What does Germany stand for when international candidates are choosing on values?

Welcome! This month, in a new edition of QS Insights, we’re showcasing some of the highlights in anticipation of next month’s QS Higher Ed Summit: Europe in Budapest. This week, we’re going to Germany, to find out why it is surpassing traditional markets for popularity.

Most of us also remember how stressful studying can be. Late nights for assignments and early mornings for exams. But in our second piece, we look at why some business schools are intentionally embedding stress into their programmes and why it’s leading to better learner outcomes.

Stay insightful,
Anton John Crace
Editor in Chief, QS Insights Magazine
QS Quacquarelli Symonds

What Germany stands for

By Claudia Civinini

In brief

• Germany has set sights on international students as other countries are closing their doors.
• The country is now the second most popular destination for MBAs, ahead of the US, and third for international students overall, ahead of Australia.
• Clear value-based messaging and generous post-study work policies are key to attracting and retaining international talent

“You don’t have to convince anybody in Germany that we need more internationalisation,” says Joachim Lutz, Dean and President of the Mannheim Business School in Germany.

An institution has two customers, he explains: on one side, the students, and on the other, industry and business. And internationalisation is good for both.

“Our companies say to the business schools, ‘We want to have more international students’. Having well-educated international students is a clear benefit, and I have never heard a word that there are too many international students,” he explains.

“On the contrary. We would like to increase the number of international students. It’s beneficial for German students, and it’s beneficial for the industrial structure we have in the Greater Mannheim Area.”

Last year, Mannheim Business School, together with WHU – Otto Beisheim School of Management and ESMT Berlin, launched a joint communication campaign called Say Ja to Germany. Lutz says this press statement was a way to invite students and professors to Germany – an invitation, in his words, framed by values.

“If you look at what is going on in the world, there is so much disruption… in politics, academic freedom, peace, anything we think is valuable.

“We wanted to send a signal from Germany that simply says, ‘Come to Germany. We have academic freedom protected by Article 5 of our Constitution. We are a stable and safe country. We offer researchers and faculty good opportunities and cooperation at the top level’,” Lutz says.  

The country has a reputation for quality education and a generous post-study work policy, but these factors are not the whole story: Germany’s conscious positioning on the international education stage seems to be built around values.

For example, academic freedom was also highlighted, alongside research innovation and quality, in a major government funding programme aimed at supporting international researchers to find a career in Germany, the 1000-Köpfe-plus/Global Minds programme.

As traditional study destinations grapple with significant policy shifts, a country’s ability to articulate its values seems essential and can be part of the appeal.

And leaving the usual magnet metaphor aside, Germany has been enjoying solid popularity among international students and researchers, with statistics pointing to growth.

Is Germany having a moment?

Last year, CarringtonCrisp’s Business of Branding study found that Germany had overtaken the US to become the second most popular destination for international students looking for a business degree.

And according to the German Academic Exchange Service (DAAD) snapshot survey, in the 2025/26 winter semester, there were around 420,000 international students and PhD candidates enrolled at German universities.

While headline-making trends are striking, Germany’s popularity has been increasing over time, and rests on well-established pull factors.

The DAAD provides information to prospective international students and researchers and has a worldwide network of bureaus. The organisation also manages the Study in Germany – Land of Ideas campaign and the MyGUIDE portal, providing information and support for international students interested in studying in Germany.

According to its data, Germany’s attractiveness has grown over the past 10 to 15 years, with the number of international students, PhD candidates and researchers increasing steadily.

“Germany is now ranked third or fourth worldwide for international students and PhD candidates, behind the USA and the UK and ahead of Australia. Germany is also ranked second worldwide for international scientists, only behind the USA,” Michael Flacke, a DAAD spokesperson, explained.

“The largest groups of international students and PhD candidates at German universities currently come from India (58,800) and China (36,800). With around 420,000 international students in the country, Germany is diverse in terms of student origin and, unlike some other countries, is not heavily dependent on students from a single country.”

The low cost of programmes and the reputation for high-quality education, especially in STEM subjects, are all important attractive factors, together with the country’s post-study work policy.

“We know from various surveys that the opportunity to work in Germany after studying is an important factor,” Flacke says.

A postgraduate destination

Germany’s 18-month post-study work visa is a competitive advantage, Cara Skikne, Head of Communication and Thought Leadership at Studyportals, tells QS Insights.

“This positions Germany as a graduate-friendly destination at a time when other destinations are pulling back or creating uncertainty about post-study work rights,” she says.

“This comes in the context of a broader global shift away from the traditional Big Four study destinations. As students increasingly look beyond the US, UK, Canada, and Australia, Germany has emerged as a key beneficiary, particularly among postgraduate students.”

Germany’s popularity among master’s students is evident from Studyportals’ data: the country is the number one destination by volume of searches on Studyportals for prospective international students looking for English-taught master’s programmes.

Between 2021 and 2026, the number of English-taught bachelor’s programmes offered in Germany grew by 16 percent, reaching a total of 435, while the number of English-taught master’s programmes reached 1904 in 2026, growing by 23 percent.

The number of English-taught programmes available, Skikne explains, is a key indicator of how actively a country is recruiting international students.

“The ratio (roughly five English-taught master’s programmes for every bachelor's) reflects Germany's strong positioning as a destination for advanced study,” Skikne says.

While Germany’s appeal is particularly pronounced at master’s level, at bachelor’s level it faces growing competition from other destinations such as Italy.

Skikne’s colleague Damaris Clark, Senior Analytics Consultant at Studyportals, explains: "Looking at the last 12 months, Germany gathers 15 percent of the global demand at master’s level (with 2.5 percent of the supply), the highest destination by volume of interest! For bachelor's level, 7.8 percent of the interest is for Germany, but only 0.4 percent supply, so at both levels there's still a very high demand versus supply.  

“Italy has a higher volume of interest at bachelor’s level (number one by volume of demand), followed by the UK and the US."

The number of English-taught degrees in Germany is expected to rise: in the DAAD snapshot survey, 46 percent of responding universities expected to expand their English-language programmes in 2026.

A new surge

But while Germany’s appeal has been building for years, recent statistics uncovered a new trend.

“We have seen rising interest from the US, whether it be US citizens or international students and researchers working in the US,” Flacke says.

“Of course, there have been for many years American students studying in Germany and American professors or post-doc researchers working in Germany, but this kind of surge in interest is a recent trend.”

A snapshot survey conducted by the DAAD in 2025 included a question on trends in academic mobility to or from the US since the start of 2025.

A clear majority of responding institutions reported growing interest from US-based students (78 percent), early-career researchers (94 percent) and professors (92 percent).

There is no data yet on US students’ and faculty’s preference for specific programmes, but anecdotal evidence suggests areas around Diversity, Equity and Inclusion are particularly susceptible, as covered by QS Insights in Research attraction and Ripple effect.

“What we hear from our bureau in New York is that scientists working on climate change, or DEI, or other topics are often motivated to look, in this kind of situation, to work outside of the US,” Flacke adds.

A teacher turned education journalist, Claudia has been writing about international education for the best part of 10 years. Originally from Italy, she worked and studied in Australia before moving to the UK in 2014. As a journalist, she worked for publications in the education sphere such as EL Gazette, The PIE News and Tes, specialising in research and data-led reporting, before going freelance in 2021. She holds an MSc in Educational Neuroscience and is passionate about education research.

High stress team building on MBA programmes

By Chloë Lane

In brief

• Some business schools are intentionally embedding stress into their programmes to help students when they enter the workforce.
• Research suggests that when properly managed, such as reflection sessions, challenge-based stress can enhance learning outcomes.
• By using real-life situations, such as conflict or addiction recovery, can help students make quick decisions and adapt their communication to their audience.

With many business schools placing a strong focus on students’ mindfulness and positive mental wellbeing, it may then feel counterintuitive that those same business schools are deliberately putting students in stressful teambuilding situations.

However, studies suggest it is not the stress itself but the level of stress that matters. The American Psychological Association finds that short-term, challenge-based stress can enhance problem-solving and adaptability when properly supported. This type of learning can be beneficial in a fast-paced business environment – and in the types of companies students may find themselves working after graduation.

Across MBA programmes, schools are deliberately designing experiences that simulate this pressure in controlled ways.

Business scenarios under stress

And what better way to practice for a high-pressure business environment than through a test run? Kingston Business School's Management Consultancy Project does just that, placing MBA students under deliberate, sustained pressure as they prepare for a real client meeting, partnering with organisations to solve real business challenges.

“One student group this year captured it well,” says Dr Samar Gad, Director of MBA at Kingston University Business School in the UK. “When communication with a key client contact broke down, the team shifted their energy, redesigned their approach and found parallel routes to the information they needed. The tactic was simple: show each side you understand their frustration, build rapport and keep moving.” 

Before meeting the client, students must understand their own stress responses and interpersonal dynamics. They must read the room collectively, listening for what the client is not saying. “That first client meeting defines the entire project,” adds Dr Gad.

While some schools immerse students in real client challenges, others recreate pressure through simulations.

These virtual simulations can be just as valuable for students, giving them the space to make mistakes and take risks without the pressure of a real client. This does not, however, make them any less stressful.

Participants take on the roles of management board members in a large technology company during Estonian Business School’s (EBS) MBA Business Simulation capstone course. In these virtual companies, the students navigate a range of scenarios inspired by real-life developments in the technology sector over the past 20 years. As board members, they must meet shareholders’ expectations, interpret results and justify their decisions. 

EBS MBA alumnus Janis Vanags, and Board Member of CIREN Civilian Resilience Nordic and former Vice President of Corporate Communications at airline, airBaltic, commented, “I was impressed by [the course’s] adaptability and its closeness to real-life crisis dynamics”.

Team business challenges are integrated into every module at Switzerland’s EHL Hospitality Business School’s MBA, in an effort to expose students to different facets of adversity.

Each business challenge has its own angle for development. Candidates may face shifting conditions, incomplete data and team dynamics that force them to redefine roles mid-project.

Discomfort is encouraged. “Students regularly reach moments where their assumptions collapse and the path forward becomes unclear,” explains Dr Nicole Hinrichs, Professor and Program Director at EHL Hospitality Business School. “Rather than avoiding ambiguity, students learn to treat it as raw material for leadership growth.”

Being placed in these types of situations enables students to learn leadership skills that can only emerge in uncertainty, such as emotional regulation and adaptive thinking. High-pressure situations teach leaders to operate with clarity when comfort is no longer available. This, Dr Hinrichs says, is a skill required in leadership in high-stress hospitality and service industries.

But for stress to become learning, not just pressure, there needs to be continuous reflection. That’s why EHL offers regular feedback loops from peers, faculty and industry partners; reflection, coaching and debriefs that connect the students’ experiences to leadership identity. “Stress is not the pedagogy – reflection is,” adds Dr Hinrichs.

Other MBA programmes introduce competition early on to expose how participants respond when information is limited and stakes are high. 

At Aalto EE in Finland, small teams are placed in a competitive scenario, where each group is tasked with achieving a shared objective while navigating competition from others.

Under tight time constraints, they make strategic decisions, manage disagreements and present their solutions. As new information emerges, participants must adapt and navigate conflict without fragmenting the team.

“What sets the experience apart is its deliberate discomfort. The simulation is designed to mirror the pressure, ambiguity and interpersonal strain of real executive decision-making,” says Saana Kaihu, Program Director of the Aalto Executive MBA programme. “Friction is built in.

“In just a short time, the experience offers something rare: an unfiltered view of oneself in the role of a leader.”

Out of your comfort zone

Yet not all high-pressure learning comes from business simulations or client work. Some programmes push students even further, where leadership is tested in more personal ways.

Students are lifted out of their comfort zones in a unique way during SDA Bocconi School of Management’s Full Time MBA. The Italian-based school offers immersive experiences such as the San Patrignano study tour, one of Europe’s largest residential communities supporting people in recovery from addiction, while also operating as a social enterprise.

A pre-briefing explains the factors behind addiction and how the community supports recovery. The experience then places students in a situation where familiar manager responses feel insufficient. Candidates must reflect on what leads to breakdown – and how resilience and dignity can be rebuilt. 

During the visit, the most challenging moments often emerged in direct conversations with community members. Students must sit with discomfort and confront their assumptions head on, to enable them to engage with members without judgement.

Experiences like this show candidates that acknowledging mistakes, limits and fragility can become a foundation for trust and healthier team dynamics, shares Stefano Pogutz, the MBA’s Academic Director.

For many, it became a concrete lesson in how organisations can build dignity, recovery and performance through community, structure and shared responsibility – and how leaders must learn to “show up” under emotional and moral pressure.

“Students described the day as intense and meaningful – particularly because members of the community engaged with openness, shared their personal stories and created a learning environment that was both challenging and respectful,” shares Pogutz.

The experience develops core leadership capabilities alongside self-awareness, empathy, courage and accountability.

“The ability to read a room, check your own assumptions and lead with kindness is rarely context specific. Whenever you join a new organisation, take on a new team or step into an unfamiliar dynamic, trust is never a given. It must be earned,” says MBA candidate Sarah Abou Abdallah, who is President of the Ethica Club and co-organiser of the San Patrignano study tour. 

“Choosing warmth and curiosity over pressure or impatience is, I think, one of the most quietly essential skills anyone can bring to their professional life, regardless of the field or role.”

"Chloë Lane is a gold-standard NCTJ-trained journalist specialising in higher education. A former Content Editor for QS, Chloë has a wide range of experience writing articles for a variety of B2B and B2C publications about topics related to business schools, universities, careers and academic research.