VISTA SPRING 2013
CELEBRATING LEADERSHIP & INNOVATION
IEAA EXCELLENCE AWARDS
THE NEW COLOMBO PLAN: WHAT CAN WE EXPECT?
DO PARTNERSHIPS ADVANCE INTERNATIONALISATION? | INDIA IN FOCUS
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CONTENTS
PRESIDENT’S COLUMN: THE YEAR THAT STOOD STILL Helen Zimmerman
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THE NEW COLOMBO PLAN: WHAT CAN WE EXPECT? Phil Honeywood
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HARNESSING THE POWER OF INTERNATIONAL STUDENT ALUMNI Joanne Pyke
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IEAA EXCELLENCE AWARDS 2013
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Distinguished Contribution to International Education Excellence in Leadership in International Education Best Practice / Innovation in International Education Excellence in Professional Commentary Outstanding Postgraduate Thesis TONY ADAMS FUND 2013
DO PARTNERSHIPS ADVANCE INTERNATIONALISATION? Anna Ciccarelli and Grant Kennett
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COUNTRY IN FOCUS: INDIA RETURNS Rahul Gandhi
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UPDATES FROM THE SPECIAL INTEREST GROUPS (SIGs)
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Internationalisation of the Curriculum Marketing, Recruitment and Communication Pathways Student Mobility Transnational Education PROFESSIONAL DEVELOPMENT & CONFERENCES
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HIGHLIGHTS
IEAA EXCELLENCE AWARDS IEAA’s Excellence Awards celebrate leadership and innovation across international education in Australia. We unveil this year’s winners in this special edition of Vista. Page 12.
THE NEW COLOMBO PLAN: WHAT CAN WE EXPECT? Thought the Coalition’s New Colombo Plan was simply AsiaBound reincarnated? Think again, writes Phil Honeywood. Page 6.
HARNESSING THE POWER OF INTERNATIONAL STUDENT ALUMNI Greater investment in alumni relations could yield major benefits for two of Australia’s most important exports, writes Joanne Pyke. Page 9.
PRESIDENT’S COLUMN
THE YEAR THAT STOOD STILL So much goodwill and good intentions have been invested by all stakeholders – educational institutions, peak and professional bodies, governments, review committees, regulatory bodies and individuals – in securing the future of Australia’s international education industry over the past few years. However, 2012/13 feels like the year that stood still. We’ve invested millions of dollars in time, human resources and funding of reviews, data gathering and consultations to regulate, quality assure and develop a strategic, integrated and national framework for international education. As well as an abundance of solid statistical data on international student trends and qualitative studies on their experiences, we’ve had 10 Government initiated reports in five years: ■■ Bradley Report of Australian Higher Education (2008) ■■ Senate Enquiry into the Welfare of International Students (2009) ■■ Baird Report on the Education Services for Overseas Students (ESOS) Act 2000 (2010) ■■ Knight Strategic Review of the Student Visa Program (2011) ■■ Higher Education Base Funding Review (2011) ■■ Establishment of the Tertiary Education Quality and Standards Agency (2012) ■■ Review of the Student Visa Assessment Level Framework (2012–13) ■■ Australia in the Asian Century White Paper (2012)
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■■ International Education Advisory Council’s Report Australia – Educating Globally (2013) ■■ Review of Higher Education Regulation Report (2013) And the result up until 7 September? Still no national strategic framework for our largest services export industry, our greatest ‘soft diplomacy’ asset, and one of the cornerstones of global engagement and a global knowledge economy – international education. However, the election last month of the Coalition Government provides us all with an opportunity to draw a line in the sand on inaction and get down to work. The Coalition has demonstrated a clear intent to reinvigorate international education in Australia and we need to hold them to it. The New Colombo Plan, in particular, articulates a plan for deep and meaningful engagement with Asia and will have far reaching impacts if the new government matches rhetoric with long term resourcing. Julie Bishop deserves praise for her vision and planning. I also welcome the Coalition’s support for implementing recommendations contained in the Chaney Report. Members of the International Education Advisory Council must have been wondering if their good work would ever see the light of day. The new Prime Minister, Tony Abbott, has an opportunity to take strong, decisive action to restore our status as a destination of choice for international students and to work collaboratively with the industry. Such collaboration will ensure that Australia’s aspirations to become a globally engaged and respected knowledge economy become a reality.
The election last month of the Coalition Government provides us all with an opportunity to draw a line in the sand on inaction and get down to work.
IEAA EXCELLENCE AWARDS This edition of Vista showcases individuals and teams who have been recognised by IEAA for their leadership and innovation in international education. These are people who are making our aspirations for the international education industry a reality. IEAA has recognised Jennie Lang at the University of New South Wales with the ‘Distinguished Contribution to International Education’ Award. Dr Cynthia Cliff from Queensland University of Technology has received the ‘Excellence in Leadership in International Education’ award. The Council of International Students Australia (CISA) has been acknowledged for their strong advocacy and promotion of the rights and interests of international students with the ‘Excellence in Professional Commentary Related to International Education’. Congratulations also go to the awardees in the ‘Best Practice/ Innovation in International Education’ category. This year IEAA recognises the innovative work of: ■■ Griffith University for its English Language Enhancement Strategy ■■ English Australia, UNSW and Cambridge English Assessment for their Action Research in ELICOS Program ■■ The team at The University of Queensland and Queensland University of Technology (QUT) for ‘the desk’ – an online program to promote resilience and wellbeing in tertiary students.
Last but not least, Janice Boey from Monash University has been awarded the IEAA ‘Outstanding Postgraduate Thesis’ Award for her PhD analysing the education experience and career outcomes of Malaysian graduates. You can read all about this year’s winners from page 12 onwards. As many of you know, Professor Tony Adams was IEAA’s Foundation President and a great mentor to many people working in international education. The Tony Adams Fund has been set up in his memory and provides financial support for international education professionals to further their careers and work. The Professional Development Grant for this year has gone to Ellen Gibson from the Queensland University of Technology and the Research in International Education Grant has gone to Mark Tayar from Swinburne Online. You can read all about this year’s recipients on pages 20–21. The European Association of International Education (EAIE) has also created an award to honour Tony’s memory. The Tony Adams Award for Excellence in Research recognises a thesis, article or paper that impacts internationalisation theory or practice. This year’s recipient, announced at the EAIE conference in Istanbul in September, was Dr Rahul Choudaha from World Education Services for his work in international recruitment and marketing. Helen Zimmerman IEAA President
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THE NEW
COLOMBO PLAN WHAT CAN WE EXPECT?
Thought the New Colombo Plan was simply AsiaBound reincarnated? Think again, writes Phil Honeywood.
As with any new Government, departmental restructures, rebadging of programs and new names stamped on policy initiatives are inevitable. This may well be the manner in which a number of Gillard/Rudd Government programs depart this world and resurface under the Coalition. However, cynics would be wrong to suggest this will be the case with the Abbott Government’s student mobility plan. In fact, the new Foreign Affairs Minister, Julie Bishop, conceptualised what she then referred to as the ‘Reverse Colombo Plan’ quite some time before the Labor Government announced its ‘AsiaBound’ initiative. Now in published form, as the ‘New Colombo Plan’, it is worthwhile to examine some of its key differences with ‘AsiaBound’.
Why the name ‘New Colombo Plan’? For those old enough to remember, Australia gained enormous kudos when, as part of the post-World War II Asian nation rebuilding effort, it signed an agreement in Sri Lanka’s capital to offer scholarships for Asian students to study at Australia’s universities. From the 1950s up to the late-1970s many thousands of Asia’s future political, business, academic and scientific leaders owed their initial professional development to this study experience in Australia. 6 | VISTA
In her previous role as Shadow Minister for Foreign Affairs, Julie Bishop discovered there was a great deal of goodwill shown towards Australia when she met with former Colombo Plan students on her frequent trips to our neighbouring region. Keen to see more young Australians gain access to meaningful study and work experience in Asia, she thought the region’s leaders would understand and support the notion of a ‘reverse Colombo Plan’. The concept would give thousands of young Australians access to the same transformative experience in Asia (albeit at the Australian Government’s and their own expense) that the region’s leaders had in our country. As this policy idea gained traction, the ‘Reverse Colombo Plan’ also envisaged providing scholarships to Asian students to study in Australia. On this basis, it could no longer simply be ‘reverse’ (implying one direction by Australians only) but needed to be termed ‘new’ Colombo Plan.
How is it different to AsiaBound? Sometime after Julie Bishop detailed her policy initiative, the Gillard Government announced a similar scheme called ‘AsiaBound’. This fitted in well with their need to have an education policy that could arguably put some flesh on the bones of their ‘Australia in the Asian Century’ White Paper.
Some of the first students to study in Australia under the original 1951 Colombo Plan for Cooperative Development in South and Southeast Asia. Source: from the collection of the Naional Archives of Australia.
However, AsiaBound focusses only on a study abroad experience. By contrast, from its inception, the ‘New Colombo Plan’ intends to promote study opportunities combined with a course-related internship or mentorship in an Asian city. Unlike AsiaBound, it is also predicated on creating an alumni community and using an interactive IT platform to maintain ongoing professional and networking opportunities for New Colombo graduates.
Are we talking long-term or short-term mobility? Initially, Julie Bishop was keen to see New Colombo students undertake a minimum of one semester of study abroad. However, it soon became clear that the vast majority of Australian students prefer to undertake study in Asia on a short-term mobility model, which is typically over three to six weeks. While the goal is still to maximise the period of study abroad, New Colombo will also incorporate short-term mobility to guarantee a critical mass of entrants into the
program. One idea here is that short-term mobility may serve to provide a “taster” experience that will encourage students to return to their Asian university at a later stage for a longer period.
So why internships? Numerous surveys of international students currently indicate that exposure to course-related work experience is keenly sought. Australia is fortunate to have a large number of companies with offices based in key Asian cities. These cities also feature Australian Chambers of Commerce which play an active role in networking with the local business community. A number of large Asian corporations also see merit in providing work opportunities to young Australians. Under the ‘New Colombo Plan’ it is envisaged that internships could occur concurrently with studies at an Asian institution or at the conclusion of the study experience. Where an internship cannot be made available it is hoped that an Asian-based business person or NGO might
be matched with a student in a mentorship capacity. The Executive Director of the Menzies Research Centre, Professor Don Markwell, has coordinated a great deal of research and ground work around this aspect of the Plan.
What happens to AsiaBound? The Coalition Government intends to honour the first round of funding that has already been committed to the previous Government’s AsiaBound program. Once this first round ceases on 31 December 2014, there is no intention to continue with AsiaBound. In the interim, the new Government intends to pursue a number of New Colombo Plan pilot projects in three or four countries (possibly Hong Kong, Indonesia, Japan and Singapore). Just as AsiaBound included a funding allocation for VET study abroad, the ‘New Colombo Plan’ intends to provide support for advanced technical skills study and work experience in Asia.
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Kevin McCann, Macquarie Group chairman and head of the New Colombo Plan Steering Committee, Julie Bishop and Tony Abbott discuss the Coalition’s plan for student mobility. Source: Alex Ellinghausen (Fairfax Syndication)
Whereas AsiaBound had a funding allocation of $58 million over four years (which included substantial funding taken from ISEP and other student exchange funds), New Colombo will involve approximately $100 million over a similar period.
Whereas AsiaBound had a funding allocation of $58 million over four years ... the New Colombo Plan will involve approximately $100 million over a similar period.
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The Plan envisages support for Asian language training, alumni network promotion and research collaboration. It is also intended to have a number of high-level scholarships awarded each year that will be quite distinct from the thousands of mobility grants and OS-HELP loans to be provided under the general New Colombo Plan scholarship category.
Education and Science Counsellors based at Australia’s overseas postings in Asia. It is anticipated that a high-level committee will assist the Minister in implementing the Plan. The role of Australia’s education institutions in New Colombo will be crucial to building demand for places and to supporting students in the program. For example, it will be important that it be a straightforward process for Australian students to gain academic credit, when appropriate, for the period spent studying and working abroad.
Who will administer New Colombo?
This may work best when education institutions have existing for-credit arrangements in place with Asian counterparts. Many such academic partnership agreements will need to be broadened in scope (with possible tuition fee support to Asian partner institutions) in order to achieve the critical mass that New Colombo envisages.
The Department of Innovation, through Australian Education International (AEI), were given the responsibility for administering AsiaBound. In contrast, New Colombo will be primarily administered by the Foreign Affairs Department with Minister Bishop intended to be the key portfolio Minister with carriage for the program.
Clearly, it will be important to continue a consultative approach for the effective development and implementation of the New Colombo Plan. There is a great deal of goodwill and research that has already been undertaken. From all of this, Australian students will be the beneficiaries of a stronger focus on meaningful mobility engagement.
Notwithstanding this, other Departments will be involved in coordination and support roles including utilisation of the specialist advice available from the
Phil Honeywood is the Executive Director of IEAA. He is also a member of the New Colombo Plan Steering Committee.
HARNESSING THE POWER OF INTERNATIONAL STUDENT ALUMNI THE INTERNATIONAL EDUCATION & TOURISM NEXUS
Greater investment in international alumni relations could yield major benefits for two of Australia’s most important export industries and for Australian international relations policy objectives more generally, writes Joanne Pyke. International student alumni from Australia are widely valued for their capacity to facilitate and support stronger connections between Australia and the world regions from which they come. This is particularly the case for China-based alumni who have progressively grown in numbers. Chinese students now represent more than 29 per cent of all international student enrolments in Australian higher education. If all goes well, by the time students graduate, Australia is like a ‘second home’ and the power of alumni lies in their status as ‘transnationals’ with connections and interests in both countries. On return to China, they have the capacity and interest to be a bridge for people-to-people links, investment partnerships, international trade and knowledge exchange. Governments worldwide are recognising this power but there has been little attention given to just how powerful alumni can be, and how this potential can be nurtured.
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The nexus between education and tourism In light of this gap, recent research has been undertaken to explore one dimension of the power of alumni networks through an investigation of the role and influence of China-based Australian alumni on travel and tourism. The focus on tourism arose due to China being Australia’s fastest growing market segment projected to be worth more than $9bn by 2020. A current priority for the tourism industry is to maximise the value of this rapidly developing market. There is also increasing recognition of the connections between international education and tourism and the importance of education as a major driver for travel. One of the aims of the research was to explore this connection. Completed in March 2013, the research is based on in-depth interviews and a survey of more than 1,200 alumni living in China about their connections and travel to and from Australia.
Enhancing the international student experience is very much on the agenda across the sector, but the long-term benefits to tourism development is yet another justification for an increased emphasis on community engagement. The project was undertaken as a partnership between Victoria University, Melbourne (VU), the Australia China Alumni Association (ACAA) and the Central University of Finance and Economics (CUFE) with the aims of assessing alumni travel behaviour, intentions, motivations and barriers to travel.
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The results suggest alumni are in fact frequent travellers with intentions to continue doing so in future. Findings showed 64 per cent of alumni surveyed had returned to Australia in the past five years at least once. Almost all respondents (93%) intend to travel to Australia in the next five years. Indeed, the majority (54%) said they intend to travel two or more times. The major reason for travelling to Australia was for education (40%), a holiday (30%) and for family reasons (25%). This is often combined with business (14%), visiting friends (19%) and professional reasons (13%). When in Australia, the majority stay for at least two weeks. They engage in a wide range of activities and use independent means of transport, including public transport (78%) and hire cars (32%). The findings also show that alumni play host to many visitors from Australia and recommend it as a place to have a holiday, do business and to study. These and other findings show that alumni are an important cohort with considerable influence in promoting two-way travel between China and Australia.
Barriers to further travel The findings also highlight a number of barriers to travel including a lack of time, the cost and inconvenience of flights and difficulties in obtaining a visa. Other barriers include a lack of relevant information about the range of experiences possible in Australia as well as low confidence in exploring the type of opportunities available beyond the major cities. This is backed up by the finding that, while resident in Australia, very few alumni (16%) had visited anywhere beyond a major city and so lack experience in non-urban travel.
A further dampener to travel aspirations are a lack of local connections. While a key motivation to travel is to ‘visit friends and relatives’, the contacts that alumni forge while in Australia are mostly ‘other Chinese students’. Connections with domestic students or professional contacts were substantially weaker. A further barrier identified, particularly among younger respondents, is a perception that ‘there is not much happening in Australia for young people’. This perception is related to the considerable interest expressed in a wider range of information about possible tourism experiences beyond the group tours and standard attractions that are commonly promoted. While alumni are interested in exploring opportunities in Australia further, there is a lack of confidence and knowledge about how to access what is available.
Implications for tourism and international education The findings revealed a number of implications for the tourism, international education and alumni relations sectors if the potential of China-based alumni is to be realised. With support from the Australia China Council, these implications were considered at a recent ‘thinktank’ attended by policy makers, industry representatives and academics from across tourism and international education. A number of priorities were highlighted if we are to sustain long and mutually beneficial relationships with China-based alumni.
Priorities and opportunities One priority is that greater efforts need to be made to make international students ‘feel at
home’ while resident in Australia. For international education services, this requires greater attention to strengthening international student engagement with local community, professional and cultural experiences. Enhancing the international student experience is very much on the agenda across the sector, but the long-term benefits to tourism development is yet another justification for an increased emphasis on community engagement. Stronger and sustained local connections will give greater impetus for return travel over the long term. For the tourism industry, a priority is to work with international education associations and institutions to address a number of ‘disconnects’ between international education and tourism policy priorities. For example, the tourism industry has a major skill shortage of people fluent in Mandarin while at the same time, international students need employment. Another priority is regional tourism development while at the same time, international students and their visiting friends and relatives are currently not venturing far from the cities. A range of strategies were identified that could address these barriers and create mutual benefits for tourism industry development and the international student experience.
Enhancing alumni relations Most importantly, the research findings highlighted that alumni are indeed potentially powerful in their capacity to facilitate mutually beneficial industry development outcomes, yet these powers are often undervalued and overlooked. Compared to countries that compete with Australia for both inbound tourists and international
students – such as the US, the UK and China itself – alumni relations assume a relatively low priority and Australia’s success in sustaining relations with international alumni is relatively patchy. This is particularly the case with Chinabased alumni where language and cultural barriers, the size and diversity of China and restrictions on communications mean that connections with alumni have been particularly difficult to maintain. The research suggests that alumni are actually very keen to stay connected, yet our capacity to harness this enthusiasm is considerably less than its potential. Again, this is on the agenda through a number of national and state-based initiatives. AusTrade for example, in recent years, have been active in building alumni networks in each of the major source countries of international students in recognition of the close links between alumni and the facilitation of international trade. There have been other initiatives, not least of which is some exemplary alumni practice from many institutions. At the same time, responsibility for alumni relations in Australia remains fragmented and the extent to which international alumni engagement is achieved is patchy. One conclusion is that this is a wasted opportunity and greater investment in international alumni relations could potentially yield major benefits not only for two of Australia’s most important export industries but for Australian international relations policy objectives more generally. A full report of the alumni study is available at vu.edu.au/contact-us/joanne-pyke Dr Joanne Pyke is a Senior Research Fellow at VU’s Centre for Strategic Economic Studies. SPRING 2013 | 11
IEAA EXCELLENCE AWARDS 2013
International education in Australia is renowned for its quality and innovation. This is largely on account of the tireless efforts and talent of many professionals working within our industry. IEAA’s Excellence Awards recognise and reward the outstanding contributions by individuals or teams to international education in Australia. They also provide a benchmark of excellence and best practice for the whole industry. Join us in celebrating the achievements of this year’s winners. 12 | VISTA
Distinguished Contribution to International Education This award recognises the outstanding contribution of a professional colleague in international education who has led ground-breaking initiatives that improved international education in Australia. Proudly sponsored by IDP.
■■ Jennie Lang Vice-President, Advancement The University of New South Wales Her leadership acumen has benefited a host of committees and industry groups within Australia from the Group of 8, the Export Council of Australia, the Asia-Society Australia and Universities Australia, as well as the NSW DVC/PVCI International committee.
Jennie Lang has been spearheading international education within Sydney and across Australia since 1987 and has played a leading role in developing an industry that is now the envy of the world. As a marketing innovator, Jennie has been at the forefront of carving out new markets for Australian education and led the development of new programs for international students. She has played a leadership role in developing many of Australia’s critical policy settings around student visas and post-study work rights and has demonstrated strong commitment to student safety and student experience. Beyond Australia’s shores, Jennie has contributed her expertise on major international committees. These include the prestigious Universitas 21 network of leading research intensive universities and the Association of International Education Administrators (AIEA).
Both the NSW State Government and Federal Government have turned to Jennie for advice and guidance on diverse issues ranging from export market development, bi-lateral research agreements and student safety. Jennie also made a substantial contribution to the Knight Review, which focused on international student visa system reform in Australia. Many of her recommendations for enhancing the quality of the student experience are now embedded in legislation and are strengthening Australia’s international reputation at a time of increasing competition from the US and the UK. Jennie has made a substantial contribution to the development of the international education industry, both at the national and global level for over 20 years.
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IEAA EXCELLENCE AWARDS
Excellence in Leadership in International Education This award recognises a professional colleague who has at least 10 years experience, an appreciable portion of which has been in leadership positions, in organisations or institutions with a significant role in international education. Proudly sponsored by ETS TOEFL.
■■ Dr Cynthia Cliff Assistant Dean (Business Development & Engagement) Faculty of Health, Queensland University of Technology
Over the past 15 years, Dr Cynthia Cliff has played a pioneering role in the development of international education at Queensland University of Technology (QUT). Dr Cliff has made an outstanding contribution to policy development and strategic leadership in promoting external enterprise, international engagement activity at university level and across the seven schools in QUT’s largest Faculty (Health). Her contribution includes: ■■ supporting international student recruitment with strongly integrated international engagement involving all aspects of university endeavour, including student-centred learning and solution-focussed research and community service ■■ focusing on the development of deep and enduring international relationships which are reciprocal and mutually beneficial
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■■ ensuring continuous improvement and innovation at the systems and process level to promote information sharing within QUT to better serve international students, collaborators and alumni. Over the past 15 years, Dr Cliff has been responsible for generating in excess of 130 projects and $15 million to fund international education activity, primarily in Asia and the Pacific. Dr Cliff has initiated a large number of strategically important international cooperation agreements, especially with top level Asian universities and health ministries – well ahead of the Asia Century and the worldwide rush to form education and research links with this part of the world. In so doing, her focus has been on the development of deep and enduring relationships which are reciprocal and mutually beneficial.
Best Practice / Innovation in International Education This award recognises the work of an individual or team that has contributed to international education through a ground-breaking development in international education. Proudly sponsored by Hobsons.
■■ Griffith English Language Enhancement Strategy (GELES) Ms Nicole Brigg Dr Ben Fenton-Smith Ms Pamela Humphreys Dr Ana Lobo Mr Christopher Madden Griffith University’s English Language Enhancement Strategy (GELES) is a unique and innovative strategy designed to enhance the English language proficiency and academic success of students with English as an Additional Language (EAL). The implementation of GELES was an enormous undertaking, achieved through a whole-of-institution, holistic, student-centred approach to English language development. GELES comprises five components, which collectively support students throughout the student lifecycle. As a top-down, university-wide initiative, it is consistent with the view of industry experts that no single mechanism is likely to be effective. Notably, the strategy preceded, yet fully complies with, the sector’s standards for best practice. Collectively, the strands have contributed to improved learning outcomes for EAL students identified through research as being most at risk, including improved GPA outcomes and a reduction in reports of academic integrity from this cohort.
Mr Andrew Monaghan Dr Rowan Michael Mr John Smith Ms Kerry Sutcliffe Dr Ian Walkinshaw Each of the voluntary strands has seen phenomenal growth in student participation rates, confirming a positive response from the key stakeholder – the students. GELES also reduces the burden for academic language and learning on academics and other university support services in courses thereafter and is highly valued by staff. Interest in GELES has been widespread, both nationally and internationally. This is demonstrated by numerous invitations to present at industry events on the strategy and its related research. It is also indicative of the strong research culture and the significant contribution GELES has made to the field of English language acquisition within the higher education sector. As a result of the success of this pioneering strategy, there are now plans to expand. GELES continues to be responsive to the needs and requirements of EAL students, as well as those of employers and higher education authorities.
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IEAA EXCELLENCE AWARDS
Best Practice / Innovation in International Education
■■ thedesk – an online program to promote resilience and wellbeing in tertiary students Professor David Kavanagh, Queensland University of Technology Associate Professor Alan Ralph, The University of Queensland Dr Helen Stallman, The University of Queensland Mental health problems have a significant negative impact on student academic outcomes. On top of the stressors experienced by all students, international students may experience stress caused by cultural adjustment, language barriers and social isolation. However, the prevention of mental health problems can have significant economic and psychosocial benefits for both students and tertiary institutions. Web-based interventions offer the potential for widespread reach and enable students to access information and learn skills, if and when they personally need it. thedesk is the first strengths-based internet intervention in the world specifically aimed at improving the success and wellbeing of tertiary students. Its development was informed by evidencebased psychological theory and practices, as well as research on best-practice web design and functioning. The content is informed by students, support staff, academics, and administrators from Australian tertiary institutions. thedesk normalises common student issues, builds on students’ existing strengths, and connects students with other students and targeted resources from within their own institution.
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A number of features have been identified by international students as particularly helpful, including quizzes that provide personalised feedback and recommend modules, Get Help resources that link them directly with specific support at their institution, and the social networking component of the program. thedesk has been praised as ‘outstanding’ by students who have found the program personally useful. Student support staff have added it to their suite of available resources and academics who have incorporated it within their curriculum to support students’ coping and resilience. Students from more than 100 countries have used the program and 45 Australian tertiary institutions are registered users. The University of Florida has also committed $50,000 to increase the internationalisation of the content. thedesk offers a low cost, minimally intrusive initiative for Australian tertiary institutions to support all students in optimising their academic potential.
■■ Action Research in ELICOS Program Katherine Brandon, English Australia Professor Anne Burns, The University of New South Wales Dr Hanan Khalifa, Cambridge English Language Assessment
The Action Research in ELICOS Program offers English Language Intensive Courses for Overseas Students (ELICOS) teachers around Australia the opportunity to learn the skills needed to investigate their own teaching practices. It encourages and supports classroom-based research leading to higher levels of professional practice as well as innovation in ELICOS. The program aims to equip teachers with the skills to enable them to explore and address identified teaching challenges in the context of Australian ELICOS; and to share the outcomes of this research with colleagues and peers through publications and presentations. English Australia, the peak body representing ELICOS colleges, instigated the program to raise the professionalism of Australian ELICOS. It provides professional development to teachers actively involved in the program by developing teacher peer networks; increasing teacher engagement with research and academic researchers; and providing a base for teachers to further their formal professional development.
The program provides ELICOS teachers with the tools to explore their own teaching context and combines three elements essential for success: ■■ A large national network of ELICOS colleges, provided by English Australia; ■■ Expertise in action research in English language teaching, provided by Professor Anne Burns from the University of New South Wales, acknowledged internationally as a leader in language teacher action research; and ■■ Funding, provided mainly by Cambridge English Language Assessment (a not-for-profit department of the University of Cambridge), which delivers a range of qualifications for learners and teachers of English based on a strong research division. The Action Research in ELICOS Program was introduced as a pilot program in 2010 and is now in its fourth year, with funding secured for the near future. Through this program, English Australia provides visionary leadership both in Australia and overseas.
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IEAA EXCELLENCE AWARDS
Excellence in Professional Commentary This award recognises excellence in journalism, social media commentary and/or publications which focus on international education. Awardees might be individuals or teams from senior levels of Australian media, media commentators, or authors of academic publications directly related to international education. Proudly sponsored by Partnered Allianz Global Education.
■■ Council of International Students Australia (CISA)
CISA’s advocacy on international student issues has become so comprehensively accepted across Australian international education that no major event or issue would be regarded as complete without the student voice being heard through CISA.
CISA uses press releases extensively to announce new initiatives or comment on development in policy and practice. Its website and social media communication tools, including Facebook, enable feedback to be provided by members on key issues.
This is a tribute to the excellent work done by the leadership teams in the short time since CISA was established in July 2010 – particularly given the fractious and contentious state of student representation they inherited.
The CISA conference is an important annual communication tool with two days set aside for invited speakers from politics, government, regulatory and peak bodies. This is followed by two days for members to undertake elections and discuss policy. This year’s event in Sydney in July attracted a “who’s who” of international education to explain policy and respond to students’ questions and issues, along with a record number of student representatives.
Key themes that CISA has taken up in its commentary include: ■■ International student policy and practice in institutions, regulatory and government bodies, state and federal ■■ Student welfare issues such as safety, accommodation, medical care and crisis management ■■ Community engagement through events and projects ■■ The importance of a quality experience to enhance Australia as a study destination. Journalists frequently seek comment from CISA on a wide range of issues leading to regular quotes in the major daily newspapers.
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CISA works cooperatively with peak bodies, institutions, other student groups and community organisations to advocate for an improved student experience. CISA not only raises issues of concern, but offers collaborative solutions to those issues. Advocacy is done with assertion but appropriately. Australian international education would be the poorer without CISA’s ongoing positive contribution.
Outstanding Postgraduate Thesis This award aims to assist with establishing the research career of a recent masters or doctoral graduate. It is open to individuals whose masters degree or doctorate has been conferred by an Australian university in the three preceding years up to 1 July each year. Proudly sponsored by i-graduate.
■■ Janice Boey
Research Officer, Monash Postgraduate Association PhD topic: ‘Addressing gender blindness in research on international education: An analysis of the education experience and career outcomes of Malaysian graduates from Monash University Australia’
Janice Boey’s thesis benefits international education in several significant ways. Not only does it provide a comprehensive literature review of research on international student experiences, which is argued to have turned a blind eye towards the gender issues, it also successfully addresses this gender blindness and therefore makes an important contribution to the existing body of literature.
Again, as Professor Volet notes “the importance of contextualising international students’ experience in regard to the education and socio-cultural context of their home country (pre and post international experience), in addition to their contextualised experience in the host country cannot be over emphasised. It is well overdue in the literature, and this thesis moves the field forward in this regard”.
As articulated by thesis examiner Professor Simone Volet, “the issues of gender had indeed been neglected so far, and this research has highlighted in a scholarly and powerful way its importance”. In doing so, it adds to our understanding of the international student experience in Australian higher education.
Finally, the thesis makes a significant contribution to our understanding of the medium to long-term benefits to graduates of their Australian educational experience.
Janice’s thesis also includes the pre- and post-Australian education experience – not simply focussing on the time spent in Australia. This provides a holistic view of the international education journey. It also provides an in-depth and contextualised analysis of the international student experience in terms of the economic, political, social and cultural processes of their home country.
The Australian educational experience is richly transformative for this large cohort of Malaysian graduates. The data which speaks to this experience highlights the contributions made by the distinctive and informal style of Australian teaching to the development of critical “soft skills” in graduates. Students assess this as positively impacting on their careers and their lives after graduation.
Awards Jury Panel Brett Blacker Anna Ciccarelli Aleem Nizari Kathleen Newcombe Diane Seath Andrew Smith Research Award Betty Leask Fazal Rizvi Chriz Ziguras
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TONY ADAMS FUND
Professional Development in International Education ■■ Ellen Gibson Manager, International Careers Queensland University of Technology As a key component of the grant, Ellen aims to disseminate her findings at conferences such as the Career Development Association of Australia and the National Association of Graduate Career Advisory Services.
Ellen Gibson has been awarded this year’s professional development grant of $1,500 to observe career counselling and development services provided to students in the People’s Republic of China. Ellen will visit universities in Shanghai and Beijing to increase her awareness of the cultural needs of students in relation to career management and development. “It will enable us to understand further the career management needs and models relevant to international students from the PRC and the appropriateness of current western cultural career counselling models to those students,” says Ellen. Ellen plans to use this experience to enhance the career counselling methods provided to students from China who are currently attending Australian universities.
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Through this, Ellen hopes to enhance the provision of relevant services provided to students from China and to encourage Australian career counsellors to become more culturally sensitive. Ellen began her deep interest in career counselling working in secondary schools. Her interest in international students began at the University of Southern Queensland (USQ) and then at Queensland University of Technology (QUT). She has been a careers counsellor for a total of 22 years, the last 12 of which she has been Manager, International Careers at QUT. During this time, she has become very much aware of the mismatch between the culture of most career counsellors and the cultures of many of their international clients. To investigate this phenomenon further she has commenced study on a Doctorate which should be completed in 2015.
The Tony Adams Fund aims to continue the work of the late Professor Tony Adams, a revered leader and mentor to many people working in the international education industry. He was also IEAA’s Foundation President. The fund provides annual financial grants to individuals from Australia and internationally to undertake professional development and research in international education. On behalf of the Fund Advisory Committee, we are pleased to announce the 2013 grant recipients.
Research in International Education ■■ Mark Tayar Unit Coordinator Swinburne Online “The Tony Adams grant means a lot to me because Tony was one of my role models when I studied and worked at Macquarie University. Tony championed student mobility and it was because of him that I went on three student exchanges and then started to research the sector.”
Mark Tayar has been awarded this year’s Tony Adams grant for research in international education. Mark will use this $3,000 grant to investigate the factors constraining and enabling growth of eLearning as a mode of export for Australia. With the advent of Massive Open Online Courses (MOOCs), there are opportunities to promote Australian education to new audiences. Even so, the business case for MOOCs is unclear and MOOC users may never convert to fee-paying students. “This grant should help me determine why international students are reluctant to study online with Australian universities. With this understanding, hopefully the industry can engage more international students in fully online courses or online delivery blended with onshore or offshore programs,” says Mark.
“The Tony Adams grant and the IEAA network will help me extend my PhD research so we can better understand the potential role of MOOCs as a branding and student recruitment strategy.” Mark will conduct his research in January and February 2014. The initial findings will be ready for submission to the Australian International Education Conference (AIEC) in 2014 and he plans to submit an article to the Journal of Studies in International Education. “As an early career researcher, this project will help me gain new insights and should also help me progress towards a career like Tony’s – blending higher education management and academic research,” says Mark.
Fund Advisory Committee Family members Pauline Adams Julia Grainger Education representatives Stephen Connelly Hans de Wit Debra Langton John Hudzik
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DO PARTNERSHIPS
ADVANCE INTERNATIONALISATION?
It is taken for granted that cross-border university partnerships and agreements work to advance the cause of internationalisation and bring significant opportunities and benefits to students, researchers and administrators. Anna Ciccarelli and Grant Kennett argue for a different approach. Certainly agreements can create opportunities and might very well bring enormous benefit, but they are not fated to do so. In some cases agreements will not produce high-level engagement despite best efforts; agreement champions move away, research interests diverge, institutional priorities shift, funding diminishes. Given the investments of human and capital resources that universities make in partnerships, it is common sense (though still uncommon) to question the returns, let alone devise and apply outcomes measures. The University of Queensland’s partner engagement framework, or PEF, has been created to objectively assess the outcomes and impacts of agreements with more than 200 university partners. It is, we believe, a unique approach to the issue. The PEF was born out of a directive to determine: “Who are our most highly engaged partners; our top 10? And how do we know? How could we apply a data-informed and evidence-based approach to this issue?” After all, we are a research-intensive university. The difficulty in answering what seems like a simple question is that the ways universities engage will be as diverse as their individual efforts in teaching, research and service. International engagement is now a part of everything we do, particularly in research.
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Developing indicators To create the clearest picture of engagement we resolved to leverage existing datasets and information resources to bring together reliably reportable indicators of our international efforts. These would be catalogued individually in a framework, rather than boiled down into a league table. This would provide a comprehensive view of engagement with an individual partner, and allow users with a specific area of focus to better access meaningful information. Ultimately we developed 13 indicators for the framework, with these grouped into three broad categories of engagement: learning, staff and research. Indicators include data on student mobility, articulation, joint research programmes, jointly authored publications and funded collaborative research projects. The information in the PEF has certainly answered the question of who the University of Queensland’s most highly, and broadly, engaged partners are.
But more than this, the framework can also reveal partners where the relationship has significant potential to grow, where the collaboration is strong, but in a specific area, and yes, those instances where there is little or no activity. This will help the university to determine whether current agreements should be maintained, expanded or, in a few cases, ended. We gladly share our data and assessments with our partners. Through openness, fully laying out the nature of our collaborations, we can more ably discuss the ways in which these can further develop, and what resources are needed to support this. In most instances, international partners have been most surprised and pleased to know how much we are doing together in the bilateral relationship and across these three broad areas of activity. As with any dataset, the framework must be read carefully, and with an appreciation of context. We do not expect every partner to rate highly, or even score, in each indicator.
Much relies on the intent of the agreement itself as well as the partner university’s location, its size and institutional priorities. The list of the university’s most highly and broadly engaged partners is predominantly made up of, unsurprisingly, partners who are like us: large, comprehensive, research-intensive institutions in economically developed, Englishspeaking nations – that is, from systems that are already highly emergent and globalised. This, of course, does not mean we do not have relationships with specialised universities, teachingfocused institutions or those in the developing world. Our collaborations here are valuable and important, but the shape that capacity-building engagement takes is significantly different, and can be more restricted in both scope and depth. Different indicators may be required to fully capture developmental engagement – but that is for another day.
PARTNER ENGAGEMENT FRAMEWORK INDICATORS The University of Queensland’s Partner Engagement Framework (PEF) has been created to objectively assess the outcomes and impacts of agreements with more than 200 university partners.
LEARNING
RESEARCH
STAFF
Student Exchange
Joint Publications (Volume)
Alumni of the partner employed
Inbound Study Abroad
Joint Publications (Quality)
in Academic Positions at UQ
Alumni of the Partner Commencing
Joint Publications (Breadth)
in UQ Coursework Programs
Joint Funded Research Projects
Spread of the Partner’s Alumni Across UQ Coursework Programs UQ Sponsorship of Partner’s Alumni Enrolled in UQ Coursework Programs Alumni of the Partner Commencing in UQ Research Programs UQ Sponsorship of Partner’s Alumni Enrolled in UQ Research Programs Joint Research Programs (Cotutelle and International Collaborative Mode)
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Global comparisons The application of our methodology is not restricted to those institutions with which we already have an agreement. This exercise can be conducted to assess the university’s relationship with any other institution worldwide. As such, the framework is of use to universities in assessing the viability of proposed agreements through determining the baseline of engagement. It is certainly much easier to build a partnership where there is already some activity, even at very low volumes, than where there is no activity at all. We and colleagues at the University of Queensland have gained and continue to gain significant benefit from implementing the PEF and we endorse this approach for other universities, although with the advice to pay heed to specific institutional contexts. For other universities, the relevant indicators used are unlikely to be the same. While the intent and general approach we have used is transferable, any specific collection of indicators will depend on a university’s own mission, whether it be focused on teaching, research or a combination, its international strategy and, most importantly, its data capabilities. Before collecting any data at all, colleagues should first determine a list of those things that are important to measure in their own university. This is a task for senior international managers rather than the statistics unit, which may be too led by what it already knows to be available. Once this list is developed, the next step is to work with statistics units to determine a list of indicators that can be reliably captured. The University of Queensland’s information resources, while comprehensive, are certainly not complete. There are many useful indicators we could not use due to a lack of data, or poor data quality. These included staff mobility of any kind, capacity-building efforts, joint laboratories, and student mobility outside of exchange and studyabroad programs. 24 | VISTA
Universities implementing a framework should develop procedures to allow for the future collection of those data points that are not available currently but are necessary to guide future engagement practice. Universities with less centralised information resources may choose to undertake institutional surveys of engagement across any number of indicators. This approach becomes less practical as university size increases, and the University of Queensland did not take this approach for any indicator.
The framework can also reveal partners where the relationship has significant potential to grow, where the collaboration is strong, but in a specific area, and yes, those instances where there is little or no activity. Next initiative At the University of Queensland, the next initiative is a Country Engagement Framework that will look at the university’s relationships in a much broader fashion, incorporating links with governments and government agencies, research institutes and sponsoring bodies as well as university partners. We hope to provide a comprehensive time-series of the university’s activity in particular countries and regions of focus: a whole-country engagement overview. Individual universities and education sectors as a whole can benefit from such efforts to capture and measure engagement outcomes, and from systems that allow for an informed and intentional approach to internationalisation and university engagement. The full PEF methodology is available at bit.ly/17WeDIP Dr Anna Ciccarelli is Deputy ViceChancellor, International, at the University of Queensland. Grant was the UQ Planning Officer responsible for internationalisation metrics and reporting. He is now Senior Project Officer at Innovative Research Universities.
COUNTRY IN FOCUS
INDIA RETURNS All eyes are once again on the Indian market, which is showing promising signs of recovery since its mammoth decline in 2009–10. What matters most to this new cohort of Indian students? Return on investment and successful career outcomes, writes Rahul Gandhi.
When it comes to numbers, India is certainly one of the most impressive countries. It has a population of almost 1.25 billion people and – after more than 7 per cent growth in gross domestic profit (GDP) each year for the past 10 years – it is the third largest economy in the world in terms of purchasing power parity (PPP). By 2030, the number of urban, middleclass households in India is expected to reach 91 million (up from 26 million currently).
Australian education providers have been visiting India and promoting Australia as a study destination for almost 20 years. The Australian market in India has grown tremendously: from 5,900 students in 2003 to 54,610 students in 2009. The market took a massive hit with the so-called ‘Indian student crisis’ in 2009-10, but numbers are again on the way up from 5,519 in 2012 to more than 9,000 students in 2013. The way things are, the Indian market for international education in Australia will continue to grow.
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VISA GRANT RATES From 1 April 2013 to 30 June 2013 the grant rate for offshore student visa applications was 83.5% – up from 51.7% in the same quarter in the previous year. Indian student visas granted between 1 July 2012–30 June 2013: 9,383 (Offshore), 15,412 (Onshore). Source: Student visa program quarterly report – ending 30 June 2013 (DIAC).
CURRENT SCENARIO Let me try and explain the current scenario and factors that affect students from India. Most students who choose Australia as a study destination opt for an education loan to fund their tuition fees and living expenses. Tuition fees currently average A$25,000 (₹14,50,000) per year and living expenses are around A$18,000 (₹10,44,000) each year. A typical Australian bachelor degree requires four years of study or two years for a master degree. Against the Australian dollar, the Indian Rupee (₹) has depreciated from ₹37 in 2008 to ₹58 currently. Tuition fees, on the other hand, have increased from A$18,500 in 2008 to A$25,000. In the last five years, depreciation is approximately 80 per cent and the fees have increased approximately 30 per cent. As per the Reserve Bank of India guidelines, students can opt for a maximum education loan of ₹20,00,000 (A$33,900), which is subject to repayment capacity. This does not even cover the first year of tuition fees and living expenses. What’s more, it hasn’t been amended in the last 15 years. 26 | VISTA
The Association of Australian Education Representatives in India (AAERI) – the peak body of Indianbased representatives of Australian universities – is strongly lobbying the Indian Ministry of Finance to re-look at the current policy and increase the limit to a minimum of ₹30,00,000 (A$51,000) per year.
CAUSES FOR CONCERN Is TAFE the neglected child? TAFE is one of the gems of Australia’s education system, but it has been treated like a neglected child. It has been 10 years since efforts were made to export it to India, but as yet there hasn’t been a successful business model to run collaborative TAFE institutes. India needs more than 11 million vocational skilled professionals per year over the next 15 years, but in the absence of any professional skills training institutes both countries are at a loss. If current data is anything to go by, the TAFE and non-Government VET sector is bleeding badly. According to the DIAC website, the total number of lodgements under the 572 visa category for India and
Nepal is 1,122. This includes 5 per cent lodged offshore and 20 per cent that include a spouse visa. This leaves only 850 visa approvals remaining. India accounts for 80 per cent of these, which is approximately 600 approvals for 572 category visas (TAFE and nonGovernment VET). There is clearly a case for access to streamlined visa processing (SVP).
Packaged offers Packaged offers with higher education courses are also cause for concern. After obtaining packaged offers, I have seen a few students who eventually change education providers on completion of their diploma course. Under nonstreamlined visa processing, they would in fact never have been granted a visa. Another concern is the academic progress requirements of English language courses to commence the main course. If a student fails to achieve the required grades and is unable to commence their main course, he/she may wish to change education provider. Under non-streamlined visa processing, they would not have gained any visa access.
THE WAY FORWARD The Indian market is currently driven by the following key factors:
Insecurity Against the US dollar, the Indian Rupee has significantly depreciated by 17 per cent in the last six weeks: from ₹55, it is now sitting at ₹65 to the US dollar Chances are, the Indian rupee will depreciate even further. This creates insecurity in the minds of the Indian students and their families seeking greener pastures. This is a driving force and the pull factor for increasing marketshare of Australian education in India.
Post-study work arrangements The opportunity to find work after study clearly attracts many students. From 2004–2009, international students were often able to find work after study and this had a significant effect on Australia’s student numbers. Canada has offered post-study work since 2008 and its numbers are growing significantly from 2,600 students in 2007 to 13,000 students in 2012. The big question is, can Australian education providers rely on Government-led post-study work arrangements to increase marketshare? Frankly speaking, if post-study work arrangements are stopped today, Australian numbers could fall by approximately 4,000 students a year. If Australia wants to grow without the blessings of post-study work arrangements, it will need to break down the wall between international offices and careers and employment departments. I’m not suggesting students should have guaranteed jobs, but careers departments would do well to internationalise their focus.
They could forge better relationships and connections with Indian companies or other offshore companies to assist students in their search for employment opportunities. I have seen careers departments at American universities start contacting students about careers fairs and job placements from their first day of enrolment. Indian education providers are similarly proactive with placing their students, which is highly attractive. The opportunities for careers departments are endless. Some of these include: 1. Career fairs showcasing Indian companies in Australia and India 2. Circulating job announcements from Indian companies to international students studying in Australia 3. Promoting internships with Indian companies for international students in Australia 4. Enhancing connections with various Indian Chambers of Commerce on the employment scenario 5. Inviting Indian entrepreneurs to inspire students as guest speakers. There is a growing need to internationalise careers and employment services. If Australian education providers can offer world class careers services, they will have a much greater edge in their promotions and marketing. For consistent growth that is not dependent on Government-led policy, this is the way forward. Rahul Gandhi is the Managing Director of Take off Educational Consultants in Ahmedabad, India.
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UPDATES FROM THE SIGs
Internationalisation of the Curriculum SIG In the last edition of Vista we argued that it is time for a more serious consideration of what it means for Australia to be in Asia, and for Asia to be in Australia. That is to say, it’s time to give more serious consideration to the interpersonal dimensions of the relationship between Australia, its people and its closest neighbours.
New Colombo Plan The September election resulted in a new Government. We are excited by the possibilities of a readjustment in foreign and education policy toward engagement with Asia. With the incoming government, and in particular Julie Bishop, it seems that international education will receive significant attention through policies such as the New Colombo Plan.
We anticipate a renewed focus on promoting educational exchange opportunities in the region. But this will not be a one-way flow from East to West as it has largely been in recent decades. In his speech announcing the ‘New Colombo Plan’, Mr Abbott praised the original Colombo plan as a ‘triumph’ of soft power. Tim Dodd’s comments in the Australian Financial Review (2/9/2013) regarding the exercise of Australia’s ‘soft power’ in the region are interesting. Dodd links soft power to a means of exerting influence (political/social) in a ‘friendly way’. While the ethics of such a position can and will be debated, we are reminded of Mr Abbott’s comments when he first announced the New Colombo Plan. Mr Abbott noted “it’s great that so many people from Asia have beaten a path to our door 28 | VISTA
over the last 40 or 50 years”. Then he argued, “But more of us must reciprocate. It cannot be a oneway street. It must be a two-way street. We have as much to learn from our friends and neighbours in the region as they have to learn from us.” Those of us who have been involved in international education for a long time know all too well the benefits that are derived from study exchange programs. Such experiences are transformative. We also recognise, however, that for a vast majority of students contemplating study abroad, Asia is not the first destination they have in mind. Yes, there will be financial assistance, there will be grants and there will be plenty of political and personal benefits flowing out of an increasing number of Australian students studying in universities throughout the region. There will also be significant hurdles for the government and universities to address. Perhaps the most significant will be capturing the imagination of a generation of youth who still see North America as the place to study abroad. This will be the challenge and it will have to be addressed not only in the school sector, but within the university sector too.
AIEC Canberra 2013 One of the exciting challenges for the Internationalisation of the Curriculum SIG will be exploring ways to support the development of a new social imaginary – one that views Asia and its people as our neighbours. To that end, the sessions we have organised for the 2013 AIEC Conference are aimed at stimulating thought and discussion by considering how national priorities will shape internationalisation of the curriculum in the 21st century (Session C-017) and
how internationalisation of the curriculum can be addressed across all disciplines to prepare students to live, work and meet local, regional and global challenges (session C-043). The SIG continues to explore ways to grow and extend its membership. We will hold our annual meeting during AIEC. We extend a welcome to anyone with an interest in addressing the intercultural dimensions of teaching and learning, irrespective of discipline or levels of experience. Internationalisation of the curriculum is a whole of university enterprise. We also welcome those outside the higher education sector too. The VET sector has much that it can contribute to internationalisation of the curriculum given its depth of experience with international students here and transnationally. Likewise, the Schools sector, with its responsibility for developing the language and cultural capacities of the next generation of Australians. We need to work together in a holistic and sustainable manner if we are to meet the challenges and realise the opportunities that will come from a closer alignment between Australia and Asia. This is the challenge we set ourselves as a SIG in light of the new emphasis on engagement with the region: to grow connections and encourage interaction. Craig Whitsed & Wendy Green SIG Conveners Connect with us on LinkedIn at linkd.in/1cpHYxk
Marketing, Recruitment & Communication SIG Australia is once again the flavour of the month... that is for the English language, Foundation and Pathway programs that provide avenues to higher education. Vocational Education is unfortunately still declining. The increase in numbers come from our ‘traditional’ markets: China, India and Vietnam. But Department of Immigration and Citizenship (DIAC) data confirms growing numbers in markets such as Thailand, Brazil, Pakistan, Colombia and The Philippines. Offshore visa grants grew 30 per cent for the higher education sector with China boasting a 29.2 per cent increase in offshore visa grants over the past 12 months. India was up 93.4 per cent; Pakistan and Nepal rose 106 per cent and 119 per cent respectively. This is presumably due to the opportunities for post-study work opportunities at the duration of a 92-week degree program in Australia. In regards to the VET sector, offshore visa grants dropped 12 per cent over the past year and more worrying is the onshore VET visa grants which dropped a massive 49 per cent. One silver lining was India; which saw 5 per cent growth in offshore visa grants. English Australia has reported that “The picture (is one of recovery). If you’re in higher education, or in ELICOS that does pathway to higher education, but stand-alone English language is still struggling,” according to Sue Blundell. A number of factors have assisted international student enrolment recovery. The strong Australian dollar, which has been the bane of frustration for the past few years, is now falling. With the dollar dropping below US .90 (Sep 2 2013), this is surely good news and should see Australia’s popularity rise for continuing intakes in 2013 and Semester 1, 2014.
Australia was recently ranked the most expensive destination country for international students, beating the US, Britain, Canada and Hong Kong. A HSBC Bank study found Australia on average cost international students an average of $AUD41,500 a year in tuition fees and living expenses. Despite our pricey reputation, we have remained one of the world’s most popular destinations for international students. Overall, with the introduction of streamlined visa processing and the falling Australian dollar, we should see Australia returning to the ‘flavour of the month’ once again.
More bang for your buck? With two professional development sessions down, we have one to go! Our last professional development workshop for 2013 is called ‘More Bang for Your Buck: Making the Most out of Your Marketing Budget’. It will showcase innovative and cost effective initiatives from a number of institutions. You will hear case studies from Griffith University who will present on aligning your marketing strategy to your marketing spend. The University of Melbourne who will show case their ‘Virtual Agent Recruitment Fair’ initiative and Queensland University of Technology will present their innovative ‘Marketing Automation: New Approaches to student Recruitment’ project. It is aimed at marketing and recruitment managers who want to drive their marketing budgets further and get more bang for their buck. It’s scheudled for Friday 8 November in Brisbane. Justine Morris SIG Convener Connect with us on LinkedIn at linkd.in/17jyYEa
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UPDATES FROM THE SIGs
Student Mobility SIG International education and student mobility continues to receive attention from both sides of politics and respected public airplay.
Professional Development Social media was the focus of our August professional development workshop hosted by Australian Catholic University (ACU), Sydney. Keri Ramirez from Studymove education consultants led participants through a kaleidoscope of social media tools available and using analytics to guide strategy and contribute to informed market decisions.
New Colombo Plan Kevin McCann AM, Chair of the New Colombo Plan, delivered the steering committee report to Tony Abbott at a University of Melbourne function. This places student mobility as a key element in the Coalition’s Foreign Affairs and Trade platform. The report is available at bit.ly/16onvU4
Brazil – Science Mobility program In September Go8 Universities hosted a delegation of Brazilian institutions sending students to Australia through the Science Mobility Program. This initiative of the Brazilian government enables thousands of students to be mobile, building the international dimension of Brazilian higher education. Program information is at bit.ly/SScseU
AIEC Canberra 2013 The AIEC program identifies sessions focussing on mobility and those that influence our sector. With many delivered by our local and international colleagues please support them come conference time. In planning your conference, lock in Wednesday and Thursday lunchtime for the SIG Annual meeting and the IEAA AGM.
Forum and Circuit 2014 The Outbound Mobility Forum and Exchange Fair Circuit program dates for 2014 have been released. With many institutions looking to creative alternatives to a traditional fair we welcome you sharing these new approaches. In a commitment to forward planning, the 2015 draft program will be released for discussion at the Canberra SIG meeting.
SIG Leadership In July, we welcomed Russ Braby from Murdoch University as Deputy Convener until October 2014. With rotational elections a deputy convener position is open for nomination with an announcement made at AIEC. Thank you for your feedback around small project based working groups and the interest expressed in opportunities to contribute to IEAA work through small taskforces. We are pursuing this model to ensure we harness energy from around the country. With our public exposure, wonderful opportunities exist to reinvent the way we are perceived and to broaden influence across other sectors. Please don’t hesitate to contact the SIG leadership to open new discussions. Trevor Goddard Convener Connect with us on LinkedIn at linkd.in/17jykXs
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Pathways SIG Meetings and PD Workshops The Pathways SIG conducted two recent workshops as part of the IEAA Professional Development program: ■■ The Road Less Travelled: Rethinking Conventional Pathway Models (Melbourne, 14 August) ■■ Mobile to MOOCs: Enhancing eLearning for International Pathway Students (Sydney, 6 September) To date most participation has been from Foundation and Diploma providers from the eastern states and ACT. A challenge for the SIG is to engage a broader range of pathway providers from all locations and sectors.
Market Trends: Foundation and Higher Education Diplomas The recovery evident through early 2013 continued into the YTD June AEI figures, with commencements up 13 per cent for Foundation and 17 per cent for HE Diplomas. The major China market increased by 16 per cent and 9 per cent respectively. Note that most, but not all, Diplomas are Bachelor pathways.
Future Projects There is still the need identified previously to develop standardised measures for tracking subsequent student performance, enabling large scale studies and benchmarking. This will be pursued in 2014. There has also been much discussion around the need for a uniform interpretation of the Foundation Standards, and the place of shorter Foundationtype programs in the regulatory framework.
Leadership Group Both Paul O’Halloran and Andrew Dawkins will step down from their respective SIG roles in October 2013. We wish the incoming leadership group all the best for the continued growth of this important component of Australia’s international education. Paul O’Halloran SIG Convener Rosie Giddings & Andrew Dawkins Deputy Conveners
These increases, together with new offshore higher education visa applications and grants, give reason for cautious optimism – although there is some anecdotal evidence the increases are not uniform.
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UPDATES FROM THE SIGs
Transnational Education SIG TEQSA Provider Standards In August the TNE SIG delivered a repeat workshop on ‘Understanding TESQA Provider Standards’ in Brisbane (delivered in Melbourne earlier in the year). In front of a small but highly engaged group, Dorte Kristoffersen gave an update on TEQSA’s insights into the provider standards specifically related to third-party arrangements in TNE contexts. This was followed by an excellent presentation by Christina Magri on the approach that RMIT is taking to ensure their TNE partnership review process is compliant with minimum threshold standards for third-party arrangements.
AIEC Canberra 2013 For AEIC this year the TNE SIG has collaborated with the Pathways SIG to deliver a pre-conference workshop on ‘Developing Transnational Education Pathways to Maximise Onshore Commencements’. While overseas pathways might not fit the traditional definition of TNE, they are becoming an increasingly important recruitment strategy and all institutions will benefit from sharing experiences and engaging in collaborative discussion on this topic. Hopefully this will see an increase in crosssectoral discussions across higher education, VET, English and the Schools sectors on the opportunities and challenges for these types of institutional partnerships.
Shape of Things to Come 2 The British Council released its TNE study, ‘Shape of Things to Come 2’ in September (bit.ly/18w4AbN). While the report has undertaken a deeper review of why countries encourage and support TNE, there is still very little understanding of the impact of a transnational 32 | VISTA
education experience from a graduate’s perspective and their impact in the workforce. Over the last decade there have been over 200,000 students complete Australian university degrees through TNE or distance education. Historically (and especially due to the AUQA audit process) there have been concerns about the quality of TNE. However, today the reputation of Australian TNE provision internationally is high and most operations are very robust. We are all aware of TNE graduates within our own institutions who have done extremely well and built extremely successful careers. Accounting for over 25 per cent of all international student completions, it would be a worthwhile project to better understand the TNE graduate’s journey, their experience in a TNE program, and the benefits and outcomes of this experience. The UK government recently highlighted the ‘soft power’ element of TNE in a white paper titled ‘International Education Global Growth and Prosperity’. Australian institutions have long led the way globally in TNE, and it might be timely for the Australian government to support research into our TNE alumni, to better understand the contribution of this soft power on Australia’s international standing and economic growth and prosperity. Lorne Gibson SIG Convener Connect with us on LinkedIn at linkd.in/13ww6CO
EXCHANGE FAIR CIRCUIT OUTBOUND MOBILITY FORUM 2014
&
Exchange Fair Circuit 31 March–9 April Outbound Mobility Forum University of South Australia 10–11 April Proudly presented by IEAA’s Student Mobility Special Interest Group (SIG)
ieaa.org.au/mobility
Join 1000+ leaders of international higher education and submit your proposal for Going Global 2014 Going Global delivers a global forum for world leaders of international education to debate the role the international arena plays in global tertiary education policy. Call for poster presentations We are inviting proposals under three themes: Inclusion, innovation and impact. For further details see our website: http://ihe.britishcouncil.org/going-global Submit your proposals online before 20 December 2013
http://ihe.britishcouncil.org/going-global @HEGoingGlobal #goingglobal
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PROFESSIONAL DEVELOPMENT
INTERNATIONALISATION OF HIGHER EDUCATION IN THE ASIA-PACIFIC: SYMPOSIUM Hosted by IEAA in partnership with the Asia-Pacific Association for International Education (APAIE), this two-day symposium will be a uniquely collaborative forum aimed at developing mutual, long-term engagement between institutions in Australia and the Asia-Pacific. It will bring together university academics and professional staff, government representatives, business leaders and students for an open discussion on the two key themes of enhancing student mobility and fostering research collaboration. Date: Location:
Thursday 12–Friday 13 June 2014 (Welcome reception Wednesday 11 June 2014) The Chinese University of Hong Kong
ieaa.org.au/asiasymposium This symposium received funding from Austrade as part of the Asian Century Business Engagement Plan.
UPCOMING WORKSHOPS More Bang for Your Buck: Making the Most Out of Your Marketing Budget
Strategies to Enhance Students’ Global Employability
Want to drive your marketing budget further? This workshop will showcase a number of innovative marketing and recruitment initiatives designed to get you more bang for your buck.
Explore strategies to instil a global mindset in your students and determine what skills they need to be successful in the global employment market.
Date: Friday 8 November Location: Brisbane Cost: $200 IEAA members $290 non-members
Date: Wed 20 November Location: Webinar Cost: $70 IEAA members $100 non-members
More info at ieaa.org.au
November 2013
CONFERENCES
Canadian Bureau for International Education 17–20 November 2013 Vancouver, Canada www.cbie.ca CIEE Annual Conference 20–23 November 2012 Minneapolis, United States www.ciee.org
December 2013 ISANA 24th Annual Conference 3–6 December 2013 Brisbane, Australia www.isana.org.au 2nd International Higher Education Teaching and Learning Conference 2013 9–10 December 2013 Sarawak, Malaysia www.curtin.edu.my/TL2013
February 2014 AIEA Annual Conference 16–19 February 2014 Washington, United States www.aieaworld.org
March 2014 Asia-Pacific Association for International Education (APAIE) 17–20 March 2014 Seoul, Korea www.apaie.org International Association of Universities (IAU) 19–21 March 2014 Iquitos, Peru www.iau-aiu.net
April 2014 Forum on Education Abroad 2014 2–4 April 2014 San Diego, United States www.forumea.org Going Global 29 April–1 May 2014 Miami, United States ihe.britishcouncil.org/going-global
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Contact us IEAA Secretariat PO Box 12917 A’Beckett Street Melbourne VIC 8006 Australia +613 9925 4579 admin@ieaa.org.au
ieaa.org.au
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