Predictions come true



  Predictions for higher education in 2005 came true in 2019


I have often written about the folly of making predictions about the future of higher education in the United States and around the world. However, I recently came across this article and realized that the 25 predictions I made 14 years ago about the future of higher education have for the most part, become reality. 

In 2005, in a monograph, Ten Trends in Higher Education, I predicted the following:

Higher education providers will become more numerous and diverse.

Part-time college attendance will increase and schools will offer more classes in the evening and on the weekend.

An increasing number of American colleges and universities will either close or merge with other institutions of higher education.

An increasing number of colleges and universities will work in partnership with employers to meet workforce needs. 

Telecommunications options will become standard practice, with students taking classes at home, on campus, everywhere, anytime.

Technological capabilities will render the “traditional” semester irrelevant. Students will create their own “third” semester in the summer months.

Technological capabilities will encourage the rise of global universities.

Women, minorities, and adult learners will dominate higher education enrollments in the future.

National and state funding for higher education will decrease and private educational providers will increasingly become the funders of higher education.

International students will continue to come to the United States but colleges and universities in America will continue to lose market share of the internationally mobile student.

China will emerge as a leading importer of students.

China’s higher education strategy will create Chinese universities that will compete on the international stage. 

International educational hubs in Asia and Southeast Asia will compete for the internationally mobile student.

International student enrollment will increase in the future by instead of in-person enrollment driving the increase, many international students will study online, in MOOC courses, or in hybrid programs.

Traditional colleges and universities will not disappear, but they will change organizationally and will be managed differently in the future.

A diverse student population will demand a more flexible educational delivery system.  This includes when and where courses are taught, how students register for courses, and how they pay their tuition.  

After all the “hype” passes, Massive Open Online Courses, online courses and stackable credentials will change how higher education is delivered.

Incoming first-year students will bring to college credits from either AP courses, IB courses, or MOOC courses.

MOOCs and online programs will increase the number of students graduating in four years as more and more students opt to study year- round.

Most students will have transcripts from more than one school.

Colleges and universities will “buy” online courses from each other.

Strategic enrollment plans will be written in conjunction with the directors of career counseling and alumni relations.

Accreditation criteria will change with more focus on outcomes.


Time to dust off my crystal ball for next year’s predictions.



Consider recruting in Viet Nam



Consider recruiting in Viet Nam




Many of my U.S. colleagues reading this blog will by now have realized that fewer Chinese students enrolled on American college and university campuses this year. The China market, I predict, will never reach the enrollment increases of the past two decades.

But I also predict that in the future more international students will enroll from Asia and Southeast Asia. Vietnam is one of the countries to consider for international recruiting and CAPSTONE VIETNAM and co-founder, Mark Ashwill, is the consultancy that can assist international deans and recruiters to craft a sustainable recruitment plan for Vietnam.

I have known Mark for more than 10 years, have used his consulting services, and can attest to his knowledge of the Vietnamese higher education market and the effectiveness of the fairs he sponsors throughout Vietnam. 

The following information will be helpful to recruiting in Vietnam.

Join Capstone’s spring 2020 Study USA & Canada Higher Education Fairs from February 21st to March 1st in Hanoi, Haiphong, Danang, Nha Trang, and Ho Chi Minh City (HCCMC).  Follow this link: for detailed information and online registration. The early bird deadline, which entitles your institution to a 5% discount, is November 15th. Other discounts, including for Capstone partners, are available. Email Capstone managing director and co-founder, Mark Ashwill. With any questions:

 AFRICA:  The Next International Student Recruitment Frontier 

         AFRICA:  The Next International Student Recruitment Frontier


Consider the following:

Six of the world’s fastest-growing economies between 2001 and 2012 were in Africa.

Goldman Sachs recently issued a report, “Africa’s Turn,” comparing business opportunities in Africa with those of China in the early 1990s.


Google is the single biggest private sector influence in Africa.  Its internet search and email services are transforming the continent.  The company is also attempting to help African governments digitize information and make it freely available and is improving translation software to bring more Africans who speak only one language online.   

Online Africa is developing faster than offline Africa.  According to the May 12th issue of “The Economist,” undersea cables reaching Africa on the Atlantic and Indian Ocean coasts, plus innovative mobile phone providers, have raised internet speeds and slashed prices.  This connectivity is making Africa faster and more transparent in almost everything it does.     

China will implement the African Talents Program to train 30,000 personnel, offer 18,000 government scholarships and build cultural and vocational training facilities.  China will also continue to implement the China-Africa Joint Research and Exchange Plan to sponsor 100 programs for research, exchange and cooperation between colleges and universities and research scholars.

On July 17, 2012, Australia launched an expanded Australia-Africa Universities Network, a consortium of 17 Australian universities and research institutes and 30 African institutions.

Colleges and universities around the world should consider developing African recruitment strategies and begin to consider building strategic academic and research alliances.  To ignore the potential of African student, faculty and administrator exchange programs is to limit a school’s ability to become a player in the next international “hotspot.”


Sheer Ambition


Sheer Ambition: How the connectivity of China’s Belt and Road Initiative will change international higher education

Marguerite J. Dennis


In his book, China Versus The West The Global Power Shift of the 21st Century, the economist Ivan Tselichtchev presents a comprehensive picture of the changing balance of power between China and the economies of the West. 

Statesmanship and vision are the hallmarks of the current Chinese government and leadership. The country has ambitious goals. Perhaps the most ambitious goal is the Belt and Road Initiative.

Often referred to as the Project of the Century, China’s Belt and Road Initiative has the potential to impact a substantial portion of the world’s infrastructure, transportation and finance, and unravel the geopolitical order in place since World War II. Because of the connectivity of Belt and Road projects, the potential to unravel international higher education and current international student mobility cannot be underestimated. 

Announced in 2013 as a global trade strategy, based on China’s ancient Silk Road’s trading routes, Belt and Road initiatives are estimated to cost more than one trillion dollars and include 68 countries south and west of China, creating a network of connected railways, ports, tunnels and other infrastructure projects and plugging China into economic hubs across Asia, the Middle East, Africa, and Europe. When complete, Belt and Road projects will connect approximately 65 percent of the world’s population. A recent World Bank study concluded that the transportation projects alone could lift global GDP by 3 percent. 

No one can predict with certainty where commerce ends and international higher education collaboration and research begins. But the magnitude and integration of the initiatives will inevitably strengthen Chinese economic, political, and maritime power throughout the world, and by extension, Chinese higher education dominance.

What likely impact will China’s Belt and Road Initiative have on international higher education?  The Chinese Ministry of Education has its own Belt and Road Initiative plan to develop joint education, training and research programs throughout the countries in the Belt and Road Initiative. The Belt and Road Initiative Education Action Plan, released in 2016 by the Chinese Ministry of Higher Education, outlines China’s determination to play an influential role in the future in shaping higher education worldwide. Romi Jain, a postdoctoral research fellow at the University of British Columbia – Okanagan, wrote: “China is determined to play an influential role in shaping future educational architecture. Chinese education Belt and Road proposals are based on a three pronged framework of ground-laying, support-building, and forward-thinking actions.”  

There are many examples of China’s progress in meeting its stated strategic educational goals, including:

Nearly 500,000 overseas students studied in China last year and 65 percent of the students came from countries in the Belt and Road Initiative.

In 2015, Jiaotong University launched the University Alliance of the Silk Road, to create a platform for educational cooperation. According to Liu Xn, writing in the Global Times, the Alliance has, so far, 151 member universities from 38 countries.

In 2017, China founded the Asian Universities Alliance with the goal of promoting student and faculty mobility within Asia and promoting collaborative research. Fifteen universities joined this Alliance.

In 2018, Xi’an Jiaotong University enrolled 2,804 overseas students from 136 countries and regions. Seventy percent of the students are from Belt and Road countries.

Chang’an University, one of China’s best schools for road, bridge, and automobile engineering, has increased the number of overseas students from 409 in 2013 to 1,600 in 2019. Lu Weidong, director of the International Student Affairs office at the university, wrote the following: “Many large construction engineering companies that are participating in Belt and Road construction projects came to us for cooperation. Cultivating local student talent is our responsibility.” 

China doles out thousands of scholarships to attract international students. There are more than 50,000 African students studying in China and in 2018, more than 1,000 Pakistanis students received scholarships to study in China.

The Chinese Academy of Science has created centers for research and collaboration with researchers in colleges and universities in South America, Africa, Central Asia, South Asia, and Southeast Asia.

While Europe wrestles with political infighting, Britain wrestles with Brexit and the United States wrestles with protectionism, China is marching ahead with clear objectives and strategic plans to connect the world politically, economically, technologically, and educationally.

 The country’s economic, political and technological goals, as well as its educational objectives, are driven by sheer ambition.

International higher education as well as international student mobility are in flux. The headwinds of change are evident in almost every current international statistic and report. The international higher education landscape, in my opinion, will not resemble tomorrow what it is today.

The dark alchemy of change and disruption make this inevitable.


What are the main types of AI?

                                               What are the main types of AI?


Guest Blog

Muninder Adavelli, Chief Content Strategist,


Artificial intelligence is one of the most talked about topics in both the United States and around the world. New breakthroughs are frequently revealed and people in industry and higher education are eager to learn more about this technological achievement.

However, when AI is mentioned, most people instantly think about sentient humanoid robots that will take over the world. Not many people realize that this is just one type on artificial intelligence. There are others.

According to our informative infographic, href=, there are two types of artificial intelligence: weak AI and strong AI.

Weak AI, also known as narrow AI, is an intelligent system that is trained to perform one task. Examples of narrow AI are virtual assistants such as Siri or Cortana. They assist with certain tasks and answer specific questions.

Strong AI is defined as a generalized intelligent system that has human-like cognitive capabilities. When strong AI is presented with a new problem, it should be able to find a solution even though it has never encountered such a problem before.

Other ways of classifying artificial intelligence are as reactive machines, limited memory, theory of mind, and self-awareness.

Reactive machines are AI that can observe a situation and make decisions based on the input it receives. Deep Blue, the AI that plays chess, is one example.

Limited memory AI such as autonomous vehicles, are able to remember previous experiences and make future decisions based on them.

Theory of mind is the ability of AI to understand that each individual has their own feelings, belief and desires. Unfortunately, this AI still does not exist.

Artificial awareness with self-awareness also does not exist. In theory it is able to understand its current state and view itself as an individual.

I have often written about the importance of artificial intelligence is the recruitment, admission and retention processes. The more we understand about AI and its potential applications in higher education administration, the more effectively we will be able to manage the future.

For further information:

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