QS Global Employer Survey 2011

7/28/2019 QS Global Employer Survey 2011

http://slidepdf.com/reader/full/qs-global-employer-survey-2011 1/23

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QS Global EmployerSurvey Report 2011How Employers Value anInternational Study Experience

John Molony, VP, QS Quacquarelli Symonds

Ben Sowter, Head, QS Intelligence Unit

Davina Potts, Michigan State University



For information on QS Intelligence Unitservices contact –

Jason Newman

Global Commercial DirectorQS Intelligence Unit

[email protected].: +44 (0)20 7428 2762Mobile: +44 (0) 7786 577450



Contents

Introduction ...........................................................................................5

1. Methodology .....................................................................................7

2. Other research on the topic ............................ ............................ ...... 9

3. Global ndings........................ ............................ ............................ 10

3.1. By country ............................................... ............................ 10

3.2. By attribute .................................................... ...................... 11

3.3. By industry ...............................................................................................12

3.4. By job level ................................................................................................13

4. Countries/Regions ........................... ............................ .................. 14

4.1. China ..........................................................................................................144.2. India ............................................................................................................14

4.3. Asia .............................................................................................................15

4.4. Western Europe .......................................................................................15

4.6. UK ...............................................................................................................16

4.7. USA .............................................................................................................16

4.8. Canada ......................................................................................................17

4.9. Australia and NZ ...................................................................................17

4.10. Nordic Countries .................................................................................18

4.11. UAE ..........................................................................................................18

4.12. Saudi Arabia .........................................................................................18

4.13. Latin America .......................................................................................184.11. Eastern Europe and Central Asia ....................................................19

5. Next steps ......................................................................................................20

5.1. For students ..............................................................................................20

5.2. For institutions .........................................................................................20

5.3. For industry ..............................................................................................20

5.4. For government ......................................................................................20

6. Summary .......................................................................................................21

Appendix ...........................................................................................................22

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Introduction

The OECD has reported that for 2009 (the mostrecent data available) there were 3.7m studentsstudying outside their country of citizenship.

This represents a growth of 6.4% from theprevious year, and continues a growth patternextending back to the Second World War.Most projections are that the student mobilitytrend will continue for the next decade andbeyond, driven by the forces of globalisation,the emergence of massive middle-classes in thedeveloping world, and increasing participationrates in the developed world.

Internationally mobile students and their families make major investments in

their education abroad and then hope for the best when it comes to competing

for jobs. Now the evidence is in as the 2011 QS Global Employer survey of over10,000 recruiters worldwide clearly shows that they are looking for the skills and

experience delivered through the overseas study experience when hiring graduates.

In its 2011 Education at a Glance report, the

OECD comments –

‘One way for students to expand their knowledge of

other societies and languages, and thus improve their

prospects in globalised sectors of the labour market,

such as multi-national corporations or research, is to

study in tertiary education institutions in countries

other than their own.’

Worldwide OECD G20 countries Europe NorthAmerica

4 000 000

3 500 000

3 000 000

2 500 000

2 000 000

1 500 000

1 000 000

500 000

0

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

N u m b e r o f f o r e i g n s t u d e n t s

Years

Chart C3.1 Evolution by region of destination in the number of students enrolled

outside their country of citizenship (2000 to 2009)

Source: OECD and UNESCO Institute or Statistics for most data on non-OECD countries. Table C3.5

See Annex 3 for notes (www.oecd.org/edu/eag2011)



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Governments, institutions, industry and, mostespecially, individuals – students and theirfamilies – are making major investments in

undertaking overseas study. The motivations foreach in doing so revolve around the expectationthat their competitiveness and prospects will beenhanced. For the students it is primarily aboutcompeting for better jobs upon graduation, asthey hope to stand out from contemporarieswho do not have the international element totheir studies.

However, to date there has been little evidenceto support the investment being made in theinternational mobility of tertiary students. Theliterature that does exist is mainly from Europeand North America, but it is limited in size and

scope.

This report from the 2011 QS Global EmployerSurvey is an important step forward in forminga better understanding of how graduaterecruiters worldwide value an internationalstudy experience and the attributes that theexperience may confer to mobile students. Thereport draws on over 10,000 respondents from116 countries on ve continents, making it thelargest opinion survey of its type undertaken todate.

The top-level nding indicates that employersglobally do value international study whenrecruiting talent, with a 60% afrmative response

to the primary question. Beyond that the countryand regional variances cover a wide spectrumand produce correlations and comparisons thatboth reinforced current thinking and ran counterto intuition, and counter to earlier research.There are some surprises and many areas forfurther investigation.

Despite the broad reach of the survey andthe insight that it offers it raises many morequestions than it answers, and there are manylines of further quantitative and qualitativeinvestigation to pursue. Having taken this rststep into the area, the QS Intelligence Unit will

maintain an interest in the topic, and there arelikely to be others who will draw from this workas they seek to add to the knowledge base.

QS has conducted this research with the support of the student mobility special interest groups of:

Study Abroad and Foreign Student Advisors (SAFSA)

Profesional Section

Student Mobility (SM SIG)

Special Interest Group



1. Methodology1.1. QS Global Employer Survey

The QS Global Employer Survey has beenconducted annually since 1991. Naturally thedeployment media have evolved somewhatover that time and the survey today takes theshape of an interactive online survey conductedin 12 languages on the widely used surveyplatform Qualtrics.

Responses are solicited through a variety of datasources:• QS databases of previous respondents and

employer contacts gathered for other purposes

• Partner databases – we work with a growingnumber of media and job site partners toreach larger audiences

• Institution list submission – over 200institutions participating in QS researchexercises routinely supply lists of employercontacts who are invited to ll out the survey

The survey is designed to adapt to therespondents answers, skipping questions theuser may consider distracting and irrelevant.

The survey delivers a range of different outputs,including a 10% Employer Reputation Indicatorfeatured in the QS World University Rankings®,which draws upon three years’ worth of uniqueresponses. From that analysis, the total number

of unique responses in the last three years hasbeen 16,785.

2011 QS Global Employer Survey Response by Country

Global response: 16,785 based on 3 year latest response

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2011 QS Global Employer Survey Response by Industry

1.2.Value of International Study Component

Aside from demographic and prole informationthe questions powering this report are quitesimple and are broken into two sections. Firstlyresponse was sought to the prime question

Do you actively seek or attributevalue to an international study

experience when recruiting?

This was included as a non-mandatoryBoolean (Yes/No) question and received 10,344

responses, all gathered in 2011. For thoseanswering in the positive the following furtherquestions were asked, requesting respondents toindicate their agreement on a ve-point Likertscale. Response levels are provided in brackets.

Weightings to control the inuence of countries with disproportionately high response rates have beenapplied to all global, regional and sector results.

• It is a formal part of the shortlisting/interviewprocess [1,041]

• It is applicable for all new hires [1,034]• It is only applicable for those expected to

work internationally [1,027]• We measure intercultural communication

skills as part of the recruitment process [1,033]• Candidates with international experience

generally outperform those without [1,037]• We screen for language skills [1,031]• We distinguish between different types and

duration of international studyexperience [1,033]

The term “international experience” was notdened in the survey. It may be understood as astudent with a degree from a foreign universityor a study period taken internationally as partof a local degree, or some combination of bothmodes of study. Some other research in this areaspecies either degree mobility or within-degreemobility and therefore may not be directlycomparable.

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2. Other research on the topic

The largest body of research on employmentoutcomes for students with an internationalstudy experience has been conducted inEurope around the ERASMUS program. Thendings indicate that graduates perceived theirinternational education experience as helpfulin obtaining their rst job (Teichler & Janson,2007). An employer survey conducted as partof the study showed that 30% of employersused international study experience as arecruitment criteria (Bracht et al, 2006). Whenconsidering foreign language prociency, a

majority of employers (70%) used it as part oftheir criteria for hiring (Bracht et al, 2006). Otherndings support the QS research, indicatingthat employers rate internationally educatedstudents as higher performers on a range ofcompetencies commonly requested by graduateemployers (Bracht et al, 2006).

Research from the U.S. has found thatalthough graduate employers do not consideran international education experience asbenecial in the recruitment process (Gardner,Gross & Stieglitz, 2008, Thompson, 2004),the skills developed through international

study are highly valued by employers. Theseskills include the ability to adapt to changingsituations, understanding cultural differencein the workplace and gaining new knowledgefrom experiences (Gardner, Gross & Stieglitz,2008). Other research in the U.S. has found thatgraduates who studied abroad attribute theexperience a long-term inuence on their careerpath (Dwyer, 2004).

It is important to consider other factors that may

inuence graduate recruitment outcomes suchas labour market conditions, the characteristicsof students themselves and the reputationaleffects of their educational institutions. Labourmarket conditions may affect the supply andquality of graduates. In cities with a largepool of diverse students, employees withinternational experience may be easier to nd.The international mobility of parents can beinuential on their children, assisting themto develop “mobility capital” and makingthem more likely to seek out an international

education experience (Murphy-Lejeune, 2002).In some systems of higher education, institutionsperceive that status and reputation are highlyinuential in the graduate recruitment market(Hazelkorn, 2007). Further research into thesetopics is needed if we are to fully understand theimpact of international educational experienceson employment outcomes.



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3. Global ndings

3.1. By country

Beyond the new global benchmark gure, thesurvey has also produced the rst global map of

employer opinion in the area. And while thereare gaps with some important countries missingdue to insufcient response, it is comprehensivewith a wide range of countries from vecontinents included. Efforts will be made infuture surveys to ll the gaps.

A number of correlations in the response to theprimary question are immediately obvious. Atthe most afrmative end of the spectrum there

is a cluster of developed European countriesincluding those that may have been expected

to be found at that end of the scale, such asGermany, Switzerland and France, as well assome that might be considered more culturallyand economically isolated. A degree of regionalclustering can be identied throughout thetable for Western Europe, Eastern and CentralEurope, Latin America and Asia. Three SouthernHemisphere nations, Australia, New Zealandand South Africa, sit as outliers at the negativeend of the scale.

Limited to countries with min 20 responses

Do you actively seek or attribute value to an international study experience when recruiting?

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With the response to the initial question, the QS Global Employer Survey has for the rst timeproduced a global benchmark gure on how employers value an international study experiencewhen recruiting graduates. The global weighted average of 60% afrmative is more positive thanndings from most of this type of research that has been conducted in the past at a regional levelon smaller sample sizes. As such the result can be taken as an encouraging sign for those aroundthe world participating in and sponsoring international learning mobility. A majority of employersglobally value an international study experience when recruiting.



3.2. By attribute

When looking at the relative value placed on the attributes and characteristics gained from

international learning mobility offered in the survey, the top priority placed on language skills isconsistent with earlier research, and appears at its highest levels across Europe. While the surveydoes not attempt to dene ‘intercultural communications skills’ students and educators will beinterested to know that a majority of responding employers claim to measure this variable throughthe recruitment process.

Value of various attributes relating to international study and graduate recruitmentGlobal Average (1-5 Likert Scale)

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Bar chart refers to responses for the seven supplementary questions: 1_ It is a formal part of the shortlisting/interview process2_ It is applicable for all new hires3_ It is only applicable for those expected to work internationally4_ We measure intercultural communication skills as part of the recruitment process5_ Candidates with international experience generally outperform those without6_ We screen for language skills7_ We distinguish between different types and duration of international study experience



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3.3. By industry

Across companies, the industries most seeking

international experience are Energy (71%),Travel, Leisure and Hospitality (64%), Electronicsand High Technology (64%), Consulting andProfessional Services (63%), and FMCG (63%).The least surprising result in this area is for traveland hospitality, which is a highly globalizedindustry serving an international clientele.Consulting and professional services also tendsto be global in nature, requiring many employeesto travel. Energy, electronics and technology, andFMCG represent rapidly developing industrieswith a focus on innovation. Graduates withinternational experience may be better suited tothe changing environment of these industries,

and bring skills from a variety of perspectives totheir employer.

At the other end of the scale, Law (47%),

Transport and Distribution (48%), Media,Entertainment and Arts (49%), and Metals andMining (50%) are the least likely industries toactively recruit graduates with internationalexperience. In the case of media, entertainmentand the arts, it may be that people working inthis area already represent a diverse group, andthere are no shortage of young people willingto travel abroad to work in such a dynamic andattractive sector. The other areas may be moredomestically focused. Certainly, Law requirestechnical training in domestic legal systems.The dominance of low-skilled workers in thedistribution and mining industries may shift

their focus towards local priorities. Furtherresearch is needed to fully understand industrytrends.

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3.4. By job level

Within companies the positive response to the

primary question was strongest among thoseat the most senior level of CEO, President orManaging Director. This may indicate thatit is those with primary responsibility for acompany’s success in the globally integratedeconomy that are most attuned to thecompetitive need to source talent with the skillsrequired to navigate in that environment. Theresponse from the senior leaders is in contrastto the lower levels recorded from the senior

human resource managers and other human

resource professionals. Assuming the forcesof globalization remain on a similar trajectoryto that of the last several decades it will beinteresting to see if the divide in opinion closesover time, with HR professionals becomingmore positive as CEOs convey their prioritiesthrough their organizations. It is unsurprisingthat consultants are looking for talent ready tooperate across cultures.

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4. Countries/Regions

4.1. China

China provides the largest cohort ofinternationally mobile students with theMinistry of Education reporting that there were1.3 million Chinese students studying abroadin 2010. In recent years there has been Chineseand foreign media coverage reporting that thereturning students were not being rewarded asthey had expected in the local labour marketupon their return home. The evidence in thisreport does not support that view with a strong

majority of employers in China indicating thatthey screen for and value an international studyexperience when selecting candidates.

Response is below the global average forpriority on language skills but above average formeasuring intercultural communications skills.

4.2. India

The preference for international learningmobility among prospective new hires shown inChina is not as evident in the other great Asianemerging economies. Throughout the tablethe Anglophone countries tend to show lowerpositive response rates than other countries. Thismay be associated with English being commonlyused for business worldwide and employersbeing less proactive in sourcing graduates whohave travelled and acquired foreign languages.By extension, India, where English is widelyspoken by the middle and upper classes, mayexperience something of the same effect. Beyond

that Indian employers do sit slightly above theglobal average for measuring the interculturalcommunications skills of new hires.

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4.3. Asia

It is the families of Asian students who have

made the biggest investment in internationaleducation over the last 40 years, and the cleartrend across most of developed and developingAsia provides endorsement of that investmentdecision. Apart from China, rates are above theglobal average in the Philippines, Japan, SouthKorea, Thailand, Singapore, Hong Kong andSingapore. Malaysia is at the world average.

4.4. Western Europe

Europe, with a long history of supporting

international education through the ErasmusProgram and the Bologna Process, is the leadingregion in terms of recruitment advantage forparticipants in international learning mobility.Although there is a wide range across countries,with Spain at the top of the scale (89%) andDenmark at the bottom (65%), all countries sitabove the global average. The strongest trendis towards competency in a foreign language;all surveyed countries are traditionally non-English-speaking. The European Union’s goalof making Europe a leading business partnerstrongly supports this trend. Companiesin Western Europe are more likely to seek

international education experience regardlessof whether the graduate will work in a local orinternational post, and the majority agree thatinternationally educated graduates outperformothers.

Outperform

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4.5. Germany, France, Italy, Spain andSwitzerland

That Germany’s recruiters are among the mostafrmative globally is not surprising. But Italy,Spain and France are all at similar levels.

4.6. UK

The UK lags well behind the Western Europeancountries. Although it is ahead of Australia, NZand South Africa similar questions are posed asto what is behind the lower priority expressedby recruiters. Is it a warning sign or is the needalready being met?.

Historically the UK has had low rates ofparticipation in outbound student mobility. Forexample, in 2009 British ERASMUS rates werebelow half that of France and Germany. This hasraised concerns at ofcial levels as expressed ina 2010 report to the Higher Education FundingCouncil of England (HEFCE)*

The universities minister has recentlyencouraged British students to look abroad forat least part of their tertiary studies. However,to date there has been little in the way ofBritish policy innovation supporting increasedparticipation except perhaps the indirect impactof the rises in tuition fees to students, whichis widely reported to be having the effect of

encouraging students to look at options abroad.

4.7. USA

This result is signicantly more positive forthe United States than previous studies on thesame topic, and will be an encouraging resultfor a system that has a long and rich traditionof systematically sending students overseas onstudy abroad and exchange programs. This mayindicate a shift in hiring practices, as organizationsin the U.S. become more outward-looking in

the face of global competition. It may also bethe result of continued growth in study abroadparticipation. Intercultural communicationis very important in the recruitment process,and there is general support for internationallyeducated recruits outperforming their non-mobile peers. Although the result is much lessresounding than in European countries, supportfor international learning mobility shouldbe boosted in the U.S. as there appears to beincreased recognition from industry.

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* ‘...the UK’s low participation rate as a source country

for international student mobility might be a cause for

concern, since UK-origin students are missing out on

the valuable experience of an international education,

and potentially reducing their competitiveness in

the global graduate labour market.’



4.8. Canada

The results from Canada show an interestingoutcome – Canadian recruiters are noticeably lessinterested in international education experiencesthan their nearest neighbour, the U.S. Canadianorganizations are more likely to seek graduates

with international experience for internationalposts, and language skills are important. Onall other questions, Canada lags behind theU.S. This may be the result of successfulskilled migration policies implemented by theCanadian government; there may be sufcientdiversity in the hiring pool without lookingfor international experience in graduates. Orit could indicate that the business environmentin Canada is less internationally engaged thantheir southern neighbours.

4.9. Australia and NZ

That there is a strong correlation between thetwo is unsurprising and, given the similaritiesof language, culture, economy and geographiclocation, it is likely that similar forces are atwork. What is surprising is that they are bothcomplete outliers and at the bottom of thescale when it comes to recruiters looking forinternational study among new hires.

Australia (34% for the primary question & 2.9 on

the likert scale for language screening) and NewZealand (24%) follow a trend for lower thanglobal average response which is evident amongthe Anglophone countries – South Africa (26%)United Kingdom (42% & 3.0), Canada (49% &3.6), USA (54% & 3.5), Ireland (59% & 2.3). Theprevalence of English may mitigate the need foremployers to proactively screen for internationalstudy and foreign language experience.

The other factors that are likely to impactfor Australia and New Zealand are theirlarge multi-cultural communities, the highinternational mobility of youth, and the highly

internationalized higher education system,which all combine to produce a base level ofintercultural literacy. It may be that Australianand New Zealand are not searching forinternational experience because the attributesassociated are more naturally present in thegraduate candidate pool.

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4.10. Nordic Countries

Unfortunately sufcient responses have notyet been gathered from Sweden and Norway.Denmark follows the Western European pattern.Finland is more similar to Eastern Europe.

4.11. UAE

As a world business hub it is not surprising thatrecruiters in the UAE are more likely to value aninternational study experience than the globalaverage. They are less likely to discriminatedepending on whether the employee is expectedto work internationally, and high values areattributed to intercultural communications andforeign language skills.

4.12. Saudi Arabia

Employers are in line with the objectives of theKing Abdullah Scholarship program, whichsponsors thousands of Saudi students each yearto gain qualications at foreign universities.Saudi employers are more afrmative (76%)than the average for the Middle East (71%), and

Saudi employers feel recruits with internationalexperience outperform others even morestrongly than in other countries in the region.

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4.13. Latin America

While Latin America lags behind theinternational average, a majority of employers(52%) report that they actively seek graduateswith international experience. It is mostlikely to be part of the interview process forLatin American employers, and internationalexperience is highly important when recruitingfor international posts. Peru is an outlier inthe region, with 64% of employers seekinginternationally educated graduates. The longhistory of Peruvian MBA students travellingabroad has impacted upon business hiringpractices. Other countries sit under the average,with Brazil at 57%, Colombia and Uruguay at56%, Mexico at 53%, Venezuela at 51%, Chileat 50%, and Argentina at 46%. With several ofthese countries now sponsoring scholarshipsfor international study, this prole may changequickly over the coming years as graduatesreturn home and enter the workforce.

4.11. Eastern Europe and Central Asia

The value placed on international studyexperience is far higher in Central Asia than inEastern Europe, yet conversely, those responding

positively in Eastern Europe are much moreimpressed with the impact the experience hason the participants.

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5. Next steps

The QS Intelligence Unit conducts the QSGlobal Employer Survey annually as a uniquecomponent of the QS World UniversityRankings® methodology, and to feed into otherreports and evaluations. In 2011 the surveyattracted a record 17,000 responses to becomethe largest survey of its type ever conducted. Thesection of the survey exploring how employersvalue an international study experienceresulted in over 10,000 responses from a broadgeographic distribution.

Having now undertaken this initial benchmarkstudy, the QS Intelligence Unit will continueto research and publish in the area. We alsoanticipate and encourage other investigatorswho may wish to draw on the data providedin this and subsequent reports. QS also hopesto continue its collaboration with the EuropeanAssociation of International Educators, theInternational Education Association of Australiaand other leading international higher educationbodies in advancing knowledge in the area.

This report provides a rich vein of comparativedata and produces the rst global map of

employer opinion on the topic. It has alsoraised many questions and areas for furtherinvestigation.

5.1. For students

Further research in this area can help today’sglobally mobile students to better understand thefuture value of their investment in internationaleducation. In the worldwide marketplace fortalent, the best and the brightest graduates willbe able to seek out employment opportunitiesto match their career aspirations. Undertakinginternational study is not just about experiencing

the culture and excitement of a new place, butis now increasingly important in positioninggraduates for future success.

5.2. For institutionsHigher education institutions need to be attunedto the needs of the global recruitment market inorder to prepare graduates for future workplacedemands. As a driver of economic growth,universities and colleges play an important rolein understanding global trends and providingteaching and learning opportunities that willsupport their students in developing the skillsand knowledge they need to be future leaders.International education opportunities need to beresponsive to global market demand.

5.3. For industry

The breadth of international educationexperiences of today’s graduate adds to thecomplexity of the graduate recruitment process.Recruitment professionals need to stay informedof international education trends in order totap into the skills of the best and the brightestyoung people who will become the leadersand managers in their organizations. Industryleaders can also play a role in helping highereducation institutions to shape the curricularand co-curricular experiences offered to their

future employees.

5.4. For government

As important as higher education is to theadvancement and competitiveness of anynation, the evidence base informing decisionmaking in the area is often limited or lags wellbehind current experience. The timely trackingthe employment trends of the graduate cohortas a key output of higher education will greatlyassist in the optimization of policy.

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6. Summary

Through the inclusion of two lines of enquiry onthe value employers attribute to internationalstudy when hiring, the 2011 QS Global EmployerSurvey has resulted in the production of therst-ever global benchmark on the topic. Theexcellent response rate from right around theworld has resulted in a comprehensive viewbeing reported on, and QS will endeavour toclose the few important gaps that remain infuture rounds of the survey. The top-level question results in a 60%positive response – a strong endorsement forinternational educators and internationallymobile students worldwide. This new globalbenchmark is a clear indication that employersare actively searching for graduates withinternational experience and competencies. Thisevidence afrms the increasing investment beingmade in the activity by individuals, institutions,governments and industries.

Patterns of regional clustering occur throughoutthe table, and language acquisition, which isprominent in other research, is reinforced as ahighly valued skill. This report offers brief commentary as to whatmotivations and inuencing factors may be atplay in delivering the results seen here. Otherswill add their own speculation, and with thisfoundation of research now established the QSIntelligence Unit and others will draw on it totake the quantitative investigation to new levels,and to add the qualitative element. In the meantime, regardless of where a studentis located it is a safe bet that he or she willenhance their employability prospects throughparticipation in international education.

References

Bracht, O., Engel, C., Janson, K., Over, A., Schomburg, H., & Teichler, U. (2006). The professional value

of ERASMUS mobility, nal report. International Centre for Higher Education Research (INCHER-Kassel), University of Kassel, Kassel.

Dwyer, M. M. (2004). More is better: The impact of study abroad program duration. Frontiers: TheInterdisciplinary Journal of Study Abroad, 10, 13.

Gardner, P., Gross, L., & Steglitz, I. (2008). Unpacking your study abroad experience: Critical reectionfor workplace competencies (CERI research brief 1-2008). Michigan State University: CollegiateEmployment Research Institute.

Teichler, U., & Janson, K. (2007). The professional value of temporary study in another Europeancountry: Employment and work of former ERASMUS students. Journal of Studies in InternationalEducation, 11, 486-495. doi:10.1177/1028315307303230

Thompson, J. W. (2004). An exploration of the demands for study overseas from american studentsand employers. Institute of International Education, the German Academic Exchange Service(DAAD), the British Council, and the Australian Education Ofce.

Hazelkorn, E. (2008). Learning to live with league tables and ranking: The experience of institutionalleaders. Higher Education Policy, 21(2), 193-215.



John Molony

VP, QS Quacquarelli Symonds

John joined the senior management team at QSin 2009 after 15 years in international highereducation in Australia. At QS he is responsiblefor corporate marketing and the brand, and isleading several key initiatives. For QS’ sistercompanies, he is a Senior Consultant andDirector with QS Consulting, and a Directorwith QS Unisolutions. John also sits on QS’rankings and evaluations Advisory Board.

John was convenor of the IEAA Student MobilitySpecial Interest Group (SM SIG) in 2009, and isan external advisor to the EAIE’s Study Abroadand Foreign Student Advisor Professional

Section (SAFSA).

Ben Sowter

Head, QS Intelligence Unit

Ben leads the QS Intelligence Unit and isresponsible for the operational managementof all major QS research projects including theQS Top MBA Applicant and Recruiter Research,the QS World University Rankings® and the QSAsian University RankingsTM.

Ben has travelled to over 40 countries and spoken

on his research in over 20. He has personallyvisited over 35 of the world’s top 100 universitiesamongst countless others and is a sought-afterspeaker at international conferences.

Davina Potts

Michigan State University

Davina Potts has worked in internationaleducation for 15 years. She is currently in herthird year of doctoral studies at Michigan StateUniversity, where she is also part of the studyabroad team. Her past experience includes

representing the Australian Department ofEducation in Latin America, and leading theMacquarie Abroad team in the developmentof one of the largest international mobilityprograms in Australia.

For information on QS Intelligence Unitservices contact:

Jason Newman

Global Commercial DirectorQS Intelligence Unit [email protected].: +44 (0)20 7428 2762Mobile: +44 (0) 7786 577450

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QS Global Employer Survey 2011

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