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Polling and Market Research
2014 Global Survey of Students
Submitted to:
Matthew Yale, Laureate International Universities
Submitted by: Zogby Analytics
Jonathan Zogby, CEO John Zogby, Sr. Analyst
June 2014
© 2014 Zogby Analytics
“The Zogby Analytics Difference: we bring four decades of experience in measuring attitudinal behaviors among a wide array of sectors, target audiences and geographic locations all over the world in order to establish meaning and context for your research needs.” Executive Analysis Introduction It is an amazing period to be alive. Familiar institutions which have provided stability, security, and opportunity for a millennium are withering amidst rapid technological change. It is an era the world has not seen since the end of the Middle Ages and the rise of the Renaissance, the New World and the Enlightenment. New institutions, driven by the needs of the actual prosumers, are changing the landscape of politics, nongovernmental organizations, economies and finance, and education. Numerous authors and scholars point to a deep crisis facing universities and their stakeholders, and countless summits have been held both in the United States and worldwide on how best to deal with unsustainable models of higher education, too much debt for both institutions and consumers; outdated courses and programs, and an overabundance of administration. Yet throughout this process, there has not been any consistent effort to understand from students how they believe that the higher education experience will change, and how they believe that it should change. Laureate Education, Inc., the world’s largest higher education company with more than 850,000 students worldwide in 29 countries, has been a leader adopting innovations to try to address the challenges facing higher education. To make sure its educational model is and will remain relevant to the students who attend its network of 75 institutions worldwide, Laureate commissioned Zogby Analytics to survey students in 21 countries who presently attend post-‐secondary institutions who are part of the Laureate network. Zogby Analytics was selected because it has a tradition of four decades of providing excellence in data collection and actionable direction to a wide variety of clients. The challenge associated with polling hundreds of thousands of students in as many as ten languages who hail from a wide variety of countries, institutions, and courses of study required the kind of strategies and implementation that define the Zogby brand. Based on survey results, Laureate students have a positive vision for the university of the future – it is accessible, flexible, innovative, and job-‐focused.
Accessible A plurality (43%) of Laureate students believe that the university of the future will provide content online for free for most courses and more than half believe that students will utilize social media platforms to learn and in turn to teach other students (59%). In addition, nearly seven in ten (68%) believe that future universities will maintain free online libraries where students can access course materials and books and other reference tools. Flexible A majority of students believe that most courses will be offered at all times of the day or night (52%) and a plurality believe that most courses will be offered without fixed schedules (44%) to accommodate students who work or just prefer learning at different times. Just over two in five (41%) students believe university students in the future will be able to earn specialized certificates throughout their academic career allowing them to take courses at their own pace instead of concentrating academic careers into 2-‐ or 4-‐year spans culminating in a degree. Innovative More than half (54%) expect that the university of the future will provide courses that are a collaboration between students with an emphasis on group projects. Additionally, 43% believe that students will be able to access personalized instruction or tutoring online perhaps rendering the traditional classroom experience less important. Job-‐Focused The day of the Medieval Studies student may soon be over. Laureate students see a university of the future as one clearly focused on producing students who are prepared to excel in jobs that are needed by industry and society. Sixty-‐one percent believe that most courses offered by future universities will be designed by industry experts and 64% expect that courses will be offered in multiple languages to facilitate employability. Finally, more than seven in ten think that career-‐oriented skills (not just subject matter) will be taught in future universities. The University of the Future Student Survey The objectives of the survey project were to:
• Determine opinions towards topics and issues relating to advanced higher education models; and
• Explore student attitudes about what their university will and should look like,
fifteen years in the future.
The topics that the University of the Future Student Survey polled students on include:
• course design (including the increased role of industry experts and entrepreneurs); • course schedules, method of delivery and pedagogic techniques (like the
incorporation of social media platforms and other tech friendly models);
• types of professionals teaching courses; • job preparation and placement, apprenticeships; • the ability to take classes, degrees and certificates anytime and anywhere; and • lifetime education and other innovative approaches to new educational models for
the twenty first century. The Laureate Education/Zogby Analytics poll of 20,876 students in 21 countries provides a treasure trove of data that points in the direction of the future shape and conduct of higher education – as the students actually envision it. Zogby Analytics received a list of student emails from Laureate schools for a total of 378,653 email addresses. Additionally, Zogby Analytics created portal pages for three of the schools that could not provide lists of emails. In total, 37 schools participated from 21 countries. Over a period of two weeks, invitations (in students’ native languages) were sent to these emails that briefly explained what the survey was about and asked the student to participate. Each invitation contained a link that was equipped with a unique identifier so that only one survey per email could be completed. Clicking on the link embedded in the email would take the student to a survey in the student’s native language (except India and South Africa where the email invitation and survey were offered in English). Once the survey was completed, the unique link expired and could no longer be used. Two weeks after an email was first sent out, reminder emails were sent to those students who had not responded during the initial email blast. The survey was live in the field for four weeks. Following, we will highlight the results and meaning of this unprecedented survey on the future of higher education and will make observations based on the findings of the survey overall, among those students in developing countries, and among those who are 18-‐24 years of age.
The Student of the Future (Survey Respondents) The past twenty years is the story of an unprecedented growth in the middle class worldwide – particularly the emergence from poverty of a C Class (or lower middle class) in developing countries. The university of the future therefore must be able to respond to this increased demand by making higher education more accessible to the C Class. This is exactly the direction in which the Laureate Education network is leading – according to the data collected, one in three respondents of the Laureate Education network worldwide are the first ones in their family to experience post-‐secondary education. Even more noteworthy is that about four in five are either paying for their education themselves or through their family (90% in the developing countries surveyed). Education for these students is very much a personal investment, not an entitlement. In addition, because one in three of the student respondents are actually the first in their families to attend a post-‐secondary school there is a heightened awareness of the value of their schooling. Most of these respondents regardless of geography are representatives of the Millennial generation, thus they are tech-‐savvy, more global in their outlook, and have high expectations for the future. They are already, particularly in the developing countries, the beneficiaries of significant growth rates, and are hopeful that their education will mean being productive in growing economies At the same time that such a huge number of students are attending colleges, there is a considerable level of angst over the value of their investment in a limited job market. As Princeton economist Alan Blinder has pointed out, students in the West have clearly entered a “gig economy” where young people (or older people facing layoffs) are not settling into careers but are moving from one short-‐term project to another. Blinder projects that today’s 20-‐somethings will have had four gigs by the age of thirty, ten by the age of forty. As a result, being “educated” is itself taking on a new meaning. Instead of the goal of obtaining a degree, a mindset needs to be created that emphasizes lifelong learning: refresher courses, certificate programs, online mentoring and coaching, learning new skills. These kinds of programs must be available in real time to meet students’ schedules, not the institutions’. Businesses and entrepreneurs will also need to be more in the drivers’ seats as they are (and will be) more and more the job creators and enablers. The results of the survey suggest that this is what they see in the near future. Student Responses In the analysis that follows, we refer to the expectation of most or majority instances as instances which refer to anywhere from 61%-‐100% of the time. This has been done to avoid any confusion with too many percentages. Transformation by Technology. Students’ vision of the university of the future reflects a universally held belief in the transformative power of technology on higher education. Students are internet savvy and they want the best that the technologies can offer. Free materials,
MOOCS, courses that are offered to everyone and at convenient times, teachers who are available on-‐screen to tutor, mentor, and encourage. In each instance, at least one third and as much as one half, expect the university of the future (identified in the “next fifteen years”) to be dominated by tech-‐friendly models.
o More than two in five overall (43%) expect that a majority of “their courses will
include free content on the internet to unlimited numbers of students”. This includes 45% of students in the 18-‐24 year age bracket (higher than any other age cohort) and 44% of those in developing countries. One in three feel that a majority of classes “will be taught online instead of in traditional classrooms”, a view shared by 43% of Chinese students and nearly a third of Latin American students (ranging from 26% in Brazil to 36% in Honduras). A huge 59% (including 60% of students 18-‐24 and 60% in developing countries) say that students “will utilize social media to learn and teach skills to other students”.
o This age cohort of students are not only the most technology savvy, they are not accustomed to paying for things that can (and perhaps should) be free. Better than two-‐thirds (68%) expect that there will be “free books and materials”. (Three in four – 74% -‐-‐ say this will make things better for them personally).
o These students are not a “9 to 5” age cohort – they are actually “7 and 24”. 52% say that “a majority of classes will be provided all day and night”. They do not expect that a majority of courses will adhere to a fixed schedule throughout the year and that courses will be offered more frequently to accommodate more students” (44%).
o Overall, 46% of all students surveyed – including 47% of 18-‐24 year olds, 47% of
those in developing countries, 58% of Chinese and 40% of Latin American students – say they will be better off because of these technology enhancements, while half as many say they will be worse off (21% of 18-‐24 year olds, 22% of those in developing countries, 31% of those in Latin America and only 5% of those in China).
o More than any other regional group, Asian students believe that, in the future,
learning will be dominated by online content. They are also most likely to see that as a good thing. In particular, 55% of Asian students think that changes to how students will take classes in the future will benefit students, while only 8% think that they will make things worse. In contrast, this differential is only +9% In Latin America.
Value Driven Education. Students want an education that is better suited for a meaningful return on investment, that is more practical and immediate in its return, and is very much a
joint venture between themselves and those in the best position to help them. This vision of the university of the future is consistent with the Laureate network of institutions and programs worldwide. They see a greater role for entrepreneurs, for company representatives designing courses and mentoring students -‐-‐ and ultimately placing them into work
o The Laureate students are pretty clear on the value of their education. About
seven in ten of the students polled (71%) understand that the majority of courses in the future will “teach students career-‐oriented skills”. Almost two in three (64%) also see that courses will have to be taught simultaneously in multiple languages to facilitate a mobile age cohort.
o More said that they expect a majority of courses to be designed by “industrial experts to prepare students for jobs with their companies” (60%) and by “entrepreneurs paid by participants” (45%) than by “scholars or government experts” (40%). Only 26% foresee that courses will be designed by “students by other students”. Two in five (44%) assume that most of the instructors in the future will be “part-‐time industry experts instead of full-‐time instructors”. This includes 44% of the 18-‐24 year olds and 44% of students in the developing countries. Overall, 43% say that most students in the future “will get personalized tutoring and instruction by professors online, not in person”.
o Students recognize that a "degree" is temporary and static and, instead, seem to
recognize that in a gig economy that their education will involve more certification and recertification -‐-‐ something they want their institutions to reflect. Instead of the current emphasis on “taking courses all at once in traditional degree programs”, 41% of those polled overall believe “students will earn specialized certificates throughout their careers”.
o Students in the future will be the beneficiaries of “career development, job
opportunities, and mentoring … provided directly by employers online and in real-‐time”, according to 58% of those polled. Seven in ten (69%) say that students will be better off by this direction, while only 6% say they will be worse off. However, students do not eschew the value of scholars or of government experts, they actually want to be sure that their skill development comes from those who have the latest and most up-‐to-‐date knowledge, as well as from those who are in the best position to represent the most relevant information and the most direct connections to direct employment. Scholars have their place as experienced tutors, and fellow students are needed to enhance team-‐building skills.
Emphasis on Cooperation. Contrary to some well-‐worn stereotypes, Asian students are least likely to think that future businesses will put a premium on academic performance on individual courses (28% versus, for example, 48% for their counterparts in Latin America). At the same
time, Latin American students are less likely (48% vs 62% in Asia) to think that courses in the future will be dominated by collaborative courses and group projects nonetheless, this percentage is a plurality of responses.
• The students in the survey note that grades in the future will be based much more on a
“combination of contribution to teams and academic performance” (64%) than simply on academic performance” (21%), as things now stand. This is even more pronounced among the youngest students polled – 66%. More than half (54%) say that most courses offered in the future will be “more collaborative between students with a greater emphasis on group projects”. Importantly, students expect that businesses will place a higher value on internships (55%), teamwork (53%), and certificates of mastered skills (48%) than the current model which emphasizes academic performance (39%).
A Global Mindset. While answers to some questions demonstrated significant differences among regions, as well as among different countries, answers to many questions showed remarkable consistency, especially among developing countries.
• 72% of all students in developing countries believe that the potential changes to what kinds of courses will be taught in the future will be better for students, while only 5% think that they will be worse for students. This positive sentiment is almost equally shared among students from all 12 developing countries that participated in our survey.
• The same can be said for the potential changes to how students will receive materials and assistance. 69% of all students in developing countries believe that they will be beneficial to students, while only 6% think that they will have negative impact. These numbers are very similar for all 12 developing countries. This similarity in answers is especially remarkable when one takes into account that some countries have considerably different student makeup.
• When it comes to developing countries and how students will take classes in the future, the enthusiasm for changes is almost evenly spread across Asia (strongest in China). The skepticism in Latin America is very strong in Brazil and Mexico (+5% and +3% better/worse differential, respectively) but not so much in Panama (+19%) and Peru (+24%).
Conclusion Today, huge numbers of college students are enrolled worldwide, particularly in the developing countries, and they increasingly want and expect to be enabled by both technologies that are available and with which they have special facility. The results of this survey demand that Laureate Education continue its mission of meeting the aspirations of today’s students for an education that is more direct, personal, practical, convenient, affordable, and more attuned to a lifetime of changes. While the results of the survey reveal differences in degrees of agreement on the vision of the future, these are really only nuances. Actually, a clear picture of the student vision of the university of the future emerges. These results provide both a mandate for Laureate to continue its mission of relevance, change, and excellence – and, at the same time, offer a blueprint of the shape of the change to come.
Analytics Tables and Charts
Not sure 4
Other 9
Siblings akended university but did not graduate
8
Parents akended university but did not graduate
9
Parents graduated from university
30
Siblings graduated from university
31
First in your family to akend a university
33
3. What is your family history of educaFon?
17
1
2
2
2
3
3
4
5
5
5
9
11
13
19
Other*
Denmstry
Medicine
Hospitality
Nursing
Architecture
Psychology
Law/legal studies
Computer Science/IT
Educamon
Communicamons
Design
Economics
Engineering
Business
4. Which of the following best describes what you are studying?
3
10
23
28
23
14
Not sure
Other
2017
2016
2015
2014
5. When do you expect to complete your program?
Other 4
Scholarships 17
Student loans 14
Family support 61
Paying your own way 26
6. How are you paying for your educaFon?
0-‐60%
61%-‐100%
8. Courses will be provided as free content on the internet to unlimited numbers of students at the same time 57 43
9. Would it make a difference if courses were provided on the internet for a fee?
Yes No
Not sure
65 16 19
10. Students will earn specialized certificates throughout their careers rather than taking courses all at once through a traditional degree program
59 41
11. Courses will be taught online instead of in a traditional classroom setting 66 34
12. Courses will be provided at all times of day (or night) for students to take when it is convenient for them 48 52
13. Courses will be provided without fixed schedules throughout the year and with a frequency that let students complete a program faster or slower as convenient for them
56 44
14. Courses will be more collaborative between students with a greater emphasis on group projects 47 54
15. Students will utilize social media platforms to learn and also teach important skills to other students 41 59
16. Regarding the potential changes to how students will take classes in the future mentioned in Q8-‐15, do you think this will be better for students, worse for students, make no difference, or you do not know/not sure?
Better Worse
No difference Not sure
46 23 7 25
0-‐60%
61%-‐100%
17. Courses will be designed by industry experts to prepare students to find a job at their companies when they graduate 40 61
18. Individual course will be designed by entrepreneurs who are paid based on student participation or rating 55 45
19. Courses will be designed by scholars or government experts 60 40
20. Courses will be designed by students and offered to other students 74 26
21. Regarding the potential changes to how students will take classes in the future mentioned in Q17-‐20, do you think this will be better for students, worse for students, make no difference, or you do not know/not sure?
Better Worse
No difference Not sure
51 13 9 27
22. Courses will be taught part-‐time by industry experts instead of full-‐time instructors 57 44
23. Do you think this will be better for students, worse for students, make no difference or you do not know/not sure?
Better Worse
No difference Not sure
51 17 10 23
24. Courses will teach students career-‐oriented skills 29 71
25. Courses will be taught in multiple languages for improve student’s ability to work anywhere in the world 36 64
26. Regarding the potential changes to what kinds of course will be taught in the future mentioned in Q24-‐25, do you think this will be better for students, worse for students, make no difference or you do not know/not sure?
Better Worse
No difference Not sure
72 5 6 16
0-‐60%
61%-‐100%
27. Students will receive personalized tutoring and instruction by professors online instead of in-‐person 57 43
28. Books and course materials will be provided for free in online libraries 32 68
29. Would it make a difference if materials were available online for a fee?
Yes No
Not sure
74 15 11
30. Career development, job opportunities, and mentoring will be provided directly by employers online and in real-‐time 42 58
31. Employers will offer students with apprenticeships that will allow students to earn money part-‐time while they study for a position with an employer
34 66
32. Regarding the potential changes to how students will receive materials and assistance mentioned in Q27-‐31, do you think this will be better for students, worse for students, make no difference or you do not know/not sure?
Better Worse
No difference Not sure
69 6 7 18
Note: Totals may equal more than 100% due to rounding.
Developing Countries-‐What the University should look like, fifteen years in the future? As you read each statement about the future, please tell me how common, based on a scale of 0-‐100% of the time, you think each of the following scenarios will be fifteen years from now: Questions
8. Courses will be provided as free content on the internet to unlimited numbers of students at the same time 10. Students will earn specialized certificates throughout their careers rather than taking courses all at once through a traditional degree program 11. Courses will be taught online instead of in a traditional classroom setting 12. Courses will be provided at all times of day (or night) for students to take when it is convenient for them 13. Courses will be provided without fixed schedules throughout the year and with a frequency that let students complete a program faster or slower as convenient for them 14. Courses will be more collaborative between students with a greater emphasis on group projects 15. Students will utilize social media platforms to learn and also teach important skills to other students 17. Courses will be designed by industry experts to prepare students to find a job at their companies when they graduate 18. Individual courses will be designed by entrepreneurs who are paid based on student participation or rating 19. Courses will be designed by scholars or government experts 20. Courses will be designed by students and offered to other students 22. Courses will be taught part-‐time by industry experts instead of full-‐time instructors 24. Courses will teach students career-‐oriented skills 25. Courses will be taught in multiple languages or improve students’ ability to work anywhere in the world 27. Students will receive personalized tutoring and instruction by professors online instead of in-‐person 28. Books and course materials will be provided for free in online libraries 30. Career development, job opportunities, and mentoring will be provided directly by employers online and in real-‐time 31. Employers will offer students with apprenticeships that will allow students to earn money part-‐time while they study for a position with an employer
In the table that follows, the numbers in the grid refer to anywhere from 61%-‐100% of the time for each scenario regarding the university of the future. This has been done to avoid any confusion with too many percentages. Table 1: Countries-‐ University of the Future-‐Fifteen Years from Now Please see Question Grid Above for Full Description Questions Grid #’s
8 10 11 12 13 14 15 17 18 19 20 22 24 25 27 28 30 31
Brazil 38 37 26 57 48 49 55 64 42 30 19 40 78 62 40 70 60 74 China 59 52 43 48 45 66 66 53 49 45 36 49 67 61 47 67 56 68 Costa Rica 32 38 35 63 42 40 55 62 44 39 22 37 70 63 49 69 57 59 Honduras 42 52 36 63 48 54 59 74 53 44 36 43 81 75 46 71 65 71 India 23 31 33 45 30 47 65 67 45 23 27 53 76 65 33 62 61 65 Malaysia 37 40 29 53 48 47 62 64 44 31 18 37 66 54 43 72 60 70 Mexico 38 43 35 56 45 47 58 63 49 42 28 46 71 67 49 69 60 61 Morocco 40 21 20 34 31 56 45 63 40 62 21 50 67 63 28 67 49 49 Panama 42 44 34 64 48 50 59 68 54 46 28 44 72 70 48 73 60 66 Peru 37 42 30 57 41 50 62 66 47 40 27 40 73 69 46 67 59 66 Thailand 37 45 29 46 47 42 45 61 46 42 37 46 67 64 45 62 51 58 Turkey 25 29 24 32 26 54 61 40 38 46 13 29 48 47 24 60 40 47 Orange Highlight – Highest percentage; Blue Highlight – Lowest percentage
Brazil Institutions-‐ What the University should look like, fifteen years in the future? As you read each statement about the future, please tell me how common, based on a scale of 0-‐100% of the time, you think each of the following scenarios will be fifteen years from now: Questions
8. Courses will be provided as free content on the internet to unlimited numbers of students at the same time 10. Students will earn specialized certificates throughout their careers rather than taking courses all at once through a traditional degree program 11. Courses will be taught online instead of in a traditional classroom setting 12. Courses will be provided at all times of day (or night) for students to take when it is convenient for them 13. Courses will be provided without fixed schedules throughout the year and with a frequency that let students complete a program faster or slower as convenient for them 14. Courses will be more collaborative between students with a greater emphasis on group projects 15. Students will utilize social media platforms to learn and also teach important skills to other students 17. Courses will be designed by industry experts to prepare students to find a job at their companies when they graduate 18. Individual courses will be designed by entrepreneurs who are paid based on student participation or rating 19. Courses will be designed by scholars or government experts 20. Courses will be designed by students and offered to other students 22. Courses will be taught part-‐time by industry experts instead of full-‐time instructors 24. Courses will teach students career-‐oriented skills 25. Courses will be taught in multiple languages or improve students’ ability to work anywhere in the world 27. Students will receive personalized tutoring and instruction by professors online instead of in-‐person 28. Books and course materials will be provided for free in online libraries 30. Career development, job opportunities, and mentoring will be provided directly by employers online and in real-‐time 31. Employers will offer students with apprenticeships that will allow students to earn money part-‐time while they study for a position with an employer
In the table that follows, the numbers in the grid refer to anywhere from 61%-‐100% of the time for each scenario regarding the university of the future. This has been done to avoid any confusion with too many percentages. Table 2: Brazil Institutions-‐ University of the Future-‐Fifteen years from Now Please see Question Grid Above for Full Description Questions Grid #’s
8 10 11 12 13 14 15 17 18 19 20 22 24 25 27 28 30 31
Brazil Anhembi 36 39 31 57 48 45 51 62 40 27 15 38 77 63 40 68 57 69
Brazil FADERGS 38 35 25 51 49 46 53 61 42 26 14 36 77 54 40 73 55 71
Brazil FG 41 40 26 59 52 52 57 70 44 32 14 39 84 66 42 72 64 76
Brazil FPB 45 42 22 59 50 48 50 65 45 34 23 40 79 77 47 76 64 83
Brazil IBMR -‐ 36 31 27 57 51 42 53 67 39 29 15 42 80 67 38 75 59 75
Brazil UNIFACS 34 34 21 57 49 52 56 65 37 29 17 43 81 63 35 70 62 76
Brazil UniNorte 42 39 25 56 45 55 59 67 47 35 28 42 76 62 39 71 63 77
Brazil UNP 40 40 33 64 55 53 59 66 45 35 17 40 82 64 49 79 66 78
Brazil UNR 31 29 22 55 44 41 50 59 36 22 15 34 72 57 37 60 54 71
Orange Highlight – Highest percentage; Blue Highlight – Lowest percentage
Individual achievement
21
Part of a team
10
Both 64
Other 1
Not sure 5
33. At your university fiieen years in the future, will students mainly be graded on ndividual
achievement, their contribuFon as part of a team, a combinaFon of both, or other?
Not sure 3
Other 5
Performance at internships or
apprenmceships, 55
Cermficates that studentshave mastered skills
48
Academic performance on team-‐based acmvimes 53
Academic performance on individual courses
39
34. Which do you think that businesses will value most in selecFng among potenFal employees?
Employers 25
Gov't 31
Students/ families
58
Investors (crowd-‐ funding)
27
Other 1
Not sure 7
35. Who will pay for the majority of the expenses at your university fiieen years in the future?
Open-‐Ended Responses Q7. What skills and expertise should your university help you develop for a career and life after you graduate? The majority of respondents from every country and every school said that Laureate should prepare them with the skills to get a job in their chosen field. One student from Australia put it this way: “To understand the real word industry and how to conduct yourself professionally.” However, a student from Brazil (FG) said it more bluntly: “the faculty should teach us how to actually make money.” Students also indicated the desire for more effective career and academic planning from the outset of their education, a program that Laureate is actively engaged in providing to students in its network. A student from UNITEC in Mexico wanted help before even starting course work, saying the university should “evaluate our profile and recommend courses” to students. Workplace Skills. In addition to specific skills related to their career choice, many indicated practical skills like “communication” or “computer” literacy. A student from Anhembi in Brazil said it this way: “Practical and theoretical knowledge to enter and operate in the labor market in a competitive manner, team work, and how to make and maintain a ‘network’." Another Brazilian student from the same university emphasized another current Laureate network initiative, suggesting that their school should teach some of the “soft skills” like “negotiation, how to speak in public, career management, and so on.” One of his or her classmates at Anhembi was a bit more romantic and said he or she wanted to learn “autonomy, maturity, excellence, and social responsibility.” A student from China (LIEU) agreed and said the university should teach “independence, autonomy, self-‐reliance, self-‐confidence, and self-‐esteem.” Another student from Peru said “I would like to see the university teach their pupils to cope with life.” Career Placement. Another area where a significant number of students said their university should help is in finding a job after graduation. A Brazilian student from IBMR left nothing out saying he or she expected complete “support in entering the labor market.” Several students offered specific ideas for helping students enter the workforce – a UniNorte student from Brazil thought that the university could “offer employment for the students that had the best grades in the course,” while another student from the same school said the university should “forward or hire their best students for paid internships, lectures or courses.” Finally, a Malaysian student thought that the university should “train final year students in real-‐world business or accounting environment.”
Practical Experience. A common desire among students in all schools was the ability to gain practical experience. A student from Brazil (UNR) was very pointed in his or her criticism: “Unfortunately, currently the undergraduate course does not allow the practical experience, therefore cannot think about a school helping in the future.” A Honduras student thought the university could help by “opening extracurricular workshops, since these would help one with extra training.” A student in India said that “company exposure and more industry interactions” would help and a student from Mexico (UVM) thinks practical experience should start early: “Send us from the beginning to internships so that you can reaffirm the knowledge of classes.” A student from Panama thought the university should allow “professional internships in selected places and every student should be accepted” into such a program. One Peruvian student was very practical: “The courses must be balanced 50% lecture, 50% internship. Then, follow with an assessment of our performance.” Language Study. Of course students from all schools said they wished that their university offered a variety of courses that were currently not being offered, but one subject that cropped up in nearly every school was the availability of language study and specifically English. A student from Costa Rica complained about the caliber of his or her English course: “A really good English course, and not free from some language courses for students.” One Brazilian student from Anhembi thought that courses in English were ended too quickly before students could acquire fluency and a fellow Brazilian (UNIFACS) thought offering “free English” courses would be a good idea. Students from one of the Chinese schools (LIEU) were particularly vocal about requesting fluency in English, while a student in Thailand expressed his or her feelings more broadly wanting more emphasis simply on developing “language skills.”
Q7. Word Cloud of open-‐ended responses
7. What skills and expertise should your university help you develop for a career and life after you graduate? Australia Real world application of skills (21); Life skills (3) Brazil Real world application of skills (317); Help in finding a
job/internship (113); Offer more /different courses (81); Life skills (49); Greater communication between students/ faculty/administration (25); Fee discounts/free courses/scholarships (15); Nothing (11)
China Real world application of skills (510); Life skills (73); Offer English (45); Help in finding a job/internship (23); Offer more/different courses (12); Nothing (3); Greater communication between students/faculty/administration (1)
Costa Rica Real world application of skills (81); Help in finding a job/internship (20); Offer more/different courses (4); Better facilities (4); English (3); Life skills (2); Nothing (1)
Cypress Real world application of skills (14); Life skills (4); Nothing (2); Help in finding a job/internship (1)
France Real world application of skills (145); Life skills (7); Help in finding a job/internship (1); Nothing (1)
Germany Real world application of skills (28); Life skills (3); Help in finding a job/internship (2)
Honduras Real world application of skills (52); Help in finding a job/internship (12); Life skills (11); Greater communication between students/faculty/administration (1)
India Real world application of skills (20); Help in finding a job/internship (5); Life skills (4); Fee discounts/free courses/scholarships (1)
Italy Real world application of skills (14); Help in finding a job/internship (8); Life skills (2)
Malaysia Real world application of skills (50); Life skills (14); Help in finding a job/internship (14); Offer more /different courses (1); Fee discounts/free courses/scholarships (1); Nothing (1)
Mexico Real world application of skills (224); Help in finding a job/internship (90); Offer more /different courses (10); Life skills (10); Greater communication between students/
faculty/administration (5); Fee discounts/free courses/scholarships (5); Nothing (4)
Morocco Real world application of skills (20); Help in finding a job/internship (6); Life skills (5)
Panama Real world application of skills (146); Help in finding a job/internship (23); English (11); Life skills (4); Nothing (4);Greater communication between students/faculty/ administration (2); Fee discounts/free courses/scholarships (1); Offer more /different courses (1)
Peru Real world application of skills (198); Help in finding a job/internship (33); Life skills (24); Fee discounts/free courses/scholarships (3); Greater communication between students/faculty/administration (3); Nothing (1)
Portugal Real world application of skills (7); Help in finding a job/internship (2); Offer more /different courses (1); Nothing (2)
South Africa Real world application of skills (9); Help in finding a job/internship (3)
Spain Real world application of skills (33); Help in finding a job/internship (4); Life skills (3); Fee discounts/free courses/scholarships (2)
Thailand Real world application of skills (9); Help in finding a job/internship (4); Offer more /different courses (7); Life skills (1); English (3)
Turkey Real world application of skills (32); Help in finding a job/internship (12); Do not expect help (4); Nothing (2); Life skills (1); English (1)
US Real world application of skills (40); Help in finding a job/internship (7); Life skills (6)
Q36. What is one idea you have for your university of the future that you believe will most benefit students? Technology. Perhaps the most often cited idea from students across the board for the university of the future is one which uses the latest technology and teaching methods. A student from UniNorte in Brazil said this about technology and the future: The university of the future will be transformed by the technology of the last generation; students in the future will benefit from the ability to learn in a shorter time everything they need – what used to take 5 years to learn to graduate will allow students to learn and graduate in 2 to 3 years. Another student from UniNorte said the university of the future “is linked closely with technology,” and a Uamerica student from Costa Rica has a practical vision for the university of the future: employ “the latest technology and have a good team on hand to avoid technical failures.” A number of students said that their university needed to attract the best teachers, but criticism of the teaching staff was most vocal in Costa Rica (Ulatina). One student said simply “ensure that courses are properly taught.” One fellow student was more pointed in his or her criticism: “Ensure that teachers actually have the willingness, time, and skills to impart lessons because otherwise it is a waste of time.” Cost. Not surprisingly, cost was a topic that appeared again and again. A student from Anhembi in Brazil said “all universities would have to be free for all people” to be his or her idea of a university of the future. Another student from the same campus was specific in his or her desire: “Free transportation to and from campus, regardless of the region in which the student lives. Also, a copier gratis to each class so you don’t have to spend so much money on books.” Spending on books was a common complaint for some students in most schools. A student from UNITEC in Mexico put it this way: “Not forcing us to buy the books that we do not use in the classes, or that teachers do their program based on the book of UNITEC” would be his or her idea for a university of the future. Another student from Anhembi had a lot to say on the subject of cost: The prices of universities do not meet the needs of students attending -‐ they always depend on their parents for long periods because of the sky high monthly tuition. Should have more scholarships available, and scholarships for students who want to study abroad as already exists in Europe. Encourage companies to recruit students from Anhembi Morumbi. And also give discounts to students who take languages to encourage the learning of several languages, thus creating students who are going to have more opportunity to work in the future. These opportunities would turn out
students who are dynamic and more willing to put themselves to see the return on the cost of their education. A few of the schools stood out for specific issues or ideas that did not appear in other schools. For instance, Honduras students mentioned student housing more than once as something that would bring their university into the future and one in four Indian students mentioned the dismal state of their campus and said that updating, or more preferably, moving the campus has to be a first step in bringing their university into the future. Said one Indian student: “A better campus for Pearl Academy Delhi and it should not be in an industrial area. A better and safer place for students so that their family members are not nervous for them.” Many students said that their university of the future would focus on students as individuals. A student from Brazil (Anhembi) felt that “customizing study and online content” for each student would be his or her idea of a future university. Another Brazilian student from Fadergs was more concerned about comfort and a free-‐style of learning: The university of the future has a cozy environment in which the student will be able to study as if you were at home, with couches to rest on, large tables with sockets and an excellent Wi-‐Fi. It would be a place for the exchange of ideas and experiences in which the main objective would be to make the student think and be creative. Many students were clear that their idea of a university of the future is global in style and reach. A Brazilian Unifacs student said “access without a lot of bureaucracy.” A UniNorte student said his or her university of the future is “mandatory, unrestricted, and free.” A Chinese student from LIEU agreed, saying “schools will be free from administration, management, and will be free.” Some students didn’t necessarily say that their university of the future should be free, but it should be more accessible. A student from Uamerica in Costa Rica said students in the future should be “allowed to take online courses for entire careers in other universities belonging to the Laureate International Universities network.” A Mexican student (UVM) said it this way: “Allow the exchange of information with universities in other countries.” Language Study. As was the case with many students answering question 7, language cropped up repeatedly. Many students said their university of the future would offer courses in different languages. Said one student from Brazil’s Anhembi, “Courses offered in person should be entirely in the English language.” One student from Turkey complained that no courses at his school are offered in English, though it is promised that they are. A Chinese student from LIEU said he or she would like a university of the future to offer “multi-‐language teaching.” Pre-‐Employment Training. Finally, students in all schools would tailor their university of the future to providing the opportunity to have a job at the end of their university career. Said one student from Brazil, “Courses created will be in accordance with the needs of the market and
employment guaranteed at the end of training.” A Chinese (LIEU) student thought of it this way: “Employers will provide students with employment opportunities, so that students' knowledge is put to use.” Q36. Word Cloud of open-‐ended responses
36. What is one idea you have for your “university of the future” that you believe will most benefit students? Australia Global university – open to anyone, anywhere, anytime (7);
University connections with business and industry (5); Low cost/affordable/free (3); Focus on students (2); Integrated face-‐to-‐face and online (2); Latest in technology and methods (2); Traditional classrooms, less virtual (2)
Brazil Focus on students (121); Latest in technology and methods (105); University connections with business and industry (91); Global university – open to anyone, anywhere, anytime (76); Low cost/affordable/free (70); Integrated face-‐to-‐face and online (68); Traditional classrooms, less virtual (34)
China University connections with business and industry (152); Low cost/affordable/free (117); Latest in technology and methods (99); Focus on students (95); Global university – open to anyone, anywhere, anytime (81); Integrated face-‐to-‐face and online (62)
Costa Rica Latest in technology and methods (50);University connections with business and industry (35); Low cost/affordable/free (27); Integrated face-‐to-‐face and online (23); Global university – open to anyone, anywhere, anytime (19); Focus on students (14); Traditional classrooms, less virtual (9)
Cypress Low cost/affordable/free (8); Focus on students (3); Integrated face-‐to-‐face and online (3); Global university – open to anyone, anywhere, anytime (3); University connections with business and industry (3); Latest in technology and methods (2)
France Latest in technology and methods (30); University connections with business and industry (20); Integrated face-‐to-‐face and online (17); Focus on students (14); Low cost/affordable/free (14); Global university – open to anyone, anywhere, anytime (9); Traditional classrooms, less virtual (4)
Germany Focus on students (2); Integrated face-‐to-‐face and online (5); Global university – open to anyone, anywhere, anytime (1); Latest in technology and methods (7); University connections with business and industry (9); Low cost/affordable/free (7)
Honduras Latest in technology and methods (21); Low
cost/affordable/free (11);University connections with business and industry (10); Global university – open to anyone, anywhere, anytime (8); Focus on students (7); Integrated face-‐to-‐face and online (3); Traditional classrooms, less virtual (7)
India Latest in technology and methods (10); University connections with business and industry (6); Global university – open to anyone, anywhere, anytime (4); Low cost/affordable/free (4); Focus on students (2); Integrated face-‐to-‐face and online (2)
Italy University connections with business and industry (8); Low cost/affordable/free (4); Focus on students (3); Global university – open to anyone, anywhere, anytime (2); Latest in technology and methods (2); Traditional classrooms, less virtual (2)
Malaysia Latest in technology and methods (20); Focus on students (18); Low cost/affordable/free (13); University connections with business and industry (12); Global university – open to anyone, anywhere, anytime (8); Integrated face-‐to-‐face and online (2)
Mexico Latest in technology and methods (95); Low cost/affordable/ free (49); University connections with business and industry (48); Focus on students (47); Integrated face-‐to-‐face and online (33); Global university – open to anyone, anywhere, anytime (18); Traditional classrooms, less virtual (9)
Morocco Focus on students (2); Integrated face-‐to-‐face and online (1); Global university – open to anyone, anywhere, anytime (7); Latest in technology and methods (6); University connections with business and industry (3); Low cost/affordable/free (2); Just like UIC (5)
Panama Latest in technology and methods (51); Low cost/affordable/ free (21); Integrated face-‐to-‐face and online (21); Focus on students (17); Global university – open to anyone, anywhere, anytime (16); University connections with business and industry (12); Traditional classrooms, less virtual (3)
Peru Latest in technology and methods (65); Focus on students (52); Integrated face-‐to-‐face and online (30); Low cost/affordable/ free (30); University connections with business and industry (22); Global university – open to anyone, anywhere, anytime
(18); Traditional classrooms, less virtual (5) Portugal University connections with business and industry (5);
Integrated face-‐to-‐face and online (3); Global university – open to anyone, anywhere, anytime (3)
South Africa Integrated face-‐to-‐face and online (5); Focus on students (2); University connections with business and industry (2); Latest in technology and methods (1);
Spain Low cost/affordable/free (11); Focus on students (8); Latest in technology and methods (7); Global university – open to anyone, anywhere, anytime (5); University connections with business and industry (5); Integrated face-‐to-‐face and online (2)
Thailand Focus on students (6); Latest in technology and methods (5); Low cost/affordable/free (3); Global university – open to anyone, anywhere, anytime (3); Integrated face-‐to-‐face and online (2); University connections with business and industry (2)
Turkey Latest in technology and methods (14); Focus on students (11); Integrated face-‐to-‐face and online (7); University connections with business and industry (7); Low cost/affordable/free (5); Global university – open to anyone, anywhere, anytime (4); Traditional classrooms, less virtual (1)
US Low cost/affordable/free (14); Focus on students (12); Global university – open to anyone, anywhere, anytime (8); Latest in technology and methods (7); Integrated face-‐to-‐face and online (3); University connections with business and industry (2); Traditional classrooms, less virtual (1)
Open-‐Ended Responses -‐-‐ Other Specify Q3. Word Cloud of open-‐ended responses
3. What is your family history of education? Australia Mother/Father attended University (3) other relative attended
university (1);siblings enrolled/or attended (3): Everyone on my family is going/has gone to university (1)
Brazil Mother/father attended university (16); I am the first (8); Other relative attended university (7); A sibling is enrolled or attended university (5); Everyone in my family is going/has gone to university (2); I am formed in a university (2)
China Mother/Father attended Univ. (35);other relative attended Univ. (15); Siblings enrolled/or attended (20); Everyone in family attended/attending (8); Did not attend past primary/high school (101)
Costa Rica Mother/Father(22); Siblings(39); Other(12); I am first (5); Everyone attended (1)
Cypress Mother/Father attended Univ.(3); Siblings enrolled/or attended (2)
France Mother/Father attended Univ.(6); Siblings enrolled/or attended (18)
Germany Mother/Father attended Univ.(5); Siblings enrolled/or attended (9); other relatives attended Univ.
Honduras Mother/Father attended University(10); Siblings enrolled/or attended(21); Other relatives attended (4)
India Everyone in family has graduated(5) Italy Mother/Father attended University (7); Everyone in family
going/has gone (1) Malaysia Mother/Father attended University (5); Siblings enrolled/or
attended(16); No one attended (2) Mexico Mother/Father attended University (43); Siblings enrolled or
attended(33); Other relatives attended(4); Everyone in family going/has gone (5); I am first to attend (8)
Morocco Mother/father attended University (2); Siblings enrolled/or attended(3); Other relatives attended (1)
Panama -‐-‐ Peru Father/Mother(55); Siblings/enrolled or attended(62); Other
relatives(5);Everyone In family attended(10); I am first (6) Portugal Other Relative attended(1) South Africa Everyone in family attended/attending (6) Spain Mother/Father(8); Siblings (4); Other relatives (4); Thailand Sibling (1) Turkey Mother/Father(10) US Mother/Father(5); Siblings(7); Other (1); I am first (3)
4. Which of the following best describes what you are studying? Other Australia Health science (7); Naturopathy (3) Psychotherapy (2); Social
and community services (5); Brazil Accounting (97); Physiotherapy (73); Nutrition (62); Social
Services (52); Aesthetics/Cosmetics (50); Marketing (48); International Relations (43); Biomedicine (43); Pharmacy (39); Pedagogy (30); Biology (28); Veterinary Medicine (27); HR Management (26); Logistics (20); Oil and Gas (13); Speech (10); Advertising (9); Managerial Processes (9); Physical Education (9); Civil Aviation (9); Music/Theater (8); Computers (8); Quality Management (7); Foreign Trade (7); Fashion (7); Mathematics (7); Financial Management (6); English (6); Interior Design (5); Events (5); Gastronomy (5); Hotel/Tourism (5); Education (4); History (4); Hospital Management (3); Game Design (3); Chiropractic (2); Chemical Engineering (2); Environmental Management (2); Civil Engineering (2); Occupational Therapy (1); Psychology (1); Project Management (1)
China Music/Arts(136); Language(97); Business/Management(103); Sports/golf (23)
Costa Rica Accounting (25); Administration (20);Marketing/Advertising(5); Medical/physical therapy (21)
Cypress Accounting (3); Public Health (2) France Management(8); Marketing (8); Political (2); Science(2) Germany Photography (7); Business psychology(5); International Mgt.
(4); Sport Management (6); Journalism/Communication(3) Honduras International relations(15); Tourism(10);Marketing (9); Finance
(5) India Fashion Business (13); Photography (1); Interior Design (1) Italy Fashion Design (17); Graphic Design (11);
Media/Communication (13); Art-‐Visual & Fine(7) Music Sciences(19); Accounting/Finance(9);Construction/surveying(3) Mexico Marketing(68); Administration(84); Accounting/Finance(63);
International Relations/Trade(28); Health/Nutrition(68) Morocco Speech Therapy(11); Physiotherapy(7); Accounting (3) Panama Advertising/Marketing(1)
Peru Accounting/Finance(18); Marketing/Advertising(11); Translation/Interpretation(21); Administration/Business Management(19); Music(16); Right(15); Medical (10)
Portugal Marketing (6); Business Management (11) South Africa Sciences(9); Accounting (1); Criminology (1) Spain International Relations/Communication(8); Physiotherapy (18);
Pharmacy(7); Biotechnology(5) Thailand Liberal Arts(14); English (5); Tourism(4) Turkey International Relations(16); Logistics(8); Arts/Education(15);
Political Science (7); Sociology (6) US Film/Performing Arts (31);Creative writing, illustration (11);
Culinary Arts (8)
5. When do you expect to complete your program? Australia 2018 (3) 2019 (1) Brazil 2018 (324); 2019 (92); 2020 (7); 2022 (1) China 2018(3) 2020 (1) Costa Rica 2018(17); 2019 (3); 2020 (3) Cypress 2018 (1); 2019 (1); 2020 (1) France 2018(205); 2019 (15); 2020 (3); 2021(3) Germany -‐-‐ Honduras 2018(24); 2019 (10); 2020 (1); 2021 (1) India 2018 (1) Italy 2018(2) Malaysia 2018(24); 2019(1); 2020 (1) Mexico 2018(17); 2019 (2) Morocco 2018(16); 2019(4); 2020(7); 2021(1) Panama 2018 (1); 2019 (1) Peru 2018(275); 2019(112); 2020 (27); 2021(16) Portugal 2019(1) South Africa 2018 (2) Spain 2018(16); 2019 (8); 2023 (1) Thailand -‐-‐ Turkey 2018(23); 2019 (4); 2020 (1) US -‐-‐
Q6. Word Cloud of open-‐ended responses
6. How are you paying for your education? Australia Fee help (6); HCSS (5) Brazil Self/family (53); Loans/Help from college (42); Through job
(28); ProUni (14); Friends (5) China Self/Family (29); Government/Charity (8) Costa Rica Self/Family (12); Loans(12); Bill of Exchange(6) Through Job(15) Cypress Family (1) France Learning (14); Alternation(12); Self/Parents (3) Germany Loans(9); Self (5) Honduras Self/Family(9); Loans/Help from college(11) India loans (1) Italy Self/Family (5) Malaysia Self/Family(4) PTPTN(5) Mexico Self/Family (19); Loans(9);scholarship(8); Job(18) Morocco Scholarship (1) Panama -‐-‐ Peru Self/Family(73);Loans(5); Scholarship (7) Portugal -‐-‐
South Africa Parents (1) Spain Self/Family (1) Thailand -‐-‐ Turkey Self (3); Scholarship (6) US Financial Aid(17); Employer (4) 33. At your university fifteen years in the future, will students mainly be graded on individual achievement, their contribution as part of a team, a combination of both, or other? Australia Should be done fairly (1) Brazil Both (13); Integrity (1) China Integrity, ethics, attitude (3) Costa Rica Should be done fairly (2) Cypress -‐-‐ France Both (6) Germany Both (2) Honduras -‐-‐ India -‐-‐ Italy Both(2); Merit (1) Malaysia -‐-‐ Mexico -‐-‐ Morocco Both (3); Originality (1) Panama -‐-‐ Peru Both (5) Portugal -‐-‐ South Africa -‐-‐ Spain -‐-‐ Thailand -‐-‐ Turkey Both (2) US Both (3)
34. Which do you think that businesses will value most in selecting among potential employees? Australia Strong portfolios/ experience/attitude (5); varies according to
job needs (4); all of above (4 Brazil Experience (29); Abilities (17); Academics (16); Combination of
things (16); Personality (12); Another language (7); Reputation of the school (7); Recommendations (6); Depends on the job (6); Age (2)
China Business needs/capacity(31); Abilities/experience (43); Attitude/appearance (15);
Costa Rica Business needs(6); Performance/Abilities/Experience(38); Education/specialties(11)
Cypress -‐-‐ France Abilities/Experience(11); Personality (14) Germany Personality (2); Skills/experience (5) Honduras Performance/Abilities/Experience (14) India Experience/abilities/attitude (5) Italy Experience/ability (5); Malaysia Personality (8); Performance/Ability/Experience(8) Mexico Performance/Experience/Abilities(53);
Education/Specialties(15) Morocco Performance/skills (3) Panama -‐-‐ Peru Performance/Abilities/Experience (36);
Education/specialties(24); Personality (22) Portugal -‐-‐ South Africa Abilities/Experience/Performance(3) Spain Performance/abilities/performance (6); Education(3) Thailand -‐-‐ Turkey Performance/Abilities/Experience (11); Education (4) US Performance/Experience/Abilities(3); Personality (3);
Academics (4)
35. Who will pay for the majority of the expenses at your university fifteen years in the future? Australia All of above (1) Brazil Self/relatives (13); Scholarship (4); Government (3); Business
(1) China Self/relatives (19); Government/National (4) Costa Rica Self/Relatives (9); Loans (5); Scholarship (6) Cypress -‐-‐ France Loans(4); ECE (2) Germany Loans(2);Scholarships (1) Honduras Parents(3); Scholarships (4) India University (2); Students (1) Italy -‐-‐ Malaysia Government (2) Mexico Self/Family (5); Companies(6) Morocco Family (1) Scholarships (1) Panama -‐-‐ Peru Family (5); University (4); Loans (3) Portugal -‐-‐ South Africa -‐-‐ Spain -‐-‐ Thailand -‐-‐ Turkey Family (2); University (1) US Government(3); Loans (2) Students (1)
Methodology Zogby Analytics was commissioned by Laureate Education to survey 37 of their institutions within their total network of institutions in 21 different countries. The purpose of the survey was to determine opinions towards topics and issues relating to advanced higher education models and explore Laureate students’ attitudes about what their university should look like, fifteen years in the future. In collaboration with the client, Zogby Analytics has developed a 36-‐item questionnaire probing these issues to which standard demographics were appended. The survey was then translated into Laureate institutions’ primary language of instruction. Using a client supplied email list of 378,653 email addresses and creating links on student portal pages, undergraduate students were emailed a survey invitation. Each invitation was password coded and secure. The IP addresses were tracked to make sure each respondent could only take the survey once. The survey was active between April 23 and May 23, 2014, with one follow up. A total of 20,882 respondents from the Laureate network completed the survey, for an overall response rates of 5.4%. The response rate by institution varied between 5 to 38%. The average time of completion was about 20 minutes. Based on a confidence interval of 95%, the margin of error for 20,876 is +/-‐ 0.69] percentage points for point estimates performed on the overall sample. Subsets of the data have a larger margin of error than the whole data set. As a rule we do not rely on the validity of very small subsets of the data especially sets smaller than 50-‐75 respondents. At that subset we can make estimations based on the data, but in these cases the data is more qualitative than quantitative. Additional factors can create error, such as question wording and question order.
