Routes To Higher Education: The Global . - Cambridge
Routes to higher education:the global shape of pathwayprogrammesA global mapping of an expanding marketSeptember 2016
SummaryRoutes to higher education: the global shape of pathway programmes, is a follow-up to the 2015report from StudyPortals and Cambridge English: New routes to higher education: the global rise offoundation programmes, which examined the global growth of programmes preparing students forundergraduate studies.This updated report now also includes programmes for students seeking postgraduate degrees(such as master's degrees) and has added further data from more than 1,200 pathway programmesaround the world, including recently launched programmes, bringing the total number ofprogrammes analysed to 2,275. The findings are drawn from StudyPortals’ PreparationCoursesPortaldatabase, desk research and interviews with industry experts.What is a pathway programme?Pathway programmes enable students who do nothave sufficient prior academic knowledge, or thenecessary study or language skills, to undergopreparation and training that will allow them to enterundergraduate or postgraduate studies. There may alsobe an element of cultural adaptation.How many programmes are there worldwide?This study has analysed a sample of 2,275 programmes,21% of which are pre-master and 79% pre-bachelor.It is estimated that this sample represents 80% of theglobal market.Pre-bachelorDifferent parts of the world and different institutionsuse various names to describe pathway programmes,such as foundation programme, international year one orpreparation course (pre-bachelor or pre-master).While some pathway programmes are now deliveredonline or through blended learning, the vast majority(90%) are still taught face to face. Course duration canbe as little as four months or as long as two years, but onaverage pre-bachelor programmes average 12 months induration, and pre-master programmes tend to be shorter,averaging nine months.How do the programmes benefit institutions?Universities benefit from having greater certainty over astudent’s ability to complete the course before admittingthem. They can also benefit from having a morediverse student body and from the revenue provided byinternational .comPre-master21%79%The majority of programmes are situated in the USA, theUK and Australia. While the programmes host a diversebody of international students, Asian countries – whichaccount for over half of all international students – aresimilarly well represented on pathway programmes.
What are the English and academic entryrequirements?How do students gain access to theirchosen institution?Candidates must show proof of English language abilityand academic achievement.Pathway programmes often provide a certificate ofcompletion or diploma which allows access to oneor more programmes. Some programmes guaranteesuccessful candidates places on specific courses, whileothers offer only general preparation for undertakingdegree-level study.Various tests are used to assess English ability and therequired level of English also varies according to the levelof the particular programme. Programme providers mustselect candidates carefully to ensure any gap betweenthe students’ present language level and the level neededto enter their degree course can be adequately bridgedby language training during the pathway programme.How much do programmes cost?Costs depend on the region where the programme takesplace, with North America charging the most and Asianprogrammes being the most affordable. However, mostpre-master and pre-bachelor courses reflect averageuniversity tuition fees for their countries.What subjects do students study?Business and Management, Social Science, Engineeringand Technology and Humanities account for 65% ofpre-bachelor courses and 58% of pre-master courses.What new models are being explored?Some universities are developing direct partnershipswith institutions in the countries they recruit studentsfrom, or opening their own branches in these countries.Another ‘hybrid’ model has also been adopted bysome institutions which set up separate, wholly ownedcommercial entities to run their pathway programmes.How will the sector change in the future?The market is expected to grow in line with the increasein demand for studying abroad. Growth in each countrywill depend on the approach of the host country and theirpolicies/regulations regarding international students.On average students are expected to spend 40–50% oftheir time developing their English skills and the remainderof their time either working on their subject knowledge orstudy skills.Pathway programmes enable students who do nothave prior academic knowledge, or the necessary studyor language skills, to undergo preparation and trainingthat will allow them to enter undergraduate orpostgraduate studies.Routes to higher education: the global shape of pathway programmes3
Table of contents2 Summary5 Introduction6The findings6What is a pathway programme?8How do the programmes benefit institutions?9How many programmes are there worldwide?11Who provides the programmes?12What are the English and academic entry requirements?14How much do programmes cost?15What subjects do students study?16How do students gain access to their chosen institution?16What new models are being explored?17Future of the sector20Appendix21Acknowledgements22Contributing partners22StudyPortals23Cambridge om
IntroductionAs international student mobility continues to growin what has become a global educational industry,it is increasingly vital for universities to havestrategies for bridging the gaps between differenteducation systems in terms of academic knowledge,language ability and study skills.When a cohort of students begin a higher education degree, it isimportant that their knowledge level is broadly comparable – whetherthey are domestic or international students. Pathway programmes havebeen developed to meet this need: ensuring international students starttheir degree with the same common base of academic knowledge andcommunication skills that domestic students are expected to have.In 2014, over 4.5 million students travelled abroad seeking to fulfil theireducational aspirations1. Demand for courses providing students withthe skills to enrol in a full-time degree has grown with the increasedmobility of international students.In 2015, StudyPortals and Cambridge English reported on the increasingnumber of pathway programmes preparing students to accessundergraduate programmes. This second report now includes over1,200 additional programmes, and has expanded its focus to providemore detail on the USA and pre-master programmes.This new report provides an overview of the global market for pathwayprogrammes – for accessing both undergraduate and postgraduatestudies – and explores key differences between the two acrossgeographic regions.It answers many of the commonly asked questions about pathwayprogrammes, along with providing insights into emerging trends aroundthe world.1 OECD, Education at a Glance 2014Routes to higher education: the global shape of pathway programmes5
The findingsface to hat90% is a pathway programme?90%For the purposes of this report, we have defined a pathway programme as an official course (endorsed/provided80%80%by a higher education institution) intended to help grant access to that institution's graduate or undergraduateprogrammes, for international students who:70%70% have not met one or more of the admissions criteria for an institution, such as the English language requirement are60%otherwise not considered ready to begin their undergraduate60%or postgraduate degree.Students on pathway programmes learn and develop skills so as to be ready for regular coursework at the institution,such 50%as English language skills, or skills related to that specific subject50%or academic culture. The course may alsoprovide the opportunity to adapt to the host country’s culture.40% 2 description. The full selection criteria used40%This definitionhas been based on the Institute of International Education’sto define pathway programmes for this report can be found in the Methodology section in the Appendix (p20).30%30%How20%are they delivered?Insights20% from industry expertsRecently, some providers have begun offering programmes10%online or through blended learning (figure 1). Most of theseflexible courses are for pre-bachelor pathways, but a few areoffered0%for postgraduate pathways.Demand for blended learning, e-learning and short-termprogrammes is currently increasing, but it is difficult to10%predict how long this trend will take to mature, particularlyin developing countries which may gain most from it.PRE-BACHELORPRE-MASTEROTHER COUNTRIESCANADANEW ZEALANDAUSTRALIAThe increased use of tablets and other mobile devices forlearning has meant that even those programmes deliveredface to face have some capacity to use blended learning fortasks such as practising language skills.UNITED STATESThe United Kingdom and USA are the exceptions, in thatthe proportion of e-learning programmes to campus-basedcourses offered is higher than other countries (figure 1).UNITED KINGDOMHowever, despite the growing popularity of online andblended learning at bachelor and master's level, the vastmajority of pathway courses are still delivered traditionallyon campus (figure 2), requiring students to attend classes.However,0% even where universities offer blended learning,students still want some face-to-face teaching. Thosenewly entering university tend to need more face-to-faceinteraction. The opportunities for blended and onlinelearning are better suited to 3rd year students who havedemonstrated a capacity for independent learning and donot require as much face-to-face teaching.Face-to-facelearningUNITED KINGDOMUNITED STATESOnlinelearningAUSTRALIABlendedlearningNEW ZEALANDCANADAOTHER COUNTRIES0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%Figure 1: Methods of teaching in the countries with the most pathway programmes2 The Institute of International Education Center for Academic Mobility Research and Impact (2015) Fall 2014 Snapshot Survey of International Student Enrollment6face w.cambridgeenglish.orgPRE-MASTERBlendedlearning
face to facelearningPRE-BACHEPRE-MAOTHER COUNTCANNEW ZEALAUSTRUNITED STUNITED KING0% 10% 20% 30% 40% 50% 60% 70% 80% 90% % 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%NEW ZEALANDBlendedlearningCANADAFigure 2: Delivery modes offered for pre-bachelor and pre-master programmesOTHER COUNTRIESHow long do the programmes last?0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%The data (figure 3) indicates broad trends regarding the duration of the programmes:OnlinelearningBlendedlearning49-594 years37-4725-352 years13-235years1 year1110987face to facelearning50%40%6543 Pre-master courses tend to be shorter in duration, usually lasting 9 or 12 months.3 years Pre-bachelor programmes average 12 months in duration, but some intensive courses can be as short as four or sixmonths, while others can last up to 24 months (in 10% of courses HELOR30%20%0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%25 2 years13-231 year111098760%510%Up to 40%10% 20% 30% 40% 50%PRE-BACHELORUNITED STATESMonthsFigure 3: Proportion of courses by duration of courseDespite the growing popularity of online andblended learning at bachelor and master's level,90% of pathway courses are still deliveredtraditionally on campus.Routes to higher education: the global shape of pathway programmes7
How do programmes balance language learningagainst academic study?The balance between academic preparation and Englishlanguage skills varies greatly from programme toprogramme. The student’s initial level of English whenentering the course is an important varying factor.Evidence from the industry experts we interviewedindicated that around 40–50% of students’ time ona pathway course would be spent on improving theirEnglish, with the remainder spent on studying theirchosen subject and developing ‘soft’ study skills, suchas communication, independent work, team work andleadership. These soft skills are viewed as particularlyimportant within the US.In most cases, English language assessment is conductedas part of ongoing evaluation performed throughout theteaching of the academic subject.Insights from industry expertsBecause students now have a higher level of English onarrival at courses than in previous times, they are seekingto come away from pathway programmes with a certificateor another learning experience in addition to gainingEnglish skills.What are pathway programmes called worldwide?Pathway programmes can be found under differentnames, depending on the country in which they areoffered, and the institutions offering them.Most programmes use one of the following names: foundation programme pathway programme preparation course (pre-bachelor or pre-master).A thorough review of different names for pathwayprogrammes, including analysis of commonlyoccurring words in names, appeared in our 2015report: New routes to higher education: the global riseof foundation programmes.How do the programmes benefitinstitutions?Insights from industry expertsPathway programmes provide universities with studentswho are well prepared to be successful in their studies andwho will go on to graduate.Where pathway programmes are conducted in-house,universities can also access additional revenue frominternational students via their tuition fees.Universities also gain benefits from having a diversecohort of students and extending their reputation in targetcountries where they recruit students.Universities gain from pathway programmes in a numberof ways: Universities benefit from ensuring they haveconfidence in students’ ability to successfully completetheir course before admitting them to further study. Creating a clear path for international studentsto enter their institution encourages increaseddiversity of the student body – most universities havepolicies encouraging variety in the nationalities andbackgrounds represented within the student cohort. Universities gain from tuition fees (where pathwayprogrammes are held in-house). Insight into the entry level of students taking pathwayprogrammes is useful for institutions when developingor improving their courses. Pathway providers can offer universities the benefitsof their large sales and marketing network to recruitstudents the university would otherwise have found itdifficult to engage with directly. By enrolling students who are talented, but do notyet meet the admission criteria for the full-degreeprogrammes, institutions can widen the pool ofstudents they recruit from.Pathway programmes provide universities with studentswho are well prepared to be successful in their studies andwho will go on to .com
How many programmes are thereworldwide?A total of 2,275 programmes were identified and analysedfor this report. It is difficult to estimate how manyprogrammes were not included, but taking into accountthe restrictions made in the selection of data, and the rateof new programmes being developed, it is conservativelyestimated that our sample represents approximately 80%of the overall global offering.English-speaking countries have topped the list ofdestinations for international students3 in recentyears, which is no doubt why the majority of pathwayprogrammes are found in these countries.In terms of their global distribution (figure 4), the majority(55%) of programmes are offered in Europe. NorthAmerica and Oceania are in second and third place,respectively (30% and 14%). Asia offers just 1% of theprogrammes analysed, and they are mostly pre-bachelor.Even when pre-master programmes are added to the data,the UK, although it receives only 10% of internationallymobile students, still offers almost half of the world’spathway programmes. Conversely, the USA receives thelargest share of international students in the world (17%3),yet only offers 27.6% of the world’s pathway programmes– indicating an opportunity for growth as the marketmatures and higher education institutions admit moreinternational students.Splitting the data by pre-bachelor and pre-masterprogrammes shows that North America offers 50% ofpre-master courses globally. Europe is second, offering45% – with most of those located in the UK.Despite the varying approaches of the USA, the UK andAustralia, a clear trend emerges from the data – the threeEnglish-speaking nations that between them host over athird of the world’s international students (34%4), alsohave the most pathway programmes to cater for them.EUROPEPre-bachelorNORTH AMERICAPre-masterOCEANIAASIASOUTH AMERICAOTHER0% 10% 20% 30% 40% 50%Figure 4: Distribution of pathway programmes by continent0%EUROPEPre-bachelorPre-masterNORTH AMERICA3 UNESCO (2013) Global Flow of Tertiary-Level Students4 International UnitOCEANIA(2015) International Higher Education in Facts and FiguresASIARoutes to higher education:the global shape of pathway programmesINTERCONTINENTAL REGIONSSOUTH AMERICA9
Pre-bachelor Pre-masterCANADA1% 0.2%UNITEDKINGDOM42% 8%UNITEDSTATES19% 10%AUSTRALIA12% 0.7%NEWZEALAND1.4%Figure 5: Distribution of pathway programmes by country (only showing countries with 1% of programmes)Countries with less than 1% of global programmes (descending order)Ireland, Malaysia, United Arab Emirates, Czech Republic, Netherlands, Sri Lanka, Germany, China, Hungary, Poland, Russia, Spain, France,Malta, Austria, Belgium, Colombia, Cyprus, Israel, Italy, Japan, Kazakhstan, Mauritius, Norway, Qatar, South Korea, Switzerland, Finland,Sweden, LithuaniaInsights from industry expertsInsights from industry expertsOne reason for the strength of the pre-master market inthe UK is that it is one of the only countries offeringone-year master's programmes, making it even morecritical to ensure students have the right skills before theprogramme starts.The offering of pre-master programmes in Australia is veryunderdeveloped: even universities with strong master'sprogrammes tend not to offer pre-master programmes.Australia has recently moved to a two-year system formaster's degrees, perhaps making pre-master programmesless necessary than in the UK.Other factors include UK secondary education being oneyear longer than in many countries, and UK degrees beingshorter, requiring more international students to catch upbefore entering intensive undergraduate study.What is the global value of the market?We estimate that the global market for English-mediumpathway programmes has a value of US 1.4 billionper year.This estimate is based on extrapolation of data provided by market experts, and our own desk s.com
Corporate providers 50%Universities 32.5%Where do students come from?Research by the OECD and the UNESCO Institute forStatistics indicates that the greatest proportion of theworld’s international students (53%) continues tooriginate from Asian countries.The countries with the largest numbers of studentstravelling internationally for study are China (22%), India(6%) and Germany (3.9%)5.The trend in many universities is towards policiesthat encourage a diverse student body within theirpathway programmes. However, while these prioritiesare frequently incorporated into pathway recruitmentstrategies, universities and pathway providers haverecruitment targets to meet, and must inevitablyfocus on those countries showing the most demandfor international study – resulting in Chinese andIndian students frequently being well representedon programmes.Who provides the programmes?Co
2 www.cambridgeenglish.org www.studyportals.com 3 Summary Routes to higher education: the global shape of pathway programmes, is a follow-up to the 2015 report from StudyPortals and Cambridge English: New routes to higher education: the global rise of foundation programmes, which examined the gl
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
