Institutions outside the United States – in the United Kingdom and Israel, for example – have developed one-year master’s degree programs designed to attract American students. New global partnerships have led to joint programs that require residence in two countries. These trends and meeting the needs of students with many different career goals create new challenges for advisors. We'll describe and assess these emerging programs and discuss ways to prepare students to benefit from such cross-cultural and academic opportunities.

1. Jane Edwards jane.edwards@yale.edu
Nancy Kanach nkanach@princeton.edu
Mark Pickerill m.pickerill@ucl.ac.uk
Michael Pippenger mp2946@columbia.edu

2. Goals of this session:
Introduce global MA degrees to
the study abroad discussion
Consider demographics and
programmatics
Examine the receiving institution’s
perspective: the UK
Look at a case study in
collaborating on global MA
programs: Columbia
Examine ways to increase access
to such programs
….citizens of the planet

4. Benefits for a U.S. national in getting a graduate
degree abroad
• Educational opportunities
• Cost and convenience
• Culture, international opportunities, and residency
http://www.idealist.org/info/GradEducation/Resources/Ab
road/Benefits
7 Countries where Americans can study at
universities, in English, for free (or almost free)
“Since 1985, U.S. college costs have surged by
about 500 percent, and tuition fees keep
rising. In Germany, they've done the opposite.”
http://www.washingtonpost.com/blogs/worldvie
ws/wp/2014/10/29/7-countries-where-americans-can-
study-at-universities-in-english-for-free-or-almost-
free/
U.S. Recruitment Tactics for dual degrees in the US
63 percent of (60) U.S. respondents said their institution has
not developed any specific measures to recruit students for
joint or double degree programs.
However, 65 percent of U.S. respondents reported that they
were focusing recruitment tactics on international students,
as opposed to local or U.S. students. (IIE, 2011)

5. U.S. STUDENTS EARNING FULL DEGREES
OVERSEAS
• Information on US students pursuing full degrees abroad included in
Open Doors since 2011 from data reported by 10 or 11 countries from
Project Atlas
• Anglophone countries –UK followed by Canada --provide the largest
number of full degrees to U.S . students (Open Doors 2013)
 UK 17,445 degrees
 Canada 9,300
• Non- Anglophone countries show the highest rate of growth since
2009/2010
 China 46% (2,435)
 Germany 24%
 Netherlands 9%
 France 8% (tied with UK at 8%)

6. DISTRIBUTION OF DEGREES
New Frontiers: U.S. Students Pursuing Degrees Abroad,
p.7.

7. GROWTH OF ENGLISH-TAUGHT MASTER’S
PROGRAMS
42% increase in
Master’s taught
fully in English
and 19%
increase in
Master’s partially
taught in English
from end of 2011
to June 2013
*English-Taught Master’s Programs in Europe: A 2013 Update, page 4.

8. ENGLISH-TAUGHT MASTER’S DEGREES
*English-Taught Master’s Programs in Europe: A 2013 Update, page 5.

9. WHY A MASTER’S FROM ABROAD?
• Many are for one calendar year
• Often more economical than a Master’s in the U.S . due to low tuition,
less time to degree, and local subsidies
• Can provide international experience as well as a targeted focus often
related to career path
• Many choices for non-professional degrees. Most MAs degrees taken by
U.S. students abroad are in the humanities in social sciences.
• Funding opportunities for Master’s level studies
 Major U.S. scholarships, e.g., Rhodes, Marshall, Gates, Rotary, Fulbright
 Scholarships offered by countries DAAD, Australian Awards Scholarships,
MAASA for Israel etc.
 Federal Loans possible at some institutions

10. AVAILABLE FIELDS OF STUDY
*English-Taught Master’s Programs in Europe: A 2013 Update, page 9.

11. FIELDS OF STUDY FOR U.S. STUDENTS
Includes seven countries
(30,925) that report
students by field of study.
The countries are
Australia, Denmark,
France, Ireland, Japan,
Malaysia, and the UK.
New Frontiers: U.S. Students Pursuing Degrees Abroad, p.9.

12. IMPLICATIONS FOR EDUCATION ABROAD
• Master’s degree as part of the regular portfolio of international
educational opportunities
 Blended into undergraduate study abroad (Brown 4 +1)
 Master’s degrees and scholarships offered by institutional partners for
undergraduate study abroad (e.g. Sciences Po)
• Re-entry sessions
 Need to provide students with information on an increasing number of
opportunities sometimes with a very specific focus (Heinrich Boll Scholarship) or
Rotary Peace Fellowships and on funding that may be targeted to certain
populations of students (e.g., students from developing countries or for non-EU
students)
• Postgraduate fellowship advising
 Master’s degrees within established scholarship programs (e.g., two one-year
Master’s for Marshall or new options to earn a Master’s degree through Fulbright)
 Rise of new type of Master’s degrees with curricula focused on a global audience
and intentionally interdisciplinary (Schwartzman Scholarships and Yenching
Academy)

13. SOURCES
Belyavina, Raisa, Jing Li, and Raijika Bhandari. New Frontiers: U.S.
Students Pursuing Degrees Abroad, New York: Institute of International
Education, May 2013.
Brenn-White, Megan and Elias Faethe. English-Taught Master’s Programs
in Europe: A 2013 Update, New York: Institute of International
Education, September 2013.
Open Doors 2012: Report on International Educational Exchange. New
York: Institute of International Education.
Open Doors 2013: Report on International Educational Exchange. New
York: Institute of International Education.
West, Charlotte. “Degrees of Distinction,” International Educator , March-
April 2012.

14. Thank you!
NANCY KANACH N.KANACH@PRINCETON.EDU

15. ISRAEL: ONE YEAR
MASTERS PROGRAMS
“The International MBA has a challenging curriculum
that is international in scope, intimate in scale, and
designed for success in the new millennium.
 1 year program with classes on
Monday afternoons and Friday mornings
•Opportunity to combine work with
studies
•Program includes a study tour abroad
•Longest running English MBA in Israel
(established in 1997)
•Affordable tuition fees
•Early admission scholarships and
payments over three years”
International Degree Programs
Taught in English
Targeted at international students
Strong on field experiences, practica
Bar Ilan
University

16. ISRAEL: ONE YEAR
MASTERS PROGRAMS
University of Haifa Tel Aviv University
University of Haifa
MA in Archeology and History in the Land of the
Bible
MA in Conflict Resolution and Mediation
MA in Environmental Studies
MA in Israel Studies
MA in Middle Eastern Studies
MA in Migration Studies
MA in Political Science & Political
Communication
MA in Security and Diplomacy Studies
MA in Crisis and Trauma Studies
MA in TESOL
Emergency and Disaster Management EMPH
International LLM
International MBA
MA in Art Therapy
MA in Child Development
MA in Diplomacy Studies
MA in German and European Studies
MA in Holocaust Studies
International Executive MBA
MA in Israel Studies
MA in Prehistoric Archaeology
MA in Peace and Conflict Management
MA in Patent Law
MA in National Security Studies
MBA in Risk Management and Insurance
MA in Maritime Civilizations

17. ISRAEL: ONE YEAR
MASTERS PROGRAMS
Hebrew University
MA in Government : Diplomacy and Conflict Studies,
Counter-terrorism and Homeland Security
MA in Financial Economics
MBA in Entrepreneurship and Innovation
MA in Nonprofit Management and Leadership
MA in Islamic and Middle Eastern Studies
MA in Israel Studies: Politics and Society
MA in Jewish Education
LLM in Human Rights and International Law
MA in International Business Law and
Intellectual Property
IDC Herzliya
Technion
The “Startup” MBA
Hebrew University

18. UK MASTER’S DEGREES - OVERVIEW
• One year full-time – MA, MSc, MRes
• Learning hours and credits
• Entry requirements and applications
• Tuition fees and funding

19. UK MASTER’S DEGREES INTERNATIONAL STUDENTS
2003/04 – 2012/13 (HESA)
Enrolment Trends
• 56% increase 2003/04 -
2010/11
• Top five sending countries
China
India
Nigeria
USA
Germany

20. UK MASTER’S DEGREES US STUDENTS 2003/04 –
2012/13 (HESA) OVERALL NUMBERS AND SUBJECTS

21. UK MASTER’S DEGREES US STUDENTS 2003/04 –
2012/13 (HESA) GENDER AND AGE DISTRIBUTION

22. INTERNATIONALIZATION STRATEGIES
• The UK has shown great success in positioning itself as a global leader in higher
education and international students now form an integral part of the higher education
system.
• Developments linked to UK HEI internationalization strategies to guide and develop
activities in this rapidly changing environment, where education is not just seen as an
international activity but an international priority.
• Linked to broader changes in mainland Europe – Bologna Process to ensure greater
compatibility of higher education frameworks across Europe.
• Erasmus Mundus Joint Master’s degrees
• Erasmus + Master Degree Loans

23. UK MASTER’S DEGREES – BENEFITS
• Develop global citizenship
• Expand professional networks
• Affordability
• Enhanced employment prospects

24. COLUMBIA UNIVERSITY AND SCIENCES PO
JOINT 5-YEAR BA/MA PROGRAM
Program overview:
Three years of study at Columbia
Followed by two years of study at Sciences Po;
Upon completion students receive a Bachelor’s Degree from Columbia
University and a Master’s Degree from Sciences Po (Le Diplome)
Main areas of concentration for the Bachelor’s Degree: any liberal arts
(primarily humanities and social sciences)
Main areas of concentration for the Master’s Degree: Public Affairs,
International Relations, Economics, Law, Marketing, Finance, Human
Resources, Urban Studies

25. BACKGROUND TO THE PROGRAM
Previous undergraduate exchange agreement between Columbia
University and Sciences Po.
Undergraduates studying at Reid Hall for a semester or an academic year
enroll directly in Science Po courses in French
Undergraduates from Sciences Po come for either the semester or the
academic year to enroll directly in undergraduate courses at Columbia
College
Desire of both institutions to build upon that existing international mobility
Allow Columbia students to build upon their liberal arts education and
obtain a focused more professional degree in Public and International
Affairs.
Begun in AY 2002-2003

26. ELIGIBILITY REQUIREMENTS BY END OF JUNIOR
YEAR TO BE CONSIDERED FOR ADMISSION
Completion of 5 or 6 semesters of college-level French
Completion of all Columbia College Core requirements
Completion of a major or concentration
Completion of 93 points towards graduation
A minimum GPA of 3.5
Additional Requirements depending upon program of study at Sciences Po
Successful passing of DALF C@ exam
Successful passing of the TCS exam of 500
Approval into program based on interviews by joint selection committee

27. Sophomore Year
Fall: initial
advising
Spring: application
submission,
initial interview,
provisional
admission,
specialized
advising
Junior Year
Fall: successful
DALF exam,
current
transcript review
Spring: second
interview,
finalizing of
admission,
online
application to
Sciences Po
APPLICATION TIMELINE

28. Junior Year:
Students work
towards completing
their major at
Columbia
Senior Year:
Students enrolled at
Columbia but begin
Masters study at
Sciences Po;
credits transferred
back to Coumbia.
Finish Bachelor’s
degree while
abroad. Students
pay tuition to
Columbia but
housing fees to
Sciences Po
PROGRAM CURRICULUM

29. PROGRAM CURRICULUM: YEAR FIVE
Students no longer enrolled at Columbia
Continue on their coursework to complete their Master’s Degree at
Sciences Po
Pay tuition directly to Sciences Po.

30. 3.5
3
2.5
2
1.5
1
0.5
0

31. 100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
AY 10-
11
AY 11-
12
AY 12-
13
AY 13-
14

32. WHAT HAPPENED?!?
Need for early identification at odds with liberal arts education
Eligibility requirements stringent (language especially)
Students wish to be a part of a senior cohort in their major on campus
Desire for shorter term global experiences
Desire to work before returning to graduate school
Monetary concerns about international degrees and how to finance them
Need for selection of graduate degree without experience to inform that
decision
END RESULT: PROGRAM ENDED IN 2014

33. LESSONS LEARNED
A robust undergraduate exchange agreement doesn’t translate into a
successful BA/MA program
Understanding the life cycle of an undergraduate is essential to creating a
structure for any kind of joint undergraduate/graduate degree
Our students’ intellectual and professional ambitions are always evolving
as is the financial environment around them
Using failure to find other ways to succeed (joint BA/BA program with
Sciences Po and the School of General Studies)
More research needs to be done on how to make joint programs such as
this sustainable