USA RESEARCH: STUDY ABROAD OPPORTUNITIES FOR VICTORIA UNIVERSITY

Table of contents

Introduction 3

Section Summary 4

Methodology for the study 8

• Sources of secondary data 8

• Selection criteria for primary interviews 9

Trends in international student mobility 12

• Study abroad (year-on-year growth) 12

• Summer programs are the most preferred program for study abroad 14

• Study abroad by field of study 15

• Study abroad by student demography 17

Australia as a study abroad destination for US students 20

Feedback on Victoria University as a study abroad destination 22

• Awareness about Victoria University 22

• Feedback from US stakeholders on VU specific elements 23

Research Findings / Key Insights for VU 29

• Is there an opportunity for VU to recruit study abroad students from the US? 29

• Where does the opportunity lie for VU? 31

• Should Victoria University focus on US universities or third-party providers? 38

• Which geographies/institutions should VU prioritise? 39

• What are the student demographics best suited for VU? 43

Conclusion 44 Annexures 45

Study abroad opportunities for Victoria University

Introduction

Study abroad is a popular part of college programs in the United States. Annually, over 300,000 American students study, intern, or volunteer abroad for academic credit on study abroad programs ranging from two weeks to a full academic year. Study abroad programmes are considered important to acquire global skills and are instrumental in opening up personal and professional opportunities. Some students opt to study abroad to experience a different way of life and build their tolerance of different cultures.

Given the high number of students opting to study abroad every year, the US remains one of the most important markets for the acquisition of study abroad students. It is a mature and highly competitive market with thousands of established relationships between US and international universities. There are also tens of third-party providers operating as full service aggregators to cater to students seeking study abroad options.

Victoria University(VU), with an aim of potentially growing its presence in the US, approached Acumen to analyse the study abroad landscape in the US. VU is ranked in the top 2% of universities worldwide with a strong niche in the “first in family” cohort and a strategic plan for developing the block model network. VU has 55 active exchange partners and 24 study abroad only agreements. In 2020, VU hosted 39 exchange students and 140 study abroad students.

VU’s existing partnerships are limited to student exchanges, and study abroad partnerships with Germany, Mexico, and some parts of the US. This research study intends to explore the US study abroad landscape for VU and identify whether there are specific opportunities for VU to recruit study abroad students from the US.

The study is divided into 4 main parts:

• Trends in international student mobility (section 3 of the report)

• Australia as a study abroad destination for US students (section 4 of the report)

• Feedback on Victoria University as a study abroad destination (section 5 of the report)

• Research findings / key insights for VU (section 6 of the report)

The first part of the study explores the trends and data of student mobility from the US to Australia across parameters of historic growth, location of students, study abroad programs, and student demographics.

The second part deep-dives into the specific interests, demands and aspirations of US students. The objective of the research study is to map student needs with the current offerings of VU to identify potential opportunities.

The third part categorically looks at VU as a potential destination for study abroad. This section reflects on the current study abroad offerings of VU and assesses its potential in the US study abroad landscape. The last section brings together the key findings of the study by analysing the research insights with secondary data. This section aims to assess the opportunity for VU with its current offerings and explore future opportunities that VU could consider for investment. Given the research has identified opportunities, this section highlights a strategic roadmap for VU to leverage existing opportunities and create new ones.

SECTION SUMMARY

TRENDS IN INTERNATIONAL STUDENT MOBILITY

2.9% 10y CAGR: US Study Abroad Growth With 347,099 students in 2018/19, US is one of the largest market for study abroad students. Positive and steady growth at 2.9% CAGR for 10 years between 2008/09 and 2018/19.

US Study Abroad Students (2018-19)

39,358 39,043 33,849 18,465 12,029 11,777 11,639 10,665

26,074

United Kingdom Italy Spain France Germany Ireland China Australia Multidestination

Source: Open Doors (2019)

US Study Abroad To Australia

• Growing marginally in the last few years and it ranks among the top 10 destinations of study abroad for US students

• -0.4% 10Y CAGR for Australia (10,665 students in 2018/19 compared with 11,140 students in 2008/09)

• 8,369 students in 2013/14. 27% increase in 5 years.

• Students in the US are interested in Australia, however, some restricting factors such as the distance, mismatch of academic calendars, and affordability limits large cohorts of students from choosing this destination.

Study abroad opportunities for Victoria University

AUSTRALIA AS A STUDY ABROAD DESTINATION

Australia

not Considered a Strong Academic Destination

In our research, the positives about study abroad in Australia range from good weather to local tourist attractions; not particularly seen as a strong academic destination.

Students are interested in Australia as a destination for study abroad but prefer countries in Europe and UK for academic interests.

The pandemic is expected to change study abroad considerations and preferences in the coming years and this may favor Australia given the comparatively low number of COVID related deaths.

• Good weather, English-speaking, laidback lifestyle, beaches and local tourist attractions.

• Safer country for travel due to its strict lockdown rules and COVID containment policies.

• Experiential learning opportunitiesresearch as well as internships emerged as big areas of interest

• Australian cultural and sporting programs for country-wide learning and sports management understanding.

• Distance is a major barrier when considering Australia as a destination for study abroad.

• US students are highly price sensitive and the popular opinion about Australia is that it is very expensive as a destination for study abroad.

• Universities / students mainly prefer third party providers for study abroad. Many new providers such as API Abroad are reluctant to enter the market because there are many existing programs for Australia offered by existing providers.

Positive factors Positive factors

VICTORIA UNIVERSITY AS STUDY ABROAD DESTINATION

Poor Awareness of Victoria University

Only 2 of 15 respondents had prior knowledge of VU. 8 had no prior knowledge. 5 confused VU with a university in New Zealand.

Excitement for the Block Model

Innovations are highly regarded in the US. We noted huge excitement about the Block Model, and ideas around potential uses:

• Offering flexible and creative programs

• Overcoming US and Australia academic calendar mismatch

• Offering short-duration faculty-led programs

• Studying at multiple campuses in a semester

Preference for Differentiated Programs

Not a lot of positive interest in VU’s current program offerings. Most US universities / TPP already have partnerships in high volume programs such as business and science.

STUDY AREAS POTENTIAL OPPORTUNITIES

Arts & Humanities

Business

• Psychology

• Indigenous studies

• Management studies

• Business incubator studies

• Entrepreneurship

FEASIBILITY FOR VU

Indigenous studies are not really offered at VU

Business incubator studies are not really offered to any significant degree at VU

Computers & IT

• Machine Learning

• Actuarial sciences

• Data Analytics  Machine Learning offerings are limited, especially at UG level Engineering & science

• Agriculture sciences

• Biomedical engineering

These recommendations are not offered at VU at all

Developing the recommended programs would require substantial financial investment and dedicated resources to map programs and curriculums, and to drive outreach to US universities.

RESEARCH FINDINGS / KEY INSIGHTS

US Universities’ Preference to Work With Third-Party Providers US market is crowded with third-party providers and existing university partnerships both of which have underutilised capacity. US universities prefer to work with TPP to onboard their bouquet of programs and to provide support extensive support to parents and students.

Limited Opportunities in an as-is Scenario

VU’s current offerings are too generic. US universities and third-party providers already have relationships for such programs and these are not fully utilised due to the COVID-19 restrictions. Even pre-COVID, the number of study abroad students from US to Australia although increasing in the recent years had not reached the peak of 2008/09.

Limited opportunities for VU in an as-is scenario as students are interested in niche academic courses and short-term faculty-led programs, and wide student support services; all of which are not currently offered by VU.

Creating New Opportunities would be Resource Intensive Opportunities for VU lie in creating new faculty-led programs and niche offerings such as indigenous studies, machine learning, business incubation, and actuarial science; these are low volume, time consuming, and resource intensive.

Repacking VU’s Study Abroad Offerings

Detailed information on VU’s website about study abroad offerings and cost, information about living in Melbourne, and student support services. Increase online presence and digital marketing with an objective to enhance brand awareness in the US. Offer scholarship opportunities and financial aid to US students in the initial years.

Prioritise Outreach with Small Private Universities Offering Quarterly System

Research did not identify a specific geographic location for VU to prioritise. Currently, opportunities lie in creating niche program. VU should prioritise reach out to liberal arts colleges, faculty-led study abroad programs, colleges offering the quarter system, and colleges with academic specialisations.

Focus on the US as a Long Term Strategy

Due to the ongoing COVID-19 pandemic, the international student mobility remains fluid. VU should consider the short-term period to invest in operational and financial resources to effectively build awareness, develop student interest, and engage with US universities and third-party providers. VU systematically strengthens its study abroad offerings and develops the financial and operational bandwidth, such as a local representation in the US, needed for gaining prominence in the US study aboard market.

Study abroad opportunities for Victoria University

Methodology for the study

The methodology used for the study was a combination of primary and secondary research methods. Data and insights were collected through desk research and interviews to complement quantitative findings with qualitative insights.

1. Sources of secondary data

2. Selection criteria for primary interviews

Sources of secondary data

The study looked at multiple sources of information on study abroad and international student mobility to analyse trends in the US and Australian markets.

TYPE OF INFORMATION INFORMATION SOURCE

Student mobility from the US to Australia

Australia inbound student mobility data

IIE/Open Doors data

IIE/Open Doors data Project Atlas

Information on fee paying study abroad students in Australia News run

VU-specific information

VU website https://www.vu.edu.au/

US Universities University websites Wikipedia

Study abroad opportunities for Victoria University

Selection criteria for primary interviews

Primary interviews were at the centre of the information collection for this research study. Interviews with US stakeholders were undertaken for insights on study abroad trends, interest in Australian universities, and potential opportunities specifically for Victoria University.

Some of the key aspects of the study that were discussed and tested during the interviews were:

• Interests, aspirations, and demands of students for study abroad

• Feedback on study abroad in Australia

• Feedback on Victoria University

» Awareness of Victoria University

» Academic offerings of VU (and differentiated offerings of VU)

» Attractiveness of the Block Model

» Affordability of VU programs

» Student services at VU

» Considerations for university partnerships

» Role of third party providers for VU

• Steps which could be undertaken by VU to leverage US study abroad opportunities

The respondents of the study were selected based on the following parameters:

• Profile of respondents: representatives from US universities and study abroad providers - senior study abroad advisors, directors of international programs in universities, founders of study abroad businesses and agencies, and representatives from third party study abroad providers.

• Study abroad experience: experience in study abroad market, international mobility, student recruitment, university partnerships, and working with third party providers.

• Prior knowledge of the stakeholders: Our prior experience of working with / knowing some of the stakeholders was valuable in facilitating the interviews as well as eliciting honest, candid responses.

University of Massachusetts - Amherst, Massachusetts

Public university NorthEastern Study Abroad Advisor University of Massachusetts - Amherst, Massachusetts

Former API Regional Director for 16 years 4

Central Michigan University, Michigan

Public university

Upper Midwestern Executive Director of Global Programs

Former Director, Global Internship Program, and International Plan at Georgia Institute of Technology 5

Whittier College, California Private university Western Assistant Director of International Programs

Former API Regional Director for 16 years 6

University of Colorado Public university Western Program Manager University of Colorado - Denver, Colorado

Former Program Coordinator - Office of International Education for 3 years at University of Denver 7

University of Denver Private university Western Assistant Director of International Programs

Florida Agricultural and Mechanical University

Public university Southeastern Assistant Vice President of Global Education

Former API Regional Director for 16 years

6 years in present role

University of St. Thomas, Minnesota

Public university Upper Midwest OnPoint Global Strategies and Coaching Consultant

9 years with GlobaLinks 10

Hamline College, Minnesota Private university Mid-Western Faculty-led Program Coordinator

5 years in present role

Study abroad opportunities for Victoria University

# NAME TYPE (PRIVATE/ PUBLIC AND SIZE) LOCATION POSITION OF RESPONDENT EXPERIENCE

11 Arizona State University, Arizona

Public university

Southwestern Short term program coordinator

4 years experience as program coordinator

Former International Support and Compliance Officer at St. George’s University of London for 2 years

12 University of CaliforniaSan Francisco, California

13

Providence College, Rhode Island

Public university

West Coast Study Abroad Coordinator and International Liaison

Private University

14

15

NorthEastern

Dean of Global Education

Former study abroad advisor at UC Berkeley for 3 years

Former study abroad program coordinator at SUNY New Paltz for 8 years

SUNY, New Paltz Public university NorthEastern Dean of Global Education Former off-campus study coordinator at Lynchburg College

Georgia State University Public university

SouthEastern Assistant Director

Former study abroad coordinator at Clemson University for 4 years

Former university relations representative at CIS Abroad for 2 years

Trends in international student mobility

Study abroad (year-on-year growth)

There has been a positive and steady growth in the US study abroad market over the last 10 years (from 2008/09 to 2018/19). In the last 10 years, the number of study abroad students from the US grew by 33% at a steady CAGR of 2.9%.

Study abroad opportunities for Victoria University

The UK and Europe are the top destinations of study abroad for US students. The main reasons for selecting these destinations are:

• Globally recognised degrees

• Competitive cost of education (both undergraduate and postgraduate schooling are cheaper in UK than the USA)

• Cultural heritage, language, and lifestyle

In Europe, some of the main destinations of study are Italy, Spain, France, and Germany. Nearly 30% of the total study abroad students went to these countries. Around 11% of students chose the UK to study abroad.

Australia, as a destination for study abroad, has been growing marginally in the last few years and it ranks among the top 10 destinations of study abroad for US students. Based on our interviews, students in the US are interested in Australia, however, some restricting factors such as the distance, mismatch of academic calendars, and affordability limits larger cohorts of students from choosing this destination.

Students visiting Australia has increased in the last five years (pre-pandemic). Between 2014/15 and 2018/19 the number of students visiting Australia from the US has increased by 21%. The same has been testified by various study abroad providers who are offering a variety of programs across different parts of Australia to meet student demand.

Study abroad by duration

Most study abroad students prefer short-term courses to long-term. This is validated from our interviews where the majority of study abroad representatives across the universities noted high demand for shortterm faculty-led programs and/or summer programs.

Some of the key trends with regards to study abroad are (in reference to chart above):

• Short-term programs preferred over long-term programs. Nearly 58% of US students preferred short duration programs ranging between less than two weeks to over eight weeks both during summer and non-summer periods.

• Over 30% of US students (2018-19) had opted for one semester abroad in 2018-19.

• Long-term study abroad programs (academic year, one or two quarters, calendar years) were least preferred by students. Summer programs were the most popular period of study abroad among students.

Summer programs are the most preferred program for study abroad

In the US, summer semester is usually a duration of 2 months which starts in June. Most US universities do not have fresh intake for this semester and students prefer to either work on campus or take up industrial training. Students feel this is the right time to undertake study abroad programs.

Faculty-led programs have their study abroad programs scheduled during the summer months to utilise this time to study and gain experience in other countries.

Percentage of US study abroad students taking up summer programs (2018-19)

2.4

38.6

Summer: More than eight weeks

Summer: Two to eight weeks

Summer: Fewer than eight weeks

Source: Open Doors (2019)

Study abroad opportunities for Victoria University

A total of 38.6% of US study abroad students opted for summer term in 2018-19. Out of this, a large majority (over 75%) chose summer programs of more than eight weeks duration while 16.6% chose summer programs of less than two weeks duration and 6.7% of students chose summer programs between two to eight weeks duration.

Relevant insights from our research:

• Some universities have mentioned specific credit point requirements with summer programs. For example, students of Hamline College, Minnesota prefer summer programs that offer 6 credits in the US, which makes them eligible to apply for financial aid.

• University of New South Wales (Australia) has designed a customised internship program for students as part of their summer program. UNSW offers 6 credits for 1 course that starts in August and ends in September. This course is very popular with students from Georgia Tech.

• Representatives from Florida Agricultural and Mechanical University, have expressed their interest in summer programs in the block model scheduled between June and July.

Study abroad by field of study

Generally, students across different programs apply for study abroad programs. There are however some fields which have more prominence in the US study abroad market than others. The courses which attract the highest number of study abroad students are: STEM, Business and Management, and Social Sciences as the majority of undergraduate students are enrolled in these courses in US universities.

International universities usually offer the same courses (under different programs) to align with the US curriculum.

Specialised programs are emerging as opportunities to tap in the study abroad market

Students are interested in unique program offerings which they are not able to study in their home universities or which can add value to their overall study abroad experience. Some examples of value addition are live projects in the host country, research-led projects, internships, cultural tours, and advance-level courses.

Based on the testimonials from the stakeholders for this study, universities offering unique and specialised courses have been more popular with students than universities offering general or foundational programs.

• Programs that have emerged as popular for study abroad are: Health Sciences, Biomedical Sciences, Business, Technology based and Industry focused academic areas.

• There has been emerging demand by providers for STEM courses in engineering and health sciences. This is primarily popular in English speaking countries as students find it difficult to align STEM courses in non-English speaking countries.

• Programs on Environmental Science and Sports Management are gaining prominence.

• Business oriented programs such as an incubator program for business. For example, start-ups offered by the University of Western Australia.

• Education as an academic area is under-served in study abroad creating opportunities for emerging study abroad universities like VU.

• Indigenous courses offering a comparative approach between US and Australian cultures have been emerging as an interesting area of study for students.

• Specialised programs with internships is a growing area of interest for students as seen in the case of Arizona State University, where students took a community health program and interned with local health companies.

• Universities following the quarter-model such as Drexel University, DePaul University, Northeastern University, and others (refer to the table in section 6.4) for a full list of quarter system colleges and universities) are interested in creative and flexible programs for study abroad. They have specifically mentioned their interest in co-ops (co-operative experience where students gain hands-on industry experience) and other creative offerings as part of their study abroad experience.

Study abroad opportunities for Victoria University

Study abroad by student demography

Demographic profiling of US students demonstrates a wide variety of social, gender, and racial categories in the study abroad market. In recent years, wider diversity is seen in terms of student demographics however minority students are still under-represented.

Some of the key trends in terms of student demographics are:

• Representation of female students is much higher than male students in US study abroad. In 2018-19, close to 70% of the students studying abroad were female. The percentage of women studying STEM courses is comparatively less in the US - 38% of the total graduate students between 25 years to 34 years were women (NCES, 2014). US female students studying abroad are mostly spread across nonSTEM courses.

• Male students remain untapped in the study abroad market. (VU could systematically target male students by creating differentiated offerings in terms of specialised subjects such as STEM, business, and other academic fields).

32.7 Men

Women

67.3

Source: Open Doors (2019)

Gender wise representation of study abroad students (2018-19)

In terms of race and ethnicity we find a major under-representation of students from minority groups.

Percentage of study abroad students as a proportion of post-secondary students by race/ethnicity

RACE/ETHNICITY PERCENTAGE OF STUDENTS IN POST-SECONDARY ENROLLMENT(2018-19)

PERCENTAGE OF STUDENTS IN STUDY ABROAD OUT OF THE POSTSECONDARY ENROLLMENT(2018-19)

African American 13.4% 6.4%

Asian/Pacific Islander 7.3% 8.9%

Caucasian 55.2% 68.7%

Hispanic/Latino American 19.5% 10.9%

Multiracial 3.9% 4.7%

American Indian/Alaska Native 0.7% 0.4%

Source: NAFSA (2019)

Representation of Caucasian students in study abroad is still predominant. However, the proportion of other students has been growing over the years from 21% in 2009/10 to 31% in 2018/19.

The main boundaries for study abroad for minority students as suggested across multiple sources are cost, financial aid restrictions, family and community influences, lack of awareness, and concerns about on-time graduation and others. Findings of Wabash National Study on Liberal Arts Education, Salisbury et al. (2009) highlights the causal relationship between socioeconomic status of students and their decision to study abroad. Students of lower SES backgrounds are less likely to study abroad than students of higher SES.2 In recent years there has been a positive trend in terms of representation of minority students in study abroad. This can be an outcome of affirmative actions by higher education institutes as well as the accumulation of social and cultural capital which has a positive impact on student decision making.

In 2019, the highest representation of minority groups in study abroad has been from Hispanic, Asian, and African-American groups.

Based on our interviews with universities with strong minority representation, there are specific study abroad requirements for such students mainly in terms of scholarships, financial aid, and student hand holding support. There is an opportunity here for VU if it is able to create a customised offering for such universities to attract larger cohorts of students.

Some study abroad strategies targeted specifically for minority students are:

• Targeted study abroad scholarship programs (especially for students receiving Pell grants)

• Enhanced access to financial aid for study abroad programs

• Student demographic specific marketing strategies

• Special faculty-led programs aimed at low-income and first generation students of colour

2 Underrepresented students in US study abroad (IIE, 2017)

Study abroad opportunities for Victoria University

Percentage of study abroad students by race/ethnicity (year-on-year growth)

2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19

Caucasian 76.3% 74.3% 72.9% 71.6% 70.8% 70.0% 68.7% Others3 23.7% 25.7% 27.1% 28.4% 29.2% 30.0% 31.3%

Source: Open Doors (2019)

Some of the trends in terms of student demographics emerging from our interviews are:

• Historically, Caucasian students have been dominating the study abroad market in the US. This trend continues to persist in the US with 1.19 mn Caucasian students receiving their Bachelors degree in 2018-19 an increase of 47.3% from 1976-77.4

• However, there has been a marginal decrease in the proportion of Caucasian students in study abroad over the last years.

• The number of Caucasian students as a percentage of overall undergraduate enrollment has been decreasing in the US. In 2018-19, the 1.19 mn Caucasian students receiving their bachelor’s degree represented 62.3% students, a 27.2 percentage point drop since 1976-77.5

• Other major ethnic groups are 14.9% Hispanic, 10.3% African-American, 8.2% Asian/Pacific islander, and 0.5% American-Indians.6

• Representation from minority students in study abroad has been increasing marginally over the years. 3 Others indicate students from Hispanic, Asian, African-American, multi-racial, Alaska native communities 4 Bachelor’s degrees conferred by postsecondary institutions, by race/ethnicity and sex of student: Selected years, 1976-77 through 2018-19 5 Ibid.

Australia as a study abroad destination for US students

Awareness

• Awareness about Australia as a destination for study abroad is still growing in the US market.

• Most of the interviewees were of the opinion that students are interested in Australia as a destination for study abroad but countries in Europe and UK are preferred by students. The impact of the pandemic is expected to change study abroad considerations and preferences in the coming years and this may favour Australia given the comparatively low number of COVID related deaths.

Barriers

• “Distance is a major barrier when considering Australia as a destination for study abroad.“ ~University of Colorado

• “US students are highly price sensitive and the popular opinion about Australia is that it is very expensive as a destination for study abroad.” ~University of Hartford and others

• There are too many third-party providers of study abroad in Australia. Many new providers such as API Abroad are reluctant to enter the market because there are many existing programs for Australia offered by existing providers.

Preferences

• Some of the most common perceptions relating to Australia as a destination for study abroad are: good weather, English speaking, laid back lifestyle, beaches and local tourist attractions. Parents and students do not always think of Australia as a strong academic location (compared to the UK).

• Some of the selling points for Australia which are popular with students are:

» Melbourne sporting events and its recognition as the “Sports Capital of Australia”

» Wine tasting tours

» Food and culture city tours

» Travel to Uluru

» Opportunity to engage with local / Indigenous Australians

• Top locations for studying in Australia are Sydney, Melbourne, and Gold Coast, however, other locations such as Perth, Brisbane, Newcastle, Townsville, and Wollongong are emerging too. Multiple providers offer programs in these locations and in one of our interviews with a representative from Central Michigan University, USAC and ISA were mentioned as the noted providers for Australia.

• Students are inclined towards local tourist attractions in Australia and study abroad decisions are largely based on this. Students at University of Hartford identified Australia with popular tourist destinations such as Gold Coast, Sydney, tropical Queensland, and ‘the outback.’

• Students have preferences for specific locations in Australia. Universities which are located in cities such as Melbourne are able to market the city in terms of the cosmopolitan lifestyle, “sporting capital of Australia” and other unique features.

• “Post the pandemic, students and parents are very concerned about the COVID risk mitigation measures and safety measures undertaken in different countries. Australia is perceived as a safer country for travel due to its strict lockdown rules and COVID containment policies.” ~University of Colorado

Study abroad opportunities for Victoria University

• Examples of academic courses offered by Australian universities and which are preferred by students are :

» Experiential learning opportunities: Research as well as internship opportunities emerged as big areas of interest in our interviews

» Australian cultural and sporting programs for country-wide learning and sports management understanding

» STEM and health-related fields - students with majors in these fields often find it challenging to align with the curriculum of international universities

» International business

Trends

• Universities generally partner with third-party providers for Australia rather than direct exchanges e.g. Ohio University has study abroad programs with La Trobe University and University of Melbourne in Australia through such providers.

• Gold Coast and Sydney are the most popular destinations for study abroad students from the US.

• In our research, some popular study abroad options that interviewees mentioned were Bond University, La Trobe University, Swinburne University, and Griffith University. Some of these are expensive options but their mention in our interviews signifies a good brand recall. There can be a segment of students who are more driven by the university profile and programs offered and are ready to pay higher fees for studying there.

Feedback on Victoria University as a study abroad destination

1. Awareness about Victoria University

2. Feedback from US stakeholders on VU specific elements

Awareness about Victoria University

In our interviews with US stakeholders, the existing awareness of VU was very low. Most respondents had not heard of Victoria University and some confused it with the Victoria University of Wellington in New Zealand. Of the 15 interviews conducted, only 2 interviewees mentioned that they were aware of Victoria University, 8 interviewees had no prior knowledge about Victoria University, and the remaining 5 were not sure whether they knew Victoria University.

In order to identify potential opportunities for Victoria University, we discussed various VU specific elements with the interviewees such as the Block Model, portfolio of programs, location, academic calendar, curriculum mapping, cost of living and more. The responses on each of these elements is summarised below. The main objective of these discussions was to gather feedback with respect to the role each element would play in forming relationships and student recruitment from the US.

Study abroad opportunities for Victoria University

Feedback from US stakeholders on VU specific elements

• Location of VU - Students are interested in a diverse Australian experience and the location of VU across different campuses with the potential of creating a multi-location package offer would be considered an advantage. Melbourne is popular and well recognised.

• Academic calendar - The weather seasons in the US do not match with the seasons in Australia and the academic semesters in the US do not match with academic semesters at Australian universities. However, compared to other Australian universities, VU’s extended terms are longer. The overlap of academic semesters is highlighted in the diagram below:

The challenge of aligning academic calendars can be overcome by the Block Model at VU. For example, students interested in studying with VU during the US Summer Term can take up courses from semester 1 as well as semester 2 at VU.

• Academic offerings - Respondents from US universities were interested in specific academic programs that VU can offer.

» Curriculum mapping - US universities have study abroad partners map their academic calendar with partner universities. Students are mainly interested in a curriculum that matches their existing programs.

JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC US Universities Spring Summer Fall

Victoria University Spring Summer Fall

» Differentiated program offering - Broadly speaking, the programs offered by VU such as Arts & Humanities, Business, Computer & IT, Engineering are similar to other leading Australian universities offering study abroad programs. Based on our interviews, students are looking for universities providing specialised courses / subjects differentiated from other universities and it may simply be the need to highlight specific areas of study at VU in Study Abroad promotion. Suggestions of specific courses / subjects emerging from our interviews include:

STUDY AREAS OFFERED BY VU

Arts & Humanities

Business

SPECIFIC COURSES OF INTEREST TO STUDENTS (FROM OUR INTERVIEWS)

• Psychology

• Indigenous studies

• Management studies

• Business incubator studies

• Entrepreneurship

Computers & IT

Engineering & science

• Machine Learning

• Data Analytics

• Actuarial sciences

• Agriculture sciences

• Biomedical engineering

FEASIBILITY FOR VICTORIA UNIVERSITY

Indegenous studies are not really offered at VU.

Business incubator studies are not really offered to any significant degree at VU.

Machine Learning offerings are limited, especially at UG level.

These recommendations are not offered at VU at all.

The specific courses of interest mentioned from our interviews are an indicative list of courses where interviewees have shown interest. Currently, VU does not offer most of these recommendations and creating new product offerings would require significant time and resources investment. The specific recommendation of differentiated study abroad programs makes it difficult for VU to stand apart.

• Block Model - Respondents of interviews were not aware of the block model offering at VU in the beginning. However, once we explained the block model, there was a very positive response in all our interviews. Interviewees have expressed excitement as well as genuine interest in the block model for their students. Interest in the Block Model approach is evident from the multiple comments, value additions and course offerings suggested by respondents as follows:

» Faculty-led programs in block model: The block model can be especially relevant for universities with faculty-led programs. Faculty-led programs have specific courses/topics assigned for their study abroad term. These courses could be taught by VU in a block model format as a faculty-led program usually involves one course at a time.

» Short-term programs in block model: Students are interested in short-term study abroad opportunities. Short term courses are appropriate in the Block Model as one or two courses / subjects can be fully completed within a span of 1 or 2 month(s).

Limitations of the VU Block Model

» Full-time courses: Students who are seeking a complete 4-month semester often look to earn extra credits by enrolling into extra subjects. However, the block model at VU does not allow enrollment into multiple subjects simultaneously. Students would be able to earn a maximum of 12 credits for completing a full semester (16 weeks duration) at VU.

Study abroad opportunities for Victoria University

Key inputs on VU’s Block Model from interviews

UNIVERSITY / PROVIDER NAME INPUTS / TESTIMONIAL

Providence College, Rhode Island Quarter system colleges are the best fit for block model

SUNY New Paltz, New York

Combining academic blocks with internship blocks so that students can meet internship credits of home universities

University of California, San Francisco Block Model is interesting to us as it offers the opportunity for flexibility and creativity

University of Hartford, Connecticut Definite opportunities for Block Model where students can study across different campuses

Apps Abroad

FEASIBILITY FOR VU

Possible but requires dedicated curriculum mapping and program selection

VU doesn’t offer internships except for accreditation courses and such courses are not applicable for mobility students

Offering specialised courses in the Block Model will attract more students

Whittier College, California Block Model is interesting for faculty-led programs where students can fulfill specific credit requirements completing 1 or 2 blocks on specific courses

Florida Agricultural and Mechanical University, Florida

Hamline College, Minnesota

Block model is relevant for dedicated summer programs (June-July sessions) especially in the case of faculty-led programs

Block Models is useful for full semester programs as students will be able to study all the subjects in the block and receive between 12 to 15 credits

All campuses of VU are located in Melbourne, hence, the saleability of different campuses is limited.

VU will need to develop specialised courses as part of their block model offerings.

Faculty-led programs of specific universities will have to be mapped with that of VU and/or new courses for the block model have to be developed.

Same as above

Not a prospective opportunity for a larger cohort of students

The insights above are the feedback and recommendations shared by interviewees on VU’s academic and block model offering. Although the block model seemed like a new and prospective opportunity for VU, it will need to be refined and modified with more specific program offerings and courses in order to attract students specifically towards this offering. It may not be realistic or feasible for VU to implement all of these recommendations currently or in the short run.

Study abroad costs for VU

US students are often price sensitive when it comes to studying abroad. They generally look for scholarships and financial aid while considering studying abroad. US students generally perceive Australia as an expensive destination for study abroad.

VU offers its study abroad program at a competitive cost of US$ 6,100 and US$ 7,400 for a semester. As this is the tuition fee range for a semester in VU, the overall cost of stay, transport and other costs needs to be factored in while calculating the overall cost of study abroad in VU and clearly articulated / packaged for the study abroad clients.

As can be seen from the examples below, the tuition fees for VU is compatible with the desired tuition fees for several of the universities interviewed. When communicated appropriately, this would give VU an opportunity to attract more students.

Key insights /suggestions for VU regarding study abroad costs that came from the US universities during our interviews are mentioned below:

Inputs on study abroad costs from key US universities representatives interviewed

NAME OF UNIVERSITY KEY INSIGHTS ON SA COSTS

Ohio University

Students are looking for affordable study abroad options.

Desired cost: US$ 15,000 for a semester including tuition and housing.

University of Hartford, Connecticut

Students are willing to pay anything less than home university semester fee.

Desired cost: less than US$ 22,000 for a semester including tuition and housing

Whittier College, California

Students are willing to pay anything less than home university semester fee.

Desired cost: less than US$ 31,900 for a semester including tuition and housing

University of ColoradoDenver, Colorado

Desired cost: US$ 4,000 - US$ 6,000 for winter term or Maymester programs

NAME OF UNIVERSITY

Florida Agricultural and Mechanical University, Florida

Study abroad opportunities for Victoria University

KEY INSIGHTS ON SA COSTS

Desired cost: US$ 8,000 for a short term programs including tuition fees

Arizona State University, Arizona Students are interested in faculty-led Programs

Desired cost - US$ 7,000 for short-term faculty-led programs

Cost of living & other fee

Cost of living is a key factor determining a student’s decision for study abroad. VU’s study abroad students are mainly accommodated in rental accommodation or shared living facilities close to the campus. Average cost of VU’s student accommodation at UniLodge for one semester is US$ 3,000 to US$ 3,100.

We further estimate that a student would incur the following expenses while studying a 12 week semester at VU:

• Meals: US$ 2,000

• Local transport: US$ 600

• Books and supplies: US$ 200

• Insurance: US$ 200

• Personal expenses: US$ 1,900

• Airfare: US$ 1,700

A 12 week semester at VU may cost up to US$ 17,100, which matches some of the desired study abroad costs suggested by our interviewees.

Some of the key factors emerging with respect to cost of living are:

• Based on our primary interviews, it is evident that US students prefer university accommodation. The popularity of different programs offered by the providers is determined by the safety and convenience of the accommodation.

• Majority of providers prefer to partner with universities who provide university accommodation at affordable rates.

• In the post pandemic scenario, students and their parents are overly cautious about the accommodation for students. They perceive university accommodation to be safer and more comfortable than staying outside campus.

Preference to work with study abroad providers

Based on our interviews, US universities prefer working with providers of study abroad programs. For example, ISA and TEAN are leading providers for universities in Australia and New Zealand. They are mainly aware of study abroad universities in Australia such as Griffith University, Bond University, Swinburne University, La Trobe University. VU’s limited presence with the study abroad providers in the US is one of the reasons behind limited awareness of VU.

While working with study abroad providers does add significant cost to the international programs, universities still prefer to work with providers because of the large bouquet of universities and programs they offer and because of the support they provide to students. Universities partner with international universities for unique course offerings which are not offered by third party providers (e.g., courses mentioned in #3 above).

Limited outreach and digital presence of VU

Presently, Victoria University website, especially the study abroad section of the website, is limited. VU needs to revamp and modify specific sections on the websites to provide enhanced information on study abroad opportunities, cost, accommodation options, and student support to build and increase prospective student engagement for study abroad.

Research Findings / Key Insights for VU

1. Is there an opportunity for VU to recruit study abroad students from the US?

2. Where does the opportunity lie for VU?

3. Should Victoria University focus on US universities or third-party providers?

4. Which geographies/institutions should VU prioritise?

5. What are the student demographics best suited for VU?

In this section, we are addressing our research findings in the form of responses to key questions that VU has raised for this research study. This section looks into the existing opportunities for VU and highlights various steps that can be undertaken by VU to create and enhance its study abroad opportunities.

Is there an opportunity for VU to recruit study abroad students from the US?

Our research finding and key insights for Victoria University are split into two parts:

Part 1: Opportunities for Victoria University (current opportunities on as-is basis)

Part 2: Opportunities that Victoria University can invest towards (Section 6.2)

First, we address this question in an as-is scenario, i.e. the opportunity for Victoria University to recruit study abroad students from the US given its current program offerings, current level of awareness, current program fees, and student support.

In an as-is scenario Victoria University may not be able to gain traction for its study abroad portfolio in the US. We received a limited positive response for VU with its current study abroad offerings. The study abroad providers especially were not interested in a new partnership at this time because they are currently reeling from the impact of COVID-19 restrictions and are focused on saving their current relationships with Australian and other universities globally.

The lack of opportunities for VU in an as-is situation is summarised in the following reasons:

• Low awareness about Victoria University - as mentioned in the previous section, our interview respondents had very little prior knowledge of Victoria University; some confused it as a university in New Zealand.

• Perception of a generic Australian university - Australia as a destination for study abroad was relatable with most US stakeholders interviewed. However, the idea of considering a new Australian university destination came with many conditions. Stakeholders highlighted generic key challenges of students pursuing study abroad in Australia such as different academic calendars,

Study abroad opportunities for Victoria University

expensive living expenses and longer distances. Victoria University would need to be marketed with differentiated product offerings, non-academic value/benefits such as internships, student support, and competitive pricing (The major costs of a semester at VU should be less than the semester cost at home university in the US, i.e. tuition, housing, meal, insurance, and transport).

It will be difficult for VU to stand out as an Australian university in an as-in scenario. VU is identical with many Australian universities offering similar programs and courses which already have an established market in the US.

• Generic academic offering - This is a follow up on the previous point. Currently, the most popular study abroad program at Victoria University is Business, followed by Arts and Humanities, and Engineering and Science. Most universities already have prior partnerships/arrangements for these program areas and, given the current COVID situation, there exists spare capacity in these program areas (the current partnerships/arrangements are not utilised to their full potential and have spare capacity to process more students). It will be a cost and resource intensive process for creating differentiated programs for its study abroad offerings.

• Fragmented awareness of the VU Block Model - The Block Model offered by VU is a powerful niche offering in the study abroad market. US stakeholders gave positive feedback about the model but there is lack of awareness. Given that the academic calendars of Australian universities do not match the US universities, the Block Model could be a breakthrough in the study abroad offering for VU. With an option to study one course at a time, students do not have to worry about semester overlap. However, this opportunity needs to be refined based on the specific requirements of US students.

• Lack of study abroad packages - A well saturated study abroad market already offers students with a multiplicity of academic courses in world renowned universities. Students are specifically looking for a comprehensive experience which involves specialised academic programs combined with a cultural and socially enhancing experience. VU presently lacks an integrated study abroad package which would add value to the student experience as well as help to gain traction over competitors.

• Uncertainty around COVID-19 - The ongoing risks and vulnerabilities of the pandemic are plaguing opportunities for international travel and student mobility. Despite Australia’s comparatively advanced COVID control measures and recovery rates, students are still wary of long distance travel. The situation is more vulnerable for new universities such as VU where there is less awareness about program offerings as well as COVID protocols on campus.

The US remains one of the largest global study abroad markets. However, the presence of strong competition and an established network of third party providers makes it difficult for new universities such as VU to enter the US market in the existing scenario. Challenges such as lack of awareness, perception of high cost, academic calendar mismatch and generic academic offerings are common for VU currently. Without dedicated investment in partner engagement, program development, and extensive marketing and communications campaigns, it will be difficult for VU to utilise the potential of the US market.

Study abroad opportunities for Victoria University

Where does the opportunity lie for VU?

Based on our research, we are confident that there exists a study abroad opportunity in the US. But in the present situation it may not be feasible for VU to utilise this opportunity. The study abroad market in Australia is saturated with third party providers working with leading universities such as La Trobe, Swinburne, Griffith and Bond for a long period of time making them a preferred choice for many students. VU with its present set of offerings and status quo will not be able to cut the competition in the study abroad market. Creating a niche in the existing study abroad market for VU will come at the cost of repackaging its study abroad program in multiple aspects and ways.

VU’s online presence and digital marketing

Presently, Victoria University’s website, especially the study abroad section of the website, needs greater detailed information. VU needs to modify specific sections of the website and provide enhanced information on study abroad opportunities and increase student engagement. For example:

Information on VU programs - A dedicated section on study abroad at VU with details on courses, course load, faculty credentials and credits. Students are very interested in short-term programs, faculty-led programs, and summer programs. The programs page needs detail on standardised and customisable options to generate student interest. There are opportunities to create unique course combinations such as combining a full semester at VU including an internship or a couple of blocks of study at VU with an internship. Information on credits and course load especially for differentiated study abroad programs should be highlighted on the website. Furthermore, students are interested in taking higher level courses. In the academic calendar mapping in section 5.2, there is an overlap of US Summer Break (May, Jun, Jul, Aug) with both Semester 1 (May, Jun) and Semester 2 (Aug) at VU. We would like to highlight these overlap months (May, Jun, Aug). The higher end subjects offered in these months would attract the interest of US students. But VU would need to redevelop its academic offerings to match the needs of US students. This will be a time and cost extensive process for VU.

Information on tuition and other costs - Information on tuition fees needs to be easily accessible on the University’s website. Currently, it is difficult to locate specific information on tuition fees and living costs on VU’s website. Student outreach and marketing of study abroad programs largely depends on information availability and clear demonstration of important information relating to student costs on VU’s website. Studying abroad involves not only tuition and accommodation costs but also local transportation, meals, excursions, and insurance. Although actual costs for these vary from student to student, many providers and universities provide estimates on their website so students can have comparative information in one place. VU needs to revamp the study abroad section of its website to mention all information relating to program fees and other costs.

Information on Block Model - The Block Model offered by VU is a unique program offering that not only differentiates it from competitors but also helps to overcome limitations posed by mismatch of academic calendars between US and Australian universities. The benefits of the block model are well researched and documented, and we have received positive feedback about the Block Model in our interviews. However, stakeholders lack the necessary information on the block model and its benefits. VU needs to publish / promote more information about the block model and how it benefits study abroad students.

Information on student experiences and sharing alumni testimonials - Melbourne is one of the top cities in the world in which to live. Providing information on the city lifestyle and safety would increase the appeal of studying at Victoria University, especially through alumni testimonials. Some ways to sharing such information as practised by other universities are:

• Section on city lifestyle on the university website

• Information on local guides and popular nearby destinations

• Forums for students to connect to join future activities

• Testimonials by alumni on university website and social media channels

Program innovation

The opportunity for Victoria University lies in creating an academic niche in terms of program offerings and course structure to offer students unique and differentiated programs. Based on the key findings from our interviews with US stakeholders, some specific academic offerings which can be useful for VU are:

Faculty-led Programs

Faculty-led programs are short academic study abroad programs - usually from two to eight weekswhere college students travel within a group, directed, and supervised by one or more professors from the same institution. Faculty-led programs are very popular and in high demand in US universities and larger cohorts of students can be targeted through faculty-led programs.

The key to success is the development of such programs through close collaboration between faculty members from both the home and host universities. VU needs to leverage relationships of its faculty members with US universities and highlight the proposition of developing a faculty-led program. Examples include opportunities to visit/work with local businesses in Melbourne, opportunity to study Australian Indigenous cultures, and an opportunity to participate in local sporting events. This will be a resource heavy process for VU as faculty members and international offices need to dedicate time and resources into identifying faculty members of US universities and developing a long-term relationship with them.

Study abroad opportunities for Victoria University

Faculty-led programs are gaining popularity because they involve minimum planning on the part of the students. Hence, sorting logistics plays a significant role in such programs. Information on student housing, local travel, site visits, and other components of the programs have to be clearly arranged by VU for students interested in faculty-led programs. VU requires a dedicated team for conducting all the research and outreach for materialising such programs.

Our interviewees mentioned that short faculty-led programs of 1 month duration are gaining popularity among students. Such programs can be organised in a half-and-half model. The first half of the program (2 weeks duration) can be completed at the home university while the second half (2 weeks duration) can be completed at VU. Other important considerations for VU from our interviews:

• VU should approach universities with similar academic profiles to develop faculty-led programs.

• Faculties from interested universities can be invited for site-visits and relationship building at VU. Faculty visits can be critical for curriculum mapping and cultural exchanges. Both these initiatives can be achieved only when VU has a professional team dedicated towards developing international partnerships in the US. VU should consider the operational and financial implications of such actions in its expansion and growth strategies.

• If COVID-19 restrictions persists, virtual study abroad and Collaborative Online International Learning (COIL) programs with faculties from both campuses can be utilised for developing the partnership. Many existing faculty-led programs have been delivered this way during the COVID-19 restrictions.

• Curriculum specific programs can be developed in VU to attract larger student cohorts in faculty led programs of specific universities.

Shorter duration summer programs

Based on our interviews, summer programs (May to August) are in high demand among US students. Students are increasingly interested in short term study abroad programs of two months duration. The Block Model at VU provides an advantage as the months of May and June correspond to Autumn semester and August corresponds to Spring semester. However, since students at VU study only one course at a time, US students can pick classes over the two semesters and complete their Summer program at VU. This needs to be further refined with a catalogue of courses and effectively communicated to prospective students through VU website and other channels. A few additional inputs for VU from US stakeholders in terms of short term programs are:

• US students would look to earn 6 credits or more in their Summer program to be eligible for financial aid.

• A 2 months program (6 credits) can also be offered as two full blocks of coursework (4 weeks duration each) or one block of coursework (for 4 weeks) with one block of internship or experiential learning (4 weeks duration but students must be able to earn credits). However, internships at VU are limited and these are generally not available to study abroad students. VU needs to evaluate this to meet the needs of US students.

Program fees, discounts, incentives, and scholarships

Discounts and incentives in the form of scholarships are offered by several US universities and vary according to their particular goal. For example, graduate business schools offer scholarships to candidates with high GMAT scores to increase the overall average GMAT score of the incoming class. Similarly, scholarships are offered to candidates from unrepresented countries or to female candidates to increase class diversity. Due to the COVID-19 restrictions, many universities in the US had offered tuition discounts in 2020-21 which they have extended to 2021-22.7

Financial aid and fundings opportunities are a major consideration of US students for study abroad programs and that was one of the first insights that our research discovered. Some examples of Australian universities offering financial incentives to study abroad students are Queensland University of Technology supports ISA students with two AUD 1,500 awards each year8 and Bond University supports ISA students with a number of scholarships totaling AUD 8,000 annually.9 Victoria University may consider similar scholarships or discounts to attract US study abroad students especially in the initial years of marketing. It would also be a good promotion point with potential partners and on VU marketing channels.

Study abroad opportunities for Victoria University

Some key recommendations with regard to program costs to attract more students from the US markets include:

• The overall study abroad fees (including tuition and living) should be comparable to the tuition and living cost of the home universities.

• In the initial years of revamping the study abroad program, VU should consider giving discounts / scholarships on their programs to attract more US students. For example,

» Offering discounts to the first 10 students who sign up for the program

» Offering a discount on the program fee

• Considering the distance between Australia and the US, students are often discouraged by the expensive air travel. One of the recommendations for VU is to offer passport scholarships, airfare scholarships, and partnering with Australian airlines to offer discounted airfare on student travel.

VU has to consider such financial investment in order to incentivise the price sensitive students and parents. This may be a limiting factor for VU as a larger investment in the initial years needs to be undertaken to get higher visibility and gain popularity within the study abroad market.

Providing enhanced information and support on scholarships

The primary research conducted by Acumen suggests that the US study abroad market is price sensitive. Currently students rely on scholarships for funding study abroad. Some of the key recommendations with respect to this are:

• Students should have access to all relevant information pertaining to scholarships - application process, amount, eligibility criteria, payment terms, and other important factors.

• In the case of some universities with a higher number of scholarship students, VU could provide a specialised program offering to meet the needs of the students. Majority of students in Central Michigan University are recipients of Pell Grants and the majority of students of Reusch University of Colorado are first generation learners. If VU partners with such universities, a special study abroad package could be created for an agreed cohort of students every year.

Student support and other services

Student support services

US students require a lot of hand holding support and guidance in their study abroad journeys. Universities prefer to partner with the third-party providers because they can handle large volumes of students and because they provide end-to-end support to students, from exploring study abroad options to arranging local excursions in the host country. While this adds to the cost of the study abroad program, many students usually do not have the option to apply directly in case their home university does not have existing partnerships with the hosting university. At this time, VU may not be able to partner with a third-party provider as they have excess capacity with existing universities to process more students. The requirement of US students requiring high levels of support came up multiple times in our research. Wherever possible, VU should provide extensive student support services to address the concerns of students/parents as well as provide assurance to students travelling for the first time.

Students look for support at multiple levels:

• Personalised student guidebook

• Information on providers/agents for VU

• Student Visa support

• COVID protocol and health & safety measurements

• Academic support

• Local travel and tourism support

• Disability and mental health services

• Highlight information pertaining to student support on VU website

Local Australia specific information

While Victoria University cannot provide travel and tourism services to incoming study abroad students, it can provide information on the rich local tourism experience for students. Students are motivated by the potential opportunities of local tourism and cultural experiences in study abroad countries. Websites of major universities mention experiences such as visits to key tourist destinations including the Great Barrier Reef, Gold Coast, Great Ocean Road, wine tasting tours, trips to Uluru and more.

Building systems and processes for creating new opportunities for VU

Creating localised representation of VU in the US VU’s present study abroad opportunity is known to some specific universities and stakeholders in the US. If VU progresses further in this endeavour and develops US specific programs and student support, investment in a resource for dedicated engagement with US universities through local presence in the US to create awareness and to build partnerships should be considered.

Local representation of VU would ensure local awareness building, university outreach, curriculum mapping, developing customised academic offering, and student engagement.

The significance of local representation will be critical for VU on multiple counts:

• Customised market insights and intelligence - The representative can report real time and updated insights about US universities looking for study abroad opportunities. This would be critical for VU as student updates, safety protocols, and travel restrictions would be monitored and reported more closely on the ground by the local representative.

Advantages - first hand knowledge about all critical developments in the US study abroad market especially in the post-COVID scenario.

Study abroad opportunities for Victoria University

• Integrated market plan - A local representative in the US is best suited to develop a strategy roadmap plan for VU based on the market insights. Based on stakeholder interactions and outreach activities, the representative will be able to map the geographies and profile appropriate universities matching VU’s portfolio.

Advantages - development of a detailed strategy roadmap and plan outlining university profiles, student demography, and VU-related awareness activities.

• Creating strategic partnerships - The representative will be responsible for identifying and initiating partnerships with universities. Finding the right profiles of universities, approaching the key stakeholders, and presenting VU’s opportunities will be essential for VU to capitalise on existing and new opportunities in the US.

Advantages - Creating long-term partnerships with universities with a high potential of study abroad students and developing strategic tie-ups for student exchange and study abroad students.

• Management of existing partnerships - As VU develops new relationships in the US, the local representative would help to maintain these relationships with universities through strategic engagement, network outreach and stakeholder management.

Advantages - Strengthening university partnerships of VU and diversifying the partnership into other areas of engagement.

• Hand holding potential students - Our research demonstrates that study abroad students from the US require a lot of hand holding, guidance, and support. A local representative would be able to connect directly with the students as well as act as a key resource between the partner universities and VU.

Advantages - Supporting students throughout their journey of exploring, applying, and studying at Victoria University.

• Exploring opportunities in other potential channels - US full time students are a prospective category for VU in the future at both undergraduate and postgraduate level. Local representatives can engage in critical assessment of this market along with awareness building and partner engagement to identify market trends and targeted insights.

Advantages - Diversifying VU’s international portfolio and having a market edge over its competitors.

We found ourselves asking this question multiple times during the course of our research. On the one hand, it is important for VU to engage with universities to understand student preferences and to create a niche of differentiated program offerings. On the other hand, without partnering with third-party providers, VU cannot scale up its presence in the US study abroad market. At this time, partnering with third-party providers is difficult because most of the providers are struggling to fill their existing programs and existing commitments with Australian universities.

In our discussions with university representatives, the interest expressed in VU is tied with specific conditions and making significant changes. VU would need to build relationships with universities with an objective of creating differentiated offerings as mentioned in sections 6.2.2 and 5.2 of this report. VU would need dedicated resources to drive the outreach efforts and lead partnership discussions. With dedicated resources, VU would be able to achieve the following:

• Integrated study abroad packages

• Awareness and brand building with a focus on student support and other guidance support to be provided by VU

• Curriculum and academic calendar mapping with partner universities

• Clear demonstration of VU’s competitive advantage

• Credit transfer systems with home universities especially to accommodate the requirements of Block Model

Should Victoria University focus on US universities or third-party providers?

Study abroad opportunities for Victoria University

Which geographies/institutions should VU prioritise?

While our research did not identify a specific geographic location for VU to prioritise, as outlined below, opportunities clearly lie with Liberal Arts Colleges, faculty-led study abroad programs, colleges offering the quarter system, and colleges with academic specialisations.

Smaller private colleges (Liberal Arts colleges)

Based on our interviews, smaller private colleges such as liberal arts colleges would be a potential good fit for VU provided VU is able to adapt its study abroad offerings based on the needs of such universities. In the US, liberal arts colleges mainly cater to students interested in studying a wide range of subjects with specialisation in a particular discipline. Such colleges are generally undergraduate colleges with small cohorts of students. Students from such colleges are looking for flexible and creative opportunities in their study abroad colleges but have few study abroad opportunities. VU can gain higher visibility in smaller colleges with its emerging presence in Australia, unique block model, and competitive pricing.

NAME OF THE COLLEGE LOCATION

NO.

OF STUDENTS

Whittier College, California California 1,700

Reed College Portland 1,329

Amherst College Amherst, MA 1,745

Swarthmore College Pennsylvania 1,437

Pomona College Claremont,CA 1,477

Hamline College Clinton.NY 1,900

Wellesley College Massachusetts 2,280

Claremont Mckenna College California 1,262

Carleton College Minnesota 1,940

Davidson College North Carolina 1,983

Grinnell College Iowa 1,493

Public universities offering dedicated faculty-led programs

As discussed, faculty-led programs are increasingly gaining prominence in the study abroad market. Students, especially the first year students, enjoy being part of a larger group while travelling abroad for the first time. Faculty-led programs are common with universities who have specialised academic programs meeting the requirements of the faculty-led courses. VU, in its initial outreach, could approach universities with faculty-led programs, noting however that, in contrast with the point above, these are often not the smaller private colleges.

In case of faculty-led programs of public universities, VU will have to invest more extensively in terms of its internal operations including staffing and digital marketing. VU needs to have a dedicated budget and financial bandwidth for undertaking such partnerships.

Some private liberal arts colleges which would be a good starting point for VU:

Study abroad opportunities for Victoria University

Example of the universities with faculty-led programs useful and relevant for VU are:

NAME OF THE UNIVERSITY

LOCATION

NO OF STUDENTS

Georgia State University Georgia 26,400

University of Hartford Connecticut 4,200

University of Massachusetts Amherst, Massachusetts 23,200

Whittier College California 1,700

University of Colorado Denver, Colorado 11,000

University of St. Thomas Minnesota 9,878

Arizona State University Arizona 42,300

Colleges offering quarter system

Victoria University’s unique offering lies in the block model courses. Discussions with US stakeholders highlighted the relevance and suitability of colleges offering quarter systems to VU’s Block Model.

In a quarter system, students usually have to complete 4 terms of 10 week sessions. In this system there is a term in every season of Fall, Winter, Spring, and Summer. The quarter system offers students more flexibility in terms of course selection as they would have to complete a heavier course load within a shorter period of time. Block Model with a concentrated subject focus is a good fit for students from the quarter system as they can focus on individual subjects for a shorter duration of time.

Although quarter system colleges are a potential good fit for the block model, VU has to consider developing courses and revamping existing courses to meet the specific needs of such universities. The generic courses currently offered at VU may not be highly desirable for students of quarter system colleges.

Examples of universities offering quarter system that may be useful for VU are:

NAME OF UNIVER-SITY LOCATION

Capella University

DePaul University

Capella University

DePaul University

TYPE & SIZE UNIQUE OFFERINGS

Private University; 38,392 Quarter model

Private University; 21,670 Quarter model

Drexel University Drexel University Private University; 24,205 Quarter model

Loma Linda University

Loma Linda University Private University; 4,514 Quarter model

Milwaukee School of Engineering Milwaukee School of Engineering Private University; 2,820 Quarter model

Pacific Union College Pacific Union College

Rose–Hulman Institute of Technology

Santa Clara University

Private University; 1,605 Quarter model

Rose–Hulman Institute of Technology Private University; 1,990 Quarter model

Santa Clara University Private University; 9,015 Quarter model

Savannah College of Art and Design Savannah College of Art and Design Private University; 14,840 Quarter model

Seattle Pacific University Seattle Pacific University Private University; 3,601 Quarter model

Seattle University Seattle University Private University; 7,050 Quarter model

University of Denver University of Denver Private University; 12,931 Quarter model

Walla Walla University Walla Walla University Private University; 1,885 Quarter model

Cornell College Cornell College Private College; 1,033 Block Model

Colorado College Colorado College Private College; 2,012 Block Model

Knox College Knox College Private College; 1,200 Block Model

Tusculum University

Tusculum University

Private College; 2,446 Block Model

Spalding University Spalding University Private University; 2,322 Block Model

Colleges with specific academic offerings

Institutions usually look for distinct partners to fit their study abroad needs. VU presently does not provide any specialised courses in its study abroad offerings. In order to approach such universities, VU will have to undertake a detailed curriculum mapping with those universities and engage with the faculty and students to create programs of interest. VU would need specific investments and resources to carry out curriculum mapping with a large number of institutions.

Study abroad opportunities for Victoria University

What are the student demographics best suited for VU?

Student demographics play a key role in shaping the study abroad strategy of any university. In the case of VU, no specific student demographic can be highlighted as a starting point, however academic interests and other key motivation factors of students can be outlined for VU as a determining factor in student selection.

Student socio-economic profile

Australia is generally perceived as an expensive destination for study abroad. Universities with a larger cohort of scholarship students e.g. Central Michigan University may not be a good fit for VU. Universities with students self-financing their study abroad programs will be a better fit for VU.

Student academic interest profile

Our research finding with respect to academic interests of study abroad students can be summaries as:

• Students looking for short term study abroad programs are best suited for VU.

• The Block Model offered by VU offers students to take up one subject at a time in a four weeks window.

• Students interested in a full-semester are interested in enrolling in extra courses to earn extra credits.

• Students interested in up to 2 months study abroad programs would be a good fit for VU.

Currently, the study abroad market is saturated with academic programs in common fields such as sciences, business, engineering, and social sciences. Students lack options in alternative programs such as arts, education, sports sciences, and cultural studies. VU will have to extensively invest in redeveloping its academic programs. It will be difficult for VU to attract students without expanding its academic offerings. VU will have to invest in developing such academic offerings which may not be possible without a dedicated budget, team and operational capabilities.

Student study abroad preferences

US students prefer universities which have a reliable student support and assistance system. Given the existence of a large number of third party providers, most US students take for granted that they would receive end-to-end guidance and handholding support while travelling to new countries.

Students from universities with existing Australian partners will have limited interest in VU. Students from universities seeking new international partners (such as Whittier College, California) are likely to show interest only if VU is able to develop differentiated programs. Study abroad preferences of students in partner universities need to be mapped and assessed to develop their offering based on student need. This will be a time and resource intensive process for VU.

ConclusionAs outlined in the document, in an as-is scenario, Victoria University may not be able to gain traction for its study abroad portfolio in the US. Our research feedback indicates that the US study abroad market is crowded with third-party providers and existing university relationships, both of which have underutilised capacity due to the ongoing COVID-19 restrictions. The perception of Australia being too far, too expensive, and with a mismatch of academic calendars further hampers VU’s prospects given the low awareness of VU’s brand and distinguishing features. However, VU has a comparative advantage due its block model offerings and competitive pricing. The opportunity for VU lies in customising its academic offerings to cater to niche programs which have low volume and are not catered to by the third party providers.

With the right marketing, promotion, pricing, and program creation our research demonstrates that there is an opportunity for Victoria University in the long-run subject to the fulfilment of different conditions and requirements. VU needs to aggressively promote its valuable niche opportunities such as the block model, create new academic offerings which it currently does not offer, and create significant internship opportunities.

In order to make its mark in the US, VU needs to deliberately create new unique programs, combine academic offerings with internships, strengthen student support services, and eventually partner with third party providers. All of this may not be possible to achieve in a short-term horison of 3 to 5 years with the resources and capabilities at VU’s disposal currently. Now is an ideal time for VU to develop a short and long-term study abroad strategy for the US. A study abroad plan needs to be executed in a phased manner to begin building and establishing a clear study abroad offerings, to receive strategic insights and information from the market, and to develop VU’s operational and financial bandwidth in the process.

Study abroad opportunities for Victoria University

Annexures

PROFILES OF STUDY ABROAD PROVIDERS: ISA (Location: Austin, Texas )

CURRENT UNIVERSITY PARTNERS IN AUSTRALIA

LOCATIONS IN AUSTRALIA WHERE THEY OPERATE

PROGRAM LENGTH AVERAGE COST PER SEMESTER (US$)

Queensland University of Technolo-gy Brisbane Semester Not mentioned on ISA website

University of Queensland Brisbane Semester Not mentioned on ISA website

Bond University Gold Coast Semester Not mentioned on ISA website

TYPE OF PROGRAMS IN AUSTRALIA HOST UNIVERSITY CREDIT

Business, Exercise Sci-ence, Engineering & Crea-tive Industries

STEM, Business, Social Sciences & Liberal Arts

Business, Communication,Built Environment, Health Science & Liberal Arts

48

Griffith University Gold Coast Semester Not mentioned on ISA website

La Trobe University Melbourne Semester Not mentioned on ISA website

University of Melbourne Melbourne Semester Not mentioned on ISA website

University of Newcastle New South Wales Semester Not mentioned on ISA website

University of Sydney Sydney Summer Not mentioned on ISA website

Business, Tourism, Crim-inal Justice & Liberal Arts

Sport and Exercise Sci-ence, Business & Liberal Arts

STEM, Business, Liberal Arts & Social Sciences

4 to 8

40

36

60

50

STEM, Liberal Arts & Ed-ucation 40

Sydney Summer 4-Week Program 6

CURRENT UNIVERSITY PARTNERS IN AUSTRALIA

LOCATIONS IN AUSTRALIA WHERE THEY OPERATE

PROGRAM LENGTH AVERAGE COST PER SEMESTER (US$)

University of Sydney Sydney Semester Quarter model

TYPE OF PROGRAMS IN AUSTRALIA HOST UNIVERSITY

CREDIT

Business, STEM, Liberal Arts, Health & Social Sci-ences

Macquarie University Sydney Semester Quarter model Business, International Relations, Education, Liberal Arts & Social Scienc-es

University of New South Wales Sydney Semester Quarter model

Engineering, Natural Sci-ences, Business, Liberal Arts & Social Sciences

University of Technology Sydney Sydney Semester Quarter model Design, Business, Engi-neering, Media & Infor-mation Technology

James Cook University Townsville Semester Quarter model

Environmental and Ma-rine Science, Business, Psychology & Liberal Arts

18

12

18

24

12

Study abroad opportunities for Victoria University

PROFILES OF STUDY ABROAD PROVIDERS:TEAN (Location: Chicago )

CURRENT UNIVERSITY PARTNERS IN AUSTRALIA

LOCATIONS IN AUSTRALIA WHERE THEY OPERATE

PROGRAM LENGTH AVERAGE COST PER SEMESTER (US$)

TYPE OF PROGRAMS IN AUSTRALIA US CREDIT

Multiple Universities Brisbane Summer $5,250 Contemporary Program in Public Health Summer Program

Internship Program Brisbane Summer (8weeks) Semester (12weeks)

Griffith University Brisbane Semester

3

$7,150 Australian Internship 6

$16,800 Business, communication, education, engineering, health, humanities

9 to 12

University of Queensland Brisbane Semester $22,265 STEM, Business, Social Sci-ences & Liberal Arts 12 to 16

Queensland University of Technol-ogy Brisbane Semester $20,225 Business, Exercise Science, Eng, Creative ind. 9 to 12

Not specific University Multiple Loca-tions Summer $4,995 Sports & Exercise Psycholo-gy Summer Program

Bond University Gold Coast Semester

$21,750 Business, Communication, Built Environment, Health Science & Liberal Arts

Griffith University Gold Coast Semester

$19,840 Business, communication, education, engineering, health, humanities

3

9 to 12

9 to 12

CURRENT UNIVERSITY PARTNERS IN AUSTRALIA

LOCATIONS IN AUSTRALIA WHERE THEY OPERATE

PROGRAM LENGTH AVERAGE COST PER SEMESTER (US$)

TYPE OF PROGRAMS IN AUSTRALIA US CREDIT

RMIT University Melbourne Semester $19,700 Business, communication, education, engineering, health, humanities

9 to 12

La Trobe University Melbourne Semester $18,000 Sport and Exercise Science, Business & Liberal Arts 9 to 12

University of Melbourne Melbourne Semester $23,335 STEM, Business, Liberal Arts & Social Sciences 9 to 12

Monash University Melbourne Semester $18,960 Business, Communication, Built Environment, Health Science & Liberal Arts

Deakin University Melbourne Semester $17,980 Business, Communication, Built Environment, Health Science & Liberal Arts

The University of Newcastle Newcastle Semester $17,385 Business, Communication, Built Environment, Health Science & Liberal Arts

Murdoch University Perth Semester $13,910 Business, Communication, Built Environment, Health Science & Liberal Arts

International College of Manage-ment, Sydney (ICMS) Sydney Study & Intern Abroad, Study Abroad

$22,055

Sydney Semester and paid summer hospitality internships

9 to 12

9 to 12

9 to 12

9 to 12

12 to 15

Study abroad opportunities for Victoria University

CURRENT UNIVERSITY PARTNERS IN AUSTRALIA

LOCATIONS IN AUSTRALIA WHERE THEY OPERATE

PROGRAM LENGTH AVERAGE COST PER SEMESTER (US$)

University of Sydney Sydney Summer 1 Course$5,240 2 Courses - $7,835

University of Technology Sydney Sydney Semester

TYPE OF PROGRAMS IN AUSTRALIA US CREDIT

Arts, Business, STEM 3 to 4

$22,210 Business, STEM, Liberal Arts, Health & Social Sci-ences 9 to 12

University of New South Wales Sydney Semester $22,460 Business, Communication, Built Environment, Health Science & Liberal Arts

Macquarie University Sydney Semester $17,190 Business, Communication, Built Environment, Health Science & Liberal Arts

James Cook University Townsville Semester $20,080 Business, Communication, Built Environment, Health Science & Liberal Arts

University of Wollongong Wollongong Semester $19,090 Business, Communication, Built Environment, Health Science

12 to 16

9 to 12

9 to 12

12 to 16