word international education strategy 2013 2018 doc 13 240459

8/16/2019 Word International Education Strategy 2013 2018 DOC 13 240459

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International Education Strategy for Victoria

2013-2018

Department of State Development Business and Innovation

State overnment of Victoria



Contents

Message from the Premier and Minister ..............................................................................................................................4

International Education Strategy at a Glance.......................................................................................................................5

Vision.....................................................................................................................................................................5

Goals......................................................................................................................................................................5

Strategic Action Area.............................................................................................................................................5

Initiatives................................................................................................................................................................5

1. Introduction...............................................................................................................................................................6

Victoria’s International Education Sector at a Glance 2012..................................................................................7

2. International education Victoria’s largest single e!"ort.........................................................................................8#ransnational Education $#%E& #o'ards Greater Internationalisation...............................................................9

(. #he Glo)al *""ortunit+ , -hallenges for Victoria................................................................................................10

Opportunity........................................................................................................................................................10

The global market for international students is expanding..................................................................................10

Victoria’s location and re"utation........................................................................................................................10

Challenge.............................................................................................................................................................11

*n the domestic front...........................................................................................................................................11

Glo)al com"etition...............................................................................................................................................13

Afforda)ilit+.........................................................................................................................................................13

. A Strategic A""roach to Sustaina)le Gro'th.........................................................................................................15

Su""orting strategic action...................................................................................................................................16

/. Maret evelo"ment...............................................................................................................................................17

Su""orting Victorian education "roviders in maret...........................................................................................17

Victorian Government facilitation of ne' maret o""ortunities some e!am"les.............................................20

. Enhancing the 3ualit+ of International Education..................................................................................................22

4. Student E!"erience.................................................................................................................................................24

Student su""ort.....................................................................................................................................................24

Pu)lic #rans"ort -osts for International Students...............................................................................................25

Accommodation...................................................................................................................................................26

#o'ards a 5"remium’ student e!"erience.............................................................................................................26

6. Mareting and 7randing.........................................................................................................................................29

8. Im"lementation.......................................................................................................................................................31



Message from the Premier and Minister

Sills and no'ledge can transform a "erson’s life and o"en doors to a 'orld of choice and a rich and re'arding career.#oda+’s student is tomorro'’s trades"erson or "rofessional9 em)aring on a lifetime of "ersonal and vocationalachievement.

#he State of Victoria has a long and "roud heritage of intellectual leadershi"9 )aced )+ 'orld:class "u)lic and "rivateeducational institutions; schools9 colleges9 vocational training institutes9 universities9 and research centres.

Victoria’s metro"olitan and regional academic institutions are reno'ned glo)all+ for "roviding the highest <ualit+educational outcomes. Mel)ourne also has the advantage of )eing rated the 'orld’s most livea)le cit+ in the EconomistIntelligence =nit’s Glo)al >ivea)ilit+ ?e"ort again in 201(. In 20129 3S raned Mel)ourne as one of the 'orld’s fourleading student cities along 'ith Paris9 >ondon and 7oston.

#he Victorian Government is committed to ensuring that Victoria’s re"utation for academic e!cellence "ositions thestate as a glo)al destination for international students9 and "ositions us as the "referred "artner for researchcolla)oration and sills develo"ment.

Glo)all+ there is high demand from students 'anting to stud+ outside their o'n countr+ and this is highl+ valued )+em"lo+ers. Most institutions also have a desire to internationalise their teaching and research9 and governments 'ant todevelo" their "eo"le and su""ort economic gro'th.

Man+ choose Victorian institutions )ecause of our re"utation. @o'ever9 there is increasing com"etition. emand acrossall as"ects of international education is "redicted to gro' significantl+9 and this has caused other Australian States andcountries to also increase their student attraction efforts9 including ne' emerging economies.

#he International Education Strateg+ for Victoria 201(:2016 outlines the Victorian Government’s "lan to assistVictoria’s education and training sector to ca"italise on glo)al education o""ortunities. #he strateg+ 'ill ensure Victoriacontinues to )e a leading "rovider of international education in the Asia:Pacific region.

#he Victorian Government sees to strengthen the State’s "osition as a glo)all+ com"etitive service:)ased econom+.International education is Victoria’s largest single e!"ort industr+. It )rings allied )enefits to local tourism9 hos"italit+and retailing either directl+ from the students themselves or 'hen overseas relatives and friends come to visit.

Im"ortantl+9 international education adds to our social and cultural vi)ranc+. It increases Victoria’s interaction 'ithtrading "artners and dee"ens relationshi"s )et'een our state and the 'orld. It hel"s )uild Mel)ourne’s )rand as a glo)alcit+. It contri)utes to Victoria’s research and develo"ment ca"acit+ through the attraction of "ostgraduate students andacademics and encourages international "artnershi"s 'ith researchers offshore.

International students return home 'ith no'ledge and understanding of Victoria’s ca"a)ilities and culture9 o"eningdoors for maor e!"ort9 trade and cultural o""ortunities in the future.

#his strateg+ outlines the Victorian Government’s "lan for strengthening the State’s international education sector and

"romoting Victoria’s education services to the 'orld.

#he International Education Strateg+ has )een informed )+ consultation 'ith education and training "roviders andfeed)ac from international students. #he Victorian Government loos for'ard to 'oring 'ith the sector to achievesustaina)le gro'th in international education in Victoria.

!"e #on Denis $apt"ine %& !"e #on 'ouise (s"er %&

Premier of Victoria Minister for Innovation9 Services and Small 7usinessMinister for #ourism and Maor EventsMinister for Em"lo+ment and #rade



International Education Strategy at a Glance

Vision

• Victoria is the leading "rovider of international education in the Asia:Pacific region9 strengthening the State’s

"osition as a glo)all+ com"etitive services econom+

Goals

• -onsolidate Victoria’s "osition as a glo)al leader in international education

• Increase Victoria’s share of Australia’s international students9 )oosting student num)ers and e!"ort revenue

• Moderate volatilit+ in student demand in order to create a sustaina)le sector

• -a"italise on the )roader cultural and economic )enefits of international education

Strategic Action Area

• Maret evelo"ment

o #o su""ort Victorian education and training "roviders to dee"en their engagement in current overseas

marets and to realised the o""ortunities in ne' marets for Victoria

• 3ualit+

o #o drive the <ualit+ of Victoria’s international education services and deliver+

• Student E!"erience

o #o enhance the overall e!"erience of international students in Victoria

• Mareting and 7randing

o #o )uild Victoria’s international education "rofile in a cro'ded and com"etitive glo)al maret

Initiatives

1. International Education Advisor+ 7od+

a. Su""orts im"lementation of the Strateg+ and "rovides advice and guidance as re<uired

2. E!tend Education Service Managers $ESMs& Su""ort

(. #arget onshore and offshore maret develo"ment activities

. Su""ort -olla)orative Models

/. E!"and transnational "artnershi"s in VE#

. ?evie' regulation of offshore deliver+

4. Bund octoral Scholarshi"s

6. E!"and Asian language ca"a)ilities

8. Sho'case <ualit+ through events

10. Esta)lish Stud+ Mel)ourne Student -entre

11. A ne' "u)lic trans"ort ticet scheme for international students12. E!"and 'or e!"erience o""ortunities

1(. Esta)lish the Stud+ Mel)ourne E!"erience Program

1. Im"rove communication 'ith international students

1/. ?e:)rand activities under one 5Stud+ Mel)ourne’ )rand

1. Enhance Stud+ Mel)ourne 'e)site

14. evelo" 727 mareting strateg+

16. Increase a'areness of Victoria’s education strengths

18. Strengthen engagement 'ith student alumni



1) Introduction

#he Victorian Government’s vision for the international education sector is that; Victoria is the leading "rovider ofinternational education in the Asia:Pacific region9 strengthening the State’s "osition as a glo)all+ com"etitive serviceseconom+.

International education is Victoria’s largest single e!"ort industr+. It generates enormous )enefits to the State and hasthe "otential to gro'. As glo)al demand for <ualit+ education increases9 Victoria is 'ell:"laced to )e a leader ininternational education in the Asia:Pacific region.

*ver the decade to 20089 Victoria’s international education sector gre' to )e one of the State’s most valua)le andvi)rant e!"ort sectors9 'ith an estimated value of C/.4 )illion. riven )+ strong glo)al demand9 a desire tointernationalise and migration settings that lined international education and silled migration9 Victoria’s educationand training "roviders forged international "artnershi"s and em)raced o""ortunities to )roaden their deliver+ tointernational students.

Bor the last three +ears9 several factors have led to a decline in international student num)ers across Australia includingchanges to migration settings9 student visa eligi)ilit+ and the strength of the Australian dollar. In Victoria9 international

student enrolments 'ere do'n a)out 26 "er cent in 2012 from "ea levels in 20089 accom"anied )+ a com"ara)ledecline in e!"ort revenue. Intensif+ing glo)al com"etition has also eroded Victoria’s share of glo)al higher educationenrolments.

At the same time9 'orld'ide demand for international education is gro'ing. A forecast e!tra three million studentsglo)all+ )+ 2020 and increasing demand for transnational education "rovide great o""ortunit+ for Victoria.

In an increasingl+ glo)alised econom+9 Victoria’s international education sector is a maor strength. In the a)sence ofsignificant tradea)le mineral and energ+ resources com"ared 'ith Destern Australia and 3ueensland9 a service industr+such as international education is vital to Victoria’s econom+.

International education is also im"ortant )ecause it strengthens our glo)al relationshi"s9 es"eciall+ 'ith ra"idl+develo"ing economies in our region such as -hina9 India9 and South East Asian countries9 contri)uting to longer termtrade9 investment and tourism o""ortunities.

Gro'ing Victoria’s international marets is one of four central themes under"inning the Victorian Government’seconomic statement9 Securing Victoria’s Econom+ Planning9 7uilding9 elivering. #his statement affirms theGovernment’s vision to secure Victoria’s "osition as Australia’s no'ledge ca"ital as 'ell as the nation’s most glo)all+:focused econom+ and most Asia:ca"a)le 'orforce.

#he Victorian International Engagement Strateg+ $VIES& re"resents a long:term strategic a""roach to "ositioning theVictorian econom+ for gro'th through strong engagement in "riorit+ international marets. #he VIES 'ill su""ortVictoria to ma!imise trade and investment o""ortunities 'ith "riorit+ international economic "artners such as -hina9India and South East Asia. #he Government has )een investing heavil+ in )uilding relationshi"s in cor"orate9 culturaland civic areas to )roaden economic ties 'ith these "artners.

-onsistent 'ith the rationale and a""roach of the VIES9 this International Education Strateg+ outlines the Government’sa""roach to securing Victoria’s glo)all+ com"etitive "osition as a <ualit+ "rovider of international education andsu""orting the sector to tae advantage of e!"anding o""ortunities in the glo)al maret.

#his strateg+ esta)lishes four goals for sustaina)le gro'th and four strategic action areas focused on maretdevelo"ment9 <ualit+9 the student e!"erience and mareting. #he strateg+ also outlines nineteen initiatives to achievethe goals. Dhile a five:+ear im"lementation timeframe for the strateg+ is envisaged9 the initiatives are intended to la+the foundation for international education in Victoria to 202( and )e+ond.



Victoria’s International Education Sector at a Glance 2012

Student num)ers;

• *n:shore student enrolments; 16960 in 20121.

• *ff:shore students; 60900 in 2011 @igher education , "u)lic VE# onl+2.

International student enrolments $on:shore&9 Victoria )+ sector9 2012 $AEI&

• @igher Education

• VE# (1

• E>I-*S 1

• Schools

• *ther /

Maret share;

• In 2012 Victoria had 26.8 "er cent of total Australian maret share of on:shore enrolments $AEI&.

• In 2011 Victoria had 4/.( "er cent of Australia’s off:shore "u)lic VE# students and /.( "er cent of off:shore

higher education students.

1 Australian Education International (AEI). This data includes enrolments by students in Australia on student visas. It does not

include students on visitor or working holiday visas who may undertake a short course

(e.g. English language).2 Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education, 2012.



2) International education * Victoria+s largest single e,port

International education is Victoria’s largest single e!"ort industr+. $Bigure 1&

Bigure 1; Victoria’s #o" E!"orts in 2012(

• Education:related travel : C.(/ )illion

• Personal travel e!cluding education : C2./ )illion

• air+F : C1.68 )illion

• MeatF : C1.12 )illion

• Dool and animal hair : C1.(41 )illion

• Passenger motor vehicles 1.(12 )illion

Source; International #rade in Goods and Services9 Australia $A7S cat. %o /(6.0&.F%ote; air+H is an aggregation of Mil "roducts and cheese , curd e!"ort sectors MeatH is an aggregationof Meat $e!cl. )eef& and 7eef.

#he e!"ort value of Victoria’s international education sector from students stud+ing onshore on a student visa 'asC.(/ )illion in 2012. #his includes tuition fees and e!"enditure on goods and services. *f this9 fees account for ustunder half of total e!"enditure. #he remaining e!"enditure )+ international students is on other goods and services suchas food9 accommodation and trans"ort.

#he data in Bigure 1 does not include students 'ho are stud+ing in Australia on non:student visas. *nl+ 1 "er cent ofinternational students stud+ing English language courses in 2012 held student visas 20 "er cent 'ere visitor visa

holders and 18 "er cent held 'oring holida+ or other visas

.

eloitte Access Economics estimates that ever+ C1/9000 s"ent )+ international students in Australia generates one full:time e<uivalent $B#E& o)/. #hese o)s are created in the education and training sector as 'ell as in service industriessuch as food9 retail and accommodation. 7ased on the current student num)ers and e!"enditure9 it is estimated that over (09000 B#E o)s are created )+ the "resence of international students in Victoria.

Additional revenue is earned through offshore or transnational o"erations and other educational activities in 'hichVictorian education and training institutions lead the countr+. @o'ever data is currentl+ not availa)le on the e!tent ofthe economic value of these activities. e"artment of Education and Earl+ -hildhood evelo"ment $EE-& estimatessuggests that9 in 20119 Victorian #ABE Institutes generated around C2 million through off:shore deliver+ re"resenting2/ "er cent of revenue derived from international students.

Additionall+9 indirect economic )enefits of international education are generated through famil+ and friends of overseasstudents visiting Australia9 contri)uting to tourism. ?ecent research estimates that9 in the +ear ending ecem)er 2012989400 international overnight visitors to Victoria 'ere visiting international students stud+ing in Australia. #hisre"resents 2.4 "er cent of international visitors to Victoria. #hese visitors sta+ed for a cumulative 4619600 nights in

3 The ABS category for international education expenditure in Australia is “Education-related travel”; “Personal travel excluding

education” is international tourism.4 English Australia, Survey of major ELICOS regional markets in 2011, June 2012.5 Unpublished advice to the then Department of Business and Innovation, October 2012.6 Tourism Research Australia, International Visitor Survey 2012, unpublished data.



Victoria. 7ased on average e!"enditure of visitors to Victoria "er night9 #ourism Victoria estimates that totale!"enditure of these visitors to Victoria 'as C2.44 million in the +ear ending ecem)er 2012.

More difficult to <uantif+ are the enormous )enefits of international education in dee"ening trade and cultural lins )et'een Victoria and the home countries of students over the longer term. International education contri)utes toVictoria’s econom+ and culture 'ell )e+ond the direct economic )enefits it generates. International education increasesour interaction 'ith trading "artners9 creates and im"roves relationshi"s )et'een Victoria and the 'orld9 adds to our

social and cultural vi)ranc+ and contri)utes to Victoria’s research and develo"ment ca"acit+ through attraction of "ost:graduate students as 'ell as academics. International students educated in Victoria carr+ home 'ith them no'ledgeand understanding of Victoria’s ca"a)ilities and culture there)+ o"ening doors for maor e!"ort9 trade and culturalo""ortunities in the future.

International students also contri)ute to the econom+ through "artici"ation in the la)our maret 'hile the+ "ursue theireducation. Dith the commencement of "ost:stud+ 'or visas for higher education graduates in 201(9 there are increasedo""ortunities to 'or in Australia9 gain valua)le 'or e!"erience and contri)ute to the sills needs of the Australianeconom+. And9 'hile most international students return home to contri)ute to their countr+’s econom+ and communit+9international graduates are a "otential source of s"ecialised sills to the Victorian econom+ through Australia’s silledmigration "rogram.

Victoria’s metro"olitan and regional academic institutions are reno'ned glo)all+ for "roviding the highest <ualit+educational outcomes. Mel)ourne also has the advantage of )eing rated the 'orld’s most livea)le cit+ in the EconomistIntelligence =nit’s Glo)al >ivea)ilit+ ?e"ort again in 201(. In 20129 3S raned Mel)ourne as one of the 'orld’s fourleading student cities along 'ith Paris9 >ondon and 7oston.

#ransnational Education $#%E& #o'ards Greater Internationalisation

eliver+ of education services to international students )+ Australian "roviders off:shore $transnational education& has )een a feature of international education for the last t'o decades )ut has gro'n significantl+ since 2009 es"eciall+ inthe vocational education and training $VE#& sector. In the higher education sector9 more than 609000 internationalstudents 'ere enrolled 'ith Australian universities off:shore in 2011 $2.2 "er cent of total higher educationinternational students&. In 20119 over /69000 students 'ere enrolled in off:shore VE# courses delivered )+ "u)lic "roviders4.

Victorian "roviders dominate Australian deliver+ of education off:shore9 accounting for4/.( "er cent of Australia’s off:shore "u)lic VE# students in 2011 $around 9000 students& and /.( "er cent of off:shore higher education students $(900 students&. Dhile small9 gro'th of off:shore deliver+ of secondar+ schooleducation is also e!"anding9 'ith an increasing num)er of schools licensed to deliver the Victorian -ertificate ofEducation overseas.

Man+ Victorian "roviders have indicated a strong interest in further e!"ansion of their international "artnershi"s ando"erations and are looing to diverse countries across Asia9 the Middle East and >atin America for ne' o""ortunities.#hese go )e+ond direct deliver+ of full Australian accredited courses or t'inning arrangements and ma+ includeeducational consultanc+9 licensing of curriculum9 staff training9 government advisor+ services9 stud+ tours9 researchcolla)orations and staff and student mo)ilit+ "rograms. #hese varied arrangements not onl+ educate current students )ut

also )uild the host countr+’s ca"acit+ and "rovide long term )enefits that su""ort their economic develo"ment. Evidentalso is the increasing role that industr+ has in transnational )ilateral and multilateral education "artnershi"s.

#he demand for #%E is "redicted to gro' su)stantiall+9 driven )+ )urgeoning needs for education and training ingro'ing economies9 increasing glo)al com"etition for students9 cost "ressures that mae off:shore deliver+ moreafforda)le in develo"ing countries and a realisation of the non:financial )enefits of international colla)orations andno'ledge e!change. Students can )enefit from increased stud+ o"tions9 )roader e!"eriences and )etter informedcurriculum. Institutions )enefit from e!"anding their glo)al "rofile9 )roadening educational and research no'ledgeand increasing access to resources. 7usinesses )enefit from a more highl+ silled 'orforce and greater access to

7 Data on off-shore VET delivery by private providers is not currently available.



<ualit+ research and develo"ment. Governments and communities also )enefit from shared e!"ertise9 economic su""ortand increased cultural a'areness.

Increasingl+9 #%E is an integral and im"ortant element of international education "rograms.



3) !"e loal .pportunity / "allenges for Victoria

Opportunity

The global market for international students is expanding

#he rate of gro'th in international higher education enrolments glo)all+ increased su)stantiall+ from 2000 on'ards9under"inned )+ significant gro'th in demand for education in -hina and India. In 20109 .2 million students studied atuniversities outside their home countr+9 a 100 "er cent increase since 2000 $Bigure 2&6. #his gro'th is "roected tocontinue9 'ith forecasts of around 4.2 million8 to 6 million10 students seeing education outside their o'n countr+ )+202/.

Bigure 2; Gro'th in higher education students enrolled outside their countr+of citiJenshi"

1 180 18 10 1 2000 200 2010 202

0.6M 1.1M 1.1M 1.(M 1.4M 2.1M (.0M .2M 4.0M

Source; *E- and =%ES-* Institute for Statistics.

#here are strong lins )et'een economic gro'th and demand for education. Government "olic+ across most emergingeconomies also reflects realisation of the value of vocational education. Boreign investment in Asia and large scale aidand develo"ment "rograms )+ organisations such as the Dorld 7an9 Asian evelo"ment 7an and AusAI are alsodriving demand for increased training of local 'orforces. *ther drivers of demand include demogra"hic changes9 "articularl+ in the Asian region9 the im"act of technolog+9 mass communications9 glo)al mo)ilit+9 the evolving role ofuniversities and the changing needs of industr+. Borecasters are confident of significant gro'th in 'orld'ideeducational demand to meet "o"ulation and economic gro'th.

Victoria’s location and re"utation

Victoria is 'ell:"laced to tae advantage of the gro'ing demand for international education9 es"eciall+ in the Asia:Pacific region. Australia’s "ro!imit+ to gro'ing Asian marets and historic relationshi"s through migration9 educationand trade9 have seen "articularl+ strong "erformance in deliver+ of international education services to -hina9 India9Vietnam9 Mala+sia and Singa"ore.

Victoria’s "erformance in international education is under"inned )+ a strong education and training sector. Victoria )oasts a concentration of education and research infrastructure that is unrivalled in the region. S"ecific strengthsinclude;

• five of Australia’s to" 20 universities11

• one of the 'orld’s to" (0 universities and t'o universities in the 'orld’s to" 10012

8 Similar global statistics are not available for other international education sub-sectors.9 Bohm, Meares and Pearce (2002) The Global Student Mobility 2025 Report: Forecasts of the Global Demand for International

Education, IDP quoted in UNESCO, Higher Education Crossing Borders, 2006.10 Goddard, B. “Future Perspectives: Horizon 2025” in IEA, Making A Difference, 2011.11 Excellence in Research for Australia 2012 rankings.12 Times Higher Education World University Rankings 2012-13.



• a strong VE# frame'or and e!tensive e!"erience in offshore deliver+

• four of Australia’s five universities 'ith #ABE o"erations $dual sector universities&

• a 'ell:develo"ed s+stem of articulated "ath'a+s )et'een education sectors and

• an e!tensive net'or of overseas "artnershi"s su""orting off:shore deliver+9 student and staff mo)ilit+ and

research colla)orations.

Mel)ourne also has the advantage of )eing rated the 'orld’s most livea)le cit+ in the Economist Intelligence =nit’sGlo)al >ivea)ilit+ ?e"ort. Burther9 in 20129 3S raned Mel)ourne as one of the 'orld’s four leading student citiesalong 'ith Paris9 >ondon and 7oston. #he criteria included <ualit+ of living9 re"utation of the cit+’s universities9 thestudent mi!9 em"lo+er activit+ and afforda)ilit+.

Victoria’s multicultural mae u" is one of the State’s greatest assets. Victoria is the most culturall+ and linguisticall+diverse State in Australia. A7S -ensus data indicates that;

• 2.2 "er cent of Victorians 'ere )orn overseas in more than 200 countries

• .6 "er cent of Victorians 'ere either )orn overseas or have at least one "arent )orn overseas

• 4. "er cent of Victoria’s overseas:)orn "o"ulation came from non:English:s"eaing countries

• 2(.1 "er cent of Victorians s"oe languages other than English at home9 'ith 20 different languages s"oen in

homes around the State

• 4.4 "er cent of Victorians follo'ed

1(/ different religions and

• the to" ten countries of )irth for Victorians )orn overseas are England9 India9 -hina9 %e' Kealand9 Ital+9

Vietnam9 Greece9 Sri >ana9 Mala+sia and the Phili""ines.

Victoria is uni<ue in its a""roach to su""orting and rea"ing the )enefits of an active and vi)rant multicultural "o"ulation. Victoria’s strong and confident multicultural societ+ attracts international students9 silled migrants9international tourists and glo)al )usinesses9 generating social9 cultural and economic )enefits.

Victorians are "roud of their harmonious and inclusive societ+ 'hich recognises and shares the various cultures andidentities that mae u" Victoria. Strong su""ort for multiculturalism in Victoria and Australia hel"s to create a'elcoming and acce"ting societ+.

Challenge

*n the domestic front

es"ite strong glo)al demand for education9 Victoria $and Australia& has e!"erienced a decline in on:shore internationalstudent num)ers over the last three +ears although the trend since 2002 sho's overall gro'th $Bigure (&. As highlightedin Bigure much of the gro'th )et'een 200 and 20089 and the su)se<uent fall in enrolments9 'as in the VE# sector.

Bigure (; #rend in international student num)ers

State 2002 2003 2004 200 2005 200 2008 200 2010 2011 2012

Victoria 4028 6(0/ 68088 80/1 10/84( 1(18 108( 1801 162/( 11(16 16282

VictoriaAvg since2002

4028 4814 6244.4 6/(41 6881. 8/40./ 10/4/.( 11(41. 12(42 1246/.2 128(4.4

Australia 241(( (04160 (216 (4 (60(6 /0481 /22(2 (0/42 1111 //088 /1(664

AustraliaAvg since2002

241(( 280/./ (01844 (124.( (221.2 (846.4 (4642 06(./ (0064. 266. 6848.



Source; AEI

Bigure ; Victoria’s international student enrolments9 2002:2012 enrolments )+ education sector9 2002:12

Sector 2002 2003 2004 200 2005 200 2008 200 2010 2011 2012#ig"er

Education(89022 96/ /19(1 /98 /9/0 /8924( 2960 89(2 429240 4198 6966

VE! 8984 8948 89/(1 1291 1894(/ ((988/ /29088 419(06 89124 //920 /9222

Sc"ools 4908 69162 69122 49(80 4904/ 49621 69(1/ 498(4 4901 911 /981

E'I.S 129088 19(0( 191(8 1(942 19/62 29( (09(/ ((9/2 2/944 20926 21941

.t"er /96(6 /96/ /94 /9/ /98(1 91 496 691( 69(6/ 49//8 9448

rand !otal 49028 69(0/ 689088 890/1 10/984( 1(198 1098( 18091 1629/( 119(16 169282

Source; AEI

Migration "olic+ and student visa settings have had the )iggest im"act. -ommon'ealth migration "olic+ settings led toa ra"id e!"ansion in successful a""lications from international students for "ermanent residence under Australia’ssilled migration "rogram 'hich favoured students undertaing VE# <ualifications recognised on Australia’s ’sills indemand5 list. Dhen these migration settings 'ere changed9 the decline in overseas students in VE# courses and9 to alesser e!tent9 in E>I-*S courses9 'as dramatic. #his trend 'as e!acer)ated )+ safet+ concerns in the Indian maret9su):o"timal deliver+ )+ a small num)er of "rivate vocational training colleges and a strong Australian currenc+ thatsa' increasing costs relative to other countries.

Burther changes to Australia’s student visa re<uirements since late 20119 follo'ing the Lnight ?evie' of student visas9have had )enefits for universities )ut have also created distinctions )et'een "arts of the sector. In March 20129 the-ommon'ealth introduced streamlined visa "rocessing for universities through 'hich most visa a""lications foruniversit+ courses are "rocessed 'ithin t'o 'ees and re<uire less documentation. =niversities have derived asignificant com"etitive advantage from this change and from the introduction of "ost:stud+ 'or visas for highereducation graduates from earl+ 201(.

#he a)sence of streamlined visa "rocessing )e+ond universities is not onl+ dela+ing international student enrolments for #ABE institutes and "rivate "roviders )ut also creates a negative "erce"tion that these other institutions are someho'secondar+H or of a lo'er <ualit+ than universities. -om"ounding this issue9 education and training "roviders haveconcerns a)out inconsistent and su)ective a""lication of the Genuine #em"orar+ Entrant $G#E& criterion )+ thee"artment of Immigration and -itiJenshi" in its assessment of student visa a""lications.

Victoria also faces com"etition from other States. Victoria is the Australian destination of choice for students from somemaor marets9 nota)l+ India9 Vietnam9 Mala+sia9 Paistan and Sri >ana9 )ut %SD continues as the overall maretleader 'ith (4. "er cent share in 2012 com"ared to Victoria’s 26.8 "er cent. %SD currentl+ out"erforms other States inim"ortant marets such as -hina9Lorea9 #hailand9 7raJil9 Indonesia9 %e"al andthe Phili""ines.

*ther States and #erritories generall+ have lo'er maret shares than %SD and Victoria )ut dominate in some areas. Bor e!am"le9 3ueensland attracts more Lorean9 7raJilian9 Saudi Ara)ian and -olom)ian students than Victoria and DesternAustralia attracts more 7raJilian and Len+an students.



Victorian "roviders lead the 'a+ in offshore education deliver+ 'ith #ABE Institutes holding a 4/.( "er cent share ofoff:shore VE# enrolments 'ith "u)lic "roviders and Victorian universities accounting for /.( "er cent of off:shorehigher education students. @o'ever other States are intensif+ing their efforts in relation to offshore deliver+ and the?e"ort of the International Education Advisor+ -ouncil $IEA-& in earl+ 201(1( maes a num)er of recommendations tosu""ort gro'th of offshore deliver+ )+ Australian "roviders.

Glo)al com"etition

-om"etition is increasing on multi"le fronts. ?ecent estimates suggest that Victoria’s shareof glo)al higher education enrolments has fallen from around 2.0 "er cent in 2008 to 1./ "er centin 20121.

Glo)al mo)ilit+9 technological advances and im"roved education s+stems in man+ nations mean "ros"ectiveinternational students no' have more o"tions 'hen choosing a stud+ destination. -om"etition for international studentsis intensif+ing9 'ith countries such as the =nited Lingdom $=L&9 -anada and %e' Kealand esta)lishing am)itioustargets to increase the num)er of international students.

Institutions in the =nited States of America $=SA& have recentl+ increased "romotion aimed at overseas students. Giventhe historical re"utation of the =SA for education and the a)ilit+ to a)sor) man+ more international students $on

average =SA universities had onl+ (.4 "er cent international students in 2011:121/

&9 the =SA 'ill continue to )eVictoria’s com"etitor. #he num)ers of foreign students in the =SA gre' )+ /.4 "er cent in 2011:12 $from 42(9240 to498/&1.

%e' international student commencements into -anada in 2012 'ere u" (2 "er cent from 2006 levels9 )uo+ed )+favoura)le student visa "olicies9 more aggressive mareting and eas+ access to "ermanent residenc+ after graduation.7+ contrast9 international student enrolments in the =L have declined due to recent changes to migration and studentvisa conditions.

Also of significance9 several of Victoria’s traditional student source countries are no' re"ositioning as com"etitors. #hisincludes Mala+sia9 #ai'an9 South Lorea9 a"an9 Singa"ore and -hina 'hich are attracting increased num)ers ofinternational students in the Asian region.

#he recent emergence of free 'e):)ased education modules delivered )+ 'ell:res"ected universities such as MI#9@arvard9 Princeton and Stanford =niversities $e.g. edN9 -oursera and =dacit+& also "resents com"etitive challenges.Victorian institutions are alread+ res"onding to the challenge and e!am"les include the recent "artnershi" of the=niversit+ of Mel)ourne 'ith -oursera and the long standing e!"ertise e!hi)ited )+ universities such as Monash9eain and >a #ro)e for online deliver+ of <ualifications either directl+ or through *"en =niversities Australia14.

#he ca"acit+ to deliver education in this 'a+ challenges the current models for international education and education ingeneral )ut also offers the o""ortunit+ for institutions to )e innovative in educational deliver+ and "rovide more o"tionsfor "ros"ective students 'ith varied needs to access courses.

Afforda)ilit+

Dhile cost and afforda)ilit+ are not the to" determinants of student choice9 there is no dou)t that the high Australiandollar relative to other e+ currencies and the conse<uent increase in relative costs of tuition and living in Australia9 are

13 Times Higher Education World University Rankings 2012-1314 Times Higher Education World University Rankings 2012-1315 Institute of International Education Open Doors Data, 2012.16 Institute of International Education, November 2012.17 The Grattan Institute’s report “The online evolution: when technology meets tradition in higher education” (April 2013), provides

example of online delivery as well as an overview of models and trends.



having an im"act on Australia’s com"etitiveness as a stud+ destination. #he 2012 International Student Surve+ suggeststhat international students have relativel+ lo' levels of satisfaction16 'ith living costs in Australia.

Anal+sis undertaen for the International Education Advisor+ -ouncil suggests the average cost of an internationaleducation in Australia increased )+ 1 "er cent )et'een 2002 and 20119 com"ared 'ith a // "er cent increase forinternational students in the =nited States and a 46 "er cent increase for students in the =L 18. #his com"etitivedisadvantage "rovides an im"erative for Australia and Victoria to demonstrate that it "rovides su"erior value through a

high <ualit+9 'ell:regarded stud+ and living e!"erience for international students.

#hese develo"ments reinforce the need for Victoria to com"ete on its educational merits for international students thatis9 as a location offering <ualit+ education and high <ualit+ student e!"eriences $)oth on cam"us and off9 in theclassroom and e!tracurricular&. #he+ also signal the need for Victorian "roviders to )e fle!i)le and innovative in coursecontent and deliver+. Victorian institutions must )e nim)le in res"onding to the changing glo)al environment to taeadvantage of the o""ortunities that "resent. De have the necessar+ ca"a)ilities and are 'ell "laced to meet thechallenges.

18 AEI, International Student Survey 2012 – Overview Report, April 2013. Fifty-one per cent of higher education students and 63 per

cent of VET students were satisfied with living costs, compared to overall satisfaction with living in Australia of around 88 per cent.19 The Boston Consulting Group, Analysis of Strategic Trends, February 2013, prepared for the IEAC.



4) ( Strategic (pproac" to Sustainale ro6t"

Victoria’s vision to )e the leading "rovider of international education in the Asia:Pacific region 'ill )e achieved )+ a "roactive and strategic a""roach that su""orts the education and training sector to ca"italise on the o""ortunities "resented )+ glo)al demand for education9 'hile minimising the )arriers that "roviders face in a highl+ com"etitive

glo)al maret.

#his strateg+ identifies four goals 'hich together 'ill su""ort achievement of the vision for Victoria’s internationaleducation sector over the ne!t five +ears. #hese goals are;

Goal 1; -onsolidate Victoria’s "osition as a glo)al leader in international education.

Goal 2; Increase Victoria’s share of Australia’s international students9 )oosting student num)ers and e!"ort revenue.

Goal (; Moderate volatilit+ in student demand in order to create a sustaina)le sector.

Goal ; -a"italise on the )roader cultural and economic )enefits of international education.

Dhile migration settings and the relativel+ high Australian dollar are factors outside the control of the VictorianGovernment9 the Government can su""ort Victorian institutions and enter"rises to access and ca"italise on glo)alo""ortunities )+ addressing these and other )arriers. Le+ challenges to com"etitiveness of and gro'th of internationaleducation in Victoria include;

• the need for u":to:date no'ledge of e+ marets and o""ortunities for "roviders9 es"eciall+ in ne' and

emerging marets

• access to contacts in source marets9 and a need for government facilitation of contacts in some marets 'ith

centralised decision:maing $e.g. -hina&

• the need for mechanisms that su""ort colla)orative res"onses to maret needs $e.g. in ne' marets 'ith

diverse needs&

• "ositive student e!"erience that goes )e+ond the stud+ e!"erience and relies on )roader government and

communit+ action to 'elcome and su""ort students and• the need for unified and consistent mareting to increase recognition $and tae:u"& of Victoria’s international

education offerings )ecause mareting efforts )+ individual "roviders alone ma+ )e insufficient to highlightthe value of Victoria’s education and training attri)utes.

#he International Education Advisor+ -ouncil $IEA-& ?e"ort 201( recognises the value and "otential of internationaleducation to drive economic9 cultural and social outcomes for Australia in the Asian centur+H and to )e a significante!"ort o""ortunit+ for Australia’s education institutionsH. #he -ouncil made (/ recommendations designed to "ositionAustralia as a sustaina)le and <ualit+ "rovider of international education9 'ith an em"hasis on the Asian region.

Victoria is a relativel+ small State that has "erformed ver+ strongl+ in the glo)al maret for education over the last ten+ears. As is recognised )+ the IEA-9 the glo)al maret for education is not onl+ gro'ing )ut is increasingl+ com"le!

'ith intensif+ing com"etition and changing "atterns of su""l+ and demand.

Victoria needs to 5"la+ to its strengths’9 focusing on marets in 'hich the State has a com"etitive advantage and 'hereinternational education deliver+Oactivit+ 'ill com"lement and leverage other as"ects of Victoria’s internationalengagement such as tourism and trade. Victoria’s other strengths include the <ualit+ of its educational institutions9 itslivea)ilit+9 multicultural mae u" and Mel)ourne’s standing as a to" student cit+.

#his document identifies four strategic action areas 'hich 'ill su""ort sustaina)le gro'th of Victoria’s internationaleducation sector;



• Maret evelo"ment to su""ort Victorian education and training "roviders to dee"en their engagement in

current overseas marets and to realise the o""ortunities in ne' marets for Victoria $see section /&

• 3ualit+ to drive the <ualit+ of Victoria’s international education services and deliver+ $see section &

• Student E!"erience to enhance the overall e!"erience of international students in Victoria $see section 4&

and

• Mareting and 7randing to )uild Victoria’s international education "rofile in a cro'ded and com"etitive

glo)al maret $see section 6&.

Initiatives under each of these strategic action areas9 outlined in the follo'ing sections9 form a cohesive andcom"lementar+ "rogram to "osition Victoria as the leading "rovider of international education in the Asia:Pacificregion.

Su""orting strategic action

A coordinated and strategic a""roach to achieving sustaina)le gro'th in Victoria’s international education sector 'illre<uire greater colla)oration )et'een the Government and the sector.

Accordingl+9 the Government announced in ecem)er 20129 as "art of Securing Victoria’s Econom+9 that it 'ouldesta)lish an industr+ advisor+ )od+ to facilitate greater colla)oration among Victorian education institutions and to

"rovide a clear line of access to Government on strategic issues affecting the sector.

#he esta)lishment of an advisor+ )od+ 'ill hel" ensure that international education receives the strategic focus andsu""ort it needs as Victoria’s largest single e!"ort industr+. #he advisor+ )od+ 'ill also ena)le stronger advocac+ to the-ommon'ealth on issues such as migration "olic+ and regulation of education <ualit+ and standards.

INITIATIVE 1

Establish a Victorian international education advisory body, with representation from all education sub-sectors, to

provide advice to the Minister for Innovation, ervices and mall !usiness on issues impactin" on the sector and its

"rowth#



) %ar7et Development

#he sustaina)le gro'th of Victoria’s international education sector re<uires a multi:"ronged a""roach to maretdevelo"ment9 com"rising;

• consolidating and dee"ening deliver+ in marets in 'hich Victorian "roviders are 'ell:esta)lished such aseastern -hina9 India9 Mala+sia and Singa"ore

• e!"anding deliver+ in marets 'ith gro'th "otential for Victorian "roviders such as Vietnam9 Indonesia9 South

Lorea and the Gulf States

• develo"ing and )uilding deliver+ in ne'er and emerging marets for Victorian "roviders such as 'estern

-hina9 'estern and central Asia $including #ure+&9 some South East Asian countries $e.g. #hailand& and >atinAmerica.

Victoria has a strong )ase from 'hich to dee"en and e!"and deliver+ in its t'o e+ marets from 'hich almost /0 "ercent of international students are dra'n $-hina and India& as 'ell as in a num)er of e+ South East Asian countries$Mala+sia9 Vietnam and Indonesia&.

Bigure /; International student enrolments $on:shore&9 Victoria9 )+ source countr+9 2012

1. -hina (02. India 14

(. Vietnam 4

. Mala+sia /

/. Indonesia

. Paistan (

4. #hailand (

6. South Lorea (

8. Sri >ana (

10. %e"al 2

11. *ther 2(

Source; AEI

A goal of this strateg+ is to moderate volatilit+ in student demand in order to create a sustaina)le sector. A e+contri)utor to achievement of this goal is ensuring diverse source marets for international students9 reducing relianceon one or t'o countries. iversification of marets also su""orts efforts to increase Victoria’s share of students and toglo)alise the education e!"erience for international and domestic students.

*""ortunit+ e!ists for Victoria’s education "roviders in countries 'ith gro'ing demand for education services such asin the Middle East and >atin America. Victorian "roviders are 'ell:esta)lished in some Gulf States $mainl+ SaudiAra)ia and the =nited Ara) Emirates& )ut there is "otential for a stronger "resence. A num)er of higher education



"roviders have )egun e!"loring o""ortunities in >atin America. Advice on the o""ortunities in >atin America20 indicates the greatest o""ortunities for Victoria lie in -olom)ia9 -hile and 7raJil.

#his targeted a""roach to maret develo"ment 'ill differentiate )et'een education sectors $higher education9 VE#9E>I-*S and schools& 'hile fostering greater s+nerg+ and "ath'a+s )et'een the sectors. Victoria’s maret develo"mentactivities 'ill also reflect the diversit+ of Victoria’s international education services9 encom"assing deliver+ to overseasstudents in Victoria9 off:shore deliver+9 commercial contracts for overseas sills develo"mentOtraining9 sale of

curriculum and e!"ertise and research "artnershi"s.

Su""orting Victorian education "roviders in maret

In ne' and emerging marets for Victoria9 there is a role for Government in su""orting Victorian "roviders to identif+emerging o""ortunities. E!"loration of ne' marets is e!"ensive and involves significant u":front cost. Burther there isoften a lac of in:maret intelligence to su""ort maret e!"loration 'hich can com)ine to mae it unattractive forindividual "roviders.

-onsultation 'ith the sector indicates that most "roviders see a role for Government in facilitating linages9 "articularl+in ne' marets $e.g. >atin America& and in marets 'ith centralised decision:maing andOor "lanned economies $e.g.-hina&. Providers also see a valua)le role for government in connecting them to com"anies 'ith off:shore o"erations9

es"eciall+ Australian com"anies that ma+ have local $off:shore& training needs. Austrade assists Australian education "roviders 'ith information on international marets and the Victorian Government 'ors colla)orativel+ 'ith Austradeto identif+ s"ecific o""ortunities relevant to Victorian "roviders.

A e+ mechanism that the Victorian Government has to su""ort access to maret o""ortunities in internationaleducation is the location of its Education Services Managers $ESMs& in e+ source marets. ESMs are currentl+o"erating in -hina $)ased in Shanghai&9 a"an and Lorea $)ased in #o+o&9 South East Asia $)ased in Luala >um"ur&9India $)ased in 7angalore& and the Middle East and %orth Africa $)ased in u)ai&.

Dith -hina e!"ected to remain Victoria’s to" source maret over the ne!t five +ears9 maintaining an ESM in eastern-hina to concentrate on the attraction of students and servicing of "artnershi"s in the eastern regions of the countr+ iscritical. #he Victorian Government recentl+ announced "lans to esta)lish a Victorian Government "resence in -hengdu9the ca"ital of Sichuan Province and "art of the economic hu) of south:'est -hina. Sichuan Airlines9 one of -hina’s

fastest:gro'ing airlines9 is no' offering direct flights three times a 'ee from -hengdu to Mel)ourne. #heGovernment’s 2012 Su"er #rade Mission to -hina sa' 7o! @ill Institute sign three se"arate memoranda ofunderstanding $M*=& 'ith tertiar+ education "roviders in -hengdu. Victoria 'ill )uild on these develo"ments toe!"and "artnershi"s 'ith industr+9 "articularl+ VE# "roviders9 in -hengdu and south:'est -hina more )roadl+. A ne'ESM "osition )ased in Destern -hina 'ill su""ort these efforts.

E!"anding activit+ in Victoria’s second significant source maret India is also im"erative. India has a +oung andincreasingl+ ur)anised "o"ulation and a gro'ing middle class all attri)utes that are driving increased demand foreducation and training. #he Indian Government has esta)lished clear goals for education and training including anadditional 10 million "eo"le enrolled in higher education )+ 201:1421 and training of /00 million "eo"le )+ 202222. Dhile India )oasts a 'ell:develo"ed education s+stem9 it faces challenges in meeting the vast demand for education andsills develo"ment.

#hese circumstances are e!"ected to further drive demand for international education )+ Indian students. 7ritish-ouncil forecasts2( indicate that the highest gro'th in out'ard mo)ilit+ 'ill )e among higher education students fromIndia9 "roviding o""ortunities for Victorian universities to e!"and their enrolment of students from India. Burther

20 Tony Crooks, A Latin America Education Engagement Strategy for Victoria: A report for the Department of Industry, Innovation

and Regional Development, December 2010.21 Ernst & Young, Federation of Indian Chamber of Commerce and Industry, Government of India Planning Commission; Higher

Education in India: Twelfth Five Year Plan (2012-2017) and Beyond.22 AEI, Policy Overview of Vocational Education and Training in India, September 2011.23 British Council, Going Global 2012.



o""ortunities are "rovided )+ Victoria’s strong VE# s+stem and ca"acit+9 "articularl+ in "rovision of off:shoreeducation and training services. #he ESM in India 'ill su""ort Victorian "roviders to access o""ortunities for deliver+to Indian students and to further develo" "artnershi"s 'ith India.

After -hina and India9 South East Asian countries are Victoria’s to" source countries for international students. Victoriahas a long histor+ of deliver+ of higher education to students from Mala+sia and Victoria’s ESM covering South EastAsia is )ased in Mala+sia. More recentl+ economic gro'th in Vietnam and Indonesia has increased demand for

international education. Vietnam is no' Victoria’s third largest source of international students.

Indonesia currentl+ has a relativel+ lo' student glo)al mo)ilit+ rate )ut its "o"ulation of around 2 million andGovernment "lans for economic develo"ment in "riorit+ industr+ areas "oint to o""ortunities for Victoria to e!"anddeliver+ across higher education and VE#9 including in:maret deliver+ and industr+ training.

#he Victorian International Education -luster is "ursuing targeted o""ortunities in the Indonesian maret $see Initiative&. Dith Victoria re:o"ening a Victorian Government 7usiness *ffice in aarta9 the location of a dedicated ESM inIndonesia 'ill ena)le strengthening of education lins )et'een Victoria and Indonesia and la+ the foundations forfurther gro'th of international education services to Indonesians as its econom+ further develo"s.

As a region9 the Middle East and Destern Asia is diverse9 com"rising man+ countries. #here is strong gro'th in demandfor international education across the region and there is a strong "resence of foreign universities located in countriessuch as Saudi Ara)ia. Victoria currentl+ attracts onl+ 2 "er cent of international student enrolments to Australia fromthis region9 although the share is higher for =AE and *man. Government scholarshi" "rograms in countries such asSaudi Ara)ia9 Ira<9 LaJahstan and AJer)aian "rovide o""ortunities for Victoria9 as does gro'ing demand forvocational education and training. Victorian "roviders are een to e!"lore o""ortunities in #ure+.

South Lorea has the third highest num)er of internationall+ out)ound tertiar+ students $)ehind -hina and India& and asignificant num)er of students from South Lorea stud+ in Australia. @o'ever9 Victoria’s share of these students isrelativel+ lo'. Increased engagement 'ith Lorea is 'arranted. a"an is a mature maret for Victorian education "roviders and student num)ers have declined over the last seven +ears. @o'ever there is an o""ortunit+ for Victorian "roviders to res"ond to increasing demand )+ a"anese )usinesses for em"lo+ees9 not onl+ 'ith English language sills )ut also 'ith international e!"erience9 consistent 'ith the a"anese Government’s "olic+ to further develo" thecountr+’s Glo)al @uman -a"ital.

>atin America is a vast geogra"hical area 'ith diverse marets and o""ortunities. Victoria is a late entrant to the maret9'ith -anada9 %e' Kealand9 %SD and 3ueensland alread+ 'ell:esta)lished in these marets. Victoria’s share of >atinAmerican student enrolments in Australia remains lo' at around 14 "er cent. @o'ever the num)er of students from>atin American countries stud+ing in Victoria9 "articularl+ from -olom)ia9 has increased significantl+ over recent+ears.

Dith a relativel+ +oung "o"ulation and increasing economic "ros"erit+9 demand for education is e!ceeding su""l+across >atin America. A num)er of countries in the region "rovide significant funding to encourage internationalisationof their education institutions through t'o:'a+ flo' of staff9 students and researchers. Maor glo)al events such as the201 *l+m"ics in 7raJil are also increasing demand for training.

Given the range of o""ortunities availa)le across >atin America9 serious e!"loration is 'arranted. A num)er of

Victorian education institutions have esta)lished education and research "artnershi"s in the region and there is stronginterest to "ursue further o""ortunities. At "resent9 a'areness of Australia is generall+ lo' across the region andsu)se<uentl+ Victoria’s "rofile is almost non:e!istent in some "arts. #he "resence of an ESM in a >atin Americancountr+ such as -hile or -olom)ia 'ould allo' Victoria to increase "romotion of Victoria as a stud+ destination and tosu""ort the esta)lishment of education "artnershi"sOalliances.

INITIATIVE $



E%tend the support provided by Victoria&s networ' of Education ervices Mana"ers (EMs) in 'ey mar'ets (eastern

*hina, India, outh East Asia, the Middle East and +estern Asia, apan and outh orea) with the placement of

additional EMs in western *hina, Indonesia and .atin America, to tar"et future "rowth opportunities#

evelo"ment of maret engagement "lans is essential for stronger and more consistent outcomes and 'ill inform the "riorities of ESMs. etailed "lans 'ill )e )ased on strong maret intelligence and research and 'ill include anal+sis of

maret conditions and assessment of future trends. Mareting activities in the region 'ill target )oth onshore andoffshore )usiness develo"ment across all sectors.

Activities 'ill include industr+9 government and institutional outreach )+ the ESMs9 )rand strengthening initiatives andtargeted in)ound and out)ound delegations and trade missions. *ut)ound trade missions and incoming familiarisationvisits for staeholders or "otential "artners 'ill )e lined to industr+ and education "riorities of e+ marets and "rovide access to ne' o""ortunities in service deliver+9 sills training9 and research develo"ment.

INITIATIVE /

Establish a strate"ically-focused pro"ram of onshore and offshore mar'et development activity includin" tar"eted trade

missions to support "rowth in identified priority, established and emer"in" mar'ets#

In e!"anding and ne'er marets9 there are often diverse education and training needs and under:develo"ed s+stems formeeting these needs. In such marets9 there are often multi"le staeholdersOclients including government agencies9 aidagencies and )usinesses seeing to access international education services as 'ell as individual students and theirfamilies. #he Victorian Government 'ill enhance o""ortunities availa)le to the Victorian international education sector )+ "rofiling ca"a)ilities and strengths of the Victorian education "roviders and )+ facilitating access to e+ internationalgovernment and industr+ )odies. #he e"artment of State evelo"ment9 7usiness and Innovation $S7I& and ESMs'ill su""ort the 'or of Victorian Government -ommissioners to develo" government to government "artnershi"s andagreements in e+ marets.

A valua)le mechanism in this conte!t is the e!"ort cluster model. In 20119 the Government esta)lished the VictorianInternational Education -luster $VIE-& 'hich focuses on strengthening government:to:government9 industr+ andinstitutional linages in South East Asia )+ "roviding colla)orative solutions.

INITIATIVE 0

*ontinue to support collaborative models for Victorian providers such as the Victorian International Education *luster

to levera"e commercial opportunities in new mar'ets#

INITIATIVE

+or' with Victorian VET providers and 'ey sta'eholders to e%plore the potential and plan for transnational

partnerships in VET pro"ram and s'ills development

-luster mem)ers include universities9 #ABE institutes and "rivate education and training "roviders. An advantage of thecluster a""roach is that it "rovides a "latform for Victorian education "roviders to 'or in a colla)orative manner and to )id for large "roects 'ith multi"le re<uirements.

#he scale of demand for sills develo"ment in emerging economies9 cou"led 'ith Victoria’s strong VE# s+stem andca"acit+9 "rovide a strategic o""ortunit+ for Victoria. emand is also escalating for long term ca"acit+ )uildingarrangements and Victoria’s VE# "roviders have the e!"ertise to guide develo"ment of s+stems9 "rocesses andcurriculum. #hese enormous o""ortunities often re<uire a colla)orative a""roach 'ith industr+ and State Governmentas 'ell as vocational education and training "roviders.

Victorian Government facilitation of ne' maret o""ortunities some e!am"les

#raining o""ortunities in Indonesia;



In mid:20119 the Victorian Government esta)lished an international education cluster for South East Asia to e!"lore andres"ond to emerging o""ortunities in that region. As "art of the 'or of the cluster9 Victoria’s Education ServicesManager for South East Asia led a small grou" of Victorian VE# "roviders on a mission to ava in earl+ 20129 meeting'ith re"resentatives of Indonesia’s 7a""enas $Ministr+ of Planning& and the Indonesian Ministr+ of @ome Affairs9 anda delegation of (/ Indonesian Government decision maers "artici"ated in an in)ound mission to Mel)ourne later that+ear. A range of "roects have )een identified including "otential deliver+ of Dorld 7an scholarshi"s to Indonesianreci"ients9 customised leadershi" "rograms $also funded )+ the Dorld 7an&9 an internshi" "rogram for Indonesian

Government agencies and a consultanc+ o""ortunit+ to develo" a national a""roach to "u)lic sector staff training forthe Indonesian Ministr+ of @ome Affairs.

Strategic linages 'ith the Ira<i Government;

In 201( the Victorian Government facilitated a meeting )et'een an Ira<i delegation and re"resentatives from Victoria’snine generalist universities to discuss Victoria’s ca"acit+ to deliver education to Ira<i citiJens under scholarshi"s full+funded )+ the Ira<i Government. #he Ira<i delegation9 'hich also visited %SD and 3ueensland9 "rovided "ositivefeed)ac on Victoria’s "rofessionalism and effectiveness in facilitating the discussions. #he Ira<i Government re<uestedthat the S7I coordinate the allocation of scholarshi"s to Victorian universities and has no' directed to Victoria 0 "er cent of the first tranche of scholarshi"s allocated to Australia.



5) En"ancing t"e uality of International Education

#he e+ to Victoria’s success in international education is the inherent <ualit+ of its educational services. #he <ualit+ ofthe education e!"erience is critical to student choice and essential to )acing u"H the )rand to su""ort future gro'th.

#he 2012 International Student Surve+2 confirmed the im"ortance of <ualit+ and re"utation in student choice. #he to"factors influencing the choice of 'here to stud+ in Australia re"orted )+ international higher education and VE#students in Australia9 'ere <ualit+ of teaching9 re"utation of a <ualification and institution9 <ualit+ of research andre"utation of the Australian education s+stem.

In 2011 the -ommon'ealth assumed res"onsi)ilit+ for regulation of the <ualit+ of all "ost:secondar+ internationaleducation. In this conte!t9 the Victorian Government has onl+ a limited role in relation to <ualit+ of internationaleducation deliver+ $currentl+ relating onl+ to secondar+ school education&. Dhile it does not coordinate or control thedeliver+ of international education9 the Victorian Government is committed to taing action 'here "ossi)le tosafeguard9 enhance and "romote the <ualit+ of Victoria’s international education services.

*f "articular significance to Victoria is safeguarding the <ualit+ of off:shore deliver+ $or transnational education&. #he %ational 3ualit+ -ouncil identified significant riss to Australia’s education )randH and re"utation as a result of

limited regulator+ oversight of transnational education $#%E&.

As the State 'ith the dominant share of #%E9 Victoria’s ris is higher than that of other States. It is in Victoria’sinterests to 'or 'ith the sector to ensure high <ualit+ deliver+ of offshore education and training. It is also im"ortantthat regulation of offshore deliver+ is a""ro"riate for e!am"le9 that Australian standards are not enforced 'hereAustralian <ualifications are not delivered. A "olic+ revie' of the regulation of offshore deliver+9 dra'ing on thee!"ertise of Victorian "roviders 'ho have e!tensive e!"erience in offshore deliver+9 'ould strengthen Victoria’sca"acit+ to advocate for effective regulation of #%E.

INITIATIVE 2

upport Victoria&s leadin" position in offshore delivery of education and trainin" by underta'in" a policy review of the

re"ulation of offshore education to enable Victoria to advocate to the *ommonwealth for re"ulation that protects the

inte"rity of education standards without impedin" Victoria&s competitive position#

@o'ever9 the focus on <ualit+ needs to go )e+ond 5<ualit+ assurance’ measures. #he glo)al maret for internationaleducation is d+namic and com"etitive and Victoria needs to )e at the forefront of education and research.

Victoria has alread+ esta)lished itself as a leader in research and innovation as e"itomised in its 'orld:recognisedresearch facilities and institutes such as the Australian S+nchrotron9 the Dalter and EliJa @all Institute $Australia’largest medical research institute& and the Agri7io -entre for Agri7ioscience )ased at >a #ro)e =niversit+. #his "rovides a strong incentive for international students and researchers to come to Victoria and is a com"etitive advantagefor Victoria that needs to )e fostered and "romoted.

Victoria’s t'o Ph.. scholarshi" "rograms the Victoria India octoral Scholarshi"s $VIS& and the Victorian

International ?esearch Scholarshi"s $VI?S& are valua)le instruments in )uilding Victoria’s )rand as a high <ualit+research and academic centre. An additional )enefit of these "rograms is the develo"ment of a 5cadre’ of am)assadors'ho can "romote the <ualit+ of Victoria’s education and research institutions in their home countries and hel" )uildeducation e!change and research "artnershi"s.

INITIATIVE 3

*ontinue to attract hi"h 4uality international research scholars to Victoria throu"h fundin" for international doctoral

scholarships#

24 AEI, International Student Survey 2012 – Overview Report, April 2013.



#he "osition of Victoria as a high <ualit+9 glo)all+:focused education and training destination 'ill )e furtherstrengthened )+ e!"ansion of o""ortunities for Victorians to undertae studies overseas. Student e!change "rograms arean effective vehicle for develo"ing greater language "roficienc+ and intercultural understanding. Increasing the num)erof Victorian secondar+ students 'ho are "roficient in Asian language sills )+ su""orting them to stud+ a)road 'illfurther )oost Victoria’s 5Asian literac+’ and strengthen our economic and cultural ties 'ith Asia.

#he Victorian Government recognises the im"ortance of t'o:'a+ e!change for all Victorians9 not ust students9 for

increasing our Asian cultural and language "roficienc+ and understanding of a""ro"riate )ehaviour for )usinessengagement. 7roadening Victorians’ cultural com"etence 'ill im"rove the com"etitiveness of Victorian )usinesses andincrease the glo)al readiness of local graduates.

#he @amer Scholarshi"s "rogram 'as esta)lished in March 2012 to "rovide o""ortunities for Victorians to undertaeintensive -hinese language stud+ in iangsu Province9 Victoria’s Sister State. As "art of its Victorian InternationalEngagement Strateg+9 the Government is e!"anding the @amer Scholarshi"s to other countries in the region.

INITIATIVE 5

E%pand opportunities for Victorians to build their Asian lan"ua"e capabilities and encoura"e two-way cultural

e%chan"e, includin"6

• establishment of a *hina Immersion 7ro"ram for 8ear 9 students which will enable 1,:: Victorian secondary

school students to participate in a lan"ua"e and cultural immersion pro"ram in *hina for up to one school

term; and

• e%pansion of the <amer cholarships pro"ram to Indonesia, orea and apan, offerin" scholarships for

Victorian professionals to increase their Asian lan"ua"e and cultural s'ills throu"h study in the re"ion#

Promotion of the <ualit+ of the sector through significant events also contri)utes to Victoria’s "rofile in a com"etitivemaret. #he inaugural Victorian Government International Education A'ards to recognise )est "ractice in internationaleducation9 including outstanding international education "roviders and students in Victoria9 'ill )e held in late 201(.#hese a'ards 'ill com"lement the A'ards for International Students in Victorian schools and highlight e!cellence inthe "rovision of international education in Victoria and the achievements of outstanding international students. #heGovernment 'ill e!"lore o""ortunities for significant events that attract glo)al attention to Victoria’s education sector.

INITIATIVE 9

howcase Victoria&s 4uality international education throu"h events such as the annual Victorian =overnment

International Education Awards to commence in late $:1/#



) Student E,perience

Student e!"erience affects the attractiveness of an education destination and 'ord of mouth is an im"ortant source ofinformation in the decision maing "rocess of "otential international students. #here is a strong correlation )et'een a "ositive student e!"erience and the lielihood of recommending Victoria as a "lace to stud+2/. In 2006 nearl+ 60 "er

cent of Victoria’s international students had famil+ andOor friends from home currentl+ stud+ing in Australia2

.

Mel)ourne is the 'orld’s most livea)le cit+24 and is raned the fourth student cit+ in the 'orld $after Paris9 >ondon and7oston&. ?ecent surve+s of international students have found that overall international students’ e!"erience in Australia$and Victoria& is "ositive. In 20129 6/.4 "er cent of international students in Victoria 'ere either satisfied or ver+satisfied 'ith their overall living e!"erience in Victoria26.

@o'ever the e!"erience of international students can )e im"roved. ?esearch suggests that international students areseeing more "ositive living e!"eriences in Australia including )etter o""ortunities for social interaction and 'ore!"erience28.

Victoria recognises the mutual long term )enefits of ensuring international students have a uni<ue9 re'ardinge!"erience and are encouraged to connect 'ith the local communit+. A "ositive living e!"erience can relieve some of

the "ressures of )eing a +oung adult in unfamiliar surroundings 'ithout the usual su""ort structures of famil+ andfriends. It can also su""ort the transition to the ne' cultural and learning environment. International students then returnhome 'ith "ositive thoughts of Victoria and a cultural and social a'areness that can "rovide long term )enefits toVictoria.

At the same time the "resence of international students enriches the e!"erience of Victorians in the classroom9 incommunities and in 'or"laces. #he lifelong relationshi"s that develo" can o"en doors to trade9 social and culturale!changes that are vital to a gro'ing9 out'ardl+:focused econom+.

Victoria’s e!cellent educational institutions have e!isting dedicated su""ort structures for international students and theVictorian Government has 'ored in "artnershi" 'ith them to enhance the service that is collectivel+ "rovided to thestudents. In addition to ma!imising the safet+ and 'ell:)eing of all residents and visitors9 the Victorian Governmentsu""orts a range of "rograms to im"rove the living e!"erience of international students to the State. #he International

Student -are Service9 Delcome es and the -ulture -ard are e!am"les of additional services "rovided )+ Victoria'hich esta)lish the State as a leader in its su""ort of international students.

Student su""ort

#he International Student -are Service $IS-S& "rovides vital su""ort9 advice and assistance to international students 2hours a da+9 seven da+s a 'ee. #he IS-S com"lements the student su""ort services "rovided through educationalinstitutions and 'ors closel+ 'ith a )road range of service "roviders such as -onsumer Affairs Victoria and legalservices9 referring students as re<uired.

#he IS-S "rovides crisis intervention and su""ort in emergenc+ situations as 'ell as information and assistance 'ithaccommodation9 legal issues9 health services and other "ersonal su""ort services. #he service is staffed )+ multilingual9

"rofessionall+ trained staff 'ho are culturall+ a'are9 and can "ersonall+ res"ond to the student’s needs or refer studentsas re<uired.

25 The Nous Group, Priorities for Improving the International Student Experience and Support Services, November 201126 Lawrence, R. The 2008 Futurecast Study, Prospect Research, Delivered at the AIEC conference 200927 Melbourne was named the most livable city in the Economist Intelligence Unit’s Liveability Ranking Report, August 201228 AEI, International Student Survey 201229 The Nous Group, Priorities for Improving the International Student Experience and Support Services, commissioned by DBI, 2011



As other States introduce similar student su""ort "rograms9 it is im"ortant for Victoria to enhance the reach and de"thof its "rograms if Victoria’s significant advantage in this field is to )e "reserved. #here is ca"acit+ to use the IS-S asthe core of a range of student services "rovided from a facilit+ at the heart of the student "recinct of Mel)ourne and to )etter "romote the service.

?ecognising that for man+ international students their time in Victoria re"resents their first e!"erience of inde"endentliving9 there is a need to strengthen "rovision of educative and "reventative information9 es"eciall+ in relation to health

and 'ell)eing. It is also essential international students intending to stud+ in Victoria have clear and unam)iguousinformation on the need for com"rehensive health insurance $including the limitations of health insurance cover relatingto 'aiting "eriods for health cover& as the+ are not covered )+ Australia’s Medicare s+stem. Dhile it is "rimaril+ a-ommon'ealth res"onsi)ilit+9 Victoria can su""ort information "rovision in this area to minimise negative e!"eriencesfor international students in Victoria.

*ther issues on 'hich students need )etter information include financial management9 safet+ and accommodationissues.

Victoria’s student care services can )e enhanced through more 'ide:reaching9 "roactive and "reventative information "rovision on these matters9 'oring colla)orativel+ 'ith education and service "roviders. #he enhancement of thesesu""ort services is consistent 'ith the "rinci"les to "romote and "rotect the human rights of international studentsrecentl+ released )+ the Australian @uman ?ights -ommission(0.

INITIATIVE 1:

Establish the tudy Melbourne tudent *entre by6

• relocatin" the International tudent *are ervice to a visible location in the informal student precinct in

central Melbourne to improve its accessibility;

• au"mentin" the services of the *entre by stren"thenin" health promotion and prevention advice includin"

clearer information to students about eli"ibility for health services and insurance re4uirements as well as le"al

services; and

• e%plorin" opportunities for partnerships with other student service providers#

Pu)lic #rans"ort -osts for International Students

#he Government 'ill introduce a ne' "u)lic trans"ort ticet scheme for international students from 201/ in "artnershi"'ith education "roviders. #he scheme 'ill reduce trans"ort costs for eligi)le students in metro"olitan and regionalinstitutions.

?ecognising that "u)lic trans"ort costs for man+ international students are significant9 the Government 'ill )e "roviding some e!tra hel".

Accordingl+9 the Government 'ill "rovide a discount on annual full fare m+i "asses to eligi)le students. =nlie %SD9Victoria’s scheme 'ill )e availa)le in all travel Jones including Kone 1 covering Inner Mel)ourne.

Metro"olitan and regional "roviders 'ill )e a)le to o"t in to the scheme and 'ill )e re<uired to contri)ute to'ards its

cost if the+ 'ant their students to have access to the scheme. #he ne' "u)lic trans"ort ticet scheme 'ill hel" maeinternational students feel more 'elcome 'hen the+ come to stud+ in Victoria.

#he Government 'ill undertae commercial discussions 'ith "u)lic trans"ort o"erators )efore )eing a)le to announcedetails. etails of the scheme 'ill )e announced in 201 to commence in 201/.

Initiative 11

30 Australian Human Rights Commission, October 2012



The =overnment will trial a new public transport tic'et scheme for eli"ible international students from $:1 for three

years in partnership with education providers#

Accommodation

*n moving to Victoria9 international students are faced 'ith the challenge of finding some'here to live. Access to

afforda)le accommodation is an issue for man+ students 'ho have relocated to Mel)ourne to stud+ )ut internationalstudents in "articular generall+ lac an understanding of the housing maret and lac an e!tended net'or of friendsand famil+ to fall )ac on. Institutions "rovide a range of su""ort to assist international students to find accommodation including on:cam"us housing9 su""ort to find accommodation in the "rivate rental maret and advice on housingissues.

Su""orting the efforts of education and training "roviders9 the Victorian Government "rovides information to studentsa)out renting in the "rivate maret through its Stud+ Mel)ourne 'e)site and information "rovided on arrival atMel)ourne Air"ort. #he IS-S is also availa)le to assist students 'ith accommodation issues as re<uired.

-om"lementing its general information to Victorians on residential tenanc+ issues9 -onsumer Affairs Victoria "rovidesinformation on renting in Victoria in English and other languages and their services are "romoted through educationalinstitutions.

#he 2012 International Student Surve+(1 found generall+ high levels of satisfaction 'ith the <ualit+ and safet+ ofaccommodation )ut lo'er satisfaction 'ith the cost of accommodation. Access to afforda)le accommodation alsoremains an issue.

#he International Education Advisor+ -ouncil re"ort recommends a sam"le stoctae of off:cam"usH accommodation'ith a vie' to develo"ing a national standards and <ualit+ ratings model for accommodation. It is "ro"osed that theissue of accommodation )e a matter for consideration of the ne' Victorian International Education Advisor+ 7od+$Initiative 1&.

#o'ards a 5"remium’ student e!"erience

#o remain a to" "rovider of international education9 Victoria needs to go )e+ond offering a safe and 5livea)le’destination to offering international students a 5"remium’ e!"erience.

In addition to lifest+le and <ualit+ of education9 international students are most concerned 'ith their em"lo+a)ilit+ oncethe+ have com"leted their studies. #his reflects the e!"ectation of a 5return on investment’ made in internationaleducation and is a consistent theme in research a)out students’ needs.

Em"lo+a)ilit+ sills ma+ )e gained through 'or "lacements and 'or e!"erience during studies9 either integrated 'ithlearning or arranged inde"endent of their studies9 and through "ost:stud+ em"lo+ment. Most international students alsoloo for "art time em"lo+ment during their studies to su""lement their living e!"enses.

7arriers to greater "artici"ation of international students in 'or "lacements include;

• lac of clarit+ and confusion a)out rules governing "artici"ation in 'or "lacements under the EducationServices to *verseas Students $ES*S& Act and a)out visa conditions

• lac of a'areness among em"lo+ers of the availa)ilit+ and "otential )enefits of 'or "lacements for

international students

• "erceived English language deficiencies and cultural )arriers )+ em"lo+ers

31 AEI (2013), International Higher Education Student Satisfaction with Accommodation in Australia, pending publication.



• lac of net'ors and industr+ no'ledge of international students 'hich can im"ede their a)ilit+ to organise

their o'n 'or "lacements(2.

Government can assist em"lo+ers through the "rovision of clear and accurate information a)out the 'or entitlementsof international students and their "otential contri)ution to )usiness.

#he esta)lishment of "ost:stud+ 'or visas for international higher education graduates from earl+ 201( "rovides a "latform for further action. As an e!am"le9 through the overseas sills registr+ "roect9 the Victorian Government is'oring 'ith t'o Victorian education institutions to match international students 'ith em"lo+ers 'ho have sill needsthat the+ have )een una)le to meet. #his "reliminar+ 'or to e!"and "rofessional 'or o""ortunities for internationalstudents can inform a more su)stantial 'or e!"erience "rogram for international students. An internshi" "rogram "articularl+ one that focuses on "lacement 'ith em"lo+ers 'ith international o"erations 'ill enhance the re"utation of Victorian education institutions as "roviding international students 'ith em"lo+ment:read+ <ualifications.

INITIATIVE 1$

E%pand wor' e%perience opportunities for international students includin" the establishment of a tudy Melbourne

Internship 7ro"ram, offerin" up to 1: international student internships per annum in the private and public sectors

and wor' with employers to build awareness of the benefits of en"a"in" international students#

Another recurrent theme in research into the e!"erience of international students in Australia and Victoria is the desirefor more o""ortunities for social interaction and engagement 'ith local communities((. Students are attracted to thelifest+le offered in Mel)ourne and see a genuine local e!"erience 'hilst stud+ing in Australia. #he strong focus ons"ort in Victoria offers a valua)le mechanism to lin international students 'ith the local communit+. Programs such asGlo7A>> offer o""ortunities for international students to attend s"orting events at the elite level $AB>9 cricet andnet)all games& and encourage "artici"ation at the local level. #he o""ortunit+ to interact 'ith "la+ers9 staff andsu""orters also )enefits local communities )+ increasing interaction 'ith "eo"le from different cultures.

#here is also evidence that some international students e!"erience social isolation9 increasing riss associated 'ith lacof social su""ort. Efforts to increase the connection of international students to other students9 their communities and tosu""ort services 'ill all enhance the overall e!"erience of international students in Victoria.

At the same time9 Victoria remains a cohesive multicultural9 multilingual and multifaith societ+. *ur multiculturalcommunities mae a significant contri)ution to Victoria’s develo"ment )oth culturall+ and economicall+. Victoria 'illcontinue to encourage and su""ort activities that connect esta)lished communities 'ith international students9 furtherstrengthening and uniting the communit+ for the )enefit of all Victorians.

INITIATIVE 1/

Establish the tudy Melbourne E%perience 7ro"ram, providin" a comprehensive pro"ram of activities and pro"rams

that will connect international students with the broader community includin"6

• redevelopment of the *ulture *ard into the tudy Melbourne *ard and e%pansion of the ran"e of activities

available throu"h the *ard;

• support for student initiatives to facilitate "reater connection between international students and the

community;

• continued support for the International tudent +elcome >es' at the Melbourne Airport;

• delivery of events to welcome international students to the tate such as the annual welcome event for

international school students; and

32 The issues around international student work placements and opportunities to increase work placements are explored in an internal

report prepared for DSDBI by the International Education Association of Australia.33 Australian Education International, Student Voices: Enhancing the experience of international students in Australia, June 2012;

The Nous Group, 2011, op cit.



• celebration of the contribution of international students in Victoria throu"h established =overnment pro"rams

such as *ultural >iversity +ee'#

In international education9 as in an+ maret9 the voice of the consumer needs to )e heard to ensure that their needs areunderstood9 considered and9 'here "ossi)le9 addressed. Students also 'ant to have a sa+H in decisions that affect them.

#here is also great value in increasing o""ortunities for dialogue )et'een government re"resentatives and internationalstudents to su""ort greater understanding of issues of im"ortance to students. #he esta)lishment of social mediafunctionalit+ on the Stud+ Mel)ourne 'e)site $Initiative 1/& 'ill "rovide further o""ortunities for international studentsto share their e!"eriences.

INITIATIVE 10

Improve channels for communication with, and feedbac' from, international students on their e%perience in Victoria#



8) %ar7eting and Branding

Effective and sustained mareting of Mel)ourneOVictoria as a stud+ destination is fundamental to su""orting sustaina)legro'th of the sector. =nder the Australia =nlimitedH )rand "romoted )+ Austrade9 Victoria needs to esta)lish andmaintain its identit+ and to differentiate its "roducts in the face of strong glo)al com"etition. 57rand’ a'areness and

)rand value are critical drivers of student decisions a)out 'here to stud+. #he Stud+ Mel)ourne 'e)site is the "rimar+mechanism for "rovision of information to "otential students. As 'ith tourism9 the Government has a e+ role inensuring a unified and consistent message a)out the attractiveness and <ualit+ of Victoria’s international educationsector through mareting activities.

#he Stud+ Mel)ourne )rand is 'ell:su""orted )+ "roviders 'ho consider that Victoria should "osition itself as a 5high:<ualit+’ choice for education. ?esearch undertaen for #ourism Victoria consistentl+ demonstrates the advantage ofusing 5Mel)ourne’ as the "rimar+ )rand9 due to confusion of 5Victoria’ 'ith other locations $e.g. -anada&(. ?egionall+: )ased "roviders 'ill )e assisted to leverage the im"act of Stud+ Mel)ourne for their regions.

INITIATIVE 1

!roaden the reach of the tudy Melbourne brand to inte"rate all Victoria&s international education activities under the

one brand (e#"# the International tudent *are ervice becomes the tudy Melbourne tudent *entre; the *ulture *ard pro"ram becomes the tudy Melbourne *ard)#

#hrough the 'e)site9 Stud+ Mel)ourne has asserted itself as a trusted government )rand for "otential students. De)sitestatistics9 com)ined 'ith feed)ac from students and institutions9 su""ort the continued use and develo"ment of this "remium tool. *ver 1069000 "eo"le $uni<ue visitors& used the Stud+ Mel)ourne 'e)site in the t'elve months to 1March 201( 60 "er cent of them 'ere ne' visitors to the site. It is critical that this tool continues to gro' and develo"along 'ith the technological usage and e!"ectations of the student cohort.

#he first stage of redevelo"ment of the Stud+ Mel)ourne 'e)site 'as com"leted in earl+ 201(9 including theesta)lishment of nine ne' in:language sites $Ara)ic9 7ahasa Indonesia9 -hinese $sim"lified&9 @indi9 a"anese9 Lorean9Portuguese9 S"anish and Vietnamese& and five Stud+ Mel)ourne mo)ile sites $in Ara)ic9 -hinese9 English9 a"anese andLorean&. #hese sites offer a condensed version of the full Stud+ Mel)ourne 'e)site sho'casing content s"ecificall+

designed for use on mo)ile devices $e.g. mo)ile "hones9 electronic ta)lets&.

#he inclusion of a social media com"onent $e.g. #'itter9 Bace)oo9 Dei)o& is essential to lift the "rofile and im"act ofthe Stud+ Mel)ourne 'e)site. Given the high use of social media )+ students9 the ne!t stage of develo"ment of theStud+ Mel)ourne 'e)site 'ill include integration of social media.

INITIATIVE 12

Ensure that the tudy Melbourne website is a top "lobal international student website, by addin", supportin" and

utilisin" the mar'etin" opportunities of a social media component#

#he main focus of Victoria’s mareting efforts to date is on students. #he Stud+ Mel)ourne site is a consumer:facing'e)site and much of the mareting collateral focuses on Mel)ourne as a student destination.

Promotion of Victoria’s education and training sector to overseas )usinesses9 governments and educational institutions'ould )e strengthened )+ a )usiness:to:)usiness $727& mareting strateg+ including 'e):)ased information to su""ort727 engagement and assist in disseminating industr+:oriented communications.

INITIATIVE 13

34 Tourism Research Australia, International Visitor Survey December 2012, unpublished



>evelop a business-to-business (!$!) mar'etin" strate"y to promote Victoria&s education and trainin"

capacity?providers to overseas businesses, institutions, "overnments and a"ents includin"6

• an online tool which facilitates !$! and "overnment-to-business interaction; and

• development of hi"h 4uality mar'etin" collateral specifically desi"ned for off-shore mar'etin" to 'ey decision-

ma'ers and decision influencers such as "overnments, businesses and education a"ents#

?ene'ed mareting efforts are re<uired that tae account of different drivers of demand in different overseas marets$for e!am"le9 mareting of VE# in India or -olom)ia 'ill re<uire a different a""roach to mareting higher education inMala+sia or Eastern -hina&. #o su""ort a redevelo"ed )rand strateg+ and su""ort maret develo"ment activitiesoutlined in section /9 additional 'or is needed to ensure ma!imum resonance 'ith target marets.

INITIATIVE 15

Increase awareness of Victoria&s stren"ths in international education and trainin", includin" awareness of the tudy

Melbourne brand, throu"h stron"er mar'etin" efforts includin"6

• detailed and differentiated mar'etin" plans for 'ey "rowth mar'ets;

• tar"eted client focused mar'etin" of Victoria&s educational capacity;

• utilisation of other related brandin" of Melbourne as an @intellectual and culture centre (i#e# Melbourne as a

nowled"e *ity and a BNE*C *ity of .iterature) and as an en"a"in" liveable tourist destination throu"hTourism Victoria; and

• wor'in" with Tourism Victoria to welcome friends and relatives of international students to Victoria#

Binall+9 maintaining on:going connections 'ith international alumni of Victoria’s educational institutions "rovides ano""ortunit+ to "romote Victoria as a 'elcoming student cit+ and to forge stronger lins to cultural and )usinessactivities.

Anecdotall+9 the Government no's that man+ international students 'ho stud+ in Victoria go on to develo" )usinessand trade lins 'ith Victoria9 under"inned )+ the no'ledge of Victoria gained 'hile stud+ing here.

#he Victoria -onnection "rogram9 'ith over 29/00 mem)ers9 "rovides a mechanism for net'oring )et'een

"rofessional Victorian e!"atriates9 re"atriates9 alumni and those interested in doing )usiness 'ith Victoria 'ho liveoutside of Australia. @o'ever greater engagement 'ith Victoria’s international alumni "rovides a valua)le mechanismto ma!imise the )enefits of international education to Victoria.

INITIATIVE 19

tren"then en"a"ement with Victoria&s international student alumni throu"h6

• "reater utilisation of the Victoria *onnection initiative to levera"e e%istin" contacts and networ's;

• or"anisation of alumni events overseas, coincidin" with trade missions and industry events, to promote

Victoria&s international education sectors and build business ties; and

• partnerin" with educational institutions to offer a broader ran"e of activities to their international alumni#



) Implementation

#he Victorian Government allocated C14./ million over four +ears in the 201(:1 7udget to su""ort im"lementation ofthe International Education Strateg+. Initiatives 'ill )e im"lemented "rogressivel+ from the first <uarter of 201(:1.

#he last four +ears have demonstrated that the international education sector is d+namic. It is im"ortant therefore to

revie' the effectiveness of the Strateg+ as it "roceeds. An evaluation frame'or 'ill )e esta)lished and a mid:"ointrevie' conducted.

#he international education advisor+ )od+ 'ill su""ort im"lementation of the Strateg+9 "roviding advice and guidanceas re<uired.

word international education strategy 2013 2018 doc 13 240459

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