Ana Deumert, Simon Marginson, Chris Nyland, Gaby Ramia, Erlenawati Sawir
Abstract: Between 1995 and 2001, the number of international students studying in OECD nations rose from 1.3 to 1.6 million (OECD 2003), and the cross-border delivery of education, via foreign branch campuses and in distance education modes, also increased significantly. Global demand for international education is fed by the growth in globally mobile work especially in business studies, and information and communications technologies (ICTs) (OECD 2002a), the desire for migration, especially to English language nations (OECD 2002b); and Asian middle classes prepared to invest privately in education (Marginson and McBurnie 2004).
The growth in the supply of international education is fed by national export strategies, for example in the UK and Australia, and by enterprise universities for whom international recruitment into full-fee paying courses has been driven partly by reductions in public funding per student (Marginson and Considine 2000; Marginson 2003). This growth and diversification of student and university mobility is both reflection of and contributor to globalisation, understood here as the widening, deepening and speeding up of world-wide inter-connectedness (Held etal 1999, Castells 2000).
Abstract: There is a long standing perception in university circles that study abroad students have tended to achieve relatively weaker results than other groups of students. This has been attributed to many factors, such as cultural differences and different learning styles, as well as belief in the common expression ‘They’re here for a good time, not a long time! As part of long term study, Macquarie Abroad has been collecting and processing data on the results of study abroad students for the past 5 semesters – breaking down results by both country of origin and the partners sending the students, as well as the subjects the students are studying. The results have been quite surprising, and consistent from semester to semester, with study abroad students achieving at least average and often above average results when compared against local students.
This session will look in depth at the results of the study at Macquarie and will examine the implication of these results for institutions around the country. It will also discuss the use of the data in positive PR messages around the campus. It will be of great benefit to all incoming study abroad and exchange practitioners, particularly those considering their own progression studies.
Abstract: Two years ago, under the duress of exponential growth in all areas, Macquarie International undertook a significant restructure. The redesign was driven by volume, resourcing issues (both financial and human), relationship management, marketing considerations and professional development opportunities for all staff. One of the major outcomes of the restructure was the creation of Macquarie Abroad, a specialised unit for all of Macquarie’s short term eg study abroad and exchange initiatives. In light of consistent and continued growth, and taking into consideration forecast growth, Macquarie International has completed another significant review of both its structure and resourcing levels. This has resulted in the creation of new roles and amalgamation or reclassification of other roles.
The aim of this review was to achieve best practice in the use of available resources to improve the service delivery of all outcomes to stakeholders, whilst limiting knowledge gaps and communication gaps. With international activities being so crucial to the function of the university, the professionalisation of international activity into an organised unit, governed by strategic business plans and not hidden away inside faculties, is critical. Since the original paper was presented at the 2002 ISANA Conference, Macquarie International has received many enquiries into its structural reviews. This session will look at the history of Macquarie International’s structures and will allow delegates to see the evolution of roles within a large international office. It is hoped this will help individuals, departments and larger units in finding approaches that may fit their needs for managing their own international eduction outcomes.
Abstract: There is an increasing awareness within international institutions today of the importance of an international experience for students who are about to enter our global society and economy. Student mobility programs such as traditional exchanges, work and clinical placements have long contributed to the internationalisation of teaching and learning. Now the Study Tour is an increasingly popular form of mobility chosen by both under graduate and post graduate students, international as well as local, to introduce a cross cultural perspective into their academic program. Study Tours give students a two to six weeks off-shore experience for credit and are an effective way of providing a focused view of another culture, as well as being time and cost effective.
This session is designed to illustrate how the Study Tour model contributes to socio cultural, economic and academic outcomes illustrating why it is an attractive alternative for students to the traditional exchange. A range of models current at Swinburne and RMIT Universities will be presented covering topics including academic guidelines, costings and quality assurance for Study Tours to over 20 destinations in Europe, Asia and the US. Study Tours – What are they?
Study Tours are a relatively new and increasingly popular mode of international mobility for students, along side the more conventional semester of exchange with a university’s partner institution overseas. A Study Tour can be defined as a program of study of two to four weeks (or, at the maximum, six weeks) in length where students complete a supervised academic program in intensive mode off-shore. The academic program of a Study Tour is devised according to the usual criteria for any subject in relation to its objectives, content, assessment and out-comes and is submitted through the normal academic boards for approval and registration. The subjects are usually registered as electives – and increasingly, as university wide electives. Thus, a Study Tour is not a holiday overseas with a group of persons with similar interests – although the travel involved in Study Tours is a major part of their attraction – it is a means of gaining credit for the academic program being completed within Australia in intensive mode off-shore.
Abstract: Australian universities, providing higher education to the multicultural cohort of their local as well as international students mirror the plethora of colour and creed of Australian society. Multitudes of international students besides bringing their diverse culture along bring substantial monetary benefits to this country. Many Asian students continue to choose Australia as their first choice to study abroad because of its proximity to Asia as well as because of its cheaper dollar. Australian universities, to replenish their fading funds pursue these students and welcome their interest in studying here. However, does the moveable feast of dollar change its tune once the money has exchanged hands and the celebration of diversity change into carping about the differences?
This paper discusses the responses of international students, LAS and international student advisors and academics. Looking at the scenario from different perspectives, the paper aspires to bring a touch of reflection and improvement to fill some of the gaps that remain in the full realisation of the internationalisation of higher education. It proposes to accomplish its aim by contributing to the discourse that universities involved in internationalisation of higher education need to have an international philosophy (Welch, 2002) to create inter connectedness in the world (Dewitt, 2002).
Key words: International students, western universities, diversity, differences, gains
