IEAA Vista Magazine 2015-16

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VISTA SUMMER 2015–16

THE INCREASING PULL OF CHINA LESSONS FROM THE MINING BOOM

EMPLOYABILITY IN THE INNOVATION AGE

RIDING THE DIGITAL TIDAL WAVE

INSERT SIDE TAB TEXT 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

LESSONS FROM THE MINING BOOM

Vista is an open access magazine produced by IEAA twice a year. It features in-depth analysis, insights and commentary on international education in Australia and around the world.

THE INCREASING PULL OF CHINA

We welcome contributions from readers and industry experts. If you would like to contribute to a forthcoming edition, please contact Peter Muntz at peter.muntz@ieaa.org.au.

All rights reserved. Articles may be reproduced with permission. Opinions expressed by contributors do not necessarily reflect the position of IEAA.

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Christopher Ziguras INNOVATION OF THE NATION

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EMPLOYABILITY IN THE INNOVATION AGE

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Phil Honeywood

Rob Lawrence 20

Thomas Eastwood and Grant Watson BEYOND ZERO: CARBON OFFSETTING IN INTERNATIONAL EDUCATION

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Rob McDonald RIDING THE DIGITAL TIDAL WAVE

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Elissa Newall COUNTRY IN FOCUS: SAUDI ARABIA

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Copyright © 2015

Tom Gifford

COVER IMAGE Huchen Lu (iStock)

BEFORE AND AFTER: 36 BUILDING LIFELONG RELATIONSHIPS

GRAPHIC DESIGN Heidi Adams, Peter Muntz

Gordon Scott and Gretchen Dobson BEYOND THE GLASS CEILING: 40 MARY ANNE GRANT Dawn Hewitt NIGERIA: A NEW DAWN

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Gordon Chakaodza CONFERENCES 47

HIGHLIGHTS

EMPLOYABILITY IN THE INNOVATION AGE Turnbull’s innovation statement highlights the need for clear alignment between innovation, enterprise and employability, writes Rob Lawrence. Page 14

BEYOND ZERO: CARBON OFFSETTING RIDING THE DIGITAL TIDAL WAVE IN INTERNATIONAL EDUCATION Taking responsibility for our environmental impact need not be a burden, writes Rob McDonald. Page 24

Follow these top tips for 2016 and you’ll be riding the digital marketing tidal wave with ease, writes Elissa Newall. Page 28

LESSONS FROM THE MINING BOOM

Can Australia host one million international students by 2025?

Governments have quickly realised that the country’s future prosperity will not necessarily be determined by the rate at which we can dig minerals out of the ground.

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The end of the mining boom has been surprisingly good for international education. The resulting currency depreciation has made Australia significantly less expensive than a few years ago and student numbers are rebounding rapidly. As growth opportunities in mining dry up, investment is flowing into apartment blocks and purposebuilt student accommodation.

Governments have also quickly realised that the country’s future prosperity will not necessarily be determined by the rate at which we can dig minerals out of the ground.

So with students, investors and federal, state and many local governments all keen on Australian international education, the conditions for onshore student recruitment are as good as we have seen in decades. Soon we will surpass the previous peak in international student numbers that was reached in 2009 and we will again brag about record numbers of students coming to Australia.

At the peak of the mining boom, industry and governments were preoccupied with ‘infrastructure bottlenecks’ that were limiting the rate of resource extraction – especially difficulties of providing transport, electricity, water and housing in rural and remote areas.

As we return to record numbers of onshore international students and push towards Austrade’s target of doubling numbers by 2025, questions of capacity (rather than demand) will similarly become the major preoccupation of the education sector.

Last time student numbers were this high the issues troubling the sector were accommodation shortages, the rapid growth of low-quality providers and a spate of violent attacks on international students.

Much has changed in the past six years, but it likely that similar issues will consume much of our attention in the near future.

Approaching one million international students In 2014, there were 589,860 international onshore enrolments.

To reach one million enrolments in 2025 would require an annual growth rate of 4.92 per cent, which is conceivable. (It is very likely that demand for study in Australia will drop at some point, but let’s assume for a moment that demand continues to grow for a decade.) We may reach one million enrolments much sooner than 2025, since we have already exceeded that rate of growth over the past 12 months and applications appear to be trending up for 2016.

SUMMER 2015–16 | 5 Image: shotbydave (iStock)

PRESIDENT'S COLUMN

As we push towards Austrade’s target of doubling numbers by 2025, it becomes more a question of capacity rather than demand, writes Christopher Ziguras.

of the year. We could expect that when we reach one million enrolments in a year, at the peak period we would have around 680,000 student visa holders in Australia. This would represent 2.4 per cent of Australia’s projected population according to the ABS (assuming medium fertility, medium life expectancy, medium net overseas migration). In other words, international student visa holders accounted for one in every 59 people in Australia at the peak period in 2014.By 2025 they would represent one in 42 people.

What makes such forecasting more interesting is that international students are of course not evenly distributed among the population – they are young and they live in large cities. back to the time of the Providing good affordable accommodation Looking last census, the 31,275 international for students is already challenging. Sadly, enrolments in South Australia in 2011 were equivalent to 36 per cent of the news reports of overcrowded and unsafe 20–24 year old population of Adelaide. rental accommodation are again appearingThe

far too often as student numbers grow.

Image: XiXinXing (iStock)

One of the limiting factors is the size of the Australian population. We already have one of the highest levels of international students as a proportion of the population of any country. Enrolment figures do not actually tell us how many students are in Australia (pathway students often enrol in more than one course in a year and others are only enrolled for a part of the year), but immigration data does.

According to the Department of Immigration and Border Protection, at the semester two peak in October 2014, there were 351,993 international students living in Australia accompanied by 50,430 family members on secondary student visas.

The number of student visa holders at the peak period last year only represented 1.7 per cent of the Australian population, and a lower proportion at other times 6 | VISTA

of the year. We could expect that when we reach one million enrolments in a year, at the peak period we would have around 680,000 student visa holders in Australia. This would represent 2.4 per cent of Australia’s projected population according to the ABS (assuming medium fertility, medium life expectancy, medium net overseas migration). In other words, international student visa holders accounted for one in every 59 people in Australia at the peak period in 2014. By 2025 they would represent one in 42 people.

What makes such forecasting more interesting is that international students are of course not evenly distributed among the population – they are young and they live in large cities. Looking back to the time of the last census, the 31,275 international enrolments in South Australia in 2011 were equivalent

to 36 per cent of the 20–24 year old population of Adelaide. The 161,436 international enrolments in Victoria in 2011 were equivalent to 54 per cent of the 20–24 year old population of Melbourne.

Granted, there are fewer actual students than enrolments. Many international students are not in this age bracket, and some don’t study in the capital city, but such comparisons help us to see where the demographic challenges will be. As international student numbers grow they will comprise a significant share of the youth populations in our major cities, on a scale that does not exist anywhere else in the world. Australia has a long history of innovation in international education, and over the next decade our cities will need to develop solutions to challenges that few other places have yet encountered on a similar scale.

Do we have enough beds and desks?

Providing good affordable accommodation for students is already challenging. Sadly, news reports of overcrowded and unsafe rental accommodation are again appearing far too often as student numbers grow. The Council of International Students Australia conference in 2014 raised concerns about accommodation.

In response, IEAA’s recent Student Accommodation Symposium brought together students, education institutions, accommodation providers and government representatives to explore long-term strategies.

It seems likely that, unlike 2009, the scale of current and planned investment in inner urban residential developments is improving the range of options available to students.

We are seeing significant investment in new purpose-built student accommodation in CBD locations and near large suburban and regional education providers. Several universities are already able to guarantee accommodation for all new international students, and many others aspire to do the same.

The next step for IEAA is to work with local governments and urban planners to ensure building and planning codes promote the development of affordable purpose-built student accommodation. This would ensure that we help foster diverse and vibrant neighbourhoods in ways that encourage social integration with the broader community rather than being concentrated in international student villages with few other residents.

Even if we can build accommodation fast enough, it is not clear that we can increase the

number of places in our education institutions quite as rapidly. Australia already has one of the world’s highest proportions of international students in higher education.

In 2014, there were 1,025,670 domestic students and 347,560 international students in Australian higher education (around 250,000 onshore and 100,000 offshore).

If domestic student numbers grow at the same rate as the Australian population – and international student numbers grow at 4.92 per cent per annum – the proportion of international students will rise from 25.3 per cent in 2014 to 32.5 in 2025. That’s going from one in four students to one in three. No other system in the world has such a high proportion of international students, so the rest of the world will be watching closely to see how we manage such scale.

Already those disciplines and universities that are most attractive to international students have much higher proportions of international students and limited capacity for further expansion.

Achieving growth in other disciplines and other institutions is going to be more difficult than recruiting business students to wellknown universities in capital cities.

These are the perfect conditions for new providers and branch campuses of foreign universities, with both investors and governments bullish about the prospects for further growth and limited appetites among incumbents.

The rumoured joint venture between a foreign and Australian university to build a large campus in Werribee (west of Melbourne) is an interesting test case. So far the only foreign campuses in Australia, all located in Adelaide, have operated on a very small scale with niche offerings. There is much more capacity for growth in the ELICOS, vocational education and schools sectors – as long as governments are able to get the visa and quality assurance settings right.

A social licence to operate Another lesson we can learn from mining is the idea of the ‘social licence’. This refers to the need for businesses to gain support from affected communities and key stakeholders, not just to meet their regulatory requirements. If an enterprise loses support from key groups, political support can soon unravel.

In international education, the social licence is granted to the sector collectively rather than individual providers. Governments will keep issuing CRICOS registration to providers, and visas to students, as long as they perceive there is broad community support for further internationalisation of education. However, if this social licence is lost, a large number of providers and students are likely to be affected with significant collateral damage.

The rumoured joint venture between a foreign and Australian university to build a large campus in Werribee (west of Melbourne) is an interesting test case. So far the only foreign campuses in Australia, all located in Adelaide, have operated on a very small scale with niche offerings.

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PRESIDENT'S COLUMN

How can we provide quality education, accommodation, employment and a rich and vibrant social life for hundreds of thousands of young visitors?

The solutions are not as straightforward as building a railway to a port to transport coal. To expand international education on such an unprecedented scale will require us to continue to be as innovative in the next decade as we have been in the past.

Image: John Kirk (iStock)

The biggest challenge for maintaining broader community support will be rising employment and resulting political pressure to restrict the number of temporary migrants (including students) and their work rights. We have seen such anti-immigration sentiments play out in Australia, Singapore and the UK in recent years, in each case significantly restricting student numbers.

In the wake of the Global Financial Crisis, the Rudd Government restricted skilled migration between December 2008 and February 2010. It simultaneously tightened student visa requirements and restricted the ability of graduates to obtain permanent residency. In the election campaign that followed, Tony Abbott argued that “by far the largest contributor to net overseas migration are student entrants, educational entrants”. With the support of both parties student numbers declined markedly.

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While the measures focussed on migration-driven vocational qualifications, the restrictions affected all sectors.

Meanwhile in the UK, the Cameron government was elected in 2010 on a platform of reducing net migration from “hundreds of thousands to tens of thousands”.

With limited capacity to influence intra-EU migration and business opposition to restricting highlyskilled professionals, reducing international student numbers was the easiest way to meet an election commitment. However, it was also perhaps the silliest means since doing so does not significantly change the actual rate of permanent migration.

In Singapore, popular resentment against competition for jobs from ‘foreign talent’ and generous funding of foreign students at public universities boiled over during an election campaign.

This consequently forced the government to promise in 2011 not to increase the number of international students in public institutions. Singapore remains one of very few countries in the world that does not publish any data on international enrolments, most probably due to nervousness about such sentiments.

Where to from here?

The Draft National Strategy for International Education released early in 2015 does acknowledge the need to build community support: “It is also important that we continue to communicate the significant benefits of Australian international education, not simply to prospective students overseas but also to Australian students and the broader Australian community…

National Strategy for International Education

International education is a core element of Australia’s social and economic prosperity and international standing. The Australian Government Department of Education and Training supports initiatives to enhance all aspects of international education through the National Strategy for International Education, Endeavour Scholarships and Fellowships, Endeavour Mobility Grants, quality regulation, international student protections and strategic policy and research. Australia’s network of international education and science counsellors located in key economies globally are uniquely placed to build strong education partnerships.

For more information visit internationaleducation.gov.au

In order to sustain Australia’s capacity to accommodate further growth, all stakeholders in Australian international education are working to raise awareness of the value that international students contribute both to our economy and to the cultural richness of our communities.”

This is great, but when it comes to articulating these contributions, the draft strategy has a way to go: “This awareness includes realising the many valuable business opportunities that international students bring to Australia in areas such as rental accommodation, hospitality and tourism.”

There has been extensive discussion during the strategy consultations about how best to articulate these benefits. We can learn much from South Australia which several years ago developed a focused communication strategy.

This positioned international education as integrating the state into the global knowledge economy, enhancing the vibrancy of communities and helping South Australians to learn about the world.

As international student numbers grow, they become a more visible and active part of the broader Australian community. The public’s judgement about the merits of international education will be shaped by hundreds of thousands of day-to-day interactions in classrooms, workplaces, cafes and bars. Nobody wants a situation to develop in which international students find themselves sharing tiny rooms in high-density neighbourhoods surrounded by tens of thousands of other international students and limited contact with locals.

This will require extensive coordinated planning by a wide range of government agencies in consultation with education providers, accommodation providers and investors to build capacity in ways that promote positive engagement with the broader community.

These are the infrastructure bottlenecks we face. The solutions are not as straightforward as building a railway to a port to transport coal. To expand international education on such an unprecedented scale will require us to continue to be as innovative in the next decade as we have been in the past.

Professor Christopher Ziguras is President of IEAA.

While Austrade focuses on growing demand, the main challenges to doubling student numbers are going to be on the supply side.

SUMMER 2015–16 | 9

INNOVATION OF THE NATION

10 | VISTA Image: Giorez (iStock)

Australia's international education sector suddenly finds itself neatly positioned in the orbit of two separate industry agendas. On the one hand, our sector has recently been designated as one of the fabulous five ‘future economy’ growth industries. On the other hand, international education has also been placed front and centre of the Turnbull Government's sweeping innovation agenda.

Whether our sector is adequately prepared to respond to these raised expectations is open to conjecture. Nonetheless, the manner in which we respond could well have a key bearing on our future sustainability.

An innovation statement – which includes changes to tax, research and development incentives, university funding and the CSIRO – has also been thrown into the mix. In all of this, a challenge has been made to our public universities to “turn ideas into business".

The policy conundrum The economic pundits and political analysts that help determine our nation's fate have reached the same conclusion. Australia's economy is transitioning away from its dependence on traditional industries such as mining and manufacturing, in favour of sectors that have been identified as the major growth industries of the future.

According to the experts, the industries that will underpin the growth and success of the future economy include agribusiness, financial services, IT, tourism and international education. They estimate these sectors currently employ directly about 1.7 million Australians, with many more jobs being generated in supporting industries. The more ambitious among them suggest that these five industries could double their combined employment numbers over the next 20 years.

While all of this talk is music to politicians' ears, it is crucial that we drill down within each sector to see how achievable these goals may be. The case of international education provides some salient points. A key question is how can we realistically measure the sector's targets and outputs. If tourism can be measured by bed nights and agribusiness by export tonnage, then what is the best measurement for international education? Is it appropriate to measure in student numbers alone, course length or high cost compared to low cost courses?

SUMMER 2015–16 | 11

CEO EDITORIAL

International education has been earmarked as one of Australia’s five future economies, writes Phil Honeywood. But how can we achieve, measure and sustain such growth in the age of innovation?

In terms of the economic benefits to Australia, a six-week MOOC enrolment obviously yields far less than a three year undergraduate degree student. Yet, clearly a digital delivery measurement is just one new economic indicator that will need to be factored in going forward.

If we focus just on inbound students, we surely have to ask whether there is a desirable upper limit for an education institution's full tuition fee paying international student ratio.

Already some of our leading public institutions, such as the University of Melbourne, have 30 per cent international student enrolments.

Others, such as Queensland University of Technology, have traditionally maintained a lower ratio of around 15 per cent.

Getting the mix right is already seen by many academics and education professionals as crucial to the future reputation of our education system. Conversely, the public TAFE system and school sectors definitely have capacity to grow their international student enrolments. However, they will argue that Government regulatory settings are currently acting as an impediment to increased numbers.

Outside lecture hall or course delivery matrices, our sector must address key measurements based around enhancing the student experience. Even for those who want to double the size of international education in Australia – as Austrade’s ‘Australian International Education 2025’ strategy aspires – challenges abound when it comes to sufficient access to employability opportunities, provision of affordable quality student accommodation and the integration of domestic and overseas students.

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The recent launch of Australia’s first ‘National Strategy on Work Integrated Learning in University Education’ has been rightly applauded. Nonetheless, we are still well behind competitor student destination countries, such as USA and Canada, when we compare availability of course related internship opportunities.

Unlike other nations that have, over many years, constructed large scale on-campus student accommodation facilities, most of our education institutions have not seen student housing as core business. As a result, we are now playing catch up on the accommodation matrix. Perhaps the most concerning measurement challenge of all is how to better integrate our international and domestic students. Both the i-graduate International Student Barometer (ISB) and Hobsons’ global international student surveys clearly show our nation as constantly scoring relatively poorly on this front.

The innovation agenda The Federal Government is now giving high priority to what it is referring to as the ‘innovation agenda’. Venture capitalist, Bill Ferris has just been appointed to advise Government on how to make technology, innovation and start-ups a key pillar of our economy. An innovation statement – which includes changes to tax, research and development incentives, university funding and the CSIRO – has also been thrown into the mix. In all of this, a challenge has been made to our public universities to “turn ideas into business”.

Likely unanticipated impacts of re-directed research funding could affect global university rankings, which often heavily influence the study choices of international students from many of our most important source countries.

Rightly or wrongly, publication citations across the full breadth of academic endeavour currently provide significant weighting as to how each university is rated.

If a shift to commercialisation imperatives serves to reduce some of our universities’ overall rankings then, in the absence of clarification, some students may well be tempted to enrol in universities elsewhere. While this does not appear to have had a detrimental effect on British universities (where approximately 20 per cent of their research funding is dependent on engagement with industry), it is an issue that will need to be closely monitored.

Many of our leading universities are keen to attract postgraduate enrolments from overseas. Such students may bring with them substantial scholarship funding from their home country or provide important intellectual stimulus to Australian academics working in different areas of study.

If international education is to truly become a future economy growth industry, then the road blocks that may stand in the way of significant expansion must be addressed.

While there is no reason to think that these students may not make significant contributions to commercialising research outputs, they may now need to focus on more industry based endeavours.

It is yet to be seen whether this might also then impact on overall postgraduate enrolment numbers in certain disciplines.

Economic forecasters would be well served if they spent the time to gain greater insight into some of the above mentioned challenges.

If international education is to truly become a future economy growth industry, then the road blocks that may stand in the way of significant expansion must be addressed.

It can only be hoped that the innovation agenda assists in maintaining the momentum rather than detracting from it.

Phil Honeywood is Chief Executive of the International Education Association of Australia (IEAA).

SUMMER 2015–16 | 13

CEO EDITORIAL

In a recent address to a major economic conference, Prime Minister Malcolm Turnbull quoted OECD and World Economic Forum figures which indicated that Australia sits well behind equivalent advanced economies in commercialising its research outputs. To this end, commentators have identified areas such as micro-electronics and software development as having greater potential for collaborative research industry partnerships. However, if a significant part of the Government's annual research spend becomes dependent on universities and academics engaging with industry, as well as creating start-ups, what implications might this have for our international education sector?

EMPLOYABILITY IN THE INNOVATION AGE

Universities will need to identify ways in which they can enhance the innovation and enterprise outcomes of students – not only through their pedagogical models, but through commercial arrangements, including industry partnerships and cooperative networks.

14 | VISTA Image: kemalbas (iStock)

Prime Minister Turnbull’s innovation statement has placed the subject of enterprise and start-ups high on the policy agenda. Through his statement, a clear alignment has been made between local enterprise initiatives and attracting international students who have proven entrepreneurship capabilities and knowledge that can be applied in scientific and technical fields.

This innovation agenda will change the landscape of Australian higher education. Already there are many examples of university incubators, hatcheries, start-up spaces and enterprise schemes designed to foster the creative and innovative talents of students. Many of these initiatives have been developed in conjunction with investors and venture capitalists.

With growing momentum, universities will need to further identify ways in which they can enhance the innovation and enterprise outcomes of students, not only through their pedagogical models, but through commercial arrangements, including industry partnerships and cooperative networks. In addition, a clear alignment will need to occur between innovation, enterprise and employability.

In terms of employability, the traditional focus has been to equip students with workplace competencies, most notably soft skills. These skills include communication and presentation capabilities, teamwork, lateral thinking and project management.

Over recent years, these have been complemented by more widespread initiatives including mobility, voluntary and leadership programs, mentor and ambassadorial schemes, and enterprise and employability workshops.

In the same study, employers were asked to rank the four most important attributes they look for when recruiting graduates. In priority order, the highest ranked attributes were:

The changing higher education landscape will embrace opportunities for students to acquire a new generation of skills, competencies and attributes, all of which will prove necessary to enable enterprise and start-up initiatives and foster innovation and entrepreneurship.

At AIEC 2015, I presented a paper that examined the types of skills and competencies that both Australian and international students believe they possess, and which they need to possess in future, to realise their employment outcomes. These student interviews were benchmarked against the experiences of alumni.

The employer perspective in 2014 At the Australian International Education Conference (AIEC) in 2014, I presented a paper based around research with over 350 employers. This paper focused on the changing employment landscape across Australia, the United Kingdom and South East Asia.

One of the critical findings of this research was that over 46 per cent of employers strongly agreed that they will increasingly recruit graduates on short-term contracts and for specific projects. This means that graduates will need a much broader portfolio of skills and competencies to enable portability between different careers, industries, projects and locations.

Another key outcome was that in the UK, 45 per cent of employers consider university awards as an extremely important employment attribute. These awards are often distinguished by rigorous screening and application criteria.

■■ the

ability to work in a team

■■ interpersonal ■■ creative

communications

problem-solving, and

■■ the

ability to engage within the workplace community / environment (i.e. natural fit).

The employability landscape in 2015

The student research was conducted in two stages. The first stage examined the types of outcomes that 827 Australian students want in order to enhance their future career development.

These results were compared with the experiences of 346 graduates, who have been employed for more than one year in the workplace.

While these outcomes varied according to different disciplines, five of the attributes featured strongly: ■■ Opportunities

to work abroad

■■ Roles

which require constant problem-solving

■■ Opportunities

to work in small specialist teams

■■ Opportunities

to become expert in a specialist field

■■ Extensive

use of sophisticated technologies (for engineering, health and science students).

Australian students were asked to rank the types of skills and attributes that would be beneficial through the curriculum. Thirty-five attributes were tested.

SUMMER 2015–16 | 15

EMPLOYABILITY

Turnbull’s innovation statement highlights the need for clear alignment between innovation, enterprise and employability, writes Rob Lawrence.

The highest responses were for problem-solving, creative thinking, planning, verbal communication, ethics, presentation skills and project-management skills.

Table 1: Attributes that international students possess, by level of study.

Undergraduate

Mean

Postgraduate course work (PGCW)

Mean

PhD

Mean

The Australian graduates were asked to rank the workplace attributes they have most needed or applied. From a list of 32 attributes tested, the highest responses were for the ability to multitask, interpersonal communications, problem-solving, written communications, the ability to work in a team and the need to be an all-rounder.

Willingness to learn

8.6

Willingness to learn

9.4

Willingness to learn

9.3

Ability to work in a team

8.1

Intercultural communication skills

8.2

Research and investigative skills

8.4

Listening skills

7.6

Interpersonal skills

8.1

Listening skills

8.4

Interpersonal skills

7.5

Ability to work in a team

8.1

Ability to work in a team

8.3

Intercultural communications

7.4

Listening skills

8.0

Interpersonal skills

8.0

Organisation and planning

7.4

Resilience

7.5

Project management

7.9

The 2015 research was extended to 851 international students and 402 international graduates who have been employed more than one year. These international students were asked to award a score to indicate which attributes they most possess (see Table 1).

Technical skills

7.3

Organisation and planning

7.4

Intercultural communications

7.8

There were significant variations by nationality and region. For example, students from Europe awarded much higher mean scores for ability to work in a team, listening skills, interpersonal skills, leadership, resilience, risk management and presentation skills than their counterparts from North and South East Asia. Similarly, students enrolled in engineering degrees awarded much higher mean scores for problem-solving, organisation and planning, project management and technical skills.

All of the Australian and international students were asked to rank the four most important attributes needed to advance one’s career (see Graph 1).

Both the Australian and international students indicated that the ability to work in a team was the most important attribute. This was followed by problem-solving skills and work experience. However, a much greater proportion of Australian students indicated interpersonal skills, project management, risk management and leadership than their international counterparts.

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Graph 1: The four most important attributes needed to advance one’s career, by nationality category.

International students

Australian students

Ability to work in a team Resilience Customer service experience Conflict resolution skills Written communications

Risk management skills

Project management skills

Negotiation skills Listening skills

Problem-solving skills Work experience Ability to multi-task Willingness to learn

Leadership skills

Interpersonal skills Organisational and planning skills Innovation and creativity

Enterprise and entrepreneurship Technical skills abilities Presentation skills Research and investigative skills Intercultural communication skills

I examined the types of skills and competencies that both Australian and international students believe they possess, and which they need to possess in future, to realise their employment outcomes. These student interviews were benchmarked against the experiences of alumni.

The Australian and international students were asked to score the importance of building specific skills and competencies through the curriculum. A total of 35 attributes were tested.

Second year international students placed a much greater emphasis on practical and soft skills than their Australian counterparts.

Conversely, the Australian respondents demonstrated a much greater priority for enterprise, business and creative skills.

The results were broken down by various categories, including discipline and level of study.

Against the 13 communication attributes, the postgraduate coursework (PGCW) students awarded the highest mean scores against 11. These included leadership, intercultural communications, people management, situational awareness, social networking and negotiation skills.

The undergraduates awarded the highest mean score for interpersonal communications and verbal communications, while the highest mean scores for PhD students were attributed to leadership, interpersonal communications, verbal communications and intercultural communications.

Building communication skills Based on the international students’ scores, there were significant variances by discipline (see Graph 2). Overall, the highest mean scores were attributed by the business and commerce students.

Graph 2: The importance of building communication skills and competencies through the curriculum, by four selected disciplines (international students).

Business/Commerce

Engineering

Information Technology

Health Sciences

Interpersonal communications Verbal communications

Media writing

Leadership

Business reporting

Intercultural communications

Business communications

People management skills

Speech writing

Situation awareness and analysis

Customer service skills Negotiation skills

Social networking

Graph 3: The mean scores to illustrate the level of interest in participating in different university-led initiatives, by level of study (international students) Postgraduate coursework

Undergraduates

PhD

Voluntary program abroad Secondary language program Team challenge events Short-­term study tour abroad Voluntary program Australia Field research Mentor program Leadership program Employment preparation program Industry internship (holiday period) 0

1

Further, there was a much greater differential between business / commerce and the other three disciplines for business communications, business reporting, social networking, speech writing, negotiation skills and customer service skills.

Against 11 of the 13 attributes, the lowest mean scores were awarded by engineering students.

2

3

4

5

6

7

8

9

10

Extra-curricular enhancement All of the international students were asked to indicate their level of interest in participating in different university-led initiatives (see Graph 3). Overall, the highest mean scores were awarded to industry internship (holiday period), employment preparation program and leadership program.

SUMMER 2015–16 | 17

EMPLOYABILITY

Among international students, there were significant variations according to discipline.

Engineering students place a considerably greater importance upon problem-solving, the ability to work in a team, organisation and project management than their counterparts in business and information technology.

The results were consistent against most attributes between the undergraduate and PGCW respondents. There were significant variations by nationality. Against the top five university-led initiatives, the highest mean scores were awarded by students from India. This was followed by students from Europe.

The international students were asked to indicate their level of interest in participating in opportunities designed to improve their employment outcomes (see Table 2). There was consistent feedback among international students to demonstrate the importance of careers and employment-related activities.

Against some of the lower scoring attributes, there was considerable differentiation between coursework and research students, particularly with regard to extra-curricular activities and alumni events.

For the majority of the 22 attributes, the mean score for students from India were the highest, whereas the mean score for students from China were the lowest (see Graph 4).

Against some attributes, there was a very narrow differential between nationality categories – particularly careers events, workshops, university awards, language programs and extracurricular activities. Students from Europe were particularly invested in leadership opportunities and programs, overseas exchanges and language programs.

All of the respondents were asked to rank the three most important benefits of participating in alumni activities. There was a high degree of consistency between the different education levels of international students, with the highest awarded attributes being to access future job opportunities and to build business and career networks.

Among the coursework students, the third highest attribute was to access internships, whereas for research students the third highest attribute was mentoring experiences.

18 | VISTA

Table 2: The mean scores to illustrate the level of interest in participating in opportunities designed to improve employment outcomes, by level of study (international students) Undergraduates

Mean

PGCW

Mean

PhD

Mean

Careers events

8.4

Careers events

8.6

Leadership opportunities

8.2

Careers workshops

8.3

Employment preparation workshops

8.6

Field research opportunities

8.1

Employment preparation workshops

8.1

Interview skills workshops

8.55

University awards

8.1

Interview skills workshops

8.05

Leadership opportunities

8.5

Leadership programs

8.05

Extra-curricular activities (academic)

8

Leadership programs

8.5

Careers workshops

8.05

Overseas exchanges

8

University awards

8.45

Employment preparation workshops

8.0

Leadership opportunities

7.9

Networking events

8.4

Leadership programs

7.9

University awards

7.85

Voluntary programs

8.3

Extra-curricular activities (academic)

7.8

Graph 4: The mean scores to illustrate the level of interest in participating in opportunities designed to improve employment outcomes, by four international categories India Living on-campus Extra-curricular activities (sports)

China

SE Asia

Careers events

Europe

Employment preparation workshops Interview skills workshops

Extra-curricular activities (arts/performance)

Careers workshops Leadership opportunities

Ambassador programs

University awards

Alumni events

Orientation day support

Leadership programs

Committee participation

Networking events Extra-curricular activities (academic)

Supplementary programs (accredited) Overseas exchanges

Language programs

Guest lectures Voluntary programs Field research opportunities

All of the international students were asked to indicate how important they believed specific skills and competencies will prove to be in the workplace. These were compared with how important specific skills and competencies have proven to be for graduates in the workplace, based on their experiences (see Graph 5).

For both of the respondent categories, the two highest awarded attributes were for the ability to work in a team and problem-solving skills. However, based upon their experiences, the international graduates awarded a higher very important aggregate than their student counterparts.

In addition, the graduates awarded a much greater level of importance for innovation and creativity, project management skills and interpersonal skills; whereas students awarded a greater level of importance for the ability to multitask, willingness to learn and leadership skills.

All of the international students were asked to indicate the importance of incorporating skills and competencies in the curriculum. These results were compared with the perceptions of international graduates, based upon their workplace experiences.

Both the international students and graduates awarded very similar scores for three of the top five attributes, notably practical skills, interpersonal communications and lateral and creative thinking skills.

However, there were some significant variations with international students awarding much higher mean scores than their graduate counterparts for technology skills, social networking, fund-raising, programming, media writing, managing databases and legal knowledge.

There were two distinct groupings where international graduates awarded higher mean scores than their student counterparts.

Graph 5: The aggregate of 8, 9 and 10 out of 10 to indicate very high importance for specific skills and competencies in the workplace, by international student and graduate categories International students

International graduates

Ability to work in a team Resilience Problem-solving skills Customer service experience Conflict resolution skills Written communications

Risk management skills

Project management skills

Negotiation skills Listening skills

Work experience Ability to multi-task Willingness to learn

Leadership skills

Interpersonal skills Organisational and planning skills Innovation and creativity

Enterprise and entrepreneurship Technical skills abilities Research and investigative skills Presentation skills Intercultural communication skills

The first genre pertained to business-related attributes, notably marketing knowledge, business development, business planning and enterprise (commercial).

The second genre pertained to attributes associated with people management, notably project management skills, situational awareness and analysis and people management skills.

Among international students, there is a very high expectation of obtaining experiences associated with practical skills, teamwork, communications and project management. Further, there is very clear demand for universityled programs and initiatives that will enhance career outcomes, as well as enable networking and internship opportunities.

The language of engagement

The language of engagement with all students will need to centre on employability. While there is strong recognition as to the importance of innovation and enterprise, demonstration of how these align with other employability-related attributes will need to feature strongly in future strategic thinking.

To conclude, these studies have shown the significant variances between both the attitudes and perceptions of Australian and many international students and, how the experiences of international graduates often differ from the expectations of students.

Without doubt, students are aware of the types of employment and employability attributes they will require in the future.

There is heightened recognition of obtaining skills aligned with enterprise and entrepreneurship, although these are often referred to in the context of business-related competencies.

A full paper from this research, including benchmarking results against employers, will be distributed to IEAA members in early 2016.

Rob Lawrence is Principal of Prospect Research and Marketing and has worked in education marketing for 25 years.

SUMMER 2015–16 | 19

EMPLOYABILITY

International students versus graduates

THE INCREASING PULL OF CHINA

In 2002 China’s international education sector was 42 per cent the size of Australia’s, by student enrolments. In 2014 it was 90 per cent.

20 | VISTA Image: Huchen Lu (iStock)

When we think of the main countries that go out of their way to attract international students, it’s usually ‘the big three’: the United States, the United Kingdom and Canada. New Zealand may sometimes be considered, as well as the major European providers such as Germany and France.

CHINA IN FOCUS

China will not become a competitor to Australia in the near future, write Thomas Eastwood and Grant Watson.

China is a competitor now.

More than half are studying outside of Beijing and Shanghai. In 2002 China’s international education sector was 42 per cent the size of Australia’s, by student enrolments.

In 2014 it was 90 per cent.

This remarkable growth is not being driven by students from traditional source countries such as Japan, the USA and South Korea; it is being driven by countries such as Indonesia, Pakistan, Kazakhstan and Thailand. Put simply: China will not become a competitor to Australia in the near future. China is a competitor now.

In this competitive environment, how does China fare in attracting international students? Since 2003 China’s international higher education sector has grown by roughly 13 per cent each year, from just under 78,000 enrolments up to a total of almost 380,000 by 2014.

More than three in five of these students are enrolled in programs of more than six months duration.

International enrolments in China and Australia: 2002–2014 450,000

China

Australia

377,054

420,947

356,499

373,331

292,611

328,330

350,697

363,867

265,090

162,695

195,503

223,499

238,184

288,758

141,087

77,715

85,829

50,000

110,884

100,000

268,719

150,000

251,759

234,229

206,108

200,000

386,819

321,694

300,000 250,000

359,617

350,000

395,107

400,000

0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Source: www.studyinchina.edu.cn, www.austrade.gov.au

SUMMER 2015–16 | 21

Chinese language studies dominate student enrolments, accounting for more than half as recently as 2012. At the same time, however, enrolments in the fields of business and western medicine have grown by more than 40 per cent over three years. Enrolments in engineering have grown by 90 per cent over three years.

By 2012 almost one in five Chinese universities hosted some form of international student cohort.

With roughly 2,500 universities and higher education colleges in China, and increased competition for domestic students, there is capacity in the future to attract significantly more international students.

Why are international students attracted to study in China?

A Chinese institution such as Tsinghua University charges an annual tuition fee one-sixth the size of a similarly ranked university in Australia, such as Monash or the University of New South Wales.

One of the biggest risks comes from tuition fees. A Chinese institution such as Tsinghua University charges an annual tuition fee one-sixth the size of a similarly ranked university in Australia, such as Monash or the University of New South Wales.

China’s international education sector is not only growing, but rapidly diversifying. To think that international students only come to China to study Chinese is an out-dated hypothesis. The number of Chinese universities that host international students is on the rise, with growth outpacing that of China’s rapidly expanding domestic higher education sector.

We also risk losing traction in international university rankings.

Whether you like or loathe them, it is undeniable that for many prospective students and their parents – particularly in Asian markets – rankings play a key part in the decision-making process.

Tuition fees (in AUD$): China vs. USA, UK and Australia 70,000 USA

Australia

United Kingdom

China

60,000 50,000 40,000 30,000 20,000 10,000 0

Shanghai

Tsinghua

Glasgow

Sheffield

Leeds

Birmingham

Sydney

UNSW

Monash

GeorgiaTech

Indiana

UCR

Tufts

22 | VISTA

Back in 2010, China had two universities in the top 200 and 22 in the top 500. Fast forward to 2015 and they now have seven in the top 200 and 32 in the top 500.

From a reputation perspective, the quality of higher education is rapidly increasing. This means it is possible to get a high quality education at a fraction of the price of the traditional western competitors.

Alternative players beyond China China is not alone in being an emerging competitor to Australia either. International student enrolments in Malaysia increased by more than 25 per cent between 2010 and 2015. International student enrolments in Japan passed 180,000 in 2014, and both South Korea and Singapore continue to attract students in their tens of thousands.

Furthermore most countries have set ambitious targets for future growth. South Korea aims for 200,000 students by 2023 and has introduced an ambitious program of post-study work rights and government job-seeking assistance in order to achieve it. Malaysia also aims to enrol 200,000 international students – in their case by 2020.

China has set the most ambitious goal of all: to become the largest provider of education to outwardly mobile Asian students, with 500,000 enrolments in schools, colleges and universities – all within the next five years.

Where does Australia fit inside this increasingly crowded marketplace?

In the traditional basket of competing countries, Australia is third, after the USA and the United Kingdom. However, we are arguably going to struggle to defend that position in the next few years. An IDP survey of prospective international students in 2014 saw Australia ranked best in the world in just one out of five criteria: graduate employment outcomes.

Rival countries outranked Australia for affordability, education quality, government visa policies and student safety. In terms of higher education systems, Australia ranks 10th in the world – hardly the strongest sales pitch.

In an increasingly crowed global market, Australia seems to lack an advantage of its own. China can attract students seeking to combine a program of study with Chinese language programs, Malaysia can promote its appeal as an Islam-friendly education environment for Middle Eastern markets, and the USA and United Kingdom can leverage their reputations for the best universities in the world. But what are Australia’s unique selling points, beyond attractive beaches, sunshine and native wildlife?

The future Despite these factors the future is not necessarily a bleak one for the Australian international education sector. While the number of competitor countries will continue to grow, so too will the pool of prospective students. The OECD projects a doubling of outwardly mobile students from four million in 2009 to eight million by 2025.

Despite its development as a competitor to Australia, China will likely remain our largest source of international students for some years to come. India is projected to become the world’s largest student market and Australia’s universities are well-placed to continue capitalising on that growth.

With a focus on a broader range of country competitors, however, and a well-expressed and unique identity, growing our sector and maintaining our global marketshare should be achievable.

Thomas Eastwood and Grant Watson are part of the international business intelligence team at RMIT University.

SUMMER 2015–16 | 23

CHINA IN FOCUS

According to data from the latest Hobsons international student survey, the Academic Ranking of World Universities (ARWU) is the most popular table to consider with over four in ten students using the ranking to help form their decision of which university to attend.

BEYOND ZERO CARBON OFFSETTING IN INTERNATIONAL EDUCATION

24 | VISTA

SUSTAINABILITY

Carbon footprints might be the elephant in the room for international education. But taking responsibility for our environmental impact need not be a burden, writes Rob McDonald.

The benefits of international education are well known. Beyond the pure economic benefits, it enhances Australia’s international standing and promotes a shared understanding between people and cultures. But what about the associated costs… particularly when it comes to the environment?

International education by its very nature promotes air travel.

Recruitment teams and academics fly around the world encouraging students to fly to other parts of the world. All of this contributes to global greenhouse gases and the carbon footprint of the entire international education sector.

As the Associate Director of International Marketing and Recruitment at CQUniversity, I am responsible for sending staff overseas to encourage students to fly to Australia. With this on my conscience, I began to review the environmental impact for which I am accountable.

A larger picture soon emerged when I factored in not only recruitment staff, but international student air travel as well.

Most institutions bundle in staff travel as part of their organisation’s overall carbon footprint. However, responsibility for offsetting the travel of the thousands of international students (on which the industry relies) seems to be devolved to student themselves.

The method in the madness To estimate the carbon footprint for international student air travel, I used Australian Education International (AEI) 2014 commencement data.

I then got out my trusty carbon footprint calculator and worked out the air travel carbon emissions (CO2-e) by tonne.

I made the following assumptions: ■■ Air

travel was based on a return ticket (as per immigration requirements for Genuine Temporary Entrants)

■■ Largest

airport (by volume) was selected for each country. A weighting system was applied for China and India, based on their top five airports.

SUMMER 2015–16 | 25 Image: Diane Diederich (iStock)

The figures are hard to ignore. The required number of tree planting offsets worked out to an area equal to the size of Sydney Harbour.

Tree for a tree?

To help visualise the data, I used tree planting as the carbon emission offset model. However, it is important to note there are many different projects available to offset carbon. The number of trees required to sequester 1 tonne of CO2-e can vary, so for the purpose of my study I used the conservative values below: ■■ 6

trees per tonne of CO2 (can vary from 4–15 depending on site, terrain and rainfall)

■■ 2,000

stems per hectare (tree density can vary between 500–2000 stems per hectare)

From my research, the dollar amount per tonne can vary greatly depending on the type of offsetting model chosen and the companies used. For the financial cost of paying for the bulk offsets, I used a mid-range figure of $15 per metric tonne of CO2-e.

Table 1: The cost of offsetting the air travel emissions of Australia’s international student commencements in 2014

CQUniversity International staff CQUniversity International staff and students Australia-wide 26 | VISTA

Tree planting offsets

CO2 e Tonnes

Cost

876

146

$2,190

28,911

4,978

$74,670

8,667,244

1,444,4512

$21,668,115

Carbon accounting

Image: Brian Raisbeck (iStock)

Using these assumptions I was able to get an approximation of the carbon footprint for Australia’s international student commencements in 2014.

Findings I started by calculating the carbon emissions from air travel for my international recruitment team. This worked out to 876 tree planting offsets for 2014. This seemed like a reasonable number of trees that could be planted by staff on their engaged service leave day, or by students with a potential partner like Conservation Volunteers.

However, this was only part of the story. The aim of that staff travel was to recruit international students. What about the carbon emissions of those students who consequently flew to Australia for their studies?

Large as these figures were, this only represents commencing international students for 2014, which accounted for just 60 per cent of the total international student cohort. Never mind the remaining students, as well as family and friends who came to visit. In a study by Davidson et al (2010), over 70 per cent of international students are visited by an average of at least two friends and two family members during their study, which adds up to even more emissions.

The numbers keep increasing when you consider that Australia is just one destination country with only 6 per cent share of total global mobile students. Internationally mobile students have doubled from 2 million in 2000 to 4 million in 2012 and this trend doesn’t appear to be slowing down (UNESCO Institute of Statistics 2015).

Even if the sector achieves a carbon neutral footprint there would still remain a legacy debt from more than 3 million international students who have already flown to Australia and returned home (Department of Education and Training, 2015).

To address carbon offsetting for both past and present air travel, we would need to leap frog carbon neutral and aim for carbon negative solutions.

Where to from here?

The question of who bears ultimate responsibility for the sector’s carbon footprint remains undecided. We could do nothing and leave it up to individual students. Or we could take a national, sector-wide approach and upscale current efforts towards addressing our legacy carbon debt and generating a negative carbon footprint.

From these initial findings, it is recommended that further research be undertaken to assess the full environmental impact of Australia’s international education sector and to understand what is already being done to counter our collective carbon footprint.

Potential solutions could include opportunities to collaborate with indigenous Australia, engage with other industries such as tourism and aviation, as well as working with our students using social innovation.

Whatever the cost, it would be relatively minor for the billion dollar sector that is international education.

Let’s hope the Australian International Education Conference (AIEC) 2015 theme, 'International education: global, responsible, sustainable', ends up describing a sector to which others can aspire.

Rob McDonald is Associate Director of International Marketing and Recruitment at CQUniversity.

References Davidson, M, Wilkins, H, King, B, Hobson, P, Craig-Smith, S, Gardiner, S (2010), International education visitation – tourism opportunities, CRC for Sustainable Tourism Pty Ltd, Gold Coast, Qld. Department of Education and Training (2015), Research snapshot: International students in Australia up to 2014, Australian Government, June 2015, Canberra, ACT. UNESCO Institute of Statistics (2015), Global flow of tertiary-level students, UNESCO Institute of Statistics, viewed 12 September 2015, http://www.uis.unesco. org/Education/Pages/international-studentflow-viz.aspx

SUMMER 2015–16 | 27

SUSTAINABILITY

When factoring in the CQUniversity commencing student cohort for 2014, the numbers started to grow considerably. This led me to calculate the environmental impact for all international student commencements across Australia in 2014. The figures are hard to ignore. The required number of tree planting offsets worked out to an area the size of Sydney Harbour.

RIDING THE DIGITAL TIDAL WAVE FOLLOW THESE TOP TIPS FOR 2016 AND YOU’LL BE RIDING THE DIGITAL MARKETING TIDAL WAVE WITH EASE, WRITES ELISSA NEWALL.

Some days I look at my inbox and sigh. I weigh up what to do with the emails promising knockout infographic templates or the latest guide to content strategy. The sheer volume of information and the rapid and unrelenting rate of change across the digital landscape can be both inspiring and overwhelming.

My work centres on digital marketing in international student recruitment. It’s a dynamic field where it is important to be at the forefront of new trends, but simply impossible to know everything.

To navigate the tidal wave of digital change, institutions should look first to the needs and preferences of prospective students. Learn about their expectations and how they think the world works. Then build your digital strategy around meeting their needs.

With this in mind, here are my top six areas to focus on in 2016.

28 | VISTA

1

Visibility is essential for every brand. If your brand or product cannot be found through search, your students are unlikely to know or believe you exist. Close to 1.6 trillion internet searches are performed each year and 90 per cent of users click on page one search results.

Quick wins ■■ Start

with paid search. If your budget is small, focus on your brand terms and long-tail keywords with less competition.

Over time, improvements in your organic search ranking can lead to lower costs in paid search.

■■ Focus

on the right search engine for your market. While Google is still the world’s favourite, local alternatives dominate in some countries. China prefers Baidu, South Korea prefers Naver and Russia prefers Yandex.

Long haul ■■ Get

a responsive website. Google ranks mobile-friendly sites higher when users search via a smartphone or tablet.

■■ Produce

valuable content. Google looks for content that humans find interesting, such as images and video.

It gives higher ranking to sites that engage users in long, multi-page visits.

SOCIAL

2

Prospective students place high value on information that comes from institution websites, staff and marketing, but they also know it is biased. Your customers want advice from people they know and trust – like friends, relatives, teachers and agents. Social media facilitates this kind of communication across the globe in an instant.

Quick win ■■ Display

social proof on your website. Find ways to integrate social media, ratings, reviews or forums so students can hear from other students. Look to other industries to get inspiration, starting with sites like Amazon and TripAdvisor.

Long haul ■■ Create

happy customers. Make customer experience a priority and make genuine efforts to fix the things that frustrate or disappoint your students. Keep tabs on student satisfaction and their likelihood to recommend.

■■ Enable

students to share. This has to be done in an authentic way. Think video, blogs and campus social media reporters. Testimonials that have been polished by the marketing team are just not credible enough.

SUMMER 2015–16 | 29 Image: shannonstent (iStock)

DIGITAL MARKETING

SEARCH

MOBILE

3

There are more mobile devices in the world than people, and for many it is their primary means for accessing the internet. Students expect that they can perform almost any task on their mobile.

Although email and shopping are the most common mobile activities, many users take on complex tasks like applying for university.

Quick win ■■ Create

responsive email templates. Email is the top activity undertaken on mobile, so make sure your templates are designed to work on various devices and email clients. Tools like Litmus can help you test emails before you send them out.

Long haul ■■ Make

sure your website works on key devices. Every country has different technology preferences and it can be difficult to cater to every screen size, operating system and browser. Use Google Analytics to monitor the most popular devices in your key markets and keep your web team abreast of priorities as they change.

■■ Optimise

your online systems for mobile users, whether it be for admissions, enrolments, timetables or results. If a fully responsive interface is not immediately possible, at least make sure mobile users can complete key tasks on the desktop version.

SERVICE

4

Smart phones provide a 24/7 connection to the internet and immediate access to information. Your customers are ‘always on’ and they expect instant gratification. This presents a great challenge to customer service functions in our institutions.

Quick win ■■ Publish

customer service hours and response times. If you are unable to provide a better quality service, you need to manage expectations.

Make it clear what you can offer so that students are not unnecessarily disappointed.

Long haul ■■ Add

instant messaging to your mix.

Look at tools such as WhatsApp and WeChat, as well as live chat on your website. Web benchmarking company Global Reviews regards chat as an essential feature for higher education sites.

■■ Prioritise

social media as a service channel. This means round the clock monitoring and integration with your CRM. Facebook rewards companies that respond to 90 per cent of messages within five minutes with a ’very responsive’ badge on their profile.

30 | VISTA

DIGITAL MARKETING

CONTENT

5

The average human attention span has fallen to eight seconds, which is less than a goldfish. It’s not surprising, given the masses of information competing for our time. Your prospective students go online for entertainment and to find answers to questions. They reward content that is punchy, engaging and skilfully executed.

Quick win ■■ Swap

words for pictures. Our brains process images 60 times faster than words. Avoid nasty stock images and invest in honest pieces that reflect reality in your institution.

■■ Tell

stories. We care about people and are interested in their lives.

Approach your content like a journalist and find an angle to turn your message into a story.

Long haul ■■ Invest

in video. Apparently 1.8 million words equals one minute of video.

Engage the senses and connect with your audience on an emotional level. Tell stories that surprise, humour and inspire.

DATA

6

Every digital interaction is a chance to collect data. When students share information, it comes with an expectation that you will remember it and use it well. That means knowing and delivering what they want and, importantly, knowing and avoiding what they don’t.

Quick wins ■■ Brush

Every digital interaction is a chance to collect data.

When students share information, it comes with an expectation that you will remember it and use it well. That means knowing and delivering what they want and, importantly, knowing and avoiding what they don’t.

up on data compliance. Make sure you are aware of your obligations under the Privacy Act and Spam Act. The Association for Data-Driven Marketing and Advertising (ADMA) has some excellent resources if you don’t know where to start.

Be transparent about the use of cookies and re-marketing and be responsible with any personal information you hold.

■■ Review

your enquiry form. Privacy should be treated like a currency, and you need to offer something of value in exchange for customer data. For example, if you ask for a customer’s nationality, will you give them translations or currency conversion relevant to their nationality in return?

Long haul ■■ Get

a good CRM. It is beyond essential and must be prioritised.

The system should connect with social media, your admissions and student records systems, content management system and your email or marketing automation tool.

■■ Customise

your advertising. If a student has applied to your institution for a business degree, don’t show them ads about science. Your websites and advertising should share data to deliver tailored and contextual ads in response to user behaviour, demographics and geography.

Elissa Newall is Senior Manager, Conversion at RMIT University..

SUMMER 2015–16 | 31

COUNTRY IN FOCUS

SAUDI ARABIA

32 | VISTA

With a population of over 28 million, 20 per cent of the world’s oil reserves and a generous overseas student scholarship program, the Kingdom of Saudi Arabia has been the main focus of international recruitment efforts in the Middle East over recent years.

Saudi Arabia accounts for almost 75 per cent of the total student numbers from the Middle East, and is the most significant market for institutional partnerships in the higher education and vocational education sectors for Australia (Department of Education and Training, 2015). However current uncertainties in Saudi Arabia have the potential to significantly limit opportunities in this market.

The King Abdullah Scholarship Program The King Abdullah Scholarship Program (KASP) was set up by the previous King, who recognised education as the foundation of social and economic development in Saudi Arabia, in 2005. KASP has provided full financial support to hundreds of thousands of students, allowing them to study at universities in Australia, America and Europe.

Student numbers from Saudi Arabia were at their highest in 2009 (DET 2015), the majority of which were sponsored under the KASP. However, Australian universities were removed from the program’s preferred destination list in early 2010 amid perceptions that Saudi students had reached saturation point in Australia. As a result of Australia’s de-listing, the number of Saudi Arabian students slumped dramatically from 6,841 in 2009 to 2,375 in 2011 – a decrease of 60 per cent.

Following Australia’s re-listing in 2013, steady growth of 10 per cent has been achieved with student commencements increasing from 4,182 to 4,610 between 2013 and 2015. The increase of ELICOS enrolments, which have grown by 11 per cent since 2011, is also encouraging. This suggests a healthy pipeline of students who will be set to commence their academic programs over the coming 12–18 months.

SUMMER 2015–16 | 33 Image: Zurijeta (iStock)

SAUDI ARABIA IN FOCUS

The removal of education agents in the recruitment of Saudi students has provided major challenges, writes Tom Gifford. But there is plenty of opportunity for innovation and creativity in the way we reach out to students.

International student recruitment in Saudi Arabia has always proved volatile, due to the high reliance on government-funded scholarships and the unpredictability of government policy.

Image: ZouZou1 (iStock)

International student recruitment in Saudi Arabia has always proved volatile, due to the high reliance on government-funded scholarships and the unpredictability of government policy.

A mood of uncertainty currently looms over the international education market in Saudi Arabia.

Financial pressures caused by a large fall in oil prices and military intervention in Yemen – combined with a new King with new priorities – could signal a large reduction of scholarships for Saudi Arabians.

Furthermore, recent changes to the administration of scholarships prevent Australian institutions from utilising education agents, forcing them to think creatively about how to service this important market.

Financial issues The plunge in oil prices over the past 18 months has caused major issues for Saudi Arabia and dramatically impacted its financial outlook. The International Monetary Fund (IMF) has predicted that low oil prices will remove an estimated $360 billion from the Middle East region in 2015.

34 | VISTA

The IMF also recently reported that Saudi Arabia requires US$106 a barrel in order to balance its budget. If oil prices maintain their low level of $50 a barrel, oil dependent countries such as Saudi Arabia, Oman and Bahrain could run out of cash reserves within five years.

While Saudi Arabia’s financial situation is concerning, Capital Economics believes it is far from critical. It estimates that the country has cash reserves of nearly $700 billion. However, these reserves could reduce rapidly under current market conditions.

After years of large surpluses, Saudi Arabia's current budget deficit is expected to reach 20 per cent of gross domestic product in 2015. The country has now engaged in cash preservation activities such as selling bonds and collecting substantial funds from asset management firms. In a period of apparent ‘belt tightening’, the question remains as to whether Saudi Arabia has the appetite to continue to invest heavily in international scholarships for its people.

Political change Salman bin Abdulaziz Al Saud was crowned as the new King of Saudi Arabia on 23 January 2015, following the death of his half brother King Abdullah.

Among the most notable events to date during the new King’s ruling are Saudi Arabia's military intervention in Yemen and the catastrophic stampede at the annual Hajj pilgrimage in Mina, Mecca in September 2015.

While Salman bin Abdulaziz Al Saud is viewed as more conservative than his predecessor, with regards to political reforms and social change, it is widely expected he will continue the policies of King Abdullah.

With the current financial pressures, Salman bin Abdulaziz Al Saud will need to cut some forms of spending. In an environment of regional insecurity and memories of the Arab Spring uprising in 2011, social and military programs are unlikely to be reduced.

The Saudi Arabian Cultural Mission The Saudi Arabian Cultural Mission (SACM), which is based in Canberra, has administrative oversight for the implementation of KASP and other scholarship programs run by Saudi ministries, universities and corporations.

In early 2015, SACM announced it would no longer consider student applications that were based on offers obtained through education agents. This has dramatically altered the recruitment landscape, as students were heavily reliant on education agents assisting with the admission and visa application process. Ultimately institutions now need to consider creative recruitment techniques in order to reach out to potential students who typically have lower levels of English.

Social media in Saudi With the removal of education agents from the recruitment process, the cancellation of the International Exhibition and Conference on Higher Education (IECHE) 2016 and university staff facing difficulties gaining visas to visit Saudi Arabia, one critical channel for engaging with potential students is social media.

IDP’s annual survey of international students in 2015 shows that Facebook is the leading social media network with 94 per cent penetration among Saudi Arabian internet users. Interestingly, IDP’s Arab Social Media Report (2013) also shows that Saudi Arabia has high Twitter usage (79 per cent) and is used by nearly 2 million users. This accounts for close to 47 per cent of all Twitter traffic in the Middle East.

Saudi Arabians’ high use of social media suggests they are likely to relay their experiences in Australia to their networks via Facebook, Twitter or other social media platforms. The importance of the student experience in Australia is therefore vital to student recruitment efforts. Word of mouth from friends and family is a major factor for Saudi students who are looking for institutions that are multicultural, offer strong support services and are welcoming of Muslim students.

While social media is a valuable tool when reaching out to potential students, universities need to invest time and resources in engaging with their target market in Arabic.

IDP’s Arab Social Media Report highlights that half of Saudi’s internet users prefer to use Arabic online, with 74 per cent of all Saudi tweets written in Arabic.

The future Current financial, political and administrative developments in Saudi Arabia indicate major challenges ahead. However, the country’s strategy of investing heavily in education to build the capability of its people and to diversify its economy suggest that long-term opportunities remain for Australian institutions.

The removal of education agents in the recruitment process has provided major challenges for institutions, but offers opportunities for innovation and creativity in the way we reach out to Saudi Arabian students.

If universities continue to invest in Saudi Arabia during this time of uncertainty and showcase their strengths and individual brand, this will position them well for long-term engagement in the region.

Tom Gifford is Regional Manager (Middle East, Africa and South Asia) at RMIT University and Deputy Convener of IEAA’s Marketing, Recruitment and Communication SIG.

The IDP report also reveals that YouTube ranks in the top three websites in Saudi Arabia, and is also the number one market in the world (per capita) for viewing the popular video sharing site.

YouTube can therefore offer a great communication tool for universities when engaging with potential students from Saudi Arabia – but again there is a hunger for Arabic content.

SUMMER 2015–16 | 35

SAUDI ARABIA IN FOCUS

While there is no doubt Saudi Arabia will continue to invest in overseas education, under the current financial pressure, Salman bin Abdulaziz Al Saud could severely cut back the number of scholarships previously available to Saudi Arabians.

INSERT SIDE TAB TEXT

BEFORE AND AFTER

BUILDING LIFELONG RELATIONSHIPS WITH INTERNATIONAL STUDENTS AND ALUMNI

36 | VISTA

While the Australian international education sector enjoys a period of relative stability, now is the time to safeguard our marketshare, plan for sustainable growth (and secure diverse source markets) and ensure we have a strong and viable reason to maintain contact with future students, current students and alumni. Much has been said and done across the sector in the past 12 months focusing on the onshore student experience. But what about the ‘before and after’?

How can institutions, government and industry bodies consolidate our communications channels to enhance engagement with future students and alumni?

A world gone mobile It is surprising how many institutions in Australia still have websites that aren’t optimised for mobile devices. (Mobile optimised sites recognise a phone’s screen size, adjust the displayed content accordingly and vastly improve the user experience.) Given that the majority of international students have smart phones, why are so many institutions missing out?

Recent surveys indicate that the majority of offshore agents refer students to an institution’s website for further detail about courses and programs. Printed collateral offers institutions a chance to stand out on brochure racks at student recruitment events and in agency offices. But where are the phone apps and optimised websites that deliver this material straight to students’ mobiles?

Mobile app providers such as studyaustraliaapp.com and the International Student USA Study Guide by Envisage International Corp are leading the way. More innovative companies will follow.

In the not-too-distant future, mobile content will be increasingly developed for alumni and overseas graduates. What professional development services do students and overseas graduates need to succeed in a global society? Do these change when crossing borders? These answers and more will be pushed out to one’s smart phone.

SUMMER 2015–16 | 37 Image: Martin Dimitrov (iStock)

FUTURE STUDENTS & ALUMNI

Gordon Scott and Gretchen Dobson explore how we can enhance our engagement with future students and build lifelong relationships with international alumni.

FUTURE STUDENTS & ALUMNI

Word-of-mouth wins Students want material they can relate to. In addition to course material, ranking information, price and graduate outcomes, they need to know more about their accommodation options, what types of friends they will have and what the city in which they are about to live will be like.

Printed collateral offers institutions a chance to stand out on brochure racks at student recruitment events … but where are the phone apps and optimised websites that deliver this material straight to students’ mobiles?

No longer do students rely fully on institutional marketing material and their education agents for this information. Increasingly, online word-of-mouth is replacing traditional marketing as the more successful means of supporting student decision making.

Students are much more likely to turn to social media to gain a realistic understanding about student life in Australia. Many institutions and government agencies assume that a corporately managed social media forum will achieve sufficient cut-through. Unless such a forum has regular students contributing real stories and real images, it is likely to be seen as just another marketing channel trying to sell them a course.

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Who is a prospective student more likely to believe? A marketing officer who copies brochure material into an institutional WeChat account or a group of current students tasked with describing campus life through their own social media channels?

Institutions are now managing to overcome the red tape that often governs ‘acceptable use’ of internet and ‘legal representation’ of the institution to their own benefit. Word-of-mouth wins.

And, here is where alumni can play a key role. Involve them en mass – alumni like feeling their collective efforts count! During recruitment season, create a ‘Back to School’ campaign featuring a corps of young alumni (graduates from the last five years) who return to their former secondary schools as champions or brand ambassadors.

Develop incentives for young alumni volunteers in each of your key recruitment markets. Amazon gift cards? A thank-you from your Vice-Chancellor? Both? Plan the campaign and promote the school visits by working closely with alumni relations colleagues and regional alumni volunteers offshore. This should be a win-win for all.

Fine-tuning pre-departure Some institutions and government agencies in Australia are taking the opportunity to redefine their approach to pre-departure. Many institutions rely heavily on offshore agents to prepare students for departure. Those who have offshore representatives will often deploy these staff to coordinate pre-departure briefings, and these are arguably the most effective means of consolidating student enrolments. Not every institution can afford offshore staff, but institutions can communicate with students at the pre-departure stage through a variety of means.

Institutions that create an early relationship with students, and maintain a strong symbiotic alumni bond upon graduation, will have a competitive edge. Will yours be one of them?

While mobile-optimised web material that is designed to answer common queries can be useful, it can often seem too impersonal.

Leaving home for the first time is an emotional experience. When emotions are high, decision making can sometimes be clouded, allowing doubt and change to emerge. It is in the institution’s best interests to engage with students offshore as soon as it can. By taking the above two points into account – namely, deploying mobile-friendly information with word-of-mouth advice from other students – an institution can carry the necessary information to all of its students at pre-departure stage with a low-cost solution.

Alumni of all ages can also contribute the type of tacit knowledge that new students crave as they go through these transitions. The voice of older alumni can calm the fears of apprehensive students and parents and, often, these men and women may be parents themselves of current students or recent graduates.

Alumni may be willing to open their homes or businesses to the new student and family community.

There is nothing more personal than to share tea and conversation in a private and informal setting where the old saying holds true: there is no such thing as a dumb question.

It’s hard to beat the benefits of a personalised approach to predeparture.

By engaging with students before they leave home, an institution can reinforce the important role in its relationship with the student.

This will have many benefits.

Consolidating an early relationship with students will help to improve enrolment numbers, grow retention rates and begin the journey towards developing stronger alumni relations.

Our approach to the ‘before and after’ of student relations need not be cumbersome or managed with one function independent of the other. Marketing and recruitment staff will benefit from working with those responsible for alumni activity, especially as alumni

engagement expands beyond fundraising to include new priorities such as employability initiatives.

Clever online and mobile technology exists to simplify the objectives of student relationship management. Institutions that create an early relationship with students, and maintain a strong symbiotic alumni bond upon graduation, will have a competitive edge. Will yours be one of them?

Gordon Scott is an education management consultant and founder of www. successfulgraduate.com.

Dr Gretchen Dobson is a global alumni relations consultant who develops international advancement programs for educational institutions, non-profit organisations and governments around the world.

She is based in Brisbane.

SUMMER 2015–16 | 39

BEYOND THE GLASS

CEILING: MARY ANNE GRANT

From rural Tennessee to the tulip fields of the Netherlands, Mary Anne Grant has transformed the lives of thousands of students through student mobility. Dawn Hewitt captures a few kernels of her wisdom on women in leadership.

The best advice comes from those who have been there: women who have pushed through the gender barriers, grappled with finding their own work-life balance and – despite the odds – broken through the glass ceiling.

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In this second instalment of ‘Beyond the Glass Ceiling’, we are privileged to hear from yet another intelligent and successful role model imparting her experiences and insights. From rural Tennessee to the tulip fields of the Netherlands, our next recruit has played an integral role in transforming the lives of thousands of students through student mobility for more than 35 years.

At the recent EAIE 2015 conference in Glasgow, the international education community celebrated the inspiring career of Mary Anne Grant. After dedicating more than 30 years to the International Student Exchange Program (ISEP), she will pass on the baton of the ISEP Presidency to embark on the next chapter of her professional career.

In the meantime, Mary Anne spoke with us to share her perspectives on leadership, decision making and just how this girl from rural Tennessee was able to leave such a tremendous legacy to the international community.

I have had several strong influences, both personal and professional. It started with my parents who instilled in me the belief that I could do anything and that hard work would pay off. I had their support to spread my wings just as my brothers did.

So they encouraged me to go to the Netherlands to work for a bulb exporter during the summer before my senior year in college. That was a big step for a girl from rural Tennessee.

Later, my French host family opened doors to a different language and thinking when I was with them for nearly two years as an au pair.

Professionally, Georgene Lovecky, Elaine Harris and Cassandra Pyle at the Council for the International Exchange of Scholars, all now gone, served as strong role models with integrity, honesty and a sense of responsibility.

2. What is the best and worst decision you've ever made?

In such a long career, it is hard to focus on one best or worst decision. The most difficult are the ones that affect the lives of people, whether a student who is denied access to their preferred program or having to replace a staff member whose skills no longer fit with the needs of the organisation.

Professionally, the best decision was first to come to work for ISEP at a time when the organisation was still developing and then to lead ISEP to become an independent, self-sustaining non-profit and put into place an experienced and talented Board of Directors.

3. What do you think is the most significant barrier to female leadership?

It is very different today than it was when I started 40 years ago. There were few women in top positions.

The door is much more open today, yet it can still be a struggle to make sure women’s ideas are heard and taken seriously.

That requires not giving up and pushing hard, even when the establishment may be less inclined to listen.

4. What are you doing to ensure you continue to grow as a leader?

There are always new things to learn. Listening to new ideas, especially from those who come from a different perspective is critically important. Change is difficult, but a constant. I also think a lot about what I could have done better in a difficult situation. Finally, I continue to use an executive coach on a regular basis, someone I trust to test ideas and explore how to lead.

5. If you could pass on one piece of advice to aspiring women in leadership, what would that be?

Be yourself. Find the path that works for you. Believe in yourself.

Do your homework. Focus on the facts rather than rumour and gossip. Be a consensus builder.

And, maintain integrity at all costs.

It can still be a struggle to make sure women’s ideas are heard and taken seriously.

That requires not giving up and pushing hard, even when the establishment may be less inclined to listen.

Image supplied

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WOMEN IN LEADERSHIP

1. Who has most positively influenced your career and why?

NIGERIA: A NEW DAWN

There are over 1,700 Nigerian student enrolments in Australia, which represents a fourfold increase since 2011.

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NIGERIA IN FOCUS The UK has long dominated the Nigerian international student market, writes Gordon Chakaodza. But with a fourfold increase in enrolments since 2011, Australia is becoming an increasingly attractive destination.

If the inaugural Future Unlimited West Africa Education Exhibition held in September is anything to go by, Australia is fast becoming an attractive option for Nigerian students. Representatives from 17 Australian institutions participated in the Austrade-organised exhibition held across three locations in Nigeria and Ghana.

The unprecedented interest shown

by Nigerians at the Austrade exhibition left no doubt that an increasing number of prospective students are looking more closely at non-traditional markets such as Australia. There are over 1,700 Nigerian student enrolments in Australia, which represents a fourfold increase since 2011.

There are three main reasons: 1. The number of Australian institutions becoming more active in Nigeria is on the rise, making the Australian brand more visible in a market dominated by the UK.

Several Australian universities have appointed, or plan to appoint, permanent representatives in the country.

2. Since 2012, Austrade has been in Nigeria aggressively promoting Australia as an excellent study destination. As a result, Australia is now seen as a global education provider with some of the world’s best facilities and educators. Austrade-led initiatives have all lifted the Australian profile in Nigeria.

These initiatives include direct promotion to international schools; training of Nigerian education agents, in conjunction with the Department of Immigration and Border Protection; and the successful inaugural Future Unlimited West Africa Education Exhibition.

3. Australia is now largely viewed by prospective Nigerian students as having an easier visa regime than the UK.

SUMMER 2015–16 | 43 Image: nvelichko (iStock)

Nigerian enrolments and growth YTD September 2015

69

1500

56

48

Enrolments

29 22

500 161

196

2006

2007

204

390

302

4 2008

2009

2010

Political and economic environment It is widely viewed that, as a country, Nigeria has never lived up to its true potential because of decades of political corruption, poor governance and security issues.

With the election of General Muhammadu Buhari as President in March 2015, there is much optimism that he will put Nigeria on the right path. Having campaigned as the anti-corruption and prosecurity candidate, General Buhari has ahead of him the huge task of leveraging on the current political and economic goodwill of the international community.

According to the British Council, outbound postgraduate mobility from Nigeria will grow at an annual average of 8.3 per cent – from 15,000 students in 2012 to 40,000 students in 2024.

In April 2014, re-based data revealed that Nigeria’s economy is now Africa’s largest. According to McKinsey Global Institute’s 2014 report ‘Nigeria’s renewal: Delivering inclusive growth in Africa’s largest economy’, Nigeria has the potential to reach an annual GDP of USD1.6 trillion by 2030.

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60%

1282

760

1000

0

80% 1718

437

488

12

12

2011

2012

40% 34 20%

2013

2014

2015

Enrolments % change

2000

0

Nigeria has the largest population in Africa with 170 million people.

According to United Nations projections, this is expected to reach 400 million and surpass that of the US by 2050.

The number of Nigerians studying abroad is also expected to grow substantially. According to the British Council’s ‘Postgraduate student mobility trends to 2024’ report, outbound postgraduate mobility from Nigeria will grow at an annual average of 8.3 per cent – from 15,000 students in 2012 to 40,000 students in 2024. The report also predicts that during this period there will be a 12.7 per cent annual average increase in Nigerian postgraduate students studying in Australia.

Two main reasons account for the high level of student mobility from Nigeria. First, a lack of domestic investment in the education infrastructure has meant that some Nigerians have always looked beyond its borders for quality education. This demand has always surpassed the supply of good education services in the country, particularly at tertiary level.

Second, the expansion of the middle class, resulting from a fast-growing economy based on revenues from oil and gas, translates to more Nigerians being able to afford an international education.

On balance, Australian education institutions that are willing to invest time and money – and, above all, patience – should reap good rewards in the future.

Market challenges

In-country support

The Nigerian market is not without risk, and it is important that Australian institutions seek advice on how to operate in this complex market. Some of the key risks and challenges include:

The Austrade office located in Accra, Ghana can assist eligible Australian education institutions in both Ghana and Nigeria by providing the following services:

Cost and distance Nigeria, and West Africa more broadly, is a high-cost environment. Australian institutions should be prepared to pay high prices for most services, including flights between Australia and Nigeria, accommodation and general services.

Competition The UK dominates the Nigerian international student market because of its relative proximity, historical connections and large Nigerian diaspora. Additionally, countries such as Canada are aggressively promoting their own institutions. The competitive environment will only heat up in the coming years.

Knowledge of Australia Several Nigerian education agents do have experience of Australia, but most would have previously studied in the UK. There is a long way to go before Nigerian education agents are fully comfortable with the Australian value proposition.

NIGERIA IN FOCUS

This trend is set to continue for the foreseeable future and provides an excellent opportunity for Australian education institutions to leverage on the growth.

■■ Help

with market selection in West Africa – assessing market potential; advising on the suitability of education services; and providing information specific to education services, including market barriers and regulations

■■ Identification

of relevant contacts in West Africa – potential partners, agents or customers; relevant foreign regulatory agencies and authorities; local market or industry experts; and other specialist external service providers

■■ Assistance

with market entry and expansion – market entry and strategy advice, including tailored research; marketing and promotional advice; assistance and introductions for setting up a presence in West Africa; and organisation of appointments, including business-matching

■■ Identification

and follow-up of specific international education opportunities – disseminating qualified business opportunities, facilitating meetings in West Africa, and providing advice and assistance in following up identified opportunities.

Gordon Chakaodza is the Trade Commissioner (West Africa) for Austrade’s Ghana office.

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2016

Melbourne

Australian International Education Conference 18 – 21 October 2016 Melbourne Convention and Exhibition Centre Connectivity – at the heart of international education

‘Connectivity – at the heart of international education’

Call for proposals opens in January 2016…

AIEC is the premier forum in Australia to connect people, ideas and research in international education, and since the first conference in 1987, connectivity has become woven into the conference’s DNA. It is fitting therefore, for AIEC to celebrate its 30th anniversary event in 2016 around the theme of connectivity. The theme also recognises that international education is now an inextricable part of a hyper-connected world.

Enhanced technology, global citizenship and greater leveraging of networks and partnerships all combine to influence the growth and success of the international education industry. AIEC 2016 will explore the concept of connectivity, its disruptions and opportunities, across three broad contexts: technology, people and partnerships.

We look forward to receiving proposals for the 2016 conference in Melbourne.

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We encourage proposals for presentations on innovative approaches, panels where different perspectives are explored, and posters and café sessions that focus on discussion and knowledge sharing. If you have a topic that will be of interest to those working in international education, which offers clear takeaways and applicability, we want to hear from you!

To find out more or to download the guidelines, please visit www.aiec.idp.com

Association of International Education Administrators (AIEA) 21–24 February Montreal, Canada www.aieaworld.org Asia-Pacific Association for International Education (APAIE) 29 February–3 March Melbourne, Australia www.apaie.org

March Universities Australia 9–11 March Canberra, Australia www.universitiesaustralia.edu.au

April Forum on Education Abroad 6–8 April Atlanta, USA www.forumea.org Australia New Zealand Agent (ANZA) Workshop 13–15 April Melbourne, Australia www.icef.com/anza Brazilian Association for International Education (FAUBAI) 16–20 April Fortaleza, Brazil www.faubai.org.br

May

Key dates: Call for proposals opens: 11 January 2016 Call for proposals closes: 28 February 2016 Registration opens: 1 June 2016

NEAS 12–13 May Sydney, Australia www.neas.org.au NAFSA 29 May–3 June Denver, USA www.nafsa.org

July

Early bird closes: 19 August 2016 www.aiec.idp.com

Going Global 3–5 May Cape Town, South Africa www.britishcouncil.org/going-global

Council of International Students Australia (CISA) 4–8 July Darwin, Australia www.cisa.edu.au

#aiec2016

SUMMER 2015–16 | 47

CONFERENCES

February

Contact us IEAA Secretariat PO Box 12917 A’Beckett Street Melbourne VIC 8006 Australia +613 9925 4579 admin@ieaa.org.au

ieaa.org.au