Five little-known facts about international student mobility to the UK. Analytical summary for UUKI
Notice bibliographique
Résumé
Five little-Known FaCts aBoUt international stUdent moBility to the UK 1 introdUCtion This paper analyses some of the significant shifts in international student enrolments in UK higher education.It starts with a brief overview of global demand for UK higher education.The focus of the paper is then on identifying analytical facts about international student mobility to the UK that have received little or no attention to date.The term "international students" includes students from EU and non-EU countries.This analysis of mobility to the UK focuses on first-year full-time students unless specified otherwise. 1 The international comparative analysis uses data on full-time and part-time students.This analytical summary concludes with an overview of shifts in the external environment that will affect international student mobility to the UK. an overview oF international moBility Flows to the UK 2006 -2016International student mobility flows to the UK decelerated significantly in the aftermath of the global financial crisis of 2008-09.Figures 1a and1b shows indexed growth of other EU students, non-EU students and total international students over the past ten years from 2006-07 to 2016-17.Recruitment growth was most pronounced among non-EU students.However, this stalled between 2010-11 and 2012-13, attributed mainly to declines in enrolment from India.Non-EU enrolment went on to peak in 2013-14, fell in 2014-15 and remained static in the last three years.Declines in the overall international student numbers (EU and non-EU) were first reported in 2012-13, which was the first reduction in almost three decades. 2This was mainly attributed to the fall in undergraduate EU entrants whose tuition fees trebled in 2012-13.The second low point in the annual growth of overall international entrants was in 2014-15 (See Figure 1), which resulted from fewer non-EU students commencing their study in the UK.Non-EU enrolments continued to stagnate in the following years, which is in stark contrast to high growth in international demand for study in Australia, Canada, Germany, New Zealand and the US.EU student numbers, however, continued to recover and in 2016-17 they surpassed the levels recorded in 2011-12 (See Figures 1a and2a).While non-EU growth remained flat in 2016-17 compared with the previous year, Higher Education Funding Council for England (HEFCE) analysis from 2018 shows that the fee income from non-EU students increased by 5% in the same period (from 3.8 billion in 2015 16 to 3.9 billion in 2016-17). 3Further analysis is required to establish whether the growth in income is attributed to growing tuition fees or that the growth in enrolment was mainly concentrated in higher education institutions with higher tuition fees, which might mask declines in other institutions.1.The numbers of international students are rounded to the nearest 100. 2.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».