The United Kingdom has been recognised for years as one of the most popular destinations for postgraduate education. The international reputation of British education, the diversity of culture and the connections to other European countries have made the UK one of the favorite destinations for students.

In a post about the Olympics this past winter, we mentioned research linking the economic development of a country to its chances of taking home a large number medals in the Games. While it might seem reasonable to extend this logic to the World Cup, in-depth econometric and statistical analysis indicates otherwise. So how can we best predict who will come out on top in this year’s World Cup?

The China Economic Review from last month ran an interesting piece by John van Fleet about the 150,000+ Haigui (海归) currently studying in the USA (Haigui, literally “Sea Turtles” is the name given to Chinese students studying abroad). Van Fleet discusses not only the challenges of interaction between international and domestic students, but also the economic impact for both host and origin country.

According to a recent OECD report on studying abroad, in 2012 more than 4.5 million students were enrolled in tertiary education outside their country of citizenship1. Pursuing higher-level education in a foreign country represents a superb opportunity for students not only to expand their knowledge in their discipline of interest but also to gain insight into other cultures, societies and languages. An international graduate has higher prospects in the labor market than a domestic student; moreover, as Michelle Obama mentioned in March 2014, companies have begun to realize the benefit that a study abroad experience can give to their employees: they are able to speak different languages, they have a sensitivity for people and they are more compassionate2.

As an academic, you may feel somewhat insulated from the profit-driven business world. Certainly, academia has traditionally been regarded as an enclave separated from corporate concerns over profits; one which is supported by governments and individuals and focuses on teaching and research rather than on making money. However, with the huge growth of the education industry over the last few decades, institutions have necessarily become more corporate.

Most Master’s courses at universities in the UK do not require specific entrance exams, apart from language proficiency exams for anyone who does not speak English as a native language. For an explanation of which English proficiency exams are generally accepted, take a look at the first question in this section.