• England
• Scotland
• Ireland
• USA
• Canada
• Australia
• New Zealand

Japan
Mainland China
Korea
Taiwan

Academics Overview

Travel, fun, and excitement are part of any great international experience, but the main purpose of study abroad is to temporarily immerse oneself into a different culture and academic system. Indeed, one of the greatest rewards of study abroad is the opportunity to experience a different way of studying and learning

While the systems and traditions of higher education vary greatly around the world, the education profiles below provide a general overview of what students should expect and anticipate in their classes and studies overseas. Students should be aware that the programs offered through the SAF are first and foremost academic and therefore we require students to take all regularly scheduled examinations and fulfill all required coursework expected of degree-seeking students.

United States

To begin to understand US higher education, it is important to appreciate the tremendous variety that exists.  There are over 4,000 public and private universities and colleges in the US ranging in enrollment from less than 1,000 students to nearly 60,000.  In the US, the designation “university” and “college” are used interchangeably and students should not make a value judgment on the quality or prestige of institution based upon these titles. 

One of the most unique aspects of US higher education is the tradition that all undergraduate students complete a broad based liberal arts curriculum that includes courses in the humanities, social sciences, fine arts, and sciences.  It is not until the third year of the four-year Bachelors degree program that US students specialize in their chosen academic major.  SAF participants will typically sample the American liberal arts curriculum in addition to completing courses in their area of expertise or major. 

It is often stated that while it is easy to gain admission to US universities and colleges graduating is a complete other matter.  SAF participants can expect to receive clear guidelines from the faculty regarding what is expected from them and typically the expectations are high and include consistent class attendance coupled with continual assessment in the form of essays, quizzes and tests being assigned throughout the semester.  Frequent in-class participation is also highly valued and the emphasis placed upon discussion and debate in the American classroom is something many SAF participants will find uncomfortable and difficult to understand at first.  Fortunately, most study abroad students come to appreciate that their opinions are being valued and, in fact, vibrant classroom discussion is often listed as a “best study abroad experience” by SAF alumni.

SAF participants may also be surprised by the level of informality that has become a hallmark of US higher education.  Professors often encourage students to address them by their first names and at smaller institutions students can expect significant interaction with faculty outside of the classroom.

Canada

Canadian higher education offers a pleasing blend of old world academic traditions with new world, modern facilities and educational perspectives.  The Canadian Bachelor’s or undergraduate degree programs normally require three or four years of full-time study for completion. The high degree of curricular specialization within all undergraduate programs is indicative of old world traditions while new initiatives such as Simon Fraser’s Writing, Quantitative, and Breadth requirements underscore recent innovations that more closely resemble the American liberal arts tradition.

Large lecture classes with little faculty/student interaction are supplemented by smaller seminars and tutorials were student participation becomes the norm. Canadian professors do not usually monitor students’ individual academic progress and as such it is the student’s responsibility to keep up with the class work or ask for help should any problems or concerns arise. While the Canadian system is based on students taking responsibility for their own academic success, Canadian universities do provide a full array of student support services that are similar to those offered at US institutions. 

Canadian universities operate on a semester basis and grades are typically based on a combination of scores received on mid-term tests or papers, final examinations, and tutorial participation.  Class attendance is not typically a determining factor in the grading process but students should carefully review each course syllabi to verify the assessment criteria.

It is the independent, self-directed approach of Canadian universities along with the ability to specialize in a particular academic subject t that makes these institutions so attractive to study abroad students. 

England, Scotland and Ireland

A high degree of specialization is characteristic of higher education in the UK and Ireland.  At most universities, degree-seeking students are not admitted to the university or college itself. Instead, they are accepted to one or perhaps two departments of the university in which they intend to pursue all of their coursework. In a similar fashion, SAF participants should expect to be allowed to enroll in courses within a limited number of departments and ideally students should pursue studies in their academic major or principle discipline at their home university. 

Academic expectations in the UK and Ireland are often not immediately clear to study abroad students.  Many courses will not have detailed reading assignments, highly structured lectures, mid-term examinations, or periodically graded assignments.  It is highly self-directed environment with the faculty making the common assumption that all students are making reasonable progress.  The unobtrusive nature of the UK and Irish faculty can often lull unsuspecting study abroad students into thinking that their courses are not very demanding.   This is unfortunate misunderstanding that no student should fall prey to particularly when facing a final examination or term paper that may account for 80% to 100% of their entire course grade.

Generally, the structure of a UK and Irish classes is a combination of both seminars/tutorials and lectures. Students are expected to enter into discussions during the seminars and tutorials and typically receive some sort of participation grade (e.g. 5%).  While some faculty members may state that class attendance is not mandatory, it is exceedingly rare that absences go unnoticed.

New Zealand and Australia

Australian and New Zealand higher education is based on the English university system where students study a narrowly defined specialization. SAF students should similarly expect to enroll in classes that pertain to their academic major or principal discipline at their home university.

Australian and New Zealand universities require fewer hours of classroom instruction per week and strongly emphasize individual study outside the classroom including a great deal of independent reading. Most Bachelors degree programs are only three years long although some disciplines offer a fourth year honors program for exceptional students.  While most degree-seeking students will undertake a very narrow cluster of courses, SAF students may cross-register if they meet the prerequisites for an individual class

A course at an Australian or New Zealand university usually combines both seminars/tutorials, laboratory classes, and lectures.  Students are expected to enter into in-depth discussions during the seminar and tutorial sessions and are usually assessed on their level of participation in addition to their regular assignments. Attendance is graded, and failure to attend the majority of lectures and tutorials can result in a professor refusing admission into the final exam and/or giving students a much lower grade.