The policy category of Student Mobility was my favorite of the two covered in the ACE reading. The subcategories of Inbound and Outbound Mobility, Degree and Credit Mobility discuss the national polices implemented to further international higher education.

Visa policies are the first and foremost issue for inbound student mobility. The reading covers differing approaches, with Australia streamlining their application process, and efforts of the European Union to ease intra-EU mobility for non-EU students. However, we also have the United Kingdom increasing visa regulations in response to concerns about international students at public colleges.

How will the recent Paris terror attacks affect visa restrictions for international students?  France introduced new measures during the last few years aimed to increase inbound international students to 20% of total higher ed enrollment.  Have recent events made France reconsider this goal? This will be an issue to watch going forward, especially among nations they may consider to be ‘high risk’.

Another vital issue is that of ‘harmonization’, or alignment of educational systems. Differing academic calendars, credit systems and degree structures can inhibit student and job mobility.

I have seen harmonization issues in my workplace regarding graduate admissions qualifications. A four year Bachelors degree is required, meaning that students who completed their undergraduate studies in a country with a three year system were ineligible for our Masters programs. This issue of incohesive educational systems lost my school some talented applicants and left them with fewer options to further their studies.  ACE gives examples of successful harmonization initiatives such as the Bologna Process in Europe and the Reykjavik Declaration in Scandinavia, which provide common standards and mutual recognition of credentials.  Harmonization policies provide greater opportunities for students residing in participating regions. However I wonder if harmonization efforts put pressure on regions with fewer resources to conform to the standards set by wealthier regions. What disadvantages are faced by students in a region with a unique higher ed system that does not have the means to adapt to (often) Western standards? If higher education is to be truly global, what are the responsibilities of developed regions to the rest of the world?

Allison Olly