I’ve been visiting the University of Warwick for the last two days and have noticed a serious level of international accent diversity at various campus sites, far more than was the case when I was a PhD student in Bristol in the mid-1990s. Not surprising, perhaps, given Warwick’s position as the third largest recipient of foreign students in the UK, as the Guardian coincidentally noted yesterday:
The universities with the largest numbers of international students.
2006-07 (latest figures)
1. Manchester University 8345
2. Nottingham University 7710
3. Warwick University 7435
4. Oxford University 6555
5. City University 6380
6. Cambridge University 6340
7. University College London 6135
8. London School of Economics 5980
9. Westminster University 5735
10. Birmingham University 5505
Grand total of international students in all years (ie not just in their first year) at all universities in the UK and including undergraduates and postgraduates was 351,470
A related graphic on the regional “hotspots” in the Guardian is here. Recall that the UK is the second largest recipient of foreign students in the world.
Meanwhile in Australia, the 5th largest recipient of foreign students in the world, Australian Education International just released an interesting Research Snapshot (May 2008) that captures some of the economic effects of receiving foreign students [note: if you click on the table a clear full screen version will pop up]:
This is a significant economic impact. The same snapshot notes:
Of the total export income generated by education services in 2007, $12.2 billion was from spending on fees and goods and services by onshore students, and a further $370 million was from other education services such as offshore students’ fees and education consultancy services3. Education services remains Australia’s 3rd largest export, behind coal and iron ore ($20.8 billion and $16.1 billion respectively), and the largest services export industry ahead of personal travel (tourism) services ($11.8 billion).
This said, there is a distinctive geography to the impact:
Thus, while aggregate data tables (e.g., from the OECD’s valuable Education at a Glance 2007) are important to assess, there is huge institutional and geographic variation regarding the integration of foreign students into any one nation, highlighting, again, the importance of breaking free of methodological nationalism.