ducation, education education………..anybody con-nected in some way to promotion of education in Pak-istan has stepped on the same bandwagon with a cargoof promises, promises that are never meant to be ful-filled. No wonder the countries which were never so

well placed as Pakistan is, surpassed us and have anenviable rate of literacy. In contrast to this, we in Pak-istan have not only a poor but a shameful record. Andto that comes the standard of our education.

There were times when students from far and nearflocked our institutions of higher learning but now eventhe local employers prefer students who graduate fromabroad. There are ghost institutions of basic educationand ghost colleges. Every three or fours years a “bullar”university is unearthed, a few persons given a tokenpunishment as an eyewash, a food for thought for ourlearned Dr. Ata-ur-Rehman, our education Guru andpresently the Chairman, Higher Education CommissionPakistan.

A large number of US universities are now trying towoo their Indian counterparts. Jointly, universities arebeing set up with US curricula and faculty membersderived partly from the US universities and partly fromIndia. The concept of satellite campuses in antiquatednow. The Indian Academics now see eye to eye withtheir US and European counterparts, do we?

We consider India as our adversary but some timeslearning from an adversary’s strategy can pay off. Can’twe learn from them? Can’t we set up jointly run univer-sities with curricula and faculty from Pakistan, USA oreven European continental universities? Will our educa-tions pundits give some though to this?

E d i t o r ’ s N o t e

Editor-in-ChiefSamiullah Sami

Managing EditorShaista Sami

EditorJavaid Saleem Chattha

Editorial BoardDr Zafar Cheema

M. Nawaz Saleem KianiNadeem Qadir

Resident Editor (Islamabad)Saifullah Khan

Artwork/DesigningSerfraz Qadir Almani

Communication ManagerShazia Kausar

Marketing ExecutivesManzoor Ahmed

G.M BajwaShahnawaz Kiani

Abrar AhmedLegal Advisor

Hashmat Ali HabibAdvocate, Supereme Court

CirculationGhulam Rasool

PhotographersNadeem Khawar

Zulfiqar Ali KalhoroM Yaqoob Bhatti

Sagheer Ahmed KambohSajjad Butt

Head Office394, Hunza Block, Allama Iqbal Town,Lahore - Pakistan

Tel: +92 42 5296754Fax: +92 42 5296755

Mobile: 0300 9452755

Islamabad OfficeSaifullah Khan

Office # 8, Israr PlazaG-10 Markaz, Islamabad

Tel: 051 2110020Mobile: 0333 5278862

UK CorrespondentRashid Ahmed

Bushra Muzammal102-Montague Road,

Slough Berks SL. 3RN UKTel: 017 53-535289

ELearning from an adversary

An exclusive chat with Hasibe Sahoglu‘Pakistanis are very friendly people and good hosts.’

Panel interviewStudy in new zealand for pakistani students

What is this job like?Environmental scientist

Seven simple steps to discoveringWho, what, and why you are.

Ms Hasibe Sahoglu, the ambassador of the Turkish Republic of North-ern Cyprus (TRNC) to Pakistan since September 2006, graduatedfrom Ankara University and received his Masters degree in Interna-

tional Relations from the Near East University in TRNC. He then had twoyears’ training on ‘Conflict Resolution’ on the Fulbright scholarship. He had astrange thrill of good feelings while he talked about as to how he felt themoment he learnt that he had been assigned a magnificent job he had longcherished as a diplomat in a brother-country like Pakistan.

14

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19

It was a heated roundtable discussion when Education Scenario Interna-tional (ESI) took the opportunity to meet with a panel of visiting Interna-tional Marketing Managers from five New Zealand tertiary institutes at the

Serena Hotel in Islamabad. The interview started with a question posed byESI, and turned into an interesting and knowledgeable debate on internation-al education, punctuated by the visiting managers. The visitors were joined bytwo Pakistani women education agents that specialize in New Zealand educa-tion, one from Karachi and the other from Islamabad.

Environment is a global issue in today’s world and both developed anddeveloping countries have now begun to feel concerned about thegreenhouse effect. Environmental scientists find and fix pollution and

other environmental problems. They figure out what is in the air, water, andsoil to make sure that the environment is safe. They also give advice on howto clean the environment. For example, they might design a safe way to get ridof trash. Some of these workers mix environmental science with other sci-ences, such as chemistry or biology.

What am I? Who am I? Why am I here? These are questions we some-times ask ourselves. When we answer these questions to our satisfac-tion, we lead happy, fulfilling, and rewarding lives. That being so,

wouldn’t it help if they taught us the answers in school? Well, life itself is themost important school we will ever attend, and the teacher is experience. Life willgladly answer our questions if we follow seven simple steps.

25

CONTENTS

Hopefully, 2009 will be year when business schools change funda-mentally

27

35

Global MBA Rankings 2009

New Point-based UK StudentVisa- PBS Tier 4 System

This year marks the publication of the 11th annual Financial Times sur-vey of non-degree executive education programmes. The surveyincludes three business school rankings: of schools which offer open

enrolment programmes, those offering customised programmes and a com-bined table featuring schools ranked for both. Perhaps the most difficult ques-tion of all for MBA students is where they will work on graduation. “If there’sa global market in automobiles there is no reason why there shouldn’t be aglobal market in talent as well,” Joe Thomas, dean of the Johnson school atCornell University, USA, remarked.

From 31st March 2009, UK Border and Immigration Agency (UKBIA)has launched Points Based System (PBS, Tier 4) for international stu-dents, who wish to apply and obtain UK Study Visa. Students wish to

study in UK and need student visa, would require obtaining 40 points to beable to apply and gain the visa.

Working While Studying

People granted student visas on or after 26 April 2008 will receive per-mission to work with their visa grant. This applies to both the primarystudent and any family members travelling with them on their student

visa. As a result, most student visa holders are no longer need to apply sepa-rately in Australia for permission to work. The new arrangement saves studentvisa holders time and money. However, work rights for student visa holdershaven’t changed. Students are still not allowed to work until they have startedtheir course and the hours they can work have not changed.

Global MBA Rankings 2009

This year marks the publication of the 11th annual Financial Timessurvey of non-degree executive education programmes. The surveyincludes three business school rankings: of schools which offer

open enrolment programmes, those offering customised programmes anda combined table featuring schools ranked for both. Perhaps the most dif-ficult question of all for MBA students is where they will work on gradua-tion. “If there’s a global market in automobiles there is no reason whythere shouldn’t be a global market in talent as well,” Joe Thomas, dean ofthe Johnson school at Cornell University, USA, remarked.

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Hopefully, 2009 will be year when business schoolschange fundamentally

Just a simple guide for Pakistani students

New permission to work arrangement for student visa holders

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I N T E R V I E W

Education Scenario International (ESI):Would you like to through light on your pro-fessional background and successful career?

Hasibe Sahoglu: I completed my high schooleducation in Lefkofla, Cyprus. I also attendedAberdeen High School, Dakota, in USA for one year. Igraduated from the Department of Political Science ofAnkara University and received my Masters degree inInternational Relations from the Near East University inTRNC.

I had two years’ training on ‘Conflict Resolution’ ona Fulbright scholarship. I also worked for a privateconstruction company in Libya for four or five yearsand then at the TRNC Milk Industry Association for 12years. Then, I joined the Ministry of Foreign Affairs ofthe TRNC as a diplomat in 1994 and served my firstoverseas post in Azerbaijan between the years 1999-2003. After serving as the private secretary with deputyprime minister and at the Ministry of Foreign Affairsfor a brief period, I worked as director of protocol for15 months.

ESI: When did you take over as head of theMission to Pakistan and what were yourfeelings?

HS: Since September 2006, I have been serving asAmbassador of the Turkish Republic of NorthernCyprus (TRNC) in Pakistan. When I was told that I wasappointed to the Mission in Pakistan, I became over-joyed because Pakistan is our brother-country and Ialways had a dream to visit Pakistan some day. So,ultimately, my dream came true. I am very pleased tolearn about Pakistanis and their way of life.

ESI: Pakistan and Turkey enjoy strong diplo-matic and trade relations. Do you think thereis still a lot to do to further cement theseexisting bonds of relationship betweenPakistan and TRNC?

HS: The relations between the TRNC and Pakistanare exemplary at the political level, but our economicrelations are very weak in spite of the fact that there aretremendous possibilities to enhance the trade relationsbetween our countries. We are working hard to furthergrow the trade relations. I should mention here thatthere are so many Pakistanis who are living in NorthCyprus. There are students studying in our universi-ties; and there are professors teaching at these univer-sities apart from ordinary workers contributing to theTRNC economy.

ESI: It may not be a matter of surprise foryou to believe that Education ScenarioInternational and Tourism ScenarioInternational act as a major revenue genera-tor for TRNC, and there is a lot of potential inPakistan for your universities and tourism. Inview of the present privileged and wholesomesituation, what plans have you got on yourmind to promote these very sectors?

HS: In terms of education, I believe that our univer-sities should attach more importance to marketing inPakistan. Representatives from our universities attendeducation exhibitions held in Pakistan every year.However, this is not sufficient from the point of view ofmarketing. Another alternative to increase the numberof Pakistani students is to give advertisements in

newspapers which have a large circulation.In terms of tourism, a package tour which covers

both Turkey and Northern Cyprus, can be organised bytourism agencies. I already know that there are somany Pakistanis who visit Turkey. The distancebetween Turkey and Northern Cyprus by air is only onehour. For instance, if a family goes to Turkey for a weekthey can spend two days of the week in NorthernCyprus. This is the first option strikes my head.

ESI: How do you find the flow of studentsfrom Pakistan to your country? Did thatdecreased or increased during the last fiveyears?

HS: Unfortunately, the number of Pakistani studentsstudying in our universities came down in the last five

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years. The main reason for this is that some of theAsian countries are offering good opportunities as well.

ESI: Why should students choose TRNC astheir study destination?

HS: First of all, some of our most important uni-versities have a high standard of education.Secondly, the annual fees compared to theEuropean and American universities are quite low.Thirdly, some of our universities have protocolagreements with universities in the UK and USA.So, students always stand a chance to have doubledegrees.

And, finally, TRNC is a Muslim country and peo-ple can perform their religious duties and obliga-tions without any hesitation or fear.

ESI: You have been awarded Fulbright schol-arship for training on ‘Conflict Resolution’.How was your experience?

HS: The training on `Conflict Resolution` was a greatexperience. Initially, we were trained as trainers and thenwe organised bi-communal workshops for students,occupational groups, young people etc. I believe that asa result of all those workshops both the peoples, name-ly the Turkish Cypriots and the Greek Cypriots in theisland of Cyprus have come to a point that there mustbe a solution for the long existing problem.

ESI: You have been in Pakistan since 2006.How do you find Pakistan as a country andwhat are your views about its people?

HS: As I have mentioned earlier, Pakistan is a coun-try that I have always wanted to visit. It has a very richculture. Every province has its own culture in terms ofclothing, dance, music etc. I find Pakistani people veryfriendly and good hosts. Whenever we say that we areTurks a friendly and warm smile plays upon their lips.In fact, the amity and respect are mutual feelings thatthe people of these two countries enjoy.

ESI: How and in what way EducationScenario International and its EventManagement team can support TRNC to pro-mote its universities?

HS: Well, I think that Education ScenarioInternational can support the TRNC universities bypublishing information about universities in our coun-try. For instance, our universities can be promoted oneby one in this magazine’s subsequent issues.

ESI: Would you like to comment on the roleof Pakistan’s first and the only magazine oneducation?

HS: I congratulate you for publishing EducationScenario International. You are doing a great jobbecause this is a kind of encouragement for young peo-ple who wish to get good international education. Youknow education is the most important thing in one’slife. The more you educate people, the more youbecome successful in life and useful in your society. Ibelieve education plays an important role in theprogress and development of a nation.

ESI: Anything else that we may have missedwhich you would like to share with our valuedreaders?

HS: Personally, I believe that Northern Cyprus is aparadise. I am sure all students will enjoy their stayingin this country. Therefore, I would like to invite allPakistani students to apply for TRNC universities.

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It was a heated roundtable discussion whenEducation Scenario International (ESI) took theopportunity to meet with a panel of visitingInternational Marketing Managers from five NewZealand tertiary institutes at the Serena Hotel inIslamabad.

The interview started with a question posed byESI, and turned into an interesting and knowledge-able debate on international education, punctuatedby the visiting managers. The visitors were joined bytwo Pakistani women education agents that special-ize in New Zealand education, one from Karachi andthe other from Islamabad.

“So why should Pakistani students considerstudying in New Zealand?” was the questionposed by ESI.

Mr Brett Muir, (representing the University ofWaikato) responded that New Zealand is a verystrong market for undergraduate and postgraduatestudents. “New Zealand offers unique opportunitiesfor Pakistani students who would normally be think-ing of studying in the UK, Australia, US or Canada.”“All of the institutions visiting here today are staterun and academically very strong. Students want tograduate with qualifications that are very internation-ally respected. All of the New Zealand institutions

here satisfy this desire. And very importantly, NewZealand has one of the least expensive costs-of-liv-ing in the Western world.”

Ms Robyn McCollum, (Waikato Institute ofTechnology) added: New Zealand has 21 Institutesof Technology and 8 Universities. The Institutes ofTechnology are mainly undergraduate, and veryfocused on preparing students for employment.Universities are more research focused.” Ms Robyncontinued, “In the current global recession, studentsare very cost conscious, and particularly concernedwith their employment prospects after graduation.New Zealand offers an applied education system that

is focused on resourcefulness and problem solvingin the future workplace.”

Ms Carol Allen, (Western Institute of Technology):“New Zealand certificates, diplomas and degrees insubjects including business, engineering, nursing,teaching, agriculture, horticulture, construction,hospitality, biotechnology, medical and health aretaught as good as anything in Australia or the UKand with lower tuition fees. If you are looking forenvironmental studies or water resources or roadingtechnology engineering...or if you are looking fordairy farm technology, then New Zealand has excel-lent programmes.”

ESI: What about the social situation for ourstudents? This is something parents areparticularly concerned about...”

Ms Helen Kemp (Eastern Institute of Technology):

Parents can be reassured that New Zealand is a safecountry. Male and female Muslim students are wel-comed with none of the unreasonable discriminationyou experience in other countries of the world. Thepolitical situation in Pakistan makes it more difficultfor students to get visas, but the New Zealand entryrequirements are fair and honest.

(From left to right) Rubeena N I Hoodbhoy, (CEORMT Enterprises) and Mrs S Rajput, (Director, Islam-abad Auspak International) during interview session.

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ESI: You people have agents in Pakistan.They have their name; they have a reputa-tion built on doing business withAustralian institutions. Why should anagent who works for Australia choose towork for New Zealand institutions?

Ms Prabha Ravi (Wellington Institute ofTechnology): “When we are developing a marketsuch as Pakistan we have to depend on the peoplewho represent us when we are not present.Thankfully we have some really capable agentsassisting us in Pakistan. They have historicallyfavoured Australian institutions, but now believe

that New Zealand is a very strong option for stu-dents.”

Ms Helen continued, “Students need to knowthat the agents know what they are talking about.Recently the news has been full of reports aboutinaccurate information relating to poor quality UKschools.

We work closely with three four agencies inPakistan: RMT, Auspak, HR Consultants, andHorizon..They have all personally visited our cam-puses in New Zealand, and also visited the NewZealand Immigration Office in Bangkok to have aclear picture of the visa scenario for local stu-dents.“

Ms S Rajput, Director of Auspak International inIslamabad jumped into the discussion. “Whetherin America, the UK, or New Zealand we agents arethe middle person between the student and the

institution. We have a much better understanding of the

education system here in Pakistan and are able tocounsel the student on where they should begoing.”

ESI interrupted: On the basis of reality,the basic objective is for you to reap amaximum benefit...

Ms Rubeena Hoodbhoy, RMT Enterprises,Karachi responded, “Of course. Education is likecloth. A student may choose silk, cotton, or syn-thetic. But not everyone can choose silk, and notevery student can enter an Ivy League school. Thefirst choice is that the study should be cost effec-tive. Students have opportunities from all over theworld but our decision as agents is that NewZealand is the right place to go to.”

Parents can be reassured thatNew Zealand is a safe country.Male and female Muslim stu-dents are welcomed with noneof the unreasonable discrimi-nation you experience in othercountries of the world. Thepolitical situation in Pakistanmakes it more difficult for stu-dents to get visas, but the NewZealand entry requirementsare fair and honest.

New Zealand offers unique oppor-tunities for Pakistani studentswho would normally be thinkingof studying in the UK, Australia,US or Canada.

‘‘’’

Interview Panel

Universities(1) University of Waikato, Hamilton, New Zealand

www.waikato.ac.nz/international

(2) Eastern Institute of Technology, Napier, New Zealandwww.eit.ac.nz

(3) Waikato Institute of Technology, Hamilton, New Zealandwww.wintec.ac.nz

(4) Western Institute of Technology at Taranaki, New Zealandwww.witt.ac.nz/

(5) Wellington Institute of Technology, New Zealandwww.weltec.ac.nz

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E M E R G I N G S U B J E C T

Environment is a global issue intoday’s world and both developedand developing countries have

now begun to feel concerned about thegreenhouse effect. Environmental scientistsfind and fix pollution and other environ-mental problems. They figure out what is inthe air, water, and soil to make sure that theenvironment is safe. They also give adviceon how to clean the environment. Forexample, they might design a safe way toget rid of trash. Some of these workers mixenvironmental science with other sciences,such as chemistry or biology. Environmen-tal chemists find out if different chemicalshurt the environment. Environmental biolo-gists focus on protecting animals andplants. Some environmental scientists helpmake laws about protecting the environ-ment. They also help companies follow thelaws. Environmental scientists work in lab-oratories and offices. They also work out-side, taking measurements. They use mathsand computers. Environmental scientistssometimes work long hours. Some travel tofar away places in trucks and helicopters.They might dig dirt, chip rocks, or do otherphysical things. Scientists who look for oiloften work in foreign countries. In additionto doing science, many of these workerswrite reports and help find money for theirprojects.

How do you get ready?

All of these workers need a collegedegree. Most need an advanced degreeeither masters, which takes 1 or 2 moreyears after finishing college, or a doctoraldegree, which takes longer. In college,these workers study geography, environ-mental science, chemistry, biology, earthscience, and physics. They also study mathand statistics so that they can understandmeasurements and data. People who wantto make laws about protecting the environ-ment also take law classes. In addition totaking classes, scientists have to learn howto work with other people. They also needto practice speaking and writing so that theywill be able to explain their research. Work-ers also need computer skills. And theyneed to know about the latest tools andtechnology for studying the earth. Studentscan start getting ready by taking science,math, and computer classes. They can also

read books about rocks, the earth, and theenvironment.

How much does this job pay?

The middle half of all environmental sci-entists earned between $42,840 and$74,480 in 2006. The lowest-paid 10 per-cent earned less than $34,590. The highest-paid 10 percent earned more than $94,670.

How many jobs are there?

Environmental scientists held about83,000 jobs in 2006. Many worked for gov-ernments. Others worked for science andengineering companies, oil and gas compa-nies, and other places. Some had their ownbusinesses.

What about the future?

The number of jobs for environmentalscientists is expected to grow much fasterthan the average for all occupations through2016. That’s because people want the envi-ronment to be cleaner, and more businessesand governments will hire these scientiststo help do that.

Are there other jobs like this?

n Astronomern Atmospheric scientistn Chemistn Engineering techniciann Mathematiciann Petroleum engineern Physicistn Science technician

Environmental scientists andhydrologists

Environmental scientists and hydrologistsoften work in offices, laboratories and fieldsites. Federal, State and local governmentsemploy 43 per cent of all environmentalscientists and hydrologists. Although abachelor’s degree in an earth science is ade-quate for a few entry-level jobs, employersprefer a master’s degree; a PhD. degreegenerally is required for research or collegeteaching positions. Job prospects areexpected to be favourable, particularly forhydrologists.

Environmental scientists findand fix pollution and otherenvironmental problems. Theyfigure out what is in the air,water, and soil to make surethat the environment is safe.They also give advice on howto clean the environment. Forexample, they might design asafe way to get rid of trash.

In college, these workersstudy geography, environmen-tal science, chemistry, biolo-gy, earth science, andphysics. They also study mathand statistics so that they canunderstand measurements anddata.

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Nature of work

Environmental scientists and hydrologistsuse their knowledge of the physical makeupand history of the Earth to protect the envi-ronment, study the properties of under-ground and surface waters, locate water andenergy resources, predict water-related geo-logic hazards, and provide environmentalsite assessments and advice on indoor airquality and hazardous-waste-site remedia-tion. Environmental scientists conductresearch to identify, abate and eliminatehazards that affect people, wildlife, andtheir environments. These workers analyzemeasurements or observations of air, food,water, and soil to determine the way toclean and preserve the environment. Under-standing the issues involved in protectingthe environment—degradation, conserva-tion, recycling, and replenishment—arecentral to the work of environmental scien-tists. They often use this understanding todesign and monitor waste disposal sites,preserve water supplies, and reclaim con-taminated land and water to comply withFederal environmental regulations. Theyalso write risk assessments, describing thelikely affect of construction and other envi-ronmental changes; write technical propos-als; and give presentations to managers andregulators. Hydrologists study the quantity,distribution, circulation, and physical prop-erties of bodies of water. Often they spe-cialize in either underground water or sur-face water. They examine the form andintensity of precipitation, its rate of infiltra-tion into the soil, its movement through theEarth, and its return to the ocean and atmos-phere. Hydrologists use sophisticated tech-niques and instruments. For example, theymay use remote sensing technology, dataassimilation, and numerical modelling tomonitor the change in regional and globalwater cycles. Some surface-water hydrolo-gists use sensitive stream-measuringdevices to assess flow rates and water qual-ity.

Many environmental scientists andhydrologists work at consulting firms, help-ing businesses and government agenciescomply with environmental policy, particu-larly with regard to ground-water deconta-mination and flood control. They are usual-ly hired to solve problems. Most consultingfirms fall into two categories: large multi-

disciplinary engineering companies, thelargest of which may employ thousands ofworkers, and small niche firms that mayemploy only a few workers. When lookingfor jobs, environmental scientists andhydrologists should consider the type offirm and the scope of the projects it under-takes. In larger firms, environmental scien-tists are more likely to engage in large,long-term projects in which they will workwith people in other scientific disciplines.In smaller specialty firms, however, theywork more often with business profession-als and clients in government and the pri-vate sector.

Environmental scientists who work onpolicy formation may help identify waysthat human behaviour can be modified inthe future to avoid such problems asground-water contamination and depletionof the ozone layer. Some environmental sci-entists work in managerial positions, usual-ly after spending some time performingresearch or learning about environmentallaws and regulations.

Many environmental scientists do workand have training that is similar to otherphysical or life scientists, but they focus onenvironmental issues. Many specialise insubfields such as environmental ecologyand conservation, environmental chemistry,environmental biology, or fisheries science.Specialties affect the specific activities thatenvironmental scientists perform, althoughrecent understandings of the interconnect-edness of life processes have blurred sometraditional classifications. For example,environmental ecologists study the relation-ships between organisms and their environ-ments and the effects of factors such aspopulation size, pollutants, rainfall, temper-ature, and altitude, on both. They may col-lect, study, and report data on air, soil, andwater using their knowledge of various sci-entific disciplines. Ecological modellersstudy ecosystems, pollution control, andresource management using mathematical

Environmental scientists and hydrologists in research positions with theFederal Government or in colleges and universities often have to find fund-ing for their work by writing grant proposals. Consultants face similar pres-sures to market their skills and write proposals so that they will havesteady work.

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E M E R G I N G S U B J E C T

modelling, systems analysis, thermodynam-ics, and computer techniques. Environmen-tal chemists study the toxicity of variouschemicals, that is, how those chemicalsaffect plants, animals, and people. (Infor-mation on geoscientists who also study theEarth, is located elsewhere in the Hand-book.)

Environmental scientists and hydrologistsin research positions with the federal gov-ernment or in colleges and universitiesoften have to find funding for their work bywriting grant proposals. Consultants facesimilar pressures to market their skills andwrite proposals so that they will havesteady work.

Most entry-level environmental scientistsand hydrologists spend the majority of theirtime in the field, while more experiencedworkers generally devote more time tooffice or laboratory work. Many beginninghydrologists and some environmental sci-entists, such as environmental ecologistsand environmental chemists, often takefield trips that involve physical activity.Environmental scientists and hydrologistsin the field may work in warm or cold cli-mates, in all kinds of weather. In theirresearch, they may dig or chip with a ham-mer, scoop with a net, come in contact withwater, and carry equipment. Travel often isrequired to meet with prospective clients orinvestors.

Researchers and consultants might facestress when looking for funding. Occasion-ally, those who write technical reports tobusiness clients and regulators may beunder pressure to meet deadlines and thushave to work long hours.

Training, other qualifications andadvancement

Most environmental scientists andhydrologists need a master’s degree. A PhDis usually necessary for jobs in collegeteaching or research. A bachelor’s degree inan earth science is adequate for a few entry-level positions, but environmental scientistsincreasingly need a master’s degree in envi-ronmental science, hydrology, or a relatednatural science. A master’s degree also isthe minimum educational requirement for

most entry-level applied research positionsin private industry, in state and federalagencies, and at State geological surveys. Adoctoral degree generally is necessary forcollege teaching and most research posi-tions.

Some environmental scientists have adegree in environmental science. Many,however, earn degrees in life science,chemistry, geology, geophysics, atmospher-ic science, or physics and then apply theireducation to the environment. They oftenneed research or work experience related toenvironmental science. A bachelor’s degreein environmental science offers an interdis-ciplinary approach to the natural sciences,with an emphasis on biology, chemistry,and geology. Undergraduate environmentalscience majors typically focus on dataanalysis and physical geography, which areparticularly useful in studying pollutionabatement, water resources, or ecosystemprotection, restoration, and management.

Understanding the geochemistry of inor-ganic compounds is becoming increasinglyimportant in developing remediation goals.Students interested in working in the envi-ronmental or regulatory fields, either inenvironmental consulting firms or for fed-eral or state governments, should takecourses in hydrology, hazardous-wastemanagement, environmental legislation,

chemistry, fluid mechanics, and geologiclogging, which is the gathering of geologicdata. An understanding of environmentalregulations and government permit issuesalso is valuable for those planning to workin mining and oil and gas extraction.

Students interested in hydrology shouldtake courses in the physical sciences, geo-physics, chemistry, engineering science,soil science, mathematics, aquatic biology,atmospheric science, geology, oceanogra-phy, hydrogeology, and the management orconservation of water resources. In somecases, a bachelor’s degree in a hydrologicscience is sufficient for positions consultingabout water quality or wastewater treat-ment.

For environmental scientists and hydrol-ogists who consult, courses in business,finance, marketing, or economics may beuseful. In addition, combining environ-mental science training with other disci-plines such as engineering or business,qualifies these scientists for the widestrange of jobs. Computer skills are essentialfor prospective environmental scientists andhydrologists. Students who have some expe-rience with computer modelling, data analy-sis and integration, digital mapping, remotesensing, and Geographic Information Sys-tems (GIS) will be the most prepared to enterthe job market. Familiarity with the GlobalPositioning System (GPS)—a locator systemthat uses satellites—is vital.

A bachelor’s degree inenvironmental scienceoffers an interdisciplinaryapproach to the naturalsciences, with an empha-sis on biology, chemistry,and geology.Undergraduate environ-mental science majorstypically focus on dataanalysis and physicalgeography, which are par-ticularly useful in study-ing pollution abatement,water resources, orecosystem protection,restoration, and manage-ment.

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Environmental scientists and hydrologistsmust have good interpersonal skills,because they usually work as part of a teamwith other scientists, engineers, and techni-cians. Strong oral and written communica-tion skills also are essential because writ-ing technical reports and research propos-als and communicating results to companymanagers, regulators, and the public areimportant aspects of the work. Becauseinternational work is becoming increasing-ly pervasive, knowledge of a second lan-guage can be an advantage. Those involvedin fieldwork must have physical stamina.

Certification and advancement

Environmental scientists and hydrolo-gists often begin their careers in fieldexploration or, occasionally, as researchassistants or technicians in laboratories oroffices. They are given more difficultassignments as they gain experience. Even-tually, they may be promoted to projectleader, programming manager, or someother management and research position.(Information on engineering and naturalsciences managers is located elsewhere inthe Handbook.)

The American Institute of Hydrologyoffers certification programmes in profes-sional hydrology. Certification may be ben-eficial for those seeking advancement.

Employment

Environmental scientists and hydrolo-gists held about 92,000 jobs in 2006. Jobsfor hydrologists accounted for only 9 per-cent of the total. Many more individualsheld environmental science faculty posi-tions in colleges and universities, but theyare classified as postsecondary teachers.(See the statement on teachers postsec-ondary elsewhere in the Handbook.)

About 35 per cent of environmental sci-entists were employed in State and localgovernments; 21 percent in management,scientific, and technical consulting servic-es; 15 percent in architectural, engineeringand related services; and 8 percent in theFederal Government. About 2 percent wereself-employed.

Among hydrologists, 26 per cent wereemployed in architectural, engineering, andrelated services, and 18 per cent worked formanagement, scientific, and technical con-sulting services. In 2006, the FederalGovernment employed about 28 percent ofhydrologists, mostly within the US Depart-ment of the Interior for the US GeologicalSurvey (USGS) and within the US Depart-ment of Defence. Another 21 percentworked for State agencies, such as Stategeological surveys and State departmentsof conservation. About 2 percent of hydrol-ogists were self-employed, most as con-sultants to industry or government.

Job outlook

Employment of environmental scientistsand hydrologists is expected to grow muchfaster than the average for all occupations.Job prospects are expected to befavourable, particularly for hydrologists.Employment of environmental scientists isexpected to increase by 25 percent between2006 and 2016, much faster than the aver-age for all occupations. Over the same peri-od, employment of hydrologists shouldincrease by 24 percent, also much fasterthan the average. Job growth for environ-mental scientists and hydrologists shouldbe strongest in private-sector consultingfirms. Growth in employment of environ-mental scientists and hydrologists will bespurred largely by the increasing demandsplaced on the environment and waterresources by population growth.

Further demand should result from theneed to comply with complex environmen-tal laws and regulations, particularly thoseregarding ground-water decontamination,clean air, and flood control. Much jobgrowth will result from a continued need tomonitor the quality of the environment, tointerpret the impact of human actions onterrestrial and aquatic ecosystems, and todevelop strategies for restoring ecosys-tems. In addition, environmental scientistswill be needed to help planners developand construct buildings, transportation cor-ridors, and utilities that protect waterresources and reflect efficient and benefi-cial land use.

Demand for hydrologists should also bestrong as the population increases andmoves to more environmentally sensitivelocations. As people increasingly migratetoward coastal regions, for example,hydrologists will be needed to assess build-ing sites for potential geologic hazards andto mitigate the effects of natural hazardssuch as floods, landslides, and hurricanes.Hydrologists also will be needed to studyhazardous-waste sites and determine theeffect of pollutants on soil and groundwater so that engineers can design remedi-ation systems. Increased government regu-lations, such as those regarding the man-agement of storm water, and issues relatedto water conservation, deteriorating coastal

Employment of environmental sci-entists and hydrologists is expectedto grow much faster than the aver-age for all occupations. Jobprospects are expected to be favor-able, particularly for hydrologists.Employment change. Employmentof environmental scientists isexpected to increase by 25 percentbetween 2006 and 2016, muchfaster than the average for all occu-pations.

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environments, and rising sea levels alsowill stimulate employment growth forthese workers.

Many environmental scientists andhydrologists work in consulting. Consult-ing firms have hired these scientists to helpbusinesses and government address issuesrelated to underground tanks, land disposalareas, and other hazardous-waste-manage-ment facilities. Currently, environmentalconsulting is evolving from investigationsto creating remediation and engineeringsolutions. At the same time, the regulatoryclimate is moving from a rigid structure toa more flexible risk-based approach.

These factors, coupled with new Federaland State initiatives that integrate environ-mental activities into the business processitself, will result in a greater focus on wasteminimization, resource recovery, pollutionprevention, and the consideration of envi-ronmental effects during product develop-ment. This shift in focus to preventivemanagement will provide many new oppor-tunities for environmental scientists andhydrologists in consulting roles.

Job prospects

In addition to job openings due togrowth, there will be additional demand fornew environmental scientists and hydrolo-gists to replace those who retire, advanceto management positions, or changecareers. Job prospects for hydrologistsshould be favourable, particularly for thosewith field experience. Demand for hydrol-ogists who understand both the scientificand engineering aspects of waste remedia-tion should be strong. Few colleges anduniversities offer programmes in hydrolo-gy, so the number of qualified workers maybe limited.

Job prospects for environmental scien-tists also will be good, but less favourablethan for hydrologists because of the largernumber of workers seeking to enter thefield.

Funding for Federal and State geologicalsurveys depend largely on the political cli-mate and the current budget. Thus, jobsecurity for environmental scientists andhydrologists may vary. During periods ofeconomic recession, layoffs of environ-mental scientists and hydrologists mayoccur in consulting firms; layoffs are muchless likely in government.

Earnings

Median annual earnings of environmentalscientists were $56,100 in May 2006. Themiddle 50 percent earned between $42,840and $74,480. The lowest 10 percent earnedless than $34,590, and the highest 10 percentearned more than $94,670.

Median annual earnings of hydrologistswere $66,260 in 2006, with the middle 50percent earning between $51,370 and$82,140, the lowest 10 percent earning lessthan $42,080, and the highest 10 percentearning more than $98,320. Median annualearnings in the industries employing thelargest number of environmental scientists in2006 were as follows: According to theNational Association of Colleges andEmployers, beginning salary offers in July

2007 for graduates with bachelor’s degrees inan environmental science averaged $38,336 ayear. In 2007, the Federal Government’saverage salary for hydrologists was $82,217.

Related occupations

Environmental scientists and hydrologistsperform investigations for the purpose ofabating or eliminating pollutants or hazardsthat affect the environment or plants, ani-mals, and humans.

Many other occupations deal with preserv-ing or researching the natural environment,including conservation scientists andforesters, atmospheric scientists, and somebiological scientists, science technicians,and engineering technicians. Environmentalscientists and hydrologists have extensivetraining in physical sciences, and manyapply their knowledge of chemistry, physics,biology, and mathematics to the study of theEarth, work closely related to that of geosci-entists.

Using problem-solving skills, physicists;chemists; engineers; mathematicians; survey-ors, cartographers, photogrammetrists, andsurveying technicians; computer systemsanalysts; and computer scientists and data-base administrators may also perform similarwork related to the environment.

Sources of additional information: Infor-mation on training and career opportunitiesfor environmental scientists is availablefrom: American Geological Institute, 4220King St., Alexandria, VA 22302. Internet:http://www.agiweb.org

For information on careers in hydrology,contact: American Institute of Hydrology,300 Village Green Circle, Suite #201, Smyr-na, GA 30080. Internet: http://www.aihy-dro.org Information on obtaining a positionas a hydrologist or an environmental pro-tection specialist with the Federal Govern-ment is available from the Office of Per-sonnel Management through USAJOBS,the Federal Government’s official employ-ment information system.

This resource for locating and applyingfor job opportunities can be accessedthrough the Internet athttp://www.usajobs.opm.gov or through aninteractive voice response telephone sys-tem at (703) 724-1850 or TDD (978) 461-8404. These numbers are not toll free, andcharges may result.

Federal executive branch $82,490Management services $57,280Engineering services $56,080Local government $52,100State government $50,590

Currently, environmental con-sulting is evolving from investi-gations to creating remediationand engineering solutions. At thesame time, the regulatory cli-mate is moving from a rigidstructure to a more flexible risk-based approach. These factors,coupled with new Federal andState initiatives that integrateenvironmental activities into thebusiness process itself, willresult in a greater focus on wasteminimization, resource recovery,pollution prevention, and theconsideration of environmentaleffects during product develop-ment.

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What am I? Who am I? Why am Ihere? These are questions we some-times ask ourselves. When we

answer these questions to our satisfaction, welead happy, fulfilling, and rewarding lives.

That being so, wouldn’t it help if they taughtus the answers in school? Well, life itself is themost important school we will ever attend, andthe teacher is experience. Life will gladlyanswer our questions if we follow seven sim-ple steps.

Step 1. Accept and appreciate yourpresent situatuin

Sure, life is a school, but how can you learnanything if you don’t attend classes and fail tostudy? Let’s use Tom as an example. Perhapsyou know someone like him. He is unhappyand always changing jobs. He always has anexcuse for quitting. “I can’t stand the pettyoffice politics. The boss is too demanding. Thepeople I have to work with refuse to cooperate.I don’t getthe recognition I deserve. This job is too bor-

ing. There is no opportunity for advancement.”Tom wants to graduate from the school of

life, but he isn’t willing to do the homework.Rather than complaining about people being

uncooperative, he could have been studyinghow to get along with others. Rather thanwhining about having too much to do, he couldhave been studying how to get organized andmanage his time. Rather than demandingrespect from his company, he could have beenstudying how to earn it. Rather than bellyach-ing about tedious tasks, he could have beendeveloping self-discipline. And rather thangrumbling about lack of advancement, hecould have been busily creating his own oppor-tunities.

Step 1 is important because it is only whenwe are satisfied with where we are that we willbe ready to move beyond it. To bring this pointhome, I will share a zen story and a poem. Firstthe zen story:

A long time ago, a Japanese stone cutternamed Michihiro was unhappy with his lot inlife. He was envious of his neighbor, a wealthymerchant. “I wish I could be as rich as he.” hesaid to himself. After making the wish, he wasmagically transformed into a wealthy mer-chant.

One day a nobleman and his accompanyingwarriors walked by on horseback. All the vil-lagers had to prostrate before the procession.“How powerful that nobleman is!” thoughtMichihiro. “I wish I were a nobleman.” To his

surprise, he suddenly became one. As he trotted to the garrison, Michihiro

cursed the blazing sun, for the long robes hewas wearing caused him to be drenched insweat. “I wish I was as powerful as the sun.” hesaid. No sooner said than done. Thrilled by hisnew power, he started to scorch the earth. Buta menacing storm cloud appeared and blockedthe sun. “That cloud is more powerful than I,”he thought, “I wish I were a cloud.” Soon hewas. But he felt himself being pushed away bythe wind. “The wind is more powerful than I. Iwish I were the wind.” he said. Michihirolaughed as he blew the tiles off house tops andfell trees. But there was something he could notbudge. It was a mountain made of solid stone.“That mountain is more powerful than I.” hethought, “I wish I were the mountain.”

Michihiro stood tall and erect, for he wasnow a mighty mountain. But then he heard aclinking sound from down below. And witheach clink, he felt a little weaker. “Is theresomething more powerful than I?” he thought.Looking down, he saw a stone cutter chippingaway slabs of stone. Perhaps, like Michihiro,we can learn that we don’t have to look else-where for power, contentment, and success, butwe can find it right where we are. Here is apoem by H.C. Jensen that teaches the same les-son.

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Why God put me here

I don’t know how to say it But somehow itseems to me, That maybe we are stationedwhere God wants us to be. That little place I’mfilling is The reason for my birth And just to dothe work I do, God sent me down to earth.

If God had wanted otherwise I reckon He’dhave made, Me just a little different Of a worseor better grade. And since God knows andunderstands All things of land and sea, I fancythat He placed me here Just where He wantedme. Sometimes I get to thinking As my laborsI review, That I should like a higher plane Withgreater things to do. But I come to the conclu-sion when the envying is stilled, That the postto which God sent me Is the one he wantedfilled. So I plod along and struggle In the hopewhen day is through, That I’m really necessaryTo the things God wants to do. And there isn’tany service I can give which I should scorn,For it may be just the reason God allowed thatI be born.

Step 2. Listen to your inner voice

Attending school isn’t helpful if you refuse tolisten to the teacher. After all, the first stage oflearning is listening. All of us get bright ideasand good intentions, but most of the time theyare set aside, and later forgotten, making themworthless. We need to listen to these urgingsbecause it is life’s way of showing us what canbe. Accepting and appreciating what we haveshould not be mistaken for passivity. Justbecause we are happy with our present situa-tion doesn’t mean it cannot improve. Life issynonymous with change and evolution. It isalways stretching, reaching out, trying tobecome more today than it was yesterday. Wecan either join in the call of life and march for-ward, or we can sit by the wayside as merespectators.

Step 3. Write down your bright ideasand good intentions as they occur

There is magic in the written word. By jot-ting down our ideas we transform intangiblethoughts into something concrete. Once wewrite them down, we can refer to them againand again, clarifying and building on them.

Step 4. Change your ideas into anaction plan

Now that you have some helpful ideas, howwill you bring them about? What steps do youneed to take? What resources are necessary?When will you start and when will you com-plete your plan?

Step 5. Start taking action

The most difficult part of a new plan is start-ing. Don’t allow yourself to get stalled. Simplychoose the simplest step you can take and do it.No matter how small your baby steps may be,each one moves you closer to your goal. Also,you will find that as you repeatedly take babysteps, you will pick up momentum and babysteps will gradually grow into giant steps, until,at last, you sprint to the finish line. The onlything separating us from where we are to wherewe can be is action. So, act now.

Step 6. Follow through

A good plan isn’t enough. We have to followit through to completion if we wish to succeed.In fact, the original meaning of SUCCEED isto MAKE THE NEXT MOVE, or followthrough. Here’s what a very successful womanhas to say about follow through, “Those whoare blessed with the most talent don’t necessar-ily outperform everyone else. It’s the peoplewith follow-through who excel.” Mary KayAsh (1918 ~ 2001). And Sir Walter Scott (1771~ 1832) cut my seven step plan to just two:“Think things through - then follow through.”

Step 7. Discover who, what and whyyou are by the actions you take

Who, what, or why we are here has nothingto do with our occupation, which is just one ofmany ways we express ourselves. It is not whatjob we have that counts, but what kind of fatheror mother, son or daughter, wife or husband,friend, relative, neighbor, employer, worker,coworker, or citizen that I am. In a word, it isnot what I DO but what I AM that defines me.Reworded, it is not my position, but my dispo-sition that counts. Am I generous or selfish,caring or cold, helpful or troublesome, encour-aging or demeaning, cheerful or grumpy, arro-gant or modest, resentful or forgiving, truthfulor dishonest, demanding or understanding,patient or hot-headed, courteous or rude, gentleor cruel, moody or even-tempered, aggressiveor friendly, thoughtful or thoughtless? In otherwords, when I die, will others say, “I’m sorry

he is gone.” or will they say, “Good riddance!”Can you see how we discover who and whatwe are by listening to the promptings of ourinner voice and following through? As weawaken to our power, we discover why we arehere as well. We are here to add to life, to con-tribute to it in our unique way. We are here tomake a difference; here to change the world bymaking it a better place. We are also here tocelebrate life, share in and spread its joy. Thetwo great personal moments in our lives are themoment we were born and the moment we dis-covered why (we were born). Chuck Gallozzi Toronto, CanadaEmail: chuck.gallozzi@rogers.comhttp://www.personaldevelopment.com/chuck

We are here to add to life, to

contribute to it in our unique

way. We are here to make a

difference; here to change the

world by making it a better

place. We are also here to cel-

ebrate life, share in and

spread its joy.

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This year marks the publication ofthe 11th annual Financial Timessurvey of non-degree executive

education programmes. The surveyincludes three business school rankings: ofschools which offer open enrolment pro-grammes, those offering customised pro-grammes and a combined table featuringschools ranked for both.

Perhaps the most difficult question of allfor MBA students is where they will workon graduation. “If there’s a global market inautomobiles there is no reason why thereshouldn’t be a global market in talent aswell,” Joe Thomas, dean of the Johnsonschool at Cornell University, USA,remarked.

“We will have to rethink the basis offinance. We will need to understand how toadjust globalisation to a more regulatedworld. We need to give our students moreinsights into what the new role of businessin society will be and how business has totake the rest of society more into account inits strategies.” Professor De Meyer said.

Open programmes are open to employeesfrom any company or organisation. Thoseincluded here last for at least three days.Customised programmes are tailor-madefor organisations that want to offer specifictraining to employees. This year 60 schoolsparticipated in the open stream and 78 inthe customised stream. To be eligible, aschool must have had income of at least $2million from the programme type duringthe previous year.

For the customised ranking, businessschools are asked for details of a number oftop clients, who are invited to complete anonline survey (primary survey). They canalso give feedback about a second schoolthey have used in the past 12 months (sec-ondary survey). This ranking is compiledusing data from two sets of surveys; one iscompleted by the clients and the other bythe business schools.

Surveys are distributed in English,French, German, Italian, Spanish, Por-tuguese and Mandarin. Clients are asked torate aspects of the programme on a 1 to 10-point scale: 1 is “poor” and 10 is “excel-lent”. Furthermore, the Financial Timesdefines three categories of customised pro-grammes, which are assigned different

weightings. In descending order these are:

• Strategic: Designed to determine and influ-ence the strategy of the company;• General: Delivered to management on opera-tional aspects of the company;• Functional: Relating to a specific function –for example, marketing.

Different weightings are also assigned toquestionnaires according to the seniority ofthe person responsible for specifying theprogramme, the size of the company, andthe number of business schools the clienthas used for customised programmes.

In total, 838 business school clients com-pleted the survey. The data collected is usedto assess the first 11 criteria on the table.These make up 80 per cent of the school’sfinal score. The other five criteria in the

customised ranking are compiled using thestatistical data supplied by the businessschools. The open enrolment ranking is alsocalculated using data gathered from twotypes of surveys: an online questionnairecompleted by programme participants and asurvey of data supplied by participatingschools.

Online questionnaires are distributed inEnglish, French, Spanish and Italian to twogroups of participants: those who took partin senior management programmes, andthose who participated in general-levelmanagement programmes.

More than 5,600 senior and general par-ticipants replied to the survey in 2009. Afterthe online questionnaire closes, data gath-ered from the senior and general level par-ticipants are collated. Calculations for the

The data collected is used to assess the first 11 criteria on the table.These make up 80 per cent of the school’s final score. The other five cri-teria in the customised ranking are compiled using the statistical datasupplied by the business schools. More than 5,600 senior and generalparticipants replied to the survey in 2009

two data sets are completed separately andthe results are then combined using a 50/50weighting. These results are used to com-pile the first 10 criteria of the open rankingand account for 80 per cent of the school’sfinal score. The data from the businessschool are used to calculate the other sixcriteria. For both rankings, calculations forthe first section of the table include data(collected from participants or clients) fromprevious years, where applicable. Theweightings are 55:45 if a school has partic-ipated for two years. If they have taken partfor three years, the weighting is: 40:33:27.

To create the final rankings, results fromthe various calculations are converted intoZ-scores. These take into account the differ-ences between each business school and thedistribution of scores between the highestand lowest scorers.

The schools’ Z-scores for each of the cri-teria are then weighted. The weightings forthe first section of the table are determinedby the level of importance that respondentsattach to each criterion. The weightingsapplied in the second section (statisticaldata collected from the schools) are decidedby the Financial Times.

The sum of the weighted Z-scores deter-mines a school’s overall position. The rank-ing is calculated on the basis of the averageZ-score for schools that appear in bothrankings.

The replacement of the MBA graduate bythe younger lawyer in some way reflectsone of their recent concerns: the perceptionof business among those in their 20s –potential MBA applicants. US businessschools have been reporting for the pastfive years that these students “generationY” are increasingly focused on manage-ment rather than business.

They are eschewing the 80-hour workingweek of the investment banker or manage-ment consultant for more time with theirfamilies and more socially rewarding jobsin not-for-profit companies or government.Business school professors are worried thesuspicions that surrounded big business fol-lowing the Enron and Worldcom bankrupt-cy listings in 2001 and 2002 have beenexacerbated by the credit crunch and finan-cial crises of the past year.

Though most business schools pleadinnocence over the crisis, they acknowl-

edge the perception that their MBA gradu-ates are seen as part of the problem. “It’s abit superficial but it is there,” says MichaelOsbaldeston, director of Cranfield Schoolof Management in the UK. “Yes, businessschools will be blamed for some of theexcesses that we have recently observedand for some of the mistakes made by busi-ness leaders,” says Arnoud de Meyer, direc-tor of the Judge Business School at theCambridge University, England. “We prob-ably deserve some of that blame.”

Luis Palencia, associate dean for theMBA at Iese Business School in Spainagrees. “I believe by omission we areresponsible.” One of the undoubted ironiesis the effect the financial crisis has had on

the business school funding model.In November last year, Harvard Universi-

ty President Drew Gilpin Faust issued astatement that sent a chill through everyuniversity in the US. “We need to be pre-pared to absorb unprecedented endowmentlosses and plan for a period of greater finan-cial constraint,” she wrote.

The devaluation of endowments is one ofthree financial pitfalls for business schools,particularly those in the US. Schools alsoface a reduction in the annual fund – themoney students and alumni give to help inthe day-to-day running of the school. Thesegifts often count for between 10 and 15 percent of the operating budget.

And for schools that earn large amounts

of their income from short non-degree pro-grammes there are clear signs that corpora-tions will no longer support this expense.Figures circulating in the industry suggestbusiness has already declined by between15 and 20 per cent, particularly in openenrolment programmes.

The problems for US schools do not stopthere. The credit crunch has affected bothscholarships and student loans, says LarryMueller, director of financial aid at the Dar-den School of Business at the University ofVirginia.

A sharp drop in endowment incomemeans a sharp drop in money for scholar-ships. Mr Mueller says the school is contin-uing to put money behind its scholarship

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The weightings for the first section of the table are determined by thelevel of importance that respondents attach to each criterion. Theweightings applied in the second section (statistical data collectedfrom the schools) are decided by Financial Times

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programme. But he points out: “Continuingto pour money into scholarships is unsus-tainable.”

And while domestic US students canreceive loans through government-financedschemes, those applying to US businessschools from overseas have to get theirmoney from private funding schemes andthose have evaporated. The result has beenthat the number of international applica-tions this year to US schools has plummet-ed, often by about 20 per cent.

With business schools in Europe and Asiagrowing in reputation, many non-US stu-dents are opting instead to study there. Inthis year’s Financial Times ranking, a Euro-

pean business school – London BusinessSchool – has been ranked number one(jointly with the Wharton School at theUniversity of Pennsylvania) for the firsttime. And there are three Asian schools inthe top 20, including one, Ceibs in Shang-hai, in the top 10.

Domestic US applications continue to risedramatically. GMAC, the council thatadministers the Graduate ManagementAdmission Test, had its best year in 2008:262,000 tests were taken.

With the prospect of people “hiding out”for two years, the US MBA has traditional-ly been seen as an attractive propositionduring a recession. But not everyone is con-vinced this will hold true this year.

Beth Flye, head of admissions at the Kel-logg school at Northwestern University,believes that many potential applicants seethe market as too competitive so are stick-ing to their jobs for the foreseeable future,while others are concerned that the reces-sion will last longer than the two-yeardegree.

Perhaps the most difficult question of allfor MBA students is where they will workon graduation. The schools likely to behardest hit are those that place large num-bers of students in the finance sector, suchas NYU Stern and Columbia BusinessSchool in New York.

Gina Resnick, who heads the career man-agement centre at Columbia, where half thestudents usually go into finance-relatedjobs, says that recruiting is down and thereis a lot of uncertainty. She predicts that stu-dents will face a protracted job search thisyear and there will be a lot more hiring forone-off specific jobs. But, she adds, stu-dents are “very pragmatic”.

In Europe the first health indicators of thejob market came from IMD and Insead bothof which graduate a class in December. AtIMD the news is good. Katty Ooms-Suter,director of admissions and careers, says that82 per cent of the 90-strong class had a joboffer on graduation, but she points out thatmost of those went into industry, whereIMD has a particularly strong recruitmentrecord.

It is an attitude that needs to be adopted inUS schools too, says Joe Thomas, dean ofthe Johnson school at Cornell University .“If there’s a global market in automobilesthere is no reason why there shouldn’t be aglobal market in talent as well.”

While business schools are fighting thetwin fires of funding and recruitment, manyof them will have little time to reflect on thebigger question of whether the MBA isdoing its job – teaching the right subjects tothe right people. Others are already ponder-ing these issues.

A solution to the current malaise, arguesProf De Meyer, will involve significantchanges. “We will have to rethink the basisof finance; we will need to understand howto adjust globalisation to a more regulatedworld. We need to give our students moreinsights into what the new role of businessin society will be and how business has to

Domestic US students can receive loans through government-financed schemes,those applying to US business schools from overseas have to get their money fromprivate funding schemes and those have evaporated. The result has been that thenumber of international applications this year to US schools has plummeted, oftenby about 20 per cent

take the rest of society more into account inits strategies.” Other European schools, too,believe the time is right for a sea-change inbusiness education. “We are in a changingparadigm,” says Laurent Bibard, dean forMBA programmes at Essec in France. “Stu-dents don’t believe what we teach anymore,if we don’t take into account the valuequestions.” Perhaps 2009, then, will be theyear when business schools change funda-mentally. If not, potential MBA students inthe US might vote with their feet and go tolaw school instead.

Salary

The average alumni salary three years aftergraduation. (The 2009 ranking surveyed theMBA class that graduated in 2005). This figureincludes alumni salary data for the current yearand the one or two preceding years, where avail-able. The figure is NOT used in the ranking.

Weighted salary

The average alumni salary with adjustmentfor variation in the industry sector: this fig-ure includes data for the current year and theone or two preceding years where available.

Salary percentage increase

The percentage increase in average alumni

salary from before the MBA to today as a per-centage of the pre-MBA salary. This figureincludes data for the current year and the oneor two preceding years where available. Valuefor money:

This is calculated using the salary earned byalumni today, course length, fees and othercosts, including the opportunity cost of notworking for the duration of the course.

Career progress

This is calculated according to changes inthe level of seniority and the size of thecompany alumni are working in now versusbefore their MBA. Data for the current yearand the one or two preceding years areincluded where available.

Aims achieved

The extent to which alumni fulfilled theirgoals or reasons for doing an MBA. Place-ment success (2) Alumni who used thecareers service at their business schoolwere asked to rank its effectiveness in theirjob search. This figure includes data for thecurrent year and the one or two precedingyears where available.

The percentage of the most recent gradu-ating class that found employment oraccepted a job offer within three months ofgraduating: the figure in brackets is the per-

centage of the class for which the schoolwas able to provide employment data. Thealumni were asked to name three businessschools from which they would recruitMBA graduates.

The ranking is calculated according to thevotes for each school. Data for the currentyear and the one or two preceding years areincluded where available.Women faculty: Percentage of female faculty;Women students: Percentage of female students;Women board: Percentage of female mem-bers of the advisory board;International faculty: Percentage of facultywhose citizenship differs from their country ofemployment;International students: Percentage of stu-dents whose citizenship differs from the coun-try in which they are studying;International board: Percentage of the boardwhose citizenship differs from the country inwhich the business school is based;International mobility: This is calculatedaccording to whether alumni worked in differentcountries before the MBA, on graduation andalso where they are employed today;International experience: Weighted averageof four criteria that measure international expo-sure during the MBA programme.Languages: The number of extra languagesrequired on completion of the MBA. Where aproportion of students require a further lan-guage due to an additional diploma, that figureis included in the calculations but not present-ed in the final table.

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With business schools in Europe and Asiagrowing in reputation, many non-US stu-dents are opting instead to study there. Inthis year’s Financial Times ranking, aEuropean business school – LondonBusiness School – has been ranked num-ber one (jointly with the Wharton Schoolat the University of Pennsylvania) for thefirst time. And there are three Asianschools in the top 20, including one,Ceibs in Shanghai, in the top 10 Perhaps the most difficult question of all for MBA students is where they will work on

graduation. “If there’s a global market in automobiles there is no reason why thereshouldn’t be a global market in talent as well.” Joe Thomas, dean of the Johnson schoolat Cornell University.

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Rank

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| EEdduuccaattiioonn SScceennaarriioo International | 3333

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3344 | EEdduuccaattiioonn SScceennaarriioo International |

R A N K I N G S

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Pr

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From 31st March 2009, UK Border andImmigration Agency (UKBIA) has launchedPoints Based System (PBS, Tier 4) for inter-national students, who wish to apply andobtain UK Study Visa. Students wish tostudy in UK and need student visa, wouldrequire obtaining 40 points to be able toapply and gain the visa.

Points can be obtained by completingthe following;

A. Successful admission and issuance ofvisa letter by a UK Sponsor LicensedCollege/University can give you 30 points.You are required to provide the followingto gain admission and visa letter from anylicensed institution from UK for 30 points;

n Filled and Signed Application Form of theinstitutionn Copies of all Educational Documentsn Copy of Work Experience Certificate(s) (ifapplicable)n Copy of Valid Passportn Fee deposit of minimum first year feen Registration fee of the institution (non-refund-able)n Awarding Body Registration - 52 Pounds for

(International Students)n Fee can be paid by following payment methods;n Banker’s Draft payable to the college orTelex Transfer into Institution’s Bank Account orCash (only at UK Office)

B. Financial resources can give you 10 points.

n You are required to produce the followingdocuments to show your financial firmness;n Your own (Student’s) bank statement for thelast 28 days showing the clear balance of 7200pounds (first year expense) plus the amountbalance of course fee (if not paid in full). Thisamount shall not be reduced on any day sincelast 28 days

Origin of Funds;

n Sponsorship Declaration Certificate / Letterstating your exact relation and consent to bearyour living and tuition expense in UKn Sponsor’s income proof such as Employmentproof and salary slips OR Business proof alongwith letterhead, Tax Number and CompanyRegistration Certificate etc.n Any other document showing sponsor’sincome would be beneficialn Proof of funds transfer into your accountsuch as copy of cheque, online transfer or bankletter confirming the transfern If your proposed course is of more than one

year duration, your sponsor must show his/herability to have enough financial resources tobear your expenses (living and tuition) for theentire duration such as 2 yrs, 3 yrs etcn Sponsor’s Bank Statement is not required

NOTE: Please be aware that meet-ing 40 points does not guaranteeyour visa approval or issuance.

| EEdduuccaattiioonn SScceennaarriioo International | 3355

S T U D Y I N U K

3366 | EEdduuccaattiioonn SScceennaarriioo International |

A U S T R A L I A

People granted student visas on orafter 26 April 2008 will receive per-mission to work with their visa grant.

This applies to both the primary student andany family members travelling with them ontheir student visa. As a result, most studentvisa holders are no longer need to apply sep-arately in Australia for permission to work.The new arrangement saves student visaholders time and money. However, workrights for student visa holders haven’tchanged. Students are still not allowed towork until they have started their course andthe hours they can work have not changed.They can work up to 20 hours a week while

their course is in session (excludingany work undertaken as a reg-

istered component oftheir course of study ortraining) and they can

work unlimited hours dur-ing scheduled coursebreaks. Family membersof students are notallowed to work until thestudent begins their

course. They are allowed towork up to 20 hours per

week at all times. Family members of stu-dents who have started a masters or doctoratecourse may work unlimited hours.

Previously most student visa holders paid atotal of $490 – an initial $430 for their visaapplication and $60 in Australia for the sepa-rate permission to work. Now student visaholders will pay only one charge of $450 forthe combined visa application and permis-sion to work.

Students visa information is held electroni-cally and they you can access it at any timeusing the Visa Entitlement VerificationOnline (VEVO) system. Employers, banksand government services can also checkdetails about visa entitlements on VEVOonce they have consent to do so. For informa-tion on how to access VEVO go towww.immi.gov.au/e_visa/evo.htm. You mustobtain a Tax File Number to be able to workin Australia. This is available from the Aus-tralian Tax Office.

Conditions for Working WhileStudying

n There are restrictions on the number ofhours you can work.n The table below outlines the work enti-

tlements for students and their dependentfamily members.

Important

n You must also comply with the Stateand Territory laws of Australia. Under allState and Territory laws, you cannot workduring school hours if you are under theschool leaving age, which in most states is15 years of age.n When is your course in session?n The department considers your course

to be ‘in session’:n for the duration of the advertised

semesters (including periods when examsare being held) n if you have completed your studies and

your Confirmation of Enrolment is still ineffect n if you are undertaking another course,

during a break from your main course andthe points will be credited to your maincourse.

Research studentsYou can work unlimited hours if you are a

PhD student and you have submitted yourthesis for marking.

For further information on working in Australia,visit DIACs websiteat www.immi.gov.au/students.

| EEdduuccaattiioonn SScceennaarriioo International | 3377

A U S T R A L I A

Type of ApplicantStudents grantedPermission to Work

Permission to Work

Work EntitlementYou can work a maximum of 20 hours per week during

the term and unlimited hours when your course is not insession.

Note:

n Work that is a formal registered part of your courseis not included in the limit of 20 hours per week. n If you are doing voluntary or unpaid work you

must apply for Permission to Work. It is included in thelimit of 20 hours per week.

research or Doctoral degree (visa 576).

Students visa information is held electron-ically and they you can access it at any timeusing the Visa Entitlement VerificationOnline (VEVO) system. Employers, banksand government services can also checkdetails about visa entitlements on VEVOonce they have consent to do so. For infor-mation on how to access VEVO go towww.immi.gov.au/e_visa/evo.htm.

Family members of students who havestarted a masters or doctorate coursemay work unlimited hours.

3388 | EEdduuccaattiioonn SScceennaarriioo International |

P R E P A R A T I O N S

n YOU CAN COMMAND ENGLISHQUICKER!

This articlewill show youhow; you readsentences, para-graphs and entire

pages in asequence. And you learn how to remembermore, understand more, and enjoy more ofwhat you read. And that means increasedpleasure, social and business success.

This article reveals to you our ownmethod. A method which stands in contrastto conventional methods taught in schoolsand academies- often expensive, time con-suming, and inconvenient. Now you candouble your learning skills with us or athome, at your leisure, with the completepractice tests.

This is the method we have been using inour language school with great success toover 500 students and adults, who uponcompletion of the course, showed impres-sive improvements in individual learning

rates and comprehension scores. Herethen, for the first time, are thesefamous practice tests in easy to fol-low and use book form. You’ll dis-cover our secrets and short cuts tobetter, faster, more effective learning.Learning that helps you command Eng-lish in the quickest way.

n YOU CAN STUDY BETTER!

To study English is our first step toachieve success. Lot of students try to readbooks. Attend language schools and aca-demics but ultimately land with a frustratedfeeling, “I can’t do it”. But YOU can do it.How? Let us show you.

Do you know how to regulate and controlyour study time? Do you know how tosqueeze the last drop of advantage from thattime you spend “hitting the old books”?This article contains some valuable limitsabout “how and why” of studying. Learnthe hints and use them; you will be pleas-antly surprised with your upgraded studyefficiency.

n ADEFINITE TIME

Set aside a specific time in yourdaily schedule which shall beknown and observed as your

“Official Study Period”. Also set aminimum and a realistic maximum

mount of time to spend in study. Observe theselimits.

You can never truthfully say, “The teacherdidn’t make a specific assignment for nextclass, so there is nothing to study”. If there is no“assignment” for the following class or meting,use your study time for a good review. Thenyou won’t have to “cram” for your next big test.You can’t afford to allow non-study activities totake any part of your study period. Tell yourfriends not to call or come by for a visit duringyour study hours. Don’t answer the telephone.

n A DEFINITE PLACE

Where should you study? Any place—-adesk in your room, a kitchen table—-whereyou can be reasonably comfortable and awayfrom the mainstream of activity in your home,

office, or dormitory. Get away from the televi-sion set, little brother, and friend. It is importantthat the spot you select be one which you nor-mally do not use except for study. If it’s thetable, where you play cards, it’s very easy tothink about the last game there rather than aboutwhat you’re trying to study.

n STUDY PROPS

You use specific items for a bath – soap, tow-els, etc. as a mater of fact, if you don’t use theright things, your bath won’t be much of a suc-cess. The same is true for study.

Use a desk or table of adequate size andheight. And its most important . . . clear it ofevery thing except the actual book or materialsyou require to properly study that particularlyone subject you are working on. You can’t con-centrate very well on writing a theme in Englishif you have in front of you a math book with 20problems awaiting you, and half a dozen othertasks and assignments. Work and worry onlyabout what you have before you at the moment.The other subject can be taken care of easierafter you complete one assignment more satis-factorily because you are giving it your fullattention. Sit in a straight chair, not one that’stoo comfortable – unless you plan to snooze.

n LIGHT

Concentrate good light on yourdesk. The rest of the room should

be lighted very softly. With a soft light in thebackground, distant objects –paintings, wall-

paper, decorations, etc won’t have as muchchance of stealing your interest and attention.

n DURATION OF STUDY

How long can you study effectively at onesitting? It depends on several factors, but it isrelatively safe to say that 30 to 45 minutes isabout the maximum you can study withouttaking a bread, whether scheduled or not. So,it is wise to schedule in five minutes breakabout every half to three quarter hour.

When you do break, get completely awayfrom your work, both physically and men-

tally. Take a walk through or around the house.Get a drink of water, a glass of milk, or a cup oftea. Take your choice. Reward your self.

After five minutes you’ll return to your studymentally and physically refreshed. This studybread habit can enable you to study for linger

periods of study with the minimum amount offatigue and maximum efficiency. Try it and see.

n HIGHER TEST SCORES

Now that you’ve doneenough to go for the test,here are some tips on how toscore high in he tests:

To make high scores ontests and examination, youmust 1) know your subjectwell; and 2) know how totake tests. Test scores are very impor-

tant even though they may not accurately meas-ure what you really know – they measure onlywhat you put on paper. But it is a fact that veryoften, in school and industry; you either suc-ceed or fail because of what you put on paper.Too after low test scores on examinations arecaused by lack of skill in test taking rather thanany real lack of study or lack of knowledge ofthe subject. What can you do to get thosescores up and keep them up?

n PREPARE MENTALLY AND PSYCHO-LOGICALLY

First make certain that you have done every-thing reasonably possible to know your subject.Keep up with assignments and homework pre-ceding the test. Review thoroughly, study notes,and test yourself. This sort of thorough prepa-ration will help instil confidence – an importantprerequisite for making better scores. Secondly,after you’ve thoroughly prepared and done allyou reasonably could do before the test, don’tworry. What’s the worst thing that could hap-pen? You could fail. Of course you don’t wantto fail, but ask yourself, if I do fail. Will it real-ly make much difference, Now will it? Don’tworry. Worry is a non profit institution. Devel-op a little faith and confidence in yourself.

n TESTS ARE ROUTINE

When the test is givento you, remember that it isreally no different from adaily assignment. The onlyreal difference is thatyou will have to budgetyour time more carefully.

Preview the est. notethe number and type ofquestions, and the marks orband value of each. Pro-ceed steadily through thetest. Don’t panic if you are alittle behind on your time budget.Just work a little faster. Once you have com-pleted your answers, be specially alert to correctand technical or grammatical weaknesses –incomplete sentences, punctuation, spelling,unclear writing, numbers etc.

n ESSAY/REPORT TYPE TESTS

This type of test calls for more originality andcreativity and organizational ability than doobjective tests. Review the test and carefullydetermine time allowance for each portion orquestion. Concern yourself with only one ques-tion at a time. Start a answering only after youare certain what is asked for. Are you to define?Compare? Contrast? Explain? Discuss/outline?List? Give details or what?

n IT MAKES SENSE

For all tests, prepare adequately in advance,don’t worry, relax, begin work promptly, budg-et your time, read each question carefully, beconcerned with only one question at a time,recheck your work if time permits. AN EXCERT FROM A GUIDE TO PRACTICE TESTS FOR IELTS

& SPOKEN ENGLISH (SELF-STUDY TUTORIALS)

BY: DR. NAYYAR HASHMEY, Ph.D

| EEdduuccaattiioonn SScceennaarriioo International | 3399

P R E P A R A T I O N S

40 Education Scenario International |

New Zealand Herald With an Eye on theInternational Market, New ZealandConsiders Fast-track Master’s

Looking to increase lucrative enrollments from abroad, uni-versities in New Zealand may change their rigid structures toallow students to earn master’s degrees in a shorter period thanthey currently can. Under the country’s current system, suchdegrees are awarded only after five years of study. However, theshorter and more flexible alternatives available at universitiesabroad, including in Australia and the UK, have given pause forthought. Under proposals being considered, shorter, moreintensive programs - which are often a more attractive option tooverseas students on tight budgets and timetables - may beintroduced, the New Zealand Herald newspaper reported.Raewyn Dalziel, deputy vice-chancellor of the University ofAuckland, said: “We have to preserve the core of the prestigemasters degree and create some flexibility around it so that thestudents who want to have it for other purposes can have one.”

Tunisia and Egypt Sign ResearchAgreements with France

The Egyptian Science and Technological Development Fundand the French Institut de Recherche pour le Développementhave signed a four-year scientific cooperation agreementfocused on environmental concerns; agriculture and fisheries;health and life sciences; space; and social and human sci-ences. According to a joint statement from Valérie Pécresse,French Minister for Higher Education and Research, and herEgyptian counterpart, Dr Hany Helal, the cooperative agreementwill be conducted on a “basis of strict parity” in launching jointbids, forming French-Egyptian research teams and co-fundinga total sum of EUR1.8 million (US$2.3 million) a year for fouryears.

US Students Choosing Qatar as Study Destination

The emergence of U.S. campuses in the oil-rich Persian Gulf nation of Qatar has been wellpublicized in recent years, yet the movement of US students to study at these campuses hasbeen less visible. Six U.S. universities have opened branch campuses in Doha’s academichub, a 2,500-acre campus known as Education City, that are thriving because of generousfinancial support from the government of Qatar. In addition to funding the operation of U.S.campuses, the government is also offering substantial financial aid to most foreign studentswho need it — often chopping tuition to a quarter of what it costs at home, according to thegovernment. Qatar has struggled to diversify its economy away from oil and gas revenue. Itsees the university sponsorships as a way to build its academic credentials — locals alsoattend classes — and bolster its workforce. The government offers foreign students the optionof repaying each year of study with a year of work in Qatar.

According to campus officials interviewed by USA Today, the number of U.S. citizensattending classes at Education City is relatively low — Weill Cornell tops the list with 26Americans among its 239 students this academic year — but the number of university appli-cations has gone up and is likely to keep rising.

Canadian Recruiting Efforts Come up Short in UAE Australia has increased university enrollments from the UAE six-fold in the last six years from

200 to 1200; however, the number of students from the Gulf nation heading to Canada hasremained relatively static. In interviews with The National newspaper, UAE students currentlystudying in Canada appear positive about Canadian universities, however, they state that little isknown about them in comparison to institutions in more aggressive competitor countries such asAustralia and the United States, which have spent much more time and money advertising in theUAE. Part of the reason for this view could be that Canada’s efforts to promote its universities havebeen limited at a federal level.

Education is the responsibility of the provinces, so the country does not have a central educationministry to organize marketing. However, the Department of Foreign Affairs and International Tradehas now launched the country’s first international education marketing campaign, and the universi-ties hope that one effect will be a marked increase in students from the Gulf. Officials say tuitioncosts are lower than in the US and UK, although they acknowledge that their universities may notbe seen as quite so prestigious as some of the big names elsewhere. However, one factor over whichgovernments and faculties have no control is climate, and Canadian universities admit that con-cerns about the weather can put off students from warm weather countries such as the UAE.

Government Restricts Study Abroad Awards to Stem Brain Drain Job prospects for Algerian university graduates have been poor for years, and not surprisingly stu-

dents have increasingly sought study and work opportunities abroad. Now, in an effort to slow thistrend, the Algerian government has said it will restrict the study-abroad scholarships it awards to high-achievers in baccalaureate examinations, Algeria’s school-leaving assessment. Officials are also actingto improve working conditions for researchers and will double grant funds for university students start-ing next September. Restrictions on study abroad scholarships were being imposed, said EducationMinister Boubakeur Benbouzid, because “the majority of top baccalaureate students who previouslyreceived scholarships did not return to Algeria after completing their university studies”.

| Education Scenario International 41

Overseas Universities IncreaseEfforts to Recruit Turkish Students

According to a recent report from Turkey’sMinistry of Education, international universi-ties have increased their efforts to recruitTurkish students through the global economicdownturn.

The report states that 150 universities from22 countries are now offering special incen-tives to enroll Turkish students in a bid to com-pensate for dropping international enrollmentsby attracting a fraction of the 1.5 millionTurkish students who were not accepted intouniversity in Turkey — only 300,000 out of theapproximately 1.8 million students who takethe Student Selection Examination (ÖSS) areaccepted into a university in Turkey.

The report says over 150 international uni-versities and language schools have contactedthe Turkish Ministry of Education’s GeneralDirectorate of Study Abroad. The Ministry ofEducation closely monitors the offers of inter-national universities and informs Turkish stu-dents about the opportunities available tothem.

According to data provided by Ministry ofEducation’s General Directorate of StudyAbroad, there are currently 44,204 Turkish stu-dents studying abroad, while 16,656 interna-tional students study in Turkey. The first choiceof Turkish students seeking to study abroad isGermany, followed by the United States and theUnited Kingdom. Approximately 27,000Turkish students attend German universities,12,000 attend universities in the United Statesand 1,600 attend British universities.

International Students Double ina Decade

The number of students from abroad enrollingat Japanese institutions of higher education hasmore than doubled in the last decade, reportsthe Daily Yomiuri, while the number of Japanesestudents headed the other way has dropped off.

In 2008, 123,829 foreign students werestudying at Japan’s universities and colleges, a240 percent increase over the 1998 figure,according to data from the Japan StudentServices Organization. The number ofJapanese students studying abroad has beendropping since 2004 when a record 82,945students were studying overseas. In 2002,nearly 46,000 Japanese were studying in theUnited States; but by 2007, that number hadshrunk to 34,000.

New Institutional Accreditation Measures in the WorksRecognizing the need to improve standards within the higher education sector, Nigerian university leaders

have agreed to establish an institutional quality-assurance system. At a workshop organized by the NationalUniversities Commission (NUC), the sector’s regulator, in late April, university vice-chancellors agreed to intro-duce a national system of institutional accreditation, in addition to the 20-year-old system of accrediting indi-vidual programs. The delegates also set a target for Nigeria to have at least two institutions among the top 200universities in world university rankings by 2020 - the so-called 2/200/2020 vision.

The Utility of Rankings

While university ranking systems come in forfrequent criticism, there can be little doubt thatthey impact the decision-making processes ofuniversity leaders and government officials. Nowa new study of four countries with influentialrankings - Australia, Canada, Germany and Japan– conducted by the Washington D.C.-basedInstitute for Higher Education Policy, has placed amore positive light on the role of universityleague tables, suggesting they can prompt insti-tutions to work in innovative and more productiveways.

The May report, “Impact of College Rankingson Institutional Decision Making: Four CountryCase Studies,” states that rankings can “trigger ashift of institutional resources for such productiveuses as faculty profile, research collection andanalysis, and student learning outcomes. Thesechanges can also be integrated into broaderstrategic planning initiatives to change nationaland international higher education policy con-texts.”

The report is based on interviews with key insti-tutional stakeholders in the four countries, andfinds that while national and international rank-ings come in for serious criticism as relates togoals, uses and outcomes, it is important also tounderstand the ways rankings influence the workof institutions.

Some key findings on the positives of rankings:Improved data-based decision making; greaterparticipation in discussions about measuringinstitutional success in broader national andinternational discussions; improved teaching andlearning practices; the identification and model-ing of successful programs; increased institution-al collaboration, especially internationally;increased outreach to international students.

The report concludes by stating that rankingshave become an established force in the nationaland international education arenas, and it is thusimportant to understand how they can best beleveraged in combination with other tools toencourage positive competition and accountabili-ty.

- The institute for Higher Education Policy

Foreign Scholarship ProgramReinstated

Pakistan’s Higher Education Commission hasresumed its graduate-level foreign scholarship pro-gram, which it had put on hold last Novemberbecause of a cut in funds by the federal government,The News reported in May.

The commission’s executive director, Sohail H.Naqvi, told the newspaper that the government hadreleased the equivalent of US$100 million for theoverseas scholarship program. Mr. Naqvi said about340 students’ scholarships had been put on hold,even though most had been admitted to universities inNew Zealand, Germany, Italy, and other Europeancountries. The November cancellation was widelycondemned. In addition, the commission had not paidthe tuition for students already enrolled at foreign uni-versities.

Short, Sharp Marketing Drive toBump Quality Reputation ofUniversities

In March, the Australian government launched aA$3.5 million (US$2.7 million) marketing initiativeto boost perceptions of Australian higher educationin the increasingly competitive global market foreducational services.

The government body responsible for overseeingand promoting the country’s international educationsector, Australian Education International (AEI), isleading the campaign. The focus of the nine-monthinitiative is on China, India, South Korea, Indonesia,Malaysia and Thailand, and it will seek to raiseAustralia’s profile as a safe and welcoming studydestination. The campaign focuses on four themes:Student experience, showcasing excellence, posi-tioning Australia (Promote and communicateAustralia’s international education reputation in keymarkets), sector support (improving communicationof key strategic advice and analysis on market trendsand opportunities, supporting education agents intraining and development to align agents more toAustralia and ensure that students are given the bestpossible counseling on their education choices).

4422 | EEdduuccaattiioonn SScceennaarriioo International |

C A R E E R C O U N S E L L I N G

ave you been searching long and hardfor a job, only to keep hitting road-blocks when you try to make contactwith companies in your community? Ifso, it’s time to start utilizing another

great job searching resource - the career fair.Career fairs are great places to get your foot in

the door. These events provide job seekers withimportant face time with dozens of companies thatare actively looking for candidates, and do so all inone place.

Making your mark at a career fair doesn’t happenjust by showing up. A successful career fair expe-rience takes planning, preparation and the confi-dence to sell yourself. If you want to use thisresource to help jump start your search, followthese tips before, during and after the fair.

Before the Fair - It All ComesDown to Homework

g Get a guest list. Your first step is to find outwhich companies will be participating. You can dothis by contacting the career fair organizers or bydoing your own research. Many career fairs haveWeb sites that list participating companies or listthe companies on brochures and other advertisingmaterials. Once you have the list, highlight severalcompanies that are of interest to you.

g Do your research. Research the companies thatwill be attending the fair. Look at their Web sites,read their press releases, and search your localnewspaper for stories. Look for recent acquisitionsthat indicate that the company is growing, newproducts that have been introduced, or any otherbusiness news that gives you an idea of where thecompany is headed and how you can play a role.

g Put your tools together. Once again, it’s time todust off your resume and make sure it is in tip topcondition. Make sure it is current and that it sendsa clear, concise picture of who you are and whatyou have to offer. Double check for spelling andgrammatical errors and make sure your contactinformation is correct.

g Practice, practice, practice. Get together with afriend or family member and practice answeringtypical interview questions such as “Tell me aboutyourself,” or “What kind of position are you look-ing for?” Additionally, develop a list of questionsyou want to ask each company. One of the bestways to look prepared and professional is showingup with thoughtful, intelligent questions.

During the Fair - Put On Your BestShow

g Dress the part. When you go to the career fair,you will undoubtedly see people walking around injeans and t-shirts. Don?t be one of those people. Acareer fair is your chance to make a good firstimpression with a potential new employer. Wear aconservative business suit, make sure you lookwell groomed, and carry your materials in a profes-sional folder or portfolio.

g Don’t forget your ammo. You spent all that timemaking sure your resume was ready to go, so don’tblow your chances by forgetting to bring it. Bringmany copies printed out on professional resumepaper, as well as a few copies of your referenceslist. Be prepared to hand these out many timesthroughout the day.

g Be confident and proactive. A career fair is noplace to be shy and demure. The best way to make

a lasting impression is by being aggressive.Approach the companies that interest you, makeeye contact and introduce yourself with a firmhandshake. Take the initiative and tell them aboutyourself and why you are interested in their compa-ny. Answer questions succinctly, with solid exam-ples of your strengths and qualifications. Ask yourprepared questions and listen intently to theanswers. Tie in what you know about their compa-ny from your research to the type of job you areseeking.

g Ask for information. Whatever you do, don?tleave a company booth without getting a businesscard and company brochure. This might be the onlyopportunity you have to meet with the hiring man-ager face to face and you will want his or her con-tact information later.

After the Fair - Close the Deal

g Follow up. Just like a job interview, it is impor-tant to follow up after a career fair. Using the busi-ness cards you collected, write letters to key com-pany representatives. Thank them for taking thetime to speak with you, reiterate your strengths,and let them know that you will call them to followup in a couple of days. Then, be true to your wordand call. Just make sure you don’t waste the oppor-tunity you had at the career fair. Your due diligenceafterwards can be as important as your preparation.Kate Lorenz is the article and advice editor forCareerBuilder.com. She researches and writesabout job search strategy, career management, hir-ing trends and workplace issues. Other writers con-tributed to this article.

g Make sure your resume is ready for the CareerFair

H

hough immigration is a fairly vast subject and it is not possible

to scale this wide-ranging topic in a single article, we will still

try to give you a vivid account and a clear and graphic picture

of what it is all about as far as immigration to various coun-

tries of the world is concerned – in a series of issue-based

articles being published for genuine migrants.

It is crystal-clear to all and sundry that the market is flooded

with information on immigration, so are agents doing this

business. Obviously, that means that there is a mushroom of

people — both professionals and non-professionals — who

deal with their clients, even though unsuccessfully some-

times, most of whom are quite ignorant but pose to be

experts in the field. Or perhaps they have little knowledge

about the subject. Yet, there is no doubt about it, that just as

the clients there are skilled professionals also who reach out

to those aspiring to proceed abroad for the purpose of stud-

ies, medical treatment, family reunion or those wishing to

attend conferences and seminars etc.

The Scenario Group of Publications (SGP) has mustered up

courage and ventured on guiding all those interested in going

abroad for any purpose mentioned above, or some other pur-

pose. The aim is to guide genuine seekers of genuine guid-

ance through publication of our monthly Immigration Scenario

International so our valued readers and clients can keep

themselves abreast of the latest developments taking place

around the world concerning this very important topic. Each

time our valued readers will find information on countries

offering immigration. The categories may vary from time to

time, yet the information supplied therein will be comprehen-

sive and quite useful.

The other purpose of this series will be to help all those

aspirants to choose from amongst the best lot of profession-

als who are experts in the field and can also offer something

genuine to make their clients’ destination really fruitful and

worthwhile.

TE d i t o r ’ s N o t e

Publisher & Editor-in-ChiefSami Ullah Sami

EditorDr. Zafar Cheema

Executive EditorM. Nawaz Saleem Kiani

Associate EditorsJaved Saleem Chattha

Resident Editor (Islamabad)Saif Ullah Khan

Communication ManagerShazia Kausar

Designer/LayoutSarfraz Qadir Almani

Marketing ExecutiveManzoor Ahmed

Legal AdvisorHashmat Ail Habib(Advocate Supereme Court)

CirculationGhulam Rasool

PhotographersNadeem KhawarZulfiqar Ali KalhoroM Yaqoob BhattiSagheer Ahmed KambohSajjad Butt

Head Office:394, Hunza Block, Allama Iqbal Town,Lahore - PakistanTel: +92 42 5296754Fax: +92 42 5296755Mobile: 0300 9452755

Islamabad Office:Saifullah KhanOffice # 8, Israr PlazaG-10 Markaz, IslamabadTel: 051 2110020Mobile: 0333 5278862

UK CorrespondentRashid AhmedBushra Muzammal102-Montague Road, Slugh Berks SL. 3RN UKTel: 017 53-535289

Email:

info@educationscenario.com

Web:

www.educationscenario.com

March 2009 | Immigration Scenario International

Immigrating to Canada permanently isan exciting and most thrilling opportu-nity. However, there are several things

you should consider before you apply to bea permanent resident. The EntrepreneurProgram seeks to attract experienced busi-ness persons who will own and activelymanage businesses in Canada that con-tribute to the economy and create jobs.Entrepreneurs must:• Show that they have business experience;• Have a minimum net worth of C$300,000 that wasobtained legally and • Respect the conditions for entrepreneurs after theyarrive in Canada.Who can apply?

To be eligible under the EntrepreneurProgram, you must meet the followingrequirements:• Have at least two years of business experience;• Have a net worth of at least C$300,000 that wasobtained legally;• Meet the selection criteria for the Entrepreneur Pro-gram;• Meet medical, security and other requirements.

Business experienceYou must have managed a qualifying

business and have had control of a percent-age of equity of the qualifying business forat least two years in the period that beginsfive years before you submit your applica-tion and ends when a decision is made onyour application. Your business must notbe operated primarily for the purpose ofderiving investment income, such as inter-est, dividends or capital gains.

Net worth requirementsYou must be able to satisfy the visa offi-

cer that the fair market value of all yourassets and the assets of your spouse orcommon-law partner were obtained legally.Your assets must exceed the fair marketvalue of all your liabilities and the liabili-ties of your spouse or common-law partnerby at least C$300,000.

You must be able to prove that no portionof your net worth was obtained throughcriminal activity. You will be asked toexplain any discrepancies between your netincome over the years and your present networth. The visa officer who assesses yournet worth may ask you for documents toconfirm both your income sources and yournet worth.

Selection criteriaYou will be assessed on the selection cri-

teria that include your experience, educa-tion, age, language abilities and adaptabili-ty.

Medical, security and otherrequirements

You and your family members must passa medical examination and security andcriminal checks.

How to apply?There are two application processes for

entrepreneurs who want to apply to becomepermanent residents: the simplified appli-cation process and the regular applicationprocess. Most applicants must use the sim-plified process. However, you must use theregular process if:

• You have been selected by Quebec or• You have been lawfully admitted to

Canada for a period of at least one year and• You are submitting your application at

the Canadian visa office in Buffalo or• You have been lawfully admitted into

the United States for a period of at leastone year and you are submitting yourapplication at the Canadian visa office inBuffalo. If none of the situations describedabove applies to you, you must use thesimplified application process. Choose theapplication process that applies to you: Thesimplified application process, or regularapplication process.

After applyingYour application will be processed at the

visa office where you have applied. Theprocess may vary depending on the visaoffice. However, some processing steps arecommon to all offices.

E N T R E P R E N E U R S H I P

The application assessment process mayinclude the following:• Processing time• Medical examination• The decision on your applications• Change of address• Confirmation of permanent residences• Meeting the conditions of the Entrepreneur Program• The overall application assessment process

After you submit your application, a Citi-zenship and Immigration Canada (CIC) offi-cer will verify that you have submitted allthe required documentation with your appli-cation. The officer will make sure that:• You have completed your application form correctly andsigned it• Paid your processing fee and• Included the required supporting documentation if youused the regular application process.

If you applied using the Simplified Appli-cation Process, the visa office will contactyou and ask you to provide the requireddocumentation about four months beforeyour application is processed. If your appli-cation is not complete, the visa office willreturn it to you without processing it. Thevisa office where you have applied will sendyou a letter when they receive your complet-ed application. The letter will tell you whatyou need to do and what happens next.

Processing timeThe length of time it takes to process

applications varies depending on where youapplied. You may be able to avoid unneces-sary delays by:• Making sure that all the necessary information is includ-ed with your application notifying the visa office of anychanges to personal information on your application, suchas your address, phone and fax numbers or a change in themakeup of your family avoiding repeated inquiries to thevisa office• Ensure that the photocopies and documents you haveprovide are clear and legible• Provided certified English or French translations of theoriginal documents that you have submitted in other lan-guages• And applied from a country where you are a citizen orpermanent resident.

Your application will be delayed if thevisa office has to take extra steps to assessyour case. Your application will take longerif:• There are criminal or security problems related to yourapplication• Your family situation is not clear because of a situation,such as a divorce or an adoption that is not yet complete orchild custody issues that have not been resolved or• The visa office that processes your application has to

Immigration Scenario International | March 2009

E N T R E P R E N E U R S H I P

consult with other CIC offices in Canada or abroad.• You can check the status of your application onlineafter the visa office has started to process your appli-cation.Medical examination

You must pass a medical examinationbefore coming to Canada. Your depen-dants must also pass a medical examina-tion even if they are not coming to Cana-da with you.

Applications for permanent residencewill not be accepted if an applicant’shealth:• Is a danger to public health or safety, or • Would cause excessive demand on health or socialservices in Canada.

Instructions on how to take the medicalexamination will normally be sent to you

after you have submitted your applicationto the visa office.

Criminal and securitychecks

If you have a criminal record you maynot be allowed to enter Canada. Peoplewho pose a risk to Canada’s security arenot allowed to come to Canada either.

If you want to immigrate to Canada,you and any family members over theage of 18 who come to Canada with youmust provide police certificates to thevisa office.

If you apply using the regular applica-tion process, you must submit the policecertificates with your application. If youapply using the simplified applicationprocess, the visa office will contact youand ask you to provide the required doc-umentation at a later date.

The decision on your appli-cation:

The CIC officer will make a decisionon your application based on several fac-tors, including:• The results of your medical examination• The results of your criminal and security checks• Whether you meet the definition of an entrepreneurand• The points you accumulate under each of the fiveselection factors.

The visa office will contact you if itneeds more documentation or if you are

required to attend an interview.If your application is approved, you

will be asked to submit your passport tothe Canadian visa office where you haveapplied in order to receive your perma-nent resident visa.

Change of addressIf you move or change your address,

telephone number or any other contactinformation after you submit your appli-cation, you must contact the visa officewhere you have submitted your applica-tion.

March 2009 | Immigration Scenario International

E N T R E P R E N E U R S H I P

Confirmation of yourpermanent residence

If your application is approved, the visaoffice will issue a permanent resident visa toyou. Your permanent resident visa includesyour Confirmation of Permanent Residence(COPR) and your entry visa. Your COPRwill include identification information aswell as your photograph. Please check theinformation on your COPR to make sure it iscorrect. It should be the same as the informa-tion on your passport. If there is a mistake onyour COPR, contact your visa office. Youmust have your COPR and your visa withyou when you arrive in Canada.

Conditions of theEntrepreneur Program

To remain in Canada as an entrepreneur,you must comply with the conditions of theEntrepreneur Program by owning and active-ly managing a Canadian business that con-tributes to the economy and creates jobs.

If your application is approved, you mustcommit to managing and owning at least onethird of a business of a defined size for atleast one year within three years of arrivingin Canada.

ArrivalWhen you arrive in Canada, you will be

greeted by an officer from the CanadaBorder Services Agency (CBSA). The CBSAis responsible for border and point of entryactivities in Canada. The officer will ask tosee your passport and other travel docu-ments. Make sure they are not packed inyour luggage and that you have them withyou. This will help speed up your entry toCanada.

You must present the follow-ing documents upon arrival:• Your valid passport and/or travel documents. Your pass-port must be a regular, private passport. You cannot immi-grate to Canada with a diplomatic, government service orpublic affairs passport.• Your valid permanent resident visa and your Confirmationof Permanent Residence (COPR). The officer will make sureyou are entering Canada before or on the expiry date shownon your permanent resident visa. Please note that this docu-ment cannot be extended. Therefore, you should make sureto use it before it expires.• The proof that you have sufficient funds to support your-self and your family after you arrive in Canada.

The officer will ask you a few questions tomake sure you still meet the requirements toimmigrate to Canada. They will be similar tothe ones you answered on your Applicationfor Permanent Residence in Canada. Theofficer will confirm that you still meet therequirements for admission to Canada. Thisshould only take a few minutes.

You will not be allowed into Canada if yougive false or incomplete information, or ifyou do not satisfy the officer that you meetthe requirements for entry into Canada. If

there are no problems at the point of entry,the officer will authorize you to enter Canadaas a permanent resident. The officer will alsoconfirm your Canadian mailing address.Your permanent resident card will be mailedto you at this address. If you arrive in Cana-da with more than C$10,000, you must dis-close this information to the CBSA officer. Ifyou do not disclose this information, youcould be fined or jailed. These funds couldbe in form of:• Cash• Securities in bearer form (for example, stocks, bonds,debentures, treasury bills) or• Negotiable instruments in bearer form, such as bankers’drafts, cheques, traveler’s cheques or money orders.Quebec

Under the Canada-Quebec Accord, theprovince of Quebec operates its own busi-ness immigration program. If you want tosettle in the province of Quebec, contact thenearest Quebec immigration office, or visitthe website of the Quebec ministry that han-dles immigration.

What you can bring intoCanada?

You can find customs and border informa-tion on the website of the CBSA.

Immigration Scenario International | Nov 2008

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