I recently spoke with Bernardo Riveros, an industry veteran with nearly 28 years of experience in Latin American education where he works for Global University Systems leading their LATAM recruitment activities, to discuss the changing motivations of students and the unique, enduring appeal of studying in the United States.
Riveros noted that student motivation remains fundamentally unchanged from two decades ago: “the motivation is still the same.” While local education is generally good, “international education carries greater weight than local education.” The key difference is accessibility. What was once “exclusive to a small group of chosen people” has now become “a common thing, almost a necessity” for those seeking global professional advantages.
The Unparalleled Offering of the U.S. Market
According to Riveros, the United States is one of the most popular study destinations in all of Latin America, second only to Spain. This is partly due to familiarity: “a very high percentage of the population… has a known contact or relative living in the United States.”
However, the core differentiator is the vastness of the U.S. academic landscape:
“The academic offering that exists in the United States is not found anywhere else. And I think that is one of the most important differentiators.”
Riveros points out the sheer volume and variety, noting that with “4,600 universities in the United States… that doesn’t exist in any other country.” This volume provides students with flexibility in choosing programs, geographical destinations, and even climates.
The perception of the U.S. market in Latin America is one of tremendous opportunity, but it also faces challenges: “there is the barrier, obviously, of the language,” and the hurdle of visas. Riveros insists that the market must be educated to overcome the “myth” surrounding student visas, especially compared to the stricter criteria now used for tourism: “studying is different from getting a visa to go for a walk.”
The Holistic Student & Shifting Priorities
Riveros has observed a significant shift in how Latin American students approach university selection. The initial ambition to attend a top-ranked school often meets a “reality check.”
“There was a moment where that desire [for a top-ranked university] clashes with reality. There’s a reality check where, yes, I want to go to Harvard or Stanford. Okay, these are the requirements and these are the costs, and… discarded.”
For the Latin American student, studying abroad is viewed as a clear investment in their future due to the enhanced career opportunities upon returning home.
“Achieving an international study, going back to your country and having this degree is something that opens doors. That experience, the international degree, is something that weighs a lot and opens more doors than are opened when studying locally.”
Ultimately, the drive for an international education centers on a greater chance at economic prosperity. As Riveros concluded, the long-term return on investment in the U.S. market simply cannot be matched. This is clearly demonstrated by professional earning potential, where, for instance, a Data Scientist in the U.S. earns an average total salary that is approximately two times that of their counterparts in Canada, the UK, or Australia, according to salary data published by 365 Data Science. Even a short-term degree from the U.S. provides significant professional leverage, carrying substantial weight and instantly opening doors for students returning to their home countries in Latin America.
In closing, our discussion with Bernardo Riveros clearly illustrates that while the accessibility of a U.S. education has dramatically increased, its fundamental appeal—as a life-changing investment—remains untouched. The sheer volume and diversity of the American academic landscape, boasting thousands of universities, offers a flexibility and breadth unmatched globally, creating a high-value differentiator. Riveros emphasizes that for Latin American students, a U.S. degree is not just an education; it’s a powerful professional credential that dramatically “opens doors” and secures a greater chance at economic prosperity back home. Thank you, Bernardo, for sharing your invaluable insights. How can the stakeholders in international education collaborate to expand access and fully unlock the potential of a U.S. degree to serve as the most reliable, transformative engine for global social mobility?