防伪：伦敦大学金史密斯学院毕业证案例样本

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伦敦大学金史密斯学院毕业照展示

穆迪国际公共财政(Moody’s International Public Finance)发布的一份关于高等教育的新报告称，预计伦敦大学金史密斯学院将经历一些压力，但比起其他行业，它们更能免受全球经济衰退的影响。
”这是由于它们的反周期业务方面，政府的支持，以及在经济发展和重建中发挥越来越大的作用。
然而，许多企业面临着不断增长的服务需求以及需要调整以适应较弱的资金前景的矛盾压力。
高等教育的定位是《全球经济衰退与伦敦大学金史密斯学院：资金紧张以跟上需求的增长》中描述的五个关键理念之一，该书讨论了全球伦敦大学金史密斯学院面临的信用问题，并回顾了当前对穆迪伦敦大学金史密斯学院主要评级因素的主要影响。
拉利亚、加拿大、墨西哥、新加坡、联合王国以及大多数是美国。
穆迪对主要公立伦敦大学金史密斯学院的信用评价与其他许多部门相比是有利的。
大多数伦敦大学金史密斯学院的大学生在经济衰退期间都能够增加入学人数，从政府那里得到相当有力的支持，“并且为增加收入的多样性提供了长期的潜力”。
报告的第二个观点是，公立伦敦大学金史密斯学院的信贷质量将比私立伦敦大学金史密斯学院稳定。
这是因为公立伦敦大学金史密斯学院对政府资金的依赖程度更高，“在大多数国家，政府资金提供了比赠款和捐赠基金收入相对更稳定的收入来源”。
公立伦敦大学金史密斯学院的规模经济和资助活动经常允许比私立伦敦大学金史密斯学院更低的学费成本。
“第三，如果存在持续需求、财政实力和流动性的明确证据，许多私立伦敦大学金史密斯学院仍然可以获得高评级。
第四。
”鉴于政府资产负债表的压力不断加大，公共资金增长受到限制，穆迪预计，从长远来看，伦敦大学金史密斯学院部门将寻求更为独立的资金来源，为增长和扩张提供资金。
我们预计，通过慈善、国际伦敦大学金史密斯学院的大学生招生和借贷等方式筹措的捐赠资金在一些国家将会增加。
“最后，穆迪分析人士预测，尽管资金多元化，公共部门的资金仍将在高等教育中发挥核心作用。
“考虑到国家长期经济增长和财富水平的战略重要性”，这些关键问题或多或少地适用于穆迪评级的伦敦大学金史密斯学院国家，个人信用评级在很大程度上依赖于特定的国家、市场和监管环境。
伦敦大学金史密斯学院面临的挑战。
尽管伦敦大学金史密斯学院环境相对有利，全球经济衰退和伦敦大学金史密斯学院指出，许多机构在应对经济衰退时面临重大的财务挑战。
当政府资金太有限时，为了实现经济发展和社会目标，公众施加了压力，而其他人可能需要开发更多的独立收入和资本来源来完成他们的公共任务。
这是全球教师和伦敦大学金史密斯学院的大学生竞争日益激烈的结果。
报告指出，在过去的30年中，海外留伦敦大学金史密斯学院的大学生人数急剧上升，从1975年的世界60万增加到2006年的290万。
随着美国伦敦大学金史密斯学院的缩减，非美国籍的教师和伦敦大学金史密斯学院的大学生可能容易被其他主要伦敦大学金史密斯学院或母国录取。
欧盟的博洛尼亚进程等发展以及其它地方的类似努力可能鼓励更多的学者和伦敦大学金史密斯学院的大学生流动。
中国最近宣布，将努力支持2000名外国学者的招聘，以提高研究能力。
使外国伦敦大学金史密斯学院的大学生成为收入来源，在大多数受调查的国家，特别是在澳大利亚，四分之一的伦敦大学金史密斯学院的大学生是外国人。
ich有时代表极少数未支配或政府控制的收入之一。
“穆迪的研究得出结论，伦敦大学金史密斯学院的大学生入学率将上升，决策者将继续通过扩大参与率和研究投资来寻求竞争性收益。
对于一些非常著名的伦敦大学金史密斯学院来说，投资市场的财政损失和全球竞争加剧将压低资产负债表的力量，增加支出压力，它说：“我们预计伦敦大学金史密斯学院与资助政府的关系将保持强劲，并可能逐渐演变为：病房更独立的伦敦大学金史密斯学院资金来源。
总的来说，鉴于对服务和国家支持和监督的需求不断增长，这很可能仍然是一个基本的信用因素，而不管未来的发展，我们预计公立伦敦大学金史密斯学院的信用质量在大多数情况下将保持相对稳定和健康。
在穆迪的许可下，在世界伦敦大学金史密斯学院新闻网站上可以获得资金以跟上不断增长的需求。

In his inaugural speech as president of Westminster College in Fulton, Missouri, Benjamin Akande spoke of a world that is "rapidly shifting", a world that is "harsh and competitive" and a world that is "empowering and liberating".
As he encouraged the campus community he now leads to move toward what he calls a "Yes World", his message was ultimately one of hope and possibility on a global scale.
The appointment last year of Nigerian-born Akande underscores Westminster’s embrace of its international heritage.
The campus takes pride in its role as host, 70 years ago – in 1946 – to former British prime minister Winston Churchill.
It is there that Churchill made his famous speech decrying the descent of the "Iron Curtain" across Europe with the creation of a Soviet Bloc of communist-controlled countries separated from the rest of the world, and the campus has since hosted former Soviet Union leader, president Mikhail Gorbachev, and former British prime minister Margaret Thatcher on its campus.
It describes its mission today as "educating and inspiring young leaders to change the world".
Of the nearly 1,000 students at the liberal arts college, 14% come from abroad, representing more than 75 countries.
Akande joins an ever-expanding and diversifying club of US university presidents who were born outside the 50 states.
In New Jersey, Seton Hall University’s president is from the Philippines; Stevens Institute of Technology’s is from Iran.
Two years ago, a native of the Republic of Trinidad and Tobago was named president of Howard University, a historically black college in Washington, DC.
And within the past five years, natives of India have been tapped to lead a number of large US research universities, including the University of Massachusetts at Amherst, the University of California at San Diego, Carnegie Mellon University in Pittsburgh, the University of Texas at Arlington and Lawrence Technological University near Detroit.
Valuable credentialWhile place of birth may not be a deciding factor when search committees look for a new president, a foreign-born status has become a valuable credential, particularly as higher education becomes an increasingly global enterprise.
In a statement last year announcing that Andrew Hamilton, a Brit from Oxford, would head New York University, the board praised his understanding of the school’s "distinct global presence".
When George Mason University in Fairfax, Virginia, hired Angel Cabrera, a Spaniard, in 2012, the chair of the search committee noted his "impressive global vision".
“The cross-cultural experience of a foreign-born president gives them in most cases a head start in understanding why international education is so important,” says Patti McGill Peterson, who oversees international initiatives for the American Council on Education, a non-profit group representing higher education.
It also reflects a natural evolution: As US universities look increasingly abroad to attract more undergraduate and graduate students, international students increasingly feed the pipeline that leads to top administrative and leadership positions in academia.
With few exceptions, foreign-born presidents rose through the ranks of US higher education.
Akande, for example, earned his bachelor degree at Wayland Baptist University in Plainview, Texas, and a doctorate in economics from the University of Oklahoma.
Before joining Westminster last year, he served 15 years as dean of the business school at Webster University in St Louis, where his responsibilities included expanding and exploring international partnerships.
"As we have diversified our institutions over the past generation or two, we are likely to see more and more [international students, faculty and staff] ascend into leadership roles," says Lucy Apthorp Leske, a senior partner with the executive search firm Witt/Kieffer, where she specialises in higher education.
She expects to see proportional growth rather than a dramatic opening of floodgates.
Favoured fieldsLeske also notes that presidential searches in recent years have favoured scholars in the science, technology, engineering and mathematics fields, and that is where many foreign-born students have concentrated their studies.
Recent data from autumn 2015 on enrolment from the US-based Council of Graduate Schools hint at how trends may be unfolding.
Engineering remains the most popular field of study for international graduate students, the council said in a report released last month.
While most of the foreign graduate students entering US universities were pursuing masters or certificate-level degrees, 47% of South Korean students, and 44% of students from the Middle East and North Africa entered doctoral programmes.
More than one third of international doctoral students (35%) were from China, followed by India (12%).
Akande’s vision for Westminster’s global aspirations blends the practical application of the liberal arts with skills that he says “are in line with what the market wants”.
Already in the works is a public-private partnership with Oyo State in Nigeria, which funds and oversees the Ladoke Akintola University of Technology, a public university in Southwest Nigeria.
The partnership will facilitate exchanges of students and faculty, with a focus on information technology, cybersecurity and the sciences, based on needs identified by his counterparts in Nigeria.
Also, Westminster is poised this month to test drive a bachelor degree in leadership designed for working adults.
The programme will be delivered to employees at a nearby corporate office, not yet announced, who may have earned some college credits but never completed their college degree.
Eventually, Akande says, he intends to look for opportunities to deliver the programme, along with a liberal arts philosophy, around the world.
Creative approachAkande, whose parents earned doctorates in the United States, says he wants to build on the creative approach to education that attracted him to the United States for college in the first place.
"American higher education is not just in the classroom,” he says.
"That has informed my perspective on where higher education should go today.
" Asked why he took the job of college president, Akande says it is a way for him to give back.
And his foreign-born status, he adds, allows him – and his foreign-born peers – to both appreciate what makes US higher education unique and to challenge the status quo.
"We have lived in two worlds," he says.
"We have lived in the world of America and of our respective native countries.
We bring to this job a very diverse perspective, one that understands and appreciates the value of American higher education.
But one that also says, ‘We need to think differently’.
" Related LinksUNITED STATESSurvey challenges thinking on foreign graduate students

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