IEAA Vista Winter 2014 by IEAA

VISTA WINTER 2014

JAPAN ... IS BACK

IEAA-APAIE SYMPOSIUM IN REVIEW INCREASING GLOBAL COMPETITION VISTA SPOTLIGHT ON JOHN ROSENBERG

CONTENTS PRESIDENT’S COLUMN: INTERNATIONAL EDUCATION IN A HIGH SPEED WORLD PUBLISHED BY International Education Association of Australia (IEAA) PO Box 12917, A’Beckett Street Melbourne VIC 8006 Australia + 61 3 9925 4579 admin@ieaa.org.au ieaa.org.au Vista is a quarterly magazine produced for IEAA members. It features in-depth analysis, insights and commentary on international education in Australia and around the world. We welcome contributions from members and industry experts. If you would like to contribute to a forthcoming edition, please email your ideas to Peter Muntz at peter.muntz@ieaa.org.au. All rights reserved. Articles may be reproduced with permission. Unless stated

Helen Zimmerman INTERNATIONALISATION OF HIGHER EDUCATION IN THE ASIA-PACIFIC: IEAA–APAIE SYMPOSIUM

Kerry-Anne Hoad FUTURE FUNDING THE AUSTRALIA AWARDS

Joanne Barker COMPETITION INCREASING FROM ALL CORNERS OF THE GLOBE

Phil Honeywood JAPAN IS BACK: COUNTRY IN FOCUS

George Manetakis VISTA SPOTLIGHT: LIKE A ROSENBERG COWBOY

otherwise, opinions expressed by contributors do not necessarily reflect the position of IEAA.

Peter Muntz

PROFESSIONAL DEVELOPMENT

COVER IMAGE Satoshi-K (iStock)

INTERNATIONAL CONFERENCES

HIGHLIGHTS

JAPAN IS BACK

Japan is making unprecedented investments to globalise its education system and cultivate globally competitive graduates. This means good news for Australia, writes George Manetakis. Page 16.

IEAA-APAIE HONG KONG SYMPOSIUM IN REVIEW

INCREASING COMPETITION FROM ALL CORNERS OF THE GLOBE

Student mobility and research collaboration were the focal points of a recent IEAAâ&#x20AC;&#x201C;APAIE symposium in Hong Kong, writes Kerry-Anne Hoad. Page 8.

Australia can no longer take its manifest advantages for granted when it comes to attracting international students, writes Phil Honeywood. Page 12.

PRESIDENT’S COLUMN

INTERNATIONAL EDUCATION HIGH SPEED WORLD IN A

In the lead-up to IEAA’s 10th anniversary, Helen Zimmerman reflects on the ever changing drivers affecting international education across the globe.

This year IEAA is a decade old and will celebrate its 10th birthday at the Australian International Education Conference (AIEC). The Association was incorporated in 2004 by a group of individuals from different sectors who saw the benefits of collaborating to professionalise international education and to promote its benefits with governments and the wider community. The key driver was Dennis Murray, IEAA’s first Executive Director, who had presented a paper to AIEC in 2003 advocating that “the international education profession in Australia begin a cross-sectorial consultation with a view to establishing an Australian international education association within the foreseeable future.”1 1 Murray D. and Leask B (2011), ‘Professionalisation and research: Underpinning the Industry” in Davis D. and Mackintosh B. (eds.) Making a Difference: Australian International Education.

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It is a testament to the work of many individuals over the last decade that IEAA has achieved the vision of the founders and is now, with over 2000 members, a significant contributor to the professionalisation of Australian international education and a respected voice on public policy issues. However, 10 years on, I don’t think any of us working in international education could have envisaged the impact of global drivers that would transform the realities of education and our perceptions of what is possible and necessary in the work we do. We are learning to operate in ‘real time’ across local, national, regional and global spheres. We are challenged by new technologies, volatile geo-political situations, and seismic demographic, social and economic shifts, which necessitate that we question old paradigms and explore new ones.

We are learning to operate in â&#x20AC;&#x2DC;real timeâ&#x20AC;&#x2122; across local, national, regional and global spheres. We are challenged by new technologies, volatile geopolitical situations, and seismic demographic, social and economic shifts, which necessitate that we question old paradigms and explore new ones. WINTER(iStock) 2014 | 5 Image: DrAfter123

Connecting globally The IEAA Board has been cognisant of the changes that have occurred over the past 10 years and is consciously reaching out beyond Australia, strengthening connections and collaborations with other international education peak bodies as well as engaging in dialogues on the future of higher education. The new IEAA Strategic Plan that will be released shortly reflects this growing focus. In the Autumn edition of VISTA I wrote about the gathering of peak bodies in South Africa to debate how the internationalisation of higher education – which has largely been driven by developed nations – could be relevant to, and inclusive of, emerging and developing countries.

Peak bodies were asked to reflect on the future of international higher education and its role in contributing to a more inclusive world with less poverty and inequality, and whether a common ethical framework was possible.

An outcome of the gathering was the Nelson Mandela Bay Global Dialogue Declaration on the Future of Internationalisation of Higher Education, by which IEAA has committed to work with members to:

In June, IEAA and APAIE jointly hosted a symposium in Hong Kong on Internationalisation of Higher Education in the Asia-Pacific, which was generously supported by Austrade.

■■ Enhance the quality and diversity of programs involving the mobility of students and academic and administrative staff;

100 senior academics and international education professionals from 14 countries in the Asia-Pacific region attended the symposium to discuss issues of student mobility and research collaboration. Sincere thanks go to Executive Director Phil Honeywood, Research Director Kerry-Anne Hoad, Emily O’Callaghan and Peter Muntz from the Secretariat, and to the organising committee for their hard work in ensuring the success of IEAA’s first joint international symposium (see page 8).

■■ Increase the focus on the internationalisation of the curriculum and of related learning outcomes; and ■■ Gain commitment on a global basis to equal and ethical higher education. Since then IEAA has participated in a number of meetings and forums to further these objectives. The closing forum at the APAIE conference in Seoul, Korea in March featured a dialogue of peak bodies from Australia, Europe, America and South Africa on student mobility programs, building networks with institutions in developing and emerging countries and globalisation/ internationalisation at home. 6 | VISTA

In April, I and peak body representatives from Asia, Africa, Europe and the Americas, were very fortunate to be hosted to attend FAUBAI, the Brazilian international education conference at the invitation of FAUBAI President Jose Celso Freire Jr and the Brazilian Minister for Education. There was strong debate around the benefits to source countries of international education and how governments, returning graduates and academics were contributing to internationalisation at home.

At the forthcoming 2014 IEASA conference in Johannesburg in August, peak bodies are being asked: ■■ What should the developing world be doing differently in its practice of higher education internationalisation to be relevant globally?

I would welcome thoughts and input on both of these questions from IEAA members. And closer to home I am sure many of these conversations will be explored at the IEAA National Symposium on Fostering Global Citizenship and Global Competence in August (see page 26).

Acting locally There has been a lot of ‘local action’ this year. The Professional Development Committee and the SIGs have run more than 20 professional development workshops. The Student Mobility SIG put on a two-day Outbound Mobility Forum in Adelaide, which was an outstanding success, attracting over 100 delegates. We have just held our 6th Mid-Winter International Education Researchers’ Seminar on the Outputs and Outcomes of International Education. It has been particularly pleasing to be able to re-invigorate the International Education Research Network (IERN) with the publication of four Research Digests and we look forward to the publication of several more in the coming months. You can download the digests at www.ieaa.org.au/research-digests IEAA was again very privileged to support and attend the Council of International Students Australia (CISA) national conference in Adelaide in July. Current President Thomson Ch’ng continues to build on the excellent work of past presidents Arfa Noor and Aleem Nizari. CISA can be justifiably proud of its place as the voice for international students in Australia.

The CISA executive and conference team delivered an inclusive, topical, high powered conference that showcased the diversity, talent and contribution of international students who have chosen to study in Australia. On the advocacy front you will have seen significant public comment from Executive Director Phil Honeywood on issues of importance for the international education industry. Phil is a highly effective voice for IEAA in his regular media columns and at key forums. In the past few months he has crossed the country speaking on our behalf – always with great energy and persuasion. The Australian peak bodies continue to meet and advocate with Government on matters related to the quality and efficacy of our international education systems. Indications are that Government is receptive to our proposal for an International Education Risk Framework and is actively considering recommendations of the Chaney Review as well as listening to concerns regarding application of the Genuine Temporary Entrant Test (GTE) and visa charges.

Acknowledgements On a daily basis we see the difference education makes to people’s lives, to communities, to Australia and globally. It is the people who teach, research, administer, lead and advocate who make this possible, and I would like to acknowledge the contribution made by three individuals. Each of these individuals have, in different ways, raised the bar of quality and professionalism in international education. In April this year Dennis Murray, IEAA’s inaugural Executive Director (and from 2011 Director of Research and Major Projects) took the decision to stand down from his

role with IEAA to spend more time on his teaching, research and private consulting work. He has made an enormous contribution to the growth and standing of IEAA and this year’s AIEC in Brisbane provides the perfect venue for acknowledging that contribution. So for those of you who haven’t yet registered you now have an additional incentive to attend (see pages 14-15). Professor John Rosenberg, Senior Deputy Vice Chancellor (Global Relations), at La Trobe University left his post at the end of June. John has had a distinguished career in international education and is a man of great integrity and vision. I hope you enjoy reading his conversation with IEAA’s Peter Muntz in this edition of VISTA (see page 20).

PRESIDENT’S COLUMN

■■ What would be the most appropriate social contract between university and society in the practice of internationalisation of higher education?

Claire Field has recently stepped aside from her role as CEO of ACPET. At ACPET Claire was a fierce advocate for quality private education. In 2013 she was named by the Australian as one of the Top 50 in Education for working to rid the industry of poor quality providers. Claire was an important contributor to peak industry body discussions on international education issues. She understood the need for good public policy and was not afraid to enter the debate. Claire deserves praise for her work on the International Education Advisory Council, whose report was well received and endorsed by the sector. Helen Zimmerman is President of IEAA and Group General Manager (Government and Stakeholder Relations) at Navitas Ltd.

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INTERNATIONALISATION OF HIGHER EDUCATION IN THE

ASIA-PACIFIC

12–13 June 2014 The Chinese University of Hong Kong

Student mobility and research collaboration were the focal points of a recent IEAA–APAIE symposium in Hong Kong. Kerry-Anne Hoad reflects on the key outcomes, recommendations and next steps as identified in the forthcoming outcomes report.

The 21st century is the Asian century. As the world gallops towards a virtually borderless state – fuelled by rapid and transformational technological developments, with previously unimaginable open pathways to communication, worldliness and commercial advantage – nowhere is the pace of development greater than in Asia. With its population strength and entrepreneurial disposition, Asia is emerging as the dynamic centre of the globe in the 21st century. In this period of rapid transformational development in the Pacific, where relationships will be key to mutual growth, prosperity and security, it is timely to consider internationalisation strategies in the form of student mobility and research collaboration across the region. A recent two-day symposium to address ‘Internationalisation of Higher Education in the Asia8 | VISTA

100 delegates from 65 institutions across the Asia-Pacific attended the symposium aimed at enhancing cross border collaboration in student mobility and research. Pacific’ was jointly organised by the International Education Association of Australia (IEAA) and the Asia-Pacific Association for International Education (APAIE) and hosted by the Chinese University of Hong Kong with a twin focus of student mobility and research collaborations. The goals of the symposium were to: ■■ begin an ongoing dialogue, ■■ establish networks and partnerships, and ■■ develop innovative recommendations for joint approaches to the internationalisation of education in the region. 100 delegates from 65 institutions in the region participated in the symposium and strongly confirmed student mobility as transformational for students in terms of personal development, employability and academic development.

Research collaboration across the region was seen to be highly important in building regional capacity and capability to tackle health, environmental, scientific, intellectual and commercial challenges through sharing resources and expertise. Barriers were identified in terms of individual cultural characteristics, institutional characteristics and government and community characteristics. Institutions shared examples of innovative practices to counter many of these barriers. Such practices included shortterm programs, relationship building activities, creativity in sourcing funding from business, philanthropy, various government departments, alumni, institutional partners, gathering a body of research data to influence parents, community and government, and exploring the opportunities offered by technology.

QUESTIONS FOR FURTHER EXPLORATION Student mobility ■■ How do we define ‘success’ or effectiveness of international student mobility? How do we measure it? ■■ How do we define the ‘quality’ of an international student mobility experience? How do we measure it? ■■ What impact do efforts to broaden access, through scale for example, have on effectiveness? ■■ How do we ensure future equity of opportunity? ■■ As destinations become more diverse and students more adventuresome, how do we ensure appropriate duty of care procedures and manage risks to the personal safety of students?

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IEAA–APAIE SYMPOSIUM

Research collaboration ■■ How do we identify appropriate opportunities in the region? ■■ How do we identify appropriate partners?

RECOMMENDATIONS Develop a combined approach, as an Asia-Pacific education community, to: ■■ advocate for governments to develop a ‘whole of government’ approach to international student and researcher mobility. ■■ advocate for the establishment of an APEC student/researcher Visitor Card to facilitate ease of student/researcher mobility within the region. ■■ advocate for the establishment or expansion of Government scholarships to support student and researcher mobility.

■■ collaborate to establish an Asia-Pacific quality assurance framework that will support mutual recognition and credit portability for students.

“This event was a great example of really putting the flesh on the bones of a lot of rhetoric we’ve had in the past about engagement with Asia.” Phil Honeywood 10 | VISTA

■■ collaborate to establish an Asia-Pacific internationalisation framework to facilitate the development of regional partnerships and facilitate mobility. ■■ collaboratively explore establishing a virtual Asia-Pacific campus accessing courses from universities across the region and offering mobility options across partner institutions. ■■ establish an Asia-Pacific Centre for Doctoral Training that could engage industry partners and build collaborative institutional relationships through the use of regional expertise in the training and supervision of candidates. ■■ explore the possibilities for the establishment of a research network that provides: 1. an active repository of researcher activity in the region, 2. a ‘notice board’ where opportunities offered in the region by a range of funding partners can be posted, and 3. a ‘who’s who’ of researchers across the region who are open to partnering opportunities.

NEXT STEPS ■■ gather reflections from symposium participants in 2–3 months time to measure impact of the symposium and guide future discussions; ■■ explore the opportunity to continue the dialogue at a follow-up symposium in 2016; ■■ provide a commissioning opportunity for researchers in the region to write a short digest of recent research in an area of specific interest to the international education community; ■■ expand publication of quarterly Research Digests to share current research information across the Asia-Pacific region; ■■ put the recommendations of this symposium before the IEAA and APAIE boards.

The full Outcomes Report and highlights video will be released in August 2014. Kerry-Anne Hoad is IEAA’s Research Director.

FUTURE FUNDING THE AUSTRALIA AWARDS Joanne Barker explores the future of the Australia Awards Scholarships, following AusAID’s recent absorption into DFAT.

In June, 13 Australian universities participated in the Department of Foreign Affairs and Trade (DFAT) inaugural consultation with the sector on the Australia Awards Scholarships. The consultation follows the absorption of AusAID into DFAT with the change of government last year. The purpose of the consultative forum was to establish a relationship between DFAT and universities to promote strategic policy discussion on matters which affect the implementation of the Australia Awards.

The group heard that there are 56 Australian education providers which currently host 4,780 students on award in Australia (formerly referred to as “AusAID students”). About 75 per cent of those students are studying in 13 universities. The implications of AusAID’s merger into DFAT have been debated elsewhere, but largely arose from the Abbott Government’s determination to emphasise economic diplomacy. Aid agencies which exist independently of foreign affairs departments may tend to evolve their own foreign policy as they grow larger. A merger was seen to be essential given the size of AusAID’s budget, which is four times that of DFAT. The DFAT consultative forum emphasised the continuing importance placed by the new government on the Australia Awards Scholarships program. While the program escaped inclusion in savings measures for DFAT in 2014–15, the CPI increases originally promised have now been deferred until 2017. Savings to be made will include the abolition of aid programs including scholarships in Latin America and the Caribbean, and may include rationalisation of programs in Africa by reducing the number of countries eligible for Australian aid.

The increase in aid to these two regions under the previous government was partly related to Australia’s bid for a place on the UN Security Council. A few days after the consultative forum, Foreign Minister Julie Bishop announced the New Aid Paradigm which strengthened the aid focus on the Indian Ocean and Pacific region. Notwithstanding the budget limitations, there was discussion at the forum of the possible expansion of the awards to 5,000 recipients, which would be achieved through short courses and fellowships. Institutions have asked for greater transparency about the number and availability of scholarships and the centralisation of this information into a single location. Other topics covered at the forum included DFAT selection and interview processes for scholarship recipients, short-term awards, changes to the Australia Awards policies and guidelines, alignment of DFAT and institution onaward engagement, monitoring and evaluation, alumni engagement and institutions’ level of engagement in Australia Awards countries. Joanne Barker is an IEAA Board member and Director, International Office at The University of Adelaide.

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COMPETITION INCREASING

Image: johnbloor (iStock)

In the face of increasing global competition, Australia can no longer take its manifest advantages for granted when it comes to attracting international students. Phil Honeywood examines what we can learn from our global competitors.

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FROM ALL CORNERS OF THE GLOBE The recent ascension of China as the third largest study destination for international students provides a timely reminder that Australia cannot continue to take one of its largest industries for granted. An increasing number of our competitor countries have also upped the ante to attract more overseas students. Lessons can be learned from some of their initiatives.

The United States For many years, universities in the United States have competed for high fee paying ‘out of state’ domestic students, rather than focussing on the revenue potential from ‘out of country’ recruits. However, the current economic downturn in America has no doubt prompted many institutions to look for additional sources of income by actively promoting themselves offshore. A number of US state legislatures have recently passed laws that permit universities to charge higher tuition fees to international students than for their out of state counterparts.This small but significant measure has prompted commentators to examine the potential for international education to become a major industry for America. With a study culture that promotes course related internships, inexpensive on-campus housing and attractive alumni related co-curricular activities, the US has much to offer increasing numbers of overseas students.

Canada Canada has long seen the potential soft diplomacy and financial benefits that can accrue from international education. However, the lack of relevant Federal Government constitutional powers has mitigated against a coordinated national approach. This has changed recently with biannual meetings of provincial education ministers placing international education high on their agenda and even inviting relevant federal ministers and departments to assist in their deliberations. Only last month, the Canadian Treasury increased fivefold its annual allocation for the promotion of ‘Brand Canada’ as an international education study destination. Other drawcards to study in Canada now include the ability to engage in paid part-time work off campus (previously restricted to on campus jobs only), an onshore migration option and even tax deductible tuition fees for international students who agree to study in and become resident of certain provinces.

New Zealand And we need only look across the Tasman at our Kiwi cousins to understand the potential for competitor countries to take the fight up to Australia for enhanced student marketshare. New Zealand has long enjoyed the benefits of a currency heavily discounted against the Australian dollar.

With some of its major universities decentralised in regional cities, student accommodation and other living costs in New Zealand have also been relatively inexpensive. And then there is the undeniable attraction of international students still being able to migrate to New Zealand. This carries with it the added bonus of then being able to live and work in Australia, thanks to our longstanding Closer Economic Relations accord with New Zealand. Of course this means that we have had one-way traffic of international students from across the Tasman over many years. Add to the mix the recent push by Singapore and Malaysia to become global education hubs, the proliferation of international branch campuses in Asia and the Middle East, and Australia clearly can no longer take its manifest advantages for granted. Greater coordination of our nation’s dynamic international education sector is now more important than ever before. Imagine how our industry could flourish if international education was given the same incentives and tax breaks afforded to Australia’s top two export industries (iron ore and coal). We can only hope our industry is soon given the priority it deserves. Phil Honeywood is IEAA’s Executive Director.

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rs e b m e m IEAA 0 0 3 $ e v sa on the full fee n o i t a r t s i reg & $50 onnce e preconfer s fee p o h s k r o w

200 15

Inventing the Future

SPEAKERS FROM

COUNTRIES

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1100+ 75+ DELEGATES

SESSIONS

7–10 October | Brisbane, Australia

Brisbane Convention & Exhibition Centre

WORKSHOPS

30 1

EXHIBITORS

INTERNATIONAL ROUNDTABLE

JAPAN IS BACK

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Consider two of the Japanese Government’s most recent flagship initiatives: a A$105 million, 10-year project to globalise 42 universities and a A$90 million scheme to fund 22,500 scholarships for study abroad in 2014–15. The Japanese Government is confident that these and other initiatives will transform the nation into a major player in the international education space and double the number of study abroad full degree students to 120,000 by 2020. Japan’s ambitions in education will also mean new opportunities for Australian education institutions to develop partnerships and tap into long-term sustainable outcomes.

Go forth and study abroad

Image: aluxum (iStock)

In 2013, the Japanese cabinet approved the Japan Revitalisation Strategy: JAPAN is BACK to reinvigorate the economy. The strategy’s centrepiece is to develop “Japan’s youth into globally competitive human resources” or global human capital (GHC). It has been embraced by employers and the education

sector alike, which had viewed the ambitions of Japan’s youth as too subdued for a globalising economy. To counter this trend, the Ministry of Education (MEXT) launched in 2014 a new approach to pique interest in study abroad.

COUNTRY IN FOCUS: JAPAN

Japan is making unprecedented investments to globalise its education system and cultivate globally competitive graduates. This means good news for Australia, writes Austrade’s George Manetakis.

Under the Go abroad! Study Overseas, Japan initiative, corporate stakeholders have been brought into the fold to help fund 10,000 study abroad scholarships by 2020. CEOs from supporting companies populate the homepage with messages urging young Japanese to go overseas to gain the global literacies employers demand in new recruits. Japanese universities are also reinforcing this trend by making study abroad a prerequisite for graduation. Waseda University, one of Japan’s most prestigious private universities, has committed to sending every undergraduate student on a study abroad program by 2022. Hitotsubashi University, a top national university, will obligate all 1,000 first-year undergraduate students to study abroad. WINTER 2014 | 17

COUNTRY IN FOCUS: JAPAN

Image: aluxum (iStock)

Research by Austrade has identified a further 400 such programs at Japanese universities aiming to develop globally literate graduates through study abroad. And the list continues with schools entering the fray. With an eye on cultivating future “global leaders”, prefectural governments and high schools are incentivising students to begin their acquaintance with the world from an early age. Under the Tokyo Metropolitan Government’s Program for the Development of Next-Generation Leaders, 50 high achieving senior high school students are funded to undertake a one-year ‘Study in Australia’ program each year. Most recently, the Kyoto Board of Education also established an annual study in Australia program for 20 senior high students. With a rising profile as a “GHC training ground”, Australian schools are increasingly becoming 18 | VISTA

the partner of choice for local governments and schools in Japan. Following MEXT’s announcement of 56 Super Global High Schools (SGH), Austrade was approached by five prefectural boards of education and five SGHs for advice on establishing study abroad programs with Australian schools. Austrade has seized on this trend identifying a further 250 private senior high schools aiming to send their students on long-term study abroad. Many of these schools are establishing overseas university partners to allow their students to bypass the Japanese higher education system and gain direct entry abroad.

The Australian advantage Australia presents a model study abroad destination for the Japan market and boasts many of the qualities valued by Japanese students and their parents:

More and more, the message is being heard in Japan that a ‘Study in Australia’ experience means a wealth of opportunities to hone a skillset that will be relevant across national and cultural borders. safety, peace of mind and robust support systems for international students. Findings from education agent interviews and surveys conducted by Austrade reveal Japanese students and parents are equally concerned about lifestyle matters and other attributes not directly related to education. The 2013 OECD Education Indicators in Focus confirms Australian university campuses as being the most internationalised in the world with one in five students coming from overseas. With cross-cultural understanding and communication skills forming the core of GHC, an Australian higher education learning environment speaks directly to Japan’s human resources developmental needs. More and more, the message is being heard in Japan that a ‘Study in Australia’ experience means a wealth of opportunities to hone a skillset that will be relevant across national and cultural borders.

The Japan Revitalisation Strategy: JAPAN is BACK has been embraced by employers and the education sector alike, which had viewed the ambitions of Japan’s youth as too subdued for a globalising economy.

Image: dstephens (iStock)

Call to action Austrade is taking the study in Australia message directly to schools, universities and local government across Japan. Beyond promoting the unique and attractive selling points of study in Australia, we are impressing upon decision makers in these organisations why Australian education institutions are a natural partner of choice. Leveraging our geographical proximity to Japan, similar time zones and strong people-to-people linkages, Austrade is ensuring the Japan market is aware that Australian institutions not only understand its GHC goals, but have the capability and capacity to realise them. Under the national Future Unlimited branding, Austrade is reviving the study in Australia exhibition in October 2014 to put Australian

education institutions directly in touch with students, agents and potential institutional partners. The Japan market demands a hands-on approach. With Japanese student enrolments rebounding in their third year of consecutive growth, the time is now to think about how you can reinvent your Japan market strategy. You can start by: ■■ Articulating your unique selling proposition and tailoring your messaging and marketing collateral specifically to the demands of the Japan market ■■ Re-assessing your agent engagement with the aim of establishing a productive partnership. Ask your agents what assistance they need from you and how you can work more effectively with them to achieve your goals

■■ Developing your alumni strategies to showcase your institution’s “superstars” and evidence your institution’s credentials for achieving returns on investment ■■ Being visible in the market by visiting at least once a year and meeting with your partner institutions to see what opportunities there are to leverage the increased Japanese Government funding for study abroad. With its rich volume of market intelligence and geographical reach, Austrade Japan is well positioned to assist your institution to develop and implement an effective market strategy for Japan. George Manetakis is Education Manager at Austrade Tokyo.

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VISTA SPOTLIGHT

LIKE A ROSENBERG COWBOY How does a once aspiring maths teacher establish himself as one of Australia’s foremost computer science academics and university leaders? Peter Muntz speaks to Professor John Rosenberg as he looks back on a career spanning more than 40 years. When John Rosenberg first delved into international education in the early 1990s, the landscape was a very different playing field. It was a sector still in its infancy, far removed from the red tape and regulations of the $16 billion industry it is today. “Back in those days, we were just cowboys looking for opportunities,” he recalls. “It was full of excitement and adventure – we were forging programs and partnerships that had never been done before. Of course, it was far less sophisticated back then. We didn’t have the wealth of market knowledge and data now available. There were so many opportunities; it was just a matter finding which ones were going to be most valuable.” Of course, Rosenberg was no rookie in the world of tertiary education. He already had 20 years behind him in the sector. Rosenberg originally set out to be a maths teacher but, during the second year of his undergraduate degree in 1972, the lure of computer science took hold. He went on to complete his honours and a PhD at Monash University. After a number of years as a senior tutor, he had a brief stint in the IT industry in the early 80s. “I found that interesting and learnt a lot, but it wasn’t quite challenging enough.” In 1984 he returned to Monash and became a senior lecturer, before moving to The University of Newcastle. By the time he left six years later, he had been promoted to Head of Computer Science and an Associate Professor.

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“Back in those days, we were just cowboys looking for opportunities,” he recalls. “It was full of excitement and adventure – we were forging programs and partnerships that had never been done before.”

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VISTA SPOTLIGHT

A world of opportunity Rosenberg’s first foray into the then fledgling world of international education wasn’t until he joined The University of Sydney as Professor and Head of Computer Science in the early 90s. “They had a relationship with a college in Malaysia and I was driving a lot of the activity around that. I started to travel a bit more and look at other opportunities for collaboration internationally.” Like the prodigal son, Rosenberg returned to Monash in 1997 to head up its Faculty of Computing and Information Technology (IT) – Australia’s first ever IT faculty set up by Professor Cliff Bellamy in 1990. “The faculty doubled in size during the period I was there – it was the largest faculty and most diverse of its type in the country,” he says proudly.

While at Monash, Rosenberg was fortunate enough to work with Tony Pollock, then head of Monash International, and was closely involved in setting up its campuses in Malaysia and South Africa. “Tony was terrific and I learnt a lot from him. We worked well together. International education was still developing as an industry; it was nowhere as sophisticated as it is now.” In 2003, Rosenberg took up the position of Deputy Vice-Chancellor Academic at Deakin University where, not long after, he picked up the university’s international portfolio. “It was the first time I had had direct overall university responsibility for international. I really enjoyed that.” Rosenberg made his final move to La Trobe University in 2009 where, after more than 40 years in the sector, he retired as Senior Deputy Vice-Chancellor (Global Engagement) in June 2014. “I’ve been at five universities and every one of them is different,” he reflects. “People ask ‘Which is the best?’, but I can’t answer that – they’re all great. 22 | VISTA

They’ve all had different focal points, but they’re all very much focussed on improving and becoming great universities.” He does concede to having a soft spot for Monash, back where it all began in the early 70s. “Only because it’s just so complex and interesting,” he quips. “I’m a consummate planner, but the one thing I didn’t ever plan was my career. When I started off as an academic in computer science, I had no thought of being a head of department, let alone a Dean or a DVC,” he says modestly. “The opportunities have come along, I’ve weighed them up and decided which opportunities I really wanted to take on.”

The intersecting worlds of education and IT Although he’s risen the ranks as an academic leader, Rosenberg has always maintained a close eye on the world of IT. “I’m fascinated by technology and I don’t survive well without it,” he says. Even when dial-up modems were still something of a luxury in the average Australian household, he was connected to high-speed internet. “Many years ago, when I first went to Monash, there was a group doing an early experiment on wireless internet and they put a dish on the roof of my house. I was connected to high-speed internet long before you could even get it at home!” Of course, the further the climb into university leadership, the greater the distance between one’s field of expertise and students themselves. It’s a tension with which Rosenberg is only too familiar. “I made a decision when I went to Deakin that I would stay well away from the computer science department,” he says. “It was tempting to get involved and poke my finger in the pie, but I virtually didn’t talk to the department for two years. I needed to make that break. I missed the direct access to students more than I missed the IT. And I missed some of the research.”

Enhancing the on-campus experience, particularly for international students, has always been one of Rosenberg’s drivers. Just before his retirement from La Trobe, the university’s international college moved into a brand new, purpose-built building. As a self-confessed lover of technology and education, it would be remiss not to ask where Rosenberg stands on the hype and hyperbole surrounding Massive Open Online Courses (MOOCs). His eyes light up at the mere mention of the much-touted acronym. “I love technology and I love technology in teaching when it’s applied the right way,” he cautions. “MOOCs are interesting, but they’re not a replacement for formal education. When they first appeared, people were saying they will shut down all the universities. You’re finished! It hasn’t happened, and it won’t happen. The reason it won’t happen is that there is still huge value in that piece of paper called a degree.” Rosenberg cautions any institution content to rest on its laurels. “Universities need to watch that space. If we don’t start to deliver in more flexible ways, then we will

lose control and other organisations will start to develop some status and reputation. Not everybody has the luxury of going to a beautiful campus and we need to support those students as well.” “Of course, university life is much more than just formal education. It’s about an environment and a culture. There’s a challenge for us all to make coming onto campus desirable. If we provide a poor and not very interesting environment then students will say, ‘Why bother? I can just watch the lecture online.’ For international students, especially, part of coming to Australia is about learning about the culture and having an Australian experience. That’s hard to do online.”

From Good to Great Enhancing the on-campus experience, particularly for international students, has always been one of Rosenberg’s drivers.

Just before his retirement from La Trobe, the university’s international college moved into a brand new, purpose-built building. Rosenberg played a pivotal role in both outsourcing the management of the college to Navitas and the development of the new premises. “When I came to La Trobe, it had its own College which had been in existence for nearly 20 years,” he says. “But it hadn’t grown for 10 years. Since we handed it over to Navitas, it’s been going really well and has grown significantly.” If Rosenberg was to pass on any pearls of wisdom from his 40-year career, it is to know what you’re good at. “I’m passionate about universities doing the things they’re good at, and not doing the things they’re not good at,” he says. “If Pathways colleges are going to work well, they need to be run lean, but with high quality. And that’s not something universities

are known for. We’re set up to be large complex bureaucratic organisations.” “I was heavily influenced by a book called Good to Great, by Jim Collins. It’s quite old now, but it’s a great little book about the difference between the companies that do really brilliantly, and those that just do well. Don’t try and be everything; do the thing that you’re best in the world at.” As Rosenberg looks down the barrel of retirement, the big question for him is ‘What next?’ “What I’ve absolutely made a decision on is that I’m not going to take a full-time ongoing position with anyone.” Like the cowboy who started out in international education all those years ago, he maintains “I just don’t want to be tied down.” Peter Muntz is IEAA’s Communication and Client Services Coordinator. WINTER 2014 | 23

When students come to select an institution, a recent Hobsons survey1 found that they are rightly focused on the following three factors: 1. teaching quality 2. subjects on offer, and 3. academic reputation. These qualities take many years to develop and will no doubt remain the focal point of institutions to ensure standards remain high. It is interesting to see tuition fees closely follow reputation in fourth place, and living expenses not too far behind in seventh. Unlike the top three factors, however, tuition fees and living expenses can be optimised within a shorter period of time. We have all felt the dread of being stung after exchanging money; our international students are no exception. If students can be offered a better way of making payments easily and to save money, isn’t this something we would want to provide? 24 | VISTA

There are many ways that students can pay their institution or service provider, including bank transfer, credit card, foreign exchange dealer, cash, debit card and Government loan. These methods can result in: ■■ Higher foreign exchange rates – adding between 5% and 10% to the cost of tuition depending on the foreign currency ■■ Excessive merchant and bank fees – in the case of credit cards, institutions can lose between 1% and 2% of the payment. Australia’s education service sector generates $16bn per annum from international students – $6bn of which comes from tuition fees and the remaining $10bn from living expenses. Just focusing on foreign exchange fees alone adds up to $800m in fees of one type or another (based on CBA published exchange rates). As an example, an international student paying a $20,000 tuition can forgo up to $600 more than

necessary in foreign exchange (the difference between a typical bank and a specialist payment service). If payment was made using a credit card, the institution will miss out on another 1% to 2% in merchant fees (or between $200 and $400). However, there is an alternative: use a specialist international payment service. NexPay has been in business since 2012 and specialises in providing a free, simple and easy international payment service for students from around the world. This avoids both excessive foreign exchange rates and merchant fees, while simplifying the payment reconciliation process. This will help reduce students’ living expenses and associated course fees, thus strengthening your institution’s market potential. NexPay is a Corporate Affiliate of IEAA. 1 Marketing Channel Optimisation: Achieving competitive advantage in higher education recruitment, Hobsons APAC, February 2014, www.hobsons.com/apac

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REDUCING THE COST OF INTERNATIONAL TUITION

JOIN EurOpE’s largEst INtErNatIONal hIghEr EducatION cONfErENcE Register online by 27 August: www.eaie.org/prague

4800+

Participants

90+

Countries

200+

Sessions & Workshops

Campus tours

19+

Networking events

600+

Exhibiting organisations

WHARTON-QS STARS AWARDS 2014

REIMAGINE EDUCATION

THE FIRST GLOBAL COMPETITION FOR THE MOST INNOVATIVE PEDAGOGIES IN HIGHER EDUCATION

Call for submissions now open! www.reimagine-education.com

Amazon, Google and IBM join the panel of judges of the competition to identify the world’s best pedagogical innovators

US$ 50,000 PRIZE FUND for the winning entries

A panel of 20+ international judges will award innovation in e-learning, presence or blended learning and in nurturing the employability of students There will also be discipline-specific awards and regional awards (i.e. Regional Award – Australia & New Zealand) if outstanding candidates emerge

The deadline to apply for this prestigious global competition is 26th September 2014 Any university program is eligible to enter A global conference to showcase all these innovations is taking place on 8th -10th December at The Wharton School in Philadelphia The conference will include a gala dinner award ceremony Sponsored by:

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PROFESSIONAL DEVELOPMENT

FOSTERING GLOBAL CITIZENSHIP AND GLOBAL COMPETENCE: A NATIONAL SYMPOSIUM

The concept of ‘global citizenship’ has gained increasing currency over the past 20 years and is now routinely used in a range of political, social, cultural, economic, diplomatic and educational contexts. However, it is not altogether clear how best to embed global citizenship in various national enterprises – including in education. This national symposium will critically examine what we mean by global citizenship for Australian higher education students. Key themes include: ■■ Coming to terms with cosmopolitanism and global citizenship ■■ Generation G – global connectedness and global responsibility ■■ Public policy and the global search for the global citizen ■■ Schools – preparing students for global citizenship ■■ Fostering global citizenship and global competence among Australian higher education students – current practice and future directions. Date Location Cost

Friday 22 August 2014 RACV Club, Melbourne $265 IEAA members $380 non-IEAA members

Supported by the Department of Education, the Office for Learning and Teaching and the Victorian Department of State Development, Business and Innovation.

International Education Association of South Africa (IEASA) 20–23 August 2014 Johannesburg, South Africa ieasa.studysa.org

September 2014 European Association for International Education (EAIE) 16–19 September 2014 Prague, Czech Republic eaie.org British Council Global Education Dialogues: Universities as Agents of Social Change 26–28 September The Philippines britishcouncil.org/education/ihe

CONFERENCES

August 2014

October 2014 Australian International Education Conference (AIEC) 7–10 October 2014 Brisbane, Australia aiec.idp.com

November 2014 QS–APPLE Conference 11–13 November 2014 Taiwan qsapple.org/10thqsapple Canadian Bureau of International Education (CBIE) 19–22 November 2014 Ottawa, Canada cbie-bcei.ca British Council Global Education Dialogues: The Power of Consortia 20–21 November 2014 Indonesia britishcouncil.org/education/ihe

January 2015 British Council Global Education Dialogues: The Role of Technology in the Race for Global Talent 29–30 January 2015 South Korea britishcouncil.org/education/ihe

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WINTER 2014 | 27

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