I haven’t always known about going to college in Europe. Before my oldest started high school, I was worried about the cost of college. Though we regularly put money away for college, our savings would not even scratch the surface of private or out of state tuition. I also had concerns about the rat race the college admissions process had become and was worried that my son would not be a good player of that game!
In 2015, I stumbled on the existence of English-taught, full degree programs held at European universities and decided to explore this possibility. Prior to this, I assumed that going to college in Europe required fluency in a foreign language. I certainly had no idea that, in non-Anglophone countries in Europe, there are over 350 schools offering more than 1,700 full degree programs conducted entirely in English—no foreign language skills needed. Everything from the courses to the readings to the assignments are in English.
The savings alone made me realize that many other families would also be interested in learning more. I spent a year researching, visiting schools in Europe, meeting with administrators and talking to American students who were already studying in Europe to start Beyond the States. Since then, we have helped families learn about and navigate the European options and my own son will attend college in the Netherlands this coming fall.
Are you interested in learning why so many families are excited about these options?
I was vaguely aware that colleges were getting more and more expensive, though I didn’t know how incredibly quickly the cost was increasing until I decided to check out the trends at universities near my home. I compared current tuition with what the rates were when I went to college. In 1992, tuition at Duke University was $14,700 per year. Now, just twenty-five years later, it is $49,676. And in just five years (which will affect parents of kids currently in eighth grade and younger), it’s expected to be a staggering $75,602 per year!
Even state schools have seen a drastic rate increase. In-state tuition and fees at UNC-Chapel Hill were slightly more than $1,000 in 1992 and are now almost $9,000 per year. From 1980-2010 there was an 1,120% increase in tuition—an increase higher than in any other good or service, including healthcare. Further, only 19% of students at American public universities graduate within four years, and even state flagship universities only have a four-year graduation rate of 36%. Each extra year it takes to graduate contributes to massive amounts of student loan debt.
Compare that to going to college in Europe, more than 300 schools (not including the UK) that offer more than 1,700 English-taught bachelor’s degree programs. On average, international students would pay $7,000 per year to attend one of these schools. There are more than six hundred programs with tuition less than $5,000 per year and more than sixty options that are tuition-free—even for international students. The savings are further increased when you factor in that most bachelor’s programs take three to three-and-a-half years to complete. In many cases, going to college in Europe costs less for a full bachelor’s degree, including cost of travel, than ONE year of US out-of-state or private school tuition.
Even after accounting for housing and travel costs, the savings of going to college in Europe are immense! My son, Sam, will attend Leiden University, in the Netherlands. At $12,550 a year, it is on the higher side of the tuition range in Europe. The program at Leiden takes three years to complete, which will be a total of $37,650 in tuition costs.
If Sam were to go to school in the United States, Vermont’s Middlebury College would likely be a good fit for his academic interests. Yet tuition for ONE year is $54,450, which is almost $17,000 MORE than the full three-year program at Leiden. Even after factoring in living costs, travel home, and student visa, Sam going to college in Europe will save us more than $200,000!
I recently read that many college admissions counselors spend less than eight minutes on each application. With so many qualified applicants, admissions counselors must often look for reasons NOT to admit an applicant. Such reasons can range from not enough AP classes, class ranking that isn’t high enough, mediocre SAT/ACT scores, not enough extracurricular activities—or not enough with leadership roles—or summers that lack enough enrichment. It’s a fine line, though, because too many extracurricular activities may indicate the applicant lacks focus, yet many extracurricular activities in a similar area might look like the applicant doesn’t have a diversity of interests. The list of reasons not to admit an applicant goes on and on and is often contradictory.
The goal is to be the best, yet it’s impossible to excel in every area. This sets up both students and parents to feel inadequate and vulnerable to rejection no matter what they do. US schools claim that this admissions process provides a holistic assessment of the applicants, but in fact the process is highly subjective. This competition is not just at the Ivy League schools either—many lesser-known schools, like College of the Ozarks in Missouri, Jarvis Christian College in Texas, and Rust College in Mississippi, accept less than 16% of their applicants. The stress involved with this process is linked to the increase in anxiety among American teenagers and is said to be creating a national mental health crisis.
Let’s contrast this with the European admissions process. The first thing to recognize is that, in Europe, the schools don’t use admissions rates as an indicator of educational quality or prestige. The reputation of the school is not generally linked to how selective it is. At most schools, the admissions process is less competitive, even at highly-ranked, reputable ones. Each school has its own set of admissions requirements. If you meet those requirements and there is room in the program, you are admitted. The admissions criteria might be a certain ACT/SAT score, a set GPA, a defined number of AP courses, or as little as a high school diploma. A number of very reputable European universities have programs without enrollment caps, so students who meet these criteria are accepted. Period. It doesn’t matter if they have a higher GPA than the one required, or more AP courses. They aren’t being compared to the other applicants; they are being assessed to see if they have the qualifications needed to succeed in the program. Students then have the first year as a student to prove that they can succeed.
The procedures are transparent even in the schools that have more competitive admissions. There are a few schools that make admissions decisions based 100% on SAT scores. Mediocre grades? Doesn’t matter. No sports? That’s fine. While I don’t agree that the SAT score is necessarily the best indicator of future success, I do appreciate the total transparency. This process allows students to make mistakes, to explore their interests—even those that aren’t quantifiable—to spend time with family, get after-school jobs, and end the day with a good night’s sleep.
Learning for learning’s sake is a noble proposition, but few students go to college for reasons that don’t relate to employability in some way or another. Students know that a degree is required to access many career opportunities. Why then, are our universities are not preparing students for the workforce? There is Life After College, by Jeffrey Selingo, notes that nearly half of college graduates in their twenties are underemployed, meaning the jobs they can get don’t require a bachelor’s degree. Few schools in the United States require internships or help students find them, and only 1 in 3 graduates had an internship in college, even though internships are a fast track to a job. According to the Collegiate Employment Research Institute, employers hired around 50% of the interns who worked for them as full-time employees after graduation; in some fields, it is closer to 75%.
Internships help students learn how to apply what they have learned in the classroom to real-world situations. Students learn relevant skills, see what others in that field are responsible for, and gain exposure to occupations that they might not have known about. They can try out an industry, role, or organization, while also building contacts and gaining relevant experience for their resumes.
Many of the bachelor’s degree programs in Europe usually have at least one semester set aside for an internship. Having a semester to do internships removes many of the obstacles that students in the United States report, such as deciding between a paying summer job or a non-paid internship or trying to juggle internship duties and classwork. This dedicated semester also means that the internships can be completed in countries outside of the one they are studying in, increasing international opportunities and exposure.
The internship opportunities in Europe are particularly interesting and includes many international companies. A number of universities have partnerships with these companies, and they will often work together to place students in appropriate internships. Some of the major internship providers are:
- JP Morgan
These internships are not limited to students studying business. Google, for example, offers internships related to software engineering, legal work, and customer service in many of their European locations.
There are also a number of organizations unique to Europe in which students can intern, such as:
- The Center for Counter-terrorism
- The International Criminal Courts in The Hague
- The World Health Organization in Geneva
- The UN Regional Center in Brussels
- European Energy in Copenhagen
- NATO Cooperative Cyber Defense Center
- The European Strategic Intelligence and Security Center
4) Soft Skills
Along with the real-world experiences that an internship provides, prospective employers also look for an applicant’s development of soft skills. Soft skills are personal attributes, as opposed to job-specific skills and knowledge. Students who are going to college in Europe have studied outside of their home country and are immersed in different cultures. They are able to cultivate their awareness and appreciation for cultural differences. The emphasis on group work in European schools gives students the opportunity to work with people with a variety of backgrounds and perspectives. These graduates are often flexible, adaptable, and experienced in navigating unfamiliar circumstances, all of which lead to success in the workplace. In fact, a recent study by the Institute of International Education found that studying abroad for longer periods of time has a high impact on job offers, as well as job advancement.
5) Global Citizenship and International Exposure
“Global citizenship” is a bit of a buzzword, but it’s something that is important to many individuals and families. A global citizen is one whose identity encompasses more than just their country of origin. Global citizenship means being aware of, respecting, valuing, and identifying with the world community, not just one’s home country. Global citizens are just as devastated by atrocities occurring around the world as they are about those that occur in their home country, since they identify as a citizen of the world.
Interacting on a personal level with people from different countries enables a greater perspective on world events. Unlike homogeneous classrooms in the United States, the English-taught programs in Europe are developed to attract students from around the world. Classroom discussions include the perspective and experiences from these students, which allow students to have a better understanding of the world and how current issues affect their citizens.
International students have peers from around the world. The cultural differences between a student from Atlanta, Georgia and one from Tbilisi, Georgia are dramatic. These contrasts-as well as the similarities-are recognized, openly discussed, and valued. Though there are differences in background, there are meaningful common experiences and values among international students. They are all experiencing living outside of their home country, which is a significant and life-changing experience. Further, most of these students do have the values associated with global citizenship, which connects them on a very deep level.
In addition to experiencing the world by studying in a different country, students studying in Europe have many other opportunities for international experiences. The EU’s Erasmus+ program, for instance, is an umbrella organization for the many programs that encourage mobility among young people. The student mobility program is one that all degree-seeking students attending European universities can participate in—even international students! Students can spend up to twelve months studying in other European countries (and sometimes outside of Europe as well). The attendance can be studying at another university or doing an internship in another country, or a combination of the two. There is no additional cost to these programs and students can even apply to receive a stipend of 150-500 euros per month while participating.
Many schools have their own bilateral agreements with other schools, which allow students to study in another country outside of the EU for no additional costs. Some schools have active international student organizations that plan day and weekend trips around Europe, further enhancing a student’s understanding of other people and cultures.
I was recently speaking to a group of students for a student panel presentation. One of the students is in her second year of study at a university in Prague. She said that when she went initially went to study in Europe, it felt like a big deal. Now though, “the world feels accessible”. This is something I think about a lot! She has had successful experiences navigating her life outside of her home country which has led to this belief. She has figured out how to get around Prague, she has traveled around Europe with friends, she is going to Asia to study for a semester. The exposure to living outside of her home country has not only cultivated her interest in the world, but she has proven to herself that she has the skills to do so.
Yes, I’m relieved that we are going to save incredible amounts of money with Sam going to college in Europe. Yes, I love that the application process was simple and that we got Sam’s acceptance in just three weeks. Even if the price was comparable to the US, or the admissions process was not so transparent, these options would be worth exploring for these fewer tangible benefits. I want my kids to feel invested in the problems around the world. I want them to experience and value diversity. I want them to know how to work with others-even when there are differences. I want them to know that they can manage unfamiliar and uncomfortable situations. I want them to know that the world is within their reach. I’m confident that going to college in Europe will lead to these traits (while also saving us tons of money…).