International student mobility at a glance 2022 – Wednesday 14 December 2022
In 2020, nearly 6.3 million students were in #mobility worldwide compared to 4,8 million in 2015, an increase of 32%.
1) European countries host the biggest share of mobile students: almost 40% of global mobile students (degree seeking) are studying in an European country.
2) English-speaking countries (the USA , UK, Australia and Canada) remain the most attractive student destinations overall, with four countries receiving 40% if all internationally mobile students
3) in Europe, Germany is the top EU destination and the 4th country in terms of international student mobility. A 61% increase between 2015-2020! France is the 2nd EU country in terms of student mobility attractiveness.
4) Most of countries in #Asia have seen a significant increase in the number of students: #China (+ 83%, 2015-2020), South-#Korea (+105%, 2015-2020)
5) Chinese and Indian students are still by far the most likely to study abroad. Although India still sends far fewer mobile students than China, the country has a much greater increase over the period 2015-2020. Other Asian countries such as Nepal (+135%) and Vietnam (+95%). Vietnam become the 3rd country of origin for mobile students in 2020.
The international dimension of the Erasmus + programme 2021-2027
Gwenaëlle Guillerme, Secretary General of the T.I.M.E. Association presented to the T.I.M.E. Members, the different funding opportunities they could apply for, namely the International Credit Mobility, the Erasmus Mundus Joint Master, Erasmus Mundus Design Measure, and Capacity building in Higher Education.
Future directions in Engineering Education
Ruth Graham, Higher Education Consultant, outlined the changing landscape of engineering education, highlighting some examples of best practices from across the world. Why are these changes happening right now? Who are the current and emerging leaders in the field and what changes are they making? Building upon the work that presented at the Royal Academy of Engineering last year, she is currently working on a new study that explores the impact of the COVID-19 pandemic on the future trajectory of engineering education and the lessons learnt from ‘emergency teaching’. We also explored the shifts in internationalisation strategies. How is international student mobility is likely to change after the crisis? Does this crisis offer an opportunity to reimagine internationalization models? Is there is a shift of the global space of international students
Our panel of experts from Europe (Óscar García from Universidad Politécnica de Madrid, Spain and Marc Zolver from CentraleSupélec, France), Asia (Ying Lu from Beihang University, China) and Latin America (Marcelo Alves Escola Politécnica, Universidade de São Paulo) shared their views on the current and future state of internationalization to initiate the discussion.