AS OVERSEAS EDUCATION BECOMES THE NORM RATHER THAN THE EXCEPTION, INDIA RISES AS ONE OF THE TOP SOURCE COUNTRIES FOR INTERNATIONAL STUDENTS.

“There ain’t no mountain high enough, there ain’t no valley low enough …to keep me from getting to you.” That was Marvin Gaye’s timeless classic in the late 60s, which was later immortalized by Diana Ross. It could well be the mantra of today’s fast increasing ambitious youth who, in their quest for global seamless education, are on the move internationally more than ever before. To get a sense of the numbers involved, the United Nationals Educational Scientific and Cultural Organization (UNESCO) pegged the figures of those who were studying abroad at 2.4 million – that’s an increase of 50 per cent from 1.6 million in 2000 – and the figures are doubling every three years. Knowledge obsolescence has sped up and so has the need to acquire lifelong education. Along with that, the rapid economic growth and expansion in India and ChinA has prodded ambitious corporate majors to peg for better equipped employees and they want them younger too. It comes as no surprise then that students that were earlier willing to move only for a post graduate degree (Master’s and Doctoral) are today keen to seek graduation (Bachelor’s) overseas provided it gets them a plum job.

According to UNESCO, over 40 per cent of the internationally mobile students were from Asia, with China accounting for 16 per cent at 3, 94,659 (figures exclude Hong Kong) and India accounting for six per cent at 1, 39, 321 as the top two source countries. While Chinese and Japanese students are uniformly spread across the western globe, for Indian students the Promised Land is clearly United States with its plethora of Ivy League universities and range of academic programs. Of the 1, 23, 000 Indian students that are studying abroad, more than 76,000 are in the US alone. Close to 42,500 are in Australia

– which is practically double of the number last year. In terms of ratios, one in every two Indian students bound for the overseas education is headed to the US. One in every four go to the UK and to Australia. If the sheen refuses to rub off American colleges, it’s because of the outstanding quality of education that American colleges offer. The fact is that a majority of the colleges that figure on the prominent rank-lists of different publications are from the US. However, it must be conceded that a rank cannot capture all the complexity and richness of any school. All schools would regard themselves the best, so by definition, some of them have to be wrong. Even then, they are a useful way to draw attention to the schools that are not so well-known but could still be more suitable for a student than a better known school.

Recent studies have shown that rankings no longer figure so prominently in the list of priorities for students who are making choices about their higher education destinations. Students might look at them but there is little evidence that they are heavily influenced by the rankings. For students, it is important to look at the criteria that have been used to arrive at the various rankings and whether these criteria are an important consideration for them. Students should use the data in rankings to develop their own customized ranking list. Rankings should inform one’s thinking and not think for the student. Look up things like source of data, size of the institutional pool surveyed to draw comparisons, the methodology of the rankings, the variety of parameters on which the ranking has assessed the college like campus life, placements, employee appraisals and to get things into clearer perspective.

MAKING THE BIG DECISION
DECIDING TO STUDY ABROAD IS JUST THE TIP OF THE ICEBERG. IT’S THE OTHR DECISIONS – THE WHERE, WHAT, AND HOW, THAT CAN BE EXHAUSTING FOR MOST STUDENTS
It doesn’t take much to figure out if you want to pursue your education overseas. The experience in itself is exciting enough to lure most. However, the tougher part is what comes thereafter. Deciding ‘where to go’ – as students invariably discover – is infinitely tougher than deciding ‘whether to go’. In a world spoilt by choices, the task of zeroing in on the right country, university and most importantly, the right course can be a harrowing experience. Understandably so, since the implications of the decision are incredibly profound, a wrong decision could mean millions of rupees down the drain and the right one could set you sailing across the seven seas of success.

A common misconception among students is that there is a definite list of good and bad colleges that apply to everyone. They fail to see the fine distinction between what’s best and what’s best for them. Ideally, students should do an analysis of their own aptitude and expectations and then match them with what the college is offering. The importance of being properly informed, both about the destination college and your own aspirations, cannot be overstated. Here’s a simple strategy that would take you through the daunting task with relative ease.

Choosing the right course :
Be it fashion, choreography, communication, law or pharmacy, there is sure to be a course to meet your calling – it’s only a matter of looking at the right places to find out where. Selecting your college without taking a call on what course you want to do is like putting the cart before the horse, but few students acknowledge that.

The key to clear thinking is to know what course you want to pursue. For this, it is essential to have clear career goals as well as educational goals. Often, this is missing among students, as they are ambiguous about what they are really looking for. It is only when you have these two right that you can be precise in choosing what you want to study.

What makes this situation even worse in India is the general herd mentality that persists amongst parents and students alike. Most students don’t put much thought into what interests them but choose to go for subjects like MBA, engineering and medicine that are traditionally perceived to be subjects that offer ‘good career scope’. Further, they are alien to an eclectic educational system that exists in countries abroad and seldom utilize the option of combining a traditional degree with varying subject electives. Students also fail to make use of the many niche vocational courses that are available in foreign universities. However, now with an ever-increasing number of students opting for foreign education, there has been a dramatic rise in the various sources of information available as well as counselors who can help with these decisions.

Students fresh out of school are often the most confused about the direction they want their career to take and consulting professionals at this crucial stage is indeed desirable. A lot of students are very confused about what they want to study. In such cases, they should speak to counselors and not make a hasty decision. Counselors speak to students about their likes, dislikes and interests and tell them what careers they are suited for. Counselors get students to discuss their aspirations and match them with their skill sets to give them a realistic evaluation of their career options. Counselors suggest to students that they should visualize where they want to be 15 years from now and then advise them on the options they have to get there.

Another commonly used measure is the aptitude tests that counselors ask students to take. Based on the results, they provide an analysis about the abilities of students and the career path that is best suited for them. Many such tests are also available online to give the students a nudge in the right direction. However, aptitude tests can often have negative repercussions on young minds. By pointing the student in one direction, these tests close their minds to other career avenues for which they might develop an aptitude later.

Choosing your college :
Students should always substantiate advice with their own independent research to be on the safe side.

Once students know what area interests them, the next step is to shortlist courses that meet their needs. All recognized foreign colleges have a web presence and course details are listed on the websites. After this process, students are able to decide what career interests them and shortlist universities that meet their educational needs. However, this is just the first rung in the ladder and the cumbersome task of analyzing the strengths and weaknesses of these institutes has to be taken up hereafter to gauge which one is best suited.

Choosing the right college :
It doesn’t have to be Harvard, Oxford, Cambridge or Yale for you to remember it. Any college you pursue your education in will become an irreplaceable memory, and an important factor in shaping your life.

When deciding on a college, the oldest and most common debate continues to be brand versus course. Students often forego their choice of subject in order to get into a ‘branded’ institution because they feel it enhances their job opportunity and looks good on their resume.

Parents, more than their children, get stuck on the name and repute of their college. They are simply not open to experimental courses and new institutions. There is near consensus amongst counselors that this kind of thinking can prove to be detrimental to the career interests of students. The important question to ask is whether an employer looks at you or your institution while recruiting. Harvard graduates are recruited because they have the skills to get into Harvard, not because they have a degree with the college’s name on it. So it is important to hone your skills and not worry about the college reputation. Thus, the ranking of individual universities should not become the guiding light for students.

There are many different criteria, which can be used for evaluating colleges. One man’s meat is another man’s poison. Each student has a variable selection process and each institute has its own distinguishing features. So the assessment of which college is right is very individual and varies for each student.

Students need to look at two main areas when they do their comparative assessment of colleges. The first and the more important of the two is the academic strength of the university and the extent to which it meets the student’s requirements. This basically includes the availability of a suitable course, the departmental ranking vis-à-vis other universities and infrastructural provisions.

Each university has departments for which it is known and those which aren’t as prominent. One wouldn’t study literature at the Massachusetts Institute of Technology just as one wouldn’t look at Oxford for a degree in fashion. Also, it is important to take a detailed look at the course content – this is given on the college website – to see if it interests you. Aside from the academic reputation of the college, students should look at the availability of the infrastructure like labs, computers and research facilities, which they require for their education.

Second, students should assess whether a college meets their personal requirements. There are a number of aspects that need looking into. Students can refine their search for the right institution by checking for basic criteria like geographical location, international student community, social and financial support networks and social clubs.

Since studying abroad is as much about the education as it is about the experience, recreational needs should not be discounted in their importance. Entertainment, as a part of education, is very significant. It is a part of the learning process. When in college, students don’t just learn, they also live and so that factor needs to be accommodated. Aside from the recreational activities, students also need to look at the cost of living, accommodation options, sports, and alumni experience.

There is no denying the fact that choosing the right college requires a lot of time and consideration. There are many facets of college life that one can look into. However, the amount of weightage that each of these factors deserve depends on the students priorities and cannot be generalized. If you like to participate in a classroom discussion, you should go in for a university with smaller class size and a higher teacher-student ratio. However, if you like to keep a low profile, you can opt for a college with larger classes and little scope for detailed discussions.

Choosing the right country :
Counselors often argue that deciding on the course is the first rung in the ladder to overseas education. However, the fact remains that many students are guided by the opportunities that different countries provide. For this reason, students prefer a US or UK based education because of the work options available post course completion. There are a host of other factors that can also be looked into.

Unlike popular perceptions, students tend to look at the practical aspects rather than the educational ones when they decide on the destination country. For example, factors such as the presence of relatives and friends in close proximity, cost of living proximity to India, cultural norms, travel costs and migration possibilities and the ease of getting visa.

Besides the practical aspects, the cost incurred by the student is the biggest consideration. The US is undoubtedly a premier educational destination with the costs of studying there having come down because of the appreciation of the rupee against the dollar. Further, there are several American colleges where costs are relatively low. Another factor is ‘familiarity.’ This could be translated in terms of presence of relatives or a large presence of Indian students as is the case in countries like US and UK that are traditional favorites for Indians. From Bollywood films to street food and temples, you find everything here and this adds to their appeal. Students choose to study abroad for the cultural experience that moulds their future. These are years one doesn’t forget so it’s important to make sure they are fun. For this reason, places like New Zealand and Australia find their takers among students who value adventure sports and scenic locations.

This entire process, of making the big decision, may seem cumbersome factors to consider and so many choices to make. But there is a lot of help available from consultants and counselors. Making this choice is not so mammoth a task anymore.

RANKINGS :
Following is the message from the well – known Peterson’s that is a major American publisher of books on colleges and universities.

“College rankings make for good press -- but that's all.

Despite many people's attempts to quantify colleges according to certain characteristics, responsible educators agree that those characteristics do not add up to any meaningful measures of quality or excellence. Further, publishing such misleading information and making a national event of it encourages colleges to shade the truth and to focus on the wrong factors in accepting students. For example, instead of accepting a wonderful trombone player who might have an average SAT score, colleges are pushed to accept students for no better reason than high test scores, regardless of any other qualities.

Ranking, in addition to being statistically impossible, distorts the entire admissions process. Every student is an individual with individual needs in regard to friends, campus atmosphere, faculty attention, and available facilities. What is a great college for one student can be a disaster for another.

Peterson's does not believe in college rankings.”

LETTER FROM STANFORD UNIVERSITY
The following is a letter from Dr. Gerhard Casper, President of Stanford University, to
James Fallows, editor of U.S. News & World Report, questioning the validity of rankings.

Mr. James Fallows
Editor
U.S. News & World Report
2400 N Street NW
Washington, DC 20037

Dear Mr. Fallows:

I appreciate that, as the new editor of U.S. News & World Report, you have much to do at this moment. However, it is precisely because you are the new editor that I write to you, personally.

I emphasize you, because of your demonstrated willingness to examine journalism in the same way that journalism examines all other facets of society. And I say personally because my letter is for your consideration, and not a letter to the editor for publication.

My timing also is related to the recent appearance of the annual U.S. News "America's Best Colleges" rankings. As the president of a university that is among the top-ranked universities, I hope I have the standing to persuade you that much about these rankings - particularly their specious formulas and spurious precision - is utterly misleading. I wish I could forego this letter since, after all, the rankings are only another newspaper story. Alas, alumni, foreign newspapers, and many others do not bring a sense of perspective to the matter.

I am extremely skeptical that the quality of a university - any more than the quality of a magazine - can be measured statistically. However, even if it can, the producers of the U.S. News rankings remain far from discovering the method. Let me offer as prima facie evidence two great public universities: the University of Michigan-Ann Arbor and the University of California-Berkeley. These clearly are among the very best universities in America - one could make a strong argument for either in the top half-dozen. Yet, in the last three years, the U.S. News formula has assigned them ranks that lead many readers to infer that they are second rate: Michigan 21-24-24, and Berkeley 23-26-27.

Such movement itself - while perhaps good for generating attention and sales - corrodes the credibility of these rankings and your magazine itself. Universities change very slowly - in many ways more slowly than even I would like. Yet, the people behind the U.S. News rankings lead readers to believe either that university quality pops up and down like politicians in polls, or that last year's rankings were wrong but this year's are right (until, of course, next year's prove them wrong). What else is one to make of Harvard's being #1 one year and #3 the next, or Northwestern's leaping in a single bound from #13 to #9? And it is not just this year. Could Johns Hopkins be the 22nd best national university two years ago, the 10th best last year, and the 15th best this year? Which is correct, that Columbia is #9 (two years ago), #15 (last year) or #11 (this year)?

Knowing that universities - and, in most cases, the statistics they submit - change little from one year to the next, I can only conclude that what are changing are the formulas the magazine's number massagers employ. And, indeed, there is marked evidence of that this year.

Then there is "Financial resources," where Stanford dropped from #6 to #9, Harvard from #5 to #7. Our resources did not fall; did other institutions' rise so sharply?

I infer that, in each case, the formulas were simply changed, with notification to no one, not even your readers, who are left to assume that some schools have suddenly soared, others precipitously plummeted.

One place where a change was made openly was, perhaps, the most openly absurd. This is the new category "Value added." I quote the magazine:

“Researchers have long sought ways to measure the educational value added by individual colleges. We believe that we have created such an indicator. Developed in consultation with academic experts, it focuses on the difference between a school's predicted graduation rate - based upon the median or average SAT or ACT scores of its students and its educational expenditures per student - and its actual graduation rate. “

This passage is correct that such a measure has long been sought. However, like the Holy Grail, no one has found it, certainly not the "we" of this passage. The method employed here is, indeed, the apotheosis of the errors of the creators of these ratings: valid questions are answered with invalid formulas and numbers.

Let me examine an example in "Value added": The California Institute of Technology offers a rigorous and demanding curriculum that undeniably adds great value to its students. Yet, Caltech is crucified for having a "predicted" graduation rate of 99% and an actual graduation rate of 85%. Did it ever occur to the people who created this "measure" that many students do not graduate from Caltech precisely because they find Caltech too rigorous and demanding - that is, adding too much value – for them? Caltech could easily meet the "predicted" graduation rate of 99% by offering a cream-puff curriculum and automatic A's. Would that be adding value? How can the people who came up with this formula defend graduation rate as a measure of value added? And even if they could, precisely how do they manage to combine test scores and "education expenditures" - itself a suspect statistic - to predict a graduation rate?

Were U.S. News, under your leadership, to walk away from these misleading rankings, it would be a powerful display of common sense. I fear, however, that these rankings and their byproducts have become too attention-catching for that to happen.

Could there not, though, at least be a move toward greater honesty with, and service to, your readers by moving away from the false precision? Could you not do away with rank ordering and overall scores, thus admitting that the method is not nearly that precise and that the difference between #1 and #2 - indeed, between #1 and #10 - may be statistically insignificant? Could you not, instead of tinkering to "perfect" the weightings and formulas, question the basic premise? Could you not admit that quality may not be truly quantifiable, and that some of the data you use are not even truly available (e.g., many high schools do not report whether their graduates are in the top 10% of their class)

Parents are confused and looking for guidance on the best choice for their particular child and the best investment of heir hard-earned money. Your demonstrated record gives me hope that you can begin to lead the way away from football-ranking mentality and toward helping to inform, rather than mislead, your readers.

Sincerely,

Dr. Gerhard Casper President
Stanford University
Stanford, CA 94305-2060
Tel: (415) 723-2481
Fax (415) 725-6847