Tag: International

  • International Students Deserve Better (opinion)

    International Students Deserve Better (opinion)

    I recently caught up with a former student pursuing her doctorate. Her project is timely. She is Cameroonian and a legal resident in the United States studying how pro-democracy movements succeed or how and when they fail. Students like her benefit our nation’s economy and our global ability to promote democracy and peace at home and abroad.

    As she and I chatted, I detected exhaustion in her voice. I asked her how she is holding up. She replied with unmistakable sadness: “In Cameroon, I felt like my voice was stifled. I thought I could finally use my voice in the United States. I no longer feel that way.”

    As a current international student, she lives in constant fear. Campus administrators have cautioned her against speeding or driving with a broken taillight. Her faculty adviser serves as her emergency contact if she is detained by federal immigration authorities.

    The extraordinary crackdown on international students enrolled at U.S. universities, including the more than 400 students in my state of Texas alone who learned that their visa status had been canceled in spring of 2025, has little precedent in recent history. While officials in Washington restored students’ visa statuses in response to court rulings, the Department of State has begun reviewing visa applicants’ social media accounts “for any indications of hostility towards the citizens, culture, government, institutions or founding principles of the United States.”

    As a university instructor, my classes have been enriched by the perspectives of international students. But their benefit to this country extends beyond their academic participation. Each year, upwards of 150,000 college-age youth participate in the little-known low-wage employment-based categories of the J-1 visa, including the Summer Work Travel, trainee, intern and au pair programs. Participants work in low-wage jobs at restaurants, in hotels and in homes providing live-in day care for thousands of American families.

    The J-1 Exchange Visitor Program began with modest enrollment in the 1960s to promote Cold War–era public diplomacy. But numbers have grown in recent decades, transforming these employment-based categories into a significant stream of temporary foreign workers. A major draw is the low cost of employing them. Employers avoid most payroll taxes and sidestep bureaucratic red tape. Since the State Department oversees the program, there is no labor market testing or commitment to public data as is standard with Department of Labor foreign worker programs.

    My multiyear findings and those of others—including the findings from a recent investigation by The New York Times—illuminate several J-1 program shortcomings: fraud in recruitment, inadequate and overpriced housing, and a failure of the State Department and designated cultural sponsors to address reports of abuse. In practice, sponsors amount to labor brokers who collect $1,000 to $5,000 to match a J-1 participant with an employer. I will never forget the Peruvian Summer Work Travel participant who wept as he described losing his job and housing amid COVID shutdowns. Neither his employer nor sponsor came to his aid. Instead, the Peruvian consulate sheltered and fed him until he found a way home. What his experience made clear to me was how weak J-1 protections are and how, amid a crisis like COVID, instead of building bonds of international friendship and goodwill, his J-1 cultural sponsor host and employer abandoned him in a crucial time of need.

    Similarly, the demand for work authorization through the Optional Practical Training program, available to international students here on the F-1 visa, has skyrocketed, growing from 154,522 in 2007 to 418,781 in 2024. Like for J-1 visas, the Labor Department has no formal regulatory role over the OPT program, which instead is administered by the Department of Homeland Security. The OPT program originated in 1992 as a pilot initiative, and after intensive corporate lobbying, the government tripled the maximum duration of the program.

    The resulting problems with the OPT program are obvious and preventable. Journalists and scholars have documented unchecked and underregulated growth, sham employment offers, and systematic underpayment, along with the proliferation of so-called body shops, staffing agencies that hire foreign workers and then rent them out to big-name tech firms—often at bargain-basement rates.

    Undoubtedly, the risks faced by international students on campus versus at work differ substantially. So do their causes: The threat to international students on campus results from a hard political turn against immigration in rhetoric and policy and an effort to censor free speech in higher education. The risks faced by J-1 and F-1/OPT workers stem from the ongoing demand among U.S. employers for cheap, compliant migrant workers. Yet, Congress legislated pathways for both to promote democracy and global understanding between U.S. and foreign citizens, aims from which we have drastically strayed.

    Prohibiting J-1 recruitment fees, shifting oversight of J-1 and OPT programs to the Labor Department, and making available comprehensive labor data for both would result in far better treatment and stewardship of international youth and more fairness to U.S. workers. It would also shed light on the opaque inner workings of U.S. temporary migrant worker policy at a time when mass deportation and the gutting of temporary protected status and refugee programs only heighten demand for new sources of low-priced and flexible labor, labor that immigrant populations have long been called upon by U.S. employers to do.

    Cate Bowman is an associate professor of sociology at Austin College, specializing in immigration and labor issues.

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  • Fewer International Students Came to the U.S. This Fall

    Fewer International Students Came to the U.S. This Fall

    One week after President Donald Trump contradicted his own policies by stressing how important international students are to sustaining university finances, there’s new evidence that his administration’s crackdown on visas and immigration is hurting international student enrollment and the American economy.

    While overall international student enrollment has declined only 1 percent since fall 2024, new enrollment has declined 17 percent, according to fall 2025 snapshot data in the annual Open Doors report, published Monday by the Institute for International Education. The 825 U.S.-based higher learning institutions that responded to the fall snapshot survey host more than half of all international students in the country.

    “It gives us good insight into what is happening on campuses as of this fall,” Mirka Martel, head of research, evaluation and learning at IIE, said on a press call last week. “Some of the changes we’re seeing in new enrollment may be related to some of the more recent factors related to international students.”

    Fewer New Graduate Students

    Those factors include cuts to federal research funding, which has historically helped support graduate students. Although graduate students made up roughly 40 percent of the 1.2 million total international students studying in the U.S during the 2024–25 academic year, they’re now driving the enrollment decline—a trend that started before Trump retook the White House.

    While the total number of new international students fell by 7 percent last academic year, new graduate enrollment dropped by 15 percent, according to the Open Doors report—a decline that was partially offset by new undergraduate enrollment, which grew by 5 percent.

    The fall 2025 snapshot data shows that pattern continuing.

    Colleges and universities reported a 2 percent increase in undergraduate students, a 14 percent increase in Optional Practical Training students and a 12 percent decrease in graduate students.

    The 2024–25 Open Doors report also includes more details about international students during the last academic year—broken down by country of origin, field of study and primary funding sources—though that data reflects trends from last fall, before Trump took office and initiated restrictions that experts believe have deterred some international students.

    It shows that international enrollment in the United States jumped 5 percent between fall 2023 and fall 2024, continuing to rebound from a 15 percent pandemic-induced drop during the 2020–21 academic year. That’s in line with the fall 2024 snapshot data, which indicated 3 percent growth in international student totals.

    However, the majority (57 percent) of colleges and universities that responded to IIE’s fall 2025 snapshot survey reported a decline in new international enrollment. And 96 percent of them cited visa concerns, while 68 percent named travel restrictions as the reason for the drop.

    Meanwhile, 29 percent of institutions reported an increase in new international enrollment and 14 percent reported stable enrollment. For those institutions that saw an uptick this fall, 71 percent attributed the growth to active recruitment initiatives, and 54 percent cited outreach to admitted students.

    The Open Doors data also confirms earlier projections from NAFSA: Association of International Educators and recent analyses from The New York Times and Inside Higher Ed about the Trump administration’s immigration policies leading to falling international student enrollment, as well as hardship for university budgets and the broader national economy.

    According to the report, international students accounted for 6 percent of the total population enrolled in a higher education institution last academic year and contributed nearly $55 billion to the U.S. economy in 2024.

    “International students come to the United States to advance their education and contribute to U.S. colleges and communities,” Jason Czyz, president and CEO of IIE, said in a news release. “This data highlights the impact international students have in driving innovation, advancing scholarship, and strengthening cross-cultural understanding.”

    Trump’s Changing Stance

    But since Trump took office in January, his administration has cast international students—the majority (57 percent) of whom come to the U.S. to study in high-demand STEM fields—as threats to national security and opportunity for American-born students rather than economic stimulants.

    International university students attending wealthy, selective universities are “not just bad for national security,” Vice President JD Vance said in March. “[They’re] bad for the American dream for a lot of kids who want to go to a nice university and can’t because their spot was taken by a foreign student.”

    But as the Open Doors data shows, it’s not just wealthy, private institutions that host international students. During the 2024–25 academic year, 59 percent attended public institutions. Meanwhile, among all institution types, community colleges experienced the fastest rate of international student growth, at 8 percent.

    And that’s despite the Trump administration’s concerted effort to deter them. So far this year, the federal government has detained foreign student activists, stripped students’ SEVIS statuses and visas, implemented social media vetting processes, paused new visa issuances, and moved to limit how long students can stay in the country.

    In May, Secretary of State Marco Rubio threatened to “aggressively revoke” Chinese students’ visas, including those “with connections to the Chinese Communist Party or studying in critical fields.”

    Although the Open Doors report shows that enrollment among Chinese students declined 4 percent between the 2023–24 and 2024–25 academic years, China is still the second-most-popular country of origin for international students, making up 23 percent of all international students; India—which surpassed China as the No. 1 source in 2023—produced 31 percent of all international students living in the U.S. during the 2024–25 academic year.

    But as of late, Trump has walked back some of his hostility toward international students. Over the summer, he proposed allowing 600,000 Chinese students into the country. And last week, he defended the economic benefit of international students during an interview with Fox News’ Laura Ingraham.

    “We take in trillions of dollars from students,” he said. “You know, the students pay more than double when they come in from most foreign countries. I want to see our school system thrive. And it’s not that I want them, but I view it as a business.”

    Economic Consequences

    According to the Open Doors Report, roughly half (52 percent) of international students funded their education primarily with their own money during the 2024–25 academic year. And the 17 percent drop in new international enrollment this fall translates into more than $1.1 billion in lost revenue and nearly 23,000 fewer jobs, according to a new analysis from NAFSA, also published Monday.

    The report explained that the reasons for that vary but may be tied in part to the disproportionate decline in international graduate student enrollment and uptick in OPT students.

    The decline in graduate students on college campuses is “cutting into higher-spending populations that typically contribute more through tuition, living costs, and accompanying dependents,” the report said. Meanwhile, “the increased share of students pursuing OPT (up 14 percent) reduced the amount of campus-based spending [on] tuition, housing and dining.”

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  • The surprising pragmatism of Reform UK voters towards international education

    The surprising pragmatism of Reform UK voters towards international education

    In polls and focus groups across the country, Reform voters have been singing from the same hymn sheet. They share a deep sense of national and local decline. They view the country through a lens of crumbling high streets, strained public services, and an economy seemingly trapped in a doom loop.

    In this environment, they have developed a corrosive scepticism towards the modern university model, judging it a failed investment that saddles their children with debt for a degree that is only good for getting through graduate recruiters’ first sift of CVs. They demand contraction, utility, and accountability for a system they believe serves neither the student nor the economy.

    To delve into these views, Public First conducted focus groups with those who currently intend to vote Reform UK in university towns in England. This revealed a surprising chink of light in an otherwise very gloomy outlook on universities: focus group participants were broadly very positive about international students.

    Foreign subsidy as necessary evil

    This needs to come with a heavy caveat: when we polled Reform voters, we found that 63 per cent agree that the UK government should restrict international student numbers in order to cut net migration. Cutting net migration remains a top priority for these voters, and for many, it appears that this should be done by any means necessary.

    However, when confronted with the economics, Reform voters we have spoken to reveal a sophisticated and transactional view of international student recruitment. For them, students from overseas are not a problem to be solved, but a “great business.”

    As polling has consistently demonstrated, the typical Reform voter is highly sceptical of mass, unmanaged immigration. Yet, when asked about foreign students, the response of those who live in university towns was not hostility, but economic pragmatism.

    They see international recruitment as a clear, contained, and mutually beneficial transaction: the UK offers a world-class education (a product) and, in return, receives a higher rate of tuition fee (a profitable revenue stream). The students come to study, they contribute economically, and then – the crucial expectation – they either contribute to the UK economy or they leave.

    This isn’t merely tolerance; it’s a qualified acceptance rooted in financial necessity. In these voters’ minds, these lucrative international fees act as the foreign subsidy that keeps the entire system afloat. As one participant noted, “If universities can’t stay open because they haven’t got any foreign students, then that is a detriment to UK students.” The implication is clear: to maintain a domestic higher education offering, the international revenue stream must be protected.

    The conditions for goodwill

    This surprising goodwill, however, is fragile and rests on extremely strict conditions. Voters grant the sector a licence to recruit internationally only as long as two core boundaries are strictly maintained.

    No back doors: The arrangement must remain a transactional exchange, not a migration loophole. Support instantly evaporates when student visas are perceived as a “back door” into the country, particularly when students bring dependents or “disappear” into the country during the degree programme, or after graduation. The transaction is valid only if the purpose is learning, not permanent residency. “If you’re coming to learn, then you come to learn. You don’t bring your family, your dog, your cat and your goldfish,” argued one voter.

    No crowding out: Crucially, if voters feel that their children are being denied places in favour of higher-paying overseas customers, the economic argument collapses under the weight of perceived injustice.

    Despite the conditional acceptance of international fees, the core challenge for universities remains their perceived lack of utility to their students, and in their local communities. While Reform voters are pragmatic about international revenue streams, they are profoundly sceptical about the value of many domestic degrees that this income subsidises, and they see very little economic spillover in their towns: “…the areas outside of the city centre, I can’t see what benefit [universities] have.”

    The sector cannot win over these key voters – and thus cannot escape the threat of cuts from political parties who want their support – by simply defending the status quo. Making the case to this influential group of voters requires clearly showing how international students are paying for local resources and subsidising domestic places, while demonstrating robust checks that ensure the system is not abused.

    More widely, universities need to move beyond abstract civic rhetoric and show tangible value, taking concerted action to ensure and evidence that all degree courses benefit the student, the community and/or the country at large.

    The support for international students presents a unique opportunity. It is the one pillar of the current HE model that Reform voters’ economic logic allows them to broadly accept, even if this acceptance is currently secondary to the desire to cut net migration.

    The sector must leverage this pragmatic lifeline to pave the way to a secure future, while not telling but showing voters that their domestic offering is part of the solution to the UK’s economic doom loop.

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  • International enrolments at UK business schools on the mend

    International enrolments at UK business schools on the mend

    UK business schools continue to be buffeted by hostile immigration policies, with some institutions noting two consecutive years of declining overseas enrolments, according to 2025/26 results from the 2025 Chartered Association of Business Schools (ABS) annual membership survey of 48 members.

    But the picture seems to be improving. Almost half of the schools surveyed (46%) reported an increase in international enrolments, up from just 11% the previous year. At undergraduate level, 45% reported rising numbers, compared with 64% at postgraduate level.

    Nevertheless, the association has pointed to policies affecting international students in the UK as continuing causes for concern for business schools as promises made in Keir Starmer’s immigration white paper become a reality.

    While international enrolments at the undergraduate level were down on 2024/25 for 14% of respondents, this is far lower than the 39% who reported the same trend in 2024/25.

    Similarly, while a sizeable chunk of respondents (39%) said overseas enrolments for postgraduate students were down year on year, this is still a noticeable improvement than over three quarters of respondents the year before.

    But the Chartered ABS noted that international enrolments will still be lower than before 2024/25, with some schools reporting two years of decline in a row.

    The Chartered ABS pointed to hostile policies in the UK as a potential reason for declining international enrolments. The UK government’s decision to reduce the Graduate Route by six months is already having an effect, it said, with 60% of survey respondents saying the incoming policy has had a negative impact.

    “The shortening of the Graduate Route, the ban on student dependants, and the proposals for the international student levy will continue to have a damaging impact on business school finances, and by extension, their parent institutions,” warned Stewart Robinson, chair of the Chartered ABS and dean of Newcastle University Business School.

    “These results reveal that while some institutions are seeing student numbers grow and finances stabilise, many institutions continue to face significant challenges. Budget cuts, restructuring, and redundancies will continue, and many business schools will face another year of declining student numbers and income,” he added. 

    The survey revealed that many UK business schools are feeling the pinch, with an increasing number (48%) reporting a drop in year-on-year income in 2025/26 compared to 36% in 2024/25.

    Budget cuts, restructuring, and redundancies will continue, and many business schools will face another year of declining student numbers and income
    Stewart Robinson, Chartered ABS and Newcastle University Business School

    However, more than half of the schools surveyed (58%) said they expected income to increase in 2025/26 – an improvement on the previous year, when more than half expected further decline.

    A slew of policies affecting the international education sector were announced as part of the immigration white paper, with stakeholders concerned that each could have a serious impact on overseas enrolments.

    The government has decided to cut the Graduate Route from two years to just 18 months, shaving six months off the visa route for international graduates from UK institutions.

    A levy on the income institutions make from international student fees was also announced as part of the changes, with a later decision to ringfence this cash to spend on maintenance grants for domestic students. Critics have warned that the move could decimate international enrolments if students are put off by the higher fees many institutions will have to set to cover the cost of the tax.

    An earlier decision to ban almost all international students from bringing their dependants to the country with them on a student visa. Since 2024, when the policy was announced, net migration numbers in the UK have seen a steep decline.

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  • Trump Defends Enrolling International Students

    Trump Defends Enrolling International Students

    President Donald Trump stressed the value of international students in the U.S. during an interview aired on Fox News Monday.  

    Fox News host Laura Ingraham pressed Trump on why he wouldn’t curb international student enrollments, particularly from China. Trump told her doing so would “perhaps make people happy” but colleges and universities would “go out of business.”

    “You don’t want to cut half of the people, half of the students from all over the world that are coming into our country—destroy our entire university and college system—I don’t want to do that,” Trump said. He also claimed historically Black colleges and universities would “all be out of business.”

    “Look, I want to be able to get along with the world,” Trump added.

    Ingraham pushed back, raising concerns about Chinese spying and intellectual property theft. But Trump framed welcoming international students as an economic decision.

    “We take in trillions of dollars from students,” he said. “You know, the students pay more than double when they come in from most foreign countries. I want to see our school system thrive. And it’s not that I want them, but I view it as a business.”

    The annual Open Doors report from the Institute of International Education estimates the economic value of foreign students in the U.S. to be about $50 billion per year.

    In May, Secretary of State Marco Rubio threatened to “aggressively revoke” Chinese students’ visas and intensify vetting for Chinese visa applications. But Trump reversed course this summer and proposed the U.S. allow 600,000 Chinese students into the country, prompting backlash from some members of his base, the Associated Press reported.

    The move, and Trump’s reiterated support for it on Fox this week, seem to contradict other actions his administration has taken, such as revoking international students’ visas, arresting international students for First Amendment–protected protests and ramping up scrutiny of international student visa applicants. Some campuses have experienced steep declines in international student enrollments this semester.

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  • Support Career Agency for International Scientists (opinion)

    Support Career Agency for International Scientists (opinion)

    International Ph.D. students and postdoctoral scholars drive a large share of the United States’ scientific research, innovation and global competitiveness. Yet these visa holders often face systemic barriers that limit their ability to build independent, fulfilling careers. Restricted access to fellowships and immigration constraints can stifle career agency, forcing the nation’s institutions to lose out on the very global talent they train to fuel discovery and progress.

    Drawing from insights in our recently released book, Thriving as an International Scientist (University of California Press), this essay outlines key challenges that international scientists face and concrete steps universities, employers and scientific societies can take to enable their dynamic career success.

    Systemic Barriers to Career Independence

    The U.S. depends on international talent to sustain its scientific enterprise. In 2023, nearly 41 percent of Ph.D. students and 58 percent of postdocs in U.S. universities were visa holders, and international scholars made up 34 percent of Ph.D. graduates in 2022, an increase from just 11 percent in1977.

    While U.S. universities still lead globally in training and employing a robust international scientific workforce, the recent anti-immigrant climate in the U.S. and growing global competition for STEM talent threatens this long-standing advantage. Two issues impacting international scientists stand out as particularly urgent: limited access to independent research fellowships and visa policies that restrict career flexibility.

    • Fewer fellowships lead to reduced agency. International scientists have access to fewer fellowships for supporting their independent research ideas. Data on primary sources of STEM doctoral student funding indicates 17 percent of international Ph.D. students relied primarily on fellowships, scholarships or dissertation grants in 2022, compared to 29 percent of their U.S. citizen and permanent resident peers. More than half of international Ph.D. students in science and engineering across U.S. universities relied on faculty-directed funding, through research assistantships, compared with just a third of domestic students (citizens and permanent residents).

    This reliance limits their autonomy to define research directions or confidently pursue professional development and internship opportunities. As a result, only 22 percent of international Ph.D. graduates from U.S. universities committed to academic careers (excluding postdocs) in 2022, in part due to a significant lack in independent funding experience—a key qualification for faculty roles.

    • Visa constraints on career mobility. Visa regulations often confine international scientists to narrowly defined “research-related” roles in academia or industry. This restriction effectively locks them out of emerging career paths in the business of science, science policy, science communication, entrepreneurship, university administration and nonprofit leadership until they obtain permanent residency.

    They are also disproportionately vulnerable to economic downturns or layoffs. Work visas typically allow a 60-day grace period to secure new employment and maintain legal immigration status, putting tremendous pressure on individuals and families. With rising costs and uncertainty surrounding H-1B work visas, employers may also hesitate to hire international scientists, compounding career instability for this essential segment of the STEM workforce.

    What Universities Can Do

    We expand on recommendations offered to universities in the International Talent Programs in the Changing Global Environment consensus report from the National Academies of Sciences, Engineering and Medicine and by the Association of American Universities’ Ph.D. Education Initiative. Universities can take the following actions to better support international Ph.D. students and postdocs:

    • Expand access to independent funding. Increase visibility of funding through databases such as Pivot and create matching fellowship opportunities from institutional, corporate and philanthropic sources that are open to noncitizens.
    • Track and leverage alumni outcomes. Analyze Ph.D. and postdoctoral career outcomes by citizenship and location in order to strengthen alumni mentorship and global networks for trainees.
    • Specialized professional development for Ph.Ds. Provide training in in-demand and holistic skills to address wicked problems, advance emerging technologies and foster knowledge of a range of careers for STEM Ph.D. holders.
    • Integrate career development into curricula. Embed professional development and career preparation within graduate and postdoctoral programs, rather than limiting them to extracurricular workshops, in order to encourage international scientists to participate.
    • Foster equitable access to internships. Simplify and expand opportunities for experiential learning by using the Curricular Practical Training path. Departments can offer internship courses through which students can use CPT or encourage them to incorporate insights from their internships into the dissertation. Creating more practical opportunities for students to broadly apply their research skills enables their success in getting work visas for diverse careers.

    At Princeton University, one of us developed a specialized professional development series for international graduate students integrating creative design, intentional career planning, immigration literacy and strategies for global careers. This approach helps international scholars build resilience, community and agency in navigating complex systems and uncertain futures.

    The Role of Scientific and Professional Societies

    Scientific and professional societies hold powerful levers for nationwide systemic change. Through initiatives that foster advocacy, partnerships and innovation, they can amplify the impact of international scientists and shape more inclusive policies.

    • Diversify funding models. As scientific leaders reconsider how to continue funding STEM research including for graduate and postdoctoral programs at scale in the U.S. through convenings (e.g., by NASEM and UIDP), public-private-philanthropic partnerships must intentionally include considerations by and for international graduate students and postdocs in their planning and implementation.
    • Require professional development. Foundations and philanthropic funders can make career and professional development a standard component of fellowships and sponsored research grants, following the precedents set by the National Science Foundation and the National Institutes of Health.
    • Mobilize advocacy through data. Public-facing dashboards such as the NAFSA International Student Economic Value Tool and OPT Observatory from the Institute for Progress, demonstrate the economic and intellectual value of international scientists. These are powerful tools for storytelling, advocacy and policy change.
    • Encourage immigration innovation. Beyond ongoing legislative efforts like the bipartisan Keep STEM Talent Act aiming to support the U.S. STEM workforce, the philanthropic sector can also pilot creative solutions. For instance, Renaissance Philanthropy’s Talent Mobility Fund raises awareness of underutilized immigration pathways such as O-1 and J-1 visas, diversifying routes available for STEM researchers.

    Employer Responsibility

    Employers across all sectors—universities, for-profit industries and nonprofit organizations—have a shared responsibility to create transparent, informed hiring practices for visa holders. Too often, candidates are left to initiate uncomfortable sponsorship discussions during job interviews. Instead, hiring managers should proactively coordinate with human resources and legal teams before posting positions to determine sponsorship possibilities, costs and timelines. Even small changes, such as explicitly noting “visa sponsorship available” (or not available) in job descriptions, can make a significant difference in promoting fairness and equity in hiring.

    Moving Forward: Shared Responsibility for Systemic Change

    The ability of international scientists to thrive is not just a matter of ethics and fairness—it is a strategic imperative for the future of American science and innovation. Universities, scientific societies, funders and employers have a shared responsibility to participate in removing systemic barriers and expanding opportunities for international scientists in a variety of careers.

    While large-scale policy change may take time, meaningful progress is possible through small, immediate steps:

    • Expanding access to independent funding and internships,
    • Increasing transparency through data, and
    • Fostering mentorship and advocacy networks.

    By enabling international scientists to build dynamic, independent careers, we strengthen not only their futures but also the vitality and global leadership of the U.S. research enterprise.

    Sonali Majumdar (she/her) is assistant dean for professional development in Princeton University’s Graduate School and author of Thriving as an International Scientist: Professional Development for Global STEM Citizens (October 2025, University of California Press). She is a member of the Graduate Career Consortium—an organization providing an international voice for graduate-level career and professional development leaders.

    Adriana Bankston (she/her) is a strong advocate for the research enterprise and supporting the next-generation STEM workforce and a former AAAS/ASGCT Congressional Policy Fellow in the U.S. House of Representatives. She contributed to a chapter in Thriving as an International Scientist on systemic reforms and policy change in academia.

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  • conflict, peace and international education 

    conflict, peace and international education 

    It’s that time of year again. On streets and in shops across the UK this, someone will have been be selling poppies. And today, on Remembrance Sunday, at War Memorials from tiny villages to Whitehall, people will gather for a period of silence. A moment to reflect, to remember. 

    For me personally, there is a family connection. My paternal great-grandfather was killed in WWI, leaving four young children. His name is on the vast Tyne Cot memorial in Belgium, one of 35,000 of the missing who died in the Ypres Salient after August 16, 1917, and have no known grave.

    But I also think of another memorial, the one I gathered around for the years I worked at Sheffield University. This is the moving tribute to the students and staff who lost their lives in two World Wars. 

    This carved stone monument at the University’s core was once located in the original library, and it contains arguably the most sacred and painful book in its collection – a Book of Remembrance.

    Sheffield University had its own battalion in WWI and it was almost completely destroyed on the first day of the Battle of the Somme in 1916. Some 512 young men lost their lives in a single day. I was once given permission to lift off the glass cover and open the book. It was shocking, each page crammed full of so many hundreds of names. 

    For many of those students, hopefully joining up and travelling to France was the first time they had been overseas, just as it was for my great-grandfather. He left his mining village on the unluckiest of journeys – first to Gallipoli where he was gassed, and then to France where he died in the mud. 

    Today, students have a very different opportunity for travel, for connection. A century after my great-grandfather died, I have travelled the world in peacetime thanks to international education. I’ve been to Delhi and seen the vast war memorial at India Gate with its eternal flame and walls of other names – Hindu, Sikh, Muslim. I have friends from China whose relatives long ago would have dug the trenches as part of as part of the 140,000 strong Chinese Labour Corps for the British and French armies.

    Remembrance Day isn’t a British only tradition – a whole world was drawn into those terrible events. 

    What international students teach us now 

    And I have international students friends who don’t need a poppy to remind them to remember because they come from countries with current experience of conflict. 

    Who are they? A refugee scholar from Syria working on environmental sustainability. A Gaza scholar who rejects the language of resilience and uses her research to build deep understanding. A friend in Singapore who has family in Russia and Ukraine. And the Afghan scholars who have become not only friends but family, those who teach us all that the peace to sit with your loved ones and share a meal is never to be taken for granted. That for young girls and women to access education, university, careers and have choices is a right hard won that must be cherished. Each of them is also my teacher. 

    As the world changes, nationalism grows and spheres of influence are fortified by economic and literal weapons, those who understand one another are more important than ever

    And this is also why I believe in international education. Peace takes understanding. It takes work. As the world changes, nationalism grows and spheres of influence are fortified by economic and literal weapons, those who understand one another are more important than ever. 

    It is a tragedy that language courses close because, as John le Carré said, learning a language is an act of friendship. But international education in all its forms is also what my NISAU friends call a ‘living bridge’.

    Whether it happens through traditional programmes of overseas study, short courses, institutional partnerships, TNE or internationalisation at home, global education offers a precious opportunity to meet in peace. To gain a perspective not only on what others think and how they see the world, but about yourself. 

    Why it matters that #WeAreInternational 

    When years ago we founded a campaign called #WeAreInternational , it was a statement not about a structure of higher education but about who we are and want to be. It doesn’t mean abandoning your identity, it means opening it up to possibility. That is in itself an education. 

    John Donne famously wrote that no man is an island but that we are deeply connected to one another, all of us connected to the continent. And when others are harmed, we are all diminished. That the bell that tolls for any life is ringing for humanity too. 

    On Remembrance Sunday this year, as we are urged never to forget, there is also an implicit call to action – not to wage war but to build peace. How do we do that? Nobody is pretending it’s easy, but I think the education we are privileged to support has a very human part to play. 

    I think of the words of my Afghan scholar friend Naimat speaking at City St George’s University of London to students earlier this week. As the minute’s silence begins on today, I will think of my great-grandfather Robert, the lost students of Sheffield University, and the words of this international student who knows of what he speaks. 

    To achieve peace at all times, we must do three things:

    1. Acknowledge the past: we must study and accept the hard lessons, the disconnected dots, and the mistakes of history.
    2. Act in the present: we must stand up against injustice wherever it occurs, recognising that a violation of human rights in one corner of the world eventually casts a shadow over all of us.
    3. Prioritise the future: we must commit to sustained dialogue – not just talk, but a genuine exchange of ideas where all voices, especially the most marginalised, are heard and valued.

    Dialogue, he says, is the non-violent tool we possess to sustain peace. It is how we convert fear into understanding, and resentment into cooperation. And international education offers a precious and powerful opportunity for both. 

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  • More international students find home on US community college campuses

    More international students find home on US community college campuses

    As Thu Thu Htet, “T”, was nearing graduation at her high school in Burma, she knew she wanted to go abroad to study engineering. She wanted to study at the Rochester Institute of Technology in New York State, but didn’t want to spend tens of thousands of dollars a year in tuition, since international students don’t qualify for federal aid. 

    Instead, she decided to start her higher education journey at Monroe Community College, also in Rochester, where tuition is cheaper. T, now in her second semester, has made friends with dozens of other international students at MCC, who have helped her feel less lonely being so far away from family. 

    “There are times where I don’t feel like I fit in. Or I feel alone sometimes. The most important thing is the friends that you have,” she said.

    International student enrolments have surged at US community colleges ever since the pandemic, including this fall. As community colleges host more international students, administrators are looking for ways to make them feel welcome on campuses where most students are local commuters.

    One way international students at MCC can find support is through campus life. T serves as the president of the Global Union – a student-run club for international students, immigrant students, and anyone interested in learning about other cultures. Through her role, she greets new students, helps them to overcome challenges, and organises events to help them showcase their cultures. 

    “Sometimes, you need to be around people that have the same feeling as yours. When we are in the same club with immigrants, refugees, or other international students, we feel like we fit in with each other,” T said.

    An unexpected increase

    Because of President Trump’s policies, analysts predicted a 15% drop in total international students at American colleges and universities this fall. Experts warned that the Trump administration’s near month-long pause on visa interviews, travel bans, and war against many of the nation’s most prestigious universities would harm enrolment. 

    Instead, this fall’s international student enrolment across all degree programs, including OPT, grew by 0.8%, according to the Student and Exchange Visitor Information System (SEVIS) data that the Department of Homeland Security publishes.

    Community colleges have helped to move the needle. For associate degree programs, international student enrolment increased by 9.1%, with community colleges welcoming nearly 5,500 more students than last year. Meanwhile, enrolment shrunk slightly for master’s programs and hardly changed for bachelor’s programs.

    Rather than choosing not to study in the US this fall, it seems like students are choosing different kinds of degrees or schools. That’s according to Chris Glass, director of Boston College’s higher education program, who recently analysed the latest SEVIS data.

    “If we’re to take this data at face value, the system is far more resilient than the tumultuous headlines would suggest,” Glass previously told The PIE News .

    Based on his analysis, the over 9% growth of international students at community colleges may not be a fluke. Glass argues that international students gravitate toward schools with less political spotlight, more affordable tuition, and access to opportunities after graduation. Community colleges check all of those boxes.

    MCC is hosting more international students now than before the pandemic. This fall, the campus’ international student body grew by 35%, hosting 120 students from over 30 countries.

    MCC’s international recruiting efforts for soccer, baseball, and other sports has helped to draw students from across continents, said Carly O’Keefe, MCC’s assistant director of global education and international services. The current men’s and women’s soccer team roster has a combined 34 international students.

    In addition, unlike many other community colleges, MCC has dorms. For T, attending a college with on-campus dorms was critical, since she had no family or friends in Rochester to live with.

    O’Keefe said international students at MCC bring ideas and culture from across the globe, enriching a campus where most students are local. Some local students – limited by jobs, financial constraints, or family obligations – have never traveled overseas.

    “They’re able to make friendships with people from other countries that they maybe would have never connected with otherwise,” she said.

    Finding a community through campus life 

    The wall of the Global Union office is decorated with dozens of paintings of hot air balloons containing flags, created by students to represent their countries. Colourful cloth flags and souvenirs from across the world fill the room.

    “At the time when I saw the Korean flag, I was so proud,” said Onyu Cha, a first-semester international student from South Korea studying nursing.

    Hot air balloon paintings at Global Union office. Photo: MCC Global Union

    Onyu made friends with other Koreans through campus life and through her sister, who also lives in Rochester. Recently, she and other Korean students went to her sister’s house to cook food for the holiday of Chuseok, a mid-autumn harvest festival often referred to as Korean Thanksgiving. 

    Through her role as the vice-president of the Global Union, Onyu has got to learn about the cultures of other students. Currently, the club is planning for an event to celebrate holidays from across the world, all on one day. That’s similar to last year’s Global Fusion Festival – an event in the campus atrium to celebrate the cultures of all MCC students. It featured African drummers, Ukrainian dancers, and food from across the globe.

    Judichael Razafintsalama – a student from Madagascar who graduated from MCC last May – said serving as the Global Union president allowed him to support his fellow international students.

    Having international students on campus at a community college can be really enriching to a local community

    Dr. Melissa Whatley, William & Mary

    The summer before starting his first year at MCC, Razafintsalama landed in Rochester around 2am. When he got to his dorm, he realised he had no food. The vending machines were empty, the campus’ food services were closed, and he hadn’t set up rideshare on his phone. To get groceries, he walked two hours to a Walmart and back, carrying four bags while jet lagged. 

    Now, international students come together to help the Office of Global Education provide packages of canned food, granola bars and utensils for incoming international students. 

    “We even helped two of our students move into their apartment and make sure that everything is settled after going through what I went through,” Razafintsalama said.

    Razafintsalama said he’s had the chance to teach others at MCC about his country and his culture. Most students he encountered had never met anyone from Madagascar, the island nation off the southeastern coast of Africa.

    “They usually attach it to the cartoon movie,” he said. “It’s great because I can see that people are interested in my country and to see what it actually is like.”

    Supporting international students’ social and housing needs is critical to making them feel welcome, said Dr. Melissa Whatley, an assistant professor of higher education at William & Mary University. Her research group recently released a report on international education at community colleges, finding that 82% hosted international students. 

    Whatley hopes that these colleges are providing international students with campus life opportunities and, if they don’t have dorms, are helping students to find housing.

    “Having international students on campus at a community college can be really enriching to a local community, to the extent that the community is equipped to welcome them,” she said. 

    Concerns over travel ban

    Currently, the US hosts over 1.2 million international students or recent graduates, according to SEVIS data. The dataset doesn’t distinguish between students and graduates working temporarily through Optional Practical Training (OPT). More in-depth statistics will become available once the Institute of International Education publishes its annual report later in November

    However, because of President Trump’s travel ban, some prospective international students have been restricted from studying in the US. That includes Burmese students who didn’t secure a visa before June 9

    MCC has seen an uptick in Burmese students ever since a civil war broke out in the country, interrupting higher education for many students. The war began in 2021 when military forces toppled the country’s democratically elected government. Last spring, MCC still hosted more students from Burma than from any other country, O’Keefe said.

    Now, Burma is among the 12 countries included in Trump’s travel ban, impacting all immigrant and non-immigrant visas. Seven more countries are under a partial travel ban that impacts international student visas.

    As for international enrolments at MCC? “We’ll see how the trends change over the next few semesters. I would be surprised to see such a significant level of continued growth but we can hope things at least stay stable,” O’Keefe said in an email.

    The takeaway from this fall’s enrolment data is that students’ perceptions take a long time to change, said Gerardo Blanco, academic director of the Centre for International Higher Education at Boston College. He previously told The PIE that the 0.8% international student increase revealed in SEVIS records came as a surprise, but that doesn’t mean there won’t be a decline in coming years.

    “I hope the takeaway message is not that the US is invincible, in that even hostile policies towards international students cannot change perceptions,” he said.

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  • International Graduate Student Enrollment Drops

    International Graduate Student Enrollment Drops

    Photo illustration by Justin Morrison/Inside Higher Ed | skynesher/E+/Getty Images

    Federal actions to limit immigration have affected many international students’ decision to enroll at U.S. colleges and universities this fall, with several institutions reporting dramatic declines in international student enrollment.

    New data from the Department of Homeland Security from the Student Exchange and Visitor Information System for October shows an overall 1 percent decline of all international students in the U.S. SEVIS data includes all students on F-1 and M-1 visas, including those enrolled in primary and secondary school, language training, flight school, and other vocational programs.

    According to DHS data, bachelor’s degree enrollment among international students is down 1 percent from October 2024 to October 2025; master’s degree enrollment is down 2 percent, as well. Associate degree programs have 7 percent more international students in October 2025 than the year prior, and international doctoral students are up 2 percent.

    Campus-level data paints a more dramatic picture; an Inside Higher Ed analysis of self-reported graduate international student enrollment numbers from nine colleges and universities finds an average year-over-year decline of 29 percent.

    Some groups, including NAFSA, the association for international educators, have published predictions of how international student enrollment would impact colleges’ enrollment and financial health. NAFSA expected to see a 15 percent decline across the sector and greater drops for master’s degree programs.

    “Master’s [programs] have been very hit. And in addition to master’s being hit, programs like computer sciences and STEM in particular have been mostly affected,” NAFSA CEO Fanta Aw said in a Sept. 19 interview with Inside Higher Ed.

    At the University of Wisconsin at Madison, for example, master’s degree enrollment dropped 22 percent from fall 2024. Ph.D. program enrollment declined only 1 percent compared to the year prior, according to university data.

    While more selective or elite institutions have mostly weathered enrollment declines among undergraduate international students—reporting little or no change to their enrollment numbers this fall—Aw says graduate student enrollment is down everywhere.

    The University of Pennsylvania’s Wharton School of Business, for example, reported that international students made up 26 percent of its incoming master’s in business administration class, down five percentage points from the year prior, as reported by Poets and Quants (Poets and Quants is also owned by Times Higher Education, Inside Higher Ed’s parent company). At Duke’s Fuqua School of Business, 47 percent of the incoming class in 2024 hailed from other nations, but that figure dropped to 38 percent this fall.

    Because master’s degrees are shorter programs than undergraduate ones, averaging two years, Aw anticipates universities to see even more dramatic declines from 2024 in fall 2026.

    “The current environment is still too uncertain for [graduate] students to even consider potentially applying,” Aw said. “You cannot have enrollment if they’re not even applying.”

    Of colleges in the data set, Northwest Missouri State University reported the greatest year-over-year decline in graduate student enrollment, falling from 557 international students in fall 2024 to 125 in fall 2025. In April, Northwest Missouri State reported that 43 of its international students had their SEVIS statuses revoked; 38 of them were on optional practical training.

    At that time, Northwest Missouri State encouraged students who lost their SEVIS status to depart the U.S. immediately “to avoid accruing unlawful presence,” according to a memo from President Lance Tatum published by Fox 4 Kansas City. The university declined to comment for this piece.

    Nationwide, international students make up 22 percent of all full-time graduate students, according to Integrated Postsecondary Education Data System data. International students often pay higher tuition rates compared to their domestic peers, and some colleges rely on international students to boost graduate program enrollment.

    The dramatic changes in enrollment numbers are having budgetary impacts on some colleges.

    At Georgetown University, foreign graduate student enrollment dropped 20 percent, which was expected but steeper than anticipated, according to a memo from interim university president Robert M. Groves. In April, Georgetown cut $100 million from its budget due to loss of federal research dollars and international student revenue, and Groves said more cuts may be needed in December.

    DePaul University in Chicago saw a 63 percent year-over-year decline in new graduate students from other nations—a sharp drop that administrators, similarly, did not anticipate in this year’s budget.

    As more colleges solidify their fall enrollment numbers, the sectorwide decline in foreign students has become more clear.

    Inside Higher Ed’s initial data found colleges reported, on average, a 13 percent decrease in international student enrollment. The median year-over-year change was a 9 percent drop.

    Small colleges saw significant changes. Bethany Lutheran College in Minnesota, with a total head count of 900 students, reported a 50 percent growth in international students. At the other end, the University of Hartford in Connecticut lost half of its international students, only expecting 50 instead of 100 this fall.

    Community colleges are also feeling the loss of international students. Bellevue College in Washington State, a leading destination for international students in the two-year sector, reported a 56 percent year-over-year decline in enrollment.

    Southeast Missouri State reported a 63 percent decline in international students, with 494 individuals unable to secure visas, according to a university statement.

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  • Growth is possible in international student recruitment for UK universities

    Growth is possible in international student recruitment for UK universities

    This blog was kindly authored by Viggo Stacey, International Education & Policy Writer at QS Quacquarelli Symonds. It is the fourth blog in HEPI’s series responding to the post-16 education and skills white paper. You can find the first blog here, the second blog here, and the third here.

    The post-16 education and skills white paper, released last week, outlines how the UK government aims to ensure that universities can attract high-quality international talent and maintain a welcoming environment for them.

    New data in the QS Global Student Flows: UK Report projects that international student enrolments will grow 3.5% annually to 2030. While this is ahead of anticipated growth in the US, Australia and Canada, where projections are between 2% and –1%, the forecast for the UK is significantly slower than the double-digit surge of 11% between 2019 and 2022.

    When the Secretary of State for Education and Minister for Women and Equalities, Bridget Phillipson, spoke about transformation in education in the UK on Monday, she may also have been speaking about the international education system worldwide. International education is changing, and the UK is facing unprecedented competition from international peers. Emerging study destinations are increasingly appealing to prospective international students.  India, the UAE, Saudi Arabia, Hong Kong, and South Korea are just a handful of examples of places heavily investing in internationalisation, campus facilities, and English-language programmes. Additionally, unpredictable geopolitics, economic shifts and demographic changes are making the job of international student recruiters at universities in the UK extra challenging. In such an unstable global landscape, the QS Global Student Flows: UK Report urges universities to plan for a range of scenarios.

    What can institutions and the sector do?

    The latest HESA figures available are from the 2023/24 academic year. No other business would rely on such outdated figures. So why would a government make policy decisions based on them? And why would a university?

    This new QS report identifies key areas where UK universities can expect to see heightened global student flows in the future and how they can best continue to attract international talent and skills.  

    Enrolments from South Asia are expected to rise from 245,000 in 2024 to 340,000 by the end of the decade, and Africa is projected to be the UK’s second-fastest-growing region, with an annual growth rate expected to reach 4-5%.

    In Asia, growth is more mixed. Enrolments from Malaysia are expected to decline, Singapore is likely to remain stable, with places such as Thailand and Indonesia seeing upticks.

    Student numbers from the Middle East to the UK are projected to slow to about 1% annually in the years to 2030, compared to the nearly 5% average growth recorded between 2018 and 2024.

    However, enrolments from Europe, which have declined after Brexit on average by more than 8% annually between 2018 and 2024, are expected to grow modestly at around 2.5% through to 2030.

    Leveraging their strong reputations, quality of provision, as well as the important Graduate Route visa (some 73% of international students are satisfied with the pathway), UK universities can drive growth, especially in Africa and South and Southeast Asia.

    What can the government do?

    The government has reiterated that it wants to maintain the UK’s position as one of the world’s top providers of higher education; attract the best global talent; and project the UK’s international standing through strong international links and research collaboration.

    It rightly acknowledges that volatility in international student numbers is one factor driving financial pressures in higher education. But if it is to succeed in its ambitions, universities need the right support and policy landscape.

    Shortening the length of the Graduate Route visa to 18 months from two years and the possibility of hiking fees for students through the proposed International Student Levy could deter international students from choosing the UK.

    Yet UK government policy is not the only factor limiting the potential of the UK.

    Universities are grappling with heightened investment in higher education in key student source countries, with domestic provisions increasingly competing for quality students.

    Prospective students are weighing up their options in unpredictable economic landscapes and governments are increasingly seeking to retain talent rather than encourage them to study overseas.

    Examples of this include the UAE making criteria for joining its outbound mobility scholarship programme tougher; Prime Minister Narendra Modi’s ambition to create an “education system in India that youngsters do not need to go abroad to study”; China, traditionally the top source for international students, is gradually transforming into a study destination in its own right.

    The pressure is on higher education providers in the UK – they are already diversifying income streams. But this report shows that there are opportunities for growth. UK universities just need to identify what is possible for them.

    The QS Global Student Flows: UK report is available here.

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