Explore the most international universities in the world using data from the Times Higher Education World University Rankings
January 28 2021
Most international universities in the world
Prospective students looking to study in the most international environments in the world should apply to universities in Switzerland, Hong Kong, Singapore or the UK.
Universities, by their nature, are global institutions. Typically, they are home to communities of students and scholars from all over the world, and they tackle some of the globe’s most pressing problems through research.
This table, compiled using the international student score, international staff score, international co-authorship score and international reputation metrics collected for the Times Higher Education World University Rankings 2021, shows that the above four countries are home to the some of the most international universities in the world.
These institutions all have a high proportion of international students and staff, collaborate on research with scholars from across the world, and have a strong global reputation to match. Read the full methodology at the bottom of the page.
Research suggests that diverse communities of students improve the teaching and learning experience, while opportunities for students to spend time abroad better prepare them to become global citizens.
The University of Hong Kong has embarked on a mission to become “Asia’s global university”, which includes the goal of giving all its undergraduates two opportunities to study outside Hong Kong during their degree by 2022.
Overall, this Hong Kong university has more than 30,000 students, of which more than 35 per cent are international.
Teaching at the institution is in English and education has an international focus, with the aim of preparing students to become global citizens who could be successful anywhere in the world.
It is no surprise that Switzerland is home to some of the most international universities in the world, given its situation in the heart of Europe, surrounded by France, Italy, Germany, Austria and Liechtenstein.
ETH Zurich is located in Switzerland’s largest city, Zurich, which is known for being very safe (although expensive). The main spoken language is Swiss German, but the university also offers courses in English.
The institution has more than 22,000 students from over 120 countries and is the top university in continental Europe.
The university focuses on teaching and research in the STEM subjects, and 21 Nobel prizes have been awarded to students and teachers connected to the institution. One of the most famous alumni is Albert Einstein.
The University of Oxford is not only the top university in the world, it also happens to be one of the most international.
Over a third of students at the University of Oxford are international students coming from 160 countries and territories. In fact, international students have been attending the University of Oxford for hundreds of years, with the first international student arriving way back in 1190.
Almost half of the staff at the university are also international and the institution has links with many other institutions worldwide.
Prospective international students can listen to the university’s International Students podcast, which talks you through academic and social aspects of being at Oxford.
The data in Times Higher Education’s ranking of The World’s Most International Universities 2021 are drawn largely from the “international outlook” pillar of the THE World University Rankings 2021. This takes into account a university’s proportions of international students, international staff and journal publications with at least one international co-author. Each of these elements is given equal weighting in calculating the score for this pillar.
The table adds a fourth component, which makes up 25 per cent of the total score: a university’s international reputation. This is a measure of the proportion of votes from outside the home country that the institution achieved in THE’s annual invitation-only Academic Reputation Survey, which asks leading scholars to name the world’s best universities for teaching and research in their field.
Only institutions that received at least 100 votes in the survey were eligible for inclusion. Universities must also receive at least 50 or at least 10 per cent of available domestic votes to be ranked.
Metrics and weightings:
• 25 per cent: proportion of international staff
• 25 per cent: proportion of international students
This year, the United Nations, at a time when the world is struggling with the global COVID-19 pandemic, says that 10 November, will be the focus of World Science Day for Peace and Development on “Science for and with Society in dealing with the global pandemic.”
Established by UNESCO in 2002, the World Science Day for Peace and Development is an annual event that takes place on the 10th of November: all about STEM.
Electric cars line up at the official start of the Zero Emissions Race outside the United Nations Office at Geneva (UNOG), Switzerland.PHOTO:UN Photo/Jean-Marc Ferré
Celebrated every 10 November, World Science Day for Peace and Development highlights the significant role of science in society and the need to engage the wider public in debates on emerging scientific issues. It also underlines the importance and relevance of science in our daily lives.
By linking science more closely with society, World Science Day for Peace and Development aims to ensure that citizens are kept informed of developments in science. It also underscores the role scientists play in broadening our understanding of the remarkable, fragile planet we call home and in making our societies more sustainable.
The Day offers the opportunity to mobilize all actors around the topic of science for peace and development – from government officials to the media to school pupils. UNESCO strongly encourages all to join in celebrating World Science Day for Peace and Development by organizing your own event or activity on the day.
2020 Theme: Science for and with Society
This year, at a time when the world is struggling with the global COVID-19 pandemic, the focus of World Science Day is on “Science for and with Society in dealing with the global pandemic.”
Throughout this unprecedented health crisis, UNESCO, as the UN Agency with the field of science in its mandate, has endeavoured to bring science closer to society and to bolster the critically needed international scientific collaborations. From the science perspective, UNESCO’s response to COVID-19 is structured around three major pillars: promoting international scientific cooperation, ensuring access to wate,r and supporting ecological reconstruction.
To celebrate the 2020 World Science Day, UNESCO is organizing an online roundtable on the theme of “Science for and with Society in dealing with COVID-19.”
Join the conversation with the hashtags #ScienceDay.
The response to the COVID-19 pandemic requires a far more collaborative relationship between scientists and policymakers, and the fruits of scientific research, including potential vaccines, must be shared universally. LEARN MORE!
Since its proclamation by UNESCO in 2001, World Science Day for Peace and Development has generated many concrete projects, programmes and funding for science around the world. The Day has also helped foster cooperation between scientists living in regions marred by conflict – one example being the UNESCO-supported creation of the Israeli-Palestinian Science Organization (IPSO).
The rationale of celebrating a World Science Day for Peace and Development has its roots in the importance of the role of science and scientists for sustainable societies and in the need to inform and involve citizens in science. In this sense, a World Science Day for Peace and Development offers an opportunity to show the general public the relevance of science in their lives and to engage them in discussions. Such a venture also brings a unique perspective to the global search for peace and development.
The first World Science Day for Peace and Development was celebrated worldwide on 10 November 2002 under UNESCO auspices. The celebration involved many partners, such as governmental, intergovernmental and non-governmental organizations, UNESCO National Commissions, scientific and research institutions, professional associations, the media, science teachers and schools.
The mission’s journey to its launch date has arguably been at least as remarkable as the launch itself. With no previous domestic space exploration experience, planetary science capacity or suitable infrastructure, the nation managed to put together a delivery team of 100% local, Emirati staff with an average age of under 35. And setting a deadline of six years rather than ten, as most comparable missions do, it pulled the launch off on time and within budget – now proudly joining the small cadre of nations who have launched a mission to reach Mars.
But given these odds and the fact that Mars missions are notorious for their high failure rates (about 30% since the early 2000s), why did the UAE aim for the red planet in the first place? Space programmes have historically been used as catalysts for geopolitical influence. What’s more, we often think of them as costly endeavours of scientific curiosity, with few immediate and tangible benefits here on planet Earth. Does this reflect the UAE journey?
Space missions typically depart trying to answer scientific questions, before they ask how their value can extend to the society behind it. The Hope mission, however, has inverted this traditional logic. Instead, its conception arose from a quest to fundamentally redirect a nation’s trajectory.
The UAE’s mission has been timed to coincide Hope’s arrival into Martian orbit with the nation’s 50th anniversary as an independent country. Through its design and execution, the mission aims to diversify UAE’s economy from traditional activity, including oil and finance. Instead, it wants to inspire a young Arab generation towards scientific and entrepreneurial careers – and away from other, less societally beneficial pathways.
Hope will also study the Martian atmosphere and gather data to generate the first truly holistic model of the planet’s weather system. The analysis and insights generated will help us better understand the atmospheric composition and ongoing climate change of our neighbour planet.
Lessons for aspiring nations
What could other nations learn from this distinctive approach to space exploration? Can a space mission really transform a national economy? These are the questions at the heart of an external review of the Emirates Mars mission undertaken by a group of researchers at the Department for Science, Technology, Engineering and Public Policy at University College London.
Over the course of five months, we undertook a comprehensive evaluation of the impact and value generated by the mission less than five years after its inception. What we found was that there’s already evidence that the mission is having the intended impact. The country has massively boosted its science capacity with over 50 peer-reviewed contributions to international space science research. The forthcoming open sharing of Hope’s atmospheric data measurements is likely to amplify this contribution.
The nation has also generated significant additional value in logistics by creating new manufacturing capacities and know-how. There are already multiple businesses outside the realm of the space industry that have benefited from knowledge transfer. These are all typical impacts of a space mission.
But while that is where most studies of the value of space missions stop looking for impact, for the UAE this would miss a huge part of the picture. Ultimately, its Mars mission has generated transformative value in building capacity for a fundamentally different future national economy – one with a much stronger role for science and innovation.
Through a broad portfolio of programmes and initiatives, in just a few years the Hope mission has boosted the number of students enrolling in science degrees and helped create new graduate science degree pathways. It has also opened up new sources of funding for research and made science an attractive career.
One of the lessons is therefore that when embedded within a long-term, national strategic vision, space exploration can in the short term generate major benefits close to home. While space may appear to primarily be about missions for science, when designed in this way, they can be missions for national development.
Hope will reach Martian orbit in February 2021. Only then will its scientific mission truly take off. But its message of Hope has already been broadcast.
BEIRUT (Reuters) – One of the Arab world’s oldest universities faces its worst crisis since its foundation, with huge losses, staff cuts and an uphill battle to stay afloat as Lebanon’s economic meltdown and the coronavirus pandemic hit revenues.
The American University of Beirut has graduated leading figures in medicine, law, science and art as well as political leaders and scholars over the decades including prime ministers.
It has weathered many crises, including Lebanon’s 1975-1990 civil war, when a number of staff including two presidents were killed or abducted and a bomb destroyed one of its main halls.
But Lebanon’s problems now may be the biggest threat yet to the institution founded in 1866 by Protestant missionaries. It ranks among the world’s top 200 universities and its collapse would deprive future generations in Lebanon and the wider region of internationally recognized higher education.
“This is one of the biggest challenges in AUB’s history. The country is crashing catastrophically,” AUB President Fadlo Khuri told Reuters in an interview.
With inflation, unemployment and poverty high, many families have little means to cover food and rent, let alone tens of thousands of dollars in tuition fees.
The heavily indebted state, which defaulted on its foreign currency debt in March, owes AUB’s medical centre – which attracts patients from across the Middle East and Central Asia – more than $150 million in arrears, Khuri said.
Government officials have ruled out a haircut on the bank deposits of non-profit universities such as AUB, but Khuri still fears his institution may take a hit if a state rescue plan puts part of the burden on large depositors and includes colleges.
Along with other universities, his school has lobbied the state and, he said, received assurances from the president and finance minister that any such measures would not impact them.
But he remains worried, with government plans for plugging vast holes in the national finances not yet finalised.
Government officials could not be reached for comment.
“We have all this money they (the state) still owe us for the hospital so it’s very hard to rely on well-intentioned people who may or may not have the ability (to deliver),” he said.
The university and hospital expect real losses of $30 million this year after bleeding revenues. For 2020-2021 alone, it projects a 60% revenue reduction from this year, down to $249 million.
FIGHTING TO SURVIVE
The stark revenue forecasts rely on an “optimistic assumption” that the Lebanese pound will stabilize at 3,000 to the dollar, but Khuri has said they do not take into account a possible haircut imposed on AUB’s bank deposits in Lebanon.
Finance Minister Ghazi Wazni has said there will be a shift to a flexible exchange rate in the “coming period”.Slideshow (3 Images)
Khuri said AUB will have to set its own rate in the meantime, taking into account people who have said they can pay in dollars to help cushion the impact of the pound’s collapse on poorer students.
AUB has already lost donations and scholarships it was expecting before the pandemic. On top of benefit and wage cuts, it is studying options such as closing whole departments and halting spending.
In an email to students and families, Khuri promised to work to protect their livelihoods and to raise money via an emergency fund.
“But there is no question that sacrifices must and will take place at every level,” Khuri wrote. “We must fundamentally change in order to survive … Saving AUB must be our only priority. And save it we will.”
University World News in its GLOBAL Edition of 11 April 2020 by Bernard Hugonnier produced Internationalising higher education for a better world. It is always good to remind that the University offers an education that stimulates, fundamentally through training aspirants to careers with specific skills sets. It does, in fact, prepare these aspirants to make their impact, offering training that encourages, leading to careers with the skills to make profound contributions to society. When the background of this happening is widened to the world, some of the intrinsic benefits are enumerated here.
Internationalisation of higher education (IHE) consists mostly of helping students to study abroad. Only 5% are taking advantage of such mobility, which helps them towards a better professional career. Hence, IHE follows a tendency toward a rather elitist model of excellence.
However, excellence can also be of a social nature (allowing students of all social classes to have access to the best training) as well as of a societal nature (helping students become responsible citizens as they are more aware of their responsibilities in civic and environmental matters). It is difficult to dispute that such approaches are at the same time more equitable and more effective to the benefit of the common good in the world.
First, the historical development of IHE and its consequences must be fully comprehended. Originally, universities around the world had few relationships with each other. Higher education systems were thus independent, with only a few students engaged in study abroad.
As student mobility has increased, universities have naturally developed relationships with each other. Higher education systems have become interdependent, opening up a new era, that of the globalisation of higher education.
Finally, as relations between universities (in both education and research) have developed further, higher education systems have converged into a world model: the globalisation of higher education, which has tended to become transnational. It is essential to fully comprehend the consequences of these developments in order to take the appropriate regulatory measures.
A wider perspective
Going forward, instead of focusing solely on economic objectives, the institutional strategies of both countries and higher education must also take into account wider social and societal objectives. This clearly requires a change of priorities.
Both countries and institutions also need to integrate into their decision-making processes the geopolitical and geo-cultural implications of IHE. That means questioning the dominance of the Western model.
At the same time students who have benefited from international mobility tend to occupy the best positions in society. As a consequence, resentments may build towards both the most developed countries and the students constituting the elite of society in these countries. Steps should hence be taken both by countries and institutions.
If the objectives of social and societal excellence are better implemented, IHE could lead to the constitution of “citizens of the world and for the world”.
Internationalisation and global politics
Answers must also be found to the tensions resulting from the fact that IHE is not a phenomenon that is disconnected from the main problems facing economies and societies: the extension of neoliberal globalisation, the growth of economic and social inequalities, the rise of populism and the emergence of illiberal democracies.
As an avatar of globalisation, IHE offers opportunities and risks at an international level as well as for countries and institutions. For example, at the international level, opportunities for IHE include the improvement of the quality of higher education in the world, the development of a global knowledge society and the global development of international standards in the field of quality assurance and that of intellectual property protection.
The main risks are the globalisation of curricula, an asymmetry in the benefits of IHE in favour of developed countries and a standardisation of ways of thinking.
Countries and institutions should hence take steps to seize opportunities and limit risks.
Finally, measures must be taken to make internationalisation accessible to a much larger number of students in the world.
International higher education has important consequences for students: those who have benefited from mobility acquire an intercultural competence and professional skills which increase their employability and their potential for success. They also benefit from the development of their own personal skills thanks in particular to greater adaptability and autonomy.
Similar results can be achieved without mobility, by making students interact more with students from different countries than their own and by internationalising programmes, curricula and pedagogies.
Obviously less expensive, this so-called ‘internationalisation at home’ is of a more social nature and allows more students to benefit from the effects of internationalisation. Here, more research should be carried out to better understand the effects of this alternative internationalisation and to identify the measures to be taken to make it more effective.
An irreversible phenomenon
International higher education is an irreversible phenomenon. Everything must therefore be done to help it achieve greater social and societal excellence. Measures must be taken by countries and institutions.
In addition, more research is required to achieve a better understanding of the phenomenon, its modes of operation and expansion and all of its consequences. To discern the future of international higher education, several methods can be used, whether they relate to prediction, forecasting or prognosis.
If international higher education as currently carried out could benefit more students, it would only do so to a limited extent and it will not have a big societal impact. Internationalisation should therefore be actively developed at home, which is a less expensive and more effective means of achieving social and societal excellence to the benefit of higher education in the world.
Bernard Hugonnier is maître de conférences at Sciences Po, former joint director of education at the OECD and co-director of the École et République du Collège des Bernardins in France. This paper benefited from comments from Stamenka Uvalic-Trumbic.
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