Vista Winter 2013 by IEAA

VISTA

WINTER 2013

WHO YOU GONNA CALL? PEAK BODIES JOIN FORCES LEADING UP TO THE FEDERAL ELECTION MAPPING THE CURRICULUM IN THE ASIAN CENTURY | MOVING ON UP CHINA IN FOCUS | JOINING THE DOTS ON INTERNATIONAL ENGAGEMENT

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CONTENTS PRESIDENT’S COLUMN: A NATIONAL STUDENT VOICE

WHO YOU GONNA CALL?

AIEC PRE-CONFERENCE WORKSHOPS

JOINING THE DOTS ON INTERNATIONAL ENGAGEMENT

STRIKING THE RIGHT BALANCE

MAPPING THE CURRICULUM IN THE ASIAN CENTURY

CHINA IN FOCUS: ONE COUNTRY, MULTIPLE MARKETS

MOVING ON UP: ADVANCING YOUR CAREER IN MOBILITY... AND BEYOND

UPDATES FROM THE SPECIAL INTEREST GROUPS (SIGs)

PROFESSIONAL DEVELOPMENT

WHO YOU GONNA CALL?

With no single ‘go-to’ minister responsible for our $14 billiona-year industry, any lobbying activity can currently require contact with five separate federal government ministers and departments, writes Phil Honeywood. Page 6.

JOINING THE DOTS ON INTERNATIONAL ENGAGEMENT

CHINA IN FOCUS: ONE COUNTRY, MULTIPLE DESTINATIONS

Despite a profusion of international activity within any given institution, a holistic or institution-wide approach to international stakeholder engagement remains elusive,writes Douglas Proctor. Page 10.

Increasing international competition and China’s own efforts to become a key student destination could have a significant impact on Australia’s top source of international students, writes Danielle Horvath. Page 19.

PRESIDENT’S COLUMN

A national student voice Given normal workload constraints and the daily actions that require our immediate attention, it is easy in any profession to occasionally overlook the need to rethink our approaches, writes Helen Zimmerman. As international education professionals, our careers are very much based on fulfilling the dreams and aspirations of our international students. Yet how successful have we been as an industry at listening to their collective voices and making room on the podium? The Council of International Students Australia (CISA) held a highly successful three-day conference, together with their 3rd Annual General Meeting, from 8–10 July at Sydney Institute of TAFE. Joining the 180 student representatives at the conference were many international education representatives from institutions and peak bodies, Federal, State and local government officials, a NSW State Government MP and a Federal Opposition Shadow Minister. This was indeed an appropriate forum for us to hear what international students were saying. After all, CISA has a constituency of almost half a million students. The conference got underway with two important launches. The first of these was the Student Welcome Services Online Orientation Program. This is a wonderful initiative, which is being provided free to education institutions thanks to IEAA Corporate Affiliate, Allianz Global Assistance. There was also a real buzz in the air when the DIAC sponsored CISA project, ‘I am not an Australian, 4 | VISTA

but I have an Australian Story’ was launched. The project is a CISA initiative designed to raise awareness about international students’ presence and their positive participation in the Australian community. It can be found at www.cisastories.net.au. While the industry has been urging governments and the media to promote the good news stories of international education, CISA has quietly got on with it. This was followed by some very good expositions on the state of international education in Australia. Important information included: ■■ 25 per cent of Australia’s higher degree by research students are overseas students ■■ DIAC is promoting an important Australian Social Inclusion and Diversity Strategy ■■ The NSW Government is demonstrating strong support for international education through a new statutory authority, StudyNSW ■■ The recently established Tuition Protection Service (TPS) has taken a collaborative approach to working with international students who have genuine concerns about their education providers – the nine provider closures to date supervised by TPS have been well managed ■■ NSW Police have now incorporated prevention of crime against international students into their corporate plan ■■ Shadow Minister for Universities and Research, Senator Brett Mason, endorsed much of the Chaney Review recommendations and explained the Coalition’s two-way New Colombo Plan policy.

As international education professionals, our careers are very much based on fulfilling the dreams and aspirations of our international students. Yet how successful have we been as an industry at listening to their collective voices and making room on the podium? Notwithstanding all of these excellent presentations, the greatest benefit was definitely gained from the panel session debates, particularly those with students on stage. Highlights of these included: ■■ ASQA and TEQSA Commissioners, and ISANA President Danielle Hartridge, debating the issue of too much regulation in our sector. A key question asked was “are education providers being forced to focus their resources on compliance at the expense of services to students?” ■■ Kevin Brett from i-graduate reporting on research showing that international students’ current key priorities are career advice, employability skills and work placements. Australian employers want good communication, analytical and interpersonal skills from international student job candidates.

This tied in very well to a subsequent debate on strategies for English language acquisition and transitioning to the workplace where the best advocates for good practice were students themselves. New CISA President, Thomson Ch’ng, explained how he improved his English by watching Question Time in Parliament and taking on public speaking and leadership roles. Student Salih Azahrani suggested playing team sports and being proactive in mixing with different cultures in Australia. Ex-international student Danny Ong challenged students to communicate to one another in English and not their native language. Throughout the conference CISA was generous in its acknowledgement of the role the sector plays in supporting students to ensure successful learning outcomes and positive experiences.

However, it raised a question for me of how generous we are in including CISA and its constituents in our conferences and forums – not just to pose questions from the floor, but to join us on the podium. To finish I would like to congratulate CISA’s new elected President Thomson Ch’ng. IEAA has enjoyed an excellent working relationship with recent CISA Past Presidents Arfa Noor, Aleem Nizari and their Executive Committees. We are delighted the legacy of their hard work will now be taken up by Thomson and his Executive team. Their efforts inspire all of us who work in the dynamic international education sector to constantly remind ourselves of the priority that must be given to students’ voices. As Senator Mason said at the conference, international students “honour and trust Australia with their futures”. Helen Zimmerman is the President of IEAA.

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Education peak bodies have joined forces in a combined lobbying effort in the lead-up to the federal election, writes Phil Honeywood. The international education sector has, in the past, provided a well-documented case study of government policy implementation falling between the cracks. With no single ‘go-to’ minister responsible for our $14 billion-ayear industry, any lobbying activity can currently require contact with five separate federal government ministers and departments. Similar advocacy challenges can occur at state and territory government level as well.

WHO YOU GONNA CALL?

With no single ‘go-to’ minister responsible for our $14 billion-ayear industry, any lobbying activity can currently require contact with five separate federal government ministers and departments. But in an attempt to challenge the status quo, the peak industry bodies have combined their lobbying effort in the lead-up to the federal election. Joint meetings between these industry bodies are being held, common ground on key policy issues are being established and a combined lobbying campaign implemented.

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Image: Sandy Jones (iStockphoto)

Given previous divergent policy positions on a range of issues, this better coordinated approach has been welcomed by international education stakeholders. So what exactly are the policy issues that need to be addressed? What are the constraints that need to be overcome? Broadly, they are encapsulated in three key problematic areas: governance, proportionate regulation and Australia’s global competitiveness.

Governance Having been subjected in recent years to the Baird Review, the Michael Knight Review and, more recently, the Chaney Review, it would come as no surprise that international education stakeholders still hold out hope for a sustainable governance model. As it has transpired, Michael Chaney’s International Education Advisory Council’s recommendations in this area have only gone part of the way to meeting this goal. In itself, the recommendation for a high-level cross portfolio ministerial council on international education is laudable. However, the devil in this proposal is in the detail. Michael Chaney recommended that this council be chaired by the minister for tertiary education (now Kim Carr). What was not addressed here was the very real scenario that this minister might not be in Cabinet. The way in which modern politics has evolved ensures that Cabinetlevel ministers, responsible for major portfolios impacting on our sector – such as immigration, trade, education and foreign affairs – would be most unlikely to attend a council that is chaired by a junior non-Cabinet ministerial colleague. Instead, they would probably succumb to the temptation to send their parliamentary secretaries to represent them. The effect would be to ensure that such a ministerial council would have very little influence on the decision-makers in government.

A second plank to Chaney’s recommendation on the proposed ministerial council is that it need only meet twice a year. The complexities of the regulatory framework that we are now required to work within encompass the genuine temporary entrant (GTE) test, risk assessment framework, streamlined visa processing (SVP), tuition protection service (TPS) and post-study work rights (PSW) to name just a few. The time lag between meetings of the council would simply be too great to implement a comprehensive reform agenda. The answer here will be to either have more meetings, at least initially, or for the council to delegate much of its work plan to smaller specialist working groups.

Proportionate regulation The sector has, on the whole, responded well to the challenges thrown up previously by poor quality education providers who were promoting migration over quality education outcomes. The move from state-based regulatory authorities to national regulators initially caused massive disruption and administrative burdens. Many low-risk, high-quality education institutions quite rightly questioned why they were being subjected to the same level of scrutiny as those with a higher risk profile. The recent announcement by the federal government of a review, to be headed up by Professor Kwong Lee Dow, of TEQSA’s evolving role was a direct response to lobbying by the sector. The peak industry associations involved in international education are of the view that the time is right for the introduction of a proportionate regulation regime. The basis of this would be that it should not matter if an education provider is delivering higher education or VET, is school-based or English language only, is a public or a private institution. Instead, every provider involved in the delivery of courses to international students should be assessed on an objective range of criteria that sets high standards for teaching and learning outcomes, the student experience and financial risk.

Those providers that meet the criteria should then be subjected to a “lighter touch” regulatory burden than those who do not. In effect, the level of scrutiny by the appropriate regulator must be proportionate to the risk posed by each education provider.

Our global competitiveness During this recent period in which Australia’s international education sector has been distracted by ongoing government reviews and new administration requirements, our competitor nations have been very active. Some of these alternative study destination countries have only recently realised the economic and social benefits that can accrue from having their own robust international education sector. When these competitors’ efforts to increase market share are factored into Australia’s proportionately high dollar, somewhat tarnished brand reputation and the loss of onshore migration options, it is not surprising that we have dropped from a $19 billion-a-year industry to $14 billion. Many of our longstanding reputable institutions are now calling on Labor and the Coalition to commit to a “shot in the arm” for our sector. Whether this be via an industry assistance package to enhance our marketing campaigns, a reduction in our uncompetitive student visa charges or more rapid turnaround times in health checks and visa approvals is not in itself the issue. What is required is a genuine holistic approach by government, at all levels, to the cause of improving Australia’s competitiveness in the global marketplace. Whether it be achieving the right governance outcomes, finally locking in an appropriate regulatory framework or reestablishing Australia’s international competitiveness, these are all challenges that the peak industry associations are currently addressing head-on. Importantly, our international education sector can only benefit from this combined strategic approach. Phil Honeywood is the Executive Director of IEAA. WINTER 2013 | 7

AIEC PRE-CONFERENCE WORKSHOPS

Destination Australia: Why We Should Collaborate When we think of ‘the competition’, we tend to look straight to the international big players like the US, the UK and Canada. And we’d be right. Australia’s international education sector has had to work hard to remain competitive given current market conditions. But how can we combine our city strategies to focus on growing Australia’s marketshare? This workshop will provide an insight into capital city based international education strategies and identify opportunities to combine their strengths. Date: Tuesday 8 October Time: 9.00am–12.30pm Location: Canberra Cost: $300 IEAA members / IDP Clients | $350 non-members

Paperless Pipedream or Virtual Reality? Best Practice in (Online) Admissions

Mobility 2.0: the Future of Student Mobility

Embedding English Language Development Across the Curriculum

The paperless office has been little more than a pipedream for many international offices. As more and more institutions move their admissions systems online, however, it is becoming a virtual reality. This workshop will focus on online systems, processing and outsourcing – and the implications of SVP and compliance – in international admissions.

As students seek more flexible international study experiences to fit their academic, personal and financial needs, institutions are breaking away from traditional models and exploring new modes of delivery. This session will examine a variety of these models and explore what the student mobility landscape may look like in 5–10 years.

This workshop will explore various models and strategies for embedding English language development into the curriculum. In particular, it will examine the current tertiary education context, interdisciplinary collaboration and strategies for embedding language development across the various academic disciplines.

Date: Tuesday 8 October Time: 9.00am–12.30pm Location: Canberra Cost: $300 members $350 non-members

Date: Tuesday 8 October Time: 1.30pm–5.00pm Location: Canberra Cost: $300 members $350 non-members

View the full program at aiec.idp.com 8 | VISTA

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JOINING

ON INTERNATION Despite a profusion of international activity within any given institution, a holistic or institution-wide approach to international stakeholder engagement remains elusive, writes Douglas Proctor. Higher education providers have begun to drive internationalisation into all corners of their institutions. It is now common for international strategy to inform agendas in learning and teaching, research and outreach/engagement. This is at the very heart of the concept of comprehensive internationalisation put forward by Professor John K. Hudzik, former president of NAFSA, in 2011. In his terms, “comprehensive internationalisation is a commitment, confirmed through action, to infuse international and comparative perspectives throughout the teaching, research, and service missions of higher education. It shapes institutional ethos and values and touches the entire higher education enterprise”.

If institutions are to realise the broader benefits of comprehensive internationalisation, it will become crucial to join the dots between their international stakeholders and their international engagement activities. However, to what extent is international engagement “joined up” within an institution? Do we have an integrated approach to engagement with international stakeholders? 10 | VISTA

Institutional success in internationalisation is generally measured through the scale and scope of our various international activities. These can include the level of our international collaboration in research, the research funding we’ve secured from international sources, the number of international students recruited and enrolled in our courses, the size and reach of our outbound student mobility program, our efforts to internationalise the curriculum, our alumni community abroad, our engagement with partner institutions and governments abroad, our contribution to international public policy. But, despite a profusion of international activity within any given institution, international engagement remains only partially joined up. In many cases, joining the dots on international engagement is dependent on the circumstances of organisational structure. Whatever the case, whether collaborations between key international units are forged based on structure or pragmatism (for example, between student recruitment and alumni), a holistic or institution-wide approach to international stakeholder engagement remains elusive. This presents a significant opportunity for the future of international education and internationalisation more broadly. If institutions are to realise the broader benefits of comprehensive internationalisation, it will become crucial for them to join the dots between their international stakeholders and their international engagement activities. Harnessing this collective potential will lead to outcomes which would otherwise go unrealised.

THE DOTS

AL ENGAGEMENT These include greater philanthropy, additional resources from government or non-government funding agencies, new opportunities for research collaboration and the mobility of staff, enhanced access to student mobility. Importantly, joining the dots on international engagement will enable a more holistic understanding of the values associated with internationalisation within today’s institutions. Were we to find the right ways to connect the dots between the various forms of international engagement, I imagine we would succeed in truly embedding internationalisation (as a process of change) within our institutions. We could then re-position its value beyond and outside the simple metrics of international student numbers, outbound students, international research funding and rankings.

Building the case for integrated stakeholder engagement Many higher education providers have adopted an integrated approach to managing the student lifecycle: from initial enquiries and applications, through admission and enrolment, to study and then on to an alumni community. Rationales for such an approach include a streamlined and improved experience for a diverse student body (including sizeable international student cohorts), as well as increased student retention. In the background, much work has been done to improve administrative efficiency, to ensure a seamless student experience

regardless of internal processes and to streamline service delivery across the various campus offices supporting each stage of the student experience. Investment has been made in advanced Customer Relationship Management (CRM) systems to support these endeavours across the internal and external stakeholder groups in the student lifecycle. Figure 1: Internal and external stakeholders in a simplified student lifecycle. Applicant

Prospect

Internal

Student

Alumni

External

In terms of international engagement, this focus on the student lifecycle has done much to support the experience of a growing number of international students on campus.

However, similar initiatives have not been adopted in relation to ‘cycle of engagement’ with the other international stakeholders, including business/industry, government, funding bodies, peer institutions, NGOs and the community sector. Indeed, responsibility for managing relations with this group of external stakeholders can be so widely distributed across campus that the very process of mapping stakeholders can be a lengthy and involved exercise – not to mention the subsequent development of plans of coordinated action.

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Barriers and roadblocks

Figure 2: Outside the institution – islands in the sea of external engagement. External Prospect Government

Alumni Peer Institutions

Community Business/Industry

NGOs

Nevertheless, a strong case can built for a holistic approach to be our engagement with international stakeholders. As an illustration, consider the following examples: ■■ An alumnus is appointed Australian Ambassador to a country of key importance to the university’s research strategy – do we have the systems in place to join up the dots between alumni relations, international relations and research?

■■ An international industry partner has asked one of the faculties to deliver a tailored training course in South East Asia – can we leverage this activity to support our student recruitment from that country, as well as to promote relevant research capability across the university to this industry partner and its local network?

Barriers to the implementation of an integrated model for international engagement were discussed at workshops delivered at the Australian International Education Conference in October 2011 and 2012. Attended by over 70 participants in total, these workshops focused on people and partnership engagement frameworks in international education and attracted internationalisation practitioners from all sectors. Participants agreed that the two key impediments to integrated engagement with international stakeholders were culture and systems. Silos within the administration of many institutions see information held closely by the custodial owner (often in the name of ‘relationship management’ with the external party), while IT systems are generally poorly designed to collate and share relevant information.

■■ HR data identifies over 20 academic staff who hold a PhD from one of the university’s leading partner institutions abroad – do we have the right settings internally to identify whether these staff have nurtured ongoing collaboration with their alma mater and whether this has led to joint funding or publications? Can we capture the enthusiasm of this group of staff to support the partnership and/or to attract prospective students?

As such, a single external party can easily be perceived as an exclusive stakeholder by multiple offices oncampus, recorded separately on a range of unrelated IT systems, and subject to a range of different (and mutually exclusive) relationship management strategies.

In each case, a joined-up approach to international engagement presents an opportunity to secure outcomes which may not otherwise have been realised – in terms of the university’s profile and positioning, in terms of its student recruitment and research income, or in terms of traditional research outputs.

Take the not too far-flung example of an alumnus who now heads up a major international company. That same company offers student internships, runs a recruitment program for new graduates and commissions contract research. This single external stakeholder could quite reasonably be recorded as a key contact by the alumni office, the research office, the student mobility office, the careers office, the industry engagement office and by one or more faculties in relevant disciplines.

Figure 3: Joined-up engagement – connecting the dots between external stakeholders.

External

Prospect Government

Alumni Peer Institutions

Community Business/Industry

NGOs

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How does a higher education provider manage a relationship with the head of this company, or with the company itself, in such circumstances? Without the capacity to cross-reference information on external stakeholders within the institution, it cannot.

Next steps Many participants at the 2011 and 2012 workshops were looking for the optimal CRM system or other IT solution to their stakeholder engagement dilemmas. Surely, investment in an overarching stakeholder management system would solve all of our problems? Of course, a wide range of system solutions is available – from the inhouse database, to commercially available CRMs, and dynamic data-management systems such as UCosmic. Originally developed at the University of Cincinnati and now managed by the State University of New York (SUNY), the UCosmic Consortium (www.ucosmic.org) is a collaborative, open-source software initiative which provides a set of tools to comprehensively map the breadth of an institution’s international activities. As tempting as an IT solution might appear in its simplicity, this may well not be the most effective approach to solving a problem which has its roots in both institutional structure and culture. At the University of Melbourne, there is a clear commitment to the values of comprehensive internationalisation. Although the term is not used per se, the university has embraced an embedded approach, where multiple strands of international engagement are driven in tandem between faculties and central divisions (Research, Students and Learning, Engagement). In this environment, where internationalisation is embedded and most international activities are distributed or highly devolved, elements of the solution to achieve greater coordination of international engagement include: ■■ Initiatives to cluster and collate existing datasets on international engagement, for example, research collaboration data (grants, contacts, linkages) and HR data (institution of prior qualification);

The two key impediments to integrated engagement with international stakeholders are culture and systems. Silos within the administration of many institutions see information held closely by the custodial owner ... while IT systems are generally poorly designed to collate and share relevant information. ■■ Clear mapping of available data sources on international engagement and activities, and internal protocols for informationsharing and data access, and ■■ Close cooperation (formal and informal) between each of the offices tasked with external engagement regardless of internal boundaries. Naturally, solutions will vary for different institutions and what works for the University of Melbourne will not necessarily hold true elsewhere. However, it may well be incumbent on the international office to lead the thinking on this on campus. Without such leadership, it is not clear who will drive the process of “joining the dots” on an institution’s international engagement. The question remains, therefore, whether international educators can persuade the campus community of the value and benefits which an integrated approach to managing international stakeholders will bring. Douglas Proctor has led the International Relations Office at the University of Melbourne since 2008. Later in 2013, he will commence PhD studies in international education at the University of Melbourne’s Centre for the Study of Higher Education. For more information, visit iro.unimelb.edu.au and cshe.unimelb.edu.au. Sources Fischer, Karin (2009), ‘U. of Cincinnati Builds a System to Track Its Place in the World’, The Chronicle of Higher Education, September 7, 2009. Hudzik, John (2011), ‘Comprehensive Internationalisation: From Concept to Action.’ NAFSA Association of International Educators. WINTER 2013 | 13

STRIKING THE RIGHT BALANCE Internal collaboration is the key to successfully implementing an internationalised vision, writes Phil Honeywood. Internationalisation in education has many dimensions. At its best it embraces student mobility, transnational education, internationalisation of the curriculum, academic exchange and extensive collaborative research outputs. The federal government’s ‘Australia in the Asian Century’ White Paper recognised the strong push by many of our education institutions to enhance their internationalisation strategies. However, as internationalisation of Australia’s education institutions develops, there is increasing debate regarding the sometimes competing priorities between academic and professional staff. Who are the most appropriate people within an institution to implement the vision? On one hand, Australia’s global leadership in international education owes much to professional staff who have developed specialised skills in establishing partnerships with overseas institutions, recruiting full-fee-paying international students, enhancing the student experience and abiding by complex compliance regulations. On the other hand, as internationalisation becomes more focused on curriculum, research networks and post graduate student mentoring, there is a tendency for institution leaders to rely increasingly on academic staff to implement their internationalisation agenda. 14 | VISTA

At one level, increased academic leadership of international strategy is needed and should be welcomed. However, a number of variables have to be factored into this equation. First, is the institution prepared to provide appropriate incentives or KPIs to ensure that their academic staff will be meaningfully involved in ongoing international engagement? Given teaching loads and heightened research publication expectations, it may not be organisationally possible for some academics to become key players in internationalisation strategies. Institutional selfawareness is sometimes lacking in this regard. Second, academic staff will often have less of a business emphasis and more of a content and teaching and learning focus. While some are very capable in their own right in identifying and bringing back business opportunities, their main area of interest is around development and delivery of their institution’s academic “product”. Professional staff involved in internationalisation can probably best contribute to the identification of international business opportunities and to the design and delivery of successful business strategies. They can also provide the ongoing business support at the implementation stage. Not to be overlooked is the cross institutional memory and overseas networks they can bring to the table. Conversely, professional staff need to understand what drives academic interest, motivation and engagement.

There needs to be greater understanding of the often complementary skills that academic and professional staff can bring to their institution’s internationalisation strategy. Pooling of responsibilities and expertise to develop a culture of collaboration rather than competition obviously has merit. In order to overcome competing priorities and achieve a partnership approach a number of institution-wide goals should be agreed upon: ■■ A greater emphasis within the culture of institutions that success will only be achieved through partnership and co-dependency between academic and professional staff ■■ Effective partnerships will most likely be attained through shared design and implementation of the internationalisation strategy ■■ Joint learning and professional development involving the two groups working together with a practical focus may be required to truly overcome competitive internal barriers. As Australia’s education institution leaders grapple with the need for appropriate internationalisation strategies, they would do well to recognise the need for balance between academic and professional staff expertise. In all of this, providing leadership that endorses the importance of all internal stakeholders will ensure genuine implementation of the institution’s agreed priorities. Phil Honeywood is the Executive Director of IEAA.

GRANT APPLICATIONS NOW OPEN The Tony Adams Fund provides annual financial grants to individuals working in international education, from Australia and internationally, in the following categories: ■■ Professional Development Grant/s available for up to AUD$1,500 for academic, professional and administrative staff who wish to pursue professional development.

■■ Research in International Education Grant/s available for up to AUD$3,000 for a research project or AUD$1,500 for each year of a doctoral study (up to 3 years) related to international education.

Selection is based not only on how the proposed activity will benefit the applicant, but on the long-term benefit to the broader international education community. Applications close Sunday 11 August 2013. Recipients announced at AIEC, October 2013.

ieaa.org.au/tonyadamsfund

JOIN EUROPE’S LARGEST INTERNATIONAL HIGHER EDUCATION CONFERENCE MORE THAN 4500 DELEGATES FROM OVER 85 COUNTRIES ARE YOU READY TO BE INSPIRED?

MAPPING THE CURRICULUM IN THE ASIAN CENTURY We talk of Australia in Asia, but give considerably less thought to the notion of Asia in Australia, write Craig Whitsed and Wendy Green. While listening to the ABC on the commute to work recently, a discussion on preparing Australia and Australians for the Asian century sparked my interest. In particular, a segment on recent events in Bangladesh. Fran Kelly was interviewing Guy Russo, Managing Director of Kmart Australia, on the Australian retail sector’s exploitation of Bangladeshi workers in the garment trade – an issue made more poignant by Sarah Ferguson and Mary Jolly in their Four Corners report ‘Fashion Victims’. The issue of exploitation in Bangladesh by Australian business and indirectly by consumers is concerning, and many ethical questions are rightly being asked. Likewise, the long-term politicisation of the asylum seeker issue and Labor’s decision to introduce the PNG Solution has evoked significant debate across the media in both political and public discourse. Little of this 16 | VISTA

debate is positive and much of it is polarising. The issue of asylum seekers is complex and will not be resolved politically – at least in the short-term. What is alarming is the reductionist manner in which much of the debate is treated by both sides of politics. This complex, multi-layered issue requires more sophisticated discussion and elaboration than currently entertained. Irrespective of what message is being sent to people smugglers, I wonder what message is being sent to this generation of young Australians? Urgent action is required, but not at the expense of empathy and the ‘fair go’ ethos; nor for that matter sound, intellectual and honest engagement with the issue of asylum seekers in the global context. The asylum seeker issue, like that of the retail industry in Bangladesh, speaks volumes about Australia in the Asian Century. According to business, education providers and government, Australia’s place is in Asia. While it is not clear what ‘in Asia’ actually means, this assertion is reflected in educational policy and discourse. The Chaney report, ‘Australia – Educating Globally’, for example,

While we are ‘in’ Asia, notionally and geographically, for many Australians there appears to be little real opportunity to imagine Australia as part of Asia – or what it is for Asia to be in Australia.

clearly links Australia’s international education to Asia and the demand for quality education in the region. While the economic opportunities for Australia generally and the university sector specifically are clear, the educational and transformative benefits for Australians appear less obvious.

Developing Asian capability and literacy The ‘Australia in the Asian Century’ White Paper expresses concern that many Australians are not ‘Asia capable’ or ‘Asia literate’ enough to take full advantage of the opportunities that an expanding Asia presents. The development of Asian capability and literacy present significant challenges,

and just how the tertiary sector will engage with this aspect of curriculum internationalisation is unclear. Compounding the issue is the manner in which Australia currently engages with Asia – politically, socially, culturally and in the social imagination. How often do we hear that Australia’s engagement with Asia is either all about mining and export, cheap tourism, business or keeping ‘them’ out? It would not be an exaggeration to say this consistent message promotes instrumentalisation, exploitation and a view of Asia as ‘other’ against whom we must protect our borders. Herein lies the problem. While we are ‘in’ Asia, notionally and geographically, for many

Australians there appears to be little real opportunity to imagine Australia as part of Asia – or what it is for Asia to be in Australia. Other than an exploitable resource or parlous neighbour, Asia is not part of the social imagination. For example, a recent Lowy Institute Poll on Australia’s relations with China and America highlights the challenges that lay ahead if we are to engage with Asia other than economically. While respondents acknowledged China’s importance to the Australian economy, they were ‘wary of China’ and by extension Asia. As the report does not provide any information concerning the sample, one has to be cautious when generalising. Yet, the saliency of the observation cannot be denied. Therein lays a major challenge for Australian institutions of higher education. If Australian universities are to play a significant role in the development of Asian capability they need to challenge these common perceptions. Universities need to consider how they can encourage students to dialogically engage with ‘Asia in Australia’. How would this look educationally? WINTER 2013 | 17

The White Paper considers Asian capability to include attributes such as ‘adaptability, flexibility, resilience, creative and design thinking and the confidence and readiness to interact with and operate in Asia’. Asian capability and Asia literacy requires more than this. For Asia to be in Australia there needs to be a fundamental shift in Australian discourses about our orientation toward Asia.

Australia meets Asia To elaborate, Professor Fazal Rizvi from the University of Melbourne observed that in discussions about Australia and Asia – which are often depicted in terms of East meets West, or, in this particular case, Australia meets Asia – there is a tendency to focus on Australia or Asia. Instead, he proposes that we consider, seriously, the notion of “meet” [meeting] through which East and West are brought together. Reflecting on the Henry Review and the White Paper, Rizvi argues that a critical appraisal of the recent “symbolic policy discourse surrounding the idea of Asian literacy is needed”. He maintains that unless this occurs it will not be possible for Australia to engage in the Asian Century and move “beyond the instrumentalism that appears embedded within the popular discourses of Asia-Australia relations”. According to Rizvi, “Asia literacy is not simply about learning externalised cultures and languages but interpreting and negotiating the possibilities of intercultural relations”. Therefore, according to Rizvi: “educational institutions have a major responsibility for creating spaces … where students are encouraged to explore the contours of global interconnectivity and interdependence, and their implications for questions of identity and culture; and where they can develop skills that enable them to link locally grounded practices of cultural exchange to the broader processes of globalisation. If our future is to be tied to Asia 18 | VISTA

According to Rizvi, “Asia literacy is not simply about learning externalised cultures and languages but interpreting and negotiating the possibilities of intercultural relations.” then we need to develop forms of self-reflexivity about how our identities are historically constituted but are socially dynamic; how our practices of the representations of the other reflect particular relations of power; and how this understanding is necessary to develop cultural relations that transcend instrumentalism and are informed instead by a moral discourse that views Asian cultures in their own terms and not simply as a means to our economic and strategic ends.” A fundamental change, not just in the Australia/Asia discourse, is required if we are to move beyond the current positioning of Asia in policy, rhetoric and the social imagination. Many voices have argued that higher education ought to do more to further facilitate, in both the formal and informal curriculum, opportunities that encourage all students to develop ‘self-reflexivity’. This raises the question of responsibility.

Asia in the curriculum The internationalisation of the curriculum discourse offers a way for universities to frame and address this responsibility. According to Betty Leask (www.ioc.net.au), internationalisation of the curriculum is “the incorporation of an international and intercultural dimension into the content of the curriculum as well as the teaching and learning arrangements and support services of a program of study”. If they are serious about securing the future of Australia, Australian universities have a responsibility to ensure they produce graduates who are Asia capable and literate. In order to achieve this

goal, increased recognition needs to be given to supporting the development of curriculum that provides opportunities for students to develop self-reflexivity and intercultural communication competencies. With the urgency given to securing higher global rankings, many Australian universities are implementing strategies to increase their research output and profiles. One potentially negative aspect of the intensification of research is a decrease in attention paid to the importance of curriculum innovation – particularly when many universities are engaging in ‘curriculum rationalisation’. Re-imagining Australia’s place in the Asian century and supporting the development of Australians who are Asia capable and literate will require further open, honest critical debate. It also requires an ongoing commitment to curriculum innovation, across all disciplines, to incorporate international and intercultural dimensions into the curriculum. Dr Craig Whitsed is from Murdoch University’s Centre for University Teaching and Learning and is the Convener of IEAA’s Internationalisation of the Curriculum (IoC) Special Interest Group (SIG). Dr Wendy Green is from the University of Queensland’s Teaching and Educational Development Institute and is the Deputy Convener of IEAA’s IoC SIG. Sources Rizvi, Fazal (2012), ‘Engaging the Asian century’, Critical Perspectives on Communication, Culture & Policy Studies, 31(1), (pp. 73-79).

CHINA IN FOCUS:

ONE COUNTRY, MULTIPLE MARKETS

Increasing international competition and China’s own efforts to become a key student destination could have a significant impact on Australia’s current top source of international students, writes Danielle Horvath. The Chinese market is underpinned by Confucian ideals that value family security. Ahead of buying houses, saving for retirement and other investment options, education is the top investment priority of Chinese families. It is very much a parent-driven market and they play a pro-active role in deciding study abroad choices for their children. An Austrade agent survey in 2012 found that the top five concerns for the China market included: ■■ ■■ ■■ ■■ ■■

the value of the Australian dollar increasing tuition fees migration policy change negative media coverage and strong competitors in the market.

The UK, US and Canada have implemented aggressive marketing campaigns in recent years. Collectively, they attract 50 per cent of total market. The US in particular is fast increasing its global share of the Chinese market. According to the Institute of International Education’s ‘Open Doors’ report in 2012, the US recorded its sixth consecutive year of international student growth. Students sourced from China increased 23 per cent for total college level enrolments and 31 per cent for undergraduate enrolments. The Chinese Government is also ramping up its own efforts to expand its higher education market. In 2011, the Academic Ranking of World Universities reported that the number of Chinese universities in the top 500 grew from 8 to 23 between 2005–2011. Spending on research and development has grown 20 per cent since 1999, as China pursues its goal of 2.5 per cent of GDP by 2020. Increasing international competition – and China’s efforts to grow its education market and global partnerships – is likely to have an impact upon Australia’s share of the global Chinese market (con’t p.20).

CHINA AT A GLANCE ■■ China accounts for around 20 per cent of Australia’s total global trade in goods and services. ■■ In 1972 there were no Chinese students enrolled at any Australian university. In 2012, Chinese nationals made up 29.5 per cent of all international enrolments in Australia. ■■ In 2011, 339,700 Chinese students were studying abroad – an average annual increase of 23 per cent over the past three consecutive years. ■■ In 2012, 9.15 million students were registered to sit the Gaokao – 75 per cent of these were admitted to a higher education (HE) institution. HE enrolment rates in China are 26.9 per cent, which the Government aims to increase to 40 per cent by 2020. ■■ The Chinese Government remains committed to becoming an international student destination, aiming to attract 500,000 international students by 2020. Sources: AEI, Asialink Index, DIIRSTE, Financial Review.

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CHINA IN FOCUS:

ONE COUNTRY, MULTIPLE MARKETS SIX IDEAS TO DEVELOP YOUR MARKET IN CHINA

NURTURE THE KINDERGARTEN, PRE-SCHOOL AND SCHOOL SECTORS

Increasing affordability means children from China are being sent abroad to study earlier and younger. The schools sector is predicted to increase 25 per cent by 2020. According to DIISRTE, those who commence study abroad in school are likely to continue on to undergraduate and postgraduate study. >> Ride the ‘go early’ trend to increase school sector opportunities. Develop joint education programs with in-country international schools (e.g. the Yew Chung International School Group)

ENCOURAGE CAREER AND SKILLSRELATED TRAINING

China’s economic growth is dependent on developing a skilled workforce. As such, expenditure on career and skills training is predicted to double to $350 million by 2020. According to DIISTRE, China’s job openings to job seeker ratio (the current measure of skills shortages used by the Chinese Government) was 1.08 by the fourth quarter of 2012 – up from 0.04 from the end of 2011. Current policies to target skills development include: ■■ A National High Skilled Worker Revitalisation Plan (November 2011), which commits to technicians training, establishing highly skilled worker training sites and technician masters workshops ■■ Introduction of teaching standards for higher vocational courses (December 2012) ■■ Free vocational training for students from rural areas and disadvantaged backgrounds ■■ Linking industry to development of vocational education policy ■■ Reforms flagged for minimum wages and salary distribution. >> Develop industry links and practical, short-term summer/winter school internships (e.g. Starwood Hotels and Resort Worldwide Inc.) 20 | VISTA

DIVERSIFY DISCIPLINES OF ACADEMIC STUDY

China’s priority areas in industry include: high-technology, food safety, clean technology, health and science, and environment protection (green building / water management). Emerging industries include everything from wind, solar and nuclear power to bio-fuel, clean coal and liquefied natural gas (LNG), as well as aged care. >> Develop programs, and explore education and training solutions, geared to priority areas and emerging industries.

EXPAND YOUR RECRUITMENT CATCHMENTS

China is much more than one market. International marketers would do well to expand their recruitment channels to encompass second tier (Chengdu, Nanjing, Jinan and Shenyang) and third tier cities (Yantai, Lanzhou and Nanning). You can also generate greater market share through collaborative efforts between onshore and offshore recruitment teams, focussing on agent networking and integrated management of productivity and footprint. >> Look to second and third tier cities to expand your recruitment channels. Develop collaborative efforts between onshore and offshore recruitment teams.

EXTEND YOUR DIGITAL REACH VIA SOCIAL MEDIA

Social media in China has greater influence on consumer decisionmaking than anywhere else in the world. Users are more likely to consider buying a product if they see it mentioned – or if a friend or acquaintance recommends it – on a social media site. A McKinsey™ report found 95 per cent of those living in tier 1–3 cities are registered on some form of social media site. Baidu is the most popular Chinese language search engine and is currently ranked fifth of all global websites (in terms of traffic). Weibo – a hybrid of Facebook and Twitter – was launched in 2009 and now has over 400 million Chinese language users. >> Reach Chinese students and parents directly through key social media platforms with key messages about teaching quality and positive graduate outcomes.

DEVELOP TWOWAY MOBILITY

The Chinese Government remains committed to becoming an international student destination, aiming to attract 500,000 international students by 2020. To achieve this China’s universities are:

■■ Offering more courses in English ■■ Increasing funding for mobility through initiatives like the China Scholarship Council ■■ Each university is striving for 5 per cent of its student population to have an international study experience. Additionally, more than 2,000 professionals have returned to China since 2008 as a result of the government’s ‘Thousand Talent Program’. >> Explore short and sharp blended mobility models to foster two-way exchange for both staff and students.

Conclusion Confucius was certainly onto something when he said ‘I hear and I forget, I see and I remember, I do and I understand’. China is a market you have texperience to truly understand – its development is visible on every visit. Australia’s Chinese partners exude great energy and are keen to embrace opportunities for twoway education solutions across China’s multiple markets. It may well be one country, but China has a multitude of markets each with its own distinct character worthy of a targeted, two-way approach. Danielle Horvath is an international education professional, specialising in international business development.

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MOVING ON UP? ADVANCING YOUR CAREER IN MOBILITY... AND BEYOND

THINK BEYOND YOUR POSITION DESCRIPTION

Your position description is often the first glimpse into what a potential job might entail. While you might pore over every word as you’re writing your application, once you’ve got the job, you shouldn’t let it inhibit your potential to develop in the role. “A position description is just the beginning – not the end,” says Nigel. “No-one can stop you from branching out.” Jackie concurs wholeheartedly. “My position description is never where I leave a job. I take a job and make it my own.”

GET A MENTOR WHOSE OPINION YOU VALUE

Having a mentor whose advice and opinion you respect is invaluable, says Deb. Ideally, it should be someone who can provide you with impartial advice and support with daily issues as well as long-term career guidance. Deb was lucky enough to have Tony Adams (pictured below) as her mentor for nearly 20 years. Tony was a revered leader and highlyregarded mentor to many people working in international education.

FIND YOUR PASSION AND MAINTAIN IT

If you don’t love what you do, you’re in the wrong job. After completing a degree in business information systems, Nigel worked at Australia Post. He hated it. Needless to say, it didn’t last long. “There was no passion, which is so important,” he says. “Follow your passion, not those of others.” Granted, it can be hard to maintain a passion for what you do when the administrative aspects feel overwhelming. This is where moving beyond your position description becomes vital. “You have to be passionate about what you do and move beyond your position description,” says Jackie in response to a question about how to humanise what is mostly an administrative job. For example, Jackie combined her passions by taking students surfing and setting up learn to swim programs as part of her role.

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IEAA’s Student Mobility SIG recently put together a seminar for up and coming mobility professionals. It brought together a panel of industry leaders to tell their stories and offer their advice about moving on up. Here’s what Nigel Cossar (The University of Melbourne), Deb Langton (Swinburne University of Technology) and Jackie Taylor (Deakin University) have learned along the way.

BE OPEN TO MOVING SIDEWAYS

Who says the only way is up? A strategic sideways move can be more lucrative than you think. “Any experience is good experience,” says Nigel. “It doesn’t always have to be about moving forward.” If the idea of a sideways move doesn’t sound particularly appealing, what about stepping a few rungs down the ladder? When Jackie decided she wanted a change of career and to move into the mobility sector, she had to take a step down – and a significant pay cut – in order to get where she wanted to be. It may have been hard at the time, but the dividends have paid off. First and foremost, Jackie encourages people to seek experience – not just a healthy bank balance.

TALK TO STRANGERS

Whoever said networking was a dirty word was wrong. And despite what your parents may have told you otherwise, talking to strangers is one of the best skills you can learn. Unfortunately there’s no fool-proof handbook, but it’s not as hard as you may think. “Networking is gossip on the move,” says Jackie, “but not in a nasty way. Build up your own gossip network and seek out people you actually like.” It’s not about schmoosing. Nor is it about clawing your way to the top at the expense of those around you. It’s about putting yourself out there, presenting at conferences and getting involved in the industry. Deb says networking is particularly important in an industry like international education. “It’s a unique industry and we all know each other,” she says. “Be collegial and supportive. As Alan Olsen says, ‘A rising tide lifts all boats.’”

EMBRACE THE UNEXPECTED

“Global happenstance” has played a huge part in Nigel’s career. “I’d like to think my career was planned,” says Nigel, “but it was largely circumstance that led me to where I am today.” Every chance meeting or unexpected opportunity has the potential to change the course of your career. For Deb, it was as simple as applying for two jobs and missing out on the one she wanted most. The job she got included administration of a faculty exchange program, which set her up for a distinguished career in education abroad. Jackie recalls the day she answered a random telephone on the wall at work. The person on the other end of the phone happened to be the head of the Rotary Club looking to speak to the Vice Chancellor. It was a rare moment of serendipity that set the wheels in motion for what has grown to become Deakin’s Global Citizenship Program. “There is opportunity in everything,” she says, “even a random telephone ringing in the hall.” WINTER 2013 | 23

UPDATES FROM THE SIGs

Internationalisation of the Curriculum SIG AIEC The Internationalisation of the Curriculum SIG will be hosting two panel sessions at the forthcoming Australian International Education Conference (AIEC) in Canberra, 8–11 October: ■■ National Priorities Shaping Internationalisation of the Curriculum in the 21st Century ■■ Bringing Internationalisation of the Curriculum into the Disciplines: Local and Global Challenges Carmela Briguglio will also be presenting a pre-conference workshop on Embedding English Language Development Across the Curriculum: The Do’s the Don’ts on Tuesday 8 October. This will be a particularly important session given the increased attention on graduates’ English language proficiency in recent years. During AIEC, we will also be hosting a SIG meeting over lunch on Wednesday 9 October to which you are cordially invited.

Congratulations Betty

Betty will be responsible for La Trobe’s Curriculum Teaching and Learning Centre, and will have oversight of areas relating to student learning enrichment. She will be working closely with teaching and learning teams in the faculties and will support implementation of the La Trobe Framework, as well as strategic initiatives in support of teaching and learning excellence.

2nd International Higher Education Teaching and Learning Conference 2013 Themed ‘Engaging Innovative Pedagogical Practice and Research in Higher Education’, this conference will elaborate on innovative pedagogical practice and research in higher education, transnational education and internationalisation, blending authenticity with online learning, assessment and feedback, work-integrated learning and ‘classrooms without walls’. Among those presenting at the conference are keynote speakers Professor Ronald Barnett from the Institute of Education, University of London, and Associate Professor Betty Leask. Details 9–10 December 2013 Sarawak, Malaysia www.curtin.edu.my/TL2013

We wish to congratulate Associate Professor Betty Leask who, after many years of service at the University of South Australia, is moving into a new position as Executive Director of Learning and Teaching at La Trobe University. 24 | VISTA

Craig Whitsed SIG Convener Connect with us on LinkedIn at linkd.in/1cpHYxk

Marketing, Recruitment & Communication SIG We’ve changed our name! The Marketing and Communication SIG will now be known as the Marketing, Recruitment and Communication (MR&C). This is a reflection of the majority of professional staff in the industry whose role tends to cover a range of recruitment, marketing and communication responsibilities. We feel this name best represents our members and the range of professional development workshops that myself and Abizer organise, which encompass all aspects of the recruitment cycle as well as marketing and communication.

Got the gift of the gab? Speaking of professional development, we have some very exciting professional development sessions coming up. On Wednesday 28 August, Stewart Gillies from Red Sky Consultancy will run a session entitled ‘The Gift of the Gab: Effective Influencing Skills’ in Melbourne. This workshop will provide a first-hand insight into effective communication and influencing skills. Participants will gain a vital understanding of how to tailor their communication style to different audiences – whether they be agents, students, parents or internal/external stakeholders. It’s primarily aimed at both international and domestic recruitment staff who regularly liaise with students, parents and other stakeholders. However, the broad nature of the subject matter will ensure that each and every participant derives benefit – no matter what your background.

Getting enough bang for your buck? Another terrific professional development session we are running is called ‘More Bang for Your Buck: Making the Most out of Your Marketing Budget’. This workshop will showcase a number of innovative and cost effective initiatives from institutions who’ve had to drive their marketing budgets further. Recruitment exhibitions and in-country roadshows once dominated the international marketing and recruitment calendar. Fewer resources and ever shrinking marketing budgets are making exhibitions and international travel increasingly prohibitive. Marketing and recruitment managers need to be much savvier when it comes to how and where they spend their marketing budgets. How can you attract the right audience, even though you’re not physically able to reach them?

AIEC AIEC is fast approaching and October will be knocking at our door before we know it. Due to popular demand, we are running a repeat of our very successful workshop titled ‘Paperless Pipedream or Virtual Reality? Best Practice in (Online) International Admissions’. The workshop will showcase three different providers around Australia, and will provide a first-hand insight into some best practice examples in online international admissions. This session is scheduled for Tuesday 8 October from 9.00am–12.30pm. We look forward to seeing you all in Canberra in October! Justine Morris SIG Convener Connect with us on LinkedIn at linkd.in/17jyYEa

If these scenarios are ringing bells at your institution, then this is the professional development session for you. It will be held in Brisbane on Wednesday 18 September.

WINTER 2013 | 25

UPDATES FROM THE SIGs

Student Mobility SIG Student mobility is very much alive and on the map. Continued media coverage, political interest and funding currently being rolled out will ensure our sector is top of mind within our own institutions, and when it comes to influencing broader political and educational policy.

AsiaBound AsiaBound funding results were released in early July, with a total of $10.6m allocated (despite the funds reportedly being oversubscribed 2-to-1). Institutions are now working to get proposed programs up and running. It is worthwhile noting that AEI doubled the allocation of language subsidies to meet the demand. With further STMP and ISEP funding rounds now open for 2014, student mobility is certainly a focal point for many institutions. In a move to further highlight student mobility, Universities Australia has engaged AIM Overseas to conduct a series of practitioner and institutional workshops to promote changes in the sector (AsiaBound, OS-HELP etc.) and increase institutional awareness and capacity to use these resources. These workshops will take place across Australia during August and September.

New Colombo Plan The Menzies Research Centre’s New Colombo Plan Steering Committee was recently announced. The committee is chaired by Kevin McCann (Macquarie Group Chairman), and members include Hon. Phil Honeywood (Executive Director, IEAA), Rob Malicki (Director, AIM Overseas) and Trevor Goddard (Manager, Monash Abroad).

26 | VISTA

The committee met in Canberra with Hon. Julie Bishop MP in June to focus on growing semesterlength exchange as a ‘rite of passage’ into Asia. Integral to this is an internships model to place Australians into companies, NGOs and other organisations throughout Asia. A consultative workshop in July engaged Australian business through the Business Higher Education Roundtable (B-HERT).

OS-HELP The Higher Education Support Act (Asian Century) amendments were passed through both houses of Parliament on Friday 28 June. This will bring fundamental changes to OS-HELP from 1 January 2014 by increasing the loan available, removing the need for enrolment at an overseas institution and allowing loans to be taken out by students closer to the end of their degree.

AUIDF Data collection The 2013 AUIDF survey is well and truly underway. Institutions will be well progressed towards completing their 2012 data collection for Alan Olsen at SPRE, with the supplementary component focussing on Asian mobility in light of the White Paper. Thank you for your contribution to this valuable piece of work that allows us to present a united position in advocating for national mobility issues. The results of Alan’s work will be presented at AIEC and in summary at the annual SIG meeting held during AIEC.

AIEC pre-conference workshop: Mobility 2.0 Our AIEC pre-conference workshop is locked in for the afternoon of Tuesday 8 October in Canberra. ‘Mobility 2.0: The Future

of Student Mobility’ will look at how institutions are exploring more dynamic modes of delivery to provide students with more flexible international study experiences to fit their academic, personal and financial needs. The workshop will examine virtual mobility, student-initiated study programs, incorporated internships, dynamic curriculum integration and other blended modes which are becoming more prevalent and increasingly used as a marketing tool for institutions wanting to differentiate.

Professional development On 28 June, our ‘Moving On Up’ career development workshop drew 21 participants who engaged with a diverse panel of sector leaders to flesh out how to make those next career steps and create their own professional development plan (see page 22). ‘Beyond Chit Chat: Embracing Social Media to Enhance Your Recruitment or Mobility Strategy’ is scheduled for Friday 30 August at ACU in Sydney. The workshop will be facilitated by Keri Ramirez, who is an economist with 10 years of experience in international education. He is also the Managing Director of Studymove Education Consultants, an Australianbased international education consultancy group.

YOUth in Service, Inspiring CommUNITY International Students Thank you to Nicki Sinclair from Challenger Institute of Technology in Fremantle for sharing that 10 students participated in the ‘YOUth in Service, Inspiring CommUNITY International Student’ seminar as part of Challenger’s relationship with the Institute of Technical

STUDENTS SET THEIR SIGHTS ON SINGAPORE

Education (ITE) during June (see right). A wonderful initiative and opportunity for VET sector students. The Student Mobility SIG continues to welcome state-based or program specific news for Vista.

Call for volunteers Associations like IEAA are memberled organisations. Beyond the SIG convener roles we have a number of opportunities ranging from short research projects (1-4 weeks), to larger event coordination. In particular, planning for the 2014 Outbound Mobility Forum and Exchange Fair Circuit will commence soon, and we are looking for passionate sub-committee members to drive these major events. If you would like to volunteer for your own professional development, gain experience outside your institution and contribute to the running of the broader Association, please don’t hesitate to contact the convener team. We would love to have you on board. Finally, on behalf of IEAA members and our broader profession, I would like to express our gratitude and acknowledge Dawn Koban for her service to the IEAA Student Mobility SIG and Australian student mobility globally. Dawn has given countless hours or service and intellectual endeavour to the development of the SIG, leaving it well placed to flourish. Thank you Dawn.

Ten Challenger Institute students packed their bags and flew to Singapore for the ‘YOUth in Service, Inspiring CommUNITY International Student’ Seminar at the Institute of Technical Education (ITE) in Singapore as part of Challenger’s exchange relationship with ITE. The students, who are studying aged care, children’s services, community services, disability services or nursing at Challenger, were selected to be ambassadors for Western Australia at the global conference in June. The conference also included participants from Germany, Hong Kong and Singapore. Students presented on the theme ‘Selfless Samaritans: Caring for the Underprivileged’. Their involvement in the conference contributed to their global knowledge of their vocational areas, increased their employability outcomes and allowed them to network with their global peers. The diverse group of students range in age from 19–49, and for some this was their first trip overseas. Challenger’s director of international relations Alex ElibankMurray said it was an extremely valuable opportunity, as it’s rare for students in the vocational education and training sector to be able to actively participate in a global conference.

“In Singapore, our students visited voluntary welfare organisations, allowing them to see how their particular professional area operates in a different country.” “Developing this cross-cultural understanding allows students to benchmark themselves and the Australian system against neighbouring countries. It’s also particularly relevant to Australia’s own multicultural setting,” Ms Elibank-Murray said. Now that the students have returned, they will undertake a full re-entry program to enable them to link the skills they gained from the experience to employability skills required in the workplace. The program was supported by Challenger Institute’s Global Mobility Office which provides opportunities for Australian students to gain international experience in their field. In addition to the ITE exchange relationship, the office is launching a range of capacity building programs as part of its Corporate Social Responsibility platform, enabling students to use their skills in offshore projects with selected NGO partners. Challenger Institute of Technology was named the 2012 Large Training Provider of the Year at the prestigious Australian Training Awards.

Trevor Goddard Convener Student Mobility SIG Connect with us on LinkedIn at linkd.in/17jykXs

Pictured L–R: Ayesha Patterson, Kim Allard, Angela Saggers, Chiquita Wood, Shirley Freedman, Hayden Wright, Nancy Hartnett, Hansha Devi Boodhooa.

WINTER 2013 | 27

UPDATES FROM THE SIGs

Pathways SIG About 20 people from four states attended an informal meeting of university pathway colleges at Queensland University of Technology (QUT) on Friday 3 May, following similar meetings in previous years in Melbourne and Sydney. Topics discussed included: ■■ The impact of recent regulatory changes, including Streamlined Visa Processing (SVP) and the Tuition Protection Service (TPS) which now restricts upfront collection of fees

The AEI YTD May data shows a recovery in Foundation and HE Diploma commencements, consistent with the recovery in ELICOS (where commencements are up 13 per cent) and the 31 per cent growth in HE 573 offshore visa grants for the March quarter (DIAC data). The AEI data YTD May compared to the previous year show:

■■ Review of the National Code, monitoring and reporting of student attendance

■■ 5 per cent growth in Foundation enrolments, and 12 per cent growth in commencements

■■ The ongoing interpretation of Foundation Standards and the place of accelerated programs (which are not accommodated in the Standards)

■■ Even larger growth from China of 5 per cent and 14 per cent respectively, for a 55 per cent market share in commencements

■■ The role of TEQSA, including third-party arrangements

■■ A slower recovery in HE Diplomas, which are mostly, but not entirely Bachelor pathways; while total enrolments are down 5 per cent, new commencements are up 8 per cent

■■ Advocacy and professional development priorities, the role of IEAA and peak bodies ■■ Student tracking studies and the need for standardised measures to allow large-scale rather than individual institution studies; the Pathways SIG encourages providers with exemplars of good methodologies to send details to the SIG convenors ■■ Domestic pathway and enabling programs, and ongoing undergraduate support. The SIG encourages members to continue such meetings at least annually, perhaps next in a city which has not previously hosted one.

AEI Research Snapshots AEI has recently published Research Snapshots on non-Award courses (including Foundation Programs), as well as an update of the more detailed annual research paper on 28 | VISTA

Study Pathways. These are on the AEI website at bit.ly/13ipevH.

■■ HE Diploma enrolments from China are down 11 per cent, but commencements are up 2 per cent, for a 51 per cent market share. Monthly figures must be interpreted cautiously, as course start dates can vary from year to year. However, when combined with qualitative information and anecdotal reports of forward applications, these trends are cause for some optimism, after the declines of recent years. We look forward to meeting you again at AIEC in October. Paul O’Halloran SIG Convener

Transnational Education SIG It is around this time of year that Australia and the UK release their international student statistics for the previous academic year. While there is always some debate about the accuracy of the data and whether numbers can truly be compared across Australian and UK institutions, the information is useful and paints an interesting picture as to the respective appetite for TNE in both countries. In 2012, Australian higher education institutions reported 82,468 international students enrolled overseas1 (an increase of 2.5 per cent on 2011) and 90,745 international students who did not hold a temporary entry permit2 (increase of 1.2 per cent on 2011). The total number of students enrolled in TNE programs is most likely the larger figure since it includes all students enrolled at branch campuses, in education partnerships and in distance or online programs. The 2012 total enrolments accounted for 39 per cent of total international enrolments. The apparently low growth is misleading for a number of reasons, namely: ■■ a number of institutions are in the process of exiting sizeable TNE operations ■■ around 60 per cent of TNE enrolments are found in the six universities with significant branch campus operations (Curtin, Monash, RMIT, Swinburne, Wollongong and James Cook). With the exception of Curtin, all of these reported increased enrolments in 2012

1 Table 7.5: bit.ly/14hvabB 2 Table 2.10: bit.ly/131Wc0z

■■ commencing TNE enrolments increased by 4 per cent in 2012 and accounted for 40 per cent of total enrolments. This suggests that a sizeable proportion of TNE students are either enrolled in either top up degrees, twinning programs (and transferring to Australia) or postgraduate degrees. In 2011–12, UK higher education institutions reported 571,010 international students enrolled wholly overseas, or approximately 320,310 once the Oxford Brookes/ ACCA accounting students were removed3. This represented 17 per cent growth on 2010–11 and TNE now accounts for around 42 per cent of the UK’s international student population. As with Australia, these figures are potentially misleading because reporting to HESA has only recently become mandatory and certain types of TNE arrangements (e.g. validation) were not always reported. However, what is clear is that the larger TNE providers in the UK are getting larger, with 39 per cent of institutions engaged in TNE reporting at least 15 per cent growth in 2011–12.

■■ an updated TNE quality framework that not only demonstrates the quality of the UK’s TNE programs but also enhances the means by which institutions can pursue TNE ■■ mutual recognition of UK qualifications ■■ the removal of potential barriers to international trade in education services. The Chaney Report ‘Australia – Educating Globally’ shares elements of the UK policy, namely recognising that Australia needs to utilise TNE as a means to strengthen our international education reach. On face value, the UK policy is proposing a more coordinated and outcomes driven approach. It will be interesting to see the international response over coming months. Lorne Gibson SIG Convener Connect with us on LinkedIn at linkd.in/13ww6CO

Of particular interest is the UK government’s policy paper released on 29 July 2013, ‘International education strategy: global growth and prosperity’4. In this the UK government recognises that TNE is an important contributor to the UK’s education sector. The policy looks at ways in which the government and its agencies can grow TNE by supporting: ■■ TNE across English language training, UK curriculum schools, vocational education and universities in a coordinated way 3 UK HESA statistics ‘Students in Higher Education Institutions 2011/12’ 4 bit.ly/17aOcvn

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PROFESSIONAL DEVELOPMENT

The Gift of the Gab: Effective Influencing Skills Gain a vital understanding of how to tailor your communication style to different audiences – whether they be agents, students, parents or internal/external stakeholders. ■■ ■■ ■■ ■■ ■■

What are the qualities of effective influencers? What are the different types of communication styles? What are the decision-making processes of your audience? What is your communication style – are you analytical, a driver, amiable or expressive? And, most importantly, what is the communication style of the person or audience you are talking to?

Armed with these tools, you will learn different approaches to use when communicating your message. What are your audience’s values, what steps do you use to build rapport, what type of language do they use and what is your approach? Lastly, you will learn effective listening techniques and how they can enhance your key message. Facilitated by Stewart Gillies from Red Sky Consulting, which has worked with a diverse range of clients, including the ABC, Australia Post, L’Oréal, Mastercard and Random House. Date: Wednesday 28 August Location: Melbourne Cost: $270 IEAA members | $390 non-members

The Road Less Travelled: Rethinking Conventional Pathways Models

Understanding TEQSA Provider Standards: Due Diligence & Evaluation of TNE Partners

Beyond Chit Chat: Embracing Social Media to Enhance Your Recruitment or Mobility Strategy

With traditional pathway programs under increasing pressure, is it time to develop new pathway models?

Explore the implications of the TEQSA threshold standards for HE providers engaged in TNE.

Learn how to use online and social media tools and integrate these into your marketing strategy.

Date: Wed 14 August Location: Melbourne Cost: $200 members $290 non-members

Date: Friday 23 August Location: Brisbane Cost: $200 members $290 non-members

Date: Friday 30 August Location: Sydney Cost: $200 members $290 non-members

View the full program at ieaa.org.au

CONFERENCES

August 2013 ACPET National Conference 2013: VET and Higher Education: the Future is in the Private Sector 29–30 August Adelaide, Australia www.acpet2013.com.au

September 2013 TAFE Directors Australia 2013: TAFE REDEFINED 2–3 September Brisbane, Australia www.tda.edu.au EAIE 25th Annual Conference: Weaving the Future of Global Partnerships 10–13 September Istanbul, Turkey www.eaie.org English Australia: It’s Still About the Students... 25–27 September 2013 Perth, Australia www.eaconference.com.au

October 2013 Australian International Education Conference (AIEC) Global Imperatives – Local Realities 8–11 October 2013 Canberra, Australia www.aiec.idp.com

December 2013 ISANA 24th Annual Conference 3–6 December 2013 Brisbane, Australia www.isana.org.au 2nd International Higher Education Teaching and Learning Conference 2013 9–10 December 2013 Sarawak, Malaysia www.curtin.edu.my/TL2013

February 2014 AIEA Annual Conference 2014 16–19 February 2014 Washington, United States www.aieaworld.org

WINTER 2013 | 31

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