University of United Arab Emirates (UAEU)

Welcome to the U. s. Arabic Emirates university (UAEU) - the first and major extensive nationwide university in the U. s. Arabic Emirates. Recognized in 1976 by the delayed Sheikh Zayed Bin Sultan Al Nahyan, UAEU is a extensive, research-intensive university applying roughly 14,000 Emirati and worldwide learners.  As the UAE’s leading university, UAEU provides a wide variety of approved, high-quality graduate student and undergrad applications through nine Colleges: Business and Economics; Education; Engineering; Food and Agriculture; Humanities and Social Sciences; IT; Law; Medication and Health Sciences; and Technology.  With a recognized worldwide team, state-of-the art new university, and wide variety of university student support alternatives, UAEU provides a living-learning atmosphere that is unrivaled in the UAE.

 As a research-intensive university of worldwide prominence, UAEU works with its associates in market to provide analysis alternatives to difficulties experienced by the nation, the area, and the globe.  The university has established analysis facilities of ideal significance to the nation and the area which are improving knowledge in crucial places which range from water sources to melanoma therapies.  UAEU is currently rated the variety one analysis university in the GCC, variety two in the Arabic World, and #370 worldwide.

UAEU’s educational applications have been designed in collaboration with companies, so our graduate
student students are popular.  UAEU graduates hold key roles in market, business, and govt throughout the area.  Our ongoing investment strategies in features, alternatives, and team ensure that UAEU will continue to provide as a design of advancement and quality.

Chancellor's Yearly Convocation Conversation 2012
Learn more about our route and institutional plans by studying our Convocation Deal with 2012, given by the Chancellor of the U. s. Arabic Emirates university, H. H. Sheikh Nahayan Mabarak Al Nahayan Chancellor's Speech

Facts & Figures
We inform management and future experts in all places of the UAE economic system. In the 2011/2012 educational year, there were 3,289 men learners and 9,786 women learners authorized at the UAEU. Visit our Information & Numbers page to understand about our Institutions, team, and university student enrolment.

University of Ajman President Message

I wish you a very warm welcome and invite you to visit our campuses in Ajman University of Science and Technology (AUST) which was founded in 1988, as a private institution of higher education. Today, it is a cutting-edge university, one which employs state-of-the-art technology, while at the same time, remaining grounded in the Arab culture and the traditions of the Middle East.
Last June, we celebrated the 23th anniversary of AUST, and more than two decades of teaching, training, research, expertise and practice. These have been years of education, information and investment, not only in the UAE but across the Arab region and worldwide. Thanks to the adoption of its comprehensive three-dimensional vision, AUST has advanced in progress and prosperity. Today, as a result of this vision, AUST is firmly established as an institution of expertise, providing the local community and the region with distinguished and high-quality experts in a variety of fields. AUST campuses of Ajman and Fujairah also provide open and innovative environments in which the latest educational methods and communication tools - CCTV, e-learning, videoconferencing, smart boards and multimedia labs - are used to further interactivity.
During the last two decades, AUST community members have spared no effort in communicating with both the business and civic communities via a variety of channels which include the organization of workshops, seminars, approach conferences and colloquia. Through such efforts we aim to share the benefits of our endeavors with the wider community. At the regional level, AUST has both launched and contributed to a number projects and initiatives, such as the creation of the Association of Arab Private Institutions for Higher education and the Euro-Arab Research Network.
To conclude, we believe that the achievements of AUST are due to our comprehensive vision - a vision which has been implemented through continuing reform and development, through the selection of the best models from among a variety of educational systems, and through the embracing of technological advancement.
Assalamu Alaikum,
Dr. Saeed Abdullah Salman
President, Ajman University of Science and Technology
President, Association of Arab Private Institutions for Higher Education
President, Euro-Arab Research Network

University of Sharjah

University of Sharjah Vision 
The university of Sharjah aspires to be among the top universities in the Arabic World and in its region, renowned and recognized around the planet for providing extensive academic and expert applications of the finest top quality, for its distinctive style of studying that engages and prepares learners for leadership roles in the community, and for being a major international center of study and analysis in the quest to improve individual life.

University of Sharjah Mission
The university of Sharjah is committed to providing its learners with an information encounter of the biggest quality; providing a extensive platform of academic and expert programs; advertising the personal, public, academic, and profession development of all students; including to individual knowledge; causing the social, public and financial improvement of society; protecting promoting and advertising the Arabic and Islamic lifestyle, culture and history; and causing the progression of studying and to the development of hr in the Emirate of the Sharjah and the UAE.

University of Sharjah Goals
The objectives and objectives of the university of Sharjah include:

  • Providing its learners with an information encounter of the finest top quality in several professions and areas, including the humanities and liberal artistry, lifestyle and public sciences, engineering and basic science, fine artistry, communication, and medical and health sciences, 
  • Promoting the personal, public, academic and profession development of all learners in a proactive manner to prepare and qualify them to be leaders in their chosen careers and professions,
  • Increasing individual information through discovery and scientific analysis in full collaboration and collaboration with major academic and analysis organizations around the planet,
  • Increasing the social, public and financial improvement of community through public responsiveness and effective engagement and collaborations with public and private organizations and organizations,
  • Preserving, promoting and advertising the Arabic and Islamic lifestyle, culture and record through strengthening and promoting its academic applications and scholarly analysis in these areas and maintaining strong links and connections in these professions among academic and social organizations in the Arabic World and all Islamic countries, 
  • Enhancing the top quality and reputation of college in the country through collaboration with other organizations of greater studying to promote top quality standards and the adoption of best practices in studying and teaching, and
  • Increasing the progression of studying and to the development of hr in the Emirate of Sharjah and the UAE through linking academic and expert applications to the future needs of the job market and by providing continuous academic and training applications to update and upgrade the information, expert qualifications, and skills of people in the workforce.​

University of Dubai

The university of Dubai (UD) was recognized in 1997 by the Dubai Chamber of Commerce  and Market to deal with the abilities and credentials gap in the employees and to back up the government’s Emiratization effort through hr growth applications in both public and personal areas. The year 2001 was a level in the record of the university, identified then as Dubai university Greater education, when the Secretary of state for Greater Knowledge and Medical Research accepted the Bachelor's of Business Management (BBA) and the Bachelor's of Technology (BSc) in Processing & Information Techniques level applications. In July 2006, H.H. Sheikh Mohammed bin Rashid Al Maktoum, Vice-President and Primary Reverend of the UAE and the Leader of Dubai, accepted the name modify from Dubai university Greater education to university of Dubai. This name modify indicates the ideal significance given to the university by the Leader of Dubai, and underlines the university’s require to advertise quality tertiary education in both Dubai and the UAE in common.


VISION
To be a leading university in the UAE providing American system of higher education offering internationally accredited degree programs with emphasis on quality of teaching, research and services to the business community

MISSION
Realizing our vision will require us to:

  • Serve the educational needs of diverse undergraduates, postgraduates and professionals.
  • Produce high caliber graduates.
  • Provide education based on international standards.
  • Provide a stimulating educational environment to prepare future leaders.
  • Engage faculty in applied research focused mainly on the economic development of MENA Region.


OBJECTIVES

  • Admit and retain skilled students to succeed at UD.
  • Contribute to the government initiative related to entrepreneurship & human resource development of UAE nationals.
  • Provide research, consultancy and professional development services.
  • Strengthen alumni contribution to UD functions and outreach
  • Create a culturally diverse educational environment.
  • Maintain national & international accreditations for UD's academic programs.
  • Expand educational programs by vertical integration to Master’s and Doctoral programs, besides horizontal diversification to College of Law to meet market needs.
  • Recruit and retain high caliber faculty and staff.
  • Relocate to a better building to provide campus life to the students.
  • Seek financial support from the business community.
  • Monitor and improve the quality of education and services.


STRATEGIES

  • Expand (Integrate) by adding additional programs
  • 1.1 Integrate vertically by expanding Master’s & Doctoral Programs as exit pathways 
  • 1.2 Integrate horizontally by establishing UD College of Law (in Arabic), and 
  • 1.3 Collaborate with accredited Arab universities.
  • Increase undergraduate enrollment
  • 2.1 Reorient student recruitment through strategic plan
  • 2.2 Increase student retention and engagement through enhanced and coordinated student services, clubs, programs and activities.
  • 2.3 Expand student exchange with partner universities outside UAE for 1 semester. The partner university will reciprocate with their student exchange for 1 year.
  • 2.4 Relocate UD to a better building to exploit UD brand and reduce student dissatisfaction.
  • Maintain Cost Efficiency
  • Ensure that revenues exceed costs in all programs


VALUES
UD is guided by the following core values:

  • Ethical behavior in all aspects of life.
  • Sound citizenship through personal, social and environmental responsibility.
  • Respect for the opinion and beliefs of others.
  • Equal opportunity for all men and women.
  • Continuous improvement in teaching, learning and research.
  • Collective responsibility through team work.
  • Student centered with quality focus.

Abu Dhabi University United Arab Emirates


Abu Dhabi university is currently structured into four educational institutions and has its own English Language Institution for learners requiring to improve their English before starting level research. The institutions include university College, through which all learners must pass, the College of Arts & Sciences, the College of Business Administration, and the College of Technological innovation and Computer Science. In addition, ADU is in the process of starting the In german Medical & Health Sciences College.

Abu Dhabi University is licensed by the UAE Ministry of Higher Education and Scientific Research, and all of its degree programs have received accreditation by the Ministry.

Abu Dhabi university applications have been designed based on American and English requirements including concept, case research, field visits, and practical concept applications, allowing learners to gain a wider understanding of their areas of areas of expertise. We are extremely pleased to say that our learners graduate student and leave ADU well-prepared and trained for the present global community.

Abu Dhabi University offers following Programs


Undergraduate Programs

Foundation Bridge Program

College of Arts and Sciences

Bachelor of Arts in Arts,

  • Culture and Heritage Management
  • Bachelor of Arts in English
  • Bachelor of Arts in Mass Communication
  • Bachelor of Arts in Persian Language
  • Bachelor of Science in Environmental Health and Safety
  • Bachelor of Science in Environmental Science
  • Bachelor of Science in Public Health
College of Business Administration
  • Bachelor of Business Administration in Accounting
  • Bachelor of Business Administration in Finance
  • Bachelor of Business Administration in Human Resources Management
  • Bachelor of Business Administration in Management
  • Bachelor of Business Administration in Marketing
  • Bachelor of Science in Business Administration

College of Engineering and Computer Sciences

  • Bachelor of Architecture
  • Bachelor of Science in Aviation
  • Bachelor of Science in Chemical Engineering
  • Bachelor of Science in Civil Engineering
  • Bachelor of Science in Computer Engineering
  • Bachelor of Science in Electrical Engineering
  • Bachelor of Science in Interior Design
  • Bachelor of Science in Information Technology
  • Bachelor of Science in Mechanical Engineering

University of Liverpool

University of Liverpool

Most Open Day activities will start from 9.30am and most departments close around 3pm, however you should consult the Open Day Guide for precise timings.

Please also note, some sessions require visitors to book a place in advance while others are on a first-come-first-served basis (details will be specified in the Open Day Guide, next to the activity). Open days are busy and some sessions are very popular, so we advise you to arrive early.

Activities include;

Activities
Central Exhibition 
The Central Exhibition in the Mountford Hall (Map reference 501, 502) is where you will find the Central Information Point. You may also talk to staff and University representatives from the Accommodation Office, Careers and Employability Service and general enquiries relating to Admissions.

Talks and Presentations
Several expert presentations offering an overview of the University of Liverpool, highlighting our academic achievements, support facilities, accommodation and student life.

Campus Tours
Guided tours of facilities such as the libraries, Students Union (Central Campus, Building No. 501,502) and our sports centre, which offers a wide variety of facilities and services.

Academic Department Visits
Our academic departments are open for you to meet our current staff and students, and get help and advice on your preferred subject. Please consult the Open Day Guide to see individual departmental activities and times.

Visits to Off-campus Halls of Residence
A regular shuttle service takes you between campus and the Halls, where you can talk to current students and visit a student's room. The last coach to our off campus Halls of Residence will leave the Campus at 3pm and the Halls will close at 4pm. Unfortunately, due to security issues, visitors are asked not to visit the Halls independently.

City Tours 
Guided coach tours offered in conjunction with Mersey Tourism Blue Badge Guides, take you around Liverpool City Centre, which includes the River Mersey, Albert Dock, Pier Head and many of the city’s famous landmarks.

Sports facilities
Guided tours of the University's Sport's Centre. This however, in October, will be undergoing some refurbishment work and may have restricted access to certain areas, such as the swimming pool.

Library and computing facilities
Visit the University Libraries: Harold Cohen (North Campus, Building No.431) and the Sydney Jones (South Campus, Building No.433).

University of Oxford Facts and Figures


Oxford at a glance
There are over 21,000 students at Oxford, including 11,752 undergraduates and 9,621 postgraduates.
The University, including the colleges and Oxford University Press, is the largest employer in Oxford and the second largest in Oxfordshire, supporting more than 18,000 jobs and injecting £750 million annually into the regional economy.
In the 2011 National Student Survey, 97% of Oxford students found their courses intellectually stimulating, compared to 89% in other Russell Group universities and 84% of all English university students.
93% of Oxford students are satisfied with their course quality, compared to 88% in other Russell Group universities and 84% of all English university students.
Oxford has one of the lowest drop-out rates in the UK: figures published in March 2012 by the Higher Education Statistics Agency (HESA) show that only 1.6% of Oxford students dropped out, compared with the national average of 8.6%.
93% of Oxford leavers are employed six months after graduating.
Every year more than 15,000 people take part in courses offered by the Department for Continuing Education, making Oxford University one of the largest providers of continuing education in the UK.

Undergraduate admissions and access
Oxford is very competitive: over 17,200 people applied for around 3,000 undergraduate places for entry in 2012.
That means that Oxford receives, on average, more than five applications for each available place.
Applications to Oxford have increased by 55% in ten years, while the number of places available has remained roughly the same.
98% of those taking A-levels who enter the University achieve grades of AAA or better.
The majority of Oxford’s UK undergraduates come from state schools. Latest figures (entry 2012) show that, for UK students attending schools or colleges in the UK, 57.5% of places on undergraduate courses went to applicants from the state sector, and 42.5% went to applicants from the independent sector.
The University conducts more than 24,000 interviews for over 11,000 applicants over the two-week interview period in December.
Oxford spends over £3 million each year on outreach activities, in addition to the more than £8.5 million it spends on bursaries.
Oxford, through its outreach work, reaches 78% of UK schools with post-16 provision – virtually all schools that field candidates capable of making a competitive application to Oxford.
Oxford holds nearly 2,200 outreach activities annually with groups from primary age upwards, including summer schools, school visits, student shadowing schemes, e-mentoring, aspiration days and events for teachers.
Oxford’s flagship access programme is the UNIQ summer school. 185 of the 2011 UNIQ cohort went on to win an Oxford place, meaning that over a quarter (28.2%) of all attendees will go on to study here. Of those UNIQ students who put in applications, over 41% ended up with places – against an overall success rate for Oxford applicants of around 20%.
By 2014 UNIQ will be the largest free university summer school in the UK, with 1,000 places available.

Financial support for undergraduates
For students who started after October 2012, Oxford has the most generous no-strings attached financial support for UK and EU students from the lowest income households.
While many universities are offering either fee waivers or bursaries, Oxford provides both.
The lowest-income students receive support totalling £10,000 in their first year and over £6,000 in every later year.
Oxford centrally spends over £8.5 million annually on bursaries, in addition to scholarships and bursaries offered by individual colleges.
Around a quarter of new UK undergraduates receive bursaries.

Postgraduate admissions and support
Graduate students make up around 44% of the total student body at Oxford.
4.3% of all the UK’s graduate research students are studying at Oxford University.
Oxford offers more than 320 different graduate degree programmes and has over 9,600 graduate students from more than 140 countries and territories.
The number of applications for postgraduate study at Oxford now surpasses those for undergraduate study.
Applications for graduate study have increased by 77% since 2005.
The University received 19,419 applications for graduate study for entry in 2011-12.
72.5% of applications came from outside the UK.
Overall, 61% of Oxford’s current graduate students come from outside the UK.
£13 million is awarded to graduate students each year through over 50 central University scholarship schemes. In addition, there are over 400 full or partial scholarships available through colleges and departments.

Oxford international
41% of our academic staff are citizens of foreign countries.
Our academic staff come from almost 100 different countries and territories. The largest groups of international academic staff are from the USA, Germany, Italy, China (excluding Hong Kong), Australia, France, Ireland, India and Canada.
Over a third of our total student body - over 8,100 students - are citizens of foreign countries, including 16% of undergraduates and 61% of graduate students.
Students come to Oxford from over 140 countries and territories. The largest groups of international students come from the USA (1,513), China and Hong Kong (801), Germany (767), Canada (418), India (354), Australia (276), Italy (244), Ireland (228), France (221), and Singapore (206).
Oxford has more than a dozen centres and institutes specialising in the study of specific countries and regions.
Oxford is the leading centre for the study of China in Europe and has one of the top five departments in the world in Japanese Studies.
Oxford is one of the leading centres for the study of globalisation, through the Oxford Martin School, the Blavatnik School of Government, the Programme on Global Economic Governance, the Oxford Department of International Development (which created the world’s first refugee studies programme), and our global health programmes.
Oxford’s Centre for Tropical Medicine conducts cutting edge research at its laboratories in Kenya, Vietnam and Thailand.
Oxford boasts one of the most extensive global alumni networks in the world, with more than 150 groups outside the UK in almost 80 countries.
Oxford University Press, publisher of the famous dictionaries and a department of the University, is the world’s largest university press. It publishes in 14 countries, has offices in more than 50, and has more than 5,000 employees worldwide.
In China alone, 14 million school children use Oxford books every year, and internationally around 16 million children use Oxford ELT materials to learn English.
More than one in five people who learn English across the world do so with an Oxford University Press resource.
The University has offices in New York, Tokyo and Hong Kong.

Oxford research
Oxford's research activity involves more than 70 departments, the colleges, over 1,600 academic staff, more than 3,800 research and research support staff, and over 5,300 graduate research students.
Oxford has more world-leading academics (rated 4* in the 2008 national Research Assessment Exercise) than any other UK university. Oxford also has the highest number of world-leading or internationally excellent (4* or 3*) academics in the UK.
At graduate level, 56% of students are studying for a higher degree by research.
External research grants and contracts continue to be the University’s largest source of income. In 2011-12, 40% (£409 million) of income came from external research sponsors.
Oxford consistently has the highest research income from external sponsors of any UK university.
Oxford, through Isis Innovation Limited, our wholly owned technology transfer company, pioneered the successful commercial exploitation of academic research and invention. Isis has created more than 70 companies. It files, on average, more than one patent application each week and manages over 360 patent application families and 460 licence agreements.
Oxfordshire is one of Europe’s leading centres of enterprise, innovation and knowledge. The county’s growth rate in high-tech employment remains one of the highest in the UK and many of its 1,500 high-tech companies have links to Oxford University.

Oxford awards and rankings
Oxford’s academic community includes 80 Fellows of the Royal Society and 100 Fellows of the British Academy.
In 2012, two Oxford professors were elected to the Fellowship of the Royal Society.
In 2012, six Oxford professors were elected to the Fellowship of the Academy of Medical Sciences.
In 2012, seven Oxford professors were elected to the Fellowship of the British Academy.
The successes of Oxford’s academics are recognised regularly in the awarding of prestigious international prizes, such as the European Laureate Award in the L’ORÉAL-UNESCO For Women in Science Awards, bestowed on Professor Fran Ashcroft in 2012; the Louis-Jeantet Prize for Medicine, given to Professor Fiona Powrie in 2012 and Professor Peter Ratcliffe in 2009; the Gairdner Award for medical research, awarded in 2010 to Professor Peter Ratcliffe and Professor Nick White; and the International Balzan Prize, awarded to Professor Reinhard Strohm in 2012 and Professor Joe Silk in 2011.
Oxford University has won eight Queen's Anniversary Prizes for Higher Education, more than any other university. The prizes were awarded to: the Wildlife Conservation Research Unit (WildCRU) (2011); the University's museums, libraries and archives (2009); the Oxford Dictionary of National Biography at Oxford University Press (2007); the Clinical Trial Service Unit (2005); the Refugee Studies Centre (2002); the Centre for Clinical Vaccinology & Tropical Medicine (2000); the Weatherall Institute of Molecular Medicine (1996); and Isis Innovation Ltd (1994).
Oxford was ranked first in the UK and fourth in the world in the Times Higher Education Supplement’s World University Rankings 2011-2012. In the disciplinary tables, Oxford was ranked first in the world in clinical, pre-clinical and health subjects; third for social sciences; fourth for life sciences; seventh for the arts and humanities and for engineering and technology; and tenth for physical sciences.
Oxford is repeatedly ranked in the top ten of universities worldwide in the annual tables compiled by Shanghai Jiaotong University.
In June 2012, the annual Times Good University Guide named Oxford Britain’s top university for the eleventh year running.
Oxford is ranked second in the UK by The Guardian (2012) and The Sunday Times (2012), and third in the UK by The Complete University Guide (2012).
In the Financial Times Global Rankings (Jan 2012), the Saïd Business School's MBA programme was ranked 20th in the world and second in the UK.

Oxford finance
In 2011-12, total University income was £1,016.1m.
The University’s largest source of income continues to be external research grants and contracts. In 2011-12, 40% (£409m) of total income was derived from external research sponsors.
Of the remaining income, 20% came from grants from the Higher Education Funding Council for England and the Teaching and Development Agency; 17% from academic fees; and 23% from other sources including trading activities and investments.
Oxford consistently has the highest research income from external sponsors of any UK university.
Total University expenditure in 2011-12 was £971.8m.
The University has endowment assets of £854.5m. Individual colleges have their own endowment assets, which amount to more than £2.8bn.
The Oxford Thinking Campaign, one of the biggest university fundraising campaigns in the world, has so far raised more than £1.4bn for the collegiate university.

Oxford colleges
There are 38 colleges and 6 permanent private halls at Oxford.
The collegiate system is at the heart of the University’s success, giving students and academics the benefits of belonging to both a large, internationally renowned institution and to a small, interdisciplinary academic community.
Colleges bring together leading academics and students across subjects and year groups, and from different cultures and countries.
The relatively small number of students at each college allows for close and supportive personal attention to be given to the induction, academic development and welfare of individual students.
Colleges invest heavily in facilities including extensive library and IT provision, accommodation and welfare support, and sports and social facilities.
Thirty colleges and five halls admit students for both graduate and undergraduate degrees. Green Templeton, Linacre, Nuffield, St Antony’s, St Cross and Wolfson Colleges admit only graduate students, as does Kellogg College, which supports the lifelong learning work of the University for adult, part-time, and professional development students. All Souls is unique among Oxford colleges because it has no junior members: all are Fellows (except the Warden).
All colleges accept both men and women.
The University’s oldest colleges are University College, Balliol College, and Merton College, all of which were established by the 13th century.
Green Templeton College, which came into existence in October 2008 following the merger of Green College and Templeton College, is the University’s newest college.
St Catherine’s College, which takes both undergraduate and graduate students, currently has the largest number of students (829), while some of the permanent private halls have fewer than a hundred student members.

Museums, collections and libraries
The Bodleian Libraries form the largest university library system in the United Kingdom. The combined library collections number more than 11 million printed items, in addition to 45,000 e-journals and other materials in different formats.
The Bodleian Library, the University’s main research library, dates from 1602 and is globally acknowledged to be one of the greatest libraries in the world. Its priceless collections include the papers of six British Prime Ministers; a Gutenberg Bible; the earliest surviving book written wholly in English; a quarter of the world’s original copies of the Magna Carta; and almost 10,000 western medieval and renaissance manuscripts.
Over 40% of users of the Bodleian Libraries are people from outside the University.
Over 2 million people visit the University’s six museums and collections every year, including over 112,000 children on school visits and almost 33,000 adults taking part in adult education activities.
The Ashmolean Museum, established in 1683, is the oldest museum in the UK and one of the oldest in the world. It houses the University’s extensive collections of art and antiquities, ranging back over four millennia.
The Museum of the History of Science is housed in the world’s oldest surviving purpose-built museum building. It contains the world’s finest collection of historic scientific instruments.
The University Museum of Natural History houses the University's collections of zoological, entomological, palaeontological and mineral specimens. With 4.5 million specimens it is the largest collection of its type outside of the national collections.
The Pitt Rivers Museum holds one of the world’s finest collections of anthropology and archaeology, with objects from every continent and from throughout human history.
The University of Oxford Botanic Garden is the oldest botanic garden in Britain, and forms the most compact yet diverse collection of plants in the world.
The Bate Collection of Musical Instruments celebrates the history and development of the musical instruments of the Western Classical tradition, from the medieval period to present day.
Christ Church Picture Gallery houses an important collection of 300 Old Master paintings and almost 2,000 drawings in a purpose-built gallery of considerable architectural interest.

Canada needs more foreign students and more Canadians should go away to study


Student mobility in higher education is a two-way street. We want to attract top students from around the world to study in Canada, and we want Canadian students to benefit from study-abroad experiences. While the incoming traffic of international students is humming along rather nicely, with good growth potential, outgoing traffic is like the road to a Canadian beach in March.

Although we still lag behind key competitor countries in international student recruitment, our share of the pie has been growing. In 2011, the number of international students enrolled in Canadian universities grew for the 16th consecutive year. There are now 100,000 international students from more than 200 countries studying at Canada’s universities.

Why is this important? For starters, international students enrich the educational experience of Canadian students by bringing global perspectives, cultures and languages to our campuses. Attracting students from around the world also helps build prosperity in Canada.

There’s a myth out there that these students are a drain on our tax dollars, but that’s simply not true. International students typically pay the full cost of their education and have a huge economic impact on Canada. According to a federal government report released in July 2012, international students generate 81,000 jobs, nearly $8 billion in spending and more than $445 million in government revenue annually. That’s worth more than our export of wheat.

In the coming years, universities and their partners in government and the private sector will increasingly work together to bring more international students to Canada’s campuses. But we must also do more to expand opportunities for Canadian students to study abroad. Only 12 percent of today’s undergraduates participate in international study experiences for academic credit before they graduate. The world demands something more of us.

Canada’s future is increasingly shaped by global, fast-moving interconnected forces. To understand these challenges, we need a workforce with knowledge of other countries, cultures and languages, and an ability to establish partnerships with colleagues from around the world. Getting more Canadian students to live and learn in another culture is about developing global citizens and building the labour force Canada needs to be prosperous in the knowledge economy.

According to a recent survey by the Canadian Bureau for International Education, 91 percent of employers say they value job candidates with international experience because it develops cross-cultural understanding. And 50 percent said they would hire a candidate with study abroad experience over one without — all else being equal.

International study experiences also play a significant role in students’ personal growth. For many young Canadians, university years are the most transformative time in their lives and this is enriched by exposure to new cultures, languages, communities and experiences. Students return from overseas placements with an expanded understanding not only of the world around them, but of themselves. And they come back with a better understanding of the value of being Canadian.

At the University of Guelph, I have seen hundreds of students return from global study experiences with a new awareness of what is magical about Canada, of what is incredible about living here. They come back with a sense of marvel at what we do and accomplish on a daily basis; things that they used to take for granted.

Unless we significantly boost the number of Canadian students gaining international study experiences, Canada risks being left behind. Consider what our economic competitors are doing. About 33 percent of German and 20 percent of American university students participate in study-abroad programs over the course of their university studies.

Financial considerations are often cited as the most significant reason for Canada's dismal participation rates in international study experiences. We can do better.

A pan-Canadian international student mobility program, with both government and private sector funding, would help students gain the international experience they need to achieve their potential and contribute to the global economy. This program should include opportunities for both short-term and long-term study, work and research abroad. Private sector involvement will be key to providing students with hands-on experiences through internships and similar opportunities.

I am more confident that this will happen — and soon — with the release of the advisory panel’s report on Canada’s International Education Strategy on August 14. The panel — led by Western University President Amit Chakma and mandated with advising the federal government on a new strategy for international education — calls for a major new mobility program to enable an additional 50,000 Canadian students a year to go abroad for study and cultural exchanges, service learning and other experiential learning activities by 2022.

Global experiences give us perspective. They help our young people understand Canada’s place in the world and their place in Canada. International study helps develop the culturally aware employees that industry needs.

More importantly, these experiences nurture compassionate, globally literate, adaptable young adults who are ready to take their place in the world. And that’s what Canada needs.

Alastair Summerlee is president of the University of Guelph.