with four four-unit courses taken each semester for two academic years (four semesters). The first year is primarily composed of core courses and provides a foundation for the student’s specialization courses, most of which are taken in the second year. The program is carefully designed for a very specific purpose. While the mission of some programs is to train students to be analysts or to design and adopt effective public policies, Pepperdine University is committed to nurturing leaders who can use these tools of analysis and policy design to effect successful implementation and real change. This requires not only useful tools, but critical insights which only a broad exposure to great ideas, courageous thinkers, and extraordinary leaders can encourage. It is based on the conviction that an elevated and elevating culture, as well as personal moral certainties, are the valid concern of higher education and just as important as the tools of analysis. This significant perspective is reflected in the core courses of the Pepperdine curriculum and unashamedly sets it apart from more traditional public policy programs.
of Public Policy, says: “Many public policy programs have been specifically designed for students who are qualified to become skilled public policy analysts. Their work is critical to government, private business, and nonprofit organizations. A few of these students are prepared to combine these analytical tools with the organizational talents that leverage their work through the activities of other people. Still fewer students have the strength of moral purpose and clearly defined values which set them apart as true leaders. These are able to inspire and design organizations which create value for those they serve and make meaning for those they lead. “It is the third group I have described, those who aspire to leadership roles, for whom the School of Public Policy curriculum has been carefully crafted by academic, government, and business leaders with decades of experience and demonstrated leadership skills themselves. And in addition to time in the classroom with an outstanding faculty, students have private time with world leaders as well as national policy makers such as senators, ambassadors, state and municipal legislators, and chief executive officers of major corporations.
A dynamic learning experience
Reaching further than others
Joint degree programs afford the student an opportunity to study multiple disciplines in an atmosphere consistent with the university’s mission. A growing interrelationship between the public and private sectors has increased the need for leaders with a combination of policyrelated skills and specializations in business, dispute resolution, or law. Utilizing the tools of analysis and policy design to effect successful implementation and institutional change, students receive a dynamic learning experience. James R Wilburn, dean of the Pepperdine School
“At Pepperdine, serious and searching students can find roots that will nourish them through a lifetime of service and can develop wings to reach beyond what they might otherwise have dared to accomplish. These are the special people for whom the public policy program has been designed and who seem to thrive best in its rare atmosphere.”
Total number of students in institution 90 Percentage of graduate students 100% Percentage of international (post)graduate students 7 to 10% Range of tuition fees US$36,440 Language entry requirements TOEFL score 600 (PBT); 237 (CBT); 90 (IBT) IELTS 6.0 Accommodation Furnished apartments, accommodating four graduate students in private bedrooms – includes kitchen, dining, living, and bathroom areas Price range of accommodation US$11,000 Modes of study Full-time Joint degrees Levels of study and research Masters Graduate diplomas Research studentships Main subject areas American politics Economics International relations State and local policy
An emphasis on moral purpose and defined values For more information about Masters and PhD at this institution, go to www.topgradschool.com
School of International Relations and Pacific Studies (IR/PS) Profile
Data University contact Craig Clark, Acting Director of Admissions School of International Relations and Pacific Studies University of California – San Diego 9500 Gilman Drive, MC 0520, La Jolla CA 92093 0520 USA Tel +1 858 534 5914 Fax +1 858 534 1135 Email firstname.lastname@example.org Web http://irps.ucsd.edu
Institution’s main claims to international academic or non-academic excellence The School of International Relations and Pacific Studies is the only professional school of international affairs in the United States solely focused on the pacific regions of the world. Total number of students 275 Percentage of graduate students 100% Percentage of international (post)graduate students 100% Range of tuition fees From $13,700 to $26,200 Language entry requirements TOEFL or IELTS accepted Accommodation Campus housing, university affiliated housing, independent housing Price range of accommodation From $300 to $1,200 per month Modes of study Full-time Levels of study Masters Doctorate Main subject areas International management International politics International economics International development and non-profit management Public policy Environmental policy
ounded in the mid-1980s as the University of California’s only graduate school of international relations, IR/PS has become a new blueprint for international affairs and international management education. Today’s professionals operate in a global context and therefore need to know how management, public policy, and international interaction shape strategic decision making. Courses offered at IR/PS are designed to foster interdisciplinary understanding with special attention to the Pacific region (the Americas and Asia). IR/PS offers a Master of Pacific International Affairs (MPIA) degree and a joint PhD degree in politics and international affairs. Since its founding, IR/PS has trained more than 1,700 global students who now hold positions of leadership in business, government, and non-profits throughout the world. The School is recognized internationally for its innovative programs, superb faculty, and outstanding students. It now stands among the world’s top graduate schools of international relations and is the established leader in its focus on the Pacific region. IR/PS is a member of the Association of Professional Schools of International Affairs (APSIA). APSIA comprises 33 member schools in the North America, Asia and Europe dedicated to the improvement of professional education in international affairs and the advancement thereby of international understanding, prosperity, peace, and security.
Our vision and mission Collectively, the nations of the Pacific region include the largest population and economic centres, the most advanced technology, and the largest concentration of natural resources and agriculture in the world. The region is also home to many of the world’s political and economic challenges. Our vision is to mold the forces of economic growth, technological innovation, and environmental and security challenges into positive instruments of peace, prosperity and democracy. The mission of IR/ PS is to help build a Pacific community by creating ideas, training leaders and providing networks.
Our program Why is IR/PS unique? We believe that our educational program should reflect our larger mission while adhering to strong scholarly values. IR/PS strives to 1) deliver an education dedicated to training new generations of leaders equipped with skills in management and public policy to address the challenges of the Pacific region and the globe; 2) conduct research to create new ideas to organize this community’s common interests and cope with its conflicts; and 3) use the reputation, strengths, and scope of the UC system to create new networks that link people of goodwill throughout the region.
Among the world’s top graduate schools for international relations
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The University of Edinburgh Profile
A world-class university A centre of academic excellence for over 400 years, and located in the heart of Scotland’s capital city, the University of Edinburgh is a world-class institution, aiming to attract the best students and staff from around the globe. With 25,000 students from over 130 countries, Edinburgh is also one of the largest UK universities, offering a vibrant and cosmopolitan environment for living and learning. The University is made up of three colleges Humanities and Social Science, Medicine and Veterinary Medicine, and Science and Engineering - and offers one of the widest subject spreads in the UK.
Data University contact Clare Mackay or Jane Johnston Postgraduate Recruitment Co-ordinator Student Recruitment and Admissions The University of Edinburgh Edinburgh EH8 9JU United Kingdom Tel +44 (0) 131 650 9959 Fax +44 (0) 131 651 1236 Email email@example.com Web www.ed.ac.uk Institution’s main claims to international academic or non-academic excellence The most recent Research Assessment Exercise (RAE2001) placed Edinburgh 4th in the UK for research, and the THES-QS World University Rankings recently ranked the University in the top 25 worldwide.
Cutting-edge research Edinburgh is Scotland’s number one research university, with an international reputation for innovative research across a wide range of disciplines. Current research activities include stem cells and regenerative therapies, renewable energy and wave and tidal-stream power, and intellectual property and technology law. The most recent Research Assessment Exercise (RAE2001) placed Edinburgh 4th in the UK for research, and the THES-QS World University Rankings recently ranked the University in the top 25 worldwide. Last year the total value of research awards was over £200 million.
Innovative taught postgraduate programmes With some 240 taught postgraduate programmes, the University offers a wealth of opportunities across its 21 Schools. Students benefit from world-class teaching in a cutting-edge research environment. Our degrees have been created with your future in mind, incorporating practical and theoretical elements and drawing on our strong links with relevant external organisations from a range of sectors, including business, industry, government and the voluntary sector.
Facilities The University offers a range of first-class facilities, including one of the largest and most important academic libraries in the world. We are host to national centres of excellence such as the National eScience Centre, the Centre for the Advanced Study of the Arab World, and the Confucius Institute (which promotes the study of
Scotland’s number one research university
Institution’s main international achievements in innovation With an international reputation for research achievements in a wide range of disciplines including genetics, education, and computer science, the University is an established force in commercial research and innovation. Total number of students 25,143
Chinese language and culture). More recently, the University’s Edinburgh Parallel Computing Centre has been chosen to house, manage and direct a £113 million computing facility, known as HECToR (High End Computing Terascale Resource), the largest supercomputer in the UK and one of the top 12 fastest in the world. Another new resource, to be opened in 2010, is the new £59 million home of the Scottish Centre for Regenerative Medicine. Outside the academic field you will find outstanding facilities too, such as our five star rated sport and exercise provision (2007 Times Good University Guide). With 62 sports clubs and a further 200 clubs and societies, there is a breathtaking choice of social activities to get involved in.
City Edinburgh, Scotland’s capital city and a UNESCO World Heritage site, is one of the greenest and architecturally most beautiful cities in Northern Europe. Each year it plays host to a series of internationally renowned events such as the Edinburgh International Arts, Fringe, Film, TV and Science Festivals, and is home to numerous nationally and internationally important museums and galleries. Rich in social, cultural, learning and sporting facilities, it is not surprising that Edinburgh was again voted best place to live in the UK in 2007.
Percentage of graduate students 28% Percentage of international (post)graduate students 29% Range of tuition fees From £3,315 to £25,400 Language entry requirements Please see www.ed.ac.uk/studying/international/ english/postgrad-requirements Language tuition facilities English language courses available through our Institute for Applied Language Studies (IALS) Accommodation We have around 1,000 residential places for new postgraduate students, in a wide range of accommodation Price range of accommodation From £75 to £106 per week Modes of study Full-time, part-time, distance learning, locally taught, joint degrees Levels of study Masters, doctorate, graduate certificates, graduate diplomas, research studentships, advanced professional qualifications Main subject areas Accountancy, Area studies, Architecture, Built environment, Business and management, Communications and media, Computing & information technology, Creative and performing arts, Economics, Education and training, Engineering and technology, Environmental studies, Health and para-medical studies, Humanities, Languages, Law and legal studies, Mathematics, Medicine and medical sciences, Psychology, Physical sciences, Social sciences, Sport and leisure, Veterinary science, Zoology
For more information about Masters and PhD at this institution, go to www.topgradschool.com
Imperial College London Profile
Data University contact Admissions Office Imperial College London South Kensington Campus London SW7 2AZ United Kingdom Tel: +44 (0)20 7594 8018 Fax + 44 (0) 20 7594 8004 Enquiries www.imperial.ac.uk/registry/enquiries Web www.imperial.ac.uk
Institution’s main claims to international academic or non-academic excellence Times Higher Education Supplement World University Rankings (October 2006): 3rd in Europe and 5th in world overall; 2nd in Europe and 6th in world for technology; 3rd in Europe and seventh in world for life science and biomedicine; 3rd in Europe and 13th in world for natural science. Institution’s main international achievements in innovation Imperial Innovations, the College’s technology transfer company, floated on the London Stock Exchange raising £26 million in August 2006. Total number of students 13,000 Percentage of graduate students 30% Percentage of international (post)graduate students 47% Range of tuition fees Please see www.imperial.ac.uk/pgprospectus/ moneyzone/feesandexpenses Language entry requirements Please see www3.imperial.ac.uk/registry/admission/ english_test_pg/ Language tuition facilities We offer pre-sessional and remedial English courses Accommodation Some accommodation available in halls, and help finding private accommodation Price range of accommodation From around £85 per week Modes of study Full-time, part-time, locally taught, joint degrees Levels of study and research Masters, doctorate, graduate diplomas, research studentships Main subject areas Business and management, Computing & information technology, Engineering and technology, Environmental studies, Humanities, Mathematics, Medicine and medical sciences, Physical sciences, Zoology
onsistently rated as one of the top three UK university institutions, Imperial College London is a world leading science-based university whose reputation for excellence in teaching and research attracts students (13,000) and staff (8,200) of the highest international quality. It was ranked fifth in the world by the Times Higher Education Supplement in 2007. Innovative research at the College explores the interface between science, medicine, engineering and management and delivers practical solutions that enhance the quality of life and the environment – underpinned by a dynamic enterprise culture. Imperial College staff are frequently consulted by government and departmental committees at both national and international levels. They also act as members of professional bodies, advise industry, and offer informed comment to the media.
An entrepreneurial culture Imperial nurtures a ‘can do’ entrepreneurial culture and as a result has an enormous amount of intellectual capital. It has about 60 spin-out companies to date and is adding to this by an average of two per month. The College has strong links with industry and a large proportion of its research funding, which is in excess of £200 million, comes from industrial partners. In addition, the College receives significant research funding from private and charitable foundations, such as a generous donation in February 2007 to found the Grantham institute for Climate Change. Imperial College was established in 1907 by Royal Charter, bringing together the Royal College of Science, the City and Guilds College and the Royal School of Mines in London’s cultural heartland of South Kensington. Between 1988 and 2000 several London medical institutions merged with the College, which now has the largest medical school in Europe. Today Imperial has seven campuses in London, one in Berkshire and one in Kent. In July 2007, Imperial celebrated its centenary and left the University of London to become an independent university institution.
Postgraduate studies The range of academic disciplines offered at Imperial facilitates a high level of interdisciplinary interaction and innovation between its three faculties (Engineering, Natural Sciences and Medicine), its Tanaka Business School and the Humanities Programme. Imperial College currently provides over 100 taught postgraduate courses in a wide range of
subjects at the forefront of scientific, engineering, business and medical research. Programmes on offer include the MSc (a mixture of taught courses and research), MRes (a research-focused masters designed to prepare students for doctoral study) and MBA (a business-orientated masters course). Imperial’s two Graduate Schools, (Engineering and Physical Sciences, and Life Sciences and Medicine) provide transferable skills courses to help students achieve their full potential while at the College and beyond. This programme includes an award-winning residential course for all new PhD students. The Schools also organise social activities, guest lectures, research symposia, etc, and are responsible for quality assurance.
Student life Imperial College Union provides a wide variety of activities and events ranging from clubs and societies to gigs, discos and carnivals. At South Kensington Campus there are several bars and restaurants, which are the focal point of student social life.
Innovative research exploring links between science, medicine, engineering and management
For more information about Masters and PhD at this institution, go to www.topgradschool.com
University of Kent Profile
Data University contact Sarah Harrison International Support Co-ordinator International Office, The Registry Canterbury CT2 7NZ United Kingdom Tel +44 (0) 1227 827 917 Fax +44 (0) 1227 823 247 Email firstname.lastname@example.org Web www.kent.ac.uk
Institution’s main claims to international academic or non-academic excellence A research-led institution with international levels of excellence. 74% of Kent’s research is grade four or higher and research income increased by 24% in 2006 – 2007.
he University of Kent has two campuses in England: Canterbury (the main campus, founded in 1965) and Medway (opened in the spring of 2000 in Chatham). We also have a European campus in Brussels (established in 1998) and founded the cross-Channel University of the Transmanche with four universities in north-eastern France.
The UK’s European university The main campus is built on 300 acres of green parkland overlooking the world heritage city of Canterbury. Located in the south-east of England, close to London, Brussels and Paris, the ‘UK’s European University’ has a thriving cosmopolitan atmosphere and a prime location at the gateway to Europe. Our Brussels campus is an English-speaking postgraduate school in the ‘Capital of Europe’ which provides excellent opportunities for networking and professional advancement. The University of Kent’s new site, opened in 2006, is just 15 minutes from the city centre. Kent is also the founder member of the world’s only Franco-British higher education institution, the University of the Transmanche. Teaching and learning on its masters courses is in both English and French and involves students spending time in campuses on both sides of the English Channel.
Facts and figures As well as being the closest UK university to mainland Europe and attracting students from every country in the European Union, Kent boasts over 100 exchange agreements with European universities and is extremely active in European projects and research. We also have international partnerships with universities around the world, including North America and Asia. These partnerships form the basis of academic exchanges and research collaborations to ensure that
our teaching and research is world-class and cuttingedge. Today, Kent has 17,000 registered students with 140 nationalities represented on campus. Our thriving multicultural community provides an exciting and stimulating environment for staff and students.
An excellent reputation The Sunday Times’ University Guide states the University of Kent “can claim to be Britain’s only international university”. The Guardian’s 2008 Higher Education League Tables put Kent 28th out of 117 listed higher education institutions. Shortlisted for institution of the year and voted the best university in the south-east in the 2007 National Student Survey, the University of Kent is in the top 20 for highest graduate starting salaries. Our excellent reputation and internationally renowned departments mean that 97 per cent of our students find employment or further training within six months of graduation. The University of Kent is also a research-led institution with international levels of excellence – 74 per cent of our research was rated in the Research Assessment Exercise (RAE) as being grade four or higher.
Superb facilities The University of Kent boasts first-rate support services and graduation ceremonies in the historic Canterbury and Rochester cathedrals. In addition to our library, computing service and on-campus student accommodation, the Canterbury campus is selfcontained with its own sports centre, cinema, theatre, nightclub, bars, restaurants, banks, shops and medical centre, making our student experience unparalleled.
Benefits from a prime location at the gateway to Europe
Institution’s main international achievements in innovation Kent supports and encourages innovation and growth through the Canterbury Enterprise Hub and Network, the East Kent Inventors Club and Innov8 (a student entrepreneurial society). Total number of students 17,000 Percentage of graduate students 19% Percentage of international (post)graduate students 34% Range of tuition fees UK/EU £3,765 Overseas £9,870 (non-laboratory), £11,990 (laboratory) Language entry requirements IELTS 6.5; TOEFL, TEEP, WELT, CPE C, CAE B tests also accepted Language tuition facilities English Language Unit with pre-sessional courses and free in-sessional courses available Accommodation All new postgraduates are offered single en-suite rooms in the new self-catering postgraduate Virginia Woolf College, opening September 2008 (conditions apply) Price range of accommodation Postgraduate: £4,671 for a 51-week contract; £4,892 to £5,112 for a 46-week contract Modes of study Full-time, part-time Levels of study and research Masters, doctorate, graduate certificates, graduate diplomas, research studentships Main subject areas Architecture, Business and management, Computing & Information Technology, Creative and performing arts, Economics, Environmental studies, Health and para-medical studies, Humanities, Languages, Law and legal studies, Mathematics, Politics, Psychology, Social sciences, Tourism and hospitality
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King’s College London Profile
Data University contact King’s College London Strand London WC2R 2LS United Kingdom Tel +44 (0) 207 848 3388 Fax +44 (0) 207 848 4261 Email email@example.com (for general enquiries) Web www.kcl.ac.uk/graduate (graduate students) www.kcl.ac.uk/international (international students) www.kcl.ac.uk/gsp (online prospectus)
Institution’s main claims to international academic or non-academic excellence 70% of our subject areas are rated 5 or 5*, the highest rating university research can receive. Institution’s main international achievements in innovation Nine members of staff have been awarded the Nobel Prize including the late Professor Maurice Wilkins who, with Rosalind Franklin and other King’s colleagues played a major part in the discovery of the structure of DNA. Number of students Over 19,700 (number of taught graduates 4,846; number of research graduates 1,775) Range of tuition fees From £3,145 to £26,900 Language entry requirements TOEFL score 580 (PBT); 237 (CBT); 93 (IBT) IELTS 6.5 Please note that these are minimum requirements and many programs may require higher scores Language tuition facilities Our English Language Centre offers pre-sessional and foundation courses. Please see www.kcl.ac.uk/elc Accommodation Some King’s and intercollegiate halls of residence spaces are available for graduate students. Please see www.kcl.ac.uk/accomm Price range of accommodation Please contact the accommodation office for further information and visit www.kcl.ac.uk/accomm Modes of study Full-time, part-time, distance learning, e-learning Levels of study Certificates and diplomas, taught masters degrees, masters degrees by research, PhDs, specialist doctorates, short courses and CPD Main subject areas Biomedical & health sciences, dentistry, humanities, law, medicine, nursing & midwifery, physical sciences & engineering, psychiatry, social science & public policy
King’s College London is one of the world’s top 25 universities, perfectly located in the heart of London. There are currently almost 20,000 students in nine schools of study based at our five London campuses. We offer a vast range of taught and research graduate programs, and whichever program you choose, you will work with academics who are often national or international leaders in their field.
King’s has recently invested over £500 million to develop world-class facilities for our students. The redevelopment of our founding campus on the Strand is the most ambitious programme undertaken by any UK university. Our objective has been to preserve and restore the College’s magnificent historic buildings while creating a state-of-the-art learning environment. As part of the continual investment and to ensure that all our graduates are part of a community, we have created new Graduate Lounges at each of our main sites.
In the heart of the cultural capital London provides a rich source of learning and entertainment. As a King’s graduate student you will be in the heart of the cultural capital, with easy access to a wealth of research facilities and academic societies, such as the British Library and Royal Society. Our unrivalled location has enabled us to forge mutually beneficial links with renowned institutions nearby, such as Shakespeare’s Globe Theatre, the British Museum and the Imperial War Museum. These organisations often contribute to our taught programmes, while we collaborate with them on major research projects in their specialist areas.
Graduate school Our Graduate School enhances your experience as a graduate student at King’s and ensure that you fulfil your full potential. We aim to support students as much as possible throughout their studies through training, skills development as well as social events. Above all, we want our graduates to feel connected to a community of scholars with whom they can share their triumphs and their intellectual curiosity.
Beyond the books
At King’s you will have access to some of the most exciting, cutting-edge research in the world. We have been awarded the highest rating of 5* and 5 for research quality for 24 of our subject-areas, demonstrating excellence at an international level, and has recently received an excellent result in its audit by the Quality Assurance Agency. King’s has played a major role in many of the advances that have shaped modern life, such as the discovery of the structure of DNA. It is the largest centre for the education of healthcare professionals in Europe and home to five Medical Research Council Centres – more than any other university.
The King’s experience encompasses far more than study. As a graduate student you will have a wealth of clubs, societies and informal networks on campus that you can join. King’s College London Students’ Union allows you to make the most of your student experience and provides a number of essential services.
The largest centre for the education of health professionals in Europe
For more information about Masters and PhD at this institution, go to www.topgradschool.com
The University of Leicester School of Management Profile
he University of Leicester School of Management is increasingly recognised as one of the top management schools in the United Kingdom, with an excellent international reputation for the development and teaching of intellectually stimulating management courses that are highly relevant to your career needs. More than 7,000 candidates from over 80 countries have graduated from the prestigious Association of MBAs accredited Leicester MBA and are now enjoying successful careers. The School offers challenging and rewarding programmes at PhD, masters and undergraduate levels, via both full-time, on-campus study, and part-time study at a distance; the school being one of the largest and most experienced providers of distance learning in the UK. The University of Leicester itself sits comfortably within the top twenty of Britain’s universities, as attested by the rankings provided in the university guides of The Times, The Independent and The Guardian.
A distinctive intellectual profile Our vibrant group of scholars in accounting, finance, marketing, management and organization studies have developed a distinctive intellectual profile for the school which emphasises the centrality of ongoing, ethically informed, critical reflection in the delivery of meaningful managerial research and sustainable management practice. We share an intellectual conviction that organising is a highly complex historical phenomenon and that management is best understood in an inter-disciplinary context, drawing from the disciplines of sociology, politics, philosophy and economics as well as from developments in critical psychology, cultural geography, cultural studies and organizational theory. All of the School’s 38 academics are active researchers in their fields and over the last five years staff at the school have authored over 300 refereed journal articles and over 200 chapters in edited collections, along with authoring or editing over 50 books. In the same period, staff members have edited more than 20 special issues of refereed academic journals, with many also acting in general editorial roles for key journals in the field. This means that all of the teaching you will receive at Leicester is delivered by staff at the cutting edge of developments in their discipline.
A reputation for the development and teaching of intellectually stimulating management courses
Data University contact Jill Meadows Admissions Office, School of Management University of Leicester Ken Edwards Building University Road Leicester LE1 7RH United Kingdom Tel +44 (0) 116 252 5520 Fax +44 (0) 116 252 5515
To support the endeavours of the community of scholars that you will join at the School of Management, the University of Leicester provides excellent facilities, including a collection of over a million books situated in a £32 million new library development. You will also enjoy access to over 16,000 academic journals, with the majority available in digital form, a key part of the excellent library service that we extend to those who study with us at distance.
Competitively priced As a reflection of our distinctive intellectual orientation – which makes our programmes particularly apposite for those working or seeking to work in management roles in developing nations; in the public and non-governmental sectors, as well as, of course, in the private sector – our programmes are competitively priced to ensure that they can be of benefit to a much wider constituency than just the traditional business elite. Such diversity in the participants of our programmes not only sits well with our and your ethical commitments, it is a vital ingredient in the mix that makes up a distinctive, reflective, critically informed educational environment for managers that is second to none.
Our challenge to you Taking time to study with the School of Management is a highly rewarding activity. However, it is also hard work! Our students accept the challenge enthusiastically and invest a great deal of time and effort into their studies. The rewards are great. In addition to acquiring new ideas, new knowledge and new ways of thinking, our student network is robust and global. If you are ready to accept this challenge, we are confident that we can offer you a productive and enjoyable learning experience, whilst helping you to equip yourself with the skills, competencies and knowledge that will enable you to add value to any organisation, anywhere.
Email ULSM@le.ac.uk Web www.le.ac.uk/ulsm
Institution’s main claims to international academic or non-academic excellence The University of Leicester School of Management has an excellent international reputation for the development and teaching of management courses that are intellectually stimulating and highly relevant to your career needs. Institution’s main international achievements in innovation The School of Management is an international leader in critical thinking in business. Number of postgraduate students 4,500 (full-time and distance learning) Range of tuition fees Full-time fees MBA £14,475 (International students), £9,050 (UK&EU) MSc Finance, MSc Marketing, MSc Management, MSc Accounting and Finance, MSc Management, Finance and Accounting £11,250 (international students), £6,995 MSc’s (UK&EU), £6,450 MSc Management only (UK&EU) Distance learning fees MBA £7,300 (UK&EU) MSc Finance, MSc Marketing, MSc Management £6,270 (UK&EU) Language entry requirements TOEFL score 600 (PBT); 250 (CBT); 90 (IBT) IELTS 6.5 with 7.0 in writing preferred Language tuition facilities Please visit www.le.ac.uk/lsu/eltu/index.html Accommodation The university has an excellent reputation for the provision of accommodation and we offer a wide choice of rooms, facilities and prices to meet the needs of our students. Price range of accommodation Please visit www.le.ac.uk/ua/rs/ Modes of study Full-time, distance learning Levels of study Masters, doctorate Main subject areas Accounting, Business and management, Finance, Marketing, Management, MBA, Organisational behaviour
For more information about Masters and PhD at this institution, go to www.topgradschool.com
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Institutionâ€™s main claims to international academic or non-academic excellence Highest UK Government social science ratings; ranked third in Times Higher World University Rankings for social sciences. Institutionâ€™s main international achievements in innovation LSE is the worldâ€™s leading laboratory for the social sciences, an institution where ideas are developed, analysed, evaluated and disseminated around the globe. Total number of students 9,000 Percentage of graduate students 55% Percentage of international (post)graduate students 65% Range of tuition fees From ÂŁ6,192 to ÂŁ18,048 for the majority of programs. Please see individual course listings. Language entry requirements Minimum TOEFL score 603 (PBT); 250 (CBT); 100 (IBT) Minimum IELTS 6.5 in all subject areas Minimum LSE language test 65 These are the minimum English language requirements, many programmes require higher scores Language tuition facilities The LSE Language Centre teaches English plus a range of modern foreign languages. Accommodation 12 LSE halls of residence â€“ four postgraduate preferred Eight University of London halls Price range of accommodation From ÂŁ65 to ÂŁ200 per week Modes of study Full-time, part-time, joint degrees Levels of study Masters Doctorate Graduate diplomas Research studentships Main subject areas Social sciences
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