The Impact of Covid-19 on International Higher Education: New Models for the New Normal

Abstract

COVID-19 has had a major impact on international higher education with border closures, cancelled flights, and a shift to online teaching and learning. As a result, many international students have decided to either abandon or defer their plans to study abroad. If students stay in their home countries, many institutions that rely heavily on foreign students’ fees will suffer, with potential impacts on national economies. Beyond the economic implications, it is also important to consider the personal impact of COVID-19 on international students, who may face delays or obstacles to program completion, employment and/or immigration. Though there are certainly risks and losses in the short term, the demand for international education, and the benefits it offers, are expected to grow. This presents an opportunity for higher education institutions (HEIs) and governments, not just to lessen the impact of COVID-19 on their current business models, but to explore new models and opportunities. HEIs and governments must look at redefining international higher education for the new normal, which will entail a shift in policies and programmes. This paper outlines the implications of the COVID-19 crisis for international higher education and presents potential opportunities for governments and higher education institutions to refresh and redefine their approaches for the new normal.

The paradox of technology in online education during the COVID-19 pandemic: the experiences of safety and security students in a Dutch university

“…Moreover, contrary to original considerations informing the research design, the home/international student status in SSMS did not appear to be a significant independent variable in the analysis. While international students are certainly not a homogenous group (they are driven by various motivations, such as cultural experience, the prestige of a world class university, livelihood opportunities), the COVID-19 pandemic has contributed to their particular vulnerability by limiting the cultural immersion and networking opportunities that studying abroad and internationalisation brings about (de Wit & Altbach, 2022 ; Ghosh, 2022 ; Kanwar & Carr, 2020 ). The silent nature of this variable might be explained through the comment about the uniqueness of the SSMS programme and the close and supportive relationship between the faculty and the students given by one of the lecturers in a focus group: I think that one of the things about SSMS and some of the more successful programmes within this institution is [that] the ones which have a strong sense of community.…”

Implicit Impact of English Language Pedagogical Enhancement Policies in Higher Education Under the Indian NEP 2020: Challenges, Curriculum, Approaches, Opportunities, and Implementations

“…As a result, many prospective international students in the state are either putting off or abandoning their plans to study abroad in favor of remaining in their own country, where they have access to the same high-quality education that will get them to NEP 2020. If overseas students do not enroll, it could have a negative impact on the finances of many institutions of higher learning and, by extension, the economies of their home countries (Kanwar & Carr., 2020). In light of this post-COVID context, NEP 2020 has the potential to be the ideal means by which educational goals might be achieved in each field specially in English language teaching (ELT) and English language learning(ELL).…”

Accreditation and Recognition of Prior Learning in Higher Education

“…The evaluation of already-recognized creditsor a completed credentialfrom a recognized institution to another institution is quite different from RPL, where it is the learner's experiential, nonformal, or informal learning that is assessed. In considering the effects of the Covid-19 pandemic on higher education, a recent article by Commonwealth of Learning personnel presented transfer credit as part of a "new model for a new normal" (Kanwar & Carr, 2020), a model that focuses on accessibility and mobility, thus permitting learners additional flexibility as they work toward a credential. While it is true that increased credit transfer processes will indeed serve learners, so too would the increased use of RPL.…”