aiea 2011 presentation: international education in australia

2011 Conference

Competition & Collaboration in the Global Transformation of Higher Education

Entrepreneurial International Education: The Australian Experience

20 February 2011

Australian Education InternationalThe University of New South Wales

The University of QueenslandRMIT University

La Trobe University

2011 Conference


Overview of International Education in Australia

Mark DarbyCounsellor-EducationEmbassy of Australia

[email protected]

2011 Conference


Two levels of government

State and Territory governments have

major legislative responsibilities

Australian Government has

significant financial and policy

responsibility

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Size and shape of the sector

Diverse higher education sector, including:37 public universities

2 private universities, and two branches of overseas universities

3 self accrediting providers

≈ 150 other higher education providers approved by State and territory legislation

Student numbers≈ 814,000 domestic students

≈ 321,000 international students

(2009 DEEWR Statistics)

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International Students in Australia

International Student Enrolments 2007-2010(Year-to-date November 2010)

Higher Education Vocational Education & Training

Schools ELICOS Other 0

50,000

100,000

150,000

200,000

250,000

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Australians studying overseas

Year Exchanges Other Int’l Study Experiences

Total Int’l Study Experiences

2003 3,253 2,852 6,105

2004 3,428 3,471 6,899

2005 4,090 3,740 7,830

2007 5,157 5,561 10,718

Number of Australian Students Studying Offshore 2003-2007

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Phases of Internationalization

Phase 1: Colombo Plan Phase 2:

Recruitment of international students

1950 1986 2007

Phase 3: Global partner

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Today’s Shared Challenges

Sustainability

Quality Visa Integrity

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Broader policy context

•Access and Equity• Quality Assurance• Funding• Research & Infrastructure

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Australian Government Policy Responses

• Ministerial Statement on International Education

• International Students Strategy for Australia

• Education Services for Overseas Students Act

• Review of Student Visa Program• Education Agents

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Entrepreneurial International Education:

‘The Australian Experience’

Approaches to internationalisation in Australian universitiesIEAA/AIEA Workshop

Jennie LangPro-Vice-Chancellor (International), UNSW and

Chair Universities Australia Committee of Deputy Vice-Chancellors, Pro-Vice-Chancellors (International)

2011 Conference


The Australian International Education Experience at a

glance:

Education Philanthropy‘Colombo Plan’(1950s +)

Regional Development & Capacity Building(1960s +)

Multicultural Australia(1970s +)

Export of Education(since 1986)

Internationalisation of Universities(1990s +)

Global Engagement(2000s +)

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1. Educational philanthropy (since 1950s)– Government lead– Institution lead (by a few universities)– Scholarships provided initially under the Colombo Plan or by individual universities for top students from Asia

2. Regional Development and Capacity Building (since 1960s)– good neighbour– knowledge transfer– sponsorship programs– education capacity building

Clear themes underpin the Australian International Education experience to date

2011 Conference


3. Multicultural Australia (1970s)– migrants were encouraged from Asia and beyond– increased Aid funding directed to scholarships for students from Asia–Education sectors were encouraged to promote multiculturalism

4. Export of Education (1980s)– all Australian government education providers able to enrol full-fee paying international students– marketing and recruitment drives were spearheaded by Austrade and IDP Education Australia–Universities quickly established education pathways, appointed education agents and entered into education partnerships such as twinning programs and established offshore programs and campuses

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5. Internationalisation– bilateral and multilateral research networks– student exchange and mobility– staff exchanges and collaboration– international curricula– dual degree programs and articulation agreements with overseas partner universities– student integration on campus– alumni engagement

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6. Global Engagement –involvement in •University networks eg U21, APRU•offshore campuses, presences, office networks•jointly badged degree programs•consortia to consortia co-operation eg Group of Eight research universities Australia, and China 9 (HK3) research intensive universities

•Knowledge partnerships involving government, industry and university collaboration from 2 or more countries

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• entrepreneurial• aggressive• opportunistic• emphasis on export

revenue• focus on student

recruitment (one way inbound flows)

• competitive

Perceptions of International Education in Australia

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– Emphasis on quality and diversity at most Australian universities

– International strategies are more holistic (eg UNSW 4 Pillars: Global Research, Global Education, Global Students, Global Engagement)

– Strategic education partnerships and platforms

– QA and Legislation designed to enhance the student experience and protect students as consumers of Australian education

Australian International Education Realities:

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Australian International Education Realities:– Increasing participation of

domestic students in student mobility programs

– Reputation drives revenue

– Proactive rather than aggressive

– International education is moving to a more sustainable footing

– Sharing of knowledge and expertise through professional networks, eg IEAA

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Global Citizens

(360° x 365)

Leaders Professionals

Scholars

UNSW Model Embeds Global Citizens as a core graduate attribute for all students

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Models of International Education being embraced by Australian

UniversitiesTNE and IEP models Description

Direct-entry pathways Foundation year and transition programs and English language coursesArticulation or advanced standing

Recognition of diplomas or associate degree programs offered by foreign colleges.

Twinning or partnership programs

Students complete the first half of a degree at an offshore partner university and complete the second half at an Australian university.

Dual-degree programs Undergraduate degree programs developed by two partner universities enabling students to receive a degree from each partner university.

Joint degrees Postgraduate degree programs developed by two or three partner universities, with one jointly-badged degree awarded on completion.

Cotutelle and joint doctoral programs

Joint doctoral degrees are offered by research intensive universities. The programs are jointly supervised by academics from the partner universities.

International reticulated degree models

Students undertake their undergraduate and research degrees at the home university, but their masters degree overseas.

Offshore campuses A number of universities have established campuses in other countries, principally offering a range of undergraduate and postgraduate coursework degrees.

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TNE and IEP models DescriptionGlobal university networks

Like-minded universities have formed global alliances to develop a multinational platform on which to offer international experiences and joint degrees. Universitas 21 (U21) is the best example of such a network.

Academic postgraduate pathways

Early career academics undertake a masters degree at an overseas university. On completion, they return to enrol in a doctoral program that is jointly supervised by researchers from both universities.

Distant education/ distance learning

Some Australian universities have developed the capacity to offer degree programs or partial degrees by distance education/learning incorporating intensive face to face teaching blocks.

Online education/online learning

Distance education/learning is provided remotely using electronic and online technology. This mode does not offer face-to-face education.

University mentoring/sponsorship

A leading university mentors or sponsors the development of a new or emerging university by supplying curriculum, intellectual property, academic accreditation and administrative systems.

Franchising A model where a ‘supply’ university authorises an education or commercial ‘for-profit’ partner to provide education programs under licence in another jurisdiction or country.

Models of International Education being embraced by Australian

Universities

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• Universities Australia• GO8, ATN, IRU etc• State collaboration eg Qld Smart State• Australia-India Institute (the University of

Melbourne, UNSW and LaTrobe University)• International University networks eg

• Universitas 21: UQ, Uni of Melb, UNSW• APRU: ANU, Uni of Sydney, Uni of Melb• World Universities Network: Uni of Sydney,

UWA

‘Co-ompetition’Collegial International

Strategies

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• Multifaceted International Strategy•Proactive rather than reactive international engagement•Deeper, broader and stronger education partnerships for mutual benefit

•Long-term objectives•Student centred environment (for international and domestic students)•Student Integration

Hallmarks of Mature International Programs:

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•Cost-effective TNE programs•Embedded quality assurance mechanisms•Whole of university commitment to internationalisation•Nimble response to challenges to protect reputation and brand•Effective and transparent governance

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Approaches to internationalisation

Thank You

Jennie LangPro-Vice-Chancellor (International)The University of New South Wales

Email: [email protected]

2011 Conference


IEAA/AIEAState-University Partnerships

Andrew Everett, The University of Queensland

02/20/11

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International Education in Queensland

• 103,182 international students (Nov 2010)

• Queensland’s 2nd largest services export industry

• In 2009/10, over $2.9 billion contribution to the Queensland economy.

• Employs, directly and indirectly, more than 17,000 Queenslanders.

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The Smart State Strategy

• The Smart State Strategy 1998 – 2012– Knowledge, Creativity, Innovation

• The Smart State in Action at UQ– Australian Institute for Bioengineering and

Nanotechnology– Institute for Molecular Science (IMB)– Sustainable Minerals Institute– Queensland Brain Institute– UQ Centre for Clinical Research– Pharmacy Australia Centre of Excellence– Queensland Nuclear Magnetic Resonance Network– UQ's Diamantina Institute for Cancer– Smart State fellowships and scholarships for UQ

researchers and students

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Queensland Education and Training Export Strategy

Aims• build a whole-of-industry and whole-of-government approach• position Queensland as a preferred provider in selected international and niche

markets• introduce strategies to ensure high quality of education and training, academic

support and pastoral care• minimise structural, regulatory and infrastructure barriers to growth

Objectives• double export earnings of the Queensland education and training industry from

$500 million to $1 billion in 5 years – accomplished by the end of 2006• work with and provide leadership to existing line agencies• co-ordination and consensus to ensure success and maximum impact

Vision• Development of the international education and training export industry will directly

contribute to the long-term economic growth of Queensland’s economy. It will support and extend the principles of the Smart State by funding and intellectually fuelling the development of a knowledge economy that is competitive globally.

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Queensland Education and Training

InternationalFive Strategic Objectives1. Mobilising the Will2. Creating the Image3. Capturing the Markets 4. Removing the Barriers 5. Investing in the Future

http://studyqueensland.qld.edu.au/

http://studyqueensland.qld.edu.au/

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Regional Clusters

http://www.studycairns.com.au/index.html

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Creating the Image and Capturing Markets

• Market Intelligence Seminars• Inbound and Outbound Missions• Regional Cluster Development• Scholarships• Student Experience Reference Group• Annual Queensland International

Awards for Excellence• Shanghai Expo – Queensland Cup

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QETI International Awards

for ExcellenceQETI International Awards for Excellence

• International Student of the Year 2010 – ResearchMiss Manaswini Sivaramakrishnan, Queensland University of Technology

• International Student of the Year 2010 – Higher EducationMr Joseph Hongoh, The University of Queensland

• Outstanding International Student Support 2010 – Vocational Education and TrainingInternational Education Services

• Outstanding International Student Support 2010 – ELICOSExtension Studies International, Institute of Continuing & TESOL Education, The University of Queensland

• Best Practice in International Collaboration 2010 – ResearchQueensland Brain Institute, The University of Queensland

• Best Practice in International Collaboration 2010 – ELICOSInstitute of Continuing & TESOL Education, The University of Queensland

• International Alumnus of the Year 2010 – ResearchProfessor Max Lu, The University of Queensland

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Removing the Barriers and Investing in the Future

• Queensland ready to welcome international students• Minister for Natural Resources, Mines and Energy and Minister for Trade

The Honourable Stephen Robertson18/01/2011

• Queensland’s world-class international education and training institutions are ready to welcome students for the start of the 2011 academic year.

• Minister for Trade Stephen Robertson said educational institutions have advised that most classes will commence as scheduled after last week’s floods.

• “We are open for business again and look forward to welcoming international students to our State for the first semester of 2011,” Mr Robertson said.

• For information on education and training institutions visit Study Queensland or Australian Education International and for information on studying in Brisbane visit Study Brisbane.

http://www.studyqueensland.qld.edu.au/

http://www.aei.gov.au/AEI/Queensland_floods.htm

http://www.studybrisbane.com.au/study/

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State University Partnership Benefits

Linkages to Smart State Strategies

Profiling and branding through “Study Queensland”

Increased global awareness of UQ capabilities

Opportunity to shape government international education policies

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State University Partnership Benefits

Access to timely market intelligence

Introduction to key contacts, networks

Harness government to government relationships

Professional development for staff

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Future Challenges State-University Partnerships

• Financial – post GFC (and floods!)

• Maturing international education sector

• Increased competition - globally

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State – University Partnerships

Thank You

Any Questions?

Andrew EverettDirector, UQ InternationalUniversity of Queensland

Email: [email protected]

Professionalising International Education in Australia

Stephen Connelly

DVC International and Development

RMIT University

President

IEAA

RMIT University©2011 41

Origins

• Australia’s full fee-paying international student program - Quiz question #1

• Who was going to do the work?

University staff from other areasAdministrators, publications officers, faculty, student advisors dealing

with domestic students ‘thrown together’ into newly formed international offices

• Professional affiliations

These staff brought their professional affiliations - including experience of conferences, professional development etc. - with them


First steps - the role of IDP

• Approach to marketsUnderstanding country and student requirements

• Professional practice and professional developmentindustry briefings, conferences and workshops

First IDP workshop Overseas Students: New Approaches and Practices held in Canberra. Quiz question #2. Now known as AIEC. Quiz question #3.

industry researchtargeted publications on current themes and issuesspecialist professional groupingscodes of practice

The papers from the second Conference in 1988, which focused on institutional responses to the new opportunities presented by overseas students, were collected into a publication Overseas Students: Policy and Practice, amongst the earliest documentation of the impact of full-fee paying international students in Australia.


Industry research

Early to mid 1990s

IDP began to undertake industry wide research, first funded by DEET and later undertaken specifically for the Conference and funded by IDP itself.

IDP’s research effort led by Dorothy Davis, who also had responsibility for the AIEC. Research seen to be an integral and important part of what the Conference should provide the industry and the practitioners in it.

First IDP research study on international curriculum in Australian universities, followed by a landmark study on internationalization in Australian higher education. The latter resulted from collaboration with researchers Hans de Wit and Jane Knight.

Other research commissioned for the Conference or developed by IDP included: quality issues in transnational education; Australians studying abroad; online education; emerging markets; and outcomes of international education including comparative performance of international and domestic students.


Early professional groupings

• ELICOS Australia late 1980s - English Australia

• Schools - Vision International - 1994• MELCOS and OSDU - Quiz question #4

• Universities• OSAN 1989 - ISANA• National Association of Directors of International Offices - NADIO• Australian International Educators Association - AIEA• Australian Universities International Directors Forum - AUIDF

• State based groupsCANDIPVictorian International Directors Committee – VIDCQueensland International Directors Forum - QIDF

• Vocational Education and TrainingAustralian TAFE International Network - ATINVictorian TAFE International - Quiz question #5


Current peak bodies & AIEC

• International Education Association Australia

• Australian Council of Private Education and Training

• English Australia

• Independent Schools Council of Australia

• TAFE Directors Australia

• Universities Australia - DVC/PVC International Committee

• Council of Private Higher Education - Quiz question #6

• AIEC1300 delegates, 3rd largest IE conference in the worldMore quiz questions!!!

International Education Association Australia

• Association incorporated in 2004

– Associations Act, formal constitution

• Member services – over 1100 members

– Special Interest Groups – TNE, Mobility, IoC, Marketing and Communications

– Professional Development

– Annual Calendar

– AIEC pre-conference workshops

• Research committee

• Major projects

• Industry awards

• Advocacy and public policy

• Alliance of peak bodies


International Learning Mobility:

Trends in Australia

Dawn Koban

Manager, La Trobe Abroad

Chair, IEAA Mobility SIG

Overview

• Phases of internationalisation in International Learning Mobility in Australia

• Current landscape & national trends – Institutional– Government– Industry

• Challenges to expanding International Learning Mobility in Australia

• Future developments

Three Phases of Internationalisation of Australian Higher Education: Student Mobility

Molony, J. (2010) Curricular and Extra-Curricular Programs Supporting Improved International Learning Mobility Experiences: An Emerging Trend in Australia. Centre for the Study of Higher Education. University of Melbourne.

Australian Universities International Directors Forum (AUIDF)

• Representation on a national scale• Commissions national benchmarking annually AUIDF

survey

AUIDF National Survey• Comparable to the US Open Doors Survey Data• International Learning Mobility first included 2005 • From 2009 included on annual basis

AUDIF 2009 Data

• 36 Aus universities participated• 15,058 students at all levels undertook international study experiences• 246,877 completions at all levels • 6.1% of all student completions in 2009• Increase from 4.7% in 2007

Olsen, A. (2010) AUIDF Mobility Benchmark Report

Access by Australian Students

110,185 domestic UG completions with 9,703 UG students

participating in international study experience• 8.8% of domestic UG completions in 2009 • up from 5.8% in 2007• Comparable to the US Open Doors Data in 2009 reporting 10.1%

3,982 PG research completions with 2,283 PG research students

participating in international study experience (17 Universities)• 57.3% of PG completions in 2009• Figure is up from 36.9% in 2007

Fields of Education

• Reported the field of education for 14,140 international study experiences • Management and Commerce (19%) and Society and Culture (18%)


Destination

• Reported destination for 14,783 international study experiences • 36.6% Europe; 32.2% Asia; 22% Americas


University Funding

Government Funding

OS HELP Program

Total

2005 $6.1 mil $1.8 mil $3.1 mil $11 mil

2007 $12.9 mil $3.5 mil $8.6 mil $25 mil

% Increase 111% 94% 177% 127%

2009 $17.4 mil $6.3 mil $11.3 mil $35 mil

% Increase 35% 80% 31% 40%

Table constructed using data from (Olsen & Molony, 2010)

Australian Funding Sources

for Student Mobility

Current Landscape and Trends

Institutional • International Learning Mobility is an initiative written into

the strategic plans of Australian Universities• Firm targets are being set• Creation of curricular & extra-curricular programs

supporting improved international learning mobility• Involvement of more faculty in mobility – institutional

cultural shift• Shorter and more flexible program development –

emphasis on practical learning• VET sector – increased focus on mobility


Government • Increased scholarships for international learning mobility• Increased OS HELP loans• Diversifying scholarship scheme to include short term

programs• Contributed funding and support for benchmarking

studies• Supported the VET Outbound Mobility Toolkit


Industry • Establishment of outbound service provider

(AIM Overseas)• Newly established IEAA SIG• Value of International Learning Mobility is being

recognised by Australian employers• Annual Outbound Mobility Forum – inaugural Forum 2007• Collaboration with comparable industry groups in the EU• Annual Australian Exchange Fair Circuit

IEAA – Outbound Mobility SIG

Purpose of the OSM SIG:The SIG aims to act as the prime Australian forum for discussion, debate, research and the disseminationof information and models of best practice in thearea of outbound student mobility.

Activities and Support- Professional Development: workshops, Annual Forum- Networking: state-based groups, meetings- Communications: web, list serv - Research - Annual Australian Exchange Fair Circuit

Exchange Fair Circuit

Exchange Fair Dates:28 March – 12 April

Outbound Mobility Forum “Managing Growth”

8 April

Hosted by the University of Technology Sydney

Challenges to expand International Learning Mobility

• Insufficient data collection• Lack of awareness from Aus students – moving

away from ‘gap year’ mentality• Language and cultural barriers• Access of programs• Cost

Future Trends• Sector is committed to developing mechanisms for

measuring outcomes and data collection• Institutions will continue to create innovative programs

that internationalise the curriculum• Australian students will increasingly seek out more

outcomes based international experiences – professional based outcomes

• Further collaboration with comparable industry bodies in the US and the EU

• Increased diversity in short term programming• Further International Learning Mobility focused research

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Contact usMark DarbyAustralian Education [email protected]

Jennie LangThe University of New South [email protected]

Richard HenryThe University of New South [email protected]

Andrew EverettThe University of [email protected]

Stephen ConnellyRMIT [email protected]

Dawn KobanLa Trobe [email protected]

mailto:[email protected]







aiea 2011 presentation: international education in australia

Education

higher education providers

domestic students

australian experience20

territory governments

policy responsibility

broader policy context

colombo planphase

global partnerphase