Universities across the UK should be opening specialist hardship funds for international students a report has suggested, after finding that international students are “frequently flagged as being at risk” with regards to financing.

The How to Beat a Cost-of-Learning Crisis: Universities’ Support for Students report from the Higher Education Policy Institute also says government advice for international students on living costs in the UK needs to be adjusted.

HEPI suggests that companies allowing overseas applicants to misrepresent their available funds need to be “eradicated”.

During the research, HEPI found that international students were “frequently flagged as being at risk”, which it said was surprising, given they need to prove they have enough financial support during the application process.

“Almost every finance team” told researchers stories of international students borrowing money for proof of funds or that students had found government recommendations on spending requirements insufficient.

The government requires students to show £1,334 per month for courses in London and £1,023 per month outside of the capital to support themselves.

HEPI also said companies had loaned money to students in exchange for a fee to help them meet financing requirements. The PIE has previously identified companies offering those options, which stakeholders say they discourage students from using.

The report says that this resulted in students being “increasingly under-financed” when they arrive in the UK.

The cost-of-living crisis, the 20-hour limit on work hours and the requirement for full funding meaning university hardship funds are off limits to many international students are also exacerbating issues, it adds.

Universities such as Greenwich, De Montfort and Warwick have used OfS funding to create new or top-up existing hardship funds for international students, while the students’ union at Newcastle shares cost-of-living support via a WeChat account, mainly for its Chinese students.

The statistical analysis of 140 university responses and interviews with nearly 60 university professionals also found that some 27% universities operate a food bank, including a third of Russell Group universities. It does not say however if or how often they are used by international students.

Universities are “stepping up” as students face financial difficulties, but more needs to be done, said author of the report, Josh Freeman. He explained that the research found that financial difficulties are a growing problem for international students in the UK.

“Universities should streamline bureaucratic hardship funds”

“Universities should streamline bureaucratic hardship funds and set up processes to move more quickly,” he said, but the report also questions whether universities should be the ones plugging student finance gaps.

Speaking with The PIE, Freeman emphasised that government advice for international students needs to be updated to reflect the accurate cost of living in the UK. The universities it surveyed also indicated that the numbers of international students lacking enough funds is growing, he added.

They also reported that some money international students earned during their part-time work was being sent back to their home countries, rather than being spent on living costs in the UK, he said.

Pointing to the examples of universities using OfS funding to support international students, he said, “There needs to be enough money available for universities to have hardship funds that are available for international students.”

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Global education provider Navitas has expanded its offer in Germany with a new partnership with private provider, SRH Universities Germany.

Navitas, which already works in the country at the UK’s Lancaster University branch campus in Leipzig, has agreed a five-year deal with the provider that has some 12 campuses across the country.

The new SRH International College will be based at SRH University campus in Heidelberg. Navitas will work to attract a greater number and diversity of international students.

For Paul Lovegrove, Navitas Universities Partnerships Europe CEO & global chief operating officer, German university degrees are “highly respected by employers around the world”.

“SRH provides the perfect, supportive learning environment in which students can develop their skills and prepare for their chosen career. I am confident that students joining SRH International College will enjoy a positive and rewarding experience,” he said.

Foundation and pre-master’s programs taught at the pathway school will give successful students automatic progression to degrees at multiple SRH campuses teaching in English, including in Berlin, Heidelberg, North Rhine-Westphalia and Dresden.

The college will begin welcoming its first international students from October next year.

“The partnership with Navitas marks a new chapter in the internationalisation of SRH Universities Germany,” said SRH University Heidelberg vice president Markus Breuer.

“It offers us the possibility of attracting a greater number and diversity of students from around the world who want to access degree programs which stand for excellence in higher education.”

Speaking with The PIE, Lovegrove said that Navitas’s ownership of European creative media higher education provider SAE Education – which it sold in 2022 – had allowed it to gain a “strong understanding” of the European higher education ecosystem.

While Lancaster’s Leipzig campus was much to do with the UK university maintaining a foothold in Europe after Brexit, the SRH partnership will mean Navitas can offer options for students across a number of states, as well as a wide range of programs.

“It offers us the possibility of attracting a greater number and diversity of students”

“Germany is attractive and it’s obviously one of the more popular destinations for international students and it’s growing,” he said, adding that unlike the UK pathway sector, it has not “reached a point of saturation”.

Additionally, Germany is not facing the same sort of political debates as in the UK and in the Netherlands where governments are looking to change policies that may impact the international education sectors, he suggested.

The many different types of institutions in the country – public, private and further education institutions – are increasingly seeing the value of partnering in order to internationalise further, he continued.

As for the Netherlands, Navitas is committed to its current partners – The Hague and Twente – but will wait to see whether government regulations will require operations to change.

While the Dutch government continues to consult on policy changes, Navitas’s flexible model will allow the provider to continue working in the country, he said.

“During the next few years, there is a role we can play which still helps [The Hague and Twente] with an internationalisation strategy but at the same time is something acceptable within the regulations,” Lovegrove concluded.

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If you could spend five minutes with anyone from the international education sector, who would it be and what would you ask them? Introducing The PIE’s latest series, Five Minutes With… where we speak to leaders from across the sector and ask them all the big questions

Marta Zuvic is the vice rector for students, studies and quality assurance at the University of Rijeka in Croatia. She is also a professor of mathematics and physics and the head of the department of biotechnology. She is passionate about international collaboration and increased access to education.

What do you like most about your job?

I get great satisfaction from contributing to the growth and development of students and the overall quality of education at our institution. Seeing students succeed and knowing that I have played a role in shaping their academic journey gives me great joy.

If you had a magic wand, what would you change?

I would improve access to quality education for all and break down barriers that hinder students in their pursuit of knowledge and personal development.

Tell me about a defining moment in your career

A defining moment in my career was when I founded the University IT Academy and E-Learning Centre. This initiative revolutionised the way we approach education and greatly expanded our reach in delivering quality learning experiences.

What was your first job in international education?

My first job in international education was working with colleagues from the Young Universities for the Future of Europe Alliance as part of the European Universities Initiative, which aims to redefine European higher education through an inclusive, student-centred European University.

This experience sparked my interest, and still does, to further engage in the international education community, especially in developing new forms of educational opportunities for students.

What keeps you awake at night?

First of all, I sleep very well, thank you very much. Otherwise, I often think about how we can ensure that our educational programs are relevant, engaging and prepare students for a rapidly changing world. I also pay attention to the evolving needs of our diverse student body.

Proudest career moment?

It was my first academic paper to be accepted by a prestigious journal. I still remember the feeling when I got the approval to publish. The first time is always the first time. As my career has progressed, I can say that my appointment as vice rector for students, studies and quality assurance was a recognition of my commitment to education and a platform to make a wider impact.

Best work experience?

One of my best working visits was to some European universities that are leading the way in e-learning and innovative pedagogy. It was inspiring, I took a lot away and was able to interact with renowned educators who share a passion for shaping the future of education.

Worst work stay?

A particularly challenging work stay was when I faced logistical problems and communication barriers at an international conference. However, I learned valuable lessons in adaptability and problem solving.

What makes you get up in the morning?

Every day is a new opportunity to change the world around you and enjoy life and being alive. Most importantly, the opportunity to make a positive difference in students’ lives and continuously drive innovation in education motivates me to start each day with enthusiasm.

Most inspiring international student you have met/helped/taught?

One particularly inspiring student I met was a determined individual who overcame significant obstacles to pursue higher education, especially due to his physical disabilities. His resilience and passion for learning and life were truly inspiring and admirable.

How did you come to work in international education?

Through my research collaborations and participation in international projects, I became aware of the importance of a global perspective in education. This led me to become actively involved in international education initiatives.

“One of the biggest challenges is adapting to the rapid advances in technology”

Biggest challenge in your profession?

One of the biggest challenges is adapting to the rapid advances in technology and ensuring that our approaches to education remain effective and relevant in the digital age.

A role model we should all follow and why?

One role model to follow is Malala Yousafzai. Her unwavering commitment to girls’ education and empowerment is a powerful reminder of the transformative impact education can have on individuals and society.

Best international education conference and why?

There are many education conferences worth mentioning, but I particularly like the EUA Learning & Teaching Forum. It stands out for its special audience, which consists not only of education researchers but also of decision-makers. It provides a platform for different people to share innovative practices and discuss challenges in an inclusive and collaborative environment.

The post Marta Zuvic, University of Rijeka, Croatia appeared first on The PIE News.

Almost the entire department of world languages is set to be cut at West Virginia University – in what stakeholders are calling a “bloodbath” – leading to a vote of no confidence in the university’s president.

Last month, it was announced that under president E. Gordon Gee, the university was set to cut 169 faculty positions and more than 30 degree programs. The cuts, which originally included the entire department of world languages, literatures and linguistics, are a response to a $45million budget deficit for the 2024 fiscal year.

As a result of an appeal, instruction in Spanish – described the university as “a high demand language” – and Chinese – “a critical need language” – would be offered based upon student demand and instructional capacity, with five faculty reinstated.

“This final recommendation will allow students to take language courses as electives and potentially as minors” said Maryanne Reed, provost and vice-president for academic affairs, WVU.

According to the university, the number of foreign language degrees awarded has been on the decline both nationally and in WVU’s main recruiting market over the past 12 years.

However, the cuts – which also impact graduate programs in mathematics and arts degrees – have caused outrage among staff, students and stakeholders across the state and country, many of whom are accusing Gee of mismanaging university funds.

“It’s unprecedented,” said Akash Patel, president of American Council on the Teaching of Foreign Languages said of the cuts.

“It gives you goosebumps and it makes you think about what kind of implications is this going to have for higher education institutions across the US?

“Language inspires empathy,” said Patel.

“It inspires the global citizens of tomorrow, something we so desperately need in our world today, with all of the animosity, all of the xenophobia and homophobia and wars and contention, language education is a true antidote and promotes conflict resolution and peace building.”

On September 6, faculty convened and passed a resolution of no confidence in the university’s leadership by a majority 797 votes to 100, as well as a vote to freeze the pending program cuts.

As well as being accused of mismanaging finances, the resolution claimed that Gee has refused to accept responsibility for the university’s current financial situation, further highlighting “poor planning” and “faulty decision making.”

1/ At West Virginia University, a no-confidence vote in university President E. Gordon Gee has been passed by an overwhelming majority of faculty.

Faculty were warmly received by students protesting the uni. admin.’s plans to slash 169 full-time faculty positions and 39 majors. pic.twitter.com/XyDfeFMJtC

— IYSSE (@IYSSE_US) September 6, 2023

Despite the landslide vote, the WVU board of governors shortly after released a statement from its chair Taunja Willis-Miller, expressing “unequivocal” support for Gee and the university’s “strategic repositioning”. The statement also said the board rejects the “multiple examples of misinformation” that informed the resolutions.

“The university is transforming to better reflect the needs of today, and we must continue to act boldly. President Gee has shown time and again he is not afraid to do the difficult work required,” the statement read.

What kind of implications is this going to have for higher education institutions across the United States?

Back in August, the university said that part of its plan to eliminate the language requirement for all majors would involve exploring alternative methods of delivery such as an online language learning app or online partnership with another university.

“Further, we will seek to create greater access to study abroad opportunities, where students can gain language proficiency through immersive experiences,” said Maryanne Reed, provost and vice president for academic affairs.

“How do you expect [students] to engage in a truly global world with a learning app, which is what they’re planning to replace some of these language courses with? It’s really disheartening,” argued Patel.

Jenny L. Santilli, sits on the executive board of the West Virginia Foreign Language Teachers Association, and is alumnus of WVU. She believes the cuts are part of a bigger movement afoot, involving “conservative” leaders looking to “eliminate things that that would broaden people’s lives”.

“They don’t want people to know about other cultures. They don’t want them to know about accepting diversity,” she told The PIE.

“The things world languages teach you includes critical thinking, problem solving, finding patterns, thinking on the fly. And they just don’t want you to have those skills. They want you to just learn your job, not learn to advocate for yourself and just accept whatever crumbs they give you.”

The West Virginia University Assembly meeting has started. More than 600 WVU faculty members are here today to vote on two resolutions. A no-confidence vote for President Gordon Gee on the agenda and a vote to freeze the process of cutting programs. pic.twitter.com/bzDRyIOPSK

— Anna Saunders (@ASaunders_WCHS) September 6, 2023

On September 7, some faculty members continued their efforts by publishing an open letter, urging the board of governors to freeze the process.

“As the flagship university and land-grant institution of one of the poorest states in the United States, our university has unmatched importance for the people of West Virginia. It also offers a clear example of the significance of a public university: what it has been, what it risks devolving into, and what it still can become,” the letter said.

“West Virginia already has a teacher shortage of 1,700 educators; what will happen in future years without graduate math, world language, arts, music, and more?” it continued.

As for Patel, he does not believe that the interest in language learning is necessarily declining, but instead languages are being portrayed as “useless” and worries for the precedent WVU’s cuts are setting.

“Sadly, this is going to be something that’s become going to become a blueprint for many other public universities that are struggling right now with all of this financial crunch after overspending at their universities and now having a budget crunch and a deficit of millions of dollars,” he said.

The post West Virginia: outcry over “unprecedented” language cuts appeared first on The PIE News.

The UK government must review higher education funding so that institutions can “plan for the long-term and set sustainable funding and delivery models”, a new report has said.

The House of Lords’ Industry and Regulators Committee made the point in a document delving into the role of the Office for Students, which it says is “failing to meet the needs of students and is not trusted by many of the providers it regulates”.

The Must do better: the Office for Students and the looming crisis facing higher education paper says that the regulator, as well as the government, is failing to act on the looming financial crisis facing the higher education sector.

It is based on evidence from students, university leaders, ministers, representative bodies, the Quality Assurance Agency, as well as the OfS itself.

“At a time when the higher education sector faces a looming crisis caused by financial instability, increased costs, industrial action, and reduced EU research funding, it is vital that the sector’s regulator is fit for purpose,” Lord Hollick, chair of the Industry and Regulators Committee said in a statement.

“However, it was evident throughout our inquiry that the OfS is failing to deliver and does not command the trust or respect of either providers, or students, the very people whose interests it is supposed to defend.

“We were surprised by the regulator’s view that the sector’s finances are in good shape, which is not an assessment that we or most of our witnesses share.”

Last week, the UK and EU confirmed that British researchers will have access to EU research funding via the Horizon program from January 2024.

The committee lays the control of the main sources of income for universities with the government as it caps domestic undergraduate tuition fees and research funding. It adds that government has an influence over international student recruitment through its immigration policy.

While individual institutions are responsible for managing their own finances, it notes that the sector as a whole faces “several financial risks”.

The contribution of international students to higher education is “valuable and welcome” but dependency on their fees is a risk, especially given that international student recruitment is “a key part of providers’ business models”.

“Higher education institutions now make a loss when teaching domestic students and conducting research. These shortfalls have led institutions to become increasingly reliant on cross-subsidy from international and postgraduate students, whose fees are not capped,” the report reads.

A recent policy note from the Russell Group also called for a more sustainable approach to funding higher education as its 24 research-intensive universities face “increasing pressures”.

The committee calls on the OfS to speak to providers more regularly about their finances after saying it was “surprised” to hear the OfS chair’s assertion that the sector’s finances are “in good shape”.

“This is not an assessment that we or most of our witnesses share. In our view, this remark is indicative of the insufficient attention the OfS has paid to the financial risks facing the sector,” the committee said in its report.

It also highlights risks associated to geopolitical shifts, especially given the high number of overseas from China, and an increasingly competitive international environment where the quality of the offer is improving globally.

“The current system of higher education funding is not sustainable”

“The current system of higher education funding is not sustainable and will lead to growing issues in the coming years. The decline in the real-terms value of tuition fees has led institutions to make substantial efficiencies already, and the extent to which further efficiencies are possible is unclear.

“Further funding shortfalls will lead to risks for the breadth and quality of higher education provision,” it concludes.

“It is the responsibility of the government to put in place a stable funding model for higher education that enables institutions to plan for the long-term sustainability of the sector. It has yet to do this.”

UUK said it “particularly welcomes” the points around the deteriorating financial health of the sector, as well as the “need to for a concerted government approach to address this”.

“Equally, UUK recognises and appreciates the effort which has already been made by the regulator to improve relationships with the sector, and we look forward to working with the OfS to cement this,” chief executive, Vivienne Stern, said.

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The PIE News can exclusively reveal that Sinorbis, the digital marketing specialist, has launched a new comprehensive platform for student recruitment in Asia.

The Sinorbis Experience platform will aim to allow institutions to easily diversify their student marketing portfolio, showcasing themselves not just in China – Sinorbis’s main base – but also across Asia.

“What we’re trying to address is going beyond just translating content. It’s actually to adapt this content, but also take into consideration technology constraints that you might have when you expand into new countries,” explained Sinorbis CEO Nicolas Chu, in an interview with The PIE.

“It is also to take into account not just cultural nuances, specificities, and regulations, but also marketing channels. When we launched Sinorbis the idea was to do that for China and to be able, through technology, to address that issue – but now to do it across Asia too.

“What we have decided by working with more than 130 institutions from all around the world is that diversification is key. Ultimately, China remains the largest market, so they need to be able to still tap into the Chinese market and perhaps they can actually leverage the Chinese market to allow them to diversify,” Chu continued.

The new platform has been developed based on findings from an 18-month research period with its existing clients examining the challenges in the Asian market.

It is already available to those clients and will be rolled out officially on September 14 for the public.

It will have three key facets. The first is a centralised hub for creating and managing digital marketing content, which Sinorbis said will “ensure a consistent brand experience across multiple Asian markets”.

The second will feature an advanced analytics suite to help drive “data-driven decision making”, with constant measurements of various campaigns.

The third, and most technologically advanced, will be messaging feature using automation, which allows institutions to effectively communicate with students in whatever target language necessary.

Part of the system will be the ability to create “digital assets” – these can be landing pages, websites, posts, or segments within a channel, all developed for any target language needed across Asia – which can be done through leveraging AI.

“It would be fully automated and you could chat with your prospective students, whatever the language, whatever the channel, whatever weather, wherever they are,” Chu said.

“Technology should be able to address what was extremely complicated before”

This will also feature integrations with key social messaging apps in the region, including WeChat (China), Line (Japan), and WhatsApp.

Zalo (Vietnam) and Kakao Talk (South Korea, Taiwan) will also be integrated in the coming months.

“Technology should be able to address what was extremely complicated before, where you needed to have representation on the ground, you needed to speak those languages to understand, to be available at the right time.

“[The countries] all have a specificity; we say that digital marketing is complicated, our platform makes it easy. That’s the whole idea – you make [the process] as easy as if it was in the UK.”

Chu called the platform a “natural evolution” of what Sinorbis was already offering and while it took a while to arrive, he said it was worth the extra time – the result being he can save clients more time.

“It is a common thing to do more with less money and less this time – and we we are hoping that through our small contribution we can help achieve that.”

The post Sinorbis launches Asia experience platform appeared first on The PIE News.

The Technische Universität München in the German state of Bavaria is set to introduce fees for international students for the 2024/25 winter semester – the first public university in the state to do so.

Currently German public universities are tuition free for international students, unless they are located in the state of Baden-Württemberg in the south of the country.

The state introduced fees for non-EU students in 2017, but is set to drop the costs of €1,500 per semester or €3,000 per year after falls in recruitment.

In July last year, Bavaria’s federal government passed the University Innovation Act which opened up the opportunity for the state’s universities to introduce tuition fees for students from non-EU countries.

Up to now, TUM is the only university in Bavaria to say it will set fees for international students from outside the European Union.

From the 2024/25 winter semester, non-EU students enrolling in a new degree program at the institution will be charged between €2,000-3,000 for bachelor’s and €4,000-6,000 for master’s programs.

TUM says the fees will be used to improve study conditions, develop teaching capabilities, expand advising and support services and improve student infrastructure.

It also notes that the introduction of fees is “structured in a socially responsible manner”, by creating opportunities for waivers and scholarship programs.

Those with “established domestic connections”, meaning individuals that have resided in Germany for a total of at least five years before beginning studies or with one parent regularly employed in Germany for a total of at least three years during the last six years, will be eligible for tuition fee waivers.

Students with disabilities and asylum seekers will also be exempt.

Representatives for students on the TUM Senate and University Council have argued that the university should focus on supporting talented students. They also say that students should not be dependent on the income of the parents regardless of their background.

TUM says that the fees are needed to allow the university to “continue to live up to” the trust that more and young people from all over the world annually put in its “outstanding education and training”.

“To achieve this, it is essential to offer not only exceptional personalities in research and teaching, but also the highest standards in infrastructure, equipment, learning spaces, management and student support,” it says.

The new tuition fees will “benefit all students by ensuring excellent academic conditions in the long term”.

The University Innovation Act in Bavaria from last year also reiterated that universities can offer courses in foreign languages and encouraged them to develop international study programs together with foreign, “especially European”, universities where study sections and examinations are taken at the partner university.

It also noted promoting students’ multilingual skills and sufficient knowledge of German among foreign-language students as “general tasks” for institutions.

For founder and CEO of Study.eu, Gerrit Bruno Blöss, it is “odd” that the state government of Bavaria made tuition fees possible “against the backdrop of shortages of skilled workers in so many professional areas”.

“But then, it’s no surprise that Bavaria’s most renowned university is among the first to make use of the new law,” he said.

“Luckily, the fee levels are modest in comparison to their international peers, and there are comparably generous exemptions,” Blöss, who is a TUM alumnus, added. “I would hope that they make good on the promise of providing opportunities for waivers and scholarships. It would be a shame if the fees meant that TUM became inaccessible for bright young talents.”

“Domestic competitors should expect increased interest from non-European applicants”

Earlier this year, Norway announced it would introduce fees for non-EU students beginning autumn 2023, following its neighbour Sweden, which put in fees in 2011. Finland is also increasing fees for non-EU students.

The state of Baden-Württemberg said in April that it wants to abolish fees for non-EU students, despite collecting some €30 million from around 10,000 non-EU students last year. The Greens–CDU coalition has agreed that the abolition is something they want to “implement together”.

It is unclear whether TUM will see a decrease in international student enrolments due to the university being highly selective. Tax-deductible tuition fees also allow international students to recoup some of their costs.

Blöss predicted however that TUM will see a “sharp drop” in application numbers from overseas.

“But given their low acceptance rates, this doesn’t have to mean any effective reduction in enrolments. Domestic competitors, meanwhile, should expect increased interest from non-European applicants,” he said.

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The cost of living in the UK, the availability and price of accommodation are the biggest barriers turning students away from the country, according to new research from the Erasmus Student Network UK.

Evaluating the experiences of mobility students in the UK, the International Student Perspective UK report published by the UK wing of the student organisation highlights changes in perceptions due to Brexit and the UK’s withdrawal from Erasmus+.

Germany, France, Italy and Spain represented just over a third of the 1,003 young people surveyed.

Some 46% had studied abroad in the UK, 34% elsewhere and the remaining 20% had not studied overseas.

Those respondents mobile in the UK were found to be more than twice as likely to rate both the availability and price of accommodation as “extremely” problematic, when compared with those mobile in other destinations.

Around a third of those studying in the UK said they “strongly disagreed” that they had received enough support from their host university in finding accommodation.

Positive findings from the research include that students were “generally highly satisfied” with the other support they received from higher education institutions and student organisations. A majority of 78.3% mobile students in the UK would recommend studying in the country to other students.

Language was considered the most important motivating factor for studying in the UK, it added.

Despite 30% of respondents saying they “strongly disagreed” or “disagreed” with that statement that their opinion of the UK had changed since Brexit, many mentioned it as a cause of obstacles.

The UK is generally viewed as a welcoming place for international students and significant interest in studying in the country remains, and yet “it is perceived as overly complicated and expensive to do so post-Brexit”, the report notes.

The need for students visas for those staying longer than six months is “seen as a major barrier, both financially and bureaucratically”.

Some 70.4% of respondents who entered the UK on student visas found getting a visa to be a problem, compared with the less than one-third who entered on a visitor visa saying the same.

“It feels as if the UK has taken a step away from the rest of Europe”

Respondents from the EU mentioned the need for visas, the inability to work, high living expenses and the finances required for bureaucracy and paperwork. The UK is “only for rich students”, one of those surveyed said, while another indicated, “It feels as if the UK has taken a step away from the rest of Europe and as such is less welcome to EU citizens”.

High costs of living and tuition fees “are also seen to be very off-putting to potential mobility”, with the lack of funding for inward mobility since leaving Erasmus+ making the “prospect of moving to the UK unattainable to many”, the report continued.

There is also a lack of awareness of exchange programs to facilitate mobility to the UK, it added.

Among those who had not studied in the UK, 53% said they did not know which programs were available in the country.

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