Abstract:

Globalisation has emerged quickly across the first decade of the 21st century, and this trend requires European Union universities to meet several new challenges. The primary challenge is the physical (sometimes virtual) presence within almost every Member State of major (sometimes minor) foreign universities. Typically, the foreign universities offer their courses in English, and both American and British universities are key players. Another challenge is the desire by European students to study foreign subjects that typically are offered more frequently (sometimes at higher quality) in foreign countries, but without traveling to those countries. United States law programmes are but one example, and are very popular in Europe. Reasons for travel recalcitrance are mixed, but can include the financial crisis and visa difficulties.

Another important challenge is the differential cost structure encountered when comparing a typical European university with even the lesser American universities. European universities charge tuition of about EURO 2,000 or a little more per year for Europeans, but most private American universities set tuition at over US$ 30,000 per year for anyone. Public universities set tuition at variable rates depending on in-state and out-of-state residency status but the cost can exceed US$ 10,000 per year. Both of these options are unaffordable for most European families, even for a term or a single academic year of exchange. So one creative solution is for major European universities to offer the same courses as American universities offer, staff these with native English speaking faculty including Americans if they are available, and offer all this at a cost structure that is closer to the European than the American standard. Also, American universities should offer scholarships and funds to foreign students to off-set the differential costs in tuition.

It is important to prepare all students for the global workplace by integrating international studies in the curriculum, providing experiential learning opportunities (internships, etc.), and/or promoting foreign exchange study programs. The career development model should be comprehensive and begin with a self-assessment of students’ academic and career plans. Students should be encouraged to engage in co-curricular learning experiences throughout their years of study, engage in networking events for their proposed fields, and prepare their interviewing skills and curriculum vitas for the global workplace. Students should also be connected with peer and alumni mentors who can provide valuable insights and advice pertaining to their studies and career pursuits.

A Chinese philosopher once said, “choose a job you love, and you will never have to work a day in your life.” It is our hope that students are prepared for careers in the global workplace that are challenging and rewarding. The future of this global education model is not yet known but these recommendations will help shape the global citizens and leaders of tomorrow.