Executive Summary and Key Findings

Executive Summary and Key Findings Global competition for international students is rising quickly, especially among English-speaking countries and countries increasing their English-language course offerings. Although U.S. institutions still host the largest percentage of internationally mobile students, this share is eroding as competition increases. This report assesses global market opportunities for U.S. colleges and universities, providing guidance for U.S. institutions interested in the recruitment of international students. For the purpose of this Top Markets Report, we have chosen to focus on the largest markets with the most potential for growth. Forty markets were considered. Eight markets were chosen for Case Studies as these markets were large, exhibited significant past growth, and/or had had economic and demographic indicators of future growth. From a global perspective, the number of internationally mobile students is projected to reach 1,070,000 in 2017/18 [See Figure 2]. These students will come largely from a concentrated number of countries, with roughly 40 percent coming from China, but will study at many locations throughout the United States. Within the United States, no school dominates the market for international students. Even the school that hosts the largest number of international students is home to only 1.2 percent of the total number of international students studying in the United States. On the other hand, almost 60 percent of students studying in the United States originate in the top five sending countries. China alone currently accounts for 31 percent of international students in the United States. After the top five countries (China, India, South Korea, Saudi Arabia, and Canada), no country accounts for more than 2.4 percent of international students in the United States. 1 U.S. colleges and universities enjoy a strong competitive advantage over similar institutions in many other countries, presenting a unique opportunity to support export growth while also providing talented students to the country s many outstanding colleges and universities. U.S. schools benefit from a reputation for high-quality education, English-language instruction, strong curricula in attractive areas (science, technology, engineering and mathematics, or STEM, and business), and research facilities. These advantages are somewhat offset by perceived visa challenges and concerns about high tuition. The relationship between college recruiters and U.S. Government agencies involved in international recruitment has been a close collaborative partnership for many years. The U.S. Government has facilitated the recruitment of international students by organizing live student fairs, virtual student fairs, and trade missions for education professionals, as well as providing online and in-person market research and counseling to students and recruiters. U.S. Government support for scholarship programs, including the Fulbright Program, has increased the visibility of top U.S. programs. Continuing efforts to improve the student visa process and to partner with the private sector a result of this collaboration will also enhance the United States as a destination for international study. There is an opportunity to focus these resources and programs further to assist schools in entering the competition for international students and to direct resources and recruitment programs toward promising areas that have not received as much attention. Figure 1: Projected Top Markets for Education Exports (2015-2016) 1. China 2. India 3. Saudi Arabia 4. South Korea 5. Germany 6. France 7. Luxembourg 8. Russia 9. Norway 10. Spain 11. Brazil 12. Italy 13. Turkey 14. Sweden 15. Indonesia 16. Greece 17. Canada 18. Denmark 19. United Kingdom 20. Slovenia 21. Netherlands 2015 ITA Education Top Markets Report 3

Figure 2: Total International Students in the United States 1,200,000 1,000,000 *Forecast 800,000 600,000 400,000 200,000 0 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15*2015/16*2016/17*2017/18* Source: IIE Open Doors for historic data and ITA for forecast data The Nature of Education Exports Attracting the best students from around the world has become a large and growing global export opportunity and source of competition. Policy-makers around the world increasingly recognize the benefit of facilitating a globally-minded society, and of empowering their populations with the best ideas and skills that are provided by leading universities. In 2014, roughly 4.5 million students were expected to study outside their home country. 2 This figure is up from just 2.1 million students in 2001. The benefits of foreign students coming to the United States for their higher education, however, go far beyond the cultural diffusion of new ideas and new ways of thinking. This brings in capital from foreign markets, resulting in the export of an education service. Tuition, fees, and living expenses all benefit the local communities in which foreign students live, often over a period of several years of study. Last year, the total number of students coming to the United States exceeded 886,000, 3 an eight percent increase from the previous year and a 72 percent increase over the past 14 years. These students contributed $27 billion to the U.S. economy 4 a number that ITA expects to increase going forward as tuition costs increase and more students come to the United States. As colleges and universities seek to diversify their student bodies and increase the international nature of their programs, recruit the best minds, and increase their revenues, many are actively recruiting foreign students, which will continue to expand this market in the years ahead. Structure of the global education market - Universities Roughly 70 percent of U.S. degree-granting colleges and universities are public entities or non-profit organizations. 5 This rate is higher in other countries. There is virtually no concentration of market power across the global market. In the United States, for example, more than 4,000 degree-granting postsecondary schools provide university-level education, and the four schools with the largest international enrollments together represent about five percent of total foreign enrollments in the United States (see Export Profile of the U.S. Education Industry section below). More than 30 percent of university revenues in the United States today derive from student tuition (the remainder comes from other sources such as state, federal, and local funding or contracts; sales and services of hospitals or other enterprises; private gifts or returns from university endowments), a sharp contrast to university programs offered at low or no cost by governments in many other countries. 2015 ITA Education Top Markets Report 4

Host country No. of schools No. of int l students Int l students as percent of total enrollments Global share of int l students United States 4,726 886,000 4.0 % 20 percent United Kingdom 860 435,500 18 % 11 percent Australia 130 249,990 18.8 % 6 percent Canada 128 (2011/12) 293,505^ 20.9 % France 330 295,092 12 % 7 percent Germany 428 300,900* 11.3 % 6 percent China 2,788 356,499^ 1 % 8 percent UK, France: 2013-14 school year ^ = 2013 data, ^^2011/12 academic year, *2014 projection, from July 2014 = 300,909; 2013 actual: 282,201 The great difference in scale between the United States and its leading competitors for international students stands out as a central feature of the global market. The United States has a large number of schools that can compete for university-level students, but the number of students coming here, however large, is still a small share of total college enrollments. The leading competitors primarily English-speaking countries such as the United Kingdom, Australia, and Canada, but including a growing number of others have far fewer universities seeking to recruit students, but international students represent a much larger share of their total enrollments. Against this structural backdrop, the U.S. share of a growing market for international students has declined. In 2002, the United States hosted roughly 585,000 students, accounting for 28 percent of all internationally mobile students. By 2014, the United States hosted only 20 percent 6 of the total. The decline is due to multiple factors such as the increase in recruiting by schools from English-speaking countries abroad, the growth of English-language instruction offered in non-english-speaking countries, improved quality at colleges and universities abroad, increased investments in non-u.s. universities, increased information available through the internet about other destinations and colleges, and rising tuition costs in the United States [see Figure 3]. Key competitors for international students include the United Kingdom (11 percent of all international students), China (8 percent), France (7 percent), Germany (6 percent), and Australia (6 percent). 7 Although these countries have a fairly robust percentage of internationally mobile students, each country is home to fewer than 500 colleges and universities, concentrating foreign students far more than in the United States. Figure 3: U.S. Share of Internationally Mobile Studies (2001 vs 2014) Source: Atlas of Student Mobility, IIE.org 2015 ITA Education Top Markets Report 5

Figure 4: Types of Education Export Markets China: Biggest market, high growth India: Second largest market, stable Saudi Arabia: Rapidly growing market South Korea: Large stable market Germany: Medium-sized market, stable France: Medium-sized market, stable Brazil: Medium-sized market, rapid recent growth Vietnam: Medium-sized market, good growth The number of foreign students studying at higher education institutions in each country (as a percentage of total students enrolled) is also significantly higher than the 4.0 percent posted by the United States. In Australia and the United Kingdom, for example, foreign students comprise 20 percent of the overall student population in colleges and universities. 8 Canada, France, and Germany all report that their foreign student population exceeds 10 percent of total university-level enrollments. According to the report International Student Recruitment: Policies and Developments in Selected Countries by the Netherlands Organization for International Cooperation in Higher Education (2012), the number of countries that actively recruit international students has grown considerably. In addition, countries that once only sent students abroad have started to improve the quality of their own education systems and developed strategies and policies to attract students themselves. These countries include China, South Korea, Mexico, and to a lesser extent, Russia, Taiwan, Thailand, Brazil, Argentina, and Chile. More countries are competing for students from the same group of countries. Target countries for schools and countries new to recruiting tend to be from their own region (Asia, Latin America, or North Africa). The Dutch report goes on to say that several countries are attempting to become top destinations for higher education and research in their respective regions (e.g., Switzerland, China, Singapore, and others). The reasons for countries to undertake international student recruitment are varied. Two prominent reasons are (1) the belief that the presence of international students improves the quality of education, and (2) the belief that international students contribute to a knowledge society and economy. For some countries, a low birth rate encourages recruiting international students. For the United States, the contribution of international students to the U.S. economy is crucial, and there is an expectation that international students will contribute to U.S. public diplomacy interests. Although China has a very large domestic market for higher education, it hosts only eight percent of internationally mobile students. 9 This is likely to increase substantially as more Chinese universities offer courses in English and more foreign universities establish branch campuses or specialized programs in China. The long-term effect of this growth within China on U.S. export performance is uncertain. It is still too early to tell whether the U.S. universities will be competing against other Asian, Canadian, or European universities for the same Chinese students. The total number of students now coming to the United States from the broader Asian region (apart from China and a few other top markets such as Taiwan or South Korea) is relatively low as a share of the total and may have little effect on U.S. export performance. The success of Indian technical universities in attracting foreign and local students to Figure 5: How to Identify Potential Education Export Markets Two actions that indicate a country s growing interest in international recruitment are the establishment of a government or quasi-government agency to promote higher education to international students, and attendance at annual conferences hosted by organizations such as NAFSA: Association of International Educators, the European Association of International Education (EAIE), the Asia-Pacific Association for International Education Conference and Exhibition, and the Australian International Education Conference. Typical agencies are the German DAAD (The German Academic Exchange Service), Campus France, and The British Council. Conferences such as the ones listed above provide an important opportunity for representatives of countries attending to discuss international education with other countries and negotiate agreements relating to international education. 2015 ITA Education Top Markets Report 6

top programs might provide some useful data on the significance of this trend. The larger competitive risk is that Chinese universities might divert a larger share of U.S.-bound Chinese students on the basis of cost, convenience, or even government policy and incentives but this will likely be offset to some extent by the advantages U.S. schools enjoy in terms of language, the cultural immersion experience, and the different types of schools and programs available in the United States. The competition may well be limited at first to specific technical or management areas. This suggests that recruiting efforts in China and the surrounding countries may benefit from a clear focus on differentiating the U.S. experience from that in host countries that are building out new universities and programs. The new universities, even those with top technical programs, will have a long way to go to build entire university systems capable of competing with the leading U.S. schools across broad ranges of disciplines. Structure of the global education market Students and courses of study In contrast to the competition among universities here and abroad for international students (the supply side), the sources of the students themselves for particular destination countries (demand) tend to be somewhat more concentrated among a small group of leading source countries. This group is led by China and India, followed by a larger group of countries contributing smaller but mostly stable numbers of students each year. Last year, 60 percent of foreign students studying in the United States came from just five countries: China, India, South Korea, Saudi Arabia, and Canada. The top three countries alone account for 50 percent of foreign students in the United States. After the top 10-15 sending countries, enrollments per country fall below 1 percent of the total -- below 9,000 students per year. Countries with notable increases in the number of students studying in the United States compared to last year include Kuwait (43 percent growth), Brazil (22 percent growth) and Saudi Arabia (21 percent growth). Students from each of these countries benefitted from government programs to promote study abroad. 10 In the global competition for students, the STEM fields (science, technology, engineering, and mathematics) and business dominate. In fact, 21 percent of international students study Business and Management in the United States, while engineering comes in slightly behind at 19 percent. Other top fields include math and computer science, physical and life sciences, and social science. Interestingly, although 79 percent of students from India studying in the United Figure 6: Number of Students Studying in the United States (by country of origin) % % of Total, 2003/04 2013/14 Change 2013/2014 Total Foreign Students in U.S. 572,509 886,052 55 % NA Chinese Students in U.S. 61,765 274,439 344 % 31 % 2015 ITA Education Top Markets Report 7

States pursue STEM subjects, only 42 percent of Chinese students in the U.S. study STEM subjects (28 percent of Chinese study business/management). 11 U.S. colleges and universities attempting to recruit prospective Indian students might want to highlight their STEM curricula and faculty, while schools meeting with prospective students from China may find it beneficial to emphasize their business and management programs in addition to their STEM curricula. Export profile of the U.S. education industry Success in attracting international students has created an education trade surplus for the United States. In 2013, the United States exported $27.2 billion in education services (revenue from foreign students coming to the United States) and imported $6.5 billion No Single School Dominates the Market for Students No single U.S. school or group of schools dominates the market for international students. New York University, the top destination for foreign students in the United States, hosted only slightly more than 11,000 of the 886,000 students studying in the United States last year or just over 1 percent. 14 The top 20 schools taken together only account for 18 percent of total international students studying in the United States. Thus the benefits of international education flow broadly across the country to a wide variety of institutions, large and small. As demonstrated in the chart below, China and India have been the top countries sending students to the United States for the past 10 years, with China growing much more quickly than the other top sending countries. In fact, 68 percent of the increase in the Figure 7: TOP 20 INSTITUTIONS HOSTING INTERNATIONAL STUDENTS, 2013/14 Institution City State 2012/13 2013/14 %Growth New York University New York NY 9,362 11,164 19.2 University of Southern California Los Angeles CA 9,840 10,932 11.1 University of Illinois - Urbana-Champaign Champaign IL 9,804 10,843 10.6 Columbia University New York NY 8,797 10,486 19.2 Purdue University - Main Campus West Lafayette IN 9,509 9,988 5 University of California - Los Angeles Los Angeles CA 8,424 9,579 13.7 Northeastern University Boston MA 7,705 9,078 17.8 Arizona State University Tempe AZ 6,645 8,683 30.7 Michigan State University East Lansing MI 6,759 7,704 14 University of Washington Seattle WA 6,491 7,469 15.1 University of Michigan - Ann Arbor Ann Arbor MI 6,827 7,273 6.5 Boston University Boston MA 6,615 7,143 8 Penn State University - University Park University Park PA 6,693 7,024 4.9 Ohio State University - Main Campus Columbus OH 6,478 6,800 5 Indiana University - Bloomington Bloomington IN 6,547 6,661 1.7 University of Minnesota - Twin Cities Minneapolis MN 6,178 6,621 7.2 SUNY University at Buffalo Buffalo NY 5,804 6,594 13.6 University of California - Berkeley Berkeley CA 5,632 6,372 13.1 University of Texas - Dallas Richardson TX 5,193 6,296 21.2 University of Florida Gainesville FL 5,961 6,135 2.9 (U.S. students studying abroad). Thus the United States enjoyed a trade surplus in education of $20.7 billion. 12 This trade surplus is due largely to the fact that: (1) fewer than 300,000 U.S. students studied abroad in 2013 (the latest available data); (2) 60 percent of those students attended programs that were short-term (summer or eight weeks or less); and (3) tuition at most foreign universities is far less than tuition in the United States although some study abroad exchange programs requires students to pay regular tuition rates to their home institution rather than paying tuition to their host institution. 13 number of foreign students studying in the United States is due to the increase in the number of Chinese students. Although China is building a number of new colleges and universities, several factors combine to make further increases in Chinese students studying in the United States very likely. Among these are population growth, a growing Chinese middle class, strong recruitment activities in China from U.S. institutions, and a strong focus on education. More detail regarding the potential and risks of recruitment efforts in China 2015 ITA Education Top Markets Report 8

Figure 8: Visa Issues U.S. immigration policy on student admissions must reconcile the need to protect U.S. security interests with the need to facilitate the entry of international students into the United States. Considerable progress has been made to streamline the process for obtaining an F-1 (student) visas in the decade since the 9/11 attacks. However, students in F-1 status are only allowed to work on the university campus, not off campus, except under exceptional circumstances. Our leading competitors -- Canada, Australia and the United Kingdom -- all have more liberal policies allowing for gainful employment during and after completion of study. In all of those cases, immigration policy supports the recruiting efforts to attract the best students and encourage them to remain and contribute to the nations respective economies, increasing the attractiveness of studying in those countries. and other countries appears in the Case Studies section of this report. Challenges and Barriers to U.S. Exports While the United States enjoys a strong competitive position within the international education market, challenges limit the potential for further exports in the near-term. These include the fact that other countries have much more liberal immigration policies than the United States; U.S. tuition costs, which are among highest in the world; and a perception that U.S. student visas are difficult to obtain. In addition, ITA expects that U.S. colleges and universities will suffer reduced demand from a significant increase in the number of European and Asian universities teaching courses in English. Tuition Considerations U.S. tuition costs are higher than those almost anywhere else (Australia, where annual tuition rates for a bachelor s degree run $12,000-$25,000, is an exception 15 ). Yet the effect of the higher U.S. tuition is unclear. A sign of the contradictory trends is that the number of international students coming to the United States continues to increase year after year, even though the cost of university education in the United States continues to rise. In any case, European students, who have access to publicly funded universities, have the strongest financial incentive to study in Europe, rather than in the United States. The average costs for tuition, fees, room, and board in the United States rose from $9,980 per year in 1985-86 to $20,234 in 2012-2013, or 102.7 percent. That compares with many European universities that typically charge less than $1,000 per year in tuition and fees. Student Motivation and Demand for Higher Education The demand for higher education is influenced by several factors such as: demographics, economics, secondary school completion rates, tuition costs, household income, and employer needs. The OECD Education at a Glance 2014 survey reported that, In Chile, Brazil and Hungary, tertiary-educated people earn more than double the income of a person without upper secondary education. This perceived value of Figure 9: Competition from Massive Open Online Courses (MOOCs) Although the United States has led the industry in the development of MOOCs (edx and Coursera are the current leaders in the United States), competition is building from Europe and is aided by the development of the European Credit Transfer System (ECTS), a system to provide academic credit transfers for MOOC providers in Europe. New MOOC providers include Future Learn (United Kingdom), Iversity (EU), Schoo (Japan), Korea Open Courseware (South Korea); Xuetangzaixian (China), and others. At present, MOOC courses are free, but MOOC creators are exploring ways to earn revenue from the courses. For example, Coursera recently introduced its Signature Track, which provides a verified certificate for $49. The certification of the learner s identity relies on webcam confirmation. The edx program offers similar certification tracks and packages of courses presented as a series. The effect on the U.S. balance of payments once MOOCs become profitable is uncertain. Coursera, the largest supplier of MOOCs, is an American company. Thus foreign students paying the fee for Coursera s Signature Track certificate would produce a U.S. export. If a MOOC had 50,000 enrolled in a class, half of whom were foreign, and 10 percent chose Signature Track, then the revenue would be 2,500 X $49 = $122,500. If similar numbers applied to 100 MOOCs, then revenue would be $12,250,000. Thus, it seems unlikely that MOOCs will soon be able to affect the U.S. balance of payments. The larger potential change is to the nature of college-level teaching models and the role of technology in education. 2015 ITA Education Top Markets Report 9

Table 10: FIELDS OF STUDY FOR STUDENTS FROM SELECTED PLACES OF ORIGIN, 2013/14 Science, Technology, All Other Fields (%) Engineering, & Math ( %) Place of Origin TOTAL STUDENTS STEM* Engineering Health Prof. Math/ Comp. Sci.** Physical/ Life Sci. Business/ Mgmt. Education Fine/ Applied Arts Humanities Intensive English Social Sci. Other Undeclared Brazil 13,286 22 10.5 2.4 2.9 6.2 21.1 1.6 7.3 3.1 14.4 7.7 16.9 5.8 Canada 28,304 35.6 8.2 15 3.2 9.2 14.7 6.5 8.5 3.9 0.1 12.4 14.8 3.6 China 274,439 41.6 19.8 1.4 11.5 8.9 28 1.7 5.3 0.9 2.8 8.1 8.6 3 Germany 10,160 20.4 7.8 1.7 3.3 7.5 29.4 1.8 4.1 6.6 0.6 12.2 16.3 8.5 India 102,673 78.6 38 4.7 26 10 11.7 0.5 1.4 0.5 0.2 2.7 3.4 1.1 Iran 10,194 79.6 56 2.3 10.3 11.1 4.6 0.9 5.2 0.9 0.8 3.7 3.7 0.5 Japan 19,334 14.4 4.3 2.9 2.4 4.8 18.8 2.8 7.7 4.5 15.2 10.3 20.9 5.4 Mexico 14,779 31.5 17.3 3 3.9 7.4 21.3 2.8 8.4 3.7 2.8 9.5 14.7 5.4 Saudi Arabia 53,919 41.2 23.3 5.8 8.1 4.2 16.7 3.2 1.9 1.1 24 2.4 6.7 2.9 South Korea 68,047 29.7 12.7 4.3 5.3 7.4 17 3.1 12.8 4.5 3.7 11.9 13.4 3.9 Taiwan 21,266 39.3 17.1 4.4 6.8 10.9 21 3.3 12.5 2.2 4.2 6.4 9.2 2.1 Turkey 10,821 46.1 26.5 0.8 9.9 8.9 15.3 4.2 5.8 2.4 3.1 12.2 9 1.8 UK 10,191 19.5 5.3 3.5 3.3 7.4 17.3 4 7 7.1 0.1 15.6 21.8 7.6 Vietnam 16,579 30.2 10.2 4.3 8.1 7.6 37.5 0.9 3 1.2 4.1 5.1 9.2 8.8 Source: Institute of International Education. (2014). "Fields of Study of Students from Selected Places of Origin, 2013/14." Open Doors Report on International Educational Exchange. Retrieved from http://www.iie.org/opendoors future earnings potential is a clear motivating factor. When foreign students were asked what motivated them to study abroad, most students cited a lack of university slots available in their home-country s highly prestigious colleges and universities. Other leading factors are listed below but include the desire to specialize in a specific area that was not offered in the home country and the ability to have access to specific research tools. A full listing of the fields of study by selected countries of origin is available from the Institute of International Education. Countries which have 50 percent or more of their students studying in STEM fields include India, Iran, Malaysia, Nepal, and Nigeria, all developing countries whose governments support foreign studies as a means of promoting development goals. Countries that have 25 percent or more of their students studying Business/Management include China, France, Germany, Hong Kong, Indonesia, Venezuela, and Vietnam. The data below show the fields of study in the United States sorted by students from different countries and could assist U.S. schools that specialize in a narrower set of program offerings. For example, over 50,000 foreign students studying in the United States last year studied Fine Arts, but very few of them came from Table 11: International Students By Primary Source Of Funding Primary Source of Funding 2012/13 % of % Change # Students Total From Prior Year Personal and Family 520,920 63.6 7.1 U.S. College or University 169,566 20.7 3.1 Foreign Government or University 57,898 7.1 30.6 Current Employment 43,800 5.3 8.2 Foreign Private Sponsor 9,229 1.1-4.6 U.S. Private Sponsor 5,218 0.6-11.1 U.S. Government 6,399 0.8 34.8 International Organization 1,412 0.2-24.5 Other Sources 5,202 0.6-21 Total 819,644 100.0 7.2 Source: Institute of International Education. (2013). "International Students by Primary Source of Funding, 2011/12-2012/13." Open Doors Report on International Educational Exchange. Retrieved from http://www.iie.org/opendoors 2015 ITA Education Top Markets Report 10

China, India, Iran, Saudi Arabia, or Vietnam. In contrast, U.S. business/management programs are almost universally popular. Demand for higher education is influenced by financial considerations, but according to the Institute for International Education (IIE), over 60 percent of students fund their education with personal and family resources. The second most important source of financing is the U.S. college or university the student is attending. To assist both domestic and foreign students, most U.S. colleges and universities are sometimes able to offer financial aid in the form of scholarships, low-cost loans, stipends, research grants, and on-campus employment (although most students cannot accept off-campus employment during the first year of their studies). Offering these types of aid can raise difficult policy questions, since such aid may diminish the availability of scholarships or loans for U.S. citizens. Utilizing U.S. Government Resources ITA expects given the growing global population, increasing secondary school graduation rates, the rising middle class, and the increase in financial assistance available for students that the demand for higher education is likely to increase. Rising penetration rates for the internet will also help fuel this trend as students are able to gather more information about colleges and apply to colleges more easily. The move to the Common Application among over 500 schools in the United States, France, Switzerland, Austria, Germany, Italy and the United Kingdom also provides a competitive advantage to these schools as it reduces the paperwork burden on students applying to multiple schools. In terms of competing with other countries for international students, the United States and United Kingdom have a strong advantage due to their historically superior academic reputations. Many students believe that an education from the United States or United Kingdom will boost their job prospects at home. That advantage is tempered somewhat by the fact that students view study in Australia to yield a more enjoyable experience and think Australia has more relaxed visa and immigration laws. Characteristics of the university-level education market in each country give insights into promising export strategies. Schools looking to immediately boost their foreign student enrollment might want to consider focusing on China, India, Saudi Arabia, and South Korea -- countries sending the most students to the United States and which have fast-growing populations and middle classes (and in the case of Saudi Arabia, a strong government and private sector commitment to funding overseas education), and which highly prize U.S. higher education. The United States organizes many virtual education fairs and higher education tours visiting these countries. Government-run education fairs are offered where private sector fairs are not available. Many of these government-run fairs do not target the biggest markets, as private sector organizers are already prevalent in those markets. Government education fairs often serve a market niche that is not covered by private industry the need for campuses to diversify their student populations. In these cases, the government identifies promising target countries, recruits schools that might be interested in expanding their international enrollments, and publicizes the event to local students, faculty and education Table 12: International Student Motivations World Reasons Aggregate Ranking Limited places available to study at (highly prestigious) universities in the home country 3.5 Specialize in an area which is not offered in the home country 3 Have access to specific laboratories/libraries not available/accessible in the home country 3 Learn or improve knowledge of a foreign language 2.7 Interest in foreign culture, history and landscape 2.6 Get more practice-oriented education than offered in home country 2.6 Possibility to build up networks/friendships in an intercultural context 2.3 Improve career prospects/chances of getting a job in the home country 2.2 Opportunity to develop the personality/become more independent 2.1 Get a broader/more flexible education than offered in home country 2.1 Experience new ways of thinking and acting in the field of study 1.8 Improve chances for an international career 1.8 Source: IIE International Students in United States Report Survey of International Students in the United States Question 13: How important were the following reasons for your decision to study abroad? Scale from 1 = "very important" to 5 = not important at all" 2015 ITA Education Top Markets Report 11

government officials in the target market. The government also provides assistance with certain types of scholarship programs. Schools which are looking to diversify their student bodies might want to focus on students from countries such as Brazil, Central America, and the less heavily recruited parts of Asia. A challenge arises when attempting to recruit students from European countries, as most European universities charge tuition and fees less than $1,000 per year, and students within the European Union are able to study in other EU countries at the same low price they would pay if they were natives of that country. In fact, the main reason France, Germany, and Luxembourg scored highly in our efforts to determine Top Markets for U.S. education exports is because the gap between the number of students studying abroad and those studying in the United States is relatively high. The numbers of students from these countries is not particularly large (Germany sent slightly over 10,000 students to the U.S. last year while France sent 8,300), and the number of students from each country has not experienced the type of growth that other countries have experienced in the past 15 years. France grew only 33 percent over the past 15 years while Germany grew only 6 percent. Current Government Actions Supporting U.S. Exports of Education The U.S. Government should support exports of higher education as these contributed $27 billion to the U.S. economy in 2013 and are a substantial economic driver for many college and university towns and metropolitan areas. These programs should coordinate closely with private sector efforts to ensure efforts are not duplicated. In addition to the 2015 Education and Training Services Resource Guide mentioned above, the U.S. Department of Commerce Education Team (http://export.gov/industry/education/index.asp) is planning virtual education trade fairs, education trade missions, webinars, and other events to promote educational exports. In addition to these resources, the U.S. Department of State supports EducationUSA, a network of hundreds of advising centers in 170 countries that work with U.S. higher education professionals to promote international student enrollment in the United States. In addition to providing print and online materials at EducationUSA Advising Centers, advisers reach prospective student audiences through fairs and outreach events at local schools, universities, and other public venues. The State Department also funds the annual Institute for International Education Open Doors report which provides statistics about rates of college- and university-level international student mobility to and from the United States. More information about this program can be found on www.educationusa.info. The International Affairs Office at the U.S. Department of Education seeks to simultaneously advance two strategic goals: strengthening U.S. education and advancing our nation s international priorities. Through these efforts, they help promote education exports and host the annual International Education Week. More information on their efforts is available on http://www.ed.gov/edblogs/international/. Potential Future Government Actions Promoting Education Exports The U.S. Department of Commerce and the State Department s EducationUSA program have been working closely to offer events and activities to promote U.S. colleges and universities around the globe. A recent example was the highly successful Central American Education Mission in March 2015. These groups will continue to organize events and analyze trends in student mobility and to treat each market according to the interests of U.S. colleges and universities and the special circumstances of the market. They will also make efforts to avoid duplicating private sector efforts by groups organizing education trade missions such as the Institute for International Education, Linden Tours, ELS Educational Services, Study State consortium, etc. These activities will be guided by the fact that some schools recruiting international students are focused on increasing the number of international students on campus in the near-term (although it may take up to three visits in a market to begin seeing student applications unless the school contracts with an effective partner). Other institutions which are more focused on diversification are likely to want to focus on markets beyond these top markets. 2015 ITA Education Top Markets Report 12