The Guardian asked Paul for his thoughts on the effects of the higher fees – now that it has emerged all universities will charge at least £6,000 – on the number of British students going abroad for their education, and how universities overseas are responding to the increase in demand. They quoted him as saying:

“Meanwhile, it has emerged that overseas universities are redoubling their efforts to recruit English students to their universities.

Paul Loftus, managing director of i-studentgroup, which helps universities in the UK, Australia, Canada, the US and New Zealand with their recruitment, said foreign universities were targeting the UK. “If overseas universities haven’t started lifting their recruitment efforts to try to get British students, they are now.”

Loftus said more British students than in the past were considering going abroad for university, in part because of higher fees. “Although the Australian dollar is strong, many British teenagers are enrolling on courses in Australia, Canada and New Zealand in particular.” ”

To see the full article, please click here.

For more information about studying abroad, please see the i-studentgroup website

As universities announce their proposed fees for 2012 under the new tuition fees rules, it is becoming clear that government calculations were not quite right. With most universities choosing the highest fees of £9,000 – which the government predicted would only be in “exceptional circumstances” – the average fees now stand at nearly £8,700, compared to the £7,500 predicted by the government. This equals bad news in terms of finance, with the government having to provide more money for loans than they had calculated for, resulting in an estimated shortfall of £450m by 2014. This could lead to a reduction in the number of student places, or further cuts to teaching grants.

The high fees are also feared to push UK and EU students to choose to study elsewhere in the world or on distance learning courses, resulting in lower students numbers. Universities are therefore looking for other ways of funding, and appear to have high hopes for the income from non-EU international students – which is often used to subsidise home students, with high international fees with no cap. There are also no government limits on the number of non-EU student places at universities, unlike for UK and EU students, which are limited to minimise the cost to the taxpayer (their fees are subsidies by taxes). In 2010, the income from non-EU student fees in UK higher education stood at 9.6% of the total income (£2.1 billion).

However, with the recent changes to student visas feared to put off international students and increased competition from other nations – not to mention between UK universities -some have said these hopes are unrealistic. The numbers being predicted include plans to raise non-EU international student numbers by up to 100% over the next four years in some cases. According to Times Higher Education (THE), the University of Exeter if planning a 73% increase in non-EU undergraduates between now and 2014, with Durham University planning a 79% rise.

THE reports that Les Ebdon, chair of  Million+ -  a university think tank with a membership of mainly newer universities, many of which used to be polytechnics – said: “Every (institution’s) strategic plan includes losses of money on home students and a massive increase in international students. (Hefce) says it is unbelievable. It is unlikely the numbers would increase by the amount people are predicting. However, the Higher Education Funding Council for England (HEFCE) declined to give an official comment until they have reviewed the universities’ long-term financial plans, which were due last week.

The plans by universities will be good news for non-EU students, and will likely result in more offers for them in UK universities especially as, although they have been tightened, the new student visa rules are not as restrictive as first feared. However, it may not be such good news for UK and EU students, though a spokesman for the Durham University said: “Increasing the number of international students is not at the expense of UK/EU enrolments. Regrettably the number of UK/EU students we can accept is capped by government”. He also explained: “We receive far more highly qualified UK/EU applicants than Government allows us to admit and we would like a change in Government policy on this.”

To find out more about studying in the UK, see i-studentadvisor’s UK guide.

The Russell Group, which represents 20 of the UK’s top universities including Oxford and Cambridge, recently sparked controversy with it’s new guide, Informed Choices, to help students choose A levels in preparation for university. Some, including the British Journal of Photography (BJP), felt that the guide has attacked so-called ‘soft subjects’ and accused the Russell Group of short-sightedness.

The guide warns students considering taking more than one ‘soft’ subject – usually courses that are vocational or practical based such as art, music or business studies- that “some caution may be needed” and encourages students to take two or more A level qualifications in ‘hard’ or ‘facilitating’ subjects such as English, maths and the sciences in order to have “a much wider range of options open to you at university”. They also state that general or critical studies should only be taken as an additional subject and not be one that students rely on for entry requirements.

But in an article the BJP editors, and the photography lecturers they spoke to, argued that it was absurd to consider some subjects as ‘soft’ and that these subjects could teach students independent thinking and creativity. However, although it may be aggravating to those involved in the ‘soft’ subjects it should be considered that this is not a new categorisation created by the Russell Group; the grouping of subjects as ‘soft’ and ‘hard’, whether correct or not, has been a persistent problem.

The BJP also pointed out the need for encouraging students to take up arts and humanities subjects, especially after government cuts meant a withdrawal of funding for these courses in the university sector. At a time when unemployment is high and university fees are set to increase, there are already fears that students will not take creative/humanities subjects, instead opting for subjects they think can lead to a specific job. There may be a worry that the Russell Group’s guide may discourage students further from taking a broad range of subjects, instead promoting the traditional ‘hard’ ones.

The guide could be of great use to students considering their post-16 study choices, though some of it’s recommendations may not sit comfortably with some. For example, the guide states: “By choosing facilitating subjects at advanced level, you will have a much wider range of options open to you at university. An advanced level qualification in any facilitating subject will keep open to you a number of degree courses” and also states that choosing non-facilitating subjects doesn’t increase your options at university.

Whilst this may be true in some circumstance, evidence shows that a majority of courses do not require specific subjects and will consider most subjects, whether ’soft’ or ‘hard’. Recent research titled ‘A level subjects: What universities want’ by The Guardian showed that many universities do not require or discount specific subjects, with the exception of general studies which some of the universities involved said could not be part of the entry requirements. Most outlined that for some courses specific A levels may be needed but this is not ‘hard’ or ‘soft’ based; i.e. whilst engineering may require a ‘hard’ subject such as maths, other subjects such as art will require a ‘soft’ qualification such as A level art.

For example, in the research Canterbury Christ Church University said: “We do not differentiate between A-level subjects and accept general studies. However, for some programmes a specific A-level or equivalent is required, eg a music A-level for the music degree, art for our fine art degree programme and most of our science programmes require at least one science A-level.”

City University London also said: “General studies is the only A-level generally excluded. Having it would not damage their chances of winning a place, as long as there was sufficient preparation elsewhere on the form.”

In any case, students should make sure they are aware of the requirements for the courses and universities they are interested in. If you are unsure of what you would like to study at university, you should try to keep your options as wide as possible and study subjects that may be required for subjects you think you might want to study.

To see the Russell Group Informed Choices guide, click here. To see the The Guardian’s ‘A levels: What universities want’ click here.

What do you think about the categorising of subjects as ‘soft’ and ‘hard’? Have you taken an A level subject that you don’t enjoy in order to have better qualifications? Let us know your thoughts.

The figures, which have been considered shockingly low, were obtained by Times Higher Education under the Freedom of Information Act and reported yesterday. The review was largely based on an opinion survey carried out by Opinion Leader, in which parents and students were questioned about various aspects of education, including fees and grants. This opinion survey cannot currently be viewed by the public. There was also some basic data taken from UCAS.

The low research budget of the Independent Review of Higher Education Funding and Student Finance, which was led by former BP Chief Executive Lord Browne and published in October last year, will come as a shock to many considering the huge impact the changes will have on future students.

The review proposed higher fees, which will be implemented for the academic year 2011/2012, stating that HEIs (higher education institutions) “must persuade students that they should ‘pay more’ in order to ‘get more’” (pg. 4) and that competition between institutions will increase quality. Whether those new university students will ‘get more’ is debatable, considering that spending cuts have seen universities’ teaching budgets cut by 40% and arts and humanities courses will have most of their state funding for teaching withdrawn.

Many, especially those who will be most affected by the education reforms, may be angered about such low spending on research that has seen such a huge change in higher education.

Are you going to be affected by the new reforms? How do you feel about this news? Do you think the government should have spent more on research? Let us know your thoughts.

Maastricht University, Holland, offers many courses in English and over 44% of its students are from abroad. It claims to be the most international school in the Netherlands. Yet the Universities and Colleges Admissions Service (UCAS), which handles the majority of UK higher education application, refuses to allow Maastricht University, and other similar institutions in Europe, to be on the application system and allow UK students to use UCAS to apply there. The university has responded by threatening to take the UK government to court, although the government say they are not responsible for UCAS.

So why are UCAS so reluctant, despite being faced with court action? It seems that it would make sense to allow European institutions on the system. There is a shortage of university places in the UK and thousands of students are left disappointed each year. Open up the UCAS application system to European institutions as well as those in the UK would allow this overspill of students could have other options.

Studying in Europe allows UK students to have an international education without paying the hefty international fees associated with travelling further afield. It is not necessarily that studying elsewhere would be cheaper – although in some countries such as Spain, France and Germany, tuition fees can be below £1,000 a year – it’s also that an international education can offer some an exciting alternative to the normal UK route. Many courses around Europe are now taught in English, making it easier than ever. Add to this the dissatisfaction over rising UK tuition fees, plus direct, fast transport (Maastricht university is just a three-hour train ride from London) and all of a sudden an education in Europe seems a tempting proposition.

Perhaps this is why UCAS are reluctant to allow European universities onto the application system; for fear that UK students will no longer consider a UK education ‘the norm’, but rather one of many other options. At the moment, students may feel daunted by the process of applying to institutions abroad and opt for a UK university as the easier option.

It’s not that UK students should not be applying to UK institutions, but rather that they should have a choice. In an age of globalisation and the European Union, it seems that an international education should be as easily available as say, international travel. Especially when UK institutions are struggling to give everyone the university places they want and need.

PM David Cameron recently claimed that they were doing “everything possible” to encourage new business start-ups and said: “The future of our economy depends on a new generation of entrepreneurs coming up with ideas, resolving to make them a reality and having the vision to create wealth and jobs”.

Despite this belief, no-one actually knows how many graduate entrepreneurs there really are; official graduate employment numbers do not take into account students who have started their own business. The key statistic used about UK graduates is the Destinations of Leavers of Higher Education (DLHE), published each year by the Higher Education Statistics Agency (Hesa). However, this only  details the number and percentage of students employed full-time and part-time, doing internships or voluntary work  and those who are self-employed or freelance. Most entrepreneurs would come under this last category, but universities are complaining that without a specific category, the work to encourage entrepreneurship is not being represented fairly, especially in those universities specifically focused on developing entrepreneurs.

But, as of yet, no such category exists. This is despite universities doing more and more to encourage  entrepreneurship, with many offering societies and opportunities for both students  and staff. The National Council for Graduate Entrepreneurship recently revealed that student engagement with these opportunities has risen 50% since 2007. The DLHE has also seen a 46% increase in the number of graduates describing themselves as self-employed or freelance.

This could be due to a lack of job opportunities for graduates, or could be a reaction to success stories such as Mark Zuckerburg (the creator of Facebook) and Napster creator Shawn Fanning, plus reality TV shows such as The Apprentice and Dragon’s Den that make starting a business seem a reality rather than just a dream.

Until there are specific statistics, we cannot know how many graduate entrepreneurs there are. However, hopefully in the next few years we can expect a whole host of new inventions and businesses and, perhaps, a boost to the economy.

The report, carried out by the National Foundation for Educational Research on behalf of the government, was a five-year study tracking 8,000 A-level students. It found that a state-educated student with the grades BBB is likely to perform as well in their university degree as an independent or grammar school pupil with AAB.

This research, however, is not the first to show that students from state schools fare better at university. In July of this year another study compared the degree results of privately and state-educated UK students with similar backgrounds  and also found that those from state schools were more likely to get a higher degree.

So why do state school students do better? Researchers have suggested that privately-educated students have much more preparation and help during A-levels and university applications and are being pushed to their limits, in comparison to those at state schools who might not be achieving their full potential.  Therefore, those who get good grades without such help and coaching are likely to have more ability in the first place.

Lee Elliot Major, research director at the Sutton Trust, told The Guardian:  “Independent and grammar school pupils are getting lots of support – they’re being pushed to their limits, whereas with comprehensive pupils they aren’t fulfilling their full potential, and this shows up at degree, where they fly”.

Another possible reason is that pupils in state schools are used to having to work on their own and having less individual attention due to larger class sizes, which are also often part of university life.  When they transfer to university, they are used to the large amount of independent learning and self-discipline required, whereas those who have been continually helped and focused-on in a private education might struggle with having to do it alone.

What do you think about the results of these reports? Do you agree? Let us know your thoughts.

The group will forge mutually beneficial links between Canada and one of the world’s most dynamic economies. The visit was organised by the Association of Universities and Colleges of Canada (AUCC) and includes 15 presidents from universities across Canada.

Over the course of seven days, they will participate in a series of targeted meetings with Indian educators, government officials and business leaders. The first major event will be a roundtable of Canadian and Indian University presidents to be joined by the Honourable Gary Goodyear, Canada’s Minister of State (Science and Technology) and India’s Minister of Human Resource Development, the Honourable Kapil Sibal.

Another key occasion will be the delegation’s participation in the higher education summit organised by the Federation of Indian Chambers of Commerce and Industry. They plan to return to Canada with deeper connections that will lead to creative cooperation agreements, and leave behind an enhanced profile of Canada as a key player in the global knowledge economy.

Canada has been moving aggressively in recent years to step up cooperation with India, and the two countries have signed agreements in a number of areas, including in higher education. There are enormous potential benefits in this sector, and the mission is a coordinated attempt to tap into that potential.

“In this age of globalisation, it will be the formation of super-partnerships, rather than single superpowers, that will lead the way,” adds Dr. Indira Samarasekera, President of the University of Alberta who is also joining the delegation for a portion of the mission. “With a focus on education, energy, and entrepreneurship, Canada and India can lay the foundations of a formidable super-partnership.”

“Next year, 2011, has been designated Year of India in Canada,” notes Mr. Rana Sarkar, President and CEO of the Canada-India Business Council. “As they get to know India better, we hope Canadians will recognise the breadth, depth and permanence of the economic changes happening there, as well as its potential. In that context, more cooperation can only benefit both countries.”

The following universities are representing in India:

• University of Manitoba
• Wilfrid Laurier University
• University of Ontario Institute of Technology
• University of New Brunswick
• OCAD University
• Royal Roads University
• Saint Mary’s University
• Vancouver Island University
• Thompson Rivers University
• University of Regina
• University of British Columbia
• Dalhousie University
• University of Saskatchewan
• Queen’s University
• University of Alberta

To learn more about living and learning in Canada, why not read the i-studentadvisor Canada issue.

The report, which was commissioned to reflect on the impact of the economic crisis on higher education throughout the continent, found that many governments have made significant cuts to funding for higher education and there are fears in many countries that further cuts are on their way.

The report states that there have already been major cuts in Latvia, Italy, Romania, Lithuania and the UK, among others. In other countries, although there have been no cuts, governments have discarded previously made agreements to increase funding. In some cases this could leave some universities with 15% less funding than they had been expecting.

“Only a small number of European governments have upheld their commitments or indeed provided new investments to fund higher education,” the EUA says.

However, there is some good news. In Germany and France, funding for higher education increased by as much as 5%. The report has also opened the debate into the nature of funding for universities. In many countries the possibility of private funding for universities is being discussed for the first time. In Scandinavia for example, opinion has always been strongly in favour of total public funding for universities but the option of private funding is now being considered.

It is hard to tell how the economic crisis will affect universities in the long run but it is clear that higher education institutions play an integral role in helping to steer countries back to prosperity. The EUA believes that an increase in funding will benefit us all in the long run.

The Australian government is providing $27.8 million over the next three years towards the construction of the new school, which will allow postgraduate medical students from the Northern Territories to avoid needing to relocate to Adelaide to complete the first two years of their degrees. Aspiring doctors from the Northern Territories will soon be able to study all four years of the course closer to home.

Speaking in Darwin on Friday, Warren Snowdon (Federal Minister for Indigenous, Rural and Regional Health) said:

“If we can (give people greater control of their local hospitals) and along with looking at addressing workforce issues and primary care issues, we will make a significant improvement to the health care of all Australians, but particularly those people in the Northern Territory.

When students train remotely, wherever it is, they’ve had a very good experience as a student and they generally go back and perform better than their city counterparts in the examination context and more and more of them are coming to work in the bush.”

Government officials expect the school to educate around 40 medical students per year, with the first graduates entering the workforce in 2015.

For more information on studying in Australia, read the latest i-studentadvisor Australia guide.