Understanding Academic Leave: A Comprehensive Overview
date
May 15, 2022
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academic-leave
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Published
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Research
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The pause in learning: a scholar's respite
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Post
The concept of an academic leave of absence is often misunderstood. It signifies a temporary hiatus from academic pursuits, often necessitated by health concerns or other personal reasons. Crucially, this is distinct from dropping out. During this hiatus, a student's academic standing remains intact within the institution. This system provides a lifeline for many who, due to unforeseen circumstances, are momentarily unable to continue their education. They can defer their academic commitments and later resume their studies when circumstances are more favorable.
It's essential to differentiate between an academic leave of absence and the popularized "gap year." The latter is a Western concept, often denoting a deliberate pause taken by young individuals either before entering higher education, post-graduation, or before commencing their professional journey. This period, typically a year, is spent traveling, volunteering, or simply reflecting on personal aspirations.
For the purposes of this article, our focus is on the formal "leave of absence" and not the informal "gap year."
I. Academic Leave Policies in Global Universities
Across the globe, from domestic institutions to international campuses, students occasionally find themselves needing to pause their academic pursuits. Recognizing this, numerous universities have established comprehensive policies regarding academic leaves and subsequent resumption of studies. This ensures that students can navigate these interruptions with clarity and return to their academic journey when ready. This article delves into the academic leave policies of prominent research-oriented universities in six countries: the US, the UK, Canada, Japan, South Korea, and China, as detailed on their official websites.
Stanford University, US
Stanford University, a renowned private research institution nestled near Silicon Valley, is celebrated not only for its academic excellence but also for its entrepreneurial spirit. Recognizing the myriad reasons students might need to take a break—from pursuing unique career opportunities, volunteering for a cherished cause, addressing personal or family matters, to simply rejuvenating from academic fatigue—Stanford offers a streamlined process for students to take a hiatus and return.
Stanford permits students, from sophomores onward, to apply for leave in quarter-based increments. Typically, a single application spans no more than one academic year (4 quarters), with an overall limit of two academic years (8 quarters). Before embarking on their leave, students must familiarize themselves with the relevant regulations via the student portal, submit an electronic application, and secure approvals from their academic advisor and housing management.
While on leave, international students retain certain privileges, including health insurance and university email access. However, matters concerning student housing and financial aid are separate and necessitate distinct procedures.
London School of Economics and Political Science, United Kingdom
The London School of Economics and Political Science stands as a premier public research university in the UK. LSE's policy, as outlined on their official website, allows students to take academic leave under specific circumstances, such as health issues, personal challenges, or unique opportunities that might clash with their academic schedule.
Source: LSE Academic Leave Policy
Before initiating the leave process, students must engage in discussions with academic advisors, department heads, and housing offices. Post these consultations, they can submit their application online. Once the department verifies the application, the student status management center gives the final approval.
During their leave, students retain certain rights, such as library access (without borrowing privileges) and usage of campus facilities like the network and health services. However, they are exempted from benefits like student card privileges, housing, financial aid, and participation in academic activities.
Towards the end of their leave, LSE communicates with students about course selections for the upcoming semester and offers support for a smooth transition back to academic life. The university's website also features a "Help and Support" section, detailing the assistance available to students during their leave.
For those facing academic challenges, LSE offers a plethora of support resources. International students, in particular, are encouraged to consult the International Student Passport Counseling Team to explore their options. The university's academic calendar also provides an in-depth view of the academic leave policies.
In LSE's academic leave policy document, several reasons for past student leaves are enumerated, ranging from health concerns, parental leaves, extracurricular engagements, employment or volunteering opportunities, to unexpected financial shifts and military service.
University of British Columbia (UBC), Canada
Situated in Canada, the University of British Columbia (UBC) stands as a beacon of research and academic excellence. As per its official guidelines, UBC tailors its academic leave policies to cater to students' diverse needs and stages.
For undergraduates, those with commendable academic records can apply for a one-year leave every quarter. Before embarking on this hiatus, UBC suggests students consult their academic advisors or supervisors. Those planning to study elsewhere during their leave must secure prior approval from their department. Additionally, to circumvent financial complications, students with loans or scholarships should liaise with the Student Service Center.
Graduate students at UBC encounter a nuanced policy. Depending on circumstances like employment, internships, health, or childbirth, the maximum leave duration is 12 months. Intriguingly, UBC permits graduate students to take leaves for pursuing degrees at other institutions, adjusting the leave duration accordingly.
University of Tokyo, Japan
The University of Tokyo, a prestigious national institution located in Bunkyo-ku, Tokyo, offers its students the option to apply for a leave spanning either a semester or an academic year. Grounds for such leaves encompass studying abroad, financial constraints, health issues, family care, or returning to one's home country. The application process mandates students to submit a standardized form, endorsed by relevant academic authorities, to the Academic Affairs Department at least a month prior to the intended leave.
Application for Academic Leave from the University of Tokyo
Seoul National University, South Korea
Seoul National University, a leading national institution in South Korea, has delineated its academic leave policy on its official portal. Students seeking leave for reasons such as illness, military service, childcare, or other personal challenges must submit their applications within the designated timeframe each semester. The leave typically lasts a year, with specific application guidelines and materials varying based on the reason for the leave.
Peking University, China
Peking University, a premier institution under China's Ministry of Education, permits students to take a one-year academic leave for reasons including illness, military service, social engagements, or entrepreneurial ventures, with the cumulative leave not exceeding two years. The application process involves students submitting relevant documents, endorsed by their department, to the Academic Affairs Department.
Comparing the academic leave policies across these universities reveals a spectrum of flexibility and openness. Institutions like Stanford University, the London School of Economics, and UBC exhibit a more liberal stance, with Stanford's policy being notably accommodating. This aligns with Stanford's ethos encapsulated in its motto, "Die Luft der Freiheit weht. (Let the wind of freedom blow)."
In China, university leave policies align with the Ministry of Education's directives. As per Order No. 21, students can pursue staggered studies, with the maximum duration determined by individual institutions. Post-leave, students must apply for resumption, with the university's approval being paramount.
Order No. 21 of the Ministry of Education of the People's Republic of China on Academic Leave
In conclusion, whether public or private, these universities from six different countries have instituted clear guidelines on academic leaves, ensuring students can navigate their academic interruptions with clarity and support.
II. Exploring the Underlying Causes of Academic Interruptions
The decision to temporarily step away from academic pursuits is multifaceted, often stemming from a myriad of personal, health, and professional reasons. While some reasons, such as military service, physical health challenges, and financial constraints, are widely accepted by society, others, particularly mental health concerns and personal development needs, face more scrutiny. This article delves deeper into these two often-controversial reasons for academic breaks.
2.1 Mental Health: The Silent Struggle
The pressures of academia can sometimes become overwhelming, leading students to question their path. Platforms like China's "Zhihu" frequently feature queries such as "College feels oppressive; should I drop out?" or "Should I continue school while battling depression?" Mental health challenges, especially depression, are among the leading reasons for academic interruptions, yet they remain stigmatized.
Adolescence is a vulnerable phase, with many grappling with conditions like depression, anxiety, ADHD, and mania. In a high-pressure academic environment, these conditions can exacerbate, making daily functioning arduous. However, societal perceptions often label academic breaks due to mental health as escapism, pressuring many to endure silently. In China, it's not uncommon for students to cite other reasons when taking a break due to mental health to avoid the associated stigma.
The challenges don't end there. If a student cites "depression" as their reason for an academic break, they're required to provide a rehabilitation certificate upon their return. This can inadvertently add more pressure, as recovery within a set timeframe becomes a looming expectation.
However, there are glimmers of hope. Stories like that of Mr. Xu, who embarked on a transformative journey with his son, a junior high student fatigued by academic pressures, highlight the potential benefits of taking a break. Their 54-day, 9,000-kilometer journey across China culminated in the son's voluntary decision to return to his studies, having gained a renewed perspective on life and learning.
Journey of Reflection: Mr. Xu and his son
Mr. Xu and his son took photos and ate together on the way
For many, time away from academia offers a chance to heal, travel, engage in physical activity, and seek therapy. This respite can pave the way for a rejuvenated return to studies.
2.2 Personal development needs
Personal Development: Charting One's Own Path
The modern student often grapples with existential questions, seeking clarity on their passions and strengths. For some, the academic path they've embarked upon might not align with their interests, leading to feelings of discontent and aimlessness. Such students yearn for real-world experiences, hoping to solidify their future direction. This sentiment is echoed by individuals like John Fish, a Canadian YouTuber who shared his decision to take a break from Harvard University in 2019.
In his video, John deliberates on his myriad interests, from photography to psychology, and the challenge of fitting them into his remaining time at Harvard. He emphasizes the need for self-reflection, exploration, and maturity, hoping to find a direction that resonates deeply with him.
John Fish's YouTube channel
John's story isn't unique. Across the globe, students are opting for academic breaks to gain work experience, start businesses, or simply explore their passions. A 2008 report highlighted that the Guangzhou Academy of Fine Arts saw a 3% dropout rate, with students seeking artistic pursuits or addressing economic challenges.
These academic sabbaticals offer students the autonomy to design their lives, interact with the world beyond campus confines, and gain a clearer sense of self. It's a testament to the evolving mindset of students, who are learning to prioritize their well-being and aspirations over societal expectations.
2.3 Other
Military service, physical health challenges, familial shifts, childbirth, and other life-altering events often necessitate academic interruptions. Universities worldwide tailor their leave policies to accommodate the unique circumstances of their student body, reflecting both national considerations and the diverse needs of students.
In nations like South Korea, where compulsory military service is mandated, students often find themselves juggling academic commitments with national duties. Universities in regions like Hong Kong, South Korea, Japan, the UK, and the US have evolved their leave policies to cater to students across varied age groups, recognizing reasons such as "childbirth", "childcare", and even "vacation" to ensure students' rights are safeguarded.
III. Approaching Academic Interruptions with Prudence
3.1 Personal Reflection and Determination
For students contemplating a break, introspection is paramount. It's essential to weigh the reasons, assess potential risks, and gauge both personal and familial risk tolerance. Taking an academic break can be perceived as a deviation from the conventional path, necessitating resilience to withstand the potential repercussions of this decision.
In today's fast-paced society, academic breaks offer students a respite from the rigors of campus life, granting them a broader perspective of the world. Platforms like Zhihu offer glimpses into the experiences of those who've taken such breaks, revealing journeys of self-discovery, personal growth, and renewed purpose.
Whether it's seeking treatment for mental health issues, exploring personal passions, or gaining practical work experience, the time away from academia can be transformative. The key lies in leveraging this period effectively, ensuring it contributes positively to one's long-term aspirations.
3.2 Familial Understanding and Backing
The socio-economic implications of academic breaks cannot be overlooked. While tales of cross-country travels and global explorations are often romanticized, the reality involves substantial expenses. Whether it's through part-time work, internships, personal savings, or continued family support, securing a stable income during this period is crucial.
Beyond financial support, the emotional and moral backing of families plays a pivotal role. Parents, like Mr. Xu, who stand by their children during these challenging times, offer invaluable reassurance. Their unwavering faith instills confidence in students, empowering them to navigate the complexities of their hiatus with conviction.
In Zhihu's question "What is the experience of taking a college leave for a year? " isNoah replied: "But after that, I didn't travel all the time. I went to my dad's place and worked for him for a few months. He would give me 3000 yuan every month. Doing things is quite tiring, but these are some of my plans before taking a leave of absence. I will also experience some hard things and get in touch with society."
The understanding and support that families can provide are not only material but also spiritual.
Another Zhihu question " What kind of experience is it to drop out of school? " There is a question under this Anonymous answer: "I am very grateful to my great mother, who has always given me the strongest support... My wise and decisive mother immediately took me to the best hospital in Beijing for medical treatment, regular check-ups, and scientific treatment. And my mother has always believed that I can recover. After about half a year, my depression slowly got better. Later, I took a few more months of medication and then stopped taking it. I have now recovered."
The parents of these dropouts, as Mr. Xu mentioned earlier, chose to understand, trust, tolerate, and support their children during their most rebellious, confused, depressed, and helpless moments during adolescence. On both the material and spiritual levels, they did their best to provide unconditional support and funding for their children's pursuits during the dropout period. This undoubtedly provides crucial confidence for children who are prone to self-doubt during the dropout period and are not yet financially independent.
3.3 Institutional Role and Responsibility
The relationship between educational institutions and their students is multifaceted. While Western universities often foster a more egalitarian rapport, encouraging students to communicate their needs and make informed decisions, some institutions in regions like South Korea, Japan, and China adopt a more prescriptive approach.
The fundamental question arises: Are educational institutions mere service providers or do they play a more paternalistic role, overseeing students' academic and personal lives? The answer varies based on cultural, regional, and individual perspectives. However, for many students, particularly those in China, the perception leans towards the latter.
For students grappling with mental health challenges, the approach of educational institutions can significantly impact their recovery and reintegration. A supportive and understanding environment can ease the transition back into academic life, while a rigid and unsympathetic stance can exacerbate existing challenges.
A response by a Zhihu user, Liiinil, highlights the personal challenges faced by students, emphasizing the importance of institutional support. The user recounts personal experiences of feeling targeted and isolated within the academic environment.
Educational institutions vary in their approach to students seeking academic breaks. While some may have stringent procedures, others, particularly art schools, adopt a more lenient stance, understanding the unique challenges faced by their students. Another Zhihu respondent, Fool, underscores this by referencing the longstanding tradition of academic breaks in their art school, emphasizing the institution's empathetic approach towards students with psychological challenges.
For an informed decision-making process, institutions should offer comprehensive information about potential academic and financial implications of taking a break. Additionally, schools should extend support to students during their hiatus, whether they're engaging in social practices or seeking employment. This includes offering resources, ensuring students' rights are protected, and facilitating a smooth transition back into the academic fold.
3.4 The Societal Lens: Embracing Inclusivity and Understanding
The societal perspective on academic interruptions is pivotal. Many students grapple with the fear of societal judgment and potential challenges in reintegrating into academic and professional environments post-hiatus. Concerns about potential biases during recruitment processes, especially in public sectors and state-owned enterprises, further exacerbate these apprehensions.
While these concerns are rooted in the traditionally critical stance of East Asian societies towards academic breaks, there's a discernible shift towards a more understanding and supportive approach. This change is attributed to evolving societal values and educational reforms.
In 2014, China's Ministry of Education introduced provisions encouraging a flexible educational system, allowing students to take academic breaks for entrepreneurial endeavors. This was further emphasized in 2015 by the State Council Work Department, advocating for universities to adopt a more adaptable approach to student academic progress, facilitating leaves for innovation and entrepreneurship.
Jing Degang, Deputy Director of the Student Department of the Ministry of Education, emphasized the dual nature of academic breaks. While some students might face challenges during their entrepreneurial ventures, the experience, whether successful or not, equips them with invaluable life lessons, fostering resilience and determination.
IV Summary
The landscape of higher education has evolved significantly over the years, with most middle schools and universities now having well-defined protocols for academic leaves and subsequent resumption. These guidelines provide a structured pathway for students contemplating a hiatus from their studies.
For any individual, the decision to take an academic break is fraught with complexities. It demands a meticulous evaluation of several factors: one's personal circumstances, inherent capabilities, the level of understanding and support from close associates, institutional policies on academic interruptions, and the broader societal implications of such a decision on future prospects.
However, the essence of an individual is not solely defined by their academic trajectory. Instead, it's shaped by their innate talents, available resources, determination, and overarching aspirations. When driven by genuine introspection and a clear vision, opting for an academic hiatus—using the time to deeply engage with society, foster self-awareness, and amplify personal growth—can indeed be a judicious choice.