Turning the spotlight on TU Dublin’s MSc in Energy Management ­

With a Master’s degree that integrates energy, environmental issues and management, graduates of the Master of Science in Energy Management are poised to have highly-esteemed, relevant careers in the next few years.

Intended for engineers, scientists and related multi-discipline professionals, students under the program will gain the knack for managing resources and technologies in the midst of challenging environmental and financial constraints as they will be equipped to understand European energy and environmental issues in relation to the laws, standards and technologies that govern them.

The Master’s degree includes units in business, specifically organisational behaviour, business law, financial decision-making, energy supply, energy conversion and use, energy management principles and practice, energy and environmental law and policy, sustainable building design, renewable energy technologies and financial management to name some.

Working towards sustainable societies

“The MSc in Energy Management is a very relevant degree program in today’s ever-changing global environment and volatile economies,” says Jacob Kestner, Senior Vice President of EduCo in Ireland. “This is particularly ideal for professionals who are in industry sectors that are directly linked to energy, health and the environment.”

Scientists, researchers and multi-discipline professionals such as environment health officers, architects and planning officers will be in the forefront of the dynamic global landscape as they design programs and projects that will address the issues affecting communities and disrupting people’s way of life. These professionals will be better prepared to efficiently use resources that will bring about a better quality of life for society in general.

Mr Kestner adds, “The challenge of integrating energy and environmental issues such as climate change and economic policy has been an all-too-pressing concern for decisionmakers. We would like our Master’s students and future graduates to be part of these exciting developments in the future.”

Program requirements

A Bachelor’s degree in Engineering (Honours) with at least 2.2 honours award is required for students to proceed directly into the MSc in Energy Management program. Their IELTS should also be at least 6.5 overall with no band less than 6.0 for each component.

For those who do not meet this standard requirement, they should hold the equivalent of a combination of qualifications and relevant work experience, subject to evaluation by Technological University Dublin.

For scholarships and other entry requirements, education counsellors and students may check out the EduCo Course Finder or coordinate with the EduCo representative in their region.

14 Jan 2020 Read more
Survey says 79% of international students have a positive student experience

survey of the student experience of some 40,000 students in 27 Irish higher education institutions (HEIs) reveals that 78.6% of international students are generally positive about their teaching and learning experiences. Of this number, 25% say they have ‘excellent’ interactions with academic advisors in 2019.

The Irish Survey of Student Engagement National Report 2019 also highlights the 26.35% growth of international student participation in the survey over the last three years. The number has grown from 11,406 in 2016 to 14,412 in 2019. Those invited to participate in the student experience survey included first and final year students and taught postgraduate students.

Early this year, the European Migration Network has reported that Ireland grew its international students from non-EEA (non-European Economic Area) countries by 45% over a five-year period from 2013 to 2017. A growing number of international students are choosing to study in Ireland, a country renowned for its educational offering and its increasing number of employment opportunities. In another report released by the PIE Review Edition 22, enrolments rose to 23,127 in 2016-17 from 19,679 in the 2014-15 period, and international student figures have been steadily climbing up year after year.

This steady growth came about after the Department of Education and Skills launched the Irish Government’s International Education Strategy 2016-20 which aims to grow international student numbers for both higher education and English language studies. Ireland will soon become the only English-speaking country in the European Union after Brexit.

HEIs such as Maynooth UniversityTechnological University DublinIT Sligo and Dublin City University have also noted the positive feedback from their students. International students particularly those taking their graduate degree programs have indicated that they are satisfied with quality of engagement and support being extended to them in areas that matter most such as (1) career advice, (2) placement and internship and (3) training in entrepreneurship and innovation.

“The [survey] results show some very positive signs around international student engagement with the staff in institutions and services such as career guidance and this is welcome,” says Sarah Lennon, executive director of the Irish Council for International Students (ICOS).

She adds that international students are an important source of income for Irish universities, colleges and English language schools. “It is essential that we don’t just think about international students in terms of the economic impact but also their rights and welfare,” she points out. “We must also recognise that international students add to the richness of our educational institutions.”

14 Jan 2020 Read more
How DCU’s foundation programs benefit students

International students from Asia, Europe and the Middle East have extolled the benefits of Dublin City University’s International Foundation Programs (IFPs), pathway programs designed to prepare international students for entry into their bachelor’s or master’s degrees and hone their English proficiency as they interact with the university’s 16,000 students from 109 countries.

Hongtong Liu of China shares that the foundations course has been a good opportunity for her to organise her thoughts, think critically and express her ideas using the English language. She is now preparing for her master’s degree in finance which will start in September.

“Life in Dublin has been very good, within and outside the university campus. The Irish people are very friendly and very helpful. They’re lovely!” she gushed.

Fondly called Lola by her classmates and colleagues at her part-time job, Liu says that she has learned English not only in the classroom but also at work and she likes chatting with the locals for practice.

Her advice to international students: “Don’t be afraid to talk to people to improve your English. Be confident and don’t be afraid to make mistakes.” She explains further that even though some international students have no trouble reading, listening and writing in English, speaking the language is still very important.

DCU has partnered with EduCo whose local representatives in key countries worldwide have been assisting international students in their application to the foundation programs (application details below).

The university’s proud tradition of world-class academic excellence, research and innovation has placed them in QS’ Top 50 under 50 has made them International Student Barometer’s #1 university for work experience and careers advice. Students can avail of the world-class facilities and services on campus even while on the IFP. They can get the best of their education as many of the DCU degrees include either a work placement, consultancy or research project with an industry.

Academic entry requirements

DIRECT ENTRY IELTS OR EQUIVALENT ACADEMIC REQUIREMENTS START DATE/S
Undegraduate (UG) Study IELTS score of 6.5, with no component less than 6.0 12 years of school equivalent to the Irish exam system e.g. A-levels, IB or equivalent

September 2018

Postgraduate (PG) Study

IELTS score of 6.5, with no component less than 6.0

4-year Bachelor’s degree from a recognised university with a score equivalent to 2.1 or 60%

September 2018

Foundation/English language entry requirements

The foundation program is open to UG and PG students who just fall short on the direct entry academic requirements.

REQUIRED STUDY

TEST SCORE (IELTS/TOEFL)

START DATES

One semester IELTS score of 6.0, with no component less than 5.5 or TOEFL score of 60-78 January or May 2019
Two semesters IELTS score of 5.5, with no component less than 5.0 or TOEFL score of 46-59 September 2018 or January 2019

How to apply

1.) Students should specify the bachelor’s or master’s degree program that they wish to study.

2.) They may then submit their application to info@educoglobal.com or their local EduCo repsentative and receive advice on the appropriate foundation program for them.

3.) Once their applications are assessed and approved, students will receive an offer to study in both the international foundation program and bachelor’s degree or master’s degree program.

4.) Students who successfully complete the IFP can then proceed to their bachelor’s or master’s degree studies.

14 Jan 2020 Read more
Arbutus College student testimonials demonstrate student satisfaction

Three students of Arbutus College share their Canadian study experience in the institution’s newly-released video on social media. Bruna Weber from Brazil, Dejana Djekic from Serbia and Shiela Tolentino from the Philippines talk about their study goals and the support extended by the College to help them realise their dreams of a future loaded with promising opportunities.

The three ladies express their appreciation for Arbutus
College, a truly multicultural
campus where diversity is celebrated and an inclusive culture is encouraged. Arbutus
College students come from all over the globe seeking to fulfil the experience
of a lifetime — seeing the world while studying and working for their Canadian
credentials.

Bruna
Weber, Brazil

“I always
thought that studying and working abroad was a distant dream for many reasons —
my fear of not being able to communicate in another language, of not having
enough money, of the unknown,”

Bruna relates.

Bruna says that
Canada has always been at the top of her bucket list.  She’s fascinated by the scenic views and
natural beauty of Vancouver. She fell in love with all that the city has to
offer when she first came and decided that it was time to find the best study
option. “That’s when I found Arbutus College in downtown Vancouver,” she
says. “The fear I had just disappeared. The school welcomed me and
understood what I needed,” she adds. “Today I have my study and work permit in
the country.”

Dejana
Djekic, Serbia

“I came just
by myself — alone and missing the familiar surroundings of my home country, Serbia,”

confides Dejana. “Arbutus
helped me meet a lot of new people from different countries and that’s the most
exciting thing.”

Dejana is happy
with how her life and studies have turned out. She’s comfortable in her new
surroundings especially with the campus located in downtown Vancouver. Arbutus
College is very accessible by public transport like trains and buses. The
campus is also near shops and dining places, with lots of walking tracks and
parks for a leisurely walk with schoolmates.

Shiela
Tolentino, Philippines

“It’s amazing being at Arbutus,” Shiela gushes. As she reflects on her journey, she says that she didn’t realise how big the world is until she actually travelled and sought the adventure of a lifetime. And what better way than to get an education abroad! “You don’t realise it until you’re actually here. The world is just so big and full of opportunities.”

Shiela feels at
home on campus. She likes her classes and lecturers as well as the facilities which
make learning more conducive. She is excited to complete her studies and move
on to the next phase of her life. Arbutus College is preparing her for the
global job market through the co-op placement.

A
campus full of happy faces

Patrick Liem,
Senior Educational Administrator of Arbutus College, points out that the campus
is not only conducive to learning but is also comprised of faculty and staff who
are supportive of international students’ needs. Students enjoy the facilities
and are happy with their lecturer. He says, “When you walk around campus,
you will see many happy faces. We have great instructors. Most of them have a master’s
degree and more than 10 years of teaching experience.”

Arbutus
College’s strong partnership with industry has ensured internships and
practical work experience for its students. It has tie-ups with the Canadian
Institute of Management, Forum of International Trade Training and the American
Hotel and Lodging Association.

Through the
years, it has grown its relationship with local businesses around Vancouver. Students
can expect quality co-op placements in many different types of companies and
gain access to the Canadian workplace. All students enrolled in the co-op
diploma programs can apply for a Canadian Work Permit.

Arbutus College has also established linkages with universities and other educational institutions such as Acsenda School of Management for students wanting to further their studies and pursue a bachelor’s degree.

The nearest intake will be on 31 March. Education agents and prospective students may refer to the intake dates the year. For other details, they may send their enquiries here or contact the local EduCo representative in their region.

The
next step

Students come
to Canada for the experience of a lifetime — see the world, take in a new culture,
hone their English language skills, seek career opportunities and further their
education in and outside of a campus environment.

For Bruna,
Dejana and Shiela, their student journey at Arbutus College is a step closer to
their dreams. They have chosen to study, work and live in a new country. They
are scared but undaunted at the same time. As Bruna explains it, “I want to
explore my potential here and Arbutus College helped me to take the next step –
access the job market. And the dream that seems so far has become true.
So it’s time to go and search for new challenges more and more.”

14 Jan 2020 Read more
How Acsenda handled the shift to blended learning

When COVID-19 hit Vancouver last March, Acsenda School of Management quickly adapted its teaching and services online, vacating the campus by month’s end. Acsenda’s rapid response to the pandemic was a result of its forward-thinking and long-going change management efforts through effective strategic planning.

Before COVID-19, Acsenda was predominantly focused on delivering a world-class learning experience in an in-person environment, with professionals and academics from all over Vancouver coming together to prepare international students for their future careers in Canada. As early as 2017, however, we were already assessing the possibility of incorporating online technologies for Acsenda’s future teaching and learning activities. In November 2019, a strategic technology plan was unveiled to map out a change management plan for 2020-2022.

This two-year change management plan was adapted into a two-day crisis management plan at the onset of COVID-19, but the pieces were already in place for Acsenda to respond swiftly and competently. Effective planning, supported by our culture of inclusivity, communication and transparency across all levels, minimised the financial and organisational impact of the pandemic, and it was a crucial win for the entire Acsenda community.

We did not rest on our laurels after that, though. We focused on our next challenge, which was setting up an online education that was comparable to the small classroom learning experience that Acsenda was known for. It was a challenge we were willing to face head on.

By introducing software and programs such as BigBlueButton and QLess, student information system upgrades, website and online event delivery capabilities, Acsenda created a digital ecosystem that offered an educational experience consistent with our motto, “International thinking. Individual focus.”

With attendance rates consistently over 90% over the past two terms, pass rates of over 94% and ‘very strong’ student satisfaction scores, Acsenda continues to provide an engaging learning experience, whether online or on-campus.

Last October, Acsenda students returned to campus for the first time since the beginning of the pandemic. With a hybrid teaching delivery, Acsenda has reduced the number of students on campus at one time, with class populations rotating weekly. The classrooms have been retrofitted with technological equipment, to integrate both groups studying on-campus and online each week. Acsenda has also implemented a range of health and safety measures including mandating the wearing of masks on campus.

 

New industry partnerships

Despite the pandemic, Acsenda has continued to be an institution that prioritises connecting people and professions, building long-lasting relationships with well-connected organisations in Canada and abroad. Acsenda has formed a partnership with the Canadian Institute of Traffic and Transportation, which will allow students to take electives that count towards a designation in supply chain and logistics.

Acsenda has also partnered with the American Society for Quality, a globally focused organisation with expertise in training certification and professional development for those interested in pursuing careers in quality assurance.

These are more ways that Acsenda is looking to grow long-term, positioning the institution as a leader in preparing international students for a professional career in Canada.

 

Social and civic engagement

Acsenda continues to be a part of the local community. Last September, Acsenda celebrated its fourth annual Shoreline Cleanup, an event where students, faculty and staff volunteer for environmental awareness and research.

Acsenda also participated in Orange Shirt Day, an event designed to commemorate the residential school experience for Canada’s indigenous population, to witness and honour the healing journey of the survivors and their families, and to commit to the ongoing process of reconciliation.

This term, Acsenda remains devoted to providing international students with the educational requirements to pursue a professional career in Canada. Through blended learning initiatives, relationships with regional organisations and emphasis on Canadian values, Acsenda students acquire the prerequisites needed to thrive in the global job market.

 

By Conley Mosterd

Conley Mosterd is Acsenda School of Management’s Communications Officer. He is responsible for managing Acsenda’s communications and lead generation strategies. In his spare time, he enjoys playing basketball, freediving and doomscrolling the New York Times mobile app.

14 Jan 2020 Read more
Southern Cross University issues GTE and admissions guide for agents

Southern Cross University has introduced a quicker and more efficient way for education agents to determine entry requirements for its Melbourne, Perth and Sydney branch campuses by launching the Genuine Temporary Entrant (GTE) and admissions guidelines (GAG).

Education agents will find the guide useful in facilitating the GTE and admissions requirements of international students who wish to study at Southern Cross University MelbourneSouthern Cross University Perth and Southern Cross University Sydney. All they have to do is select the student’s country of origin and get a full lineup of the essential requirements.

Each source country has its own unique set of guidelines. With the implementation of this tool, we will be able to provide clarity to Southern Cross University agents and prospective students in determining the applicable GTE requirements based on factors such as the applicant’s current location,” clarifies John Crowder, National Admissions Director.

Mr Crowder, however, qualifies that the GTE guidelines are just a guide and do not guarantee a visa outcome for the prospective student.

Prompt response and assistance from education agents

By zeroing in on the essential requirements that apply specifically to offshore and onshore applications, education agents will be able to assist and respond promptly to the needs of their prospective students.

Education agents who are assisting international students that are already in Australia can go directly to the requirements for onshore applicants. For those offshore, they can type their country of origin in the section provided and review the requirements that apply to them.

For international students coming from Nepal, for instance, they can type Nepal in the space provided and will then be presented with the basic details and requirements such as the (1) statement of purpose, (2) conditional offer, (3) documentation, (4) academic and (5) financial requirements, (6) minimum GTE requirements for pre-assessment and conditional offer, (7) specific GTE requirements, (8) IELTS or equivalent and (9) the maximum number of weeks required for the ELICOS pathway.

14 Jan 2020 Read more