AIEC 2006 Program Book

The Australian International Education Conference 2006

Perth Convention Exhibition Centre

Perth, Western Australia

10-13 October 2006

www.idp.com/aiec

It’s about the students

Conference Program

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Australia, Bangladesh, Cambodia, Canada, Columbia, France, Fiji, Hong Kong, India, Indonesia, Iran, Kenya, Korea, Laos, Malaysia, New Caledonia, Oman, Russia, Netherlands, New Zealand, Pakistan, Papua New Guinea, Philippines, Singapore, Sri Lanka, Taiwan, Thailand, UAE, Vietnam

Conference Schedule

The Australian International Education Conference 2006 Perth Western Australia 10 - 13 October 2006

Welcome Messages

General Information

Social Program

Perth Map & Accommodation

AIEC Marketplace

CONTENTS 4 7 8 9 10

Promotions

Venue Floor Plans Optional Workshops

Detailed Program Program at a Glance

15 16 17 21 35

Australian International Education Conference 2006 Conference ProgramISBN 0-9758194-1-0

Organiser/Host

Sponsors

The Australian International Education Conference 2006 wishes to acknowledge

the generous support of the sponsors who have contributed to the success of

this year’s event.

Platinum Sponsors

Gold Sponsors

Silver Sponsors Other Sponsor Media Partner

3

4 The Australian International Education Conference 2006 Perth Western Australia 10 - 13 October 2006

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Message from the Premier Western Australia


5The Australian International Education Conference 2006 Perth Western Australia 10 - 13 October 2006

Dear delegate,

A very warm welcome to Perth, the vibrant capital of

Western Australia, and to the 20th Australian International

Education Conference (AIEC).

It is very appropriate that the 2006 Conference is being

held in Western Australia. With a thriving economy, and

the advantage of proximity to Asia, the state is a major

hub of international education. Each year about 36,000

international students study in Western Australia which

has created 5,000 permanent jobs.

The 2006 Conference marks the first time IDP and the

International Education Association of Australia (IEAA)

have jointly hosted and organised the AIEC. We hope

that, by working together, we have enhanced and

strengthened the Conference program so that it will be

even more useful to you as an international education

professional.

This year the theme of the AIEC is It’s about the students,

which was chosen because of the critical importance of

focusing on students, their expectations and needs.

In the next few days you will be able to choose from

over 65 separate papers, speeches or panel session.

Where sessions are concurrent they are divided into four

separate streams and the program is designed to help

you make the choices which best suit your interests.

There is a focus on marketing, student mobility,

transnational education, graduate skills and outcomes

and ESOS developments, as well as a host of other

important matters.

In this 20th year of the AIEC it is time to reflect on how

far the Conference has come, and how far international

education has come in the last two decades. In this

relatively short period the AIEC has built itself into the third

largest international education conference in the world

and the largest in the Asia Pacific region. And international

education has grown to become one of Australia’s main

means of outreach to the Asian region.

We hope that this year’s Conference is fulfilling to you,

both on a professional and on a personal level.

Yours sincerely,

Anthony Pollock

Chief Executive, IDP Education Pty Ltd

Tony Adams

President, International Education Association

of Australia (IEAA)

Welcome

Anthony Pollock

Tony Adams

Wel

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eConference Management Committee

The Australian International Education Conference 2006 is supported by a joint IDP / IEAA conference

management committee comprising:

Professor Tony Adams President, IEAA Pro-Vice Chancellor (International) Macquarie University

Dr David Back Treasurer, IEAA Director, International Education Solutions Pty Ltd

Dr Anna Ciccarelli Vice President, IEAA Executive Director and Vice President (International & Development) University of South Australia

Tim Dodd Manager, Communications and Corporate Affairs IDP Education Pty Ltd

Louise Goold Director, Murray-Goold International

Meredith Jackson Principal, Meredith Jackson Marketing and Communications

Dennis Murray Executive Director, IEAA & Director, Murray-Goold International Pty Ltd

Davina Park Conference Manager, IDP Education Pty Ltd

Matthew Wingrave General Manager, Epic Attractions Pty Ltd

The organisers of the Conference would like to especially thank Louise Goold for her extensive work on the development of the Conference program.

Conference Hosts

IDP Education Pty Ltd

Level 4, 210 Clarence Street

Sydney NSW 2000

P: + 61 2 8251 2777

F: +61 2 8251 2780

E: [email protected]

W: www.idp.com

IEAA

PO Box 2183

Hawthorne VIC 3122

P: +61 3 9214 4386

F: +61 3 9214 5929

E: [email protected]

W: www.ieaa.org.au


General Information Gen

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Conference venue and sessions

All conference workshops, sessions and

the AIEC Marketplace will be held in Perth

Convention Exhibition Centre (The Perth Centre).

Registration desk

Ph: (08) 9338 0420

Fax: (08) 9338 0421

The registration desk is located in the entry foyer

on level 2 of the Perth Centre. The desk will be

staffed by the Conference Design team who will

be able to assist you with any queries you may

have. The registration desk will be staffed at the

following times:

Tuesday 10 October 8:30 am – 5:30 pm

Wednesday 11 October 8:00 am – 5:30 pm

Thursday 12 October 8:30 am – 5:30 pm

Friday 13 October 9:00 am – 1:30 pm

Messages

A message board for delegates will be located at

the entrance to the AIEC Marketplace located in

Pavilion 1 of the Perth Centre.

Speakers’ preparation room

All speakers, once registered, should check

in to the Speakers’ Preparation room which is

located in Meeting Room 12 on level 2. You are

to submit your PowerPoint presentation and

advise the audio-visual technicians if you have

any additional requirements. Please ensure you

visit the Speakers’ Preparation room no later than

the lunch or tea break which occurs before you

are due to present.

AIEC 2006 Marketplace

The AIEC Marketplace is located in Pavilion 1 on

level 1 of the Perth Centre. Please refer to details

on page 10 & 11 for opening and closing times

each day.

Catering

Arrival tea & coffee, morning & afternoon tea and

lunch will be served in the AIEC Marketplace on

Wednesday and Thursday. On Friday, “morning

after” coffee and morning tea will be served in

Central Foyer on level 2. Lunch on Friday will be

served in the Perth Centre Ballroom on level 3.

Food will be available separately for delegates

who have requested special dietary requirements

in their registration. Please see the staff at the

special dietary requirements buffet in the AIEC

Marketplace and also make yourself known to

the catering staff at the AIEC Masked Ball.

Dress

Conference dress for delegates is smart casual

/ business throughout the conference. Dress

for social functions is detailed within the social

program information on page 8.

Social functions and venues

Please see social program on page 8 for full

details of all social functions, venues and dress

code information.

Additional meetings

Additional meetings will be held throughout the

conference. Please check the notice board in the

AIEC Marketplace for details and updates.

Internet centre

Sponsored by English Australia

An internet centre is located within the AIEC

Marketplace and is available for delegates during

the Marketplace opening hours. On Friday 14

October the internet hub will be located in the

Southern Foyer on level 2.

Telstra wireless hotspots

The Perth Centre is a WiFi Zone wireless internet

location.

Other services

An ATM is located on level 2 outside the Velluto

Café.

A public phone is located in the ‘busport’

adjacent to the Perth Centre.

Parking

The City of Perth 1,500 bay car park is situated

underneath the Perth Centre. For more

information please call (08) 9464 2844.

Taxis

A taxi stand is situated outside the main entrance

doors to the Perth Centre and opposite the

Medina Grand. To book a cab, please see the

driveway attendant or concierge.

First aid

If first aid or medical assistance is required,

please visit the first aid room on level 1. All venue

floor managers and security staff also have first

aid certificates.

Smoking

The Perth Centre is a non-smoking venue.

Smoking is only allowed outside the building.

Lost property

Should any assistance be required in the case

of lost property please contact the Concierge /

Reception desk on level 2.

Luggage / Cloakroom

Luggage and cloakroom facilities are available on

level 2 at the Concierge / Reception desk.

Conference proceedings

Following the conference, papers and

presentations will be available on the conference

website: www.idp.com/aiec

Conference Feedback

Your feedback on this conference is highly valuable. Delegates who

complete the online feedback survey by 27 October 2006 will go

into the draw for a free registration to the Australian International

Education Conference 2007 in Melbourne. Website: www.idp.com/aiec

Tuesday 10 October

Welcome Plenary and Reception

Welcome PlenaryAuditorium, The Perth Centre5.30 pm – 6.30 pm

Welcome ReceptionAIEC Marketplace, Pavilion 1 The Perth Centre 6.30 pm – 8.00 pm

Dress: Smart casual / business

Wednesday 11 October

Conference Cocktail Reception

Oak Lawn, The University of Western Australia6.00 pm – 7.30 pm


The cocktail venue is outdoor and a wet weather alternative has been planned. Bring a light wrap or jacket if the weather is cool.

Buses will transport delegates from the Perth Centre to UWA, from the rear of the building via Pavilion 2 (next to the AIEC Marketplace). Buses will return from UWA from 7.00 pm to the following conference hotels:

Chifley on the TerraceHotel IbisMedina Grand Serviced ApartmentsMercureMounts Bay Waters ApartmentsNovotel LangleyPacific International SuitesParmelia HiltonRydgesSheraton PerthSullivans Hotel

Thursday 12 October

Kings Park Walk

A perfect start to the day with an easy stroll through Kings Park, the most visited destination in Western Australia.

Time: A bus will depart 7.00 am sharp from:

Parmelia Hilton 14 Mill Street (see page 9 for map)

The bus will return by 8.00 am.

Dress: Bring a hat and walking gear.

Cost: Free – please add your name to the list on the Notice Board in the Marketplace so we can ensure adequate transport.

Partners are welcome

Thursday 12 October

AIEC 2006 Masked Ball

The Perth Centre Ballroom

7.00 pm – Midnight

Guests are encouraged to dress in black-tie and evening gown. Bring your own mask, or be provided with one on the night by donation to the Peace Scholarship Program. Be the best dressed (and best masked) to be crowned King and Queen of the ball.

Dress: Black-tie / evening gown or smart evening attire. Masks and dancing shoes.

Please make your own way to and from the venue

Friday 13 October

Farewell Lunch

The Perth Centre Ballroom

1.30 pm – 3.00 pm

A final chance to farewell friends and colleagues at this relaxed closing lunch.


Social events are by ticket only - please ensure you bring with you the relevant

social function tickets to gain access to each social event. These can be found

in the registration pack provided to you. Additional tickets can be purchased if

available from the Registration desk on level 2.Social Program

Soc

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Conference Schedule

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M A P I N D E X

Perth Convention Exhibition Centre

Medina Grand Serviced Apartments

Parmelia Hilton

Sheraton

Novotel Langley

Rydges

Chifley on the Terrace

Pacific International Suites

Mercure

Mount Bay Waters Apartments

Hotel Ibis

Sullivans Hotel

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AIEC Marketplace Floor Plan

Marketplace Opening Times

Tuesday 10 October 6:30 pm – 8:00 pm

Wednesday 11 October 8:30 am – 5:30 pm

Thursday 12 October 8:30 am – 4:00 pm

PRINT • DVD & CD-ROM • VIDEO • TV COMMERCIALS • WEBSITES

Full translation service in over 80 languages Phone 1300 304 103

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TranslationSubtitlingTypesettingVoice-overs

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ENTRANCE


AIEC Marketplace Participants

Exhibitors Booth No.

ACPET 33

ahm OSHC Gold & Dinner Sponsor 32

Australian Education International 1 & 2

Australian Quarantine & Inspection Service 9

Australian Scholarships, AusAID & Dept. Education, Science & Training 3

Baden-Wuerttemberg Universities / Germany 35

bpointelligence 17

Bupa Australia 27

Campus Review Media Partner 26

Citigroup Platinum Sponsor 44

Custom House 47

DIMA Silver Sponsor 4

Dubai Knowledge Village Gold Sponsor 39

EIKEN 34

English Australia Internet Café Sponsor 24

ETS Platinum Sponsor 7 & 8

IDP Education Pty Ltd Conference Host 41 - 43

IELTS Australia Gold Sponsor 40 & 51

International Centre of Excellence in Asia Pacific Studies 29

International Education Association of Australia Conference Host 45 & 46

International Education Services 14

ISANA: International Education Association, Inc 36

Medibank Private - OSHC Platinum Sponsor 21 & 22

OSHC Worldcare 5

Peace Scholarship Program 50

Perth Education City Gold Sponsor 10 & 11

QS Quacquarelli Symonds Ltd 28

StudyLink 18 & 19

Study in Holland Silver Sponsor 15 & 16

Travelex Limited 31

Uniship Logistics 6

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Marketplace Directory

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ACPET (Booth 33) ACPET National OfficeQVB PO Box Q1076Sydney NSW 1230AustraliaT: 02 9264 4490F: 02 9264 4550W: www.acpet.edu.au

ahm OSHC (Booth 32) GOLD SPONSORBrett BransbySales ManagerLocked Bag 3Wollongong NSW 2500AustraliaT: 0434 562 529F: 02 4221 8720E: [email protected]: www.ahm.com.au

Australian Education International(Booths 1 & 2) GPO Box 9880Canberra ACT 2601AustraliaT: 1800 659 579E: [email protected] W: aei.dest.gov.au

Australian Quarantine & Inspection Service (Booth 9) Rebecca NussPublic Affairs OfficerGPO Box 858Canberra ACT 2601AustraliaT: 02 6272 3097F: 02 6272 4494E: [email protected]: www.aqis.gov.au

Australian Scholarships, AusAID & Dept. Education, Science & Training(Booth 3) Michelle SymonsCommunication ManagerGPO Box 9880 (LOC 442)Canberra ACT 2601AustraliaT: 02 6240 7383F: 02 6213 7553E: [email protected]: www.dest.gov.au

Baden-Wuerttemberg Universities / Germany (Booth 35) Sonja DubeProject ManagerWilli-Bleicher-Str. 19Stuttgart 70174GermanyT: +49 (0) 771 22787 0F: +49 (0) 771 22787 22E: [email protected]: www.bw-i.de

bpointelligence (Booth 17) Mark PettittGeneral ManagerSuite C, Level 10, River View House2-26 Elizabeth StreetMelbourne VIC 3000AustraliaT: 03 9663 4323F: 03 9663 4324E: [email protected]: www.bpointelligence.com

Bupa Australia (Booth 27) Julia McCanceSales Development Manager600 Glenferrie RoadHawthorne VIC 3122AustraliaT: 0401 711 140F: 03 9937 4425E: [email protected]: www.bupa.com.au

Campus Review (Booth 26) MEDIA PARTNERKathrine D’CostaMarketing ManagerAPN Educational MediaLevel 1, 2 Elizabeth PlazaNorth Sydney NSW 2060AustraliaT: 02 9936 8721F: 02 9936 8631E: Kathrine.D’[email protected]: www.campusreview.com.au

Citigroup (Booth 44) PLATINUM SPONSORTim WaggettVP, Public Sector2 Park StreetSydney NSW 2000AustraliaT: 02 8225 2422F: 02 8225 5223E: [email protected]: www.transactionservices. citigroup.com/transactionservices/ homepage/ps/edu.htm

Custom House (Booth 47) Darren CookBusiness Development Manager10/224 Queen StreetMelbourne VIC 3000AustraliaT: 03 8622 8823F: 03 8662 8811E: [email protected]: www.customhouse.com

Department of Education & Training VictoriaSILVER SPONSORJane FavaloroStrategic Markets Team LeaderLevel 6, 35 Spring StreetMelbourne VIC 3000AustraliaT: 03 9651 3700F: 03 96513980E: [email protected]: www.education.vic.gov.au

DIMA (Booth 4) SILVER SPONSORDeborah Dawkings6 Chan StreetBelconnen ACT 2616AustraliaT: 02 6225 6330F: 02 6223 8117W: www.immi.gov.au

Dubai Knowledge Village (Booth 39) GOLD SPONSORGeorge SaadMarketing ManagerAl Saloah RoadDubai 73000UAET: +9714 390 1111F: +9714 390 1110E: [email protected]: www.kv.ae

EIKEN (Booth 34) Todd FoutsChief Editor55 Yokodera-machiShinjuku Tokyo 162-8055JapanT: +813 3266 6090F: +813 3266 6590E: [email protected]: www.eiken.or.jp

English Australia (Booth 24) SPONSORSue BlundellExecutive DirectorPO Box 1437Darlinghurst NSW 1300AustraliaT: 02 9264 4700F: 02 9264 4313E: [email protected]: www.englishaustralia.com.au


ETS (Booths 7 & 8) PLATINUM SPONSOREileen TysonAssociate DirectorRosedale Rd, MS 03-LPrinceton NJ 08541USAT: +1 609 683 2057F: +1 609 683 2022E: [email protected]: www.ets.org

IDP Education Pty Ltd (Booths 41 - 43)CONFERENCE HOSTGPO Box 2006Canberra ACT 2601AustraliaT: 02 6285 8222F: 02 6285 3036E: [email protected]: www.idp.com

IELTS Australia (Booth 40 & 51) GOLD SPONSORAdrian ArmitageMarketing Manager1 Geils CourtDeakin ACT 2600AustraliaT: 02 6285 8262F: 02 6285 3233E: [email protected]: www.idp.com/examinations

International Centre of Excellence in Asia Pacific Studies (Booth 29) Valerie ShavgarovaResources ManagerRG. Menzies Bldg. 2Acton ACT 0200 AustraliaT: 02 6125 0442F: 02 6125 7934E: [email protected]: www.anu.edu.au

International Education Association of Australia (Booths 45 & 46) CONFERENCE HOSTSue FujinoExecutive OfficerPO Box 2183Hawthorn VIC 3122AustraliaT: 03 9214 4386F: 03 9809 0862E: [email protected]: www.ieaa.org.au

International Education Services (Booth 14) Chris EavsonManaging DirectorPO Box 989Spring Hill QLD 4004AustraliaT: 07 3832 7699F: 07 3832 9850E: [email protected] W: www.pieronline.org

ISANA: International Education Association, Inc (Booth 36) Liz WrightISANA SecretariatPO Box 461The Gap QLD 4061AustraliaT: 07 3366 0411F: 07 3366 0844E: [email protected]: www.isana.org.au

Medibank Private - OSHC (Booths 21 & 22) PLATINUM SPONSORSherlyn MoynihanNational Sales Manager, OSHCLevel 2 / 33 Erskine StSydney NSW 2000AustraliaT: 02 8297 5147E: [email protected]: www.medibank.com.au

OSHC Worldcare (Booth 5) Ella BalsamoClient LiaisonLocked Bag 3001Toowong QLD 4066AustraliaT: 0417 784 047F: 07 3305 7002W: www.oshcworldcare.com.au

Peace Scholarship Program (Booth 50) Eleanor RiversManager, Peace SchollarshipLevel 4 / 210 Clarence StreetSydney NSW 2000AustraliaT: 02 8251 2701F: 02 8251 2780E: [email protected]: www.idp.com/globalpeace

Perth Education City (Booth 10 & 11) GOLD SPONSORMike RyanExecutive DirectorLevel 6, 1 Adelaide TerraceEast Perth WA 6004AustraliaT: 08 9222 0524F: 08 9222 6163E: [email protected]: www.pertheducationcity.com.au

QS Quacquarelli Symonds Ltd (Booth 28) Mandy MokRegional Manager - Asia Pacific63 Soo Chow Way595342SingaporeT: +65 6457 4822F: +65 6457 7832E: [email protected]: www.qsnetwork.com

StudyLink (Booths 18 & 19) Roger BendallSales Director2/21 Chandos StreetSt Leonards NSW 2065AustraliaT: 02 9025 4639F: 02 9025 4699E: [email protected]: www.studylink.com.au

Study in Holland (Booths 15 & 16) SILVER SPONSORRob WielemanPolicy AdvisorPO Box 297772502 LT Den HaagThe NetherlandsT: +31 70 42 60297F: +31 70 42 60259E: [email protected]: www.nuffic.nl

Travelex Limited (Booth 31) Adam HowardManager Payment Solutions13 / 257 Collins StreetMelbourne VIC 3000AustraliaT: 03 9282 0285E: [email protected]: www.travelex.com.au

Uniship Logistics (Booth 6)Wayne EnnisManaging Director130 Fauntleroy AveRedcliffe Perth WA 6104AustraliaT: 08 9479 3399F: 08 9479 3233E: [email protected]: www.austmail.com.au

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AFFORDABLEat $299 per single cover for 12 months*

EASY TO USEonline facilities for all student transactions

QUICKmembership cards and most transactionsprocessed within 2 business days

EMERGENCY HOTLINEFREE for student emergency, medical and legaladvice, 24hrs/7 days

COMPREHENSIVEcover for your students no matter where inAustralia they chose to study

EXPERIENCED35 years experience in the private healthinsurance industry

*Prices subject to change

Overseas Student Health Cover

Visit us at Stand 32 to find out what ahmOSHC can do for you and your students.

Or call Maria Reynolds, National Sales Managertoday on 0419 208 707, or [email protected]

You can also visit our web site atwww.ahm.com.au/oshc

ahm OSHC – Gold Sponsor of AIEC 2006Australian Health Management Group Limited ABN 96 003 683 298. A Registered Health Benefits Organisation.

Steve Waugh,ahm member for nearly 20 years

advert AIEC 21/9/06 11:00 AM Page 1


IELTS Booth 40 & 51

View the IELTS GRS for your chance to win a GPS

Witness the new Global Recognition System. Search global organisations to see what band scores are used for admissions. Also view the IELTS new look and see the ongoing improvements to the world’s proven and global test. IELTS has more than half a million candidates sitting the test each year, with centres in 120 countries. Come to the IELTS stand and fill in an entry form for your chance to win a personal Global Positioning System (GPS); let IELTS find your place in this world.

Promotions

ahm OSHC Booth 32

Count your steps Competition

ahm OSHC is Gold sponsor of AIEC 2006 in Perth and this year we’ve a competition to keep you in step.

Sign up for ahm’s ‘Count your Steps’ competition at the registration desk just prior to the Welcome Reception and you’ll receive your very own ahm pedometer* (yours to keep) to monitor the number of steps you take during the conference. *While stocks last

Register your total number of steps on Thursday afternoon during the tea break at ahm’s stand and you could be one of the winners announced at the conference dinner. There are great prizes to be won!

Medibank Private Booth 21 & 22

Medibank Private FeelBetter Café

Medibank’s coffee service will be available all day so you can drop in anytime for a cappuccino, hot chocolate, espresso or even a cup of tea made on the spot especially for you!

Study in Holland Booth 15 & 16

What do you know about Holland and Dutch higher education?

Visit booth 15 &16 and answer one of the most simple questions:

How many courses and programmes are taught in English in the Netherlands in 2007/2008??

For every contestant there is a little tulip......

So don’t be a stranger, come to our booth and smell the flowers.

Campus Review Booth 26

Campus Review - the independent voice of Higher Education in Australia would like to offer all AIEC delegates a 20% discount on a 12 month subscription if purchased at the conference. That’s 49 issues for only $168!

Campus Review - In touch - In depth - Intelligent

www.campusreview.com.au See the latest issue available at the conference. Forms available at Stand 26!

Travelex Booth 31

Travelex is the world’s largest non-bank foreign exchange specialist and the preferred global payments provider to Australia’s universities. Speak to Travelex about our tailored solutions for your international payable and receivable requirements and travel related financial services. Travelex is the Australian Cricket Team’s International Tour Partner and we will have a full sized autographed cricket bat as a give away at booth 31. To enter, drop your business card in the entry box at our booth, with the winner to be drawn on the final day of the conference.

Citigroup Booth 44

Go karting ?

Harley Davidson bike riding ?

Pampering Session ?

For your chance to win a Red Balloon voucher entitling you to an amazing experience, please visit the Citigroup stand.

OSHC Worldcare Booth 5

Win a free trip to Launceston and Melbourne

The winner will be a special guest at the 9th OSHC Worldcare National Forum in Launceston, featuring keynote speaker Dr Fiona Wood - 2005 Australian of the Year.

Academy Award winner Adam Elliot will host the OSHC Worldcare OSHCAR’S evening, which recognises leaders in their respective field.

In addition, the winner will fly to Melbourne and enjoy the hospitality in the Mondial Assistance corporate marquee on Derby Day during the Melbourne Cup Carnival.

It’s easy, answer 4 simple questions found in your satchel or visit the OSHC Worldcare staff at exhibition booth number 5, to collect your entry form.

To register, hand your completed entry form with your business card to the OSHC Worldcare booth.

UniShip Booth 6

A Unique logistics service designed for on time worldwide delivery of University marketing material. We store, pick, pack and export for you- it’s that easy!

While you are attending the AIEC conference drop by the UniShip booth (booth 6) drop your business card into the barrel and go into the draw for a ipod nano valued at over $300

In proving our expertise in providing a total customised service, we use a combination of reliability, technology and capacity to deliver. This makes us the clear choice in considering who should move the most important packages in the world ... Yours

Come and visit all the exhibitors in the AIEC Marketplace.

Listed here are just some of the promotions and prizes on offer.

ETS Booth 7 & 8

You’re invited to stop by the ETS booth to find out how TOEFL iBT can Open More Doors for you. While at the booth, take a few minutes to fill out a brief survey, receive a free gift, and be entered into an Open More Doors Drawing for an iPOD. We look forward to seeing you there!


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Perth Convention Exhibition Centre - Level 2

17


Pre-conference Optional Workshops


TUESDAY 10 OCTOBER 2006PRE-CONFERENCE OPTIONAL WORKSHOPS

8:30am - 6:30pm Registration Opens 6:30pm - 8:00pm AIEC 2006 Marketplace Open

Foundations of International Education Part A: An Introduction to the IndustryTime: 9:00am - 12:30pm 10/10/2006 Room: Meeting Room 4 Stream: Optional Pre-Conference Workshop

Ms Kathy Boburka Director, Kathy Boburka and Associates

Mr Dennis Murray Executive Director, IEAA & Director, Murray-Goold International Pty Ltd

Ms Carolyn Chong Associate Director International Operations, RMIT

Mr Jeffrey Smart Director of Swinburne International, Swinburne University of Technology

Ms Ruth Rosen International Education Policy & Marketing Officer, Australian Council for Private Education & Training (ACPET)

Workshop Objective To provide participants new to the international education industry with a broad understanding of the character, dynamics, trends and issues facing the industry.

Workshop Overview This workshop provides a broad introduction to international education in Australia. It covers: • History and context of the industry • Major trends and issues • Functional responsibilities, knowledge and skills • The regulatory and legal environment • Professional resources and networks

Transnational Education in China: Operational PerspectivesTime: 9:00am - 12:30pm 10/10/2006 Room: Meeting Room 5 Stream: Optional Pre-Conference Workshop

Mr Gordon Dickson Manager - Offshore Programmes, Holmesglen Institute of TAFE

Prof David Goodman Deputy Vice Chancellor, University of Technology Sydney

Ms Celia Cornwall Director, International Strategy and Development, Curtin University of Technology

Mr Rod Campbell Gray and Perkins Beijing

Mr Scott Sheppard Minister-Counsellor, Education, Science and Training, AEI China, Australian Education International (AEI)

Ms Virginia Simmons Director and Chief Executive Officer, Chisholm Institute

This workshop provides a forum for Australian providers on practical issues in the delivery of TNE programs in China. Whilst not exhaustive, the seminar brings together a group of experienced practitioners, who have won and lost in China. Their experience of the dynamic TNE environment in China aims to assist Australian providers in making decisions about current and potential future activity.

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The seminar will cover: • An update and review of the policy and regulatory environment on TNE in China; • Operational issues associated with delivering Australian programs in China; • Legal issues as they relate to TNE activity in China; • Experience of a range of providers in delivering TNE in China; • Information on the AEI transnational quality strategy and what it means for Australian providers; and • Composition and nature of student cohorts, in a range of sectors.

Internationalisation of the Curriculum: An Intercultural PerspectiveTime: 9:00am - 12:30pm 10/10/2006 Room: Meeting Room 6 Stream: Optional Pre-Conference Workshop

Associate Professor Tony Liddicoat School of International Studies, University of South Australia

Dr Jonathan Crichton Research Fellow, Research Centre for Languages & Cultures Education, University of South Australia

Ms Angela Scarino Director, Research Centre for Languages & Cultures Education, School of International Studies, University of South Australia

While the literature on the internationalisation of higher education highlights the need to include an ‘intercultural dimension’ in the internationalisation of teaching and learning, there is no development in the literature of a connection between the internationalisation of education and issues of language and culture. Based on case studies undertaken in different discipline areas in a study conducted at the University of South Australia, this workshop examines this connection and draws implications for teaching, learning and assessment practices.

Foundations of International Education Part B: Working With International StudentsTime: 1:30pm - 5:00pm 10/10/2006 Room: Meeting Room 4 Stream: Optional Pre-Conference Workshop

Mr Hedley Reberger International Student Adviser, The University of Adelaide

Ms Paula Dunstan PIER Course Manager, International Education Services Ltd & President, ISANA

This interactive workshop provides an overview of the experience of international students in Australia, and the professional skills and knowledge required to enhance and support this experience. It uses the context of work in international education to explore case studies and examples from real situations.

It covers: • the composition and nature of student cohorts, in a range of sectors • communication in a culturally diverse environment • obligations and standards of service in a regulated environment • issues in critical incident management • advocacy and support

Effective Communications Planning: How to Best Segment Your Target Time: 1:30pm - 5:00pm 10/10/2006 Room: Meeting Room 5 Stream: Optional Pre-Conference Workshop

Mr Robert Lawrence Managing Director, Prospect Research and Marketing

This half day workshop will take the form of a seminar and will focus on adapting marketing communications according the needs and media preferences of diverse audiences – audiences which are today connected digitally to the world. Questions to be addressed include: With international education spanning generations, nations and levels, what’s the best way of segmenting your target audiences? Who are the influencers and how do you reach them? What’s the best mix for your marketing communications, including new and digital media?


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Internationalisation of the Curriculum in Context: Implications for PlanningTime: 1:30pm - 5:00pm 10/10/2006 Room: Meeting Room 6 Stream: Optional Pre-Conference Workshop

Ms Liz Stinson Deputy Director, UNiSA International, University of South Australia

Associate Professor Betty Leask Dean, Teaching and Learning, University of South Australia

All educational institutions have a distinctive character which will influence the focus of international education within the institution and will have a profound influence on what is possible and what is not possible in the classroom. In this interactive workshop we will explore the impact of a range of institutional characteristics on internationalisation of the curriculum and develop multi-faceted internationalisation action plans for teachers and others in different types of institutions.

Conference Newcomers WorkshopTime: 2:30pm - 5:00pm 10/10/2006 Room: Meeting Room 3 Stream: Optional Pre-Conference Workshop

Dr David Back Director, International Education Solutions Pty Ltd

Dr Anna Ciccarelli Executive Director and Vice President International and Development, University of South Australia & Vice-President, IEAA

Ms Louise Goold Director, Murray-Goold International Pty Ltd


This workshop is designed for international visitors and other newcomers to the conference who require basic background information in order to better understand the context in which the conference is being held and will include a quick overview of the Australian education system, the place of international education within it, and how to make the most of the conference program.

The workshop will take the form of seminar presentations on the structure and contemporary trends and issues of the Australian education system. Particular emphasis will be given to the internationalisation efforts of Australian institutions, especially enrolment trends, the regulatory environment, outbound student mobility and current trends and issues.

The workshop will conclude with an interactive session with senior Australian international education professionals about how to make the most of the conference program based on your specific interests.


Conference Program

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TUESDAY 10 OCTOBER 2006

Welcome Plenary Sponsored by:

Time: 5:30pm - 6:30pm 10/10/2006 Room: Auditorium Chair: Professor Denise Bradley AO, Vice-Chancellor, University of South Australia & President IDP Education Australia Ltd Stream: Plenary Session

Professor John Wood Chairperson, Perth Education City (PEC)

The Honourable Ljiljanna Ravlich MLC Minister for Education and Training, Government of Western Australia

Mr Don Watson Best Selling Author

Don Watson is one of Australia’s most distinguished writers and public speakers. He was born in Warragul, grew up on a dairy farm and attended school at Poowong and Korumburra. He took his undergraduate degree at La Trobe University and a Ph.D at Monash and was for ten years an academic historian. He wrote three books about Australian history before resigning to write, among other things, satire for TV and the stage.

For five years Don combined writing political satire for comedian Max Gillies with writing political speeches for the Victorian Premier John Cain. In 1992 he became Paul Keating’s speech-writer and adviser. In addition to regular books, articles and essays, in recent years he has also written feature films, including The Man Who Sued God, starring Billy Connolly and Judy Davis.

His best-selling account of the Keating years, Recollections of a Bleeding Heart: Paul Keating Prime Minister, won the Age Book of the Year and Non-Fiction Prizes, the Brisbane Courier-Mail Book of the Year, the National Biography Award and the Australian Literary Studies Association’s Book of the Year.

Don’s 2001 Quarterly Essay Rabbit Syndrome: Australia and America won the inaugural Alfred Deakin Essay Prize in the Victorian Premier’s Literary Awards. Death Sentence, his book about the decay of public language, was also a best seller and won the Australian Booksellers Association Book of the Year. It was published in the US in May 2005. His latest book is Watson’s Dictionary of Weasel Words.

Don Watson appears by arrangement with Claxton Speakers International.

6:30pm - 8:00pm Welcome Reception (AIEC Marketplace) Proudly Sponsored by Perth Education City

Don Watson

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WEDNESDAY 10 OCTOBER 2006CONFERENCE PROGRAM

8:00am – 5:30pm Registration Open 8:30am – 5:30pm AIEC Marketplace Open 8:30am – 9:00am Arrival Tea and Coffee (AIEC Marketplace)

Explanatory notes about the program

Where two papers are given in the one session, each will run for approximately half the total session duration. There is a catering break or short 10 minute break between each session to allow movement between rooms.

The program may change at any time during the conference, please check the notice boards.

Publication of Presentations

All presentations will be available after the conference at www.idp.com/aiec

Opening PlenaryTime: 9:00am - 10:00am 11/10/2006 Room: Auditorium

Co-Chairs: Mr Anthony Pollock, Chief Executive, IDP Education Pty Ltd Professor Tony Adams, Pro Vice-Chancellor (International) Macquarie University & President, IEAA

Stream: Plenary Session

Mr Jimmy Pham VIETNAM Founder and Director, Know One teach One (KOTO)

Jimmy Pham, Founder and Director of “Know One Teach One” (KOTO) in Hanoi, represents the true spirit of this year’s conference “It’s About the Students”. Arising from a desire to help the street kids of Hanoi, Jimmy has developed one of the leading hospitality training programs in Vietnam. Jimmy’s work is now taking on an international dimension, but the focus remains on the students.

Originally from Saigon, Jimmy lived in Australia from the age of eight. He returned in the 1990’s where he came up with the idea of running a café so that street kids could learn useful skills and earn some money.

KOTO is a unique and dynamic hospitality training program that is helping to change the lives of former street kids in Vietnam. The concept of KOTO began on the streets in Hanoi in 1996 when Jimmy asked a group of street kids what they wanted out of life. They simply replied that ‘they needed skills, so they could find stable jobs’ and so the concept of KOTO was born.

Today the KOTO training project is fast becoming recognised as one of the leading hospitality programs in Vietnam. Through a training program involving theoretical and practical skills development, as well as essential life skills, each KOTO trainee develops both personally and professionally during their time at KOTO.

10:00am – 10:30am Morning Tea (AIEC Marketplace)

Jimmy Pham


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(Mini-Plenary) Leading Trend IndicatorsTime: 10:30am - 11:30am 11/10/2006 Room: Auditorium Chair: Mr John Molony, Executive Director International Programs, Macquarie International Stream: Reaching Students

Ms Sue Blundell Executive Director, English Australia

Ms Susan Kelly International Research and Analysis Unit, Australian Education International (AEI)

Mr David Harrington Managing Director, Hobsons Asia Pacific

Mr Tim Dodd Manager, Communications and Corporate Affairs, IDP Education Pty Ltd

Marketing strategy must be research based and data driven. Baseline data provide the foundation from which strategic marketing decisions can be made and progress assessed. This session provides a comprehensive overview of the latest international student data for Australia and will include enrolment and commencement trends for all sectors, short term visa trends, as well as trends in international student enquiries.

(Panel) The Cost of VSU - Ensuring a National Voice for International StudentsTime: 10:30am - 11:30am 11/10/2006 Room: Meeting Room 3 Chair: Professor John Wood, Deputy Vice-Chancellor (Students & Teaching), Edith Cowan University & Chairperson, Perth Education City Stream: Keeping the Promise to Students

Mr Eric Pang Convenor, National Liaison Committee (NLC)

Ms Paula Dunstan PIER Course Manager, International Education Services Ltd & President, ISANA


Professor Dean Forbes Deputy Vice-Chancellor (International), Flinders University & Chair, AVCC’s PVC/DVC International Committee

The Australian Federal Government introduced the Higher Education Support Amendment (Abolition of Compulsory Up-front Student Union Fees) Bill 2005, which saw the end of the collection of compulsory student services fees by universities in July this year. Amongst the many arguments that were made against this Bill, The National Liaison Committee for International Students in Australia (NLC) were vocal about the effect that such legislation would have on the existing services for international students on campus. To ensure the provision of such services to international students, many of which exist in legislation on the recommendation of NLC, the Australian Government introduced amendments to the ESOS Act to allow the collection of fees for service. However, the legislation has affected the future of international student bodies such as NLC, who have been the national voice of students to industry and government since 1986.

This session will discuss an industry response to supporting the continued existence of NLC in a post-VSU era and ensuring a national voice for international students.


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PAPERS: 1) Study Adelaide: Development and Delivery of International Education 2) Study Melbourne Victoria: A Best Practice Strategic Approach to Reaching International Students

Time: 10:30am - 11:30am 11/10/2006 Room: Meeting Room 4 Chair: Mr Tom Ritchie, Brand and Franchising Manager, IDP Education Pty Ltd Stream: Reaching Students

Paper: Study Adelaide: Development and Delivery of a Challenger Brand for International Education

Ms Denise Von Wald Chief Executive, Education Adelaide

Ms Sonja Visic Brand & Marketing Manager, Education Adelaide

It was clearly understood from the beginning that Adelaide would need to become a ‘Challenger Brand’ due to its limited awareness worldwide and strong brand presence of other Australian cities.

The presentation will cover the development of the Study Adelaide brand including brand research, market testing and an industry toolkit. Brand delivery, which commenced in October 2005, includes market selection techniques, media strategy and planning, culminating in a global advertising campaign and related marketing collateral. The Study Adelaide website and other e-marketing solutions play a vital role in the brand’s essence while data collection techniques allow Education Adelaide to undertake customer relationship management solutions with prospective and current students.

However, brand delivery is not enough if Adelaide does not deliver on its promise. The presentation seeks to showcase innovative student welcome, farewell and support programs to ensure Adelaide continues to be seen as a welcoming and inclusive community. In addition, recent pilot programs with major employer associations will come to fruition by the commencement of the AIEC thereby allowing Education Adelaide to share the successes and shortcomings of employment programs.

Once here, the Study Adelaide brand leverages the work of other industry partners including Immigration SA and the institutions to convert current students to permanent residents. Work is also undertaken with alumni associations globally to ensure Adelaide is kept top-of-mind with employers, governments, parents and students.

Paper: Study Melbourne Victoria: A Best Practice Strategic Approach to Reaching International Students

Ms Jane Favaloro Acting Marketing and Communications Manager, International Division, Victorian Department of Education & Training

Study Melbourne is a new brand and is the centrepiece of a communications and marketing strategy designed to raise the global profile of Melbourne, Victoria, Australia as a study destination of first choice.

We need to put Melbourne, Victoria prominently on the international education map, and Study Melbourne does this through best practice destination marketing along with an over riding focus on promoting Victoria’s high quality and diverse education and training system.

The new strategy is founded on a mature approach to international education marketing. It is an approach that has taken the time and care to research students’ needs, to acknowledge that students are planning their futures, not just the course they want to study next. Study Melbourne gives students, across the globe, access to the practical information they need to secure their futures through studying in Victoria.

The branding and marketing strategy reaches out to students primarily through its core product – a student centered web portal.

The portal takes students directly to specific course information about study options available across all education sectors in Victoria. It also leads them into Melbourne as a place to live and to experience, showing them that they will find a cultural community in Melbourne, Victoria that is familiar to them. All other communications and marketing materials direct students to the portal.

The presentation will address the conference theme of Reaching out to Students from the starting point of the research base used to develop the Study Melbourne, Victoria strategy. It will show how this research base has been used to create a suite of communication materials that reach out to students by giving them the information they need about what to study, along with the facts they want about Melbourne, Victoria as a place to study in. It will go on to show how other new branding products and strategies support this objective and will also cover the synergies to be gained by Study Melbourne’s affiliation with the overall Positioning Victoria strategic marketing effort in the other State export industries of tourism, investment and skilled migration.


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Australian Scholarships: What’s on Offer to Asia-Pacific’s BrightestTime: 10:30am - 11:30am 11/10/2006 Room: Meeting Room 5 Chair: Ms Carmel Murphy, Director, Academic Services (Student Access), The University of Melbourne Stream: Securing Students

Mr Dereck Rooken-Smith Assistant Director General, Task Force Branch, AusAid

Ms Susan Bennett Manager, International Cooperation Branch, Australian Education International (AEI)

This session will profile the scholarships, fellowships, professional development awards and student exchanges in Australia on offer through Australian Scholarships – the Australian Government’s new international scholarships program for students from the Asia-Pacific region, including outbound Australian students. Australian Scholarships offers, under one umbrella, scholarships from the Australian Agency for International Development (AusAID) and the Australian Government Department of Education Science and Technology (DEST). It comprises AusAID’s long established ‘Australian Development Scholarships’, as well as new AusAID ‘Australian Leadership Awards’ and a greatly expanded ‘Endeavour Awards Program’ from DEST. On aggregate, the establishment of Australian Scholarships has resulted in a doubling of AusAID and DEST scholarships in the Asia-Pacific region.

11:30am – 11:40am Short 10 minute break

(Panel) Sustaining Growth: How Secure is the Industry?Time: 11:40am - 12:40pm 11/10/2006 Room: Auditorium Chair: Mr Anthony Böhm, Amadeus Education Stream: Reaching Students

Associate Professor Seamus Fagan Director, English Language and Foundation Studies, University of Newcastle & Chair, English Australia

Ms Julie Moss Managing Director, Photography Studies College (Melbourne) & National Chair ACPET

Mr Jeff Gunningham Managing Director, Education and Training International, WA Department of Education and Training

Dr Bruce Mackintosh Director, International Centre, The University of Western Australia & Chair, AUIDF

Mr Anthony Pollock Chief Executive, IDP Education Pty Ltd

Trend Indicators suggest that the Australian international education industry is continuing to experience overall growth. Growth by sector however is less consistent. In some cases growth appears to be plateauing. How secure is the industry? How does Australia’s performance compare with our major competitors? Is a recession on the horizon? These are just some of the questions to be addressed by a panel of leading international educationalists as they present their views on the future of the Australian industry.


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School Sector Strategy: Meeting the World HalfwayTime: 11:40am - 12:40pm 11/10/2006 Room: Meeting Room 3 Chair: Professor Tony Adams, Pro Vice-Chancellor (International) Macquarie University & President, IEAA Stream: Securing Students

Ms Caroline Miller Policy Analyst, Independent Schools Council of Australia

Ms Ngaire Young Schools International Government Group (SIGG)

Mr Graeme Rankin Director, South, South East Asia and Middle East Unit, Australian Education International (AEI)

There is much to be celebrated in what Australia has achieved today in international education. In the school sector, the most visible contribution is overseas students studying in our schools, and the economic benefits that this brings. Less visible is schools and their communities engagement in a range of other activities, such as, sister school programs, student and teacher exchanges, and curriculum development and the cultural and social benefits that these activities along with hosting international students make to preparing Australian students for life in the global community.

The Australian school sector has over the past decade made rapid progress in increasing the opportunities for students from other countries to study here. It is a story of success on many fronts. However, there are many challenges facing the sector in terms of declining international school student enrolments, quality assurance, and demand for a broader range of engagement from schools, teachers and school communities.

This session will focus on the development and implementation of an international strategy for the Australian school sector being spearheaded by AEI. Three strategic priorities have been identified for the sector over the next 3 to 5 years: to reverse the recent downward trend in international student enrolments in schools; developing and implementing a quality agenda; and accomplishing a better balanced profile in international education. Central to the strategy is working in partnership with stakeholders to create a sustainable future, and to raise the profile of the sector. The school sector strategy will be available on the AEI website from August 2006.

Creating Student CommunityTime: 11:40am - 12:40pm 11/10/2006 Room: Meeting Room 4 Chair: Mr Harry Rodden, Partnership Manager, IDP Education Pty Ltd Stream: Reaching Students

Mr Denis Blight AO UNITED KINGDOM Chair, The CABI Trust, CAB International

Mr Jason Howard Chief Executive Officer, StudyLink

Natural, open and honest – is that how you might describe your e-marketing communications? There is a powerful global conversation going on right now about your institution between human beings and not demographic sectors.

Prospective and existing students are using their social networks and enabling technology to spread word of mouth at alarming rates. They place greater value on the advice of friends and family than on hollow marketing messages and sales ‘advice’. And they are getting smarter, faster. Developing new ways to share relevant knowledge globally – the good, the bad and the ugly about your courses, services and support.

Students want to talk to you direct, one-on-one and they want the truth. Students are in control and they are starting to realise it. How are you planning to get involved? How do you create a community where you can listen to this conversation and even take part?

The Internet and other emerging technologies are not about great interfaces and brochure cost cutting. The real attraction is the hub of human communication it creates, where students are audiences to each other and the message is personal not ‘packaged’.

This presentation looks at global best practice in the field of direct and e-marketing and the creation of meaningful communities online. It draws on examples from around the world – the often ‘hidden’ networks, chatrooms and brands that have developed cult status.

It looks at how these brands have created their own networks and communities where people feel ‘secure’, trust the advice they receive and feel confident in engaging with the brand. It reviews the penetration of the internet into the key source markets and the online activities of today’s networked student. The focus is on people, not processes or systems, and how you can get involved today.

The presentation will end with a live chat session with Alex Brown, creator of the Wharton Business School online community and now Director of ClearAdmit, a global MBA admissions advice service.

It will draw on examples from Orkut, Apple Computers, Cyworld, Wharton Business School, ClearAdmit, StudyLink and various education and commercial sources. Special attention will be given to parent relations, transfer or ‘change of preference’ students, emerging e-marketing channels, managing word of mouth, engaging Alumni and the use of blogs, forums, podcasts, and customer interaction management tools.


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PAPERS: 1) Transnational Program Quality Assurance: The UniSA Experience 2) Development of Transnational Education Programs from a US PerspectiveTime: 11:40am - 12:40pm 11/10/2006 Room: Meeting Room 5 Chair: Ms Alexia Bannikoff, Manager, Client Relations, IDP Education Pty Ltd Stream: Multi-Stream

Paper: Transnational Program Quality Assurance: The UniSA Experience

Ms Liz Stinson Deputy Director, UNiSA International, University of South Australia

The University of South Australia (UniSA) is a large, multi-campus university with over 5000 students currently studying in 50 transnational programs in seven countries. The University’s transnational engagement grew rapidly between 1995 and 2003 and over time policy, procedure and guidelines were developed to support the development and implementation of the programs. Following a review of UniSA’s international activity in 2000, a series of specific transnational quality assurance projects were undertaken which contributed to a positive AUQA review of UniSA’s transnational activity in 2004. Additional detailed work in 2005 – 2006 has resulted in a consolidated QA framework for transnational program and business case development. The framework rests within existing University quality systems, rather than separate to them and is coordinated by UniSA International in conjunction with the University’s four academic Divisions. The University will be seeking ISO 9001 accreditation for its transnational business case development in 2006, to build on that already received for its project management system.UniSA is a large institution with a relatively large transnational program. Ensuring quality of the academic and support systems components of transnational program development and delivery, and having confidence in the business case underpinning them, are critical to the University’s ongoing success and the value of the UniSA brand overseas.

This case study will be of interest to those new to transnational education in the higher education, VTE and ELICOS sectors, and to those who feel that there may be gaps in aspects of their transnational quality framework, no matter how large or small their organisation.

Paper: Development of Transnational Education Programs from a US Perspective

Mr Brett Berquist USA Executive Director International Programs, Western Michigan University

Ms Cathleen Fuller USA Director, Transnational Education Programs Diether H. Haenicke Institute for Global Education (H.I.G.E.), Michigan University

US higher education institutions are increasingly focusing on transnational education programs as part of their internationalisation strategy. The number of US institutions with a long history in transnational education programs (TNEP), such as twinning, is relatively small. However, several major US universities are in the process of launching branch campuses overseas. Longstanding barriers such as adequate quality assurance, accreditation regulations, and government oversight, are falling as a result of this development.

This paper will focus on three main areas:

1. US TNEP market trends

2. Evolution of TNEP at WMU

3. Challenges for further development of US TNEP

1. The number of international students on UK-based TNEP is projected to surpass on-shore international enrolment in the UK by 2010 (AIEC 2005). Australian participation is also increasing with growing government interest (White paper on TNEP 2005). Accurate market data and trend analysis in the US has not focused on TNEP and remains obscure. This paper will present an ad-hoc analysis of US TNEP market trends within a larger international context.

2. Western Michigan University has nearly 20 years experience administering TNEP in Asia, Africa, and Latin America. WMU has administered 13 TNEP in 8 countries. This paper will present a detailed case study of the evolution of TNEP at WMU over the last 19 years. Particular emphasis will be placed on the growing need for greater flexibility in instructional sequencing and the structural challenges for US universities to market price and administer a viable funding model. US-based accreditation schemes and their impact on TNEP development will also be discussed.

3. Finally, speakers will outline challenges for further development of TNEP from the US, as an integral part of an overall internationalization strategy. Growth and increased flexibility of sequencing beyond the 2 + 2 twinning model require implementation of a detailed quality assurance scheme, interfacing with multiple accrediting bodies. It also requires growing involvement of tenure-track faculty to diversify the mode and place of instruction, including e-learning. Guidelines for growing TNEP partnership to a broader basis of collaboration with multiple benefits to each institution will be presented.


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Perceptions, Experiences and Graduate Destinations of International Students at Victorian TAFE InstitutesTime: 11:40am - 12:40pm 11/10/2006 Room: Meeting Room 6 Chair: Ms Jandy Godfrey, Executive Director and Vice-President (Development and International), University of Canberra Stream: Students and Their Futures

Mr Ross Furness Executive Officer, Victorian TAFE International Inc

Ms Louise Goold Director, Murray-Goold International Pty Ltd

Victorian TAFE International Inc. (VTI), with the support of the Department of Education & Training (Victoria), commissioned a multi-phased research project relating to international students at Victorian TAFE Institutes (excluding ELICOS, Foundation and off-shore students). The research was undertaken by Murray-Goold International Pty Ltd and involved three distinct phases. Phase One – a baseline analysis of enrolment trends; Phase Two – an online survey of all international students enrolled at participating TAFE Institutes in 2005; and Phase Three – an online survey of all international students who graduated from participating Institutes in 2005.

This session presents the key findings of Phases Two and Three of the VTI research project focusing specifically on: reasons for choosing TAFE, benefits of studying at TAFE, areas of potential improvement for TAFE Institutes, student views of Victoria as a study destination and graduate destinations. The implications of the findings for Public VTE will also be discussed.

12:40pm – 1:50pm Lunch Break (AIEC Marketplace)

(Mini-Plenary) The International Mobility of Students in Australia’s Universities and the Perceptions of EmployersTime: 1:50pm - 2:50pm 11/10/2006 Room: Auditorium Chair: Dr Bruce Mackintosh, Director, International Centre, The University of Western Australia & Chair, AUIDF Stream: Multi-Stream

Mr Alan Olsen HONG KONG Director, Strategy Policy and Research in Education Limited (SPRE Ltd)


This session presents the findings of specially commissioned research on outbound mobility of students in Australia’s universities.

Results of a survey quantifying for the first time the international study experiences of students in Australia’s universities by type of experience (including exchange), gender, duration, funding, level of study, field of education and study destination will be presented.

This will be complemented by market research which for the first time explores the extent to which Australian employers located both in Australia and overseas value the international skills that come from an international study experience.

The implications of these research findings for institutions will also be highlighted.

Research Sponsors:

• Australian Universities International Directors’ Forum (AUIDF) • Queensland Education and Training International (QETI) • Hobsons Asia Pacific • International Education Association of Australia (IEAA) • Prospect Research and Marketing • Strategy Policy and Research in Education Limited


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(Mini-Plenary) Changes to the General Skilled Migration Program: Implications for International EducationTime: 1:50pm - 2:50pm 11/10/2006 Room: Meeting Room 3 Chair: Professor Dean Forbes, Deputy Vice-Chancellor (International), Flinders University & Chair, AVCC’s PVC/DVC International Committee Stream: Students and Their Futures

Dr Bob Birrell Director, Centre for Population and Urban Research, Monash University

Mr Peter Speldewinde Director, Skilled Migration, Department of Immigration and Multicultural Affairs (DIMA)

An independent evaluation of the Australian General Skilled Migration (GSM) Program was undertaken in 2006 by three of Australia’s leading immigration experts, Dr Bob Birrell (Monash University), Professor Lesleyanne Hawthorne (University of Melbourne) and Professor Sue Richardson (Flinders University). A number of policy recommendations arising from the evaluation study have major implications for international education, particularly in relation to new English language proficiency and work experience requirements within the GSM Program. The major findings of the evaluation study, as well as the implications for the international education industry, will be presented by the study consultants and the Australian Government.

Internationalising UK’s Higher Education: Prospects and Challenges in 2006Time: 1:50pm - 2:50pm 11/10/2006 Room: Meeting Room 4 Chair: Mr Rene Lenssen, Director, IDP Education Pty Ltd (Netherlands) Stream: Securing Students

Dr Janet Ilieva UNITED KINGDOM Market Information Development Manager, British Council

This paper explores the UK’s position on the international Higher Education student market in comparison to some other providers of international education. It also aims to capture some principal differences among major host countries in terms of markets and changing market share, broad area of study and level of training, etc.

Student mobility trend data from UK and USA have been paid special attention. Examining annual growth rates over the last 10 years shows similar pattern in the international student recruitment for the two countries, mainly because of similarities in their main sending countries. The paper also explores major events which have had impact on international student recruitment. The analysis is extended to include some European countries, which differ significantly from the UK-US growth pattern.More recently, the slow down experienced by the US in the international students has also been evident in the UK, where the first year students’ growth rate has slowed down in comparison to previous years. The overall growth rates are still relatively high, but the question our analysis poses is whether the growth achieved in the past is sustainable.

One response to this challenge is widened internationalisation of the UK campuses beyond the direct student recruitment. Shift from direct student recruitment has been noticed across the UK higher education sector, which also aims at international partnerships and collaboration initiatives with overseas institutions in terms of students’ training but equally academic exchange. International partnerships and collaboration is one of the four strands of the second phase of the Prime Minister’s Initiative for International Education, launched in April 2006.


Prospective Students as the Customer – Best Practice in Service DeliveryTime: 1:50pm - 2:50pm 11/10/2006 Room: Meeting Room 5 Chair: Mr Harry Rodden, Partnership Manager, IDP Education Pty Ltd Stream: Securing Students

Mrs Melissa Banks Director, Mels Resources Pty Ltd

Mr Jeffrey Smart Director of Swinburne International, Swinburne University of Technology

Mr Stephen Connelly Pro Vice-Chancellor (International), Swinburne University of Technology

With a new generation of students seeking entry to higher education how will your institution meet their expectations for immediate and perfect customer service delivery?

In an increasingly competitive market where prospective international students have more choices, are better informed, more savvy, and have high expectations for customer service delivery, technology is enabling some providers to rise to the challenges inherent in the current market place, meet consumer expectations for service delivery and grow their enrolments.

This session will examine some strategies, approaches and processes adopted by Australian institutions that have proven to produce superior results. These examples of best practice will encompass e-marketing, online applications and admissions management, electronic enquiry management and customer and business partner relationship management for marketing and recruiting international students. A case study will demonstrate how Swinburne University of Technology adopted, embraced and implemented a range of approaches throughout the purchase cycle to provide high quality customer services and achieve core business objectives, including significant growth in commencing international student enrolments.

This session will be of interest to Directors of international offices, admissions managers and marketing and recruitment staff from all sectors of the industry.

2:50pm – 3:20pm Afternoon Tea (AIEC Marketplace)

(Mini-Plenary) ESOS: Making the Transition to the New National CodeTime: 3:20pm - 4:20pm 11/10/2006 Room: Auditorium Chair: Ms Paula Dunstan, PIER Course Manager, International Education Services Ltd & President, ISANA Stream: Multi-Stream


Prof Ian Goulter Chair, AVCC International Committee & Vice-Chancellor, Charles Sturt University

Ms Linda Laker Manager, International Quality Branch, Australian Education International (AEI)

Mr David Endean Director, International Centre, Holmesglen Institute & TAFE Directors Australia

Mr Tim Smith National Executive Officer, Australian Council for Private Education & Training (ACPET)

This session aims to assist delegates to gain a greater understanding of the proposed new ESOS National Code due to take effect from July 2007. A panel of Government and industry representatives will examine a range of specific Standards within the new National Code that are likely to have the greatest impact on education providers. Particular emphasis will be given to those Standards relating to managing information, attendance and course progress, and support for students. The session will inform you about the timeline for implementing the National Code and related legislative and systems changes. Discussion will then turn to the Standards, with the Manager of the International Quality Branch (AEI) setting out each selected Standard and sector representatives then discussing the likely impact of these Standards for their sector, including anticipated changes to systems and human resources in relation to improving quality outcomes.

Program continued on page 41 ➤

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Benchmarking 2005 and Time Series 2002 to 2005: Australian Universities International Directors’ ForumTime: 3:20pm - 4:20pm 11/10/2006 Room: Meeting Room 3 Chair: Mr Anthony Böhm, Amadeus Education Stream: Multi-Stream

Dr Bruce Mackintosh Director, International Centre, The University of Western Australia & Chair, AUIDF

Mr Alan Olsen HONG KONG Director, Strategy Policy and Research in Education Limited (SPRE Ltd)

The Australian Universities International Directors’ Forum (AUIDF) in 2006 conducted a benchmarking study on eight specific aspects of the international operations of Australian universities, focusing on international students on campus in Australia.

Sample sizes in the study were large: the 34 universities participating in the study reported 77,408 commencing international students onshore in universities in Australia in 2005.

Dr Bruce Mackintosh will describe the process of benchmarking and its use within universities, will describe how the AUIDF benchmarking study was carried out in 2006, and will explore the potential use of benchmarking in other sectors of international education.

Mr Olsen will present some high-level findings from the AUIDF benchmarking study, in the activities benchmarked: Costs of International Offices; Staffing of marketing and admissions; Admissions policies, procedures and quotas; International student services; International student mobility; Costs of recruiting for key source countries; Conversion rates from applications to offers to commencements; Structure of International Offices and Scholarships for international students, and will focus on time series data covering 2002 to 2005. There will be a brief presentation on the results of Benchmarking from the Public Domain, an experimental initiative of AUIDF in 2006.

PAPERS: 1) Help Seeking Behaviour of International Students: Does Culture Have an Impact? 2) Developing Service Quality for International Students Time: 3:20pm - 4:20pm 11/10/2006 Room: Meeting Room 4 Chair: Ms Vicky Romaniuk, Client Business Manager, IDP Education Pty Ltd Stream: Multi-Stream

Paper: Help Seeking Behaviour of International Students: Does Culture Have an Impact?

Mrs Fiona Pakoa Policy and Projects, Queensland Education And Training International

Ms Faith Hambrecht Teacher, TAFE Queensland

International students remain at the core of international and education activity. Providers are increasingly recognising the need to maintain Queensland’s reputation for providing high quality educational experiences to culturally and linguistically diverse international students, specifically, ensuring international student safety, wellbeing and educational needs are met. While research undertaken by the Queensland Government indicated that international students were generally satisfied with their educational experience and most satisfied with the quality of the educational provision, it was not known how students who encountered challenging social and welfare experiences sought assistance. This research seeks to identify what kinds of challenges students faced while studying at a higher education institution in Queensland, why did the students perceive the experiences to be challenging and did the students seek assistance in dealing with their challenges. Outcomes from this research will assist in further developing and delivering support services which are cultural relevant and student focussed.

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Paper: Developing Service Quality for International Students

Professor Jeanette Hacket Vice-Chancellor, Curtin University of Technology

This paper seeks to examine the development of service quality for international students. Particularly discussing the programs offered to international students and the ways in which international students are integrated into the University’s programs, the ways in which the University applies quality assurance to its international programs, the measures by which they are assessed and their outcomes, and finally some lessons learned from over 20 years’ provision of international education.

Curtin University of Technology has the third largest cohort of international students of all Australian universities (approximately 15,000 in total), coming from more than 100 countries. It has a long standing commitment to the provision of international education (both on and offshore) which is embedded in the University’s Strategic Plan as a key focus for Curtin.

The cultural diversity created within the University by international students not only adds a rich and valuable dimension to University life, offering students and staff the benefits of being part of an international network. Importantly, it also prepares graduates, local as well as international, to live and work in an increasingly global environment.

With such a diverse and large international student cohort, Curtin has worked actively to promote, and take advantage of, a harmonious multicultural University environment, particularly by promoting cross-cultural interaction, including an enhanced classroom experience. This aims to integrate international students in the classroom (and on campus generally) and encourages interaction with Australian students and students from other countries of origin. There are several ways in which the University endeavours to do this and will be examined in the body of the paper.

Curtin offers a broad range of programs to international students. The University consistently reviews these programs to ensure they remain relevant and respond not only to the demand of students, but also to ensure the programs are relevant to the needs of society. Curtin’s focus is committed to ensuring that the University’s offerings have an applied focus and produce ‘job ready’ graduates who are well placed to work in a global environment.

With respect to Curtin’s offshore students, of which there about 7000, the University has a comprehensive range of Quality Assurance processes focussing on the academic and administrative arrangements with the international partners as well as on the learning outcomes of the students.

There has been much press regarding the academic performance of international students studying at Australian universities particularly compared to the performance of domestic students. Curtin’s stringent analysis demonstrates that the performance of international students compares favourably to that of its domestic students. Further, as students come from a variety of sources, the University ensures that a comprehensive analysis of the academic performance of the students is conducted for each of the different pathway entrances.

With this background in mind, the paper analyses the development and provision of service quality for international students.

PAPERS: 1) Realities of the Skills Shortage for International Graduates 2) Effects of International Education in Early CareerTime: 3:20pm - 4:20pm 11/10/2006 Room: Meeting Room 5 Chair: Ms Racquel Shroff, Manager Chennai, IDP Education Pty Ltd (India) Stream: Students and Their Futures

Paper: Realities of the Skills Shortage for International Graduates

Mr Matthew Reede Director, Flinders Intercultural

This paper aims to examine some of the realities that international students face as graduates aiming to gain residency and employment in Australia.

As applicants for residency they face a changing regulatory environment that will require higher English language proficiency and work experience.

As job candidates they face new challenges in interview rooms and the workplace relating to cultural differences and requirements for high standards for professional communication.

This session aims to identify and analyse the realities of these challenges and present some practical solutions for students making the transition to become “people assets” in Australian commerce.

The paper makes special reference to industries suffering from the skills shortage.


Paper: Effects of International Education in Early Career

Ms Jannecke Wiers-Jenssen NORWAY Senior Researcher, NIFU STEP (Studies In Innovation, Research And Education)

TOPIC. The subject of this paper is the transition from Higher Education (HE) to work for graduates who have studied abroad (mobile students), compared to graduates who have undertaken HE domestically (non-mobile students). More specifically, Norwegians with and without mobility experience during HE.

We investigate vertical career dimensions like employment/unemployment and wages as well as horizontal career dimensions; to what extent mobile students have more international jobs than non mobile students.

BACKGROUND/INTRODUCTION. Research comparing career outcomes of mobile and non-mobile students is rare, in Norway as well as internationally. Norway has a high ratio of students abroad compared to most OECD countries, partly due to internationalisation policies and a generous subsidised student support system. The number of students going abroad, and the resources transferred to them, makes it relevant to look at the outcomes of study abroad, both from a student perspective and a government perspective.

DATA & METHODS. The data are drawn from the NIFU Graduate survey 2002, comprising 2400 respondents (response rate 56%). The survey is conducted 3.5 – 5 years after graduation. Bivariate and trivariate tables, as well as multiple regression analyses are applied.

THEORETICAL APPROACHES. A modified version of human capital theory, taking country-specific human capital into account is applied (Friedberg 2000: Duvander 2001; Chiswick & Miller 2003). So are theories of social capital and networks (Bourdieu 1985; Coleman 1990, Granovetter 1995).

RESULTS – VERTICAL CAREER. Mobile students face more difficulties entering the labour market. They apply for more jobs before getting employed, they use more sources to find a job they and more often experience unemployment than non-mobile students. However, unemployment in early career does not seem to have a lasting stigmatising effect.

On the positive side, mobile students have higher wages 3.5 – 5 years after graduation. The latter is mostly due to the fact that mobile students more often work in the private sector, where the wages are generally higher.

RESULTS – HORIZONTAL CAREER. Mobile students have more international jobs than non-mobile students. They acquire working experience abroad to a significantly higher degree than non-mobile students. However, 4 in 5 work in Norway 3.5 – 5 years after graduation. Mobile students working domestically more often work in international firms, do business travel abroad and apply foreign languages for different work-related purposes, compared to non-mobile student. To what extent mobile students they have international jobs, vary by type of education and in which country/region they have been studying abroad.

CONCLUSION. Education from abroad has both positive and negative effects on labour market outcomes. Mobile students face more problems entering the labour market, but obtain higher wages. Those graduated abroad are more likely to work abroad than those who have graduated in Norway, and those who have returned to Norway hold more international jobs.

4:20pm – 4:30pm Short 10 minute break

PAPERS: 1) The International Student of 2005 2) Youth Trends in Asia and How They Affect International Education Decision-MakingTime: 4:30pm - 5:30pm 11/10/2006 Room: Auditorium Chair: Mr Julian Longbottom, General Manager, Products & Services, IDP Education Pty Ltd Stream: Reaching Students

Paper: The International Student of 2005

Ms Allison Doorbar Managing Partner, JWT Education

This research updates the topline findings presented at the 2005 AEIC conference. This research looks into the choice factors and influences of Asian international undergraduate students studying overseas. This presentation will include data from the UK and European samples.

This session will present findings from a survey of over 500 Asian international undergraduate students studying in the UK, Europe and Australia. The research updates similar studies from 1997 and 2000 which have been widely acknowledged as benchmark research and are used by international educators globally to help them work more effectively and more creatively.

The presentation will compare findings with the earlier research and provide an update of the Asian student market, highlighting the changes which have occurred in this region recently, the potential impact of these changes and how international educators can most effectively address them.

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Specifically, the research objectives are to:

• Identify the key choice factors of Asian students choosing overseas study;

• Identify factors which determine which country, city, course and institution they chose;

• Provide a country by country comparison;

• Determine the key influences and influencers upon students’ decisions and their impact;

• Identify threats and opportunities with a view to identifying methods to address these;

• Ascertain changes occurring in the different markets, whether any of these represent a discernible shift and why these changes are occurring.

Paper: Youth Trends in Asia and How they Affect International Education Decision-making

Mr Stephen Healy THAILAND Managing Director, Active Minds Consulting Co.

This paper examines the changing influences on young Asians (specifically S.E Asians and Chinese) and how this will affect the educational decisions they will make now and into the future. Some of these changes relate to the diversification of educational choices as the Asian market matures but also to social, technological and economic trends leading to changing preferences and aspirations. The relationship between the changing attitudes and preferences of employers and the decisions young Asians are making will also be discussed. For Australia, this is likely to have significant effect as it has implications for those dependent on undergraduate student segments.

PAPERS: 1) Mind the Gap: Academic Study to Professional Practice 2) International Student Performance in the Professional Development Component of the Engineering DegreeTime: 4:30pm - 5:30pm 11/10/2006 Room: Meeting Room 3 Chair: Dr David Back, Director, International Education Solutions Pty Ltd Stream: Students and Their Futures

Paper: Mind the Gap: Academic Study to Professional Practice

Mr Ron Day Lecturer and CPA Academic Coordinator, Master of Accounting Program, Macquarie University

Mrs Mary Dale Program Director, Postgraduate Diploma Master of Accounting, Division of Economic and Financial Studies, Macquarie University

Mrs Dawn Cable Lecturer and Academic Coordinator, Master of Accounting Program, Macquarie University

In the period since the introduction of immigration selection reforms in 1998, accounting has been a popular course of study for international students wanting to study in Australia. The principal driver of this has been the severe shortage of accountants in Australia and the resultant listing of Accounting as an in-demand profession within the skilled migration program. Demand for accounting places has also accelerated due to extensive marketing by Australian universities, particularly in the China and Indian market. Despite the large number of international students enrolling in accounting programs the shortage seems not to have been reduced. One possible explanation may be the high proportion of non-English-speaking background candidates. According to a report by Birrell and Rapson (2005) “accountants from non-English-speaking backgrounds have ....struggled to secure professional level work in accounting.”

As managers of the largest postgraduate accounting program in Australia over a period of 10 years, we perceived from our experience with our students, and with contacts with employment agents and our part-time lecturing staff involved in accounting practices, that a training gap existed since technically competent Australian trained international graduates of accounting were unable to secure employment. We argue that this gap can largely be attributed to graduates’ lack of communication and professional skills. CPA Australia has recently identified this as an issue and is involved in a pilot study to provide resources to graduates to improve these skills. The ICAA is also promoting workshops to support their CA graduates improve their skills.

This presentation describes a program of study, the Masters in Accounting (CPA Extension) at Macquarie University, that seeks to “help secure students’ futures” by bridging the gap between academic study in accounting and a career in professional practice. The program provides students with an additional two semesters of full-time study after completion of a minimum of 4 trimesters in a graduate conversion course in accounting. During the additional two semesters students enroll in full time study at Macquarie while also enrolled in the CPA program to work toward furthering their professional qualification and recognition. This full time program not only provides opportunities to extend and expand students’ technical skills and understanding, but more importantly it enables the continued development of communication and professional skills that were commenced in the conversion course. In this way the program provides further opportunity to prepare better work-ready graduates that will assist in meeting the needs of employers and help reduce the skill shortage in the Australian accounting profession.


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Paper: International Student Performance in the Professional Development Component of the Engineering Degree

Dr Brad Stappenbelt Lecturer, The University of Western Australia

Prior studies conducted, based on the student progress unit, appear to indicate that international students outperform their Australian counterparts in the engineering field. It has been proposed that international students are highly motivated to pass units due to the higher penalty of failure in light of the additional burdens they face (e.g. upfront fees, re-location, economic pressures etc), resulting in better relative international student pass rates. The higher international student progression rate is therefore not overly surprising in the technical component of the engineering degree, as this does not rely heavily on English language ability. It is the professional development component of the engineering degree, which requires the student to possess the ability to effectively communicate both verbally and in written English, which raises some cause for concern.

The question of the relative performance of international students in the professional development component of the engineering degree was studied by examination of the students enrolled in the Introduction to Professional Engineering unit at the University of Western Australia over the past five years. The study methodology consisted of the analysis of student results, comparing international and Australian student performance. In addition a correlational study comparing international student success and university English competency level through which the student was granted university entrance was also conducted. Further explanatory information was collected through the administration of surveys and interviews of international students enrolled over the past two years.

The present study showed that over the last five years international students have scored significantly lower in the professional development component of the engineering degree relative to the Australian students. They also display significantly lower progression rates. The primary reason identified for this difference is the level of English language competency at commencement of the degree. Most international students consulted did not believe their English was at an adequate level to pass the course nor do they believe sufficient assistance with language difficulties was available throughout their studies. The locally run entry avenue courses (preferred by many students over the internationally recognised tests such as the TOEFL and IELTS) were identified as very poor indicators of a students English language and their ability to cope with the demands of the professional development component of the engineering degree. In this sense, the institution is not meeting the student expectation that being granted admission ensures that their English ability is sufficient.

To maintain or increase international student intake and continue to reap the accompanying benefits (i.e. educational, cultural, economic, etc) that this provides, it must be ensured that educational institutions meet the expectations of international students. In doing so, quality international student graduates, suitably skilled and prepared for a successful future are likely to be produced.

An Evaluation of a Pathway Program: The Students’ ViewTime: 4:30pm - 5:30pm 11/10/2006 Room: Meeting Room 4 Chair: Ms Mia Seo, Manager, Client Relations for VET & Schools, IDP Education Pty Ltd Stream: Multi-Stream

Dr Maria Fiocco Managing Director, Curtin International College

The context of this paper is a Doctoral study that explored the influences that led to the deregulation of international student recruitment (‘the policy’) in Australia, and the exploration of one aspect of the implementation of that policy; the development of pathway programs in the Australian higher education sector with private providers. The research concluded that through global, national and local (glonacal) influences (Marginson & Rhoades, 2002), that is, the recruitment of international students to Australian universities developed an industry that is uniquely Australian. The development of pathway programs and the involvement of the private sector with universities is quintessentially Australian, and one of the distinguishing characteristics of that industry.

An important aspect of the study and the focus of this paper is the students’ expectations and experience as the key stakeholders of pathway programs. The decisions students make and the evaluation of their experiences become an integral part of the implementation phase of ‘the policy’ cycle, and core to how public and private institutions alike continue to provide access through this model.

Data was gathered from 2003-2004 from four pathway colleges, two in Australia and two in the United Kingdom. Students from these colleges as well as those who had graduated to mainstream university courses were asked to complete a questionnaire which assessed different aspects of their programs. For example, why they chose to enroll in the pathway colleges and whether their expectations were met. The questionnaire content for both groups of students was essentially the same, with a slight difference in the mainstream instrument, which gave students an opportunity to reflect retrospectively on their pathway college experience.

This paper will present the overall findings of the above research with reflections on the role of pathway colleges in the socialisation of students and the way in which these colleges contribute to the broader goals of internationalisation.


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IELTS as a Predictor of Academic Language PerformanceTime: 4:30pm - 5:30pm 11/10/2006 Room: Meeting Room 5 Chair: Ms Jenny Osborne, Program Manager, Global Examination Services, IELTS Australia Pty Ltd Stream: Multi-Stream

Ms Amanda Bayliss University of Melbourne

Prof David Ingram, AM Professorial Fellow, Faculty of Education, University of Melbourne

IELTS was developed to facilitate the selection of students from non English speaking backgrounds (NESB) seeking to undertake university study in English speaking institutions. An IELTS test score is meant to indicate whether a student has a sufficient level of English language proficiency to cope with the linguistic demands of his/ her academic studies, or whether the student needs to upgrade his/ her English proficiency in certain respects before attempting study at a tertiary level.

The aim of this exploratory study is to investigate the extent to which students’ IELTS test results are able to predict the language behaviour they exhibit in the university context, the adequacy of that behaviour for the linguistic demands of each student’s chosen course of study and to consider the implications for raising or lowering entry levels to different courses.

Data was collected from a sample of 28 NESB students in the context of their university study programs at two Australian tertiary institutions. Pre-study questionnaires were administered to all participating students in order to obtain information about their self-perceptions of language proficiency. In addition, semi-structured interviews were conducted with both students and teaching staff to obtain information about participant performance in the learning environment using English as the means of communication.

Students were observed in a variety of class types, with their language behaviour recorded and subsequently transcribed for analysis. Further data was obtained from the collection and analysis of students’ lecture notes, written assignments and other class materials, in addition to researcher observation notes relating to participants’ general behaviour in the learning context. Data were analysed using a mixed methods approach to produce results for the group as a whole. Discursive descriptions of each student’s language behaviour were developed, based on the full range of data, to produce results for individual participants.

The results revealed that the students were generally able to produce, in the context of their academic studies, the language behaviour implied by their IELTS test scores. However, there was no apparent relationship between IELTS scores and student performance in course-related tasks which were beyond the scope of the test. The study found that most participants who had achieved the requisite entry levels for their courses were able to perform effectively in the context of their university studies. In the case of a small number of participants, however, the observed language behaviour was inadequate for the study program being undertaken, raising questions about the adequacy of entry levels for some courses.

Final discussion focuses on issues relating to the interpretation of IELTS proficiency descriptors, the setting of tertiary admission levels and observable student behaviour in the classroom context. Recommendations are also made for further research.

6:00pm – 7:30pm Cocktail Reception @ The University of Western Australia Buses depart from the rear of Pavilion 2 (next to the AIEC Marketplace at 5:30pm) Further information on page 8 of the program


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THURSDAY 12 OCTOBER 2006CONFERENCE PROGRAM

8:30am – 5:00pm Registration Open 8:30am – 4:00pm AIEC Marketplace Open 8:30am – 9:00am Arrival Tea & Coffee (AIEC Marketplace)

(Mini-Plenary) Glenn Capelli: Leading Learning - Thinking Smarter in a Sometimes Crazy WorldTime: 9:00am - 10:30am 12/10/2006 Room: Auditorium Chair: Mr Harry Rodden, Partnership Manager, IDP Education Pty Ltd Stream: Multi-Stream

Mr Glenn Capelli Creator of the Dynamic Thinking Course for Leadership

Glenn Capelli will focus on strategies for working smarter in our fast paced world and strategies that will help both students and managers of students survive and thrive in Tomorrow’s World. Glenn’s presentation has applications for learning, thinking, service and developing world class cultures of innovation.

You will discover:

• The Key Word for Thinking Smarter

• The Key Values for Creative and Innovative Cultures

• The How Better Strategy

• The How Else Strategy

• The What If Strategy

• The Celebration Strategy

• The ATTITUDE Factor

Expect to think, stretch, chat, learn, apply and laugh.

An author, songwriter, radio and television presenter and creator of the Dynamic Thinking course for Leadership, Glenn Capelli has delivered a message of creativity, innovation and thinking smarter to audiences around the world. Glenn’s ability to bring together meaningful learning and laughter is the key to his successful presentation style.

Glenn Capelli appears courtesy of Claxton Speakers International.

Transnational Good Practice Project OutcomesTime: 9:00am - 10:30am 12/10/2006 Room: Meeting Room 3 Chair: Mr Anthony Pollock, Chief Executive, IDP Education Pty Ltd Stream: Multi-Stream


Mr Hugh Guthrie Manager, Teaching and Learning, National Centre for Vocational Education Research (NCVER)


Mr Stephen Trengove-Jones Director, Offshore Quality Taskforce, Australian Education International (AEI)

In mid 2006 the International Education Association of Australia (IEAA) undertook a major project on transnational education (TNE) good practice in partnership with Australian Education International (AEI). The project, which involved the dissemination of the outcomes of fifteen university transnational education good practice projects conducted by fourteen Australian universities in 2005, formed part of the Australian Government’s overall Transnational Quality Strategy (TQS).

A panel comprising representatives of IEAA, AEI and NCVER will discuss the outcomes of this significant project and describe how the projects fit into the overarching Transnational Quality Strategy for Australia. The VTE sector Transnational Good Practice Projects will also be discussed as they will recently have been completed. The session will also include a presentation on pragmatic, country-specific experiences in relation to delivery of Australian TNE in China.


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Adventures in Cyberspace: Gaining the Technological AdvantageTime: 9:00am - 10:30am 12/10/2006 Room: Meeting Room 4 Chair: Mr John Molony, Executive Director International Programs, Macquarie International Stream: Reaching Students

Mr Keri Ramirez Virtual Marketing Coordinator, Macquarie University

Mr Anthony Heitmeyer Managing Director, Cibis

Reaching, securing and supporting international students in an increasingly competitive environment brings with it many challenges. At the same time, technological change has introduced new opportunities to better understand and respond to students’ needs.

This session uses a real world example to demonstrate how data mining, data warehousing and the application of various statistical techniques are being used to better inform business decision making and communications processes. In addition, a recent benchmarking study of university international websites will be discussed, including how feedback has been used to improve site performance.

PAPERS: 1) Student Mobility: Two Australian University Profiles 2) Long Term Effects of Student Exchange ExperiencesTime: 9:00am - 10:30am 12/10/2006 Room: Meeting Room 5 Chair: Mr Peter Burges, Director, IDP Education Pty Ltd (Hong Kong) Stream: Multi-Stream

Paper: Student Mobility: Two Australian University Profiles

Ms Linda Vaughan International Marketing Manager, Deakin University

Miss Dawn Koban Outbound Program Manager, Macquarie University

Universities Australia-wide are embracing the value of increasing student mobility in recent years. Macquarie University has made student mobility a strategic priority for the past 5 years and is continuing to develop, innovate, and expand the opportunities available for their Outbound programs.

The University’s Outbound programs have benefited from the vision of a very internationally minded Vice-Chancellor, which has brought about a very solid commitment to these programs; however, the increase in mobility has also required creative ingenuity of program offerings and promotion to students. In 2005, Macquarie University had 27% of their Undergraduate graduating class participating in some form of an international activity.

This session will present the profiles of two Australian Student Mobility Programs—one Sydney based and the other Melbourne based. Each University profile will include descriptions of the programs available to students both undergraduate and postgraduate including dual degree models, short term program options, and creative program development.

In addition, the session will present the challenges associated with student mobility including:

• Less mobile student cohorts

• Promotion

• Utilisation of returned students

• Administration

• Staffing

• Funding

The overall purpose of this session is to outline initiatives that will increase student mobility at your University.


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Paper: Long Term Effects of Student Exchange Experiences

Ms Pauline Nunan Senior Regional Program Manager, University of Melbourne

In 2006 the University of Melbourne undertook research on its students to gauge the long term effects of a period of study at an overseas university during their undergraduate degree.

Exchange students from 1991 to 2000 were surveyed about how the experience affected their subsequent academic choices, their career development, their social and personal development.

To date there has only been one major study of the long term effects of exchange or study abroad. This was conducted by IES (Institute for the International Education of Students) in the US with their alumni from 1950 to 2000. With the permission of IES the questionnaire was adapted for the University of Melbourne study.

Student mobility is a common goal in many universities around the world as a means to develop global attributes, language and intercultural skills in our students. This study aimed to develop a clear understanding of the benefits which University of Melbourne students have accrued from studying overseas for a period during their undergraduate degrees. The study provides valuable data on the specific ways in which studying abroad has benefited graduates and the way in which this experience has influenced their later decision making. The study also considers the ways in which studying abroad contributes to the graduate attributes which the University espouses and the soft skills in demand by employers. The study also compares these Australian students’ experiences with those of the students in the IES study.

The Australian government and many Australian universities are placing greater emphasis on student mobility. However, the outcomes are largely untested in terms of a systematic and longitudinal study of the ways such an experience shapes a graduate. While there is a growing body of study-abroad related research, this is often US centred and lacks a longitudinal perspective. This study is the first comprehensive study of Australian exchange students; it explores the ways in which their international experience has shaped their ongoing education, and their professional and personal lives.

In an environment of increased emphasis on student mobility both in Australia and in other countries, this study provides insights into the long term impact of studying abroad on a group of Australian returnees as well as a basis for further encouragement of student mobility.

10:30am – 11:00am Morning Tea Break (AIEC Marketplace)

(Mini-Plenary) Branding and Marketing Australia: Future DirectionsTime: 11:00am - 12:00pm 12/10/2006 Room: Auditorium Chair: Professor Tony Adams, Pro Vice-Chancellor (International) Macquarie University & President, IEAA Stream: Reaching Students


Ms Antionette Fiumara Brand Manager, Study in Australia, Australian Education International (AEI)


Ms Jennie Lang Executive Director, UNSW International, University of New South Wales

How successful have we been in the branding of Australian education internationally? What have we got right? What have we got wrong? Is the brand we are using still relevant? What research has been undertaken on the impact of our branding efforts in relation to Australian education? Where should we go from here? A panel of leading specialists from industry and the AEI will examine a range of issues relating to branding and marketing Australian education internationally, with particular emphasis on likely future directions. This will include an update on the evaluation of the “Study in Australia” brand currently underway.

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(Panel) Immigration FuturesTime: 11:00am - 12:00pm 12/10/2006 Room: Meeting Room 3 Chair: Dr Anna Ciccarelli, Executive Director and Vice President International and Development, University of South Australia & Vice-President, IEAA Stream: Students and Their Futures

Mr Noel Lyons Executive Director, International, Box Hill Institute of TAFE & Foundation Representative, TAFE Directors Australia (TDA)



Mr Paul Farrell Assistant Secretary, Temporary Entry Branch, Department of Immigration and Multicultural Affairs (DIMA)

Immigration is clearly one of the drivers of the international education industry. The scene is changing, including the Government’s response to the Birrell, Hawthorne and Richardson Report on the Evaluation of the General Skilled Migration Program (GSM). Panelists will discuss the crucial issues for the industry over the next 3 year period in light of different possible futures in immigration within the GSM Program and other immigration programs (e.g. Family Union, Refugees, etc) that might impact on the international education industry.

PAPERS: 1) Australian Outbound Student Mobility: The Evolution, Acceleration and Way Forward 2) The Impact of FEE-HELP on Outward Student MobilityTime: 11:00am - 12:00pm 12/10/2006 Room: Meeting Room 4 Chair: Mr Andrew King, Director, IDP Education Pty Ltd (Philippines) Stream: Multi-Stream

Paper: Australian Outbound Student Mobility: The Evolution, Acceleration and Way Forward

Mr Rob Malicki Global Programs Coordinator, Macquarie University

Outbound student mobility has been slowly gathering momentum in Australia over a number of years. It has gradually found its way first into the internationalisation and strategic plans of institutions and, more recently, has been gathering increasing support and momentum at higher levels.

Outbound mobility crosses many disciplines at many levels. Students interact with university staff, who then submit funding requests to government, who in turn may have discussed arrangements with other governments around the world. The European Union and Bologna Reforms are perfect examples of how student mobility has been carefully and deliberately placed at the front of intricate interactions across borders. They are a great model of success with more than a million students having utilised schemes such as Erasmus.

So where does Australia stand in the whole scheme of things?

The number of Australian students studying overseas as part of tertiary degrees has been slowly but steadily growing. But where do other sectors such as schools and vocational training fit in this mix? Is there greater value in overseas study at tertiary level or are other levels equally important? Surely involving all sectors will be important as Australia as a whole moves forward in this highly internationalised world.

This session will review a number of major developments in outbound student mobility in Australia over the past few years. It will discuss some of the major issues that have been raised as part of the National Forum on Outbound Mobility – a series of events around Australia in 2006 that seek to address aspects of outbound mobility at various levels – and possible ways to move forward on those issues.

Finally, it will consider some developments and innovations that could take place to better connect Australian mobility with mobility schemes around the world. Are we recreating the wheel or are there some fundamental changes that we could make to better share our resources, build our capacity and learn from others?


Paper: The Impact of FEE-HELP on Outward Student Mobility

Dr Christopher Ziguras Senior Research Fellow, RMIT

One of the reasons why very few Australian students undertake degrees in foreign universities is that students are not able to access government loans to finance foreign university fees. We have a higher proportion of foreign students in our higher education institutions than does any other country, and we are rightly proud of our success in attracting students here. However, less than one per cent of Australian students study oversees, which is lower than most comparable countries and much lower than in Europe. While international students coming into Australia are exposing themselves to new experiences which enhance their professional and cultural mobility, few local students have similar international exposure through higher education.

This paper argues that FEE-HELP, the Commonwealth loan scheme that helps Australian fee-paying students pay their tuition fees, should be extended to Australian students studying in foreign universities. It argues that the government is bound to do this in order to comply with undertakings Australia made over a decade ago within the World Trade Organisation’s General Agreement on Trade in Services. The Australian government’s international standing as advocate of internationalisation in higher education would be enhanced by implementing our existing commitments by allowing overseas universities to register for inclusion in the HESA Act’s Table B alongside domestic private providers. FEE-HELP loans would then be available to students within Australia to pursue studies overseas.

AEI Research UpdateTime: 11:00am - 12:00pm 12/10/2006 Room: Meeting Room 5 Chair: Mr Tony Fernando, Branch Manager, Market Development Branch, Australian Education International (AEI) Stream: Multi-Stream

Mr Tim Williams Director International Research and Analysis, Australian Education International (AEI)

Ms Fiona Antonucci Onshore Counsellor, Australian Education International (AEI)


Mr Quentin Stevenson-Perks Onshore Counsellor, Australian Education International (AEI)

One of AEI’s key roles in support of the Australian international education and training industry is the provision of market intelligence which assists institutions more effectively anticipate and respond to an increasingly competitive and fluid global environment. Undertaking research into various aspects of established and emerging markets as well as collecting information about international students’ experiences in Australia is an important component of this intelligence gathering function.

Accurate qualitative and quantitative information is critical to guide and support Australia’s international education and training industry, and to inform stakeholders and Government on major international political, economic, social and demographic trends to ensure that the Australian education system remains flexible and responsive to the needs of international students.

This session examines AEI’s market intelligence function and will include an overview of the processes AEI follows to determine research priorities as well as presentations on several recent AEI research projects, including Thailand, China and the US Postgraduate student research.

12:00pm – 12:10pm Short 10 minute break

(Mini-Plenary) Can Generation X Sell to Millennials?Time: 12:10pm - 1:10pm 12/10/2006 Room: Auditorium Chair: Professor Tony Adams, Pro Vice-Chancellor (International) Macquarie University & President, IEAA Stream: Reaching Students


Google, Friendster, MySpace, Blogs. Welcome to the digital world of Millennials. These adept multi-taskers have been born into an age of technology. Every day they are exposed to countless brands. They detest detail, and are intolerant of bureaucracy. They are optimists who see their life as a series of projects. Technology enables them to identify and sort information, to find solutions to every obstacle.

Most new international students are Millennials. Whilst they come from many different cultures, they share many similar values. We know some of their characteristics and their favourite brands. But how much do we know about the way they make their education decisions?

For the past year Robert Lawrence has been researching the world of Millennials. How they communicate, how they arrive at their decisions, what they fear and what they know. Now the results from a major study involving international students from twenty-four different countries will be presented for the very first time. This is ground-breaking research which will shape the way every institution needs to engage with this dynamic and engaging new audience.

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Current ELICOS Sector Issues and Ramifications for Other SectorsTime: 12:10pm - 1:10pm 12/10/2006 Room: Meeting Room 3 Chair: Associate Professor Seamus Fagan, Director, English Language and Foundation Studies, University of Newcastle & Chair, English Australia Stream: Multi-Stream


Ms Bianca Panizza Director, Centre for English Language Teaching (CELT), University of Western Australia

Mr David Matthews General Manager, Australian College of English (ACE)

Ms Margaret Casey Director, Centre for Applied Linguistics and Languages (CALL), Griffith University


A panel of ELICOS sector representatives will explore a range of current issues confronting the sector and will discuss how they impact not only on the ELICOS sector itself but also on other education sectors. The session will explore such issues as:

• Market trends (the ELICOS sector as the ‘canary in the coal mine’)

• International developments in ELT and the future of English as a global language

• English language skills and the relationship to success in academic study in other sectors

• English language skills as they relate to the General Skilled Migration program

• Government relations

• The commoditisation of ELT/education ‘products’

• Growth and extent of transnational activity

The session will provide participants with a better understanding of some of the issues facing the ELICOS sector and possible implications for other sectors of international education.

PAPERS: 1) How Do we Know if We are Keeping Our Promise to Transnational Students? A Case Study of Integrating Transnational Students into Student Experience Evaluation at UniSA 2) Keeping the Promise to Transnational Students: Developing ‘the ideal teacher’ for the Transnational ClassroomTime: 12:10pm - 1:10pm 12/10/2006 Room: Meeting Room 4 Chair: Ms Marylou Hayman, Manager, Product Development, IDP Education Pty Ltd Stream: Keeping the Promise to Students

Paper: How Do We Know if We are Keeping Our Promise to Transnational Students? A Case Study of Integrating Transnational Students into Student Experience Evaluation at UniSA

Ms Sue Mikilewicz Senior Evaluation Analyst: Planning & Assurance Services, University of South Australia



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The University of South Australia was for a number of years the largest Australian provider of transnational education (TNE) in the Asia Pacific region. UniSA has to date eschewed a bricks and mortar approach to TNE, adopting instead a partnership based, flexible delivery approach by working with Universities, industry partners, or private education corporations.

Our AUQA Report (2004) commended UniSA for its quality systems in transnational education. The University has not paused since that Audit Report and continues to identify areas where our quality systems can be enhanced. This is in keeping with the national Transnational Quality Strategy.

Ensuring a parity of experience for students through the evaluation of both onshore and offshore program delivery has been one such area of focus.

UniSA conducts the Student Experiences Questionnaire (SEQ) every two years with students studying in Australia. Graduates are surveyed using the Graduate Destinations Survey (incorporating the Course Experience Questionnaire). Both surveys are an important part of the University’s quality assurance regime and help to identify ways in which it can improve the quality of its programs and services.

These instruments have also been administered (in some form) to students studying in Singapore, Hong Kong, Malaysia, Taiwan and Thailand. An abridged version of the GDS/CEQ (called the Transnational Graduate Survey) has been used with transnational graduates since 2004. From April to the end of September 2005 UniSA conducted its inaugural full-scale Transnational Student Experiences Questionnaire (TSEQ) following a pilot of a Mandarin version (MSEQ) in the early months of 2005.

The first part of this presentation describes the approaches adopted by UniSA to administer the TSEQ, MSEQ and TGS across five countries. It summarises issues integral to conducting quality transnational evaluations. These include: the importance of instrumentation that is sensitive to cultural and partner differences, flexibility in survey administration and the value of triangulating student feedback to ensure their views and experiences can be ‘heard’.

The second part of this presentation describes how the results of the TSEQ, MSEQ and TGS have been used to foster the continuous improvement in transnational program delivery. It explains the importance of ‘closing the loop’ with transnational partners to ensure that UniSA can ‘keep its promise to students’.

Collectively this presentation has the potential to present a best practice model for the quality assurance of offshore program evaluation. The instruments used by UniSA are sufficiently generic to have applicability across the industry sector with the possibility of benchmarking results at some point in the future. Adoption of an industry-wide systematic evaluation approach would send a powerful message to all stakeholders that ‘it’s about the students’.

Paper: Keeping the Promise to Transnational Students: Developing ‘the Ideal Teacher’ for the Tansnational Classroom

Associate Professor Betty Leask Dean, Teaching and Learning, University of South Australia

Transnational or ‘offshore’ programs are an increasingly important and sometimes controversial area of international activity in which many universities are currently engaged. They have become an increasingly important part of the higher education internationalisation agenda in the past five years, quickly moving from a ‘cottage industry’ (a few programs in a few locations) to ‘core business’ (an important component of the academic and business landscape). This paper describes research designed to address one of the quality issues associated with the rapid growth in transnational programs offered by higher education institutions - academic staff development.

The paper draws on qualitative research conducted in Australia, Hong Kong and Singapore in 2004-2005 into student perceptions of the ideal teacher for the transnational classroom. A literature review was conducted to identify key understandings and abilities of transnational teachers. The fifteen characteristics that were identified in the literature were then tested through surveys and interviews with transnational students and Australia-based and offshore-based staff involved in postgraduate and undergraduate programs across a range of disciplines in different locations. The characteristics were ranked by the research participants as either ‘essential’, ‘desirable’ or ‘not relevant’. Four themes and three guiding principles related to the professional development of academic staff teaching Australian programs offshore were identified as a result of this process. The implications of the research findings for the professional development of academic staff teaching Australian programs offshore were then explored. The result was a description of content and the development of resources within a professional development framework for offshore teaching staff inclusive of both Australia-based and offshore-based staff.

Transnational students have clear expectations that the academic staff who work with them will have certain characteristics and they see these characteristics as an important component of the contract they have with the provider. The research provides guidance on the professional development needed for academic staff prior to and during their engagement in transnational teaching and is of relevance to those currently involved in, or seeking to enter, transnational education.


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PAPERS: 1) Graduating Students With Intercultural Competencies and the Shifting Expectations of East Asian Corporate Employers 2) The Impact of Internationalisation of the Higher Education in Devolving Cross- Cultural Competence and Global Understanding The Arab Gulf States Experience in International EducationTime: 12:10pm - 1:10pm 12/10/2006 Room: Meeting Room 5 Chair: Mr Sanjeev Verma, Director, IDP Education Pty Ltd (UAE) Stream: Multi-Stream

Paper: Graduating Students With Intercultural Competencies and the Shifting Expectations of East Asian Corporate Employers

Mr Peter Gainey Regional Director, The Scholar Ship

The “Asianisation” of expatriate workforces and the growing intra-regional nature of international education in Asia gives rise to a new set of questions around cultural diversity and intercultural management. Are new graduates being equipped with the necessary intercultural skills to compete in a global job market? Are institutions in the East Asia region able to deliver in an intercultural setting? Are students even aware of the growing demand for measurable intercultural competencies?

In the corporate world and on campus, managers, teachers and administrators are facing unexpected intercultural challenges. At the same time, SME’s and large, multinational corporations are starting to expect new recruits to be able to demonstrate intercultural skills. This session identifies some of the issues that face teaching and administrative staff in the East Asian institutions that are making a pitch for a share of the regional international and transnational education market. In parallel, it identifies some steps being taken by regional corporations to equip managers with, and to measure, intercultural management skills. The bigger questions are: a) who is leading the field in driving the development of intercultural training in East Asia: corporations or HE institutions; and, b) in which sector is there greater recognition (or denial) of this imperative?

Paper: The Impact of Internationalisation of the Higher Education in devolving Cross-Cultural Competence and Global Understanding The Arab Gulf States Experience in International Education

Ms Dimitra Antonelou-Abusalem Doctoral Fellow, Faculty of Arts, Humanities & Education, Central Queensland University

Mr Ali Abusalem UAE Embassy Canberra

International students are attracted to Australia as a study destination for a variety of reasons including our multiculturalism; however they often become frustrated when their perceptions and expectations of the Australian educational experience are vastly different from reality. This is despite efforts ensuring a smooth transition process for example: ongoing support, guidance and counselling for prospective students, certification of qualifications/credentials, visa processing, accommodation advice, and predeparture briefings (IDP 2004).

Student representatives find issues relating to cultural differences and misunderstandings often pervade educational delivery, policies, procedures, systems, and student understanding for example: academic misconduct; plagiarism; English as a second language; medical certificates; health care cover; integration with domestic students; students at risk; government regulation and policy (NLC 2003). Studies have also shown that international students have difficulties interacting with Australian students and staff on campus as well as the wider Australian community (for example Smart, Volet & Ang cited in DEST 2003).

The authors propose that research is required in relation to cultural interactions (and impacts) between international students, their service providers and the broader multicultural Australian community using a cross-cultural approach based on an assumption that Australia’s commitment to multiculturalism and cultural diversity includes the understanding and instigation of the basic principals of cultural competence. This presentation considers how research conducted from the perspective of international students would highlight areas of concern and also identify potential paths to cultural understanding and development for higher education institutions and related service providers.

1:10pm – 2:20pm Lunch Break (AIEC Marketplace)


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(Mini-Plenary) Outbound Australian Student Mobility: Future Policy DirectionsTime: 2:20pm - 3:30pm 12/10/2006 Room: Auditorium Chair: Professor Di Yerbury, Emeritus Professor, Macquarie University Stream: Keeping the Promise to Students

Dr Uliana Gabara USA President, Association of International Education Administrators (AIEA) and Dean and Carole M. Weinstein Chair of International Education University of Richmond

Professor John Hudzik USA Vice President Global Engagement and Strategic Projects, Michigan State University

Ms Susan Bennett Manager, International Cooperation Branch, Australian Education International (AEI)

Ms Davina Potts Associate Director Macquarie Abroad, Macquarie University

The Australian Government believes (ref. Backing Australia’s Future) that expanding Australian students’ experiences of the social, economic and political systems of other countries is crucial in building Australia’s capacity to engage in the international market and establish relationships with people and organizations in other countries. Such skills are invaluable in terms of Australia’s trade, foreign relations and security interests.

It is generally agreed by government and education institutions that advancing student mobility should be a core priority for a variety of cultural, social, economic, educational and strategic reasons. Much good work has been done in this area through various Australian student mobility programs initiated and supported by the Australian Government and by individual education institutions and organisations, but achievements have been relatively modest overall. Numbers of Australian students studying overseas remain low compared with international standards.

What does the future hold for Australian outbound student mobility? What initiatives are planned or underway? What lessons can be learned from other countries with successful outbound student mobility programs? What role should the Australian Government play in this area?

Towards a VTE Sector StrategyTime: 2:20pm - 3:30pm 12/10/2006 Room: Meeting Room 3 Chair: Professor Kerry Cox, Vice Chancellor, Edith Cowan University Stream: Reaching Students

Mr Martin Riordan Executive Director, TAFE Directors Australia


Mr John Hayton Director, Americas, Europe, Multilateral and VTE Sector Policy Unit, International Cooperation Branch, Australian Education International (AEI)

Australia’s Vocational Training and Education (VTE) sector has been the fastest growing sector in terms of international enrolments for the past few years. In 2005, almost one-fifth of total international student enrolments in Australia were in the VTE sector. Pathway programs and migration are possibly two of the main attractions of this sector for international students, however there is also significant and growing involvement in transnational projects by Australian VTE providers.

This session will focus exclusively on the development of an international strategy for the Australian VTE sector. What are the strategic priorities for the sector over the next 3 to 5 years? Are these priorites the same for public and private providers? What role should the Government play? What lessons can be learned from other industries? How can a quality agenda best be developed and implemented? What does the future hold for Australia’s VTE sector internationally?

Representatives from AEI, TAFE Directors Australia (TDA), and the Australian Council for Private Education and Training (ACPET) and will discuss the development and implementation of the VTE sector strategy.


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Media: Beg, Buy or Blog?Time: 2:20pm - 3:30pm 12/10/2006 Room: Meeting Room 4 Chair: Ms Meredith Jackson, Meredith Jackson Marketing and Communications Stream: Reaching Students

Mr Misha Ketchell Editor, Crikey.com

Mr Ben Grummells 4 Web Marketing

Mr Michael Walmsley General Manager Competitive Intelligence and Search Marketing Services, Hitwise

Navigating the media suddenly got harder. Online marketing, pay-per-click, blogging, podcasts, clickstream, RSS, search engine optimisation – what does it all mean and how on earth do we keep up? Even the experts are having trouble with the pace of change in the once-stable world of media. Should you “buy” media space, beg it from journalists, or blog your way to marketing success? What can I do with podcasts and viral marketing? IDP Education has put together a top team of media experts, online marketers and web analysts to help you navigate the challenge. Chaired by higher education marketing specialist Meredith Jackson, the session features Misha Ketchell, editor of Australia’s highest-profile blog, Crikey.com; Michael Walmsley, General Manager Competitive Intelligence and Search Marketing Services at Hitwise; and Perth-based web marketing guru Ben Grummels, who knows how to get the most from the world wide web.

Education marketers and communications staff should not miss this one-off opportunity to come to grips with the fast-changing media landscape.

PAPERS: 1) Internationalisation of Postgraduate Education in the UK 2) The UK’s Prime Minister Initiative for International EducationTime: 2:20pm - 3:30pm 12/10/2006 Room: Meeting Room 5 Chair: Mr Steve Gunn, Sales & Network Operations, IDP Education Pty Ltd Stream: Multi-Stream

Paper: Internationalisation of Postgraduate Education in the UK

Ms Christine Bateman UNITED KINGDOM Director of Education UK Marketing and Communications, British Council

Dr Janet Ilieva UNITED KINGDOM Market Information Development Manager, British Council

This paper studies internationalisation issues of the UK postgraduate education. The postgraduate students’ trend in the UK has seen the most dynamic changes over the last 10 years. The objective of this paper is two-fold: (i) to analyse the postgraduate taught and the postgraduate research study in the UK and (ii) to outline the main pressures on the UK sector.

The proportion of the international postgraduate students in the total student population has been continually growing and currently they represent almost half of the total international students in the UK.

The postgraduate taught degrees have marked the fastest growth rates over the last 10 years, reaching 120% growth in 2005 compared to 1996 (over 53,000 students in terms of absolute increase). On the other hand, the postgraduate research students have also marked steady growth but at a slower pace at 44% compared to 1996.

The above has had a massive impact on the international student recruitment. Currently, more than half of the postgraduate students have to be recruited annually. To maintain the current student numbers, the UK universities have to recruit almost 90,000 postgraduates every year.

Other important implication for the sector is pressure to change the content of delivered postgraduate taught courses, in order to reflect the change in the demographics of the audience, which is increasingly international.

Paper: The UK’s Prime Minister Initiative for International Education

Ms Christine Bateman UNITED KINGDOM Director of Education UK Marketing and Communications, British Council

The UK has a strong tradition of attracting international students. In April 2006, Tony Blair launched the Prime Minister’s Initiative for International Education. The strategy comes at a challenging time for the UK’s international education providers. Latest figures show a slowdown in the rate of growth of students enrolling in UK higher education particularly in some of the more traditional markets. The international environment has changed significantly since the first phase of PMI. There are now many more countries seeking to develop international education strategies as well as a rapid increase in the provision of tertiary education overseas.


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The new strategy, builds on the foundations laid down by PMI and student recruitment remains an important element:

• Targets of an additional 100,000 international students in the UK by 2011

• Significant development of the Education UK brand to ensure its relevance to international students

The strategy also recognises the need to take on a broader international agenda with additional support for:

• International student experience: Additional support to ensure that international students have a high quality experience whilst studying and living in the UK. The UK government is streamlining the visa application process to make it easier and more transparent for international students; in addition changes are underway to allow students greater opportunities for work experience after graduation.

• International partnerships and collaboration: The dramatic changes in international education suggest a very different landscape by 2011 – one in which both the UK’s positioning and many of its markets will depend on strong strategic overseas partnerships. The Initiative will focus on achieving a major step change in this area. The UK has already started to invest significantly through initiatives such as the UK-India Education Initiative and British Degrees in Russia Project which are having an impact in terms of the levels of collaboration and mutual learning between the UK and these countries.

PAPERS: 1) Become a Latin Lover: Growing Opportunities for Australian Education Providers in Latin America 2) Reaching and Securing Overseas Students: A Canadian Experience - Lessons LearnedTime: 2:20pm - 3:30pm 12/10/2006 Room: Meeting Room 6 Chair: Mr Tony McKittrick, Manager, Academic Relations and Canadian Education Centre, Canadian High Commission Stream: Reaching Students

Paper: Become a Latin Lover: Growing Opportunities for Australian Education Providers in Latin America

Ms Ines Fernandini PERU Business Development Manager for the Services industry, Austrade Peru

Mr David Nelson Deputy Director, Institute of Continuing and TESOL Education (ICTE-UQ), The University of Queensland

This session will present a government and industry perspective on the emerging importance of the region, issues and changes throughout Latin America impacting on the education industry, some factors contributing to the increasing success of Australian institutions, recommended strategies for engaging with the region and specific opportunities that exist across Latin America. In addition, the presentation will touch on issues such as forming partnerships, expectations of local partners , the value of alumni and some strategies for working with agents in Latin America.

This presentation will focus on current issues and changes throughout Latin America, including the education industry, some of the success factors which have worked for Australian institutions, the recommended strategies for approaching Latin America as well as the specific opportunities that exist across Latin America. In addition, this paper will touch on issues such as forming partnerships, expectations of local partners and some strategies on working with agents in Latin America.

Paper: Reaching and Securing Overseas Students: A Canadian Experience - Lessons Learned

Mr Jim Sebastian CANADA President, Access Education Inc.

This paper addresses one Canadian’s experience in attracting overseas students. Two perspectives are offered, government and private sector, both gained from direct experience as a public servant in provincial government and as a private management consultant subsequent to retirement from the civil service.

Addressing the Canadian experience with regards to overseas students means focusing at the provincial level and at the institutional level. Constitutionally, education is a provincial responsibility and Ontario, Canada’s most populous province and the favoured destination for most overseas students, has decentralized educational responsibilities more than any other province. I argue that on the one hand this division of responsibilities militates against our attracting students to Ontario and to Canada while on the other, it forces educational institutions to be entrepreneurial and innovative.

Devolution of responsibility for reaching and securing students reduces government’s role but by no means is government inactive. Under my leadership as head of the Ontario Ministry of Education’s department responsible for policy and operations of private schools in the province and overseas, the Ministry embarked on a six-year initiative to open the China market for secondary education by approving and inspecting a dozen schools for Chinese students wishing to study the Ontario curriculum. In order not to dampen the entrepreneurial spirit, government had to come to terms with a key question: how much intervention is enough to foster innovation while protecting the public interest? The measure of success was to be not solely an increase in the number of students but in the long-term sustainability of the school model.


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In keeping with government’s decentralized approach, regulation was kept to a minimum, operators were given broad scope, and innovation in program design was encouraged. I argue that this strategy enhanced the Ontario brand - and thus Canada’s - in China and resulted in reaching more Chinese students. Lessons learned both by government and by entrepreneurs can be instructive for countries involved in exporting education. Arguments about the merits of this approach must address, at a minimum, the framework established by government for these schools, the nature of the supervision imposed on operators, the location in China, profiling of the Chinese school’s administration and the design of the program.

While some of the Ontario schools in China are owned and operated by private enterprise, the outreach into China has extended to the publicly-funded secondary education sector with district school boards establishing schools in China in partnership with Chinese institutions. While some school boards see increased revenue as the goal of attracting overseas students, I argue that the resulting institutional linkages fostered by government’s strategic approach have many positive consequences. One unintended but pleasant consequence has been an increase in the mobility of Canadian students. I also argue that Canadian institutions have neglected the care and feeding of overseas students arriving on Canadian shores and failure to address this serious issue will put into peril the gains made over the last number of years.

3:30pm – 4:00pm Afternoon Tea Break (AIEC Marketplace)

The Millennials are ComingTime: 4:00pm - 5:00pm 12/10/2006 Room: Auditorium Chair: Ms Jandy Godfrey, Executive Director and Vice-President (Development and International), University of Canberra Stream: Multi-Stream

Mrs Melissa Banks Director, Mels Resources Pty Ltd

Professor Denise Kirkpatrick Pro Vice-Chancellor, Academic, La Trobe University

Mr Brett Blacker Director, International Affairs, Residential Services and Alumni, Murdoch University

Ms Debra Langton Director, Major Projects, Macquarie International, Macquarie University

A new generation is coming to our institutions. In the US they’re already enrolled. In Australia they are entering our higher education institutions. They hail from Japan, Europe, China, India and other Asian nations, and of course the Americas. They are born into the digital age. They have different experiences and expectations and they are certainly not a super sized Gen X.

They’re ambitious, optimistic and conventional. They think it’s cool to be smart, they are fascinated by technology and have zero tolerance for delays.

Are our institutions prepared? What are the implications for how we define, administer and support our marketing and recruitment and student mobility programs, how do we meet their expectations for service delivery through our existing student support resources and institutional physical infrastructure, what are the teaching and learning implications for our institutions, and how do we go about engaging this generation in a life long relationship through our alumni programs?

This panel session will draw on the experience, views and opinions of industry experts and explore the various challenges our institutions face with this new generation of consumers.

(Panel) Positioning International Students for Their Future: What Needs to be Done? Time: 4:00pm - 5:00pm 12/10/2006 Room: Meeting Room 3 Chair: Professor Jeanette Hacket, Vice-Chancellor, Curtin University of Technology Stream: Students and Their Futures

Mr Hedley Reberger International Student Adviser, The University of Adelaide

Ms Ellen Gibson International Careers Counsellor, Queensland University of Technology

Mrs Mary Dale Program Director, Postgraduate Diploma Master of Accounting, Division of Economic and Financial Studies, Macquarie University

Mr Geoff Sauer Alumni Relations Coordinator, Public Affairs and Alumni Office, Flinders University

Institutions are increasingly taking a holistic approach to student servicing, moving beyond traditional academic and student support into new areas designed to position students for their future. This panel session will discuss a range of good practice examples of innovations in this area with particular emphasis on international careers counselling, preparation for re-entry to home country, assistance with making the transition from academic study to professional practice, and alumni services.


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PAPERS: 1) The Future of Transnational Higher Education: Impacts of Host Government Policies and Local Competition 2) International Education: The Role of GovernmentTime: 4:00pm - 5:00pm 12/10/2006 Room: Meeting Room 4 Chair: Ms Dorothy Davis, Executive Director, Australian Institute of Political Science (AIPS) Stream: Reaching Students

Paper: The Future of Transnational Higher Education: Impacts of Host Government Policies and Local Competition

Dr Christopher Ziguras Senior Research Fellow, RMIT

This paper presents an overview of the political and economic context for transnational higher education in the region, and describes several distinct phases of development that can be discerned in transnational education markets. Some of Australia’s key offshore markets are maturing as governments who had previously welcomed foreign providers to boost the capacity of local systems instead begin to focus on growing domestic institutions while reorienting foreign provision towards building prestige and quality rather than scale. As a result, the paper argues that earlier predictions of continued rapid growth of transnational education may be overstated.

Focusing on the Asia-Pacific region, the paper considers the impact of growing investment in public sector institutions, competition to attract prestigious branch campuses, growing capacity of private institutions, and the likely consolidation and concentration of ownership of leading private institutions. The paper draws on the forthcoming book co-authored with Grant McBurnie entitled Transnational Education (Routledge Falmer, 2006), which presents a global perspective on the development of international online education, partner-supported transnational programs and international branch campuses.

Paper: International Education - The Role of Government

Mr William Archer UNITED KINGDOM Director, International Graduate Insight Group (i-graduate)

Mr Denis Blight AO UNITED KINGDOM Chair, The CABI Trust, CAB International

Governments have an essential role in international education, especially in the formulation, delivery and oversight of a cohesive policy framework. But the intervention of government has gone beyond this central role to incorporate generic promotion, student counselling and the conduct of education exhibitions. What is the scope to extend or limit this role and what new policy initiatives might be possible.

Since the radical reforms of the mid-eighties, which ushered in the international education industry – a policy that has attracted sustained bipartisan support – government has introduced further policy reform. But for the most part these reforms have taken the form of fine-tuning. Many have been in response to perceived failings in the industry such as the collapse of a number of private colleges, the misuse of student visa arrangements and so on.

The industry has, however, performed strongly. Whether this is because of the policy refinements and other government interventions or in spite of them is a matter for debate. Increased regulatory control and more extensive visa checks (due in part to security and immigration concerns) have all challenged the industry.

It may be time for another comprehensive review of international student policy and more radical change. This should in particular address the imbalance between the large numbers of foreign students enrolled in Australian universities, colleges and schools on the one hand, and the very limited numbers of Australians that study abroad. Is this imbalance a bad thing? Why don’t more Australians study abroad? And if we believe that it would be good if more did, are all or some of the constraints to growth amenable to policy solution?

The IELTS Evolution - Greater Focus on Students and InstitutionsTime: 4:00pm - 5:00pm 12/10/2006 Room: Meeting Room 5 Chair: Mr Adrian Armitage, IELTS Marketing Manager, IELTS Australia Pty Ltd Stream: Keeping the Promise to Students

Mrs Mary Jane Hogan Senior Examiner, IELTS Australia Pty Ltd


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In keeping with the aim of AIEC to assist practitioners to be well informed and effective, this IELTS presentation will bring participants up to date with the test in 2006 and will look ahead to 2007. In the world of international language testing, test providers have a prime responsibility to respond to the needs of stakeholders as well as to take into account research in language testing and any changes in the contexts in which the test is used. The IELTS test has experienced many challenges in 2006 as the test continues to grow. IELTS continues to be a major gateway for international students and for an increasing number of professional institutions.

To respond to these challenges, the IELTS partners are acting in several areas. The needs of primary stakeholders – candidates, tertiary institutions, professional organisations and government departments – are driving innovation, for example in relation to security issues, the development of new centres and the expansion of the capacity of current centres, the relaxation of the 90-day rule, the move to the use of half bands for all modules, and other practical matters including electronic features that streamline the delivery of results.

Stakeholders have more information than ever now about the rating scale to assist them to make more informed decisions about their use of IELTS band scores. The IELTS website now includes information about how the test is constructed, how IELTS scores are calculated, the rating scales used for Speaking and Writing, and the IELTS requirements of education and professional institutions worldwide. There is assistance for teachers and for students preparing for the test. To further meet stakeholder needs, a new DVD-based standard setting kit is available to assist organisations in setting appropriate entry requirements. Developments within the test itself reflect a firm commitment to staying abreast of research in language testing, which has resulted in two major revisions of the test in the last six years. There is an equally firm commitment to the professional development of the team of IELTS examiners in the setting up of the Professional Support Network. By remaining well informed about these IELTS issues, participants will be better equipped to deal with their students, whose needs are the focus of this conference.

International Student Expectations: The Voice of Indian StudentsTime: 4:00pm - 5:00pm 12/10/2006 Room: Meeting Room 6 Chair: Ms Vivienne Pereira, Manager Mumbai Office, IDP Education Pty Ltd (India) Stream: Keeping the Promise to Students

Miss Sameena Ahmad Research Student, The University of Melbourne

The extent to which tertiary students cross international boundaries to study abroad has increased dramatically in the last decade. Australian higher education is a particularly good example of this significant expansion of the international student market (AEI full year data for 2005). In 2005, student enrolments from India recorded a 33.5% increase over the previous year making it the strongest growth market in Australian higher education followed by China. Of the 27,661 Indian students that were enrolled in Australian institutions in 2005, a little under half (12,936) were studying in Victorian Institutions. This significant growth in student enrolments has made India the primary focus of the marketing efforts of various Australian higher education institutions.

Previous student experience studies have identified that marketing of education has the potential to shape the expectations of the prospective student’s university experience. Furthermore, dissatisfaction resulting from a mismatch between what a student expects and what is delivered could result in withdrawal of that student in the first year. While there has been substantial research in the area of student decision-making, little is known about international student expectations of their higher education institution.

This paper will report on a study in progress. It is set in a Victorian research intensive university, and seeks to delve deeper into a sample of Indian students’ expectations of their Australian university. Six distinct areas, namely, course curriculum, teaching staff, student life, classmates, facilities at university and support services are explored further to determine the Indian students’ expectations of these six attributes and what shaped their expectations.

7:00pm – Midnight AIEC 2006 Masked Ball Proudly sponsored by Masks available by donation to the Peace Scholarship Program Please see further information on page 8 of the program


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FRIDAY 13 OCTOBER 2006CONFERENCE PROGRAM

9:00am – 1:30pm Registration Open 9:00am – 9:30am Arrival Tea & Coffee (Southern Foyer)

(Panel) Transnational Quality Strategy Future DirectionsTime: 9:30am - 10:30am 13/10/2006 Room: Auditorium Chair: Professor Tony Adams, Pro Vice-Chancellor (International) Macquarie University & President, IEAA Stream: Multi-Stream

Ms Fiona Buffinton Chief Executive Officer, Australian Education International (AEI)

Ms Dorte Kristoffersen Audit Director, AUQA


Australian TNE has experienced rapid growth and diversification in recent years. The protection and promotion of TNE Quality by governments and providers is vitally important to Australia’s future in an increasingly globalised and competitive environment. This session will explore the likely future strategic directions of Australian TNE and the issues driving these developments, including changing delivery modes, changing attitudes of students and providers, increasing globalisation of economies and societies, and the protection of Australia’s reputation as a world class education provider through the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) Transnational Quality Strategy.

Representatives from AEI, AUQA and the university sector will discuss recent and future trends and developments in this area, providing examples of activities and projects.

Adventures in Cyberspace: From Bright Ideas to Good PracticeTime: 9:30am - 10:30am 13/10/2006 Room: Meeting Room 3 Chair: Mr John Molony, Executive Director International Programs, Macquarie International Stream: Reaching Students

Mr Davorin Vrdoljak General Manager Publishing, Hobsons Australia

Ms Helen Cook Director, International Policy & Communications, QLD University of Technology

Ms Sabine Ranke-Heinemann Director, Institut Ranke-Heinemann

Mr Keri Ramirez Virtual Marketing Coordinator, Macquarie University

Through the Virtual Marketing Network (VMN) a group of Australian universities have come together over the last four years to explore how they can innovate and improve performance in the virtual domain.

A number of projects, in various stages of development, will be examined in this session, including a case study of a German engineered website considered to be a model of good practice among international education sites. A panel of specialists will discuss a range of innovations and demonstrate how bright ideas have been put into good practice.


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PAPERS: 1) Securing Students in India 2) Education Abroad- Decision Makers, Finances and LocationTime: 9:30am - 10:30am 13/10/2006 Room: Meeting Room 4 Chair: Ms Cynthia Celestine, Director & General Manager IDP Education Network, IDP Education Pty Ltd (Malaysia) Stream: Multi-Stream

Paper: Securing Students in India

Mr Michael Moignard INDIA Senior Trade Commissioner and Minister Commercial, South Asia, Austrade

Mr Henry Ledlie INDIA Director, IDP Education Pty Ltd (India)

Indian Economy - The changing landscape

India is the world’s second fastest growing economy and is on the fulcrum of an ever increasing growth curve. With positive indicators such as a stable 8 percent annual growth, rising foreign exchange reserves, a booming capital market, flowing foreign direct investment (FDI), and a more than 20 per cent surge in exports, it is easy to grasp why India is a leading destination for many foreign companies. Domestically, both the manufacturing and the services sector have become a major driving force for the economy. With a growing middle class of 250 million people, India is now on a high growth path and has achieved the ambition of being one of the fastest growing regions in the world.

A globalising economy & the evolving role of education

An outward looking economy throws more opportunities and options to students. This is visible with the increase in the number of students going abroad. Also, Indian students are becoming more aware, discerning and are weighing various study options available to them. Different countries like US, UK, Ireland, and Singapore etc are marketing themselves as attractive study destinations. There is an increased international marketing of educational programs and curricula together with institutions looking at local partners to set up operations in India. Indian School of Business (ISB) is an example of one such successful collaboration between Kellogg School of Management, The Wharton School, and London Business School.

Students – How to secure them?

India is one of the fastest growing student markets for Australia. Over 27,000 Indian students were enrolled in Australia in 2005 and by 2025, it is stated that this figure will cross 80,000. This quantum leap throws two important questions, which need to be addressed:

1. How will this growth be achieved and the appropriate market entry strategies?

2. Qualitatively, will these numbers attract serious & quality students or mere migrants who are looking at education as a route to settle in Australia?

Recommendations:

• Expanding the reach within India with focus on untapped regions & markets

• Diversifying the product offering - Introducing new & specialised courses – Nanotechnology, Bioinformatics, Health sciences etc.

• Newer segments of growth – Vocational Training and Education, Under graduate, High Schools, ELICOS

• Partnerships – Linkages through pathway programs and twinning arrangements, Research partnerships, student and faculty exchanges

• Fostering Education - Industry linkages & building up on Australia’s strengths in sectors such as tourism, mining, food technology etc

• Team Australia Approach – Partnership between government (AEI, DIMA, Austrade) and private stake holders (education agents)

• Customer (student) Relationship Management: improved access to quality information; Study Tours.


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Paper: Education Abroad - Decision Makers, Finances and Location

Dr Ayoub Kazim UNITED ARAB EMIRATES Dubai Technology and Media, Free Zone Authority, Knowledge Village, Dubai Academic

There are many factors that could contribute in student’s decision on studying abroad such as attaining better education, better job opportunities or unavailability of the sought programs in the home country. This paper highlights students and parent’s attitudes toward studying abroad and decision making in 15 countries throughout the Middle East, North Africa and Asia namely UAE, Oman, Kuwait, Saudi Arabia, Jordan, Lebanon, Egypt, Morocco, Iran, Turkey, Russia, China, India, Pakistan and Sri Lanka. The study was conducted by an American educational agency named AC Nielson with the collaboration of Dubai Knowledge Village. Our findings indicated that 32% of the student surveyed showed that the reputation of the school was the key driver for their decisions. Furthermore, 25% of the students expressed the importance of job opportunities in their decision making. On the other hand, a well known professor was the least key driver for the students to decide to the destination for their studies. In the critical choice drivers, 13% of the students surveyed illustrated that job opportunities and 6% of the students surveyed showed that destination close to home was the major driver for their decision. Generally, our study demonstrated that the student’s family play a key role in decision making with fathers from India, Egypt and Saudi Arabia have the greatest role in the decision making. Of all the 16 countries surveyed, only Turkey, Russia and China demonstrated the importance of the program of study over the location. With the exception of Lebanon, Russia, Iran and South East Asia, our study showed that most of the students from the surveyed countries are looking for self financing when it comes to studying abroad. For instance, 66% of the UAE students studying abroad are self financed. Conversely, Iranian students depended heavily on scholarships, which was the highest among other countries with 35%.

PAPERS: 1) Mainstreaming Mobility: The Global Leadership Program 2) Utilising Individual Academic Networks to Build an Academic Approach to Student MobilityTime: 9:30am - 10:30am 13/10/2006 Room: Meeting Room 5 Chair: Ms Alexia Bannikoff, Manager, Client Relations, IDP Education Pty Ltd Stream: Students and Their Futures

Paper: Mainstreaming Mobility: The Global Leadership Program


Ms Ainsley Gilkes Global Leadership Program Coordinator, Macquarie University

Student Mobility has been a strategic priority at Macquarie University for the past 5 years. In 2004, the program reached a participation level that included students naturally inclined to travel abroad. At this point, the mobility team began looking at our international partners for best practice models in mainstreaming mobility and reaching a wider range of students across campus.

In 2005, the Global Leadership Program was born and instantly attracted 550 student enrolments. As an extra-curricular activity, the program aims to expose students to a wide range of international topics through a speaker series, colloquia, and experiential education. The most important requirement is participation in a student mobility experience.

The program is recognized as a certificate of the Vice Chancellor, and progress is measured through the accumulation of points. Students can tailor the program to meet their own goals, and structure participation to best fit their study and other commitments. Over the duration of an undergraduate degree, it is easy for students to participate in the program.

Potential students are introduced to the GLP when considering Macquarie as a study option. It has brought the topic of international mobility to the forefront of our recruitment efforts, and offers the Macquarie student a competitive advantage when entering the workforce.

To date, we have had 14 graduates from the program and currently have1200 student enrolments. The GLP had an immediate impact on student participation in mobility programs and has lead to the development of a diverse range of offerings including community development projects, leadership study tours, and international internships. The challenge for Macquarie is how to meet the rapidly growing demand.

This session will present the structure of the program and discuss how innovative program initiatives can increase the profile of mobility programs on campus.


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Paper: Utilising Individual Academic Networks to Build an Academic Approach to Student Mobility

Dr Robert Coelen NETHERLANDS Vice-President International, Leiden University

This paper is about techniques to discover which academic links exist in order to be able to support the growth of inter-institutional links for the benefit of student mobility. On the one hand it uses bibliometric information and this is coupled with information from a questionnaire. The information gained by these methods is used to strategically enhance academic networks. This is in contrast to the methods most often deployed. One is the top-down method, where incidental meetings and global observations on the similarity of two institutions leads to an agreement that includes student mobility. The other is the single person (or group) driven method where inter-institutional relationships depend on a single academic link.

PAPERS: 1) Enhancing the Quality of the Student Experience: Developing an Integrated Student Care Program at UniLodge 2) Accommodating Your Customers - Lifestyle Student Support ServicesTime: 9:30am - 10:30am 13/10/2006 Room: Meeting Room 6 Chair: Ms Marylou Hayman, Manager, Product Development, IDP Education Pty Ltd Stream: Multi-Stream

Paper: Enhancing the Quality of the Student Experience: Developing an Integrated Student Care Program at UniLodge

Ms Marion Moore General Manager Marketing and Student Services, UniLodge

Ensuring the safety, security and sense of well being of international students should be of primary importance not only to education institutions but also student accommodation providers. The value of a positive accommodation experience cannot be overstated in meeting student expectations and needs. Most students agree that the extent to which they feel settled and comfortable in their “home” in Australia, whether it be on campus or off campus, is critical not only to their academic performance, but also to how positive they feel about their overall experience as a student in this country.

This presentation will outline the key features of the Student Care Program implemented across the eleven UniLodge student accommodation facilities, the aim of which is to incorporate the Student Care philosophy into all stages of communication and interaction with our student residents. Taking a proactive approach to developing the Student Care Program, UniLodge has endeavoured to ensure consistency with the student service goals and policies of the major education institutions at which our residents are studying. For example, UniLodge has worked and continues to work closely with “partner” education institutions, such as UNSW Foundation Year, Swinburne University, (and in 2007 the ANU), to maximize students’ actual and perceived sense of wellbeing and security, and their feeling of belonging to a welcoming, friendly and supportive community.

The collaboration between Unilodge and public education institutions illustrate the benefits that can be achieved in public and private sectors alliances when both parties are committed to enhancing the quality of the student experience.

Paper: Accommodating Your Customers - Lifestyle Student Support Services

Mr Tony Waters Director, Study Oasis Pty Ltd

With changes in government legislation covering VSU and the ESOS there is pressure on Universities in Australia to devise new ways of providing support services to International Students. In addition pressures for the recruitment of International Students is becoming more intense not only within Australia but from overseas competitors. Universities must move to see potential students as potential customers and attract them with a Study and Lifestyle Package. This would include accommodation and lifestyle choices that international students will make during their time in Australia. This presentation will discuss ways in which universities can work with private sector providers to meet the needs and wants of the international student as customer for products and services.

10:30am – 10:50am Morning Tea Break (Southern Foyer)


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Branding DissectedTime: 10:50am - 11:50am 13/10/2006 Room: Meeting Room 3 Chair: Ms Meredith Jackson, Meredith Jackson Marketing and Communications Stream: Reaching Students

Ms Allison Doorbar Managing Partner, JWT Education

As the education sector becomes increasingly competitive, so does the need for individual institutions to define, build and manage their brands. This research looks at how students develop their perceptions of an education brand. The research involves focus groups conducted globally. Specifically the research is designed to:

• better understand the role and significance of an institution’s brand to students (undergraduate and graduate students) in their decision making process to consider, choose and remain with an institution;

• investigate how it is similar to and different from that of retail products and/or services;

• identify the key insights for institutions to assist them in their branding and recruiting efforts.

The research is being conducted in the following markets among undergraduate and postgraduate students; UK, Europe, China, Hong Kong, India, Australia, the US and Latin America, and is designed to provide an understanding of the importance and relevance of branding in their choice of institution.

2006: The Year of Study Abroad - US Government Policy Initiatives on International EducationTime: 10:50am - 11:50am 13/10/2006 Room: Meeting Room 4 Chair: Mr John Hayton, Director, Americas, Europe, Multilateral and VTE Sector Policy Unit, International Cooperation Branch, Australian Education International (AEI) Stream: Securing Students


Mr John Hayton Director, Americas, Europe, Multilateral and VTE Sector Policy Unit, International Cooperation Branch, Australian Education International (AEI)

Professor John Hudzik USA Vice President Global Engagement and Strategic Projects, Michigan State University

The US Senate by unanimous vote declared 2006 the Year of Study Abroad. This indicates the increasing focus on internationalisation across the education sectors in the United States. In January an unprecedented meeting was convened by the Secretaries of State and Education and attended by the President and cabinet, drawing together one hundred University and Community College Presidents. The summit renewed the national dialogue on higher education’s engagement internationally, amid mounting concern over declines in the number of international students entering the US, and has paved the way for government initiatives to further internationalise American higher education. The Year of Study Abroad will also see the Commission on the Abraham Lincoln Study Abroad Fellowship Program report its recommendation to send one million students to study abroad by 2017 with associated funding requests to Congress by June. And the US Commission on the Future of Higher Education will submit its final report to the Secretary of Education by August this year. It appears that the ‘sleeping giant’ has awoken.

In an evermore competitive international environment, what might the implications be for the Australian university and vocational education sectors? This presentation will provide a policy update with particular focus on what impact these major national strategies and recent legislative reform will have on the higher education landscape, both in the US and in its competitor countries.


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PAPERS: 1) A Growing Experience: The Health and Well-Being of International Students at the University of Melbourne 2) Can You Teach Aussie Universities to Salsa? Investigating the Orientation and Support Needs of Latin American students in Australian Higher EducationTime: 10:50am - 11:50am 13/10/2006 Room: Meeting Room 5 Chair: Mr Eric Pang, Convenor, National Liaison Committee (NLC) Stream: Keeping the Promise to Students

Paper: A Growing Experience: The Health and Well-Being of International Students at the University of Melbourne

Mr Garry Thomson Director - Health, Counselling And Disability Services, University of Melbourne

This study was undertaken to gain a better understanding of international students’ well-being as they undertake tertiary studies at the University of Melbourne. It focused on what it is like for international students living and studying in Melbourne, how they relate to others in Australian society, their views of their health and health-related experiences and their use of university support services.

Commencing in first semester 2005, the study surveyed 2,276 international students with an overall response rate of 43.9%. International students from 58 countries took part in the study with undergraduate students making up 71% of respondents.

The study found that the vast majority of international students feel good about their life and study in Melbourne with, for example, 82% considering themselves as healthy or healthier than they were at home and 90% indicating that they feel safe in Melbourne. The study identified a number of key factors that predicted well-being, as well as group differences in well-being, along with reasons for not utilizing support services in times of need.

The study examined different styles of adaptation and identified that 60 % of students adapt to life and study in Melbourne in a positive and connected way (e.g. a balanced lifestyle and a sound sense of wellbeing). About one third (unconnected and stressed) identified that things would be better if they felt more at home in Australia, more in control of their studies, less stressed by family expectations and had more social connections. A third adaptation style (distressed and risk-taking, 7% of students), typified a group with few social connections, cultural stress, a mixture of depression and anxiety and a tendency to express their distress in potentially risky behaviours.

Utilizing these findings, the authors highlight a number of approaches that would enhance well-being for international students and have particular impact on those in the unconnected and stressed group. They also identify a number of critical areas for further investigation including issues related to perceptions of abuse, sexual behaviour, self-harm and alcohol use among international students.

Paper: Can You Teach Aussie Universities to Salsa? Investigating the Orientation and Support Needs of Latin American Students in Australian Higher Education

Ms Kate Smart Manager Study Abroad And Exchange, University of Canberra

As a result of the decrease in incoming student numbers from traditional international student markets, Australia needs to look towards developing markets to supplement international student income. Latin America is shaping up to be an excellent market for Australia, and as a result will need to identify needs of Latin American students to develop specialised orientation and support programs.

The report looks at what is currently being offered within our universities in the form of orientation and student support and explores Latin American student’s experiences. Potential for specialisation in addition to prospective needs of this student group is identified.


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PAPERS: 1) Baby Boomers and the New Asian International Student 2) The 2005/2006 Aceh and Nias Student Scholarship Program for Victims of the Indonesian Tsunami and EarthquakeTime: 10:50am - 11:50am 13/10/2006 Room: Meeting Room 6 Chair: Mr Michael Bracher, Senior Program Manager APS Indonesia, IDP Education Pty Ltd Stream: Multi-Stream

Paper: Baby Boomers and the New Asian International Student

Mr Peter Hanami JAPAN CEO, JapaneseCustomer.com

Baby boomers the largest and wealthiest sector of many western countries begin retiring this year. As they retire their jobs will disappear opening the way for a new breed of manager and therefore a new type of student. A student who requires a different skill set, language set and mind set. The paper focuses on Japan a market leader in Asia and key influencer of other Asian countries. Based on the research “Recruiting Japanese Students” the author details the changing structure of the Japanese market place and defines the new emerging student. The implications of the paper have relevance for course design, staff training, recruiting, marketing, positioning, integration and retention of Asian students.

Paper: The 2005/2006 Aceh and Nias Student Scholarship Program for Victims of the Indonesian Tsunami and Earthquake

Mr Michael Fay Associate Director, ASEAN Focus Group Pty Ltd


This session will focus on the positive involvement of the Australian private education and training sector in responding to student needs in the aftermath of the tsunami and earthquake of 2004 and 2005 which was particularly devastating in Aceh province and Nias Island in North Sumatra.

Australia’s transnational education footprint in Sumatra through the Australia Centre Medan provided ACPET with the resources, local networks, linkages and expertise to effectively target and coordinate the scholarship program on the ground in Indonesia. The Indonesian government office responsible for private educational institutions in Aceh and North Sumatra provided vital local knowledge and government support.

The scholarship was initially targeted at 322 students attending the private Al Muslim University in Bireun district North East Aceh which was saved the full brunt of the tsunami and so provided a safe haven for students to continue with their studies. This region had been one of the key areas affected by the civil war in Aceh so education is particularly important in building the peace.

The success of the Bireun district scholarship and the further devastation caused by the March 2005 earthquake in Nias Island, North Sumatra, convinced ACPET of the need to raise further funds from the Australian private VTE and ELICOS sector. In December 2005 the ACPET Private Provider scholarship was widened to include 200 further scholarships to allow students studying at 2 private post secondary education institutions on Nias to continue with their studies. The scholarship program was inaugurated by the Minister of Minister for Vocational and Technical Education the Hon Gary Hardgrave MP at a ceremony held at the Australia Centre Medan in December 2005.

This presentation will be made by Michael Fay the Project Coordinator and Julie Moss the National Chair of ACPET whose initial vision and determination to make sure that it really was “All About the Students” resulted in the ACPET project moving from idea to reality with the support of many private sector ACPET members from all over Australia.

11:50am – 12:00pm Short 10 minute break


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Closing PlenaryTime: 12:00pm - 1:30pm 13/10/2006 Room: Auditorium Stream: Plenary Session

Co-Chairs: Mr Anthony Pollock, Chief Executive, IDP Education Pty Ltd Professor Tony Adams, Pro Vice-Chancellor (International) Macquarie University & President, IEAA

During the closing session the IEAA President, Professor Tony Adams, will present the inaugural IEAA Award for Distinguished Contribution to the Field of International Education.

What About the Students? A Discussion with Tony JonesModerator: Mr Tony Jones, Journalist and Host of ABC TV’s ‘Lateline’

Professor Jeanette Hacket Vice-Chancellor, Curtin University of Technology

Ms Helen Zimmerman Group Managing Director, ACL Pty Ltd

Mr Eric Pang Convenor, National Liaison Committee (NLC)

Ms Fiona Buffinton Chief Executive Officer, Australian Education International (AEI)


What do international students want? Are we really listening to them? How well do we understand their needs and aspirations? Is the quality of what students are getting really up to scratch? How welcoming has the Australian community been to international students? How committed are institutions and Government to the needs of students? These are just some of the issues to be explored in a dialogue hosted by Tony Jones, celebrated anchor for the ABC TV’s ‘Lateline’. The session is intended to be lively and thought provoking. It is of relevance to all conference delegates and will provide a pointer to effective industry wide responses to changing student expectations about their Australian study experience.

Tony Jones appears by arrangement with Claxton Speakers International.

Tony Jones


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Documents

AIEC 2006 Program Book