Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching...
Transcript of Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching...
![Page 1: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/1.jpg)
Global Capacity-building in Student Mobility Data Collection and Dissemination
APEC University Associations
Cross-Border Education Cooperation Workshop
May 20, 2014
Raisa Belyavina Center for Academic Mobility Research
Institute of International Education
![Page 2: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/2.jpg)
Agenda
• Global student mobility: key data measurements • Measurement challenges locally and globally
• What do we know and what do we not know about data collection and dissemination?
• Where does this leave us in thinking about data collection and dissemination in the 21st century?
![Page 3: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/3.jpg)
About the Institute of International Education
• Administers the Fulbright Fellowships on behalf of the U.S. Department of State & 200 other programs • Serves 18,000 students, teachers, scholars, and professionals in 175 countries annually
• Runs the IIENetwork: a global resource for 4,500 professionals at 1,100 member colleges & universities
• Collects and disseminates data on international student mobility via Open Doors and Project Atlas
![Page 4: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/4.jpg)
Project Atlas® Measuring Global Student Mobility
A community of national exchange agencies & researchers who share accurate, comparable and timely student mobility data
![Page 5: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/5.jpg)
Why Do We Care About Accurate Data Collection and Dissemination?
• Improve mechanisms for attracting students and inform institutional and national strategy
• Provide resources for student success
• Enhance student and staff security
• Leverage existing networks and build new ones
• Data-driven decision-making and evidence value to stakeholders
Source: Jason Lane, Project Atlas Data Collection Capacity Building Workshop, Feb. 2014
![Page 6: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/6.jpg)
“In God we trust…
…all others must bring data.”
-W.Edwards Deming
![Page 7: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/7.jpg)
Current Approaches to Measuring Mobility
National-level Statistics
Country (economy)-level: Open Doors Patlani, MoE
Unit of Analysis: Student, HEI
Level of Analysis: Student, institution, in-country region, country (economy)
Influencers: HEIs, government agencies, international entities and organizations
Global Statistics
Global: UNESCO, OECD, Project Atlas
Unit of Analysis: Country-level data, comparative
Level of Analysis: Country (economy), regional and cross-national trends
Influencers: Countries (economies), international organizations, regional cooperation entities
![Page 8: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/8.jpg)
What are the Data Collection Challenges at the Local Level?
• Mandate for data collection
• Data collection infrastructure
• Funding and support mechanisms for capacity building
• Definitions: getting everyone to speak in the same “data language”
![Page 9: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/9.jpg)
What are the Data Collection Challenges at the Global Level?
• Respondents: a different context in each country (economy)
• Mandate and funding: support for data collection and capacity building globally
• Definitions: is everyone thinking and speaking in the same “data language”?
![Page 10: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/10.jpg)
Mobility Data Collection in the 21st Century: A Moving Target?
More students are engaged in more kinds of international education experiences than ever before:
•Dual and joint degrees •Transnational education •Online education •Non-award experiences: internships, volunteering, research, study tours, language courses, etc.
![Page 11: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/11.jpg)
What we know What we know we don’t know
What we don’t know
What we will never know
Data
![Page 12: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/12.jpg)
What We Know: Student Mobility is Here to Stay
2025
7.2 M projected
2011 4.3 M
2005 3.0 M
1995 1.7 M
1985 1.1 M
1975 .8 M
Source: OECD Education at a Glance, 2013
![Page 13: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/13.jpg)
Source: IIE’s Project Atlas – iie.org/projectatlas
Destinations of Globally Mobile Students, 2013
U.S., 19%
UK, 11%
China, 8%
France, 7% Germany, 6% Australia, 6%
Canada, 5%
Japan, 3%
All Others, 35%
![Page 14: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/14.jpg)
Who is Going Where?
Source: IIE’s Project Atlas – iie.org/projectatlas. *Estimated figure.
2011 Total Int’l Students
2012 Total Int’l Students % Change Top Places of Origin
United States 764,495 819,644 7.2% China, India, South Korea
United Kingdom 480,755 488,380 1.6% China, India, USA
China 292,611 328,330 12.2% South Korea, USA, Japan
France 284,945 289,274 1.5% Morocco, China, Algeria
Germany 252,032 265,292 5.3% Turkey, China, Russia
Australia 242,351 245,531 1.3% China, Malaysia, India
Canada 193,647 214,955* 11.0% China, South Korea, India
Japan 138,075 137,756 -0.2% China, South Korea, Taiwan
![Page 15: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/15.jpg)
1.0%
3.9%
11.1% 12.1%
19.0%
26.4%
0%
5%
10%
15%
20%
25%
30%
China U.S. Germany France UK Australia
International Enrollment as a Percentage of Total Higher Education Enrollment, 2012
![Page 16: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/16.jpg)
So, What Do We Know? • (Precise) global, national, institutional
data – but is the data accurate?
• Definitional conformity – at the expense of collecting comprehensive data?
• Broad consensus on the need to collect more timely, accurate, comprehensive data
![Page 17: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/17.jpg)
What we know What we know we don’t know
What we don’t know
What we will never know
Data
![Page 18: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/18.jpg)
What We Know That We Don’t Know…Yet
Study abroad for academic credit
Full degrees abroad
Non-credit work, internships & volunteering
Total U.S. education abroad
283,332 46,000+ 11,800+ 341,000+
Total U.S. HE Students Participating in Education Abroad Activities
![Page 19: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/19.jpg)
What We Know That We Don’t Know
Students in higher education are not exclusive to cross-
border education cooperation. There is little or no data on:
•High school students
•Researchers, academics, teachers
•High skilled migration
•Educational tourism
•Global partnerships, dual and joint degree programs, and other institutional level international collaborations
•Mobility without movement: online education, etc.
![Page 20: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/20.jpg)
What we know What we know we don’t know
What we don’t know
What we will never know
Data
![Page 21: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/21.jpg)
What We Don’t Know
![Page 22: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/22.jpg)
(Research) Questions Abound
• How are online and ‘off shore’ education programs around the world changing the landscape of higher education and student mobility? • What new models and modes of education will impact cross-border education in the 21st century? How will this change our quest for universal definitions?
• With the increasing proliferation of ‘big’ data, will we fill in the missing gaps in global mobility measurement?
![Page 23: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/23.jpg)
What we know What we know we don’t know
What we don’t know
What we will never know
Data
![Page 24: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/24.jpg)
What Will We Never Know?
• Perennial challenges around data collection in an ever-changing cross-border education environment
• The future: predictive analysis is often unreliable
• Economic volatility and political disruptions affect student mobility • New players in the field: state and private actors
• Impacts of global mobility on individuals, institutions, economies, and nations
• Or are there ways in which we can measure impact?
![Page 25: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/25.jpg)
Data Collection and Dissemination for the 21st Century
• Identifying stakeholders and responsible entities: institutional, national, and global levels • Defining mobility and reaching consensus (or not!) on what we care to capture:
•Enrollments vs. commencements; tally counts vs. snapshot data collection •Award/degree mobility, credit/study abroad mobility, etc. •Reconciling different levels of education and types of institutions
• Collaboration on data use and dissemination
![Page 26: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/26.jpg)
Some Final Considerations
• Data helps us understand contexts but can be taken out of context
• Qualitative research on cross-border education to complement ‘hard’ data
• This is the era of access to data and global knowledge: ensuring mutual benefit
![Page 27: Global Capacity-building in Student Mobility Data ... · • Defining mobility and reaching consensus (or not!) on what we care to capture: •Enrollments vs. commencements; tally](https://reader034.fdocuments.us/reader034/viewer/2022050306/5f6ebe070008ca361327f991/html5/thumbnails/27.jpg)
Online Resources
iie.org/opendoors Data on academic mobility to & from the U.S.
iie.org/projectatlas Data on global student mobility
iie.org/mobility IIE’s Center for Academic Mobility Research
@IIEResearch Quick alerts on international education news & trends generationstudyabroad.org A campaign to double the number of American students studying abroad by the end of the decade