i ssue 42
u
championing our sector
u president’s
column
. . .. 1 u Publications. . . . . . . . . . 19
. . .. . . . . 4 u prof. development. . . . . .21
u ESOS TPS LEGISLATION . . .. .... 5 u aiec 2012: u Country
workshops
. . 24
France . . . . 7 u on
your behalf . . . . . . . . 25 ... 9 u around the world . . . . . .26 . u pathways enrolment trends . 10 u mark your calendar . . . .29 u news from the sigs . . . . . . . 14 u research . . . . . . . . . . . . . . . 17 focus :
u news from the secretariat .
March 2012 t h e n e w s l e t t e r f o r a u s t r a l i a n i n t e r n at i o n a l e d u c at i o n professionals
Championing our Sector The cover story in a recent edition of The Economist magazine lamented the current negative media and political commentary on the role of the City of London as the financial services capital of the world. The article emphasised the often unrecognised spin-off benefits that the financial services industry had for the wider UK economy. These included significant value adding to the legal, accounting and even accommodation service industries. There was a strong view expressed that the financial services industry in the City of London needed to do much more to promote itself and be better understood. Without drawing too many parallels here, a similar public relations challenge often confronts the international education industry in Australia. Just when we think that we are becoming a known quantity, headlines appear such as "Migrants taking Australians Jobs", "International Students Work for Less Pay" and " International Students Threaten their Teachers". Good news stories that celebrate the success of Australia's international student graduate outcomes, their life journeys as well as the benefits that accrue to our economy are all too few and far between. Therefore, it surely behoves each of us, as international education professionals, to champion the advantages that a robust international education industry provides to Australia. Appropriate fora you can be involved in as a sector champion include your local community (be that at regional town, city or state level), the institution in which you work or study and within the international education profession itself.
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The Local Community Too many Australians remain unaware of the benefits that are forthcoming to their local economy and social advancement from overseas students. As The Economist magazine noted, "Economies work best when they reflect a country's innate competitive advantages." Relative to other nations, Australia is very good at producing world class educators, providing excellent education infrastructure and ensuring that quality measures are respected and adhered to. Other strengths include having a multicultural population, being an English language learning destination in the Asian region, having a multi skilling approach to VET para professional courses and providing for a range of higher education course options (be it the so called " Melbourne Model", Multi Sector institutions articulating from TAFE Diplomas into Degree programs or corporate internships integrated into a Degree course). It makes sense, therefore, for our nation to host a robust international education sector. Our citizens, as well as our media and policy makers, should celebrate our industry occasionally rather than constantly critique it. If we begin to take for granted our international education industry then there are other nations in our Asian region (Singapore, Malaysia and China) and elsewhere (UK, Canada, USA and New Zealand) that will be only too happy to take up where our country leaves off. This is why initiatives such as the Federal Government's White Paper on "Australia in the Asian Century" should generate strong involvement and input from individuals, communities and organisations involved in our sector. Australia's vibrant international education industry must play a key role in any national conversation within and among governments, business, academia, not for profit organisations and the wider community regarding our engagement with Asia or any other part of the globe. In this context, the IEAA was pleased to provide a submission, on behalf of its members, to the White Paper which is available at: http//asiancentury.dpmc.gov.au
Your Institution International education professionals can often lead the way in promoting our sector within their institution. Opportunities might include: • Become available and get involved in your faculty or department's multilateral international partnerships. This might involve attending lunch time or evening seminars and functions, offering to volunteer in assisting with an overseas delegation or providing homestay opportunities to international students. This type of involvement can often provide another dimension to the perception of Australia as only concerned with the commercialisation of education to overseas students • Enrol to learn another language and culture. A number of universities already offer staff working in international education free enrolment in their institution's foreign language courses. Even a small level of competency in a foreign language can go a long way to improving relations with students and delegations from that language background. Gaining insight into another nation's culture has similar benefits. Relative to other countries, Australians have a very low level of foreign language expertise. As international education professionals we should strive to set an example within our institution in this regard • Join in both your institution's and the wider community's multicultural events. Overseas students genuinely enjoy seeing Australians join in their celebrations and functions. Most education institutions now host or facilitate cultural events on campus. But there are other wider community functions to participate in as well. The City of Melbourne now hosts a Welcome Desk at Melbourne's International Airport. Staffed by volunteers it provides newly arriving international students with a "Welcome Kit" and assists them orientate to their new environs. The NSW State Government also hosts an annual international students celebration event that welcomes wider community participation.
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(Continued)
Your Profession The globalisation of education is now firmly entrenched within Australia's education providers. Unfortunately, it is often managed within separate faculties and departments in an ad hoc way. For international education student services and programs to operate more efficiently proper systems and clear lines of responsibility need to be established and identified. Schools and departments that have appointed people who are responsible for the management of multicultural partnerships and programs operate in a more effective manner. With student mobility, internationalisation of the curriculum and transnational education initiatives becoming more important, it is vital that an appropriate number of international partnerships are established and supported. Realistic goals need to be agreed upon within and between faculties for both overseas students enrolling into the institution and Australian students studying abroad with partner institutions and campuses. It is one thing to have a whole of institution policy on globalisation but communication and implementation of the policy within the institution is often problematic. All of this increasingly requires international education professionals to learn and develop strong advocacy and leadership skills. In this context, the International Education Association of Australia's annual professional development program is designed to update and enhance your skills. With constant changes occurring in our industry's regulatory and legislative framework, participation in the IEAA's seminars and workshops will keep you better informed of the environment within which you are working. Our Association's partnership with the L.H. Martin Institute at the University of Melbourne also delivers a leadership course for professionals who want to advance within our industry. From 2012 this course now provides credit bearing points into a relevant Masters program.
CONCLUSION Just as "California does not talk down Silicon Valley", Australia needs to celebrate our dynamic and vibrant international education industry. But this will require our industry to be much better understood than it currently is. The challenge is there for each of us within our local community, our institution and our own profession to become champions of our sector.
Phil Honeywood IEAA Executive Director
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President’s Column by Stephen Connelly, IEAA President Colleagues, Recent headlines have again focussed on the economic impact of the downturn in international education. The HES coverage of the issue on 7th March was followed by a story in the Age newspaper indicating that the Victorian economy, where international education has been the largest export by the length of the Flemington race track, is almost in recession, in large part due to the high A$ and its impact on exports. The Age didn't mention specifically that international education has dropped $1b in revenue, as it has also in NSW, in a 12 month period, but that would be a significant contributing factor. At the beginning of 2010 IEAA forecast that the downturn would mean it would take 10 years to get back to 2009 levels of enrolments and export revenue, so the headlines will come as no surprise to any of us involved in international education. What is not mentioned is the lost opportunity of all those international students who haven't been coming to Australia over the past three years, with implications for diplomatic relations, business and internationalisation of Australian institutions and the Australian community that will last for years. Also not mentioned is the growth element of international education in Australia - outbound student mobility, which continues its upward trend with 12% of our undergraduate cohort participating in a mobility program at some stage during their studies, up from 8.8% in 2009. A success story against the odds? There are other success stories as well as Australian institutions continue to expand research and other international linkages for long term benefit. Meanwhile, the proposed changes to the student visa regime appear to have already increased interest in certain key source countries in coming to Australia to study, which it is hoped will result in the an increase in enrolments for 2013. Institutions are trying to come to grips with the changes to the student visa regime as well as the changes to the ESOS Act. While the bureaucrats in DIAC produce agonisingly complex computations to ascertain the risk rating of institutions, DEEWR and the government have done students no favours in reducing the time required for institutions to report student and provider defaults. Institutions with greater than 97% compliance by their international students with visa conditions are still somehow not low risk enough to be classed as AL1, and a reduction in the time required for institutions to submit elements of enrolment reporting such as non-commencements in an unrealistic time frame will inevitably lead to students being incorrectly reported. Roll on the national strategy, where hopefully some sense will prevail. In terms of Association matters, at the recent IEAA Special General Meeting proposed changes to the constitution in relation to terms of office for the President and Vice President positions were approved. IEAA now moves to a new system of electing a Vice President for two years followed by an automatic two years as President. Because the two positions will become vacant in October, elections this year will take place for both positions as a one off arrangement. May your news be good news. Stephen Connelly Deputy Vice Chancellor (International and Development) and Vice President RMIT University President International Education Association Australia
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ESOS Tuition Protection Service Legislation: Final Response to the Baird Review? Background: When the Baird Review report was released in March, 2010, some of its key recommendations included: strengthening the education provider registration process; effective monitoring and enforcement provisions; empowering students with information about complaint handling; ethical recruitment and stronger consumer protection for international students. In releasing the report, the Federal Government announced a staged approach to the implementation of the Baird Review's 19 Recommendations. The first stage response was implemented with the enactment of the "ESOS Legislation Act 2011" and subsequently the "ESOS (Registration Charges) Amendment Act 2011". The three ESOS Tuition Protection Service Bills were described in the recent Senate debate on 29th February, 2012 as both the "second in the tranche of responses to the Baird Review" and by Minister Evans as " the final response to the Baird Review". According to Coral Dow from the Social Policy Section of the Federal Parliament's Parliamentary Library, the purpose of the three Bills is to: •
establish a new Tuition Protection Service (TPS)
•
limit refunds of pre-paid course fees to the portion of the course not delivered or assessed in the event of education provider closure
•
limit the amount of pre-paid course fees that may be collected by education providers in order to reduce the potential refund
•
require non-exempt providers to keep initial pre-paid fees in a separate bank trust account until a student commences study
•
strengthen record keeping obligations related to student contact details and academic progress
•
establish a national registration system of multi-jurisdictional education providers
The Bills were initially referred to the House Standing Committee on Education and Employment for inquiry and report. Unfortunately, this Committee did not choose to hear evidence from interested stakeholders other than the Federal Department of Education (DEEWR). Details of this inquiry and report are at the inquiry's webpage: http://www.aph.gov.au/ParliamentaryBusiness/Committees/HouseofRepresentativesCommittees?url=ee/22septe mber2011/report.htm. The Bills were then referred to the Senate Standing Committee on Education, Employment and Workplace Relations for inquiry and report. On 8 November 2011, the Senate granted an extension of time for reporting until 27 February 2012. Details of this inquiry are at: http://www.aph.gov.au/ParliamentaryBusiness/ Committees/SenateCommittees?url=eectte/esos2011/index.htm. The Senate Committee agreed to hear evidence from relevant parties and this took place in Melbourne on 2nd February.
Stakeholder Concerns with the Bills: Concerns were focussed on compliance issues and anticipated regulatory burdens. These included: •
That the commencement date of 1st July for the Tuition Protection Service (TPS) would require very tight implementation deadlines. However, DEEWR countered this with the argument that the levy itself would not come into effect until 1st January, 2013 (the levy to be determined by the TPS Director by October, 2012)
•
The risk rated premium to the TPS levy may be too high. DEEWR pointed out here that " those providers who are assessed as having a lower level risk profile (i.e public universities, TAFEs and state schools) will be exempt from paying the risk rated premium component of the levy". They went on to maintain that overall the costs to low risk providers "will be reduced from current levels"
•
The proposed reporting timeframe for both defaulting providers and students at 24 hours maximum (down from the previous 14 days) was argued as being too short. This issue is addressed in the below section
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(Continued)
•
The maximum allowed study period for pre-paid tuition fees of 24 weeks. Schools and the ELICOS sector maintained that this period was based only on a typical university semester and should, instead, be extended to a 12 months maximum period. DEEWR disagreed on this.
•
Restrictions on education providers from collecting student tuition fees more than two weeks before the beginning of a study period. When combined with the requirement to have tuition fees in a trust account, this measure was also argued as impractical and very onerous by a number of Peak Bodies.
The Outcomes: The three ESOS Tuition Protection Service (TPS) Bills were passed by the Senate with amendments on 29th February, 2012. Amendments moved in the Senate to the legislation included: •
The requirement by all institutions to report student and provider default within 24 hours was supported by all Senators to be changed to 5 business days for student default (3 business days for provider default) - the Amendment therefore passed (peak bodies requested retention of 14 days for student default)
• Provision of more flexibility in the pre-payment of tuition fees. Once a student has commenced a course, the provider cannot require the student to pay any further tuition fees more than 2 weeks prior to the second study period (which has to be 24 weeks or less). However, if a student chooses to pay earlier, there will now be no requirement for the provider to return the tuition fees to the student and the provider would not be found non-compliant. This Government Amendment was supported by the Opposition - Amendment therefore passed •
The TPS Commission Board's 7 non-Department members to have different international education sector representatives and to specifically include an ELICOS representative. This amendment, moved by the Greens, was changed by the Government to remove specific reference to an ELICOS represen- tative but to accept that there should be sector representation. As this was then supported by Opposition and Government Senators, the Amendment passed
•
To include an overseas student's incidental expenses (including accommodation and travel) in any TPS refund amount. This amendment was moved by Independent Senator Xenophon but, as it failed to gain the support of either the Government or the Opposition, the Amendment was lost
•
To require new overseas student education providers to pay the TPS levy based on their projected student enrolments and for the legislation to enshrine for all overseas students principles of "natural justice". Both of these amendments, moved by the Greens, failed to gain the support of the Government or the Opposition - these Amendments were therefore lost.
In his concluding remarks on the Bills, Minister Evans indicated that it remains the Government's intention to have the TPS Commission in place by 1st July, 2012 and the new TPS levies payable by education providers from 1st January, 2013. Phil Honeywood Executive Director
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Country Focus France
INTERNATIONAL EDUCATION IN FRANCE: WELCOME TO A KAFKAESQUE WORLD... Country Fast Facts: Capital city: Paris Surface area: 674,843 km² Population: 65.8 million Political system: Semi-presidential republic Official language(s): French Head of State: Nicolas Sarkozy Prime Minister: François Fillon Number of French students in Australia: 4711 (including 1804 in higher education). “France is the third most-popular destination for international students after the United States and the United Kingdom ". "More than 28 000 students left France as part of the scheme in 2009 for higher education studies abroad" Source: AEI June, 2011
Slowly cornered into recession by the global financial crisis, many European countries have witnessed the re-emergence of extreme right political parties that are rapidly gaining popularity due to their strong anti-immigration, anti-globalisation, anti-Schengen and anti-Euro stance. Even in countries where extremist parties are not in power, a defensive attitude against all categories of migrants, aimed at the growing extremist voter fringe, is increasingly impacting all aspects of the political life. The latest victims of this deleterious climate in France are international students. France is one of the world’s major players in international education and is the fourth most popular destination for international students after the USA, the United Kingdom and Australia. 12 % of France’s 1.4 million strong student population are international, most of them from former colonies: 44% from Africa, 24% from Asia, 23% from Europe, and 8% from North and South America. A quarter of postgraduate students in France are international students1. With a higher education system still largely subsidised by the French government, the country has always represented an attractive destination for international students. For the sake of Republican equality, the majority of international students are not paying registration fees and are also entitled to the same rights as French students regarding social benefits, including subsidised accommodation and meals (any student in France is entitled to an accommodation fund covering up to 50% of their housing cost). As a consequence for many years France has been forming the political elites of its former colonies, attracting foreign skilled labour to supplement its economic development and also helping to maintain it’s influence in the world stage by forming generations of political, cultural and entrepreneurial elites bred and educated under the protective banner of the French Republic. Thanks to the efforts of Campus France (the national agency for the promotion of French higher education abroad), the past years have seen a significant increase of the number of students (+87.3% between 1998 and 2010)2 from emerging countries, including Asian countries (+700% from China from 1998 to 2003).
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(Continued)
For a long time lagging behind in terms of the pro-active recruitment of new talents and mainly living off the fruits of their reputation, French universities and ‘grandes ecoles’ (elite higher education institutions) in the past 10 years have become more visible in international recruiting fairs, creating campuses abroad and engaging an active campaign in order to recruit the best students. Elite higher education institutions such as HEC and Sciences Po started to introduce separate fees for international students and market themselves as centres of excellence in the international education scene. Most of them had no problem selling the quality of their education when combined with the lower cost of education compared to competitor countries. All these efforts seemed to be abruptly coming to an end last year thanks to the new orientation of the current French government which, pushed to a seemingly higher bid game by the National Front and the perspective of Presidential elections in May 2012, is focusing on cutting drastically the number of incoming migrants, no matter who they are. After a few months focusing on the ‘Rom community’ (travelling people from Eastern Europe) the new target of the Sarkozy Government is now international students. In 31 May 2011, a new directive (‘Circulaire Gueant’) was circulated to all police prefectures (which allocate visas), drastically restricting access to working rights for international students after the completion of their studies in France. While many of the highly skilled international students were offered a first professional experience by French companies eager to recruit and retain highly skilled postgraduates students, the Sarkozy government has decided to make it very difficult for those same students, whose education was entirely subsidised by the French society, to pursue any career in France and enable the country to reap the benefits of their education paid for by the French tax payers. As a result of this policy shift, many international students who were already working or in the process of starting a job were suddenly without working rights and declared de facto illegal migrants. In spite of their application being supported by sponsoring companies, their visa applications were rejected without any explanation. More and more International students began joining the long queues of visa applicants starting to line up at dawn in front of French prefectures in order to attempt to regularise their situation, without much hope when facing the Kafkaesque world of French administration. After years living in France and being integrated into the country, many now feel rejected by the same country which provided them with an education for free and fed their minds with the dreams of Liberty, Equality and Fraternity. Faced with this situation, many international students are giving up and moving to countries such as Canada and Germany. Needless to say, many are leaving the country with a bitter taste in their mouth, after a humiliating experience with the French police and administration services. Among those who decided to stay and fight, an association was created3, supported by the Conférence des Présidents d’Universités (Presidents of Universities of France), la Conférence des Grandes Ecoles (CGE) and French intellectuals and artists who have vowed to support and sponsor each student by accompanying them in their fight against the bureaucracy. Confronted by a general outcry of protest from the higher education and corporate world (including the MEDEF, the peak body of French businesses) and even facing a revolt in it’s own camp (the French Minister for Higher Education, Laurent Wauquiez, confessed publicly that the Circulaire Gueant was a mistake 4), the French government decided to partially review the directive and presented an amended version on 4 January 2012, excluding ‘talented’ postgraduate students from the new restrictive measures. But in a fast moving and extremely competitive international context where attracting the best students is becoming more of a strong economic stake the damage might have already been done for the students, universities, businesses and probably also for France’s reputation. France’s situation is probably a perfect example of how a short term and purely demagogic approach, adopted with the sole aim of winning elections, can be damaging to any country. 1 Source, Campus France - http://www.campusfrance.org/fr/espace-documentaire 2 Source, Campus France - http://ressources.campusfrance.org/publi_institu/agence_cf/presentations/en/presentationcampus_en.pdf 3 http://www.collectifdu31mai.com/ 4 Laurent Wauquiez, 17 December 2011, France 2 More information: http://www.collectifdu31mai.com/post/14283987425/frances-closed-door-policy
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News from the IEAA Secretariat IEAA SECRETARIAT WELCOMES SIMONE AND BERNHARD Dear all, My name is Simone Rutten and I am the new IEAA intern. I originally come from the Netherlands and I will be working with the IEAA team until mid July 2012. I am really thrilled about having the opportunity and experience to work for the IEAA and to develop myself within a lot of different topics. I am looking forward to meeting all of you! Simone Rutten
Hello! I am Bernhard Buntru. I joined the Secreetariat on 30 January and I will be in charge of the Professional Development program and the editing of the VISTA Newsletter, amongst others tasks. I am happy to form part of IEAA and to contribute to Australian international education. I recently graduated from the Faculty of Social Sciences (Major in International Studies) at Univerisdad de Monterrey, Mexico. I have been living in Melbourne since September 2011. Bernhard
Call for Contributions - IEAA Members Have you written an article on a topic related to International Education that can be published in VISTA? Do you have news or information that you want to share with IEAA members? Do you want to react to an article that was published in the newsletter? Members contributions are welcomed! For more information and to submit you own piece of news, email assocdirector@ieaa.org.au Please note that the IEAA Editorial Committee reserves the right to accept or reject any contribution.
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Sector News Enrolment Trends in HE Pathway Programs in Australia 2002-11 by Paul O'Halloran Convenor of the Pathways SIG
An education pathway may be defined as the route taken as a student progresses through their education (AEI). Here we focus on two common but important onshore pathways of international students to higher education in Australia: foundation programs, and higher education diplomas which mirror the first year of the bachelor degree. These programs are not only an important source of students to universities and other Higher Education Providers (HEPs), but important access routes for students, including equity and sponsored groups who would not otherwise be able undertake HE study in Australia. Foundation programs, first introduced in Australia in 1989 are a one academic year program of academic and language study for students from the equivalent of Australian year 11, which provide entry to the bachelor degree. There are currently (Feb 2012) 46 institutions and 99 programs listed on CRICOS; most are accredited as non-award, but some as Certificate IV or Senior Secondary Certificate of Education under the AQF. This is a significant reduction from the number before the introduction of national accreditation standards from 2011. Some private providers, not aligned with a specific university, offer foundation programs from which students proceed to a range of institutions. It is also common for students to move to another HE provider, especially if they do not meet the entry requirement of their preferred institution. Many universities and other Higher Education Providers (HEPs) also provide a pathway for students who have completed year 12, but do not qualify for, or seek direct undergraduate entry, via higher education diplomas of at least one academic year; these are based closely on the first year of bachelor programs in fields such as business, information technology, media and communications, and science or engineering, and provide entry to year 2 of the corresponding bachelor degree. Unlike VET diplomas, they are not usually intended as exit points. Some universities and HEPs also provide HE Advanced Diplomas and Associate Degrees, which give more credit towards the bachelor degree. For the sake of comparison, we concentrate on diploma level only, the most common in this sector. Such programs became common from the early and mid 1990’s. Universities and HEPs variously offer foundation and HE diploma pathway programs through linked pathway colleges, which may be an internal division or unit of the institution, a controlled but separate legal entity, or a separate private provider. Where a university accredits the program, it is listed on CRICOS under the university, and classified as Government; likewise programs accredited to public providers, such as TAFEs and state education departments. Some colleges owned and operated by public universities have external accreditation, and list on Viva Institute Š 2011
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(Continued) cricos as private. Most private provider programs are accredited externally, although this varies, making exact comparison difficult. Still some general patterns are clear. Many institutions admit domestic as well as international students to their foundation and HE diploma programs, while others restrict them to international students. (foundation programs are designed primarily for international students.) PRISMS data show international total enrolments and new commencements 2002 to present (2011); we focus on commencements, as an earlier trend indicator. It is possible to extract foundation programs and HE diplomas for government or non-government (private) providers. Both foundation and he diploma programs show s marked decline over the last 2 years from the sector peak in 2009. Commencements for all providers in 2011 for foundation were down -23% since 2010, and -28% over the two years from 2009; HE diploma commencements were down -12% since 2010, and -13% over the two years from 2009. The decline has been even more marked for private providers; foundation commencements were down -33% from 2010, and -44% over the two years since 2009, while HE diploma commencements were down -17% and -22% respectively for the same periods. These figures compare with the declines in 2011 student visa ELICOS commencements of 13% and -32% for the corresponding periods. Much of the enrolment decline in foundation and HE diploma onshore pathway programs can be attributed to the general industry downturn, due to factors well documented. Other influences, some anecdotal, include: 1. In a competitive market at a time of general downturn, some students being offered direct undergraduate entry, or in the case of foundation, being offered diploma entry. 2. Increasing transnational delivery of pathway programs 3. Improved recognition of high school qualifications for direct undergraduate entry, eg from china 4. In the case of foundation, the withdrawal of some independent providers with the introduction of the stricter accreditation standards in 2011.
Table 1A: Changes in commencements ALL providers he dipl foundation total
2007 8,824 6,290 15,114
2008 10,009 8,124 18,133
2009 11,419 8,279 19,698
2010 11,225 7,783 19,008
2011 9,923 6,001 15,924
% 2011/10 -11.6% -22.9% -16.2%
%2011/09 -13.1% -27.5% -19.2%
2011 7,536 2,325 9,861
% 2011/10 -17.5% -33.3% -21.8%
%2011/09 -22.0% -44.1% -28.6%
Table 1B: Changes in commencements PRiVATe providers
he dipl foundation total
2007 7,336 3,009 10,345
2008 8,536 4,117 12,653
2009 9,658 4,157 13,815
2010 9,134 3,484 12,618
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- MARCH 2012 VISTAVISTA – MARCH 2012
Commencements All Providers by Year HE Dipl Foundation Total
20,000 15,000 10,000 5,000 0 2002
16,000 14,000
2003
2004
2005
2006
2007
2008
2009
2010
2011
Commencements Non Govt Providers by Year HE Dipl Foundation Total
12,000 10,000 8,000 6,000 4,000 2,000 0 2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
Note that not all the HE diploma numbers may be pathway programs, as this data is more difficult to extract. Also at some pathway colleges, the foundation program may be accredited by the university, and shown as government under its CRICOS, while the HE diploma may be externally accredited and shown as private. analysis of all provider commencements shows a decline for 2011 in 9 of the top 10 countries for foundation, and 7 of the top 10 for HE diplomas. china, the dominant market in both with over 55% of commencements, fell -21% in foundation, and -12% in HE diplomas over the previous year. Other countries are shown in the table below.
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Table 2A: Changes in foundation commencements by country country 1
china
2
2007
2008
2009
2010
2011
% 2011/10
% market
2,724
3,319
4,008
4,246
3,361
-20.8%
56.0%
Malaysia
571
714
627
530
462
-12.8%
7.7%
3
indonesia
411
419
438
462
352
-23.8%
5.9%
4
singapore
270
296
269
265
243
-8.3%
4.0%
5
Viet nam
145
315
469
382
231
-39.5%
3.8%
6
Korea S
298
341
299
284
227
-20.1%
3.8%
7
Kuwait
29
30
19
101
127
25.7%
2.1%
8
hong Kong
397
664
343
167
107
-35.9%
1.8%
9
saudi arabia
78
301
454
252
88
-65.1%
1.5%
100
114
93
89
84
-5.6%
1.4%
other
1,267
1,611
1,260
1,005
719
-28.5%
12.0%
total
6,290
8,124
8,279
7,783
6,001
-22.9%
100.0%
% 2011/10
% market
10
Taiwan
Table 2B: Changes in He diploma commencements by country country 1
china
2
2007
2008
2009
2010
2011
3,583
4,528
5,671
6,276
5,539
-11.7%
55.8%
Viet Nam
362
680
973
856
668
-22.0%
6.7%
3
Korea S
728
825
614
630
562
-10.8%
5.7%
4
indonesia
642
590
603
500
533
6.6%
5.4%
5
Malaysia
352
316
370
433
377
-12.9%
3.8%
6
saudi arabia
25
116
250
348
285
-18.1%
2.9%
7
Bangladesh
98
77
102
69
150
117.4%
1.5%
8
india
551
540
414
182
143
-21.4%
1.4%
9
sri Lanka
344
295
215
128
137
7.0%
1.4%
10
Pakistan
130
155
144
136
133
-2.2%
1.3%
2,009 8,824
1,887 10,009
2,063 11,419
1,667 11,225
1,396 9,923
-16.3%
14.1%
-11.6%
100.0%
other total
in summary, foundation and HE diploma programs remain important international pathways to bachelor degree study in Australia, but are now beginning to show a worrying decline in commencements, especially in the key China market.
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News from the SIGs STUDENT MOBILITY sig update
It Doesn't End Here The Victorian Universities Exchange Group (VicX) is excited to host a celebratory event for students who studied overseas for a semester or year in 2011. The Homecoming Forum Melbourne will engage students after their time abroad in conversations about cultural competency and career enhancement. Typically, the time and effort spent preparing students for their education abroad experience far exceeds the time spent interacting with them when they are overseas and when they return. Those that have studied or lived abroad know that such an experience lasts a lifetime and without a proper debrief, students will lose sight of the value of their experience abroad. This event will help prolong students' global experiences and allow VicX advisors to gain insight into what students accomplish while overseas and when they return. Dr Barb West from Culture Works, who has worked with students and professionals for over 20 years, will deliver the cultural debrief. This session will give students the tools to renegotiate relationships and keep their memories alive. Monash University and RMIT University Careers Services will facilitate the career enhancement session which will help students identify their employability skills and assist with career preparation. DEEWR will also attend the event and inform students of future overseas opportunities and Endeavor Grants. The Homecoming Forum Melbourne will take place on Friday 9 March from 1:00pm to 5:00pm at RMIT University, followed by a networking event hosted by the University of Melbourne Exchange Club. This event is supported by the following institutions: Australian Catholic University Deakin University La Trobe University Monash University RMIT University Swinburne University of Technology University of Melbourne Victoria University For more information please view: homecomingforummelbourne.com or email: homecomingforummelbourne@gmail.com
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PATHWAYS sig update
Twenty members responded to the online survey to help identify areas of interest and priority – thanks again for your time at the busiest period of the year. Response patterns are on the IEAA website at: http://www.ieaa.org.au/Pathwaysresources Responses indicate significant interest in opportunities for networking, benchmarking, professional development and regulatory compliance, and activities such as professional development and semi-formal meetings. Interpretation of Foundation Program Standards is still an issue. We plan to hold an initial meeting in Melbourne in March or April, and a third meeting in Sydney in April or May. We are interested in hearing from members in other centres who would be interesting in organizing a local group, and from all members who would like to share an exemplar of good practice, perhaps in teaching and learning. Andrew Smith (Swinburne) and David West (UNSW) represented the SIG at the IEAA Planning Day in Melbourne in February. We are currently trying to develop a professional development program to support members. We wrote to ASQA regarding regulation of Foundation and ELICOS Standards, who responded in January 2012. They confirm that ASQA will continue as the Designated Authority for Foundation Programs (expect those delivered in schools) until 1 July 2012, when responsibility transfers to TEQSA. The question of interpretation and future review of the Standards has been referred to the Department. Please contact IEAA or any of the SIG leaders with your ideas, contributions or requests!
Internationalisation of the Curriculum sig
Two new convenors of the Internationalisation of the Curriculum SIG The Internationalisation of the Curriculum SIG was formed in 2005 and since then I have been pleased to convene the group. It has been exciting to be involved in organising professional development workshops and national symposia for SIG members and through these connecting with groups and individuals in Australia and internationally with similar interests in the internationalisation of teaching, learning and the student experience. It is truly inspiring to see the work that is being done in this area and to observe the increasing recognition of this aspect of internationalisation in universities, VET colleges and schools. It is precisely because of the latter that I am able to announce that I will be stepping down from the role of convenor of the SIG and have asked Wendy Green from the University of Queensland and Craig Whitsed from Murdoch University to take on the role of co-convenors until formal elections are held in September this year. Wendy and Craig both have considerable expertise in the area and have demonstrated their commitment to furthering internationalisation of the curriculum in their own institutions over a number of years. I am confident that they will bring fresh new perspectives to the IoC- SIG. I will happily provide them with information and advice if and when needed, whilst pursuing my personal and professional goal of publishing a book on internationalisation of the curriculum in 2013. Elections for SIG leaders will be organised in 2012 under the same framework as Board elections: a 2 years term for each position, online ballot and results announced during the AIEC. 3 office bearer positions (1 chair, 2 deputy chairs) per SIG will be available for elections. Wendy and Craig will introduce themselves more formally in the next edition of Vista. I am sure you all join with me in welcoming them to their new role and thanking them for their commitment to supporting your work in this area.
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Marketing and Communications SIG
Well two months of 2012 have already passed by the time you are reading this or one month of the Year of the Dragon. We hope that 2012 has started well for you all and we look forward to working with you all to continue to increase the activities of the SIG. In recent weeks we have been finalising the speakers for the SIG’s 2012 workshops and are pleased to announce that we will be conducting workshops in 5 states. Detailed information regarding each workshop will be uploaded onto the web in the coming weeks. We can announce that “Working with Agents” workshops will be held after the 2012 AIEC and delivered again by Gabrielle Rolan, Director International Marketing & Pathways at the University of New England and Rishen Shekhar, Business Development Director of StudyLink Asia Pacific. Paresh Kevat, Business Intelligence Analyst, IDP Education Pty Ltd will be delivering an updated series of workshops focusing on business intelligence. The workshops will cover areas from information gathering and analysis to advanced forecasting. Don’t forget the SIG has a group on LinkedIn called “IEAA Marketing & Communications SIG”. The group provides a great platform to discuss issues related to international education marketing and recruitment. We look forward to updating you further on the SIG’s activities in the next edition of VISTA.
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Research 2012 shaping up to be a high impact year for Research in International Education Research informs and guides practice, or it should. This year is shaping up to be interesting on a number of research fronts, where outcomes will have impact on policy and practice terms. The IEAA Research Committee has set out on an ambitious program for 2012, with a number of events around the country. Research-Policy Dialogue (May/June, Canberra) With the support of AEI and the LH Martin Institute, a research-policy dialogue between researchers and the Australian government will be held in Canberra in late May or early June (date to be confirmed). The purpose is to get the current big research findings and ideas out and properly linked to emerging public policy and industry practice. Government participants will come from the Departments of Industry, Innovation, Science, Research and Tertiary Education, Immigration and Citizenship, and Foreign Affairs and Trade. Amongst other things, the dialogue aims to inform development of the international education strategy, through involvement of members of the Australian International Education Council.
IEAA Research Committee Betty Leask (Convenor) Melissa Banks Rebecca Hall Simon Marginson Cath Moore Dennis Murray Chris Ziguras
Mid-Winter Researchers Seminar (8 June, Brisbane) We will conduct the 4th Mid-winter Researchers Seminar this year in Brisbane. The seminar brings together established and emerging researchers and practitioners to discuss research priorities, funding, new research findings, and research currently in train. This seminar is very popular and allows newer researchers especially to network and gain advice and assistance. We have chosen Brisbane to provide opportunities for researchers in Queensland who might otherwise not be able to attend an event “down south� the chance to do so. It also provides a possibly warmer alternative in wintertime. And we have chosen Friday 8 June as the following weekend is a long weekend throughout many parts of Australia and participants might enjoy staying over to enjoy what Brisbane and Queensland offer. Registrations will open on the IEAA website shortly. So, for your diaries! IEAA International Research Roundtable (2 October, Melbourne) The International Research Roundtable will a full day event again and will immediately precede the Australian International Education Conference. The Roundtable attracts researchers from around Australia and overseas and is a great opportunity to network with major international research players and to update on global research findings and trends.
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Given the theme of the AIEC - “International Education in the Asian Century”- we are planning significant inputs from researchers in the UK and Asia. Registration will open in mid-year. Again, note the date for your diaries! International Education Research Network (IERN) If you are a researcher interested in any aspect of international education you should register to be a member of IEAA’s International Education Research Network (IERN). The Network was established in October last year. The Network is well populated at this early stage with 305 individual members from all over Australia, and some from overseas. Our main focus is Australia at this stage but we will increasingly build international participation. Dennis Murray, IEAA’s Director of Research and Business Development will be contacting IERN members shortly via a regular IERN email newsletter to canvas future initiatives such as development and dissemination of thematic literature reviews as “Research Digests” or “Evidence Reviews” which would be published and to canvass IERN members about desired forms of research publishing. So, join the Network and be part of the conversation! Go to: http://www.ieaa.org.au/IERN/
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Publication Making a Difference: Australian International Education Review by: Mitch Leventhal Vice Chancellor for Global Affairs, State University of New York “Should be required reading for all chancellors, presidents and SIOs” “Has significant lessons and implications for the future of American higher education” At the dawn of my own doctoral studies in 1987, I came across a two volume collection of Australian conference papers edited by Roselyn R. Gillespie and Colin B. Collins, Education as an International Commodity (1986). The subject addressed was the highly controversial opening up of Australian higher education to international markets. That book had an immediate and singular impact on my intellectual development and career. Now, as American institutions are just awakening to the dynamics of global education markets, Australian international educators have produced a new volume, Making a Difference, edited by Dorothy Davis and Bruce Mackintosh. This book celebrates a century of international education but places particular emphasis on this past quarter century of challenges and achievements, which have so dramatically impacted that nation’s economy, intellectual vitality, and future in the world. The contrast in titles – separated by 25 years – is striking. They illustrate the evolution of the discourse itself: from one just coming to grips with globalization of higher education, to one characterized by consensus regarding the benefits of this development. Speaking as an American, I believe that we must learn from the Australian experience, behind which, I daresay, we lag by nearly two decades. I awaited my review copy for months, hoping that I would not be disappointed. I was not. This physically weighty but highly accessible volume of includes 12 chapters and many sidebars, covering the full spectrum of issues. The forty or so contributors are all leaders in the field, both practitioners and researchers, renowned in Australia and abroad. What first strikes the reader is the chronology provided at the front, which details the evolution of Australia’s aggressive international education policy framework. Next, is a chart illustrating the impact of international crises on the number of international students studying in Australia. Key takeaway? Australia is strategically positioning itself to take advantage of long-term growth in higher education trade, well into the future. “And what of the U.S.?,” one might think. The range of topics covered is broad. In addition to history, trends, and the role of government coordinated policy, sections are devoted to the responses of various educational sectors to the internationalization agenda and market opportunity, the development of a sophisticated and flexible approach to creating pathways for particular student populations and markets, the development of transnational programs delivered by various modalities at sites abroad, community engagement and impact of international students, research and professionalization. Significant country case studies examine relationships with China, India, Malaysia and Norway. The Australians candidly describe many challenges and reversals, and it will do well for late coming countries and institutions to study well these lessons. But the overall context is
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(Continued)
one of impressive achievement about which the Australians are deservedly proud. The “Dawkin Reforms” of the mid-1980s, which allowed institutions to charge international students full cost recovery tuition fees, is what launched Australia into global markets. What resulted, and what is so vividly painted in the historical sections of the book are images of swashbuckling pre-Internet Aussie road warriors opening markets from India to Vietnam, carrying student applications home in suitcases. In his introduction, Fazal Rizvi notes that Dawkins unleashed “a new culture of entrepreneurism that had been inconceivable earlier in the decade.” But more telling, Rizvi notes that a quarter century later “each level of education [in Australia now recognizes the potential of internationalization in commercial, educational and cultural terms.” This is a remarkable statement: reflecting on the American experience, I do not believe that there is consensus on these three “potentials” at any level of our education system. America has quite a way to go, it seems. The volume wisely concludes with views from abroad, short reflections by noted leaders Neil Kemp, representing the United Kingdom, Hans de Wit for continental Europe, and John Hudzik for the United States. Hudzik notes that Australia and the United States “come to the table from different circumstances and with a differing mix of motives.” However, he goes on to say that “the quality of Australian branding, marketing, data collection, analysis and results are clear lessons for the USA in many ways.” I could not agree more. No person serious about understanding globalization of higher education can afford to be ignorant of Australia’s innovations, achievements and hard knocks. No college or university leader can afford not to have a globalization strategy in 2012. This book has significant lessons and implications for the future of American higher education. It provides an essential perspective and should be required reading for all chancellors, presidents and senior international officers.
Promotion of the book at the Go8 Booth during the AIEA Conference
Making a Difference
Australian International Education Edited by Dorothy Davis and Bruce Mackintosh
To learn more about the book or purchase it, visit: www.ieaa.org.au/anniversary
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Professional Development ieAA: QuALiTY PROViDeR OF PROFessiONAL DeVeLOPMeNT iN iNTeRNATiONAL eDuCATiON
by Helen Cook Chair of the PD Committee
Hardly a day goes by that I don’t open another email advertising a new conference or private training program that will solve all my problems. Many sources of professional development are now vying for the institutional training dollar, adding noise and confusion at a time when institutional budgets are tight. For IEAA, high quality professional development is one of the most important membership services we offer. Competitive challenges and new legislative requirements place ever increasing burdens on all sectors. It is imperative that we attract and retain expert presenters and we thank those colleagues who have given their time and expertise to support our program to date. Ensuring members are equipped to respond quickly and effectively in these disruptive times means that professional development, providing networking and sharing of best practice and experience, is pivotal as we seek to rebuild markets and improve the quality of our student outcomes. ROLe OF PROFessiONAL DeVeLOPMeNT professional development contributes to the ongoing professionalization of the international education sector, supports career development and provides a safe environment for learning and networking. From a manager’s perspective it acts as a risk minimisation strategy as better trained staff will be able to deliver more informed service to students or provide enhanced academic experiences to students. IEAA’s major professional development event each year is our contribution as a service provider to IDP for development and delivery of the AIEC program and preconference workshops. In addition, IEAA offered twenty six PD sessions for 978 attendees in 2011. Interestingly 49.36% of all attendees in 2011 were non IEAA members. IEAA members receive a 30% discount on all ieaa pd programs incorporated in their membership package. Quality of outcomes for PD sessions is monitored continuously. The IEAA secretariat collects feedback and reports on all PD sessions to our presenters. The overall average rating assessed by attendees in 2011 was: Rating
excellent
good
Average
Fair
Poor
N/A
% of total attendees
42.72
40.69
11.39
8.1
6
14
In 2012 we want to build on the 2011 result where over 80% of attendees rated their experience as Excellent or Good. WORKiNg WiTH PD PARTNeRs IEAA collaborates with a range of partners to deliver PD to the broad range of member interests or to meet the needs of specific groups. We have combined with L H Martin Institute for our Executive Leadership program and with other external organisations both to deliver content and to partner with us on targeted sessions for niche groups. Assistance from IEAA institutional sponsors with PD venues is always appreciated and is gratefully acknowledged.
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Exciting changes have been engineered for 2012 IEAA/LM Martin Executive Leadership and Management program. This year 3 three day modules will be offered with participants being able to select which modules they attend. The three modules are: • Context, Concepts and Challenges • Leadership in Action • Business and Politics Optional additional assessment can be undertaken for credit towards University of Melbourne programs from the Institute. Modules will be run in Sydney (May 28-30), Brisbane (August 6-8) and Melbourne (October 31 –November 2). More information is available at: http://www.lhmartininstitute.edu.au/executive-education-programs/ leadership-programs/65-executive-leadership-management-in-international-education
The role of IEAA special interest groups (SIGs) IEAA’s five Special Interest Groups – Marketing and Communication, Transnational Education, Pathways, Internationalisation of the Curriculum and Student Mobility - are increasingly taking the lead in identifying, designing and delivering topics that are most relevant to their membership base. New ideas and varied formats are always encouraged if they better deliver the learning members seek. For example, the TNE group had great feedback from their 2011 one day Symposia focussing on China and India and will expand that format in 2012. We are fine tuning access to webinar technology purchased with generous sponsorship from RMIT and ETS. This technology will provide some staff who cannot travel with opportunities to interact and gain new knowledge. SIGs will find this technology particularly useful for connecting with members. A determined focus on what our members and institutional sponsors seek is key to our success. In 2012, we also hope to refine our offerings of tailored PD for institutional sponsors. Where numbers are sufficient and significant topics are identified, IEAA would certainly seek to deliver content specifically designed to meet those institutional needs.
2012 NEEDS ANALYSIS While some PD initiatives are in train especially around emerging “Hot Topics”, 2012 is shaping up as something of a watershed year for IEAA’s mainstream PD program. In 2011, the IEAA PD committee decided to conduct a thorough, online needs analysis to elicit members’ feedback. This needs analysis will cover not only what topics or locations members might seek for professional development but also broader questions as to how we deliver the various forms of PD we offer. • What is the preferred format e.g. a webinar, workshop or symposium? • Should PD be half day, whole day, one hour online, informal events after work hours? • Is it possible to better recognise those staff who undertake their development by way of certification, credit bearing value or online summaries of a members participation which can be accessed for CVs and bios? • How can we better tailor programs for individual institutions to better meet the needs of key institutional sponsors? The IEAA Secretariat will shortly send out this online survey and we urge you to participate.
CONCLUSION IEAA seeks to position itself as a dynamic quality provider of professional development in this contested space to better equip our members to thrive in the raft of changes that currently confront the sector. If you would like to talk to a member of the IEAA PD committee to discuss issues or comment personally, please contact one of the hardworking members: Ouahiba Zarzi (IEAA Secretariat), Liz Stinson (La Trobe University). Rongyu Li (Deakin University), Tony de Gruchy (Canning College), Debbie Clayton (Clayton International), Rebecca Hall (IER consulting Group) or any SIG leader. Helen Cook Chair, IEAA PD Committee
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Professional Development Program: First Half-Year 2012 Online registrations are now open!
To register: http://www.ieaa.org.au/ProfessionalDevelopment
April:
• Using peer mentoring to internationalise campus culture (Melbourne) • Business Intelligence in HE & VET (Part I): Understanding and Using Educational Data (Adelaide, Sydney) • Gulf States Regional Symposium: Looking at TNE engagement across Schools, VET and HE (Melbourne)
May: • • • • •
Introduction to International Education (Melbourne) International Recruitment Planning for Success (Melbourne) Student Outbound Mobility Forum: Crisis Management in Student Mobility (Brisbane) So what are Australia’s migration regulations and what do I Need to Know? (Sydney) Business Intelligence in HE & VET (Part II): Forecasting, Risk Management and Reporting (Adelaide, Sydney)
June: • • • • •
Learning and Teaching Across Cultures (Sydney) Facilitating Multicultural Classrooms (Brisbane, Canberra) Managing cross-cultural teams at work (Melbourne) Student Outbound Mobility Forum: Crisis Management in Student Mobility (Brisbane) So what are Australia’s migration regulations and what do I Need to Know? (Adelaide)
July: • • • • • • •
Business Plan Writing (Melbourne, Brisbane) Using peer mentoring to internationalise campus culture (Brisbane) Financial Management of International Education (Sydney) Short Term Programs: From Strategy to Implementation (Sydney) Internationalisation of the curriculum in context and in action (Perth) Short Stay Study Tours Mobility - Mission or Mandate? (Brisbane) Symposium on Streamlined Visa Implementation (Melbourne)
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AIEC PRE CONFERENCE WORKSHOPS 2011 - TUESDAY 2 OCTOBER 2012 The IEAA will be offering this year again 10 pre-conference workshops on Tuesday 02 October. These half day workshops offer an in-depth training with a hands-on approach enabling participants to gain a clearly defined set of skills and knowledge. The interactive nature of the workshops means that the number of participants is strictly limited, so pre-registration is essential! Online registration will open in May and participants can choose to attend one or two of the workshops without attending the conference. More info www.aiec.idp.com
Workshop 1
Workshop 3
Workshop 2
Workshop 4
Workshop 5
Workshop 6
Workshop 7
Workshop 8
Workshop 9
Workshop 10
Embedding English language development across the curriculum
Contemporary issues in international eduction for the Schools Sector
How to make HE international academic pathway programs better in a challenging environment International relations: developing people & partnership engagement frameworks for your institution
New Models for admissions management to enhance recruiting outcomes
Managing Critical Incidents
Getting the Message Right
Intercultural capacity building for students, staff and the curricula Middle Management Workshop
TNE Models and New Approaches
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On your behalf..
.
Association of International Education Administrators (AIEA) Conference Report by Betty Leask and Anna Ciccarelli The annual conference of the Association of International Education Administrators (AIEA) Conference was held in Washington DC from February 19-22. One of the aims of the conference is to provide a forum where international education leaders from around the world can engage in intensive conversation around shared critical issues and this is exactly what it did. In the words of the outgoing President of the AIEA, Susan Buck Sutton, it is important that senior staff engaged in internationalisation ‘cut beneath our own rhetoric to assess what has really happened as a result of our programs and ... envision new goals and directions, based not only on gains for individual institutions but also on how we can shape global networks of collaborative learning, research, and civic engagement’ (AIEA Newsletter 2012, Issue 10). This message resonates around the world. The AIEA conference program provided many examples of this occurring in workshops and sessions (always focussed on short presentations and interactive discussion), in the exhibition space, in pre and post conference events and over food and drink at the end of the day. The theme of the conference was ‘Building a Secure World Through International Higher Education’. Over 750 participants from 37+ different countries attended, including a strong contingent of Australians from our universities and from AEI. This is a good size for a conference of this sort. There were over 100 concurrent sessions to choose from and some pre and post conference events to make the long trip across the Pacific and America itself worthwhile. Sessions commenced at 8am and on most days didn’t finish until 6pm. Quite a marathon for presenters and participants! Sessions provided by IEAA Board Members included a pre-conference workshop on Global Learning and Internationalizing the Curriculum (Betty Leask with four American colleagues), two sessions on Internationalisation of the Curriculum in Action (Betty Leask) and a presentation on Hot Topics in International Education (Betty Leask) as one of a panel of presenters from Canada, Mexico and South Africa. Throughout the conference Making a Difference - Australian International Education edited by Dorothy Davis and Bruce Mackintosh, the proceeds of which go to the Tony Adams fund, was promoted as was the forthcoming publication, the Sage Handbook of International Higher Education edited by Darla Deardorff, Hans de Wit, Tony Adams and John Heyl. AIEA has collaborated with partner associations around the world on the handbook and most chapters are co-authored by people from different countries to ensure ‘international perspectives’ are embedded within the content. On a political note, the conference was held directly opposite the Willard Hotel in which Kevin Rudd announced his resignation as Minster for Foreign Affairs. Fortunately, most conference delegates were blissfully unaware of and undisturbed by the machinations of Australian political life being played out while they slept. On a personal note, it is difficult to calculate how many sessions in the gym it will take us both to recover from the after effects of American portion sizes and love of fatty food. Yet we are truly looking forward to our next American hamburger – mmm, a good reason to go the next AIEA conference next February in New Orleans. Oh, and of course, there’s also the fact that the program just gets better every year!
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Around the world..
EAIE 2012 CONFERENCE
The EAIE Annual Conference is the largest international higher education conference in Europe, providing a platform for thousands of international professionals to network, share best practices and discuss hot topics in the field. In 2012 the EAIE Conference (http://www.eaie.org/dublin/) will take place in Dublin from 11-14 September and will be hosted by the Convention Centre Dublin, the world’s first carbon neutral convention centre. The official partner will be the University College Dublin, Ireland’s largest university. In a context in which education plays an increasingly significant role in maintaining economic sustainability, the conference will focus on “Rethinking education, reshaping economies”, providing an arena for extensive discussions on the challenges and opportunities that come with this process. The conference will also host an Exhibition, giving institutions the opportunity to raise their profile and reach a target group of more than 4000 international higher education professionals from over 85 countries. The registration is now open so you can book your stand today (http://www.eaie.org/dublin/exhibition/). For maximum visibility during the conference and beyond, organisations can benefit from advertising and sponsorship opportunities. Conference items, events and venue-specific options are available. Learn more about the EAIE sponsorship packages (http://www.eaie.org/dublin/promotion/) and put your institution in the spotlight to an audience of distinguished figures in higher education. Conference registration opens 16 May 2012. Do not miss one of the most inspiring and innovation-driven conferences in international higher education!
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DISCOVER BIG IDEAS AT NAFSA ANNUAL CONFERENCE IN HOUSTON! NAFSA’s 2012 Annual Conference & Expo in Houston, Texas, USA, will bring together more than 8,000 professionals in the field of international education May 27-June 1— from all parts of the globe. Throughout the conference you’ll be challenged and inspired by leaders in international education as you learn cutting-edge strategies, advance your institution through new partnerships, and expand your professional network and resources. The week will be packed with learning and networking opportunities, and will leave you rejuvenated and reminded of why you work in the field every day. The 2012 conference theme, Comprehensive Internationalization: Vision and Practice, was developed to help you learn how others around the world are translating vision into practice and ways to more effectively advocate for internationalization within your institution or organization. A simplified schedule and an emphasis on helping you find the people you want to meet, allow you to easily connect with colleagues facing similar challenges, and return to your institution or organization with data, insights, and a larger network you can rely on throughout the year. Whether you want to establish new partnerships in the Expo Hall, connect one-on-one with presenters at the poster fairs, attend dozens of learning sessions, or take advantage of the unmatched access to strategic decisionmakers, you’ll benefit from the broad range of international expertise only NAFSA can assemble. In addition, you’ll save time and money by meeting with current and potential partners from around the world—all in one convenient location. Join thousands of your colleagues at NAFSA’s 64th Annual Conference & Expo. You’ll leave Houston with big ideas, inspiration, and new partnerships and networks to help you advance your institution and your career. Learn more and register today at the NAFSA conference Web site. See: http://www.nafsa.org/annualconference/default. aspx
2012©Indiehouston.org
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Going Global 2012 The international education conference
There are only two weeks remaining until Going Global 2012, taking place from Tuesday 13 to Thursday 15 March in London. More than 1,200 delegates from around 80 countries are expected to join together to discuss this year’s theme ‘Changing education for a changing world’. Changing education for a changing world The conference sets out a central proposition: that education can change the future of the world, shaping and connecting the lives of its citizens. But to do this would require us all to radically rethink the nature of our universities and colleges. Traditional systems and institutions only reach a small minority, with the majority excluded from the benefits afforded to a highly educated and skilled population. How must education change if it is to achieve its potential? Are traditional institutions equipped to create this new reality, or does it call for freer and much more dynamic thinking? How can we move from vision to reality?
Behind the scenes working groups have been set up to ‘Rethink internationalisation’. Delegates will hear from the groups during two plenary sessions, both Chaired by Eva Egron-Polak, Secretary General of the International Association of Universities. The first session on Wednesday 14 March will set out the debate, asking ‘who benefits and who is at risk?’ During the second session on Thursday 15 March, delegates will hear the findings from the working groups, some practical ways of moving forward, and discussion on the remaining challenges as the higher education community pursues internationalisation.
If you are unable to attend in person, follow along on the Going Global website at www.ihe. britishcouncil.org/going-global. A number of sessions will be broadcast live online, beginning with the Welcome Address at 14:00 GMT on More than 300 speakers will contribute to this year’s Tuesday 13 March. The debate has already conference, each bringing their own unique vision for begun on Twitter #GG2012. the future of international education. The programme includes more than 50 conference sessions, What is Going Global? around 100 posters and Talking Heads video clips, networking opportunities such as the Opening Going Global is a series of international education Reception at London’s Royal Courts of Justice, and conferences hosted by the British Council, the UK’s an accompanying exhibition. international cultural relations body. Since it inception in 2004, Going Global has grown from a bi-annual The conference will begin with a lively discussion on event in the UK to an annual event held in the UK ‘Education: connecting the future world’. Professor and other international locations. Going Global 2012 Homi Bhabha, Director of the Mahindra Humanities follows the conference’s first trip abroad in 2011, Center at Harvard University, will raise some major when more than 1,000 delegates participated in questions and challenges, setting the agenda for the the event in Hong Kong SAR, China. The location debate over the coming two days. for Going Global 2013 will be announced soon.
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Mark Your Calendar March: March 7-9, 2012: Universities Australia Higher Education Conference 2012, Hotel Realm, Canberra Australia, http://www.universitiesaustralia.edu.au/conference
March 13-15, 2012: British Council - Going Global 2012, QEII Conference Centre, London UK http://ihe.britishcouncil.org/going-global
March 21-23, 2012: Forum on Education Abroad, The 8th Annual Conference - “Tracing the Experience: From Inquiry to Integration”, Sheraton Denver Downtown Hotel in Denver, CO USA http://www.forumea.org/Denver2012.cfm
April: April 4-6, 2012: The 7th annual APAIE Conference & Exhibition “University’s Social Responsibility for the Benefit of Mankind”, Faculty of Medicine Siriraj Hospital (in Bangkok Noi) , hosted by Mahidol University in Bangkok, Thailand http://www.apaie.org/conference/2012/
May: May 3-4, 2012: The 2nd QS-MAPLE 2012, University of KwaZulu-Natal, Durban, South Africa http://www.qsmaple.org/index.php
May 27 - June 1, 2012: NAFSA 2012 Annual Conference & Expo - “Comprehensive Internationalization: Vision and Practice”, Houston Texas, USA - George R. Brown Convention Center http://www.nafsa.org/annualconference/default.aspx
July: July 11-13, 2012: UKCISA Annual Conference 2012, University of Warwick http://www.ukcisa.org.uk/training/conference/index.php
September: September 11-14, 2012: EAIE Annual Conference 2012, Dublin, Ireland http://www.eaie.org/dublin/
September 20-21, 2012: English Australia, “Re-shaping our Future”, Sydney
October: October 2-5, 2012: AIEC 2012: International Education in the Asian Century, Melbourne
November: November 4-7 2012: CBIE (Canadian Bureau for International Education), Montreal, Quebec http://www.cbie.ca/
The International Education Association of Australia (IEAA) is Australia’s leading international education professional organisation. Its mission is to enhance the quality and standing of Australia's international education by serving the professional needs and interests of its members and by promoting international education within Australia and internationally
The International Education Association of Australia
PO Box 12917 A' Beckett Street 8006 Melbourne VIC Phone: +61 3 9925 4579 E-mail: admin@ieaa.org.au
IEAA, Making a Difference www.ieaa.org.au