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The Association of International Educators Conference (NASFA) released a survey on international student retention issues to explore the main reasons for the unsatisfactory nature of undergraduate students in the United States and to promote international student satisfaction at universities. Suggestions. 480 university administrators from 100 American universities and 517 undergraduate students from 83 universities participated in the survey.
The survey results show that the top five factors that graduate students in the United States consider to be dissatisfied with their university experience are the lack of job or internship opportunities (37%), expensive tuition fees and living expenses (36%), lack of scholarships (34%), and Bad room conditions (26%, 17%). The survey also found that students who are not preparing to transfer will perform better than those who plan to transfer. This shows that academic pressure is a factor that increases the attrition rate of students at school. When asked what aspects of the university are doing well, the foreign students mentioned economic assistance and scholarships, on-campus work for international students, and employment guidance services for international students. On the other hand, a questionnaire survey of international education staff in schools shows that the main factors for students dropping out of school include: transfer to “more suitable” universities (67%), financial difficulties (64%), and academic difficulties (62%). Poor English language ability (40%) and dissatisfaction with the location of the campus address (34%).
The survey found that school staff attributed student dropouts to students’ academic pressures and their willingness to transfer to “more suitable” universities, while international students considered that lack of job opportunities and economic pressure were the main factors that contributed to their unsatisfactory university experience. This result suggests that many international students are not fully aware of the academic requirements of the university, and the economic burden after enrollment is also heavier than expected.
Rahul Choudaha, an investigator in charge of the study, said, “Students seem to underestimate the academic requirements of the university and overestimate their job opportunities, scholarship opportunities, and financial assistance opportunities. “Sheila Schulte, Senior Researcher on International Management of Student Admissions, raised a very important question. “The university should help students better understand the academic requirements and financial burden before entering the school to help students get the fastest The pace of adjustment is good to start learning and living.”
Recently, the Russian State Duma passed a bill that simplifies the degree certification process for first-rate foreign universities to help foreign scientists and scholars come to Russia to study and work, thereby enhancing the competitiveness of Russian science education in the international arena.
According to this bill, the Russian Ministry of Education will draw up a list of first-rate universities that can be simplified with degree certification procedures. The conditions for the selection of these first-rate universities are: (1) ranked “Academic Ranking of World Universities (ARWU)” and “World University Rankings” top 300; (2) from other G8 members. Countries (including the United States, the United Kingdom, Germany, France, Italy, Japan, and Canada); (3) have state funding instead of relying solely on private funds for operations.
Russian domestic higher education experts generally believe that the bill will promote the development of higher education in Russia. As of now, those foreign experts who are invited by government funding to work in Russia are often unable to fully carry out research or establish research laboratories because their doctoral degrees cannot be certified.
The bill will be formally implemented on February 1, 2012.
Since 2004, the Council of Graduate Schools (CGS) in the United States has launched an empirical study called the CGS International Graduate Admissions Survey for several years. By examining the trends of international postgraduate applications, admissions, and admissions, the study responds well to the concerns of the major graduate institutions of the Graduate School Committee regarding the changing enrollment of international graduate students studying for masters and doctoral degrees in the United States.
The “Graduate School Committee International Graduate Admission Survey” mainly consists of three phases of the survey of CGS member institutions: the initial status of international graduate applications (initiated in February each year); the final status of the application and the initial admission status of the institutions (June each year Start the survey); final admission and student enrollment (starting survey every October). The scope of the “2014 CGS International Graduate Admissions Survey, Phase I: Applications” (hereinafter referred to as “Phase I: Application”) includes the 509 of the Graduate School Committee. The colleges and universities in the United States (membership of university members data as of January 2014), a total of 308 colleges and universities participated in the questionnaire, the questionnaire recovery rate was 61%. The institutions participating in the questionnaire provided graduate applications from the top ten exporting countries to apply for the eight fields in the United States. The survey data for Phase One: Application shows that the number of overseas graduate students in the United States in 2014 increased by 7%, which is the ninth year of continuous growth. In the past eight years, the annual growth rate of international postgraduate applications has fluctuate between the highest 12% in 2006 and the lowest 2% in 2013. In 2014, the number of international postgraduate applicants in the field of eight universities was different. Among them, the number of applicants for physical and earth sciences, engineering, and business had the largest increase, which was 16%, 14% and 7%, respectively. The growth of these three disciplines was flat in 2013 (3%, 5% and 1%, respectively), and the large growth in 2014 may be expected to return strongly to the 2011 and 2012 growth levels. It is reported that the number of international graduate students in these three disciplines accounts for 64% of the total number of graduate students in the United States. In addition, the number of applicants for life sciences and education in 2014 decreased by 6% and 1%, respectively.
From the perspective of countries sending students abroad, in 2014, the number of graduate applicants from Brazil, India, and Mexico increased by 33%, 32%, and 2%, respectively, while the number of graduate students from Korea, Taiwan, and China decreased by 5%. 4% and 1%. It is noteworthy that, as the country with the largest number of graduate students in the United States, the number of graduate student applicants in China experienced a steady increase in 2011 (21%) and 2012 (19%), and began to show a turning point in 2013 and 2014 respectively. Declined by 3% and 1%. In contrast, the number of applicants in India in 2013 and 2014 increased rapidly, and the increase in 2014 was as high as 32%. From a student perspective, the number of graduate student applicants from the Middle East, Africa and Europe in 2014 increased by 7%, 6% and 3% respectively.
At the level of different types of institutions, in 2014, the number of international postgraduate applicants in U.S. public institutions increased by 8%, and private non-profit institutions increased by 4%. The number of applicants for master’s and doctoral degrees in the United States increased by 19% and 7%, respectively. According to regional divisions, the largest increase in international graduate applications received by institutions in the Western United States in 2014 was 16%, while those in the South, Midwest, and Northeast regions rose by 6%, 6%, and 3% respectively. Although international graduate student applications received by U.S. colleges and universities are still growing, subtle changes are taking place in major exporting countries and students. After the results of the second phase survey are released, the above findings will be further amended.
Australia recently reaffirmed the value of science higher education, but the labor market offers few opportunities for scientists to work.
The Australian Graduate Careers Australia (GCA) conducted a longitudinal study of 12,000 students graduating in 2007 and published the report “Beyond Graduation 2011”. The results show that the employment prospects of science graduates are not optimistic. Like graduates of the art creation profession, science graduates find it difficult to find work in their own professional fields. Therefore, they are more likely to choose to go back to school and pursue further studies—taking a second degree or studying for graduate students.
The report challenged the current call to expand the cultivation of science students. In this regard, relevant experts believe that this call is mostly from vested interest groups, and that these employers should change their attitude towards science graduates and help students have more choices when entering universities. In addition, a large number of science graduates continue to pursue doctoral degrees, which also affects the final employment results. But in Australia, even with a doctorate, the employment situation of science graduates is still not optimistic.
The Associated Chambers of Commerce and Industry of India (ASSOCHAM) released a report entitled “The Closing of Many Business Schools and Engineering Colleges and the Difficulties of Big Businesses” at the end of last month. The report pointed out that the number of Indian MBA students has increased nearly fourfold – from 95,000 in July 2006 to 360,000 in December 2011. However, job opportunities for MBA graduates have not increased at the same rate. The Indian Federation of Industry and Commerce pointed out that the company’s campus recruitment in 2012 has fallen by 40% compared with 2009. The report emphasized that, apart from the top 20 business schools in India, only 10% of graduates who can find work immediately after graduation. In 2008, this ratio was as high as 54%. In 2012, in major cities such as New Delhi, Mumbai, Bangalore, Ahmedabad, Kolkata, Lucknow, and Dehradun, more than 180 business schools closed due to lack of students. There are also more than 160 business schools that are struggling and are expected to close in 2013.
DS Rawat, secretary-general of the Federation of Indian Chambers of Commerce and Industry, pointed out that one of the main reasons for the large-scale closure of business schools is the rapid expansion of management colleges in the second and third tiers, but the quality of teaching cannot be guaranteed. “Hundreds of engineering and management colleges have been opened, but most managers focus on campus construction and employment opportunities. Few people are concerned about infrastructure and faculty building, nor are they aware of the need to create enough practical opportunities for students. ”
The report of the Indian Chamber of Commerce and Industry also pointed out that in the new global business context, business schools need to update and retrain teachers. Many business schools cannot actually do this, which often makes the content of their courses redundant. Lavot said that if the business school curriculum does not meet the needs of businesses, their graduates will not have the necessary employability, and will be unemployed after graduation. The only option for business schools can only be to close schools.
David H. Turpin, president of the University of Victoria, noticed a disturbing trend among his peers in Canada: whether it was voluntary or forced, The number of departing people is constantly increasing. He found that during the five years from 2006 to 2011, 12 Canadian university presidents had left their jobs within just three years or less than three years. From the five years from 2001 to 2006, only four people were in this situation. Although these examples may seem like a few, they reflect the situation of the university president of one-eighth of the country. In addition, he also found that: In the past half century, the university president’s tenure has been reduced from 13 years in the 1950s to less than 6 years now. Like Canada, the United States has few reliable data on the term of university presidents. It is generally believed that the average length of university presidents is 8-10 years.
At present, the University of Universities and Colleges in Canada is helping Tobin’s principal to expand the scope of his research. Paul Davidson, chairman of the committee, said: “We have recognized the need to work hard to understand this phenomenon.” He noted that since 2009, 47 of the 95 university presidents in Canada have been newly appointed.
President Tobin added that this is only a preliminary finding, and more research is needed to understand this trend and recommend solutions. He believes that the pressure on today’s university leaders is increasing, which may be one of the main reasons for their premature departure.
Tobin himself will leave the post of president of Victoria University in June 2013. He has been working in his position for 12 years. As a trained plant biochemist and psychologist, he plans to use his scientific methods to continue his study of the tenure of Canadian university presidents. No matter what the focus of his attention is, President Tobin still feels passionately that leading a university is “the most beautiful work in the world”.
Recently, the Canadian government announced that it has increased the number of places where international students apply for permanent residency since 2012. In addition, since November 2011, foreign doctoral students have been listed in the Canadian Federal Skilled Worker Program. The director of the Canadian Immigration Bureau stated that the total number of immigrants in Canada will be maintained at between 240,000 and 265,000 in 2012. Since 2012, there will be 1,000 places per year for those who have applied for the “Federal Skilled Migration Program” but do not meet the “Canadian experience”. “Canadian Experience Class (CEC) conditional doctoral students. In 2012, the number of “Immigration Canada experience” will be 500 more than in 2011, reaching 7,000. There are three main considerations for the Canadian government’s immigration policy that is beneficial to international students. The first is to retain talents and prevent high-level overseas students from being forced to return to China because they can’t wait for a waiting period of 7 years. The second is to reduce the average age of immigrants. Third, there are statistics showing that international students who have obtained degrees in Canada, have working experience in Canada, have a higher level of English or French, tend to be more successful than Canadians of the same age, and have higher incomes.
The Director of the Canadian Immigration Bureau believes that the “empirical Canadian immigrants” should be the most important form of immigration in the future; however, the number of immigration in Canada is far higher than that in other developed countries. In the face of an ever-increasing population, the government needs to consider the country’s sustainable development. Ability, such as whether it can provide enough job opportunities and social service levels.
On May 19th, 2014, Edraak, the Massive Online Open Courses (MAOCs) platform, was officially launched to provide world-class education to millions of Arab students and academic groups around the world.
The Edraak platform was developed with the support of the Queen Rania Foundation for Education and Development and it is also supported by the free online open course edX. Edraak will not only provide online courses for leading academics and academic institutions in Arabia, but also cooperate with edX. Edraak will also bring world-class academics such as Harvard University, MIT, Stanford University, Queensland University, Tsinghua University, and University of California, Berkeley. The organization’s curriculum is integrated into the platform and the user is provided with all courses in the platform free of charge.
It is reported that the launch of the Edraak platform provides educational institutions with both an opportunity to make full use of online online education and to understand and analyze cutting-edge education while also demonstrating outstanding teachers and attracting new users of learning. The platform will not only have regular Arabic language courses, but will also provide short-term training courses for students and experts from various fields. On the other hand, Edraak satisfies enterprise online training and assesses the needs of current and potential employees, providing a good opportunity for companies to recruit talent in the region. In addition, Arab experts and scholars can also use the Edraak platform to publish English courses on the history and culture of the region and provide services to users worldwide who care about the development of the Arab region.
Samir Khalaf Abd-El-Aal, professor of gene and molecular biology at the Cairo National Research Center, said that the Edraak platform will eliminate language barriers and use online learning to improve the opportunities for higher education and reduce The digital divide and knowledge gap between the Arab world and developed countries in the world. However, online open courses require users to use the Internet, and the high price of the Internet due to network monopoly in the Arab region will inevitably bring inconvenience to low-income families and individual users who lack network resources.
The Learn Chile project is a study abroad program for students from China, Europe, the United States, and Brazil launched by the Chilean government on the 28th of May 2014 at the Association of International Educators Fair in Santiago. To attract more students to go to Chile to study abroad, increase the number of students studying in Chile, and provide a rich life experience for international students.
Roberto Paiva, director of Pro Chile, said: “The Chile study abroad program is the flagship brand for education. It encourages international students to study in Chile. While earning a degree, they can also experience a wealth of experience. Colorful study abroad.” The project hopes that international students will become Chile’s ambassadors around the world and share their experiences of studying abroad in their own country. At the same time, the project has also become a bridge and link between Chilean native students and international students.
According to the Chilean Ministry of Education, from 2009 to 2012, the number of overseas students studying at Chilean universities increased by an average of 14% each year. Between 2012 and 2013, the average number of international students increased by 26% annually. Roberto Paiva added: “These data also show that Chile’s effort to internationalize education is fruitful.” The official website of the Chile Study Abroad Program provides students with comprehensive information on studying abroad, including 21 Chile listed. University, advice on visas for foreign students studying in Chile, preparation of related materials, practical guidelines for living, etc.
Not long ago, the University of Warwick in the UK and Monash University in Australia formally signed an agreement establishing the alliance between the two parties. The two sides also announced that they will appoint Professor Andrew Coats as the first academic principal and executive officer of the alliance.
Prof. Nigel Thrift from University of Warwick and Prof. Ed Byrne from Monash University believe that the partnership between Warwick and Monash is conducive to fostering an international perspective. Can solve “worldly, strategically significant problems” of high-level students. They believe that both the corporate and the government are increasingly in need of such talents, but universities that had previously fought alone cannot meet this demand. Shrutt and Byrne also believe that one of the league’s top priorities will be “to provide students with a seamless international experience that will enable them to compete with others in the global labor market.” For the cooperation between the two sides, Warwick and Monash are actively advancing. The major progresses that have been achieved by the two parties are as follows: First, the UK Engineering and Physical Sciences Research Council allocated funds for them through the “Building Global Business” project. 500,000 pounds (about 80 U.S. dollars); Second, the Australian government allocated 100,000 Australian dollars (about 100,000 U.S. dollars) to support student exchanges; 3. In July of this year, Monash University has run at the University of Warwick. Their first international course; Fourth, students from both universities will co-edit the University of Warwick’s online peer-reviewed journal Reinvention, a multi-disciplinary journal that aims to publish high for undergraduates. Level of research; 5. The two sides are also finalizing the application methods and management regulations for joint training of doctoral programs. The project is expected to start enrollment by the end of 2012.
Zhejiang University has signed an agreement with Imperial College London to establish a branch campus (7 acres) at the Imperial City campus of White City. According to Imperial College, the campus was originally owned by the British Broadcasting Corporation (BBC). The new campus will become a £150 million research center that can accommodate approximately 3,000 academics. Zhejiang University is the first Chinese university to establish an overseas campus, and other Chinese universities may soon follow suit.
Zhang Xiuqin, director of the department of International Cooperation and Exchanges of China’s Ministry of Education, said: “China will support and help universities to go global and achieve internationalization.” She also said that Zhejiang University’s preparation for overseas campuses is “valuable.” “One step” will provide a reference for other Chinese universities to run overseas. Recently, Xiamen University also announced that it will establish a campus in Malaysia.
On May 15, Sir Keith O’Nions, the president of Imperial College, visited Hangzhou and signed an agreement with China on the new campus. A spokesperson for the Imperial College said that details of the implementation of the project are still under discussion. China attaches great importance to this project. Onis was not only welcomed by the leaders of Zhejiang University, but also received by senior government officials including the Minister of Education, the Governor of Zhejiang Province, and the Deputy Governor of Zhejiang Province. Xinhua News Agency, the national news agency of China, also reported this news quickly.
For Zhejiang University, the preparation for the London campus will greatly enhance its position in China and help it obtain more government funding. At the same time, Imperial College is also raising funds for the construction of a new campus, but it did not disclose the total amount of funds required.