International students are those students who chose to undertake all or part of their tertiary education in a country other than their own and move to that country for the purpose of studying. In 2016, there were nearly 5.1 million internationally mobile students (i.e. 2.3% of all tertiary students), up from 2.1 million in 2000. The United States and United Kingdom attracted one-third of all international students in 2000, falling to 28% in 2016.
The definition of "foreign student" and "international student" varies in each country in accordance to their own national education system.  In the US International students are "Individuals studying in the United States on a non-immigrant, temporary visa that allows for academic study at the post- secondary level. Immigrants, permanent residents, citizens, resident aliens ("Green Card" holders), and refugees are excluded from this definition."
Canada defines international students as "....temporary residents who have been approved by an immigration officer to study in Canada. The study permit identifies the level of study and the length of time the individual may study in Canada. International students do not need a study permit for courses of six months or less if they will finish the course within the period of stay authorized upon entry, which is usually six months. Every foreign student must have a student authorization, but may also have been issued other types of permits or authorizations."
In Australia an international student is "A student on a student visa studying in Australia with an institution registered to deliver courses to such students. Students from New Zealand are not included in the student enrolment counts as they do not require a student visa." and in Japan the definition is "A student from a foreign economy who is receiving an education at any Japanese university, graduate school, junior college, college of technology, professional training college or university preparatory course and who resides in Japan with a 'college student' visa status."
According to the United Nations Educational, Scientific and Cultural Organization (UNESCO) in their 2009 World Conference on Higher Education report, Over 2.5 million students were studying outside their home country. UNESCO also predicted that the number of foreign students might rise to approximately 7 million by the year 2020. The main destinations preferred were the United States, United Kingdom, Germany, France, Canada and Australia. Overall, the number of foreign students more than doubled to over 2 million between 2000 and 2007.
The greatest percentage increases of numbers of foreign students have occurred in New Zealand, Korea, the Netherlands, Greece, Spain, Italy and Ireland.
Traditionally the U.S and U.K have been the most prestigious choices, because of the presence of top 10 rankings Universities such as Harvard, Oxford, MIT and Cambridge. More recently however they have had to compete with the rapidly growing Asian higher education market. While US is the leading destination for foreign students, there is increasing competition from several destinations in East Asia such as China, Korea, Japan and Taiwan which are keen to attract foreign students for reputation and demographic reasons.
Student mobility in the first decade of the 21st century has been transformed by two major external events, the attack on the New York Trade Centre and the recession of 2008.The US to tightened visa requirements for students and Australia and the UK were successful in absorbing most of the growth in nu,mbers of foreign students. In 2009, international students represented 21.5% and 15.3% of higher education enrollment in Australia and the UK, compared to less than 4% in the US, according to the OECD.
According to OECD, almost one out of five foreign students is regionally mobile. This segment of regionally mobile students who seek global education at local cost is defined as "glocal" students. Many "glocal" students consider pursuing transnational or cross-border education which allows them to earn a foreign credential while staying in their home countries. With the increase in tuition cost in leading destinations like the US and the UK along with the higher immigration barriers, many international students are exploring alternative destinations and demanding more "value for money." It is projected that the number of internationally mobile students will reach 6.9 million by 2030, an increase of 51%, or 2.3 million students, from 2015.
|Rank||Destination country||Total number of foreign students|
Annually around 750,000 Chinese and 400,000 Indian students apply to overseas higher education institutions. New enrollment of undergraduate and graduate foreign students at American universities and colleges for 2016-17 declined by 2.1% or nearly 5,000 students which translates into a potential revenue of US$125 million for the first year of studies alone. Much of the increase in foreign students in the U.S. during 2013–2014 was fueled by undergraduate students from China, the report's authors found. The number of Chinese students increased to 31 percent of all foreign students in the U.S. – the highest concentration the top country of origin has had since IIE began producing the report in 1948.  This is changing quickly with demographic projections showing a large impending decrease in volumes of students from China and Russia and steady increases in students from India and Africa. The number of foreign students in tertiary (university or college) education is also rapidly increasing as higher education becomes an increasingly global venture. During 2014-15, 974,926 foreign students came to study in the U.S, which is almost double the population from 2005. Chinese students have always been the largest demographic amongst foreign students. The top 10 sending places of origin and percentage of total foreign student enrollment are: China, India, South Korea, Saudi Arabia, Canada, Brazil, Taiwan, Japan, Vietnam, and Mexico. The total number of foreign students from all places of origin by field of study are: Business/Management, Engineering, Mathematics and Computer Sciences, Social Sciences, Physical and Life Sciences, Humanities, Fine and Applied Arts, Health Professions, Education, and Agriculture.
|Rank||Place of Origin||Number of Students||Percent of Total|
|Rank||Field of Study||Number of Students||Percent of Total|
|1||Business and Management||200,312||19.2%|
|3||Other/Unspecified Subject Areas||185,107||17.7%|
|4||Mathematics and Computer Sciences||141,651||13.6%|
|6||Physical and Life Sciences||75,385||7.2%|
|8||Fine and Applied Arts||59,736||5.7%|
The number of US visas issued to Chinese students to study at US universities has increased by 30 per cent, from more than 98,000 in 2009 to nearly 128,000 in October 2010, placing China as the top country of origin for foreign students, according to the "2010 Open Doors Report" published on the US Embassy in China website. The number of Chinese students increased. Overall, the total number of foreign students with a US Visa to study at colleges and universities increased by 3 per cent to a record high of nearly 691,000 in the 2009/2010 academic year. The 30 per cent increase in Chinese student enrolment was the main contributor to this year's growth, and now Chinese students account for more than 18 percent of the total foreign students.
In 2016, France was the fourth largest receiver of international students globally, with 245,349 international students, while Germany was the fifth largest receiver, with 244,575 international students. In the winter semester 2017-18, Germany received 374,583 international students from overseas pursuing higher education and the Compound Annual Growth Rate (CAGR) is 5.46%.  
With the Franco-German University, the two countries have established a framework for cooperation between their universities, enabling students to participate in specific Franco-German courses of study across borders.
The top 10 countries sending students to France in 2016 are listed below.
|Rank||Country||Number of Students||Percent of Total|
The top 10 countries sending students to Germany in 2015 are listed below.
|Rank||Country||Number of Students||Percent of Total|
In 2016, China was the second largest receiver of international students globally, with 442,773 international students.
The number of international students in China has grown steadily since 2003, with apparently no impact from the rise of terrorism or the 2008 global financial crisis. In contrast to the reported decline of enrollments in the USA and the UK, China's international student market continues to strengthen. China is now the leading destination globally for Anglophone African students.
In 2016, the students coming to China were mostly from Asia (60%), followed by Europe (16%) and Africa (14%). However, Africa had the highest growth rate at 23.7% year-on-year 2015-2016.
|Rank||Country||Number of Students||Percent of Total||2017 rank|
|-||All African countries grouped together||61,594||13.91%|
In 2016, international students mostly went to study in the major centers of Beijing (77,234, 17.44%) and Shanghai (59,887, 13.53%). In recent years there has been a decentralization and dispersion of students to other provinces.
Various factors combine to make China a very desirable destination for international students.
China is openly pursuing a policy of growing its soft power globally, by way of persuasion and attraction. Attracting international students, especially by way of scholarships, is one effective way of growing this influence.
Japan, Canada and New Zealand are perceived as evolving destinations for international students. In 2006, Japan, Canada and New Zealand together shared roughly 13% of the international student market, with approximately 327,000 of the 2.7 million students who traveled abroad for the purposes of higher education. Japan has around 180 000 overseas students studying at its institutions and the government has set targets to increase this to 300, 000 over the next few years. Canada has seen a large increase in the number of Indian students, where the number of Indian students rose 280% in 2010 compared to 2008. Organizations such as Learnhub are taking advantage of this growing trend of Indian international students by providing recruitment services that bring Indian students abroad. In 2012, in Canada 10 percent of university students were international students. Canada accepted more than 100,000 international students for the first time, bringing the total number of international students in Canada to 260,000, which is nearly identical to that of Australia's 280,000. Recent changes to Canada's immigration regulations that came into effect on January 1, 2015 have placed international graduates from Canadian universities at a disadvantage. Under the new rules, foreign students who hold a degree or diploma from Canadian educational institutions will be treated on par with other groups of skilled workers.
Malaysia, Singapore and India are the emerging destinations for international students. These three countries have combined share of approximately 12% of the global student market with somewhere between 250,000 and 300,000 students having decided to pursue higher education studies in these countries in 2005–2006.
The flow of international students above indicates the South-North phenomenon. In this sense, students from Asia prefer to pursue their study particularly in the United States.
The recent statistics on mobility of international students can be found in;
Prospective foreign students are usually required to sit for language tests, such as Cambridge English: First, Cambridge English: Advanced, Cambridge English: Proficiency, IELTS, TOEFL, iTEP, PTE Academic, DELF or DELE, before they are admitted. Tests notwithstanding, while some international students already possess an excellent command of the local language upon arrival, some find their language ability, considered excellent domestically, inadequate for the purpose of understanding lectures, and/or of conveying oneself fluently in rapid conversations. A research report commissioned by NAFSA: Association of International Educators investigated the scope of third-party providers offerings intensive English preparation programs with academic credit for international students in the United States. These pathway programs are designed to recruit and support international students needing additional help with English and academic preparation before matriculating to a degree program.
Generally, foreign students as citizens of other countries are required to obtain a student visa, which ascertains their legal status for staying in the second country. In the United States, before students come to the country, the students must select a school to attend to qualify for a student visa. The course of study and the type of school a foreign student plans to attend determine whether an F-1 visa or an M-1 visa is needed. Each student visa applicant must prove they have the financial ability to pay for their tuition, books and living expenses while they study in the states.
Research from the National Association of Foreign Student Advisers (NAFSA) shows the economic benefits of the increasing international higher-education enrollment in the United States. According to their 2013-2014 academic year analysis, international students have contributed $26.8 billion to the U.S economy and 340,000 jobs. This represents almost a 12% increase in dollars added to the economy and an 8.5% increase associated with job support and creation compared to the previous year. International students contribute more than job and monetary gains to the economy. NAFSA Executive Director and CEO Marlene M. Johnson has stated that "[international students] bring global perspectives into U.S. classrooms and research labs, and support U.S. innovation through science and engineering coursework". According to NAFSA's research, their diverse views contribute to technological innovation has increased America's ability to compete in the global economy.
Marketing of higher education is a well-entrenched macro process today, especially in the major English-speaking nations i.e. Australia, Canada, New Zealand, the UK, and the USA. One of the major factors behind the worldwide evolution of educational marketing could be a result of globalization, which has dramatically shriveled the world. Due to intensifying competition for overseas students amongst MESDCs, i.e. major English-speaking destination countries, higher educational institutions recognize the significance of marketing themselves, in the international arena. To build sustainable international student recruitment strategies Higher Education Institutions (HEIs) need to diversify the markets from which they recruit, both to take advantage of future growth potential from emerging markets, and to reduce dependency on – and exposure to risk from – major markets such as China, India and Nigeria, where demand has proven to be volatile. For recruitment strategies, there are some approaches that higher education institutions adopt to ensure stable enrollments of international students, such as developing university preparation programs, like the Global Assessment Certificate (GAC) Program, and launching international branch campuses in foreign countries.
The Global Assessment Certification (GAC) Program is a university preparation program, developed and provided by ACT Education Solution, Ltd., for the purpose of helping students to prepare for admission and enrolment overseas. Moreover, the program helps students from non-English speaking backgrounds to prepare for university-level study, so they are able to successfully finish a bachelor's degree at university. This program is primarily getting great attention from non-English-speaking countries like China and South Korea. Students who complete the GAC program have the opportunity to be admitted to 120 universities, so called Pathway Universities, located in popular destinations including the United States, the United Kingdom, and Canada. Mainly, the program consists of curriculums, such as Academic English, Mathematics, Computing, Study Skills, Business, Science and Social Science. Moreover, the program also provides the opportunity to get prepared for the ACT exam and English Proficiency tests like TOEFL and IELTS.
International branch campus is a new strategy of recruiting foreign students in other countries in order to build strong global outreach by overcoming the limitations of physical distance. Indeed, opening branch campuses play a significant role of widening the landscape of the higher education. In the past, along with high demand for higher education, many universities in the United States established their branch campuses in foreign countries. According to a report by the Observatory on Borderless Higher Education (OBHE), there was a 43% increase in the number of foreign branch campuses in the worldwide scale since 2006. American higher education institutions mostly take a dominant position in growth rate and the number of foreign branch campuses, accounting for almost 50 percent of current foreign branch campuses. However, some research reports that recently said foreign branching campuses are facing several challenges and setbacks, for example interference of local government, sustainability problems, and long-term prospects like damage on academic reputations and finance.
There is a trend for more and more students to go abroad to study in the U.S., Canada, U.K., and Australia to gain a broader education. English is the only common language spoken at universities in these countries, with the most significant exception being Francophone universities in Canada. International students not only need to acquire good communication skills and fluent English both in writing and speaking, but also absorb the Western academic writing culture in style, structure, reference, and the local policy toward academic integrity in academic writing. International students may have difficulty completing satisfactory assignments because of the difficulty with grammar and spelling, differences in culture, or a lack of confidence in English academic writing. Insightful opinions may lose the original meaning when transformed from the student's native language to English. Even if international students acquire good scores in English proficiency exams or are able to communicate with native British students frequently in class, they often find that the wording and formatting of academic papers in English-speaking universities are different from what they are used to due to certain cultural abstraction. Students who experience this discrepancy get lower scores of adaptability to new environment and higher scores about anxiety. Instead of the mood, students who were further away from home would be more willing to go back home and regress from their aims in life, this hardship can lead to depression. Partly this is due to the academic contagions of the foreign university like not integrating contrastive rhetoric aspect, low-support for adaptation like providing opportunities to better their English in a non-competitive and meaningful way. 
Most foreign students encounter difficulties in language use. Such issues make it difficult for the student to make domestic friends and gain familiarity with the local culture. Sometimes, these language barriers can subject international students to ignorance or disrespect from native speakers. Most international students are also lacking a support groups in the country they are studying. Although all the colleges in North America, that are in a student exchange programs, do have International Student Office, it sometimes does not have resources and capability to consider their students' individual needs when it comes to adapting the new environment. The more a particular college has students coming from the same country the better the support is for getting involved to the new culture.
Foreign students have several challenges in their academic studies at North American universities. Studies have shown that these challenges include several different factors: inadequate English proficiency; unfamiliarity with North American culture; lack of appropriate study skills or strategies; academic learning anxiety; low social self-efficacy; financial difficulties; and separation from family and friends. Despite the general perception that American culture is characterized more by diversity than by homogeneity, the American ideology of cultural homogeneity implies an American mindset that because Eurocentric cultures are superior to others, people with different cultures should conform to the dominant monocultural canon and norms.
U.S. colleges and universities have long welcomed students from China, where their higher-education system cannot meet the demand. Three years ago, a record 10 million students throughout China took the national college entrance test, competing for 5.7 million university slots. Because foreign undergraduates typically fail to qualify for U.S. federal aid, colleges here can provide limited financial help. Now, thanks to China's booming economy in recent years, more Chinese families can afford to pay. U.S. colleges also face challenges abroad. Worries about fraud on test scores and transcripts make occasional headlines. And even Chinese students who test high on an English-language proficiency test may not be able to speak or write well enough to stay up to speed in a U.S. classroom, where essay writing and discussions are common. Chinese international students face other challenges besides language proficiency. The Chinese educational structure focuses on exam-oriented education, with educational thinking and activities aimed towards meeting the entrance examination. Students stress more on exam performance, and teachers are inclined to focus on lecturing to teach students what may be on the test. In addition, "parents are also convinced that the more students listened to the lectures, the better they would score on the finals." With more than 304,040 Chinese students enrolled in the US in 2014/15, China is by far the leading source of international students at American universities and colleges, however, there are three waves of growth in Chinese students in the US. Each of the three waves differs in terms of needs and expectations and corresponding support services needed. Unfortunately, many higher education institutions have not adapted to the changing needs. It is no surprise that many Chinese students are now questioning if it is worth investing in studying abroad.
International students also face cross-cultural barriers that hinder their ability to succeed in a new environment. For example, there are differences in terms of receiving and giving feedback which influences the academic engagement and even job and internship search approach of international students.
Plagiarism is the most serious offense in academia. Plagiarism has two subtle forms, one of which includes the omission of elements required for proper citations and references. The second form is unacknowledged use or incorporation of another person's work or achievement. Violation of either form can result in a student's expulsion. For the international students the word plagiarism is a foreign word. Most of them are unfamiliar with American academic standards and colleges aren’t good about giving a clear definition of the word's meaning. For example, many international students don’t know using even one sentence of someone else's work can be considered plagiarism. Most colleges give students an E on their plagiarized assignments and future offenses often result in failing class or being kicked out of university.
International students studying in a foreign country face a life altering event which can cause distress that can potentially affect their mental wellness. Many students report homesickness and loneliness in their initial transition, experience isolation from peers and struggle with understanding cultural differences while staying abroad. In certain cultures, mental illness is seen as a sign of weakness. Because of this, international students believe they can prevail through their struggles alone without help, which can lead to, a decrease in mental wellness.
Common symptoms among international students from China in particular noted that two prevailing symptoms were discovered: 45 percent of the students faced depression and 29 percent of the students faced anxiety. Stressors that lead international students to struggle with anxiety are rooted in numerous causes, including academic pressures, financial issues, adapting to a new culture, creating friendships, and feelings of loneliness. International students are also more likely to rely on peers for support through their transition than teachers or adult peers. If the student is unable to make friends in their new environment, they will struggle more with their transition than an international student who has established relationships with their peers.
International students also face language discrimination, which may exacerbate mental health symptoms. Evidence has not conclusively shown that language discrimination is a greater risk factor than discrimination against foreigners. However, there has not been any conclusive evidence to show whether language discrimination plays a significantly larger role than simple foreigner discrimination.
Since international students are less likely to use individual counseling provided by the university. and may experience even more intense stigmas against seeking professional help, group-oriented ways of reaching students may be more helpful. Group activities, like collaborative workshops and cultural exchange groups, can introduce a sense of community among the students. In addition, efforts can be placed to improve awareness and accessibility to mental wellness resources and counseling services. Social workers, faculty, and academic staff can be educated beforehand to provide an adequate support for them.
Studying abroad is the act of a student pursuing educational opportunities in a country other than one's own. This can include primary, secondary and post-secondary students. A 2012 study showed number of students studying abroad represents about 9.4% of all students enrolled at institutions of higher education in the United States and it is a part of experience economy.
Studying abroad is a valuable program for international students as it is intended to increase the students' knowledge and understanding of other cultures. International education not only helps students with their language and communicating skills, but also encourages students to develop a different perspective and cross cultural understanding of their studies which will further their education and benefit them in their career. Main factors that determine the outcome quality of international studies are transaction dynamics (between the environmental conditions and the international student), quality of environment, and the student's coping behavior.
Certain distinctions and differences can become sources of cultural shock and cultural misunderstandings that can lead a student to inhibit adaptation and adjustment. For example, a key requirement in many foreign institutions is participation. Failure to participate in the classroom with faculty can be a serious obstacle to academic success and if it is coupled with the view that professors are to be held in awe, then the problem can be reflected in the grades given for class participation. Lack of participation can be interpreted by faculty as failure to learn the course content or disinterest in the topic.
Some of the identified distinctions are:
A key factor in international academic success is learning approaches that can be taken on a matter from one another and simultaneously assimilating inter-cultural experiences.
A host family volunteers to house a student during their program. The family receives payment for hosting. Students are responsible for their own spending, including school fees, uniform, text books, internet, and phone calls. Host families could be family units with or without children or retired couples; most programs require one host to be at least 25 years of age. The host families are well prepared to experience a new culture and give a new cultural experience to the student. A student could live with more than one family during their international study program to expand their knowledge and experience more of the new culture. Host families are responsible for providing a room, meals, and a stable family environment for the student. Most international student advisory's allow for a switch of hosts if problems arise.
An international student involved in study abroad program can choose to live on campus or off campus. Living off campus is a popular choice, because students are more independent and learn more about the new culture when they are on their own. Universities that host international students will offer assistance in obtaining accommodation. Universities in Asia have on-campus housing for international students on exchange or studying full-time. Temporary options include hostels, hotels, or renting. Homestays, paid accommodation with a host family, are available in some countries.
The w-curve model created by Gullahorn and Gullahorn (1963) is W shaped model that attempts to give a visual description of a travelers possible experience of culture shock when entering a new culture and the re-entry shock experienced when returning home. The model has seven stages.
Each stage of the model aims to prepare travellers for the rollercoaster of emotions that they may experience both while returning and traveling from a trip abroad. The hope in the creation of this model is to help prepare travelers for the negative feelings often associated with living in another culture. By doing so, it is the goal that these emotions will be better dealt with.
Affectivity is an emotional disposition, people who are high on positive affectivity experience positive emotions and moods like joy and excitement, and view the world, including themselves and other people, in a positive light. They tend to be cheerful, enthusiastic, lively, sociable, and energetic. Research has found that student's studying abroad with a positive emotional tendency have higher satisfaction and interaction with the environment, they engage in the staying country's citizenship behaviours.
|url=value (help). Institute of International Education. 2018. Retrieved 16 November 2018.
Earlier this year, Federal Bureau of Investigations (FBI) Director Christopher Wray asserted in testimony before the Senate intelligence committee that Chinese international students, especially those in advanced STEM fields, pose counterintelligence risks to U.S. national security. 'They're exploiting the very open research and development environment that we have… they're taking advantage of it,' Wray said during the hearing. [...] The Trump administration is taking steps forward to counter Chinese economic and industrial espionage, but painting every Chinese student on U.S. campuses as an intelligence threat is not the way to do it.
Alpha Epsilon Pi (ΑΕΠ), commonly known as AEPi, is a college fraternity founded at New York University in 1913 by Charles C. Moskowitz. The fraternity has more than 186 active chapters across the United States, Canada, United Kingdom, Austria, Australia, and Israel, and has initiated more than 102,000 members. Although the fraternity is based upon Jewish principles, it is non-discriminatory and is open to all who are willing to espouse its purpose and values.Alpha Tau Omega
Alpha Tau Omega (ΑΤΩ), commonly known as ATO, is an American social fraternity founded at the Virginia Military Institute in 1865. The fraternity has around 250 active and inactive chapters and colonies in the United States and has initiated more than 250,000 members. VMI Cadets are no longer associated with the fraternity. In 1885, the VMI Board of Visitors ruled that cadets could no longer join fraternities based on the belief that allegiance to a fraternal group undermined the cohesiveness of and loyalty to the Corps of Cadets.Alpha Tau Omega represents one-third of the Lexington Triad, along with Kappa Alpha Order and Sigma Nu. The Fraternity does not have chapters or affiliations outside the United States. The fraternity's non-profit organization is The ATO Foundation, which provides scholarships to its members.Chabad on Campus International Foundation
Chabad on Campus International is a division of Merkos L'Inyonei Chinuch, the educational arm of the Chabad Lubavitch movement. It is one of the largest Jewish organizations serving college campuses, with over 185 permanent branches on North American campuses, and an additional 250 globally.Delta Kappa Epsilon
Delta Kappa Epsilon (ΔΚΕ), commonly known as DKE or Deke, is one of the oldest North American fraternities, with 56 active chapters across America and Canada. The fraternity was founded at Yale College in 1844 by 15 sophomores who were disaffected by the existing houses on campus. They established a fellowship "where the candidate most favored was he who combined in the most equal proportions the gentleman, the scholar, and the jolly good fellow."
The private gentleman's club the DKE Club of New York was founded in 1885 and is currently in residence at the Yale Club of New York City.FarmHouse
FarmHouse (FH) is a social fraternity founded at the University of Missouri on April 15, 1905. It became a national organization in 1921. Today FarmHouse has 34 active chapters and four associate chapters (formerly colonies) in the United States and Canada.Kappa Alpha Society
The Kappa Alpha Society (ΚΑ), founded in 1825, was the progenitor of the modern fraternity system in North America. It was the first of the fraternities which would eventually become known as the Union Triad. In addition, Baird's Manual states that ΚΑ, unlike other fraternities with claims to the contrary, has maintained a continuous existence since its foundation, making it the oldest undergraduate fraternity that exists today. As of 2012, there are nine active chapters in the United States and Canada.Kappa Sigma
Kappa Sigma (ΚΣ), commonly known as Kappa Sig, is an American collegiate social fraternity founded at the University of Virginia in 1869. Kappa Sigma is one of the five largest international fraternities with currently 318 active chapters and colonies in North America. Its endowment fund, founded in 1919, has donated more than $5 million to undergrads since 1948. In 2012 alone, the Fraternity's endowment fund raised over $1 million in donations.Omega Psi Phi
Omega Psi Phi (ΩΨΦ) is an international fraternity with over 750 undergraduate and graduate chapters. The fraternity was founded on November 17, 1911 by three Howard University juniors, Edgar Amos Love, Oscar James Cooper and Frank Coleman, and their faculty adviser, Dr. Ernest Everett Just. Omega Psi Phi is the first predominantly African-American fraternity to be founded at a historically black university.Pakistani students abroad
There are hundreds and thousands of Pakistani students who travel abroad each year in order to attain higher education. Countries which have large Pakistani international student populations include those in Europe, North America, China and Australia. Every year, nearly 10,000 foreign student visas are granted in Pakistan.Phi Gamma Delta
Phi Gamma Delta (ΦΓΔ), commonly known as Fiji, is a social fraternity with more than 158 active chapters and 13 colonies across the United States and Canada. It was founded at Jefferson College, Pennsylvania, in 1848. Along with Phi Kappa Psi, Phi Gamma Delta forms a half of the Jefferson Duo. Since its founding in 1848, the fraternity has initiated more than 180,000 brothers. The nickname FIJI is used commonly by the fraternity due to Phi Gamma Delta bylaws that limit the use of the Greek letters.Phi Kappa Sigma
Phi Kappa Sigma (ΦΚΣ) is an international all-male college secret and social fraternity. While nicknames differ from institution to institution, the most common nicknames for the fraternity are Skulls, Skullhouse, Phi Kap, and PKS (the first two because of the skull and crossbones on the fraternity's badge and coat of arms). Phi Kappa Sigma was founded by Dr. Samuel Brown Wylie Mitchell at the University of Pennsylvania. Mitchell recorded the initial ideas and concepts of Phi Kappa Sigma on August 16, 1850. He then began to discuss the idea with other students, first Charles Hare Hutchinson, and then Alfred Victor du Pont (son of Alfred V. du Pont), John Thorne Stone, Andrew Adams Ripka, James Bayard Hodge, and Duane Williams. The seven men formally founded the fraternity on October 19, 1850 becoming the founding fathers of Phi Kappa Sigma Phi Kappa Sigma is a charter member of the North-American Interfraternity Conference, and since 2017, is headquartered in Carmel, Indiana. Prior to that, starting with its founding in 1850, the fraternity was based out of Philadelphia, Valley Forge and Chester Springs, Pennsylvania.Phi Rho Eta
Phi Rho Eta (ΦΡΗ) is a nationally incorporated, fraternity that was founded on August 22, 1994 at Southern Illinois University in Carbondale, Illinois. The founders are LaMont Taylor and Marvin Randolph.
Phi Rho Eta is based on the three principles of pride, respect, and excellence through community development, academics, and social interactions.Programme for International Student Assessment
The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations intended to evaluate educational systems by measuring 15-year-old school pupils' scholastic performance on mathematics, science, and reading. It was first performed in 2000 and then repeated every three years. Its aim is to provide comparable data with a view to enabling countries to improve their education policies and outcomes. It measures problem solving and cognition. The 2015 version of the test was published on 6 December 2016.. The results of the 2018 data collection will be released on Tuesday 3 December 2019.Psi Sigma Phi
Psi Sigma Phi (ΨΣΦ) Multicultural Fraternity, Incorporated was founded December 12, 1990, at Montclair State University and New Jersey City University. The Eighteen Founding Fathers believed that multiculturalism is not indicative of the physical composition of an organization on a chapter or national level; it is viewed as a state of mind––a philosophy that embraces any and all aspects of cultural identity with unconditional respect and equality.Psi Upsilon
Psi Upsilon (ΨΥ), commonly known as Psi U, is a North American fraternity, founded at Union College on November 24, 1833. The fraternity reports 50 chapters at colleges and universities throughout North America, some of which are inactive.Psi Upsilon's foundation provides scholarships and other financial guidance to students throughout the United States and Canada, giving preference to its own members, as well as mentoring and other support services.Shanghai International Film Festival
The Shanghai International Film Festival (Chinese: 上海国际电影节, French: Festival international du film de Shanghai), abbreviated SIFF, is one of the largest film festivals in East Asia.Along with Tokyo International Film Festival, the SIFF is one of the biggest film festivals in Asia. The first festival was held from October 7 to 14, 1993. In 2003 there was no festival due to the SARS outbreak. Since its beginning in 1993, Shanghai International Film Festival has grown to become an A-category international film festival.SIFF organized by Shanghai Municipal Administration of Culture, Radio, Film & TV and Shanghai Media & Entertainment Group. It awards several "Golden Goblet" Awards (Chinese: 金爵; pinyin: Jin Jue) for best film, best director, best actor/actress, and other categories, as well as a "Special Jury Award." SIFF Mart consists of the Film Market, China Film Pitch and Catch (CFPC), and Co-production Film Pitch and Catch (Co-FPC). The SIFFORUM is a communication platform.The 14th Shanghai International Film Festival was held from June 11 to June 19, 2011 and was chaired by US director Barry Levinson.The 2018 Shanghai International Film Festival was held from 16 June to 25 June 2018.Sigma Lambda Beta
Sigma Lambda Beta (ΣΛΒ) (known as Lambda Betas) is the largest historically Latino based fraternity in the United States, established with multicultural membership. Founded in 1986 at the University of Iowa, Iowa City, Iowa the primary purpose of Sigma Lambda Beta is to promote Latino culture based upon the values of fairness, opportunity and equality. The four key principles that serve as pillars to this purpose are Brotherhood, Scholarship, Community Service, and Cultural Awareness.Theta Chi
Theta Chi (ΘΧ) is an international college fraternity. It was founded on April 10, 1856 at Norwich University in Norwich, Vermont, and is a member of the North-American Interfraternity Conference. Theta Chi has initiated more than 188,000 members and currently has over 8,000 undergraduate members across North America.