AIEC 2012 Program Book

2 – 5 October 2012

Melbourne Convention and Exhibition Centre, Victoria

www.aiec.idp.com

AIEC ® is a registered trade mark of IDP Education Pty Ltd

™ is a trade mark of IDP Education Pty Ltd

International Education in the Asian Century

COnferenCe PrOGrAM

Collect yourIELTS pack for your chance to WIN an iPad

Visit the IELTS booth for the latest information pack for your Admissions and Recruitment teamsEach pack contains an entry form to the prize draw to win a third generation iPad. The prize winner will be announced during lunch on Friday 5th October.

www.ielts.org

“Show me an IELTS 6”

Join the “Show me an IELTS 6” presentation in the Information Space during afternoon tea on

Thursday to see samples of Speaking and Writing at Band 6

level of pro ciency.

AIEC_Advert_2012_A.indd 1 8/29/2012 12:12:14 PM

Australian International Education Conference 2012 Conference Program

ISBN – 978-0-9872019-1-1

Sponsors

The Australian International Education Conference 2012 wishes to acknowledge the generous support of the sponsors who have contributed to the success of this year’s event.

3The Australian International Education Conference 2012 Melbourne Victoria 2 - 5 October 2012

Welcome General Information

Other Services Information Sessions

Social Program Suggested Restaurants

Exhibitor Competitions and Giveaways

CONTENTS

5 7 9 10 13 15 16

AIEC Exhibition and Directory

Venue Floor Plans Melbourne Map and Accommodation

Optional Workshops

Conference Program Overview

Conference Program

18 21 22 23 31 43

Conference Hosts

IDP Education Pty Ltd

Level 8, 535 Bourke Street

Melbourne, VIC 3000

P: +61 3 9612 4400

E: [email protected]

W: www.idp.com

IEAA

PO Box 12917

A'Beckett Street

Melbourne, VIC 8006

Tel: +61 3 9925 4579


W: www.ieaa.org.au

Conference Management

Epic Conferences & Events

PO Box 291

Kensington NSW 1465

P: +61 2 9281 0024

F: +61 2 9281 0284


W: www.epicconferences.com.au

AIEC ® Registered trade mark of IDP Education Pty Ltd


Platinum Sponsors

Silver Sponsors

Other Sponsor Media Partner

Educational Services

I N T E R N A T I O N A L P A T H W A Y S

DELIVERING IMPACT

AUSTRALIA CHINA INDIA ITALY MALAYSIA SOUTH AFRICA

Half Page Horizontal (260 mm wide x 168 mm deep or 10.25” x 6 5/8”) colour

COR-12P-1029-BRAND-AIEC.indd 1 3/09/12 3:17 PM

Dear Delegates,

On behalf of IDP Education and the International Education Association of Australia we give you a very warm

welcome to the 26th Australian International Education Conference in Melbourne, one of Australia’s most attractive

cities for study and a focal point for the 160,000 international students studying in Victoria.

The theme for this year’s AIEC is International Education in the Asian Century, which squarely addresses the major

global realignment towards Asia which is underway and the profound impact it is having on international education.

International education has been a key driver of Asia’s economic development for many decades. Millions of

students from Asian countries have graduated from international education programs and are now leaders in

business, politics and culture in their home countries. Now, as Asia takes its place as an economic powerhouse,

these graduates retain strong ties to the countries where they studied – whether Australia, the United States, the

United Kingdom, Canada, New Zealand or elsewhere – creating a lasting bridge between Asia and the countries of

the west, which will shape how the Asian Century develops.

This year’s conference will go deep into these issues as well as a wide range of other topics covering policy

and research, the student experience, transnational education, student mobility, marketing and recruitment,

teaching and learning, and professional development. The workshops and sessions are designed to extend your

professional knowledge and provide the most up-to-date information on issues affecting the industry and each of

its sectors.

We particularly welcome delegates attending their first AIEC, including those who are new to international

education. We hope that it will offer you valuable professional development and network building across all

education sectors which will enhance your professional life. We also offer a warm welcome to overseas delegates,

whom we particularly acknowledge for making the AIEC truly international.

We are delighted to be holding this year’s AIEC in Melbourne’s new Convention and Exhibition Centre. We wish

you a very enjoyable and productive conference.

Yours sincerely,

Andrew Thompson

Stephen Connelly

Welcome

5

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The Australian International Education Conference 2012 Melbourne Victoria 2 - 5 October 2012

Conference Advisory Committee

The Australian International Education Conference 2012 is co-hosted by IDP Education Pty Ltd and the International Education Association of Australia

(IEAA) and is supported by a joint IDP/IEAA conference management committee comprising:

James Bennett Key Account Manager, NSW/QLD/ACT/NT, IDP Education Pty Ltd

Helen Cook Vice President IEAA & Associate Director, Client Relations, ETS TOEFL

Stephen Connelly President IEAA & Deputy Vice-Chancellor (International & Development) RMIT University

Louise Goold Director, Murray-Goold International Pty Ltd

Phil Honeywood Executive Director, IEAA

Lyndell Jacka Head of Research, IDP Education Pty Ltd

A/Prof Betty Leask IEAA Board Member & ALTC National Teaching Fellow, Division of Business, University of South Australia

Dennis Murray Director Murray-Goold International Pty Ltd and Director Research and Business Development, IEAA

Davina Park Conference Manager, IDP Education Pty Ltd

Andrew Thompson

Chief Executive Officer, IDP Education Pty Ltd

Stephen Connelly

President, International Education Association of Australia (IEAA)

Every year, more than 150,000 students from around the world come to Melbourne, to secure their future.

MelbourneWhere your future takes off

Melbourne, Victoria’s capital, is Australia’s knowledge, manufacturing and innovation capital and represents 25 per cent of the nation’s economic activity.

Melbourne’s greatest asset is its people, who come from more than 200 countries and speak over 230 languages and dialects. Melbourne’s rich cultural diversity, talented people, world-class education and superior infrastructure attract more than 150,000 students from around the world each year.

Melbourne is Australia’s leading city for international students. In 2012, the London-based QS World University Rankings judged Melbourne as the leading student city in the Asia-Pacific region and among the world’s top four student cities along with Paris, London and Boston.

Melbourne has given the world four Nobel prize winners in medicine and physiology. The tradition continues in this global centre for excellence in education, research and innovation.

Choosing Melbourne means choosing a superior education while enjoying life in the world’s most liveable city.

Learn more about the benefits of living and studying in Melbourne by visiting studymelbourne.vic.gov.au

6091 international coordination AIEC advert 11.indd 1 12/09/12 12:53 PM

Gen

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Info

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General Information

Venue InformationMelbourne Convention and Exhibition Centre

1 Convention Centre Place,

South Wharf, Melbourne Victoria

All conference workshops, sessions and the AIEC

Exhibition will be held in the Melbourne Convention

and Exhibition Centre located on the banks of the

Yarra River.

Parking

The Melbourne Convention and Exhibition Centre has

two car parks close by with up to 1600 spaces and are

open 24 hours a day, 7 days a week. The Melbourne

Convention and Exhibition Centre car park and South

Wharf car parks are accessed from Normanby Road.

The maximum daily rate at the Melbourne Convention

and Exhibition Centre car park is $36 for a 24 hour

period. An Early Bird rate is available for $13 for entry

between 6am and 9am and exit between 3pm and

midnight, Monday to Friday. The maximum daily rate at

the South Wharf car park is $28.

Disabled Facilities

All public areas of the Centre are accessible by

wheel chair. Lifts are located in the main foyer of the

Convention Centre. Accessible toilets are available on

each level of the Convention Centre.

Toilets

Male and Female toilet facilities are located in each of

the foyers on all levels.

Lost Property

Should any assistance be required in the case of lost

property please see the staff at the Security Office,

located on the ground floor, past the Customer Service

Desk at the Melbourne Convention and Exhibition

Centre.

Cloaking

Cloaking facilities are available through the Customer

Service Desk located on the ground floor of the

Convention Centre. The cloakroom will be available

to conference delegates between 8:00am – 8:30pm

Tuesday, 8:00am – 5:30pm Wednesday and

Thursday, and 8:00am – 4:30pm Friday.

Smoking

The Melbourne Convention and Exhibition Centre is a

smoke free venue. Smoking is only allowed outside the

building.

*Prices correct at time of print.

AIEC Registration Desk

Ph: 03 9235 8653

Fax: 03 9235 8761

The AIEC Registration Desk is located on the

ground floor of the Melbourne Convention

and Exhibition Centre and will be open at the

following times times:

Tuesday 2 October 8:00 am – 5:30 pm

Wednesday 3 October 8:00 am – 5:30 pm

Thursday 4 October 8:30 am – 5:30 pm

Friday 5 October 8:30 am – 2:30 pm

AIEC Exhibition

The AIEC Exhibition is located on the ground

floor of the Melbourne Convention and

Exhibition Centre, entry via Door 6. Please refer

to the Exhibition Floor Plan on page 18 for

opening and closing times each day.

Speakers’ Preparation Room

All speakers should check in to the Speakers’

Preparation Room which is located on the

second level in Meeting Room 214. Speakers

are to submit PowerPoint presentations to

the technicians in this room. Please ensure

you visit the Speakers’ Preparation Room as

soon as possible and no later than the lunch

or tea break which occurs before you are due

to present.

Catering

Arrival tea & coffee, morning & afternoon

tea and lunch will be served in the AIEC

Exhibition on Wednesday, Thursday and

Friday.

Food will be available separately for

delegates who have requested special

dietary requirements in their registration. A

separate serving station will be available for

you to collect your meal. This is located near

the IDP/IELTS booth. Please present your

dietary requirement card to the staff to obtain

your meal.

Social Functions and Venues

Please see Social Program on page 13 for

full details of all social functions.

Dress Code

Conference dress for delegates is smart

casual / business throughout the conference.

Dress for social functions is detailed within

the social program information.

Conference Proceedings

Following the conference, session

presentations and papers will be available on

the conference website: www.aiec.idp.com

Conference Feedback

Your feedback on this conference is highly

valuable. Delegates who complete the online

feedback survey by 2 November 2012

will go into the draw for a free registration

to the Australian International Education

Conference 2013 in Canberra.

Website: www.aiec.idp.com

AIEC Conference App

Stay connected at the AIEC 2012

Conference with the Conference App. Use

your smartphone, mobile device or laptop to

view the conference program, see session

information and presenter biographies, view

sponsor and exhibition information, get the

latest program updates and information and

create your own personalised schedule of

session you want to attend.

To access the Conference App:

Go to: aiec2012.com

Or scan the QR Code


Conference Information

Count on the TOEFL® test to bring more highly qualified and diverse students to your campus.

The TOEFL test is:

The most widely available English language test, offered at more than 4,500 testing centers in more than 165 countries worldwide.

The most authentic as the true measure of how well students can integrate the 4 English skills needed to succeed.

The most fair, unbiased and accuraterepresentation of students skills — a centralized scoring network of multiple raters independently assess each student’s reading and writing skills.

Copyright © 2012 by Educational Testing Service. All rights reserved. ETS,

the ETS logo, Quality Beyond Measure and TOEFL are registered trademarks

of Educational Testing Service (ETS) in the U.S.A. and other countries.

TOEFL iBT is a trademark of ETS. J04958B

From China to Chile, India to Indonesia, only the TOEFL test is used by students from more than 180 countries to reach study abroad destinations all over the world — including yours.

Find thousands of potential students with the new TOEFL® Search Service.

www.ets.org/toefl/institutions/search_service


Oth

er S

ervi

cesAIEC 2013

The Australian International Education Conference will be held in Canberra

from 8 - 11 October 2013.

Mark your diaries now!

Other Services

Message Board

A message board for delegates will be located

in the AIEC exhibition near the IDP/IELTS booth,

located on the ground level of the Melbourne

Convention and Exhibition Centre.

Meeting Spaces

Two meeting spaces are available in the AIEC

Exhibition to registered delegates in which you

can conduct small meetings for up to 6 people.

The meeting spaces can be booked in advance

by adding your name to the booking schedule

located on the outside wall of each meeting

space. Meetings can be booked for half hour or

one hour slots.

Business Centre

Sponsored by

A Business Centre is located within the AIEC

Exhibition and is available for delegates during

the Exhibition opening hours.

Wireless Internet

The Melbourne Convention and Exhibition Centre

has free Wi-Fi throughout the Centre which

covers the meeting rooms, exhibition bays and

foyer areas. The Wi-Fi is suitable for webmail,

Facebook, Twitter and basic internet browsing

but not for streaming video such as Skype.

Wireless internet cards are not available for

purchase.

Automatic Teller Machines

ATMs are located adjacent to the Convention

Centre entry (closest to the Hilton Melbourne

South Wharf) and on the Exhibition Centre

concourse, located near Door 3.

Local Knowledge

Look out for locals who are

identified with a green ‘Ask Me’ on

their name badge and gain local

knowledge from them – where to eat, drink,

shop, what to do around town and much more.

Taxis

A dedicated taxi rank is located adjacent to the

Convention Centre entry (closest to the Hilton

Melbourne South Wharf) and at the main entry to

the Exhibition Centre on Clarendon Street. If you

require a taxi to be booked, please see the staff

at the MCEC Customer Service Desk located on

the ground Level of the Melbourne Convention

and Exhibition Centre.

SkyBus

The SkyBus provides a regular scheduled bus

service between Melbourne Airport and the

Melbourne CBD. The SkyBus drop off point is

Southern Cross Station where you can transfer

to their complimentary SkyBus Hotel Transfer

Service which drops and picks up from most

major city hotels. Tickets can be purchased from

the airport desk or online. Hotel pick ups can be

arranged by your hotel by contacting SkyBus 24

hours prior to your collection time. For further

information, visit the website:

www.skybus.com.au

Newcomer Activities

• Newcomers can be identified by the sticker

on their name badge

• The Welcome Reception provides a great

networking opportunity for Newcomers

to meet other newcomers and regular

delegates. The Newcomer Meeting Point,

located between the IDP and IELTS

booths will be the best point to meet other

newcomers

• The Conference Dinner is a great way to

meet other people. If you are a newcomer

to the AIEC Conference, come to the

Registration Desk before the end of lunch

on Thursday and book on to a table with

other newcomers

Meeting Point

If you are meeting delegates during the

conference, why not meet them at the ‘Meeting

Point’ located inside the AIEC Exhibition, near

the IDP/IELTS booth. Look out for the ‘Meeting

Point’ sign which designates the point.

Phone Charging Station

If you require your phone charged during

the conference, please see the staff at the

Registration Desk during Morning Tea, Lunch

or Afternoon Tea and sign your phone in for

a charge. There will be limited iPhone and

Blackberry chargers available.

If you don’t have an iPhone or Blackberry, bring

your own charger along and sign it in for a

charge.

Opening Hours:

Tuesday 2 October - Thursday 4 October:

10:00am – 5:00pm

Friday 5 October:

10:00am – 2:00pm

ASKME

MONDAy 1 OCTOBER

6:00pm BritishCouncilEvent Silks Restaurant, Crown Melbourne Invitation Only

WEDNESDAy 3 OCTOBER

1:30pm – 2:25pm IEAATransnationalEducation Room 212 Open Meeting

1:30pm – 2:25pm IEAAInternationalisationoftheCurriculumSIG Room 213 Open Meeting

1:30pm – 2:25pm IEAAMarketingandCommunicationsSIG Room 218 Open Meeting

1:30pm – 2:25pm IEAAOutboundStudentMobilitySIG Room 219 Open Meeting

1:30pm – 2:25pm IEAAFoundationPathwaysSIG Room 220 Open Meeting

5.30pm – 7.00pm IEAAMarketing&CommunicationsSIGSpeedNetworking Melbourne Public during the IELTS Happy Hour event (look for the tables with the SIG signs)

THuRSDAy 4 OCTOBER

12:40pm – 2:25pm IEAAAGM&Lunch Room 216

FRIDAy 5 OCTOBER

1:20pm – 2:20pm SIGsLeadershipMeeting Room 216 Invitation Only

10 The Australian International Education Conference 2012 Melbourne Victoria 2 - 5 October 2012

Meetings & Information Sessions

Mee

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Additional MeetingsAdditional meetings will be held throughout the conference. Please check the notice

board located in the AIEC exhibition near the IELTS exhibition booth for details and

updates.

Information SpaceThe Information Space in the AIEC Exhibition is open to all

registered delegates to attend the sessions delivered by a

variety of our sponsors. The sessions run for 20 minutes

and we invite you all to attend:

WEDNESDAy 3 OCTOBER

10:35am – 10:55am

PTE Academic – helping you recruit students faster

than any other test

Sasha Hampson – Head, Language Testing (Australia/New

Zealand), Pearson

PTE Academic is the fastest growing academic English test

available globally. PTE Academic is delivered on a flexible

schedule and results are typically available within 5 business

days. Come and find out how PTE Academic can assist

you with recruiting international students, ensuring English

language standards are met, and meeting application

deadlines.

1:30pm – 1:50pm

International Students and the Workforce – crossing

the bridge from education to employment

David Wade – Director, Professional Pathways Australia,

Monash College

Building links between education and employment is

a critical success factor for institutions. Producing ‘job

ready’ international graduates has become a key goal as

international students demand new levels of support to gain

knowledge of the Australian workplace and obtain valuable

work experience.

This session describes the DIAC initiated Professional

Year program for international students which focuses on

employability skills, and combines classroom based learning

in Australian Workplace Skills and Business Communication

Skills, with a 12 week professional Internship. The

employment outcomes from students undertaking this

course have been outstanding.

2:00pm – 2:20pm

Victorian Government, Study Melbourne:

Opportunities for Victorian Education following

vigorous growth in India

Annie Helen Santhana – Regional Director - Education,

Victorian Government Business Office, Bangalore, India

India is a fast growing economy waiting to take a position as

an important player in the geopolitical world. It is confronted

with the challenges of leveraging its vast demographic dividend

by developing a responsive education and training system.

This presentation will focus on the opportunities for foreign

participation within the Indian education sector.


Mee

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3:35pm – 3:55pm

Let us build a better international education

industry - The challenges and opportunities

Mr Naresh Gulati – CEO of OCA Group,

Mr Mark Pettitt – Director of OCA Group

The international education industry has gone

through significant changes in recent years.

Changes in visa policies, increasing fraud,

increasing agent network sizes, increasing

compliance obligations, increasing competition

and diminishing budgets have placed many

institutions into a catch 22 situation in which they

wish to invest in improving systems to boost

enrolments, but budgets cuts and a recent drop

in student numbers has made such investment

impossible. The time has arrived where holistic

action needs to be taken to build a better

international education industry – an industry

in which the interests of students, institutions,

governments and quality agents are protected,

in which the sector can flourish and in which the

benefits of international education can be shared

throughout the wider community.

This presentation showcases various practical

solutions that can be used to address these

challenges while reducing overall expenditure.

THuRSDAy 4 OCTOBER

10:05am – 10:25am

New TOEFL® Search Service

Helen Cook - Associate Director, Client Relations,

ETS TOEFL

Looking for a more cost effective means of

contacting eligible potential students? Get started

today with a new online tool for international

student recruitment. Hundreds of thousands

of TOEFL test takers have recently opted

into a service driven by Hobsons recruitment

technology.

The TOEFL Search Service offers education

institutions recruiting international students a low

cost means of connecting to those students who

have already decided to study overseas.

Institutions can create their TOEFL Search

Service account free and develop criteria that

meet their requirements.

At US250, the annual subscription to purchase

access to names is modest. Institutions design

all their own queries and only pay a small fee per

name when they decide to engage with individual

potential students.

That connection provides multichannel responses

to any queries the student might have before

choosing your institution as their next study

destination.

This information session will outline the

opportunities that the new TOEFL search service

offers to Australian institutions.

1:30pm – 1:50pm

Mi Health

Fulvio Fattore - GM Sales & Service Alliances,

Medibank

Mi Health is a new range of health support

services offered by Medibank to its members

with hospital cover including those members

with Overseas Student Health Cover. Mi Health

includes being able to speak to a Medibank

nurses on our 24/7 health advice line, online

health information and tools and mobile health

apps.

Join us to find out how Mi Health could benefit

your international students during their stay in

Australia.

2:00pm – 2:20pm


Opportunities for Victorian Education in the

Middle East and Asia Minor

Karine Ataya - Regional Director - Education,

Victorian Government Business Office, Dubai,

UAE

The UAE Region has the youngest population

and the highest unemployment rate.

This presentation will provide a brief overview of

the current situation and the initiatives adopted

by the Government to reverse the "brain drain"

and increase youth input in growing markets and

the role of international education as an agent of

change.

3:50pm – 4:10pm

“Show me an IELTS 6”

Ms Jennie Lynch - IELTS

This presentation provides the audience with a

deeper understanding of the IELTS band scale by

exploring the criteria used to score Writing and

Speaking sections of the test, and presenting

actual samples of Writing and Speaking at the

band score 6 level of proficiency.

FRIDAy 5 OCTOBER

10:50am – 11:10am

Welcome to Victoria

Danny Ong - Multicultural Employment

Consultant, Employment & Career Development,

Monash University

Welcome to Victoria is a employer based

program that promotes our state as an exciting

and welcoming place to live, visit, study and do

business.

New arrivals, whether they are from overseas

or interstate, add to the vibrancy of Victoria and

diversity of our communities. However, individuals

that have recently arrived are likely to have limited

knowledge of the local area. This program offers

businesses an opportunity to take advantage of

an undervalued commodity: knowledge of their

local community.

Not only will businesses attract skilled employees

but they will warmly welcome them to the

community and Victoria.

Danny will present, how the program works, the

business and employee benefits and how to get

involved.

2:00pm – 2:20pm


Opportunities for Victorian Education in the

ASEAN region

Celia Yeo - Education Services Director, Victoria

Government Business Office, Kuala Lumpur,

South East Asia

The ASEAN Vision 2020 has been key to the

initiation of regional plans to accelerate the

economic growth, social progress and cultural

development in the region.

This presentation will provide a brief overview on

the ASEAN Governments' initiatives in capacity

building with a focus on strengthening the

region's education sector and opportunities for

collaboration between Australia and the ASEAN

region.

13

Social Program

Soc

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Tuesday 2 October

Welcome Plenary and Reception

Sponsored by

Welcome Plenary

Plenary 3

Melbourne Convention and Exhibition Centre

Time: 5:30pm – 6:30pm

Welcome Reception

AIEC Exhibition, Entry via Door 6

Melbourne Convention and Exhibition Centre

Time: 6:30 pm – 8:00 pm

Dress: Smart Casual / Business

Entry: Please wear your name badge for entry

Tickets: Additional tickets are available from the

registration desk for $65

Wednesday 3 October

Happy Hour

Sponsored by

Time: 5:30pm – 7:00pm

Various locations:

1. The Boatbuilders yard

23 South Wharf Promenade, South Wharf

2. Melbourne Public

11 Dukes Walk, South Wharf

Dress: Smart Casual / Business

Entry: Please wear your name badge for entry


registration desk for $25

Please see the map below for location of each

Happy Hour venue.

Thursday 4 October

Conference Dinner

Sponsored by

Peninsula

Shed 14, Central Pier, 161 Harbour Esplanade,

Docklands

Time: 7:00pm – 11:00pm

Dress: Cocktail or your spin on East Meets

West

Entry: Entry is by ticket only –

please bring your ticket.


Registration Desk for $140, or until sold out.

If you are not attending the dinner, please let us

know at the Registration Desk by handing in your

ticket and helping us to reduce food waste.

Courtesy buses will be provided to collect

delegates from their conference hotels and take

them to Peninsula. Buses will be departing at

6:15pm sharp from the front of all conference

hotels and the main entrance of the Melbourne

Convention Centre, on Convention Centre Place.

Please ensure you are waiting outside for the bus

at 6:10pm. Please check the notice board in the

Exhibition for updates.

Buses will be departing Peninsula from 9:30pm

to return delegates to their conference hotels.

Please Note: Entry to the Welcome Reception is included for all full registrations and exhibitor passes. Please wear your name badge for entry.

Entry to Happy Hour is included for all full registrations. Please wear your name badge for entry.

Entry to the Conference Dinner is by ticket only. All full registrants will receive a conference dinner ticket. Entry is by ticket only. You must bring your ticket to the event.

Additional tickets can be purchased for all events from the Registration Desk, until sold out.

If you are not planning to attend the conference dinner, please hand in your ticket to the staff at the Registration Desk as soon as possible.

Austraining International is a specialist project management and

international development organisation focusing on transitioning people across cultures.

Our footprint is extensive with more than 20 international offices and an established

network of more than 800 partner organisations, providing access to world class

specialists with experience in international scholarships support and social development.

Austraining adopts a cooperative approach to social development through project

management in the core areas of scholarships support, volunteer management,

education and technical assistance programs.

Image:

PMPA Awardee Janet Munaup working with Julie Orchard from Windmill Theatre during her work placement.

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Suggested Restaurants


AkachochinAddress: 33 South Wharf Promenade, South Wharf VIC 3006Phone: (03) 9245 9900Cuisine: JapanesePrice range: Moderate - main meals $15 to $25

Bohemian Bar & RestaurantAddress: 35 Dukes Walk, South Wharf VIC 3006Phone: (03) 9682 0566Cuisine: Spanish, TapasPrice range: Moderate - main meals $15 to $25

Common ManAddress: 39 Dukes Walk, South Wharf VIC 3006Phone: (03) 9696 3774Cuisine: Pasta, Pizza, Hot piesPrice range: Moderate - main meals $15 to $25

Meat Market South WharfAddress: 53 South Wharf Promenade, South Wharf VIC 3006Phone: (03) 9008 8953Cuisine: Australian, GrillPrice range: Moderate - main meals $15 to $25

Melbourne Public Address: 11 Dukes Walk, South Wharf VIC 3006Phone: (03) 9268 7600 Cuisine: Modern Australian, Pub GrubPrice range: Moderate - main meals $15 to $25

Nuevo37Address: 2 Convention Centre Place, South Wharf VIC 3006Phone: (03) 9027 2000Cuisine: Modern Australian, SpanishPrice range: Premium - main meals over $25

Shed 5Address: 37 South Wharf Promenade, South Wharf VIC 3006Phone: (03) 9686 1122Cuisine: MediterraneanPrice range: Moderate - main meals $15 to $25

Showtime EventsAddress: 61 South Wharf Promenade, South Wharf VIC 3006Phone: (03) 9008 8954Cuisine: Modern AustralianPrice range: Premium - main meals over $25

Sotano Wine & TapasAddress: 2 Convention Centre Place, South Wharf VIC 3006Phone: (03) 9027 2122Cuisine: Spanish, TapasPrice range: Moderate - main meals $15 to $25

The Boatbuilders yard Address: 23 South Wharf Promenade, South Wharf VIC 3006Phone: (03) 9686 5088Cuisine: InternationalPrice range: Moderate - main meals $15 to $25

The Bridge South WharfAddress: 29 South Wharf Promenade, South Wharf VIC 3006Phone: (03) 9682 6007Price range: Moderate - main meals $15 to $25

The Sharing HouseAddress: 35 South Wharf Promenade, South Wharf VIC 3006Phone: (03) 9245 9800Cuisine: English, European, Sharing platesPrice range: Moderate - main meals $15 to $25

We recognise that delegates want more free time and opportunities to network

with their colleagues throughout the week of the conference. Wednesday

evening after Happy Hour is a great opportunity to get together and network. To

help you, we have provided some restaurant suggestions below.

NB: This is a guide only and all care was taken to ensure information was correct at time of printing.

Melbourne South Wharf Southbank

Arkibar RestaurantAddress: 27 Coventry Street, Southbank VIC 3006Phone: (03) 9690 6688Cuisine: ItalianPrice range: Moderate - main meals $15 to $25

Belgian Beer Cafe EurekaAddress: 5 Riverside Quay, Southbank VIC 3006Phone: (03) 9690 5777Cuisine: Modern AustralianPrice range: Moderate - main meals $15 to $25

Cervo Address: Shop 28, Ground, 8 Whiteman Street, Southbank VIC 3006Phone: (03) 9292 7824Cuisine: ItalianPrice range: Moderate - main meals $15 to $25

Curve BarAddress: 100 St Kilda Road, Southbank VIC 3006Phone: (03) 9281 8317Cuisine: InternationalPrice range: Moderate - main meals $15 to $25

Giuseppe Arnaldo & SonsLocation: Shop 25, Ground Floor, Crown Entertainment Complex, 8 Whiteman Street, Southbank VIC 3006Phone: (03) 9694 7400Cuisine: ItalianPrice range: Moderate - main meals $15 to $25

Kitchen WorkshopAddress: Ground 8 Whiteman Street, Southbank VIC 3006Phone: (03) 9292 7856Cuisine: Buffet, Modern AustralianPrice range: Moderate - main meals $15 to $25

Left Bank MelbourneAddress: Ground 1 Southbank Boulevard, Southbank VIC 3006Phone: (03) 9682 4500Cuisine: Modern Australian, CocktailsPrice range: Moderate - main meals $15 to $25

L'OsteriaAddress: Southgate, Southgate Complex, 3 Southgate Avenue, Southbank VIC 3006Phone: (03) 9699 4111Cuisine: Italian, CafePrice range: Moderate - main meals $15 to $25

My Mexican CousinAddress: 31 Sturt Street, Southbank VIC 3006Phone: (03) 9686 3389Cuisine: MexicanPrice range: Moderate - main meals $15 to $25

Othello Greek RestaurantAddress: Ground 6 Riverside Quay, Southbank VIC 3006Phone: (03) 9699 5600Cuisine: Greek, MediterraneanPrice range: Moderate - main meals $15 to $25

Script Bar & Bistro Address: 140 Southbank Boulevard, Southbank VIC 3006Phone: (03) 8688 0880Cuisine: Italian, BistroPrice range: Moderate - main meals $15 to $25

StoryAddress: Level 1,33 Queens Bridge Street, Southbank VIC 3006Phone: (03) 9698 8011Cuisine: Modern Australian, TapasPrice range: Moderate - main meals $15 to $25

The Blue Train CaféAddress: Southgate, Southgate Complex, 3 Southgate Avenue, Southbank VIC 3006Phone: (03) 9696 0111Cuisine: Modern AustralianPrice range: Moderate - main meals $15 to $25

The Champagne & Oyster BarAddress: Shop 18-19, Ground, 8 Whiteman Street, Southbank VIC 3006Phone: (03) 9698 8889Cuisine: SeafoodPrice range: Moderate - main meals $15 to $25

The Deck RestaurantAddress: Southgate, Southgate Complex, 3 Southgate Avenue, Southbank VIC 3006Phone: (03) 9699 9544Cuisine: EuropeanPrice range: Moderate - main meals $15 to $25

The DenAddress: Shop 18-19, Ground, 8 Whiteman Street, Southbank VIC 3006Phone: (03) 9698 8889Cuisine: CocktailsPrice range: Moderate - main meals $15 to $25

World Restaurant BarAddress: Shop 4, Building 2, Riverside Quay, Southbank VIC 3006Phone: (03) 9690 6999Cuisine: InternationalPrice range: Moderate - main meals $15 to $25

WagamamaAddress: Southgate, Southgate Complex, 3 Southgate Avenue, Southbank VIC 3006Phone: (03) 9696 9140Cuisine: Japanese, NoodlesPrice range: Moderate - main meals $15 to $25


Exhibitor Competitions & Giveaways

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Allianz Global Assistance – OSHC Booth 03

Education providers can benefit from aligning with a student assistance provider that specialises in the needs of overseas students. By focussing solely on the needs of overseas students, OSH Worldcare provides better outcomes both for students and their education providers. The end result is increased peace of mind all round. To find out more join us for coffee at booth 3, leave us your business card, and have the opportunity to win a dinner to the value of $250

urbanest Student Accommodation Booth 06

Western union Business Solutions Booth 36

FREE uRBANEST CuPCAKE Get a free cupcake on your tea break at urbanest’s Booth (No.6)! Simply hand in your business card in exchange for a delicious sweet treat and learn about our NEW student accommodation coming to Melbourne in 2014. 50 cupcakes up for grabs a day!

Win a Holiday!!Visit Western Union Business Solutions at booth 36 and drop your business card off for your chance to go in the draw to win a Flight Centre Voucher.

Qualtrain International Booth 29

Qualtrain International holds regular and bespoke seminars on ‘Understanding Overseas Qualifications’ focusing on the markets from which Australia draws international students.

Drop your business card in the bowl at the Qualtrain International booth for the chance to winacomplimentaryplaceatatrainingseminarinOctober2012. Seminars will be held in all states on ‘China and India’ and ‘Identifying Fraudulent Documents’.

ELS Educational Services Australia Pty Ltd Booth 30 & 31

ELS Language Centres, the largest network of campus-based English language instruction Centres in the world, offering 83 study locations in the USA, Canada, Australia and eight additional countries,is pleased to invite you to visit us at booths 30 and 31 to learn more about ELS and drop off your business card for a chance to win a free iPod Shuffle. For more information on ELS Language Centres Programs in Australia, visit www.Australia.ELS.edu

ANZ Booth 04

ANZ Funds Transfer SchemeANZ’s Funds Transfer Scheme can help your University quickly and simply confirm the financial bona fides of prospective international students.Visit the ANZ stand to find out more, and check to see how easy it is for international students to open their ANZ account before leaving home using the multilingual online application form. Bring your business card to enter our draw and you could also win a $200 ANZ Prepaid Visa giftcard.

Komli Media Booth 33

Win a bottle of fine French Champagne!With so many online marketing channels now available how do you know which ones work best for potential students in the country you are trying to reach? Komli Media has over 6 years experience & is Asia Pacific’s leading real-time digital technology platform.

Come & talk to us about your digital marketing requirements and be in the draw to win a bottle of fine French Champagne!

Exhibitor Competitions & Giveaways

NSW AMES Booth 23

IEAA Booth 16 & 17

Monash university Booth 10 & 11

IELTS Booth 01

Win 12 months access to NSW AMES Online English Courses to the value of $800.Come to the NSW AMES booth for an online course demonstration. Enter your institution into the prize draw.

See entry form for full details.

Facebookphotocompetition

Get snap happy at this year’s conference and go into the running to win a free registration to an IEAA workshop of your choice. Let your creativity run wild and submit your photo/s at www.facebook.com/ieaaustralia

Businesscarddrawer

Not on Facebook? Never fear. The stakes are even higher if you drop your business card into the drawer to win a free registration for AIEC in 2013.

IEAA is Australia’s leading association for international education professionals. Visit our booth to find the benefits of being a member.

www.ieaa.org.au

Recharge yourself at the Monash University stand. Subscribe to MONASH magazine and go into the draw to win an Apple MacBook Air (11” 64GB).

your chance to win the latest iPad!Collect your IELTS information pack from the IELTS booth at AIEC and enter the prize draw to win a third generation iPad which includes an enhanced display, camera and wireless connection. The prize winner will be announced during lunch on Friday 5th October.

Hotcourses Booth 19

Win a Hot Air Balloon ride!With over 20 country specific websites in 14 different languages and over 500,000 courses to choose from, Hotcourses provides prospective students with the best possible resource to help make their study abroad decision.

Visit the Hotcourses booth to find out more and drop in your business card to enter the draw for a hot air balloon ride near where you live.

Cambridge English: Advanced (CAE) Booth 21 & 22

WINaniPad3(16GB+4G+Wifi),AmazonKindlesandothergreatprizes!!Register at our booth and meet with senior Cambridge representatives to find out more about the world's most valuable exams.

Allen Blewitt – Executive Director for Australia & NZ, Anne-Marie Cooper – Consultant to Cambridge ESOL, & Nick Saville – Director of Research & Validation, direct from Cambridge (UK)

BuPA Booth 08

Visit us at booth 8 and drop your business card during the AIEC for your chance to win an Event Cinemas movie voucher.^

^conditions apply

IDP Education Booth 01

WIN A FREE REGISTRATION TO AIEC 2013

Visit the IDP Booth and drop in your business card to go into the draw to win a free registration to AIEC 2013.

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Exhibition Opening TimesTuesday 2 October 6:30 pm – 8:00 pm

Wednesday 3 October 8:30 am – 5:30 pm

Thursday 4 October 8:30 am – 5:30 pm

Friday 5 October 8:30 am – 2:30 pm

Booth No. Exhibitors

1 IDP Education Pty Ltd & IELTS Platinum Sponsor

3 Allianz Global Assistance - OSHC

4 ANZ

6 Urbanest Student Accommodation

7 Desypher Architecture

8 Bupa

9 Tribal Silver Sponsor

10 & 11 Monash University Platinum Sponsor

12 & 15 Medibank Platinum Sponsor

13 & 14 Study Melbourne Victorian Government Platinum Sponsor

16 & 17 IEAA

18 Australian Trade Commission Silver Sponsor

19 Hotcourses Silver Sponsor

20 Publicitas

21 & 22 Cambridge English: Advanced (CAE) University of Cambridge ESOL Examinations

23 NSW AMES

24 Terra Dotta

25 Austraining International

26 & 27 BPO Intelligence / Object Next Software Platinum Sponsor

28 ANZA & ICEF Workshops

29 Qualtrain International

30 & 31 ELS Educational Services Australia Pty Ltd Platinum Sponsor

32 Pearson Australia

33 Komli Media

34 & 35 QS Quacquarelli Symonds Silver Sponsor

36 Western Union Business Solutions

37 Rosetta Stone

38 & 39 ETS TOEFL Platinum Sponsor

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Allianz Global Assistance – OSHC (Booth 03)Mary PozzobonNational Manager Business Growth & Implementation74 High StTOOWONG QLD 4066T: +61 7 3305 7000E: [email protected]: www.oshcworldcare.com.au

ANZ (Booth 04)Matthew BuckStrategic Partnership Manager7A/833 Collins StDOCKLANDS VIC 3008T: +61 3 8654 1388M: +61 (0) 421 583 808E: [email protected]: www.movingtoaustralia.anz.com

ANZA & ICEF Workshops (Booth 28)Rod HearpsVice PresidentPO Box 194NORTH TAMBORINE QLD 4272T: +61 7 5545 2912E: [email protected]: www.icef.com

Austraining International (Booth 25)Andrew BrownDirector of Programs – ScholarshipsLevel 1/41 Dequetteville TerraceKENT TOWN SA 5067T: +61 8 8364 0500E: [email protected]: www.austraining.com.au

Australian Trade Commission (Booth 18)Tracy HarrisSenior Manager – International EducationGPO Box 2386CANBERRA ACT 2601T: +61 2 6201 7575E: [email protected]: www.austrade.gov.au/education

BPO Intelligence (Booth 26)Paree BrarManager, Client RelationsLevel 5/131 Queen StreetMELBOURNE VIC 3000T: +61 3 8606 0200E: [email protected] W: www.bpointelligence.com

Bupa (Booth 08)Ash ChawlaPartnerships Manager – Southern Region600 Glenferrie RdHAWTHORN VIC 3122M: +61 (0) 488 900 050E: [email protected]: www.bupa.com.au/students

Cambridge English: Advanced (CAE)university of Cambridge ESOL Examinations(Booths 21 & 22)Anja SchulzeMarketing Manager, Australia & New ZealandSuite 3.1, 3rd Floor, 64 Talavera RoadNORTH RYDE, NSW 2113T: +61 2 9490 4910M: +61 (0) 417 303 786E: [email protected]: www.cambridgeesol.org

Desypher Architecture (Booth 07)Issam NabulsiDirector382F Gore StFITZROY VIC 3065T: +61 3 9417 5533E: [email protected]: www.desypher.com.au

ELS Educational Services Australia Pty Ltd(Booths 30 & 31)Margaret CaseySpecial Advisor & Business Development ManagerLevel 1, 17 O’Connell StSYDNEY NSW 2000T: +61 7 3324 1471E: [email protected]: www.els.edu/universalenglishcollege

ETS TOEFL (Booths 38 & 39)Helen CookClient RelationsBRISBANE QLDM: +61 (0) 408 078 052E: [email protected]: www.ets.org/toefl

Hotcourses (Booth 19)Andrew WhartonGeneral ManagerGround Floor, 39 – 41 Lower Fort StreetTHE ROCKS NSW 2000T: +61 2 9241 1755E: [email protected]: www.hotcoursesabroad.com

IDP Education & IELTS (Booth 01)Level 8 / 535 Bourke StreetMELBOURNE VIC 3000T: +61 3 9612 4400F: +613 9614 0534E: [email protected]: www.idp.com

IEAA (Booths 16 & 17)Phil HoneywoodExecutive DirectorPO Box 12917 A’Beckett StMELBOURNE VIC 8006T: +61 3 9925 4579E: [email protected]: www.ieaa.org.au

IELTS (Booth 01)Level 8 / 535 Bourke StreetMELBOURNE VIC 3000T: +61 3 9612 4400F: +61 3 9629 7697E: [email protected]: www.ielts.org

i-studentgroup (Business Centre)Paul LoftusCEOFirst Floor Regent House, Hove StreetHOVE EAST SUSSEX BN3 2DWUNITED KINGDOMT: +44 (0) 8707 707 166E: [email protected]: www.i-studentgroup.com

Komli Media (Booth 33)Tasneem AliDirector – International Business DevelopmentLevel 11, 37 York StreetSYDNEY NSW 2000T: +61 2 8235 8918M: +61 (0) 402 315 358E: [email protected]: www.komli.com/aunz

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Medibank (Booth 12 & 15)Cassie WhelanProgram ManagerMELBOURNE VIC 3001T +61 3 8622 5671E: [email protected]: www.medibank.com.au/oshc

Monash university (Booth 10 & 11)CLAYTON VIC 3800T: +61 3 9902 6000E: [email protected]: www.monash.edu

NSW AMES (Booth 23)Ani MoseleyBusiness Development & Sales Account ManagerLevel 3, 84-86 Mary StreetSURRY HILLS NSW 2090T: +61 2 9289 9254M: +61 (0) 400 351 476E: [email protected] W: www.ames.edu.au

Object Next Software (Booth 27)Mark PettittDirectorLevel 5/131 Queen StreetMELBOURNE VIC 3000T: +61 3 8606 0200E: [email protected]

Pearson Australia (Booth 32)Sasha Hampson20 Thackray RoadPORT MELBOURNE VIC 3207M: +61 (0) 466 151 299E: [email protected]: www.pearsonpte.com

Publicitas (Booth 20)Zorka SipkovaNational Sales Manager - International MediaPublisher's InternationaléLevel 10, 131 York Street,SYDNEY NSW 2000T: +61 2 8298 9318E: [email protected]: www.pubintl.com.au

QS Quacquarelli Symonds (Booth 34 & 35)Jason NewmanGlobal Commercial Director – QS Intelligence Unit1 Tranley Mews, Fleet RoadLONDON NW3 2DG UNITED KINGDOMT: +44 (0) 20 7428 2762M: +44 (0) 7786 577 450E: [email protected]: www.qs.com

Qualtrain International (Booth 29)Sheryl ZorellaDirectorPO Box 133BENTLEIGH EAST VIC 3165T: +61 3 9570 1830M: +61 (0) 418 138 327E: [email protected]: www.qualtraininternational.com.au

Rosetta Stone (Booth 37)Troy KlepBusiness Development8/9 Sydney AvenueBARTON ACT 2600T: +61 2 6273 0168M: 0412 757 779E: [email protected]: www.rosettastone.com/business

Study Melbourne Victorian Government (Booths 13 & 14)Linda ChristofasCommunications ManagerLevel 33, 121 Exhibition StreetMELBOURNE VIC 3000T: +61 3 9651 9135E: [email protected]: www.studymelbourne.vic.gov.au

Terra Dotta (Booth 24)James LeeSales501 W.Franklin Street Suite 105CHAPEL HILL NC 27516 USAT: +608 921 8001E: [email protected]: www.terradotta.com

Tribal (Booth 09)Keith HawkesBusiness Development DirectorLevel 7, 50 Pitt StreetSYDNEY NSW 2000T: +61 2 9241 4357W: www.tribalgroup.com

urbanest Student Accommodation (Booth 06)Amy ParkerMarketing ManagerSuite 102, Level 1, Australia Square, Plaza Building95 Pitt StreetSYDNEY NSW 2000T: +61 2 8031 7523M: +61 (0) 406 256 437E: [email protected]: www.urbanest.com.au

Western union Business Solutions (Booth 36)Lauren FieldMarketing CoordinatorLevel 12, 1 Margaret StreetSYDNEY NSW 2000T: +61 2 8585 7000E: [email protected]: www.business.westernunion.com.au

Exhibition Directory

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Hilton Melbourne South Wharf

Crown Metropol

Crowne Plaza Melbourne

Melbourne Shortstay Apartments - Southbank Deluxe

Grand Hotel Melbourne

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Clarion Suites Gateway

Oaks on Collins

Oaks on Market

Travelodge Docklands

Holiday Inn Melbourne on Flinders

Medina Executive Northbank

Vibe Savoy Hotel Melbourne

Melbourne Shortstay Apartments - Southbank Central

Hotel Enterprize


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2-5 October 2012


Pre-conference Optional Workshops

TUESDAY 2 OCTOBER 2012PRE-CONFERENCE OPTIONAL WORKSHOPS

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Time Workshop Room

0900 - 1230 1. Embedding English language development across the curriculum Meeting Room 207

0900 - 1230 2. Contemporary issues in international education: Schools sector Meeting Room 208

0900 - 1230 3. Managing critical incidents Meeting Room 209

0900 - 1230 4. Getting the message right Meeting Room 216

0900 - 1230 5. University pathways programs: Providing opportunities for students and institutions

Meeting Room 217

1330 - 1700 6. Intercultural capacity building for students, staff and the curricula Meeting Room 207

1330 - 1700 7. International relations: developing people and partnership engagement frameworks for your institution

Meeting Room 208

1330 - 1700 8. Surviving and thriving in international education management in 2012

Meeting Room 209

1330 - 1700 9. New models for admissions management to enhance recruiting outcomes

Meeting Room 216

1330 - 1700 10. TNE models and new approaches, an international perspective Meeting Room 217

1000 - 1700 IEAA International Research Roundtable Deakin University Melbourne City Centre – level 3, 550 Bourke St (Deloitte Building)

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0800 – 1730 RegistrationOpen

1830 – 2000 AIEC2012ExhibitionOpen

MORNING WORKSHOPS 0900 - 1230

Workshop 1: Embedding English language development across the curriculumTime: 0900-1230 2 Oct 2012

Room: Meeting Room 207

Sectors: Universities, Vocational Education

Speaker: A/ProfCarmelaBriguglio, Curtin University

It is sometimes thought by subject specialists that students should arrive at tertiary education fully equipped with the academic literacy skills they will require to complete their courses of study. However, this is clearly not the case for all students in Australian tertiary institutions today. Due to a range of factors, including the increased diversity of student populations in universities and the VET sector, English language proficiency is of concern and relevance to all staff in tertiary teaching and learning contexts.

This workshop will examine a model of embedded language development and support along a continuum, and discuss some of the recent developments in universities along this continuum. Within this framework, participants will then discuss ways in which academic staff can assist students, particularly, but not only, those who have English as an additional language, to develop their English language proficiency to high levels.

The results of some recent pilot projects in this area will also be shared and discussed.

Workshop 2: Contemporary issues in international education: Schools sectorTime: 0900-1230 2 Oct 2012


Sectors: Schools

Speakers: MrAlanGenoni, Canning College Perth

MrTonydeGruchy, Canning College Perth

MsSusanMcLean, Cyber Safety Expert

The Workshop will be in three parts over the half day:

1. Internationalisation of a school: presentation plus Q&A session. The focus will be on the development of international programs at Canning College. Key areas to be covered will include curriculum changes, student support services and international links (China Schools Program).

2. Working with agents: presentation plus Q & A session. With commercialisation going hand-in-hand with internationalisation it is vital to know how to work with international education agents. The presentation will touch on some legal parameters as well as practical suggestions in action.

3. Protecting your students in the cyber world: workshop style. This workshop will deal with the nature of threats and possible solutions. Practical processes will be included.

Workshop 3: Managing critical incidentsTime: 0900-1230 2 Oct 2012


Sectors: All

Speakers: MsMaryAnnSeow, ISANA: International Education Association & University of South Australia

MsDanielleHartridge, ISANA: International Education Association & Victoria University

This workshop is designed for practitioners working with International Students and aims to assist staff working in non-clinical roles to manage situations that involve international students at any level. The workshop is also highly relevant to policy makers who are concerned about the sustainability of their international education program. While many hope that critical incidents are rare, when they do happen, substantial resourcing is required and clear procedures are crucial for the institution, their staff, students and students' family.

The workshop will deal with the practical issues of preparation, planning of policy, procedures and will present case studies related to actual critical incidents. The half-day session aims to give attendees practical ideas, resources and knowledge to devise or revise policy, procedural guidelines and provide participants with the relevant steps needed in managing a critical incident. Presenters will also look at issues relating to natural disasters.

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Workshop 4: Getting the message rightTime: 0900-1230 2 Oct 2012


Sectors: All

Speaker: MsFeyiAkindoyeni, Partner at Kreab & Gavin Anderson

Feyi inspired and challenged those who attended the Welcome Plenary at AIEC 2011 with her address on positioning. This workshop will expand on those strategies, with Feyi making you think about the messages you are delivering, the impression you are leaving and get you thinking about how you can get it right.

A message box is a handy technique used by organisations to help define the key messages attached to any communications/promotions campaign.

We would use the development of the message box as the primary basis for:

• Developing the organisations communications and positioning strategy

• Dealing with the media – interviews, media releases, sound grabs, Oped pieces

• Dealing with social media platforms – tweets, Facebook engagement, search engine optimisation strategies

• Structure of presentations and briefings we give during campaigns/promotional tours

• Content of our brochures, flyers and websites

• Development of other promotional resources, etc

The primary function of the message box is to provide a consistent explanation that stakeholders/consumers can repeat, in corridors, when they explain why they support an organisation.

Workshop 5: University pathways programs: Providing opportunities for students and institutionsTime: 0900-1230 2 Oct 2012


Sectors: Universities, Vocational Education, Foundation, English Language

Speakers: A/ProfSophieArkoudis, Melbourne University

MsElizabethRosser, UNSW Foundation Studies

DrJenniferMitchell, Trinity College, University of Melbourne

DrKathleenMendan, Swinburne College

Presentations will include:

1. Introductions and brief comment on issues arising from the circulated papers

2. Role of TEQSA in relation to academic pathway programs, applications of HE and foundation program standards

3. An overview of current research with some examples of good practice in integrated English language programs, with a focus on developing English language for university study and also the knowledge and skills required for success in disciplinary learning

4. Case studies (3) of innovation in teaching & learning in pathway programs: use of iPad technology; embedding problem solving into the curriculum; student engagement. The presenters will then each lead brief small group workshops.

5. Wrap up, including future activities of SIG, issues to be taken to the SIG meeting at the Conference

1230-1330 Lunch available for workshop participants with a lunch ticket


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AFTERNOON WORKSHOPS 1330 - 1700

Workshop 6: Intercultural capacity building for students, staff and the curriculaTime: 1330-1700 2 Oct 2012



Speakers: ProfMichelleBarker, Griffith University

ProfAnitaMak, University of Canberra

A current challenge in higher education is how to develop global graduates who have the communication skills to interact effectively with people from culturally and linguistically diverse backgrounds. More specifically, how do we facilitate interaction between international and domestic students in the classroom? These challenges are heightened in an environment where most domestic students do not participate in student exchange programs so strategies to achieve ‘internationalisation at home’ objectives are more urgent.

This workshop will showcase the results of an Australian action research project that has developed good practice examples of intercultural skills development in the curricula and beyond. It is built on interviews and focus groups of students, staff and practitioners in the health and business sectors. Participants will critique a series of written and videotaped scenarios which illustrate essential communication competencies such as participating actively in groups and teams; giving feedback and expressing disagreement. These competencies are highly important in the multicultural classroom as well as in the workplace.

Participants will take away good practice examples of how to validate students’ cultural background and life experiences and build alliances between students from different backgrounds. Further, they will have curriculum resources that enhance students’ intercultural capacities in many areas.

Workshop 7: International relations: developing people and partnership engagement frameworks for your institutionTime: 1330-1700 2 Oct 2012



Speakers: MrDouglasProctor, University of Melbourne

DrMahendraChandra, Curtin University & Navitas

MsNeemaCucinotta, Deakin University

The workshop will outline key strategies for the coordination and leverage of partnerships and individual relationships for institutional gain, reflecting on the synergies between international engagement activities, marketing/profiling/brand management and international recruitment strategies. Participants will identify how different institutions seek to maximise outcomes from multiple partnerships and stakeholders (including alumni). Different approaches to public diplomacy and government influence in international engagement will be considered.

Workshop activities will include:

• short presentations on key issues affecting outcomes in international relations, focusing on activity-based and influence-based relationships

• a group case study highlighting practical solutions to information management, and

• a ‘hands-on’ opportunity to develop a tailored international stakeholder management framework for each participating institution.

Workshop 8: Surviving and thriving in international education management in 2012Time: 1330-1700 2 Oct 2012


Sectors: Universities, Vocational Education, English language, Schools

Speakers: MsDeniseBush, La Trobe Melbourne

MsLizStinson, La Trobe International

To achieve the learning outcomes, the workshop will examine the external environment, what participants in their institutions and nationally are doing to survive the level and rate of change….and what might we all do individually and collectively as an industry to thrive in this period of regulatory volatility.

Topics to be covered include:

• current state of the ELICOS, VET and higher education sectors nationally and internationally and possible future changes to the external environment;

• identifying key players in influencing organisational directions and cultures;

• the interplay of organisational and management systems in ensuring effective outcomes, quality and compliance in international education activities;

• tools to assist in meeting these challenges and to create an enduring international education culture of success.

Participants will be asked to contribute information which will inform the development of case studies to be analysed in the workshop. Institutions will be able to remain anonymous.


Op

tiona

l Wor

ksho

ps


Workshop 9: New models for admissions management to enhance recruiting outcomesTime: 1330-1700 2 Oct 2012



Speakers: MsAlisonTaylor, Consultant

MsSimonDaviesBurrows, Edith Cowan University

MsKarenGould, University of Melbourne

The introduction of Streamlined Visa Processing, the Autonomous Sanctions Framework and challenges to our marketing environment are driving a radical rethinking of admissions management. Traditional assumptions of conversion rates are being challenged. Online application systems are increasing ease and accessibility for prospective students, new search engine optimisation tools strive to enhance application quality and maximise conversion rates. How have institutions coped with these emergent technologies, changing behaviours and legislative changes in their admissions processes? How can institutions take advantage of this new playing field?

This session will look at:

• institutional responses to the introduction of the streamlined visa processing arrangements and subsequent review of DIAC university risk data and ongoing management and;

• the role of admissions in enhancing turnaround times and conversion rates to improve recruitment outcomes.

Workshop 10: TNE models and new approaches, an international perspectiveTime: 1330-1700 2 Oct 2012



Speakers: DrLorneGibson, Deakin University, Convenor IEAA TNE SIG

DrWilliamLawton, Observatory on Borderless Higher Education (OBHE), UK

MrPeterPTCheung, Federation for Self-financing Tertiary Education, Hong Kong

MrRobLawrence, Prospect Research and Marketing

MrGuyPerring, i-graduate

The workshop will cover the different types of TNE models currently used by Australian, UK and other providers within the international education sector. Participants will gain an appreciation of the key aspects of each model, how they work from a quality and commercial perspective and what makes them different.

Participants will be encouraged to compare and contrast these different models with those they are familiar with the aim of understanding how to better navigate the complexity of working with different partners, regulatory bodies and other stakeholders who are often exposed to more than one model.

IEAA International Research RoundtableTime: 1000-1700 2 Oct 2012

Room: Deakin University Melbourne City Centre – level 3, 550 Bourke St (Deloitte Building)

Sectors: All

Facilitators: IEAAResearchCommittee

The Roundtable will:

• Provide an update on the state of current world research in international education

• Highlight major recent research findings and trends

• Provide an update on activities of the International Education Research Network (IERN)

A detailed program will be sent direct to Roundtable participants.


2-5 October 2012


Conference Program Overview


TUE

SD

AY 2

OC

TOB

ER

Mee

ting

Roo

m 2

07M

eetin

g R

oom

208

Mee

ting

Roo

m 2

09M

eetin

g R

oom

216

Roo

m 2

17D

eaki

n U

nive

rsity

Mel

bour

ne

City

Cen

tre, L

evel

3, 5

50

Bou

rke

Stre

et (D

eloi

tte B

uild

ing)

0900

-123

0W

ork

sho

p 1

:

Em

bedd

ing

Eng

lish

lang

uage

de

velo

pmen

t acr

oss

the

curr

icul

um

Wo

rksh

op

2:

Con

tem

pora

ry is

sues

in

inte

rnat

iona

l edu

catio

n:

Sch

ools

Sec

tor

Wo

rksh

op

3:

Man

agin

g cr

itica

l inc

iden

ts

Wo

rksh

op

4:

Get

ting

the

mes

sage

rig

ht

Wo

rksh

op

5:

Uni

vers

ity p

athw

ays

prog

ram

s:

Pro

vidi

ng o

ppor

tuni

ties

for

stud

ents

and

in

stitu

tions

1330

-170

0W

ork

sho

p 6

:

Inte

rcul

tura

l cap

acity

bui

ldin

g fo

r st

uden

ts, s

taff

and

the

curr

icul

a

Wo

rksh

op

7:

Inte

rnat

iona

l rel

atio

ns:

deve

lopi

ng p

eopl

e an

d pa

rtne

rshi

p en

gage

men

t fra

mew

orks

for

your

inst

itutio

n

Wo

rksh

op

8:

Sur

vivi

ng a

nd th

rivin

g in

in

tern

atio

nal e

duca

tion

man

agem

ent i

n 20

12

Wo

rksh

op

9:

New

mod

els

for

adm

issi

ons

man

agem

ent t

o en

hanc

e re

crui

ting

outc

omes

Wo

rksh

op

10:

TNE

mod

els

and

new

ap

proa

ches

, an

inte

rnat

iona

l pe

rspe

ctiv

e

1000

-170

0IE

AA

Res

earc

h R

oun

dta

ble

P

lena

ry 3

1730

-183

0W

elco

me

Ple

nary

: Mr

Ko

n K

arap

anag

ioti

dis

OA

M, C

EO

and

Fo

und

er o

f th

e A

sylu

m S

eeke

r R

eso

urce

Cen

tre

Kon

Kar

apan

agio

tidis

OA

M is

the

CE

O a

nd F

ound

er o

f the

Asy

lum

See

ker

Res

ourc

e C

entr

e. K

on is

pro

udly

Gre

ek, a

nd g

rew

up

in a

wor

king

cla

ss fa

mily

in a

sm

all c

ount

ry to

wn

in V

icto

ria. K

on’s

per

sona

l exp

erie

nce

of r

acis

m

and

witn

essi

ng th

e ex

ploi

tatio

n of

his

par

ents

in fa

ctor

ies

plan

ted

the

seed

s fo

r hi

s pa

ssio

n fo

r hu

man

rig

hts.

Kon

wen

t on

to b

ecom

e a

law

yer,

soci

al w

orke

r, te

ache

r, hu

man

itaria

n an

d a

stan

d up

com

edia

n. In

nin

e ye

ars,

K

arap

anag

iotid

is h

as b

uilt

AS

RC

into

a th

rivin

g hu

b th

at e

mpl

oys

25 s

taff,

has

700

vol

unte

ers

and

has

help

ed 7

000

asyl

um s

eeke

rs w

ith v

isas

, hou

sing

, foo

d, e

mpl

oym

ent,

lega

l aid

and

cou

nsel

ling.

Hea

r K

on s

hare

his

exp

erie

nces

an

d ta

lk a

bout

the

very

ser

ious

issu

e of

asy

lum

see

kers

with

hum

our

and

path

os.

Wel

com

e to

Vic

tori

a: T

he H

on

Loui

se A

sher

MP,

Min

iste

r fo

r In

nova

tio

n, S

ervi

ces

and

Sm

all B

usin

ess

and

the

Min

iste

r fo

r To

uris

m a

nd M

ajo

r E

vent

s

Wel

com

e S

po

nso

r S

pea

ker:

Pro

f A

dam

Sho

emak

er, D

VC

(Ed

ucat

ion)

, Mo

nash

uni

vers

ity

CO

-CH

AIR

S: M

r A

ndre

w T

hom

pson

, Chi

ef E

xecu

tive

IDP

Edu

catio

n &

Mr

Ste

phen

Con

nelly

, Pre

side

nt IE

AA

& D

eput

y V

ice-

Cha

ncel

lor

Inte

rnat

iona

l and

Dev

elop

men

t & V

ice-

Pre

side

nt R

MIT

Uni

vers

ity

1830

-200

0W

elco

me

Rec

epti

on

in th

e E

xhib

ition

Spo

nsor

ed b

y M

onas

h U

nive

rsity

WE

DN

ES

DAY

3 O

CTO

BE

RP

lena

ry 3

0900

-103

0IE

AA

Aw

ard

s P

rese

ntat

ion

Aw

ards

for

the

follo

win

g ca

tego

ries:

•

Dis

tingu

ishe

d C

ontr

ibut

ion

to th

e Fi

eld

of In

tern

atio

nal E

duca

tion

•E

xcel

lenc

e in

Lea

ders

hip

in In

tern

atio

nal E

duca

tion

•B

est P

ract

ice/

Inno

vatio

n in

Inte

rnat

iona

l Edu

catio

n •

Out

stan

ding

Pos

tgra

duat

e Th

esis

on

a To

pic

Rel

ated

to In

tern

atio

nal E

duca

tion

•

Exc

elle

nce

in P

rofe

ssio

nal C

omm

enta

ry o

n Is

sues

Rel

ated

to In

tern

atio

nal E

duca

tion

•A

UID

F Tr

acy

McC

abe

Fello

wsh

ip

•To

ny A

dam

s Fo

unda

tion

Gra

nts

Aw

ards

MC

: Ms

Hel

en C

ook,

Vic

e-P

resi

dent

IEA

A

Op

enin

g P

lena

ry K

eyno

te A

dd

ress

: Ja

son

yat-

sen

Li

Spe

aker

Jas

on L

i bel

ongs

to a

new

bre

ed o

f glo

bal a

nd in

terc

ultu

rally

sav

vy y

oung

Aus

tral

ian

lead

ers

who

see

the

pote

ntia

l in

open

min

ds a

nd o

pen

door

s. F

luen

t in

five

lang

uage

s, h

is li

fe h

as fu

sed

Aus

tral

ian

and

Asi

an

expe

rienc

es. H

e ha

s a

high

ach

ieve

r ba

ckgr

ound

in th

e la

w, b

usin

ess

and

phila

nthr

opy

in S

ydne

y, N

ew Y

ork

and

The

Hag

ue, a

nd n

ow b

usin

ess

deve

lopm

ent i

n C

hina

and

Aus

tral

ia.

Jaso

n w

ill be

pos

ing

som

e to

ugh

ques

tions

and

new

idea

s ab

out A

ustr

alia

’s fu

ture

pla

ce in

Asi

a as

the

regi

on s

urge

s in

eco

nom

ic, s

trat

egic

and

cul

tura

l pow

er.

CO

-CH

AIR

S: M

r A

ndre

w T

hom

pson

, Chi

ef E

xecu

tive,

IDP

Edu

catio

n &

Mr

Ste

phen

Con

nelly

, Pre

side

nt IE

AA

& D

eput

y V

ice-

Cha

ncel

lor

Inte

rnat

iona

l and

Dev

elop

men

t & V

ice-

Pre

side

nt R

MIT

Uni

vers

ity

Pro

gram

Ove

rvie

w


Pro

gram

Ove

rvie

w

1030

-110

0M

orn

ing

Tea

in th

e E

xhib

ition

Hal

l

Spo

nsor

ed b

y S

tudy

Mel

bour

ne

Ple

nary

3R

oom

212

Roo

m 2

13R

oom

219

Roo

m 2

20R

oom

217

Roo

m 2

18

1100

-120

0G

lob

al c

olla

bo

rati

on

in

educ

atio

n, t

rain

ing

&

rese

arch

: The

vie

w f

rom

K

ore

a

Pro

fYe

ons

eob

Ha,

Yon

sei

Uni

vers

ity, K

orea

Pro

fC

hung

-So

kS

uh, K

orea

R

esea

rch

Inst

itute

, UN

SW

Pro

fK

ent

And

erso

n,

Uni

vers

ity o

f Ade

laid

e (D

iscu

ssan

t)

CH

AIR

: Mr

Dea

n W

oodg

ate,

C

ounc

ello

r (E

duca

tion)

, A

ustr

alia

n E

mba

ssy,

Rep

ublic

of

Kor

ea MIN

I P

LE

NA

Ry

Aus

tral

ia-u

K C

olla

bo

rati

on:

T

he M

ona

sh-W

arw

ick

allia

nce

Pro

fE

dB

yrne

AO

, Vic

e-C

hanc

ello

r, M

onas

h U

nive

rsity

Pro

fN

igel

Thr

ift, V

ice-

Cha

ncel

lor,

Uni

vers

ity o

f W

arw

ick,

UK

(by

vide

o)

Mr

Ken

Slo

ane,

Reg

istr

ar,

Uni

vers

ity o

f War

wic

k, U

K

CH

AIR

: Pro

f Joh

n H

udzi

k,

Mic

higa

n S

tate

Uni

vers

ity, U

SA

Co

lloq

uium

: New

m

oti

vati

ons

and

mo

del

s fo

r tr

ansn

atio

nal e

duc

atio

n

Dr

Dal

eA

nder

son,

JC

U

Sin

gapo

re

A/P

rof

Chr

isZ

igur

as, R

MIT

U

nive

rsity

, Mel

bour

ne &

V

ietn

am

Dr

Chr

isto

phe

rH

ill, U

nive

rsity

of

Not

tingh

am, M

alay

sia

CH

AIR

: Dr

Willi

am L

awto

n,

Obs

erva

tory

on

Hig

her

Edu

catio

n, U

K

Go

od

pra

ctic

e in

Aus

tral

ian

colla

bo

rati

ons

wit

h A

sia:

S

cho

ols

Bui

ldin

gm

ulti-

late

ral

par

tner

ship

sfo

rin

nova

tion

ins

cho

olin

g

Mr

Gra

eme

Oliv

er, A

ustr

alia

n S

cien

ce a

nd M

athe

mat

ics

Sch

ool

Who

leo

fS

cho

ol

Eng

agem

ent

with

Asi

a

Ms

Leis

lBru

hn, I

vanh

oe

Gra

mm

ar S

choo

l

CH

AIR

: Mr T

im B

ush,

Asi

aLin

k,

Uni

vers

ity o

f Mel

bour

ne

The

glo

bal

isat

ion

of

inte

rnat

iona

lisat

ion:

P

rio

riti

es f

or

the

futu

re

Em

eritu

sP

rof

Els

pet

h Jo

nes,

Le

eds

Met

ropo

litan

Uni

vers

ity,

UK

Pro

fH

ans

de

Wit,

Cen

tre

for

Hig

her

Edu

catio

n In

tern

atio

nalis

atio

n (C

HE

I), It

aly

CH

AIR

: A/P

rof B

etty

Lea

sk,

Uni

vers

ity o

f Sou

th A

ustr

alia

Can

ada’

s su

cces

sful

ap

pro

ach

in c

olla

bo

rati

ve

rese

arch

, sch

ola

rshi

ps

and

st

uden

t m

ob

ility

Ms

Mar

yLo

uH

aym

an, H

igh

Com

mis

sion

of

Can

ada

Rev

amp

ing

inte

rnat

iona

l ed

ucat

ion:

The

New

Z

eala

nd a

pp

roac

h

Ms

Ann

eJa

ckso

n, N

ew

Zeal

and

Min

istr

y of

Edu

catio

n,

NZ

Mr

Bre

tt P

arke

r, N

ew Z

eala

nd

Min

istr

y of

Edu

catio

n, N

Z

CH

AIR

: Mr

Phi

l Hon

eyw

ood,

IE

AA

VE

T a

s a

com

po

nent

o

f th

e A

sean

eco

nom

ic

com

mun

ity:

Op

po

rtun

itie

s,

chal

leng

es a

nd s

ucce

ss

fact

ors

in In

do

nesi

a

Mr

Mic

hael

Fay

, AFG

, Ven

ture

G

roup

Mr

Mar

tinR

iord

in, T

AFE

D

irect

ors

Aus

tral

ia

The

ub

untu

ap

pro

ach

to

teac

hing

inte

rnat

iona

l st

uden

ts in

VE

T

Dr

LyT

hiT

ran,

RM

IT

Uni

vers

ity

CH

AIR

: Mr

Pet

er H

olde

n, T

DA

1200

-121

0C

hang

e R

oom

s

1210

-131

0 T

he p

olit

ics

of

inte

rnat

iona

l ed

ucat

ion:

A u

K

per

spec

tive

Pro

fS

irS

teve

Sm

ith, V

ice-

Cha

ncel

lor

Uni

vers

ity o

f Exe

ter

& im

med

iate

pas

t Pre

side

nt o

f U

nive

rsiti

es U

K

CH

AIR

: Sen

ator

The

Hon

Bre

tt

Mas

on, S

hado

w M

inis

ter

for

Uni

vers

ities

and

Res

earc

h

MIN

I P

LE

NA

Ry

Po

siti

oni

ng A

ustr

alia

: Ski

lls

need

s in

the

Asi

an C

entu

ry

Ms

Eliz

aC

hui,

Edu

catio

n C

omm

issi

oner

Nor

th A

sia

Aus

trad

e

Mr

Jarr

od

Bel

cher

, Box

Hill

Inst

itute

of T

AFE

Mr

Mar

kP

atm

an, A

NC

A P

ty

Ltd

(TB

C)

CH

AIR

: Ms

Inge

borg

Loo

n,

AC

PE

T

Go

od

pra

ctic

e in

Aus

tral

ian

colla

bo

rati

ons

wit

h A

sia:

E

LIC

OS

Nev

era

dul

lmo

men

tin

D

anan

g

Ms

Chr

istin

eB

und

eso

n A

M,

ICTE

, Uni

vers

ity o

f Que

ensl

and

Sha

red

inte

rest

sle

ad

tolo

ngt

erm

bila

tera

lre

latio

nshi

ps

Ms

Bo

nnie

Co

thre

n, F

linde

rs

Uni

vers

ity

CH

AIR

: Ms

Ann

e H

olm

es,

NE

AS

Inte

r nat

iona

lisin

g e

duc

atio

n th

roug

h an

eff

ecti

ve in

-co

untr

y st

udy

pro

gra

m

Mr

Mic

hael

De’

Ath

, Dep

t of

Edu

catio

n an

d E

arly

Chi

ldho

od

Dev

elop

men

t, V

IC

Ms

Jill

Laug

hlin

, Cam

berw

ell

Hig

h S

choo

l

CH

AIR

: M

s E

lizab

eth

Web

ber,

NS

W D

epar

tmen

t of E

duca

tion

and

Com

mun

ities

Ho

w e

mp

loye

rs v

alue

in

tern

atio

nal s

tud

y am

ong

ne

w h

ires

: Res

ults

fro

m t

he

seco

nd Q

S G

lob

al E

mp

loye

r S

urve

y

Mr

John

Mo

lony

, Q

S

Qua

cqua

relli

Sym

onds

Ltd

Mr

Han

s-G

eorg

van

Lie

mp

d,

EA

IE

Ms

Dav

ina

Po

tts,

Mic

higa

n S

tate

Uni

vers

ity, U

SA

CH

AIR

: Mr

Thom

as B

untr

u,

Uni

vers

idad

de

Mon

terr

ey &

A

MP

EI,

Mex

ico

Wo

rkin

g w

ith

educ

ato

rs

tow

ard

s cu

rric

ulum

in

tern

atio

nalis

atio

n fo

r al

l st

uden

ts

Pro

fA

nita

Mak

, U

nive

rsity

of C

anbe

rra

Taki

ng a

dee

per

div

e....

the

o

vers

eas

lear

ning

res

our

ce

Ms

Hel

enM

aste

rs,

Dep

artm

ent o

f Edu

catio

n an

d E

arly

Chi

ldho

od D

evel

opm

ent

Ms

Lisa

Hay

man

, Asi

a E

duca

tion

Foun

datio

n,

Uni

vers

ity o

f Mel

bour

ne

CH

AIR

: Pro

f Mic

helle

Bar

ker,

Grif

fith

Uni

vers

ity

1310

-143

0Lu

nch

in th

e E

xhib

ition

Hal

l

Spo

nsor

ed b

y S

tudy

Mel

bour

ne

1035

– 1

055

AIE

C E

xhib

ition

Spa

ce

Spo

nsor

Info

rmat

ion

Ses

sion

P

ears

on:

PT

E A

cad

emic

– h

elp

ing

yo

u re

crui

t st

uden

ts f

aste

r th

an a

ny o

ther

tes

t

1330

-135

0

AIE

C E

xhib

ition

Spa

ce

Spo

nsor

Info

rmat

ion

Ses

sion

Mo

nash

Co

lleg

e: In

tern

atio

nal S

tud

ents

and

the

Wo

rkfo

rce

– cr

oss

ing

the

bri

dg

e fr

om

ed

ucat

ion

to e

mp

loym

ent

1400

-142

0

AIE

C E

xhib

ition

Spa

ce

Spo

nsor

Info

rmat

ion

Ses

sion

Vic

tori

an G

ove

rnm

ent,

Stu

dy

Mel

bo

urne

: Op

po

rtun

itie

s fo

r V

icto

rian

Ed

ucat

ion

follo

win

g v

igo

rous

gro

wth

in In

dia

Lu

nch

in e

xhib

ition

and

brin

g w

ith y

ou


Ple

nary

3R

oom

212

Roo

m 2

13R

oom

219

Roo

m 2

20R

oom

217

Roo

m 2

18

1330

-142

5 IE

AA

Tra

nsna

tio

nal

Ed

ucat

ion

SIG

Op

en

Mee

ting

IEA

A S

tud

ent

Mo

bili

ty

SIG

Op

en M

eeti

ng

IEA

A P

athw

ays

SIG

O

pen

Mee

ting

IEA

A M

arke

ting

&

Co

mm

unic

atio

ns

SIG

Op

en M

eeti

ng

IEA

A In

tern

atio

nalis

atio

n o

f th

e C

urri

culu

m

SIG

Op

en M

eeti

ng

1430

-153

0 B

razi

l in

focu

s

Ms

Trac

yH

arri

s, A

ustr

ade

Latin

Am

eric

a

Oth

erS

pea

kers

TB

A

CH

AIR

: Pro

f Ann

a C

icca

relli,

U

nive

rsity

of Q

ueen

slan

d

All

in t

og

ethe

r: B

uild

ing

a

glo

bal

pra

ctic

um

Ms

Loui

seM

cSor

ley,

AEI

, KL

Ms

Mo

nika

Eng

elha

rd, R

MIT

U

nive

rsity

Dr

Lib

by

Tud

bal

l, M

onas

h U

nive

rsity

Dr

Jud

yW

illia

ms,

Mon

ash

Uni

vers

ity

Dr

Ric

hard

Jo

hnso

n, R

MIT

U

nive

rsity

Dr

Co

ralC

amp

bel

l, D

eaki

n U

nive

rsity

Dr

Julie

Arn

old

, Vic

toria

U

nive

rsity

of T

echn

olog

y

CH

AIR

: Pro

f Ann

ette

Gou

gh,

RM

IT U

nive

rsity

& V

icto

rian

Cou

ncil

of D

eans

of E

duca

tion

Go

od

pra

ctic

e in

Aus

tral

ian

colla

bo

rati

ons

wit

h A

sia:

V

ET

25Y

ears

inC

hina

Mr

Ste

phe

nN

agle

, Hol

mes

C

olle

ge

Ens

urin

gQ

ualit

yin

Tr

ansn

atio

nalE

duc

atio

n:

The

Vic

tori

anT

AF

E

Exp

erie

nce

inC

hina

Mr

Gav

inS

latt

ery,

Chi

shol

m

Inst

itute

Dr

Kat

eD

emp

sey,

Vic

toria

n TA

FE In

tern

atio

nal

CH

AIR

: Em

eritu

s P

rof D

ebbi

e C

layt

on, C

layt

on In

tern

atio

nal

Pre

par

ing

fo

r S

VP

& T

PS

-

Co

nsid

erin

g t

he o

per

atio

nal

imp

acts

of

stre

amlin

ed v

isa

pro

cess

ing

and

the

tui

tio

n p

rote

ctio

n sc

hem

e: A

S

win

bur

ne c

ase

stud

y

Ms

Em

ma

Linc

oln

, Sw

inbu

rne

Uni

vers

ity o

f Tec

hnol

ogy

Dr

Sco

ttT

hom

pso

n-W

hite

sid

e, S

win

burn

e U

nive

rsity

of T

echn

olog

y

Ms

Dia

nne

Rud

del

l, S

win

burn

e U

nive

rsity

of

Tech

nolo

gy

CH

AIR

: Ms

Tany

a P

erer

a,

Hob

sons

Asi

a P

acifi

c

The

New

cast

le M

od

el:

usi

ng le

ader

ship

pro

gra

ms

to e

ngag

e w

ith

stud

ents

Mr

Bre

ttB

lack

er,

Uni

vers

ity

of N

ewca

stle

Ms

Nic

ole

Lan

tham

, U

nive

rsity

of N

ewca

stle

Fro

m s

tud

y to

wo

rk: T

he

exp

erie

nce

of

Aus

tral

ian

inte

rnat

iona

l gra

dua

tes

tran

siti

oni

ng in

to t

he

Aus

tral

ian

lab

our

mar

ket

Mr

Mo

ham

mad

Rah

imi,

D

eaki

n U

nive

rsity

CH

AIR

: Ms

Lynd

ell J

acka

, ID

P

Edu

catio

n

The

co

ntri

but

ion

and

b

enefi

ts o

f in

tern

atio

nal

stud

ents

to

the

bro

ader

co

mm

unit

y

Ms

Eliz

abet

hW

ebb

er, N

SW

D

epar

tmen

t of E

duca

tion

and

Com

mun

ities

Ms

Nic

ole

Kin

g, E

duca

tion

and

Trai

ning

– A

CT

Gov

t S

choo

ls

Mr

Bra

dfo

rdH

anso

n,

Vic

toria

n G

over

nmen

t Sch

ool

CH

AIR

: Mr

Tony

de

Gru

chy,

C

anni

ng C

olle

ge

In c

oun

try

exp

erie

ntia

l le

arni

ng t

o in

terc

ultu

ral

und

erst

and

ing

Ms

Lisa

Hay

man

, Uni

vers

ity

of M

elbo

urne

Mr

Kur

tM

ulla

ne, U

nive

rsity

of

Mel

bour

ne

Exp

and

ing

ho

rizo

ns in

Asi

a

Dr

Phi

lLam

ber

t, N

SW

D

epar

tmen

t of E

duca

tion

and

Com

mun

ities

CH

AIR

: TB

A

1530

-160

0A

fter

noo

n Te

a in

the

Exh

ibiti

on H

all

Spo

nsor

ed b

y S

tudy

Mel

bour

ne

1600

-171

5G

lob

al c

olla

bo

rati

on

in

educ

atio

n, t

rain

ing

&

rese

arch

: The

vie

w f

rom

In

dia

Pro

f Jan

dhy

ala

Tila

k, N

atio

nal

Uni

vers

ity o

f Edu

catio

nal

Pla

nnin

g an

d A

dmin

istr

atio

n N

ew D

elhi

, Ind

ia

Pro

f F

azal

Riz

vi, U

nive

rsity

of

Mel

bour

ne

Mr

Paw

anA

gar

wal

, Min

istr

y of

Pla

nnin

g, In

dia

(via

Sky

pe

link)

Pro

fD

avid

Lo

we,

Dea

kin

Uni

vers

ity (D

iscu

ssan

t)

MIN

I P

LE

NA

Ry

CH

AIR

: Pro

f Am

itabh

Mat

too,

U

nive

rsity

of M

elbo

urne

Wha

t w

ill

‘Inte

rnat

iona

lisat

ion

of

the

Cur

ricu

lum

’ mea

n fo

r un

iver

siti

es in

the

Asi

an

Cen

tury

?

Dr

So

phi

eA

rko

udis

, U

nver

sity

of M

elbo

urne

Dr

Teo

filo

CD

aqui

la, N

atio

nal

Uni

vers

ity o

f Sin

gapo

re,

Sin

gapo

re

Pro

fM

arci

aD

evlin

, Ope

n U

nive

rsiti

es A

ustr

alia

Ms

Ang

ela

Leg

get

t U

nive

rsitä

t Dui

sbur

g-E

ssen

, G

erm

any

CH

AIR

: Dr

Wen

dy G

reen

, The

U

nive

rsity

of Q

ueen

slan

d

Tran

sati

ona

l Ed

ucat

ion

and

its

Imp

act

up

on

Loca

l d

evel

op

men

t: A

cas

e st

udy

of

the

uK

-Mal

aysi

a re

lati

ons

hip

Dr

Chr

isto

phe

rH

ill, U

nive

rsity

of

Not

tingh

am, M

alay

sia

Cam

pus

Tran

snat

iona

l Ed

ucat

ion

in

Mal

aysi

a: N

ew M

od

els

and

O

pp

ort

unit

ies

Mr

Guy

Per

ring

, i-g

radu

ate

CH

AIR

: Mr

Pet

er B

urge

s, ID

P

Edu

catio

n

Str

eam

lined

vis

a p

roce

ssin

g

(SV

P) i

mp

lem

enta

tio

n:

Cha

lleng

es, a

pp

roac

hes

and

less

ons

lear

nt

Ms

Sun

nyY

ang

, Mon

ash

Uni

vers

ity

Mr

Ste

phe

nW

illia

ms,

U

nive

rsity

of W

arw

ick

(UK

)

Mr

Ab

izer

Mer

chan

t, L

a Tr

obe

Uni

vers

ity

Ms

Cyn

thia

Cel

estin

e, ID

P

Edu

catio

n

CH

AIR

: Ms

Jo A

squi

th, J

ames

C

ook

Uni

vers

ity

Kee

pin

g s

afe

in

cyb

ersp

ace:

Co

nsid

erat

ions

fo

r th

e o

nlin

e sa

fety

of

the

Inte

rnat

iona

l Stu

den

t*

Ms

Sus

anM

cLea

n,

Cyb

ersa

fety

Sol

utio

ns

CH

AIR

: M

r To

ny d

e G

ruch

y,

Can

ning

Col

lege

& IE

AA

Boa

rd

Mem

ber

* S

uppo

rted

by

VIS

ION

Inte

rnat

iona

l

1730

-190

0H

app

y H

our

Net

wo

rkin

g @

The

Boa

tbui

lder

s Ya

rd a

nd M

elbo

urne

Pub

lic

Pro

udly

sup

port

ed b

y IE

LTS

1535

-155

5

AIE

C E

xhib

ition

Spa

ce

Spo

nsor

Info

rmat

ion

Ses

sion

OC

A G

roup

: Let

us

us b

uild

a b

ette

r in

tern

atio

nal e

duc

atio

n in

dus

try

– T

he c

halle

nges

and

op

po

rtun

itie

s

Pro

gram

Ove

rvie

w

IEA

A M

arke

ting

and

Co

mm

unic

atio

ns S

IG S

pee

d N

etw

ork

ing

Mel

bour

ne P

ublic


Pro

gram

Ove

rvie

w

Ple

nary

3R

oom

212

Roo

m 2

13R

oom

219

Roo

m 2

20R

oom

217

Roo

m 2

18

1330

-142

5 IE

AA

Tra

nsna

tio

nal

Ed

ucat

ion

SIG

Op

en

Mee

ting

IEA

A S

tud

ent

Mo

bili

ty

SIG

Op

en M

eeti

ng

IEA

A P

athw

ays

SIG

O

pen

Mee

ting

IEA

A M

arke

ting

&

Co

mm

unic

atio

ns

SIG

Op

en M

eeti

ng

IEA

A In

tern

atio

nalis

atio

n o

f th

e C

urri

culu

m

SIG

Op

en M

eeti

ng

1430

-153

0 B

razi

l in

focu

s

Ms

Trac

yH

arri

s, A

ustr

ade

Latin

Am

eric

a

Oth

erS

pea

kers

TB

A

CH

AIR

: Pro

f Ann

a C

icca

relli,

U

nive

rsity

of Q

ueen

slan

d

All

in t

og

ethe

r: B

uild

ing

a

glo

bal

pra

ctic

um

Ms

Loui

seM

cSor

ley,

AEI

, KL

Ms

Mo

nika

Eng

elha

rd, R

MIT

U

nive

rsity

Dr

Lib

by

Tud

bal

l, M

onas

h U

nive

rsity

Dr

Jud

yW

illia

ms,

Mon

ash

Uni

vers

ity

Dr

Ric

hard

Jo

hnso

n, R

MIT

U

nive

rsity

Dr

Co

ralC

amp

bel

l, D

eaki

n U

nive

rsity

Dr

Julie

Arn

old

, Vic

toria

U

nive

rsity

of T

echn

olog

y

CH

AIR

: Pro

f Ann

ette

Gou

gh,

RM

IT U

nive

rsity

& V

icto

rian

Cou

ncil

of D

eans

of E

duca

tion

Go

od

pra

ctic

e in

Aus

tral

ian

colla

bo

rati

ons

wit

h A

sia:

V

ET

25Y

ears

inC

hina

Mr

Ste

phe

nN

agle

, Hol

mes

C

olle

ge

Ens

urin

gQ

ualit

yin

Tr

ansn

atio

nalE

duc

atio

n:

The

Vic

tori

anT

AF

E

Exp

erie

nce

inC

hina

Mr

Gav

inS

latt

ery,

Chi

shol

m

Inst

itute

Dr

Kat

eD

emp

sey,

Vic

toria

n TA

FE In

tern

atio

nal

CH

AIR

: Em

eritu

s P

rof D

ebbi

e C

layt

on, C

layt

on In

tern

atio

nal

Pre

par

ing

fo

r S

VP

& T

PS

-

Co

nsid

erin

g t

he o

per

atio

nal

imp

acts

of

stre

amlin

ed v

isa

pro

cess

ing

and

the

tui

tio

n p

rote

ctio

n sc

hem

e: A

S

win

bur

ne c

ase

stud

y

Ms

Em

ma

Linc

oln

, Sw

inbu

rne

Uni

vers

ity o

f Tec

hnol

ogy

Dr

Sco

ttT

hom

pso

n-W

hite

sid

e, S

win

burn

e U

nive

rsity

of T

echn

olog

y

Ms

Dia

nne

Rud

del

l, S

win

burn

e U

nive

rsity

of

Tech

nolo

gy

CH

AIR

: Ms

Tany

a P

erer

a,

Hob

sons

Asi

a P

acifi

c

The

New

cast

le M

od

el:

usi

ng le

ader

ship

pro

gra

ms

to e

ngag

e w

ith

stud

ents

Mr

Bre

ttB

lack

er,

Uni

vers

ity

of N

ewca

stle

Ms

Nic

ole

Lan

tham

, U

nive

rsity

of N

ewca

stle

Fro

m s

tud

y to

wo

rk: T

he

exp

erie

nce

of

Aus

tral

ian

inte

rnat

iona

l gra

dua

tes

tran

siti

oni

ng in

to t

he

Aus

tral

ian

lab

our

mar

ket

Mr

Mo

ham

mad

Rah

imi,

D

eaki

n U

nive

rsity

CH

AIR

: Ms

Lynd

ell J

acka

, ID

P

Edu

catio

n

The

co

ntri

but

ion

and

b

enefi

ts o

f in

tern

atio

nal

stud

ents

to

the

bro

ader

co

mm

unit

y

Ms

Eliz

abet

hW

ebb

er, N

SW

D

epar

tmen

t of E

duca

tion

and

Com

mun

ities

Ms

Nic

ole

Kin

g, E

duca

tion

and

Trai

ning

– A

CT

Gov

t S

choo

ls

Mr

Bra

dfo

rdH

anso

n,

Vic

toria

n G

over

nmen

t Sch

ool

CH

AIR

: Mr

Tony

de

Gru

chy,

C

anni

ng C

olle

ge

In c

oun

try

exp

erie

ntia

l le

arni

ng t

o in

terc

ultu

ral

und

erst

and

ing

Ms

Lisa

Hay

man

, Uni

vers

ity

of M

elbo

urne

Mr

Kur

tM

ulla

ne, U

nive

rsity

of

Mel

bour

ne

Exp

and

ing

ho

rizo

ns in

Asi

a

Dr

Phi

lLam

ber

t, N

SW

D

epar

tmen

t of E

duca

tion

and

Com

mun

ities

CH

AIR

: TB

A

1530

-160

0A

fter

noo

n Te

a in

the

Exh

ibiti

on H

all

Spo

nsor

ed b

y S

tudy

Mel

bour

ne

1600

-171

5G

lob

al c

olla

bo

rati

on

in

educ

atio

n, t

rain

ing

&

rese

arch

: The

vie

w f

rom

In

dia

Pro

fJan

dhy

ala

Tila

k, N

atio

nal

Uni

vers

ity o

f Edu

catio

nal

Pla

nnin

g an

d A

dmin

istr

atio

n N

ew D

elhi

, Ind

ia

Pro

fF

azal

Riz

vi, U

nive

rsity

of

Mel

bour

ne

Mr

Paw

anA

gar

wal

, Min

istr

y of

Pla

nnin

g, In

dia

(via

Sky

pe

link)

Pro

fD

avid

Lo

we,

Dea

kin

Uni

vers

ity (D

iscu

ssan

t)

MIN

I P

LE

NA

Ry

CH

AIR

: Pro

f Am

itabh

Mat

too,

U

nive

rsity

of M

elbo

urne

Wha

t w

ill

‘Inte

rnat

iona

lisat

ion

of

the

Cur

ricu

lum

’ mea

n fo

r un

iver

siti

es in

the

Asi

an

Cen

tury

?

Dr

So

phi

eA

rko

udis

, U

nver

sity

of M

elbo

urne

Dr

Teo

filo

CD

aqui

la, N

atio

nal

Uni

vers

ity o

f Sin

gapo

re,

Sin

gapo

re

Pro

fM

arci

aD

evlin

, Ope

n U

nive

rsiti

es A

ustr

alia

Ms

Ang

ela

Leg

get

t U

nive

rsitä

t Dui

sbur

g-E

ssen

, G

erm

any

CH

AIR

: Dr

Wen

dy G

reen

, The

U

nive

rsity

of Q

ueen

slan

d

Tran

sati

ona

l Ed

ucat

ion

and

its

Imp

act

up

on

Loca

l d

evel

op

men

t: A

cas

e st

udy

of

the

uK

-Mal

aysi

a re

lati

ons

hip

Dr

Chr

isto

phe

rH

ill, U

nive

rsity

of

Not

tingh

am, M

alay

sia

Cam

pus

Tran

snat

iona

l Ed

ucat

ion

in

Mal

aysi

a: N

ew M

od

els

and

O

pp

ort

unit

ies

Mr

Guy

Per

ring

, i-g

radu

ate

CH

AIR

: Mr

Pet

er B

urge

s, ID

P

Edu

catio

n

Str

eam

lined

vis

a p

roce

ssin

g

(SV

P) i

mp

lem

enta

tio

n:

Cha

lleng

es, a

pp

roac

hes

and

less

ons

lear

nt

Ms

Sun

nyY

ang

, Mon

ash

Uni

vers

ity

Mr

Ste

phe

nW

illia

ms,

U

nive

rsity

of W

arw

ick

(UK

)

Mr

Ab

izer

Mer

chan

t, L

a Tr

obe

Uni

vers

ity

Ms

Cyn

thia

Cel

estin

e, ID

P

Edu

catio

n

CH

AIR

: Ms

Jo A

squi

th, J

ames

C

ook

Uni

vers

ity

Kee

pin

g s

afe

in

cyb

ersp

ace:

Co

nsid

erat

ions

fo

r th

e o

nlin

e sa

fety

of

the

Inte

rnat

iona

l Stu

den

t*

Ms

Sus

an M

cLea

n,

Cyb

ersa

fety

Sol

utio

ns

CH

AIR

: M

r To

ny d

e G

ruch

y,

Can

ning

Col

lege

& IE

AA

Boa

rd

Mem

ber

* S

uppo

rted

by

VIS

ION

Inte

rnat

iona

l

1730

-190

0H

app

y H

our

Net

wo

rkin

g @

The

Boa

tbui

lder

s Ya

rd a

nd M

elbo

urne

Pub

lic

Pro

udly

sup

port

ed b

y IE

LTS

THU

RS

DAY

4 O

CTO

BE

RP

lena

ry 3

Roo

m 2

12R

oom

213

R

oom

219

Roo

m 2

20R

oom

217

Roo

m 2

18

0900

-100

0 T

he la

unch

of

the

2012

-13

Tim

es H

ighe

r E

duc

atio

n W

orl

d u

nive

rsit

y R

anki

ngs:

Li

ve c

ross

fro

m L

ond

on

Mr

Phi

lBat

y, T

imes

Hig

her

Edu

catio

n, U

K

CH

AIR

: Mr

War

wic

k Fr

eela

nd,

IDP

Edu

catio

n

Sin

gap

ore

in f

ocu

s

A/P

rof

Ann

eP

akir

, NU

S,

Sin

gapo

re

Dr

Dal

eA

nder

son,

JC

US

, S

inga

pore

Mr

Dar

ylF

ong

, ID

P

Edu

catio

n, S

inga

pore

CH

AIR

: M

s Lo

uise

McS

orle

y,

AE

I

Aus

tral

ian

Sch

ola

rshi

ps

- b

eyo

nd T

he C

olo

mb

o P

lan

The

Ho

nB

ruce

Bai

rdA

M,

Aus

tral

ia A

war

ds B

oard

&

Inte

rnat

iona

l Edu

catio

n A

dvis

ory

Cou

ncil

Mem

ber

Mr

Pet

erM

acfa

rlan

e,

Aus

tral

ia A

war

ds S

ecre

taria

t

Mr

Jaso

nC

out

ts, D

ept o

f In

dust

ry, I

nnov

atio

n, S

cien

ce,

Res

earc

h an

d Te

rtia

ry

Edu

catio

n

Ms

Em

ilyS

ero

ng, A

usA

ID -

Ja

kart

a, In

done

sia

Aus

tral

iaA

war

dr

ecip

ient

End

eavo

urA

lum

ni

Aus

tral

ian

Aw

ard

rec

ipie

nt

Aus

AID

Dev

elo

pm

ent

Aw

ard

H

old

er

CH

AIR

: Ms

Hel

en C

ook,

IEA

A

& E

TS G

loba

l

Say

it in

Six

: So

cial

med

ia

1.

Get

ting

the

Mes

sage

: E

duca

tion

r ecr

uitm

ent i

n a

soci

al m

edia

env

ironm

ent

2.

The

V oic

e of

a N

ew

Gen

erat

ion:

Vlo

ggin

g

3.

A R

oadm

ap to

E

stab

lishi

ng a

Soc

ial

Med

ia M

arke

ting

Str

ateg

y

4.

Usi

ng s

ocia

l med

ia

tool

s to

faci

litat

e le

arni

ng e

xper

ienc

es fo

r in

tern

atio

nal s

tude

nts

5.

My

Life

@ L

a Tr

obe

– sh

arin

g w

hat s

tude

nts

love

ab

out b

eing

a L

a Tr

obia

n!

CH

AIR

: TB

A

Go

od

pra

ctic

e in

Aus

tral

ian

colla

bo

rati

ons

wit

h A

sia:

H

ighe

r ed

ucat

ion

Tim

or

Lest

e:C

apac

ity

bui

ldin

gB

auca

u,T

imo

rLe

ste

-N

ewn

arra

tives

Pro

fJu

de

But

cher

, AM

A

ustr

alia

n C

atho

lic U

nive

rsity

Co

llab

ora

tions

fo

ren

viro

nmen

tally

sus

tain

able

so

lutio

ns

Pro

fVe

ena

Sah

ajw

alla

, U

nive

rsity

of N

SW

CH

AIR

: Mr

Chr

is M

adde

n,

Grif

fith

Uni

vers

ity

Asi

a P

acifi

c tr

ilate

ral

eng

agem

ent

Mr

Mur

ray

Ree

s, S

win

burn

e U

nive

rsity

of T

echn

olog

y

Dr

Ric

kJ

Arr

ow

oo

d,

Nor

thea

ster

n U

nive

rsity

A/

Pro

fH

uayo

ngN

iu, B

eijin

g Fo

reig

n S

tudi

es U

nive

rsity

CH

AIR

: Mel

issa

Ban

ks,

Sw

inbu

rne

Inst

itute

of

Tech

nolo

gy

Dia

log

ue o

n tr

ansn

atio

nal

educ

atio

n: D

iver

sifi

cati

on

and

a w

hole

-of-

bus

ines

s ap

pro

ach

Ms

Dia

neS

eath

, NS

W

Dep

artm

ent o

f Edu

catio

n an

d C

omm

uniti

es

Ms

Sus

anH

artig

an,

TAFE

N

SW

- W

este

rn S

ydne

y In

stitu

te

Ms

Ann

eG

oo

netil

leke

, TA

FE N

SW

- W

este

rn S

ydne

y In

stitu

te

CH

AIR

: Mr

Mar

tin R

iord

in,

TAFE

Dire

ctor

s A

ustr

alia

1000

-103

0M

orni

ng T

ea in

the

Exh

ibiti

on H

all

1005

-102

5

AIE

C E

xhib

ition

Spa

ce

Spo

nsor

Info

rmat

ion

sess

ion

ET

S T

OE

FL: N

ew T

OE

FL®

Sea

rch

Ser

vice


Ple

nary

3R

oom

212

Roo

m 2

13R

oom

219

Roo

m 2

20R

oom

217

Roo

m 2

18

1030

-113

0 H

ot

top

ics

in in

tern

atio

nal

educ

atio

n: G

lob

al u

pd

ate

Mr

Han

s-G

eorg

van

Lie

mp

d,

Pre

side

nt E

AIE

Ms

Mer

edith

McQ

uaid

, P

resi

dent

NA

FSA

Dr

Lave

rnS

amue

ls, P

resi

dent

IE

AS

A

Pro

fG

ord

on

Che

ung

, P

resi

dent

APA

IE

Mr

Tho

mas

Bun

tru,

Im

med

iate

Pas

t pre

side

nt

AM

PE

I, M

exic

o

CH

AIR

: Mr

Ste

phen

Con

nelly

, P

resi

dent

, IE

AA

Tran

snat

iona

l ed

ucat

ion:

N

ew o

pp

ort

unit

ies

in H

ong

K

ong

Mr

Wal

lace

Lau

, Edu

catio

n B

urea

u, T

he G

over

nmen

t of

the

Hon

g K

ong

Spe

cial

A

dmin

istr

ativ

e R

egio

n, H

ong

Kon

g

Pro

fT

SC

han,

Fed

erat

ion

for

Sel

f-fin

anci

ng T

ertia

ry

Edu

catio

n, H

ong

Kon

g

Mr

Ro

ber

tF

earn

sid

e, H

ong

Kon

g C

ounc

il fo

r A

ccre

dita

tion

of A

cade

mic

and

Voc

atio

nal

Qua

lifica

tions

, Hon

g K

ong

Ms

Hei

diP

iper

, Grif

fith

Uni

vers

ity

CH

AIR

: Mr

Pet

er P

T C

heun

g,

Fede

ratio

n fo

r S

elf-

finan

cing

Te

rtia

ry E

duca

tion,

Hon

g K

ong

Cri

tica

l suc

cess

fac

tors

in

tra

nscu

ltur

al a

nd

tran

snat

iona

l tea

chin

g a

t ho

me

and

ab

road

A/P

rof

Bet

tyL

eask

, Uni

vers

ity

of S

outh

Aus

tral

ia

Dr

Fio

nLi

m, R

MIT

Uni

vers

ity

CH

AIR

: Dr

Ann

a C

icca

relli,

U

nive

rsity

of Q

ueen

slan

d

Say

it in

Six

: Stu

den

t ex

per

ienc

e

1.

Exp

erie

ncin

g a

Rur

al

Aus

tral

ian

Inte

rnat

iona

l E

duca

tion

in th

e A

sian

C

entu

ry

2.

The

valu

e of

inte

rnat

iona

l st

uden

ts to

cul

tura

l di

vers

ity in

regi

onal

A

ustr

alia

3.

An

Aus

tral

ian

Exp

erie

nce

for

Glo

bal S

tude

nts

4.

Mul

ti-Fa

ith F

acilit

ies

Why

, W

hat &

How

Say

it in

Six

: Res

earc

h

1.

Wha

t doe

s it

like

to

be in

a m

ixed

gen

der

envi

ronm

ent?

A

phen

omen

olog

ical

stu

dy

for

the

tran

sitio

ning

ex

perie

nce

of S

audi

in

tern

atio

nal

stud

ent i

n A

ustr

alia

2.

Sou

th-E

ast A

sian

In

tern

atio

nal s

tude

nts

prep

arin

g fo

r a

Bus

ines

s st

udy

in A

ustr

alia

3.

Five

em

ergi

ng G

loba

l st

udy

dest

inat

ions

in A

sia

4.

Onl

ine

teac

hing

: are

w

e al

iena

ting

our

Asi

an

stud

ents

? A

cas

e st

udy

CH

AIR

: Ms

Lynd

ell J

acka

, ID

P

Edu

catio

n

Stu

dy

in t

he u

SA

: Am

eric

an

univ

ersi

ties

in t

he g

lob

al

mar

ket

Ms

Dav

ina

Po

tts,

Mic

higa

n S

tate

Uni

vers

ity, U

SA

The

Am

eric

an t

hrea

t in

the

A

sian

Cen

tury

Dr

Sea

nG

alla

ghe

r, U

nive

rsity

of

Syd

ney

CH

AIR

: Mr

Har

mee

t Pen

tal,

IDP

Edu

catio

n

Bri

dg

e to

und

erst

and

ing

Ms

Lisa

Hay

man

, Asi

a E

duca

tion

Foun

datio

n,

Uni

vers

ity o

f Mel

bour

ne

A t

rans

nati

ona

l ed

ucat

ion

op

po

rtun

ity

for

scho

ols

: D

eliv

ery

of

year

12

in C

hina

Dr

Nic

hola

sD

wye

r,

Hai

leyb

ury

Col

lege

Mel

bour

ne

Dr

John

McS

win

ey, V

icto

rian

Cur

ricul

lum

Ass

esm

ent

Aut

horit

y

Mr

Vin

cent

Lee

, Che

ngdu

S

hude

Mid

dle

Sch

ool,

Chi

na

CH

AIR

: Ms

Mar

iann

a La

ne,

Ass

ocia

tion

of In

depe

nden

t S

choo

ls Q

ld

Kee

pin

g L

ond

on

num

ber

o

ne: T

he L

ond

on

univ

ersi

ties

inte

rnat

iona

l p

artn

ersh

ip

Mr

Gar

yD

avie

s, U

nive

rsity

of

Roe

ham

pton

Lon

don,

UK

Ms

Loui

seS

uthe

rlan

d,

Que

en M

ary

Uni

vers

ity o

f Lo

ndon

, UK

AE

I Res

earc

h: A

fo

cus

on

Asi

a an

d t

he e

nhan

cem

ent

of

inte

rnat

iona

l stu

den

t ex

per

ienc

e

Mr

Ste

veN

erlic

h, A

ustr

alia

n G

over

nmen

t Dep

artm

ent o

f In

dust

ry, I

nnov

atio

n, S

cien

ce,

Res

earc

h an

d Te

rtia

ry

Edu

catio

n

CH

AIR

: Mr

Mik

e R

yan,

Per

th

Edu

catio

n C

ity

1130

-114

0C

hang

e ro

oms

Pro

gram

Ove

rvie

w


Pro

gram

Ove

rvie

w

1140

-124

0 Le

ad f

rom

the

bac

k:

Less

ons

fo

r th

e ne

xt s

ix-

year

cyc

le

Mr

Ro

bL

awre

nce,

Pro

spec

t R

esea

rch

and

Mar

ketin

g

CH

AIR

: Ms

Hel

en C

ook,

IEA

A

& E

TS G

loba

l

Gui

din

g p

rinc

iple

s to

p

rote

ct t

he h

uman

rig

hts

of

inte

rnat

iona

l stu

den

ts li

ving

in

Aus

tral

ia

Dr

Hel

enS

zoke

, Rac

e D

iscr

imin

atio

n C

omm

issi

oner

Mr

Ale

emN

izar

i, C

ounc

il of

in

tern

atio

nal S

tude

nts

Aus

tral

ia

Pro

fD

ean

Fo

rbes

, Fl

inde

rs

Uni

vers

ity

Pri

vate

VE

TS

pea

ker,

TB

A

CH

AIR

: Dr

Eva

Egr

on-P

olak

, IA

V, F

ranc

e

Mid

dle

Eas

t in

fo

cus

Mr

Jarr

od

Hin

gst

on,

Mid

dle

Eas

t Spe

cial

ist,

UA

E

Ms

Pau

line

Nun

an, U

nive

risty

of

Mel

bour

ne

Mr

Kha

lidA

lsha

hran

i, P

hD

Stu

dent

Mon

ash

Uni

vers

ity

CH

AIR

: Pro

f Ste

phan

ie F

ahey

, M

onas

h U

nive

rsity

Say

it in

Six

: Par

tner

ship

s

1.

Sin

gapo

r e’s

Glo

bal

Sch

oolh

ouse

Str

ateg

y:

The

Firs

t Ten

Yea

rs

2.

Rei

mag

ing

the

Trop

ics:

A

Cas

e S

tudy

of a

Uni

vers

ity

Eng

agin

g in

Asi

a

3.

Tota

l Eng

agem

ent:

The

new

app

roac

h to

S

usta

inab

le In

stitu

tiona

l P

artn

ersh

ips

in C

hina

4.

From

Eur

ope

to A

sia:

A

mod

el fo

r fa

culty

en

gage

men

t thr

ough

su

cces

sful

sho

rt-t

erm

st

udy

tour

s

5.

Obj

ectiv

es a

nd

App

roac

hes

to P

artn

erin

g w

ith A

sian

Hig

her

Edu

catio

n: A

Str

ateg

ic

Pla

n

6.

Take

n to

the

Cle

aner

s:

Em

ploy

men

t exp

erie

nces

of

inte

rnat

iona

l stu

dent

s cl

eani

ng M

elbo

urne

’s

shop

ping

cen

tres

. A

join

t rep

ort f

rom

Uni

ted

Voic

e an

d V

icto

rian

TAFE

In

tern

atio

nal

CH

AIR

: Mr

Jam

es B

enne

tt,

IDP

Edu

catio

n

IEA

A A

war

ds:

Pre

sent

atio

ns

by

win

ners

of

bes

t p

ract

ice/

inno

vati

on

in in

tern

atio

nal

educ

atio

n ca

teg

ory

Spe

aker

s w

ill be

ann

ounc

ed

durin

g IE

AA

Aw

ards

Cer

emon

y in

the

Ope

ning

Ple

nary

Ses

sion

on

Wed

nesd

ay a

nd a

dvis

ed in

A

IEC

Dai

ly N

ewsl

ette

r

CH

AIR

: Ms

Hel

en Z

imm

erm

an,

Nav

itas

1240

-143

0Lu

nch

in th

e E

xhib

ition

Hal

l

1330

-135

0

AIE

C E

xhib

ition

Spa

ce

Spo

nsor

Info

rmat

ion

Ses

sion

Med

iban

k: M

i Hea

lth

1400

-142

0

AIE

C E

xhib

ition

Spa

ce

Spo

nsor

Info

rmat

ion

Ses

sion

V

icto

rian

Go

vern

men

t, S

tud

y M

elb

our

ne: O

pp

ort

unit

ies

for

Vic

tori

an E

duc

atio

n in

the

Mid

dle

Eas

t an

d A

sia

Min

or

Lunc

h in

exh

ibiti

on a

nd b

ring

with

you

1240

-142

5

Roo

m 2

16

IEA

A A

GM

Lu

nch

prov

ided

in ro

om fo

r pa

rtic

ipan

ts


Ple

nary

3R

oom

212

Roo

m 2

13R

oom

219

Roo

m 2

20R

oom

217

Roo

m 2

18

1430

-154

5G

lob

al c

olla

bo

rati

on

in

educ

atio

n, t

rain

ing

&

rese

arch

: The

vie

w f

rom

H

ong

Ko

ng

Pro

fK

aH

aM

ok,

Hon

g K

ong

Inst

itute

of E

duca

tion,

Hon

g K

ong

Pro

fG

ord

on

Che

ung

, P

resi

dent

APA

IE &

Chi

nese

U

nive

rsity

of H

ong

Kon

g

Mr

Wal

lace

Lau

, Edu

catio

n B

urea

u, T

he G

over

nmen

t of

the

Hon

g K

ong

Spe

cial

A

dmin

istr

ativ

e R

egio

n, H

ong

Kon

g

Em

eritu

sP

rof

Kw

ong

Lee

D

ow

, Uni

vers

ity o

f Mel

bour

ne

(Dis

cuss

ant)

CH

AIR

: Pro

f Ste

phan

ie F

ahey

, M

onas

h U

nive

rsity

MIN

I P

LE

NA

Ry

Do

hig

her

educ

atio

n in

stit

utio

ns h

ave

glo

bal

re

spo

nsib

iliti

es?

Ms

Eva

Eg

ron-

Po

lak,

In

tern

atio

nal A

ssoc

iatio

n of

U

nive

rsiti

es (I

AU

), Fr

ance

Pro

fC

olin

Rio

rdan

, Car

diff

Uni

vers

ity &

Uni

vers

ities

UK

U

nive

rsiti

es, U

K

Em

eritu

s P

rof

John

Nila

nd

AC

, For

mer

Vic

e-C

hanc

ello

r &

P

resi

dent

UN

SW

& C

hairm

an

Sin

gapo

re M

anag

emen

t U

nive

rsity

’s In

tern

atio

nal

Aca

dem

ic R

evie

w P

anel

, A

ustr

alia

Pro

fJo

hnH

udzi

k, M

ichi

gan

Sta

te U

nive

rsity

& N

AFS

A,

US

A

CH

AIR

: Pro

f Han

s de

Wit,

C

entr

e fo

r H

ighe

r E

duca

tion

Inte

rnat

iona

lisat

ion

(CH

EI),

Ital

y

MIN

I P

LE

NA

Ry

Ind

one

sia

in f

ocu

s

Pro

fG

reg

Bar

ton,

Mon

ash

Asi

a In

stitu

te

Pro

fD

avid

Ree

ve, U

nive

rsity

of

New

Sou

th W

ales

Ms

Isla

Win

arto

, ID

P

Edu

catio

n, In

done

sia

CH

AIR

: Pro

f Dea

n Fo

rbes

, Fl

inde

rs U

nive

rsity

To in

tern

atio

nalis

e th

e cu

rric

ulum

do

we

need

to

in

tern

atio

nalis

e o

ur s

taff

?

Dr

Sha

nto

nC

hang

, Uni

vers

ity

of M

elbo

urne

Mr

Jos

Bee

len,

Uni

vers

ity o

f A

pplie

d S

cien

ces,

Am

ster

dam

, Th

e N

ethe

rland

s

Pro

f E

mer

itaE

lsp

eth

Jone

s,

Leed

s M

etro

polit

an U

nive

rsity

, U

K

Dr

Cra

igW

hits

ed, M

urdo

ch

Uni

vers

ity

CH

AIR

: Pro

f Mic

helle

Bar

ker,

Grif

fith

Uni

vers

ity

Fro

m W

est

to E

ast:

The

ch

alle

nges

, op

po

rtun

itie

s an

d s

trat

egie

s to

incr

ease

th

e fl

ow

of

stud

ent

mo

bili

ty

to A

sia

Ms

Daw

nK

ob

an, R

MIT

U

nive

rsity

Mr

JG

alle

go

s, U

nive

rsity

of

Nor

th C

arol

ina,

US

A

Str

ateg

ies

for

incl

usio

n in

st

uden

tm

ob

ility

:Dis

tanc

eed

ucat

ion,

reg

iona

land

low

S

ES

stu

den

ts

Ms

Lind

aR

ust,

Cha

rles

Stu

rt

Uni

vers

ity

Ms

She

vahn

Tel

fser

, Cha

rles

Stu

rt U

nive

rsity

The

re’s

no

pla

celi

keh

om

e:

Cha

lleng

ing

res

tric

tions

on

stud

ents

go

ing

“ho

me”

fo

ra

stud

yab

road

exp

erie

nce

Ms

Kat

eJe

nnin

gs,

Uni

vers

ity

of A

lber

ta, C

anad

a

Ms

Chr

istin

eB

erry

, Uni

vers

ity

of A

uckl

and,

NZ

Ms

Kat

eS

mar

t, U

nive

rsity

of

Syd

ney

A/P

rof

Ann

eP

akir

, Nat

iona

l U

nive

rsity

of S

inga

pore

, S

inga

pore

CH

AIR

: Mr

Rob

Mal

icki

, AIM

O

vers

eas

1545

-161

5A

ftern

oon

Tea

in th

e E

xhib

ition

Hal

l15

50-1

610

A

IEC

Exh

ibiti

on S

pace

S

pons

or In

form

atio

n S

essi

on

IE

LTS

: “S

how

me

an IE

LTS

6”

Pro

gram

Ove

rvie

w


Pro

gram

Ove

rvie

w

1615

-173

0G

lob

al c

olla

bo

rati

on

in

educ

atio

n, t

rain

ing

&

rese

arch

: The

vie

w f

rom

C

hina

Pro

f Li

Xia

ngku

n, H

ubei

U

nive

rsity

, PR

C

Pro

fLi

uJi

anfe

ng, N

atio

nal

Inst

itute

of S

cien

ce, P

RC

Mr

YuX

iao

nan,

Jia

ngsu

P

rovi

ncia

l Dep

artm

ent o

f E

duca

tion,

PR

C

Ms

Fio

naD

och

erty

, U

nive

rsity

of N

ew S

outh

Wal

es

(Dis

cuss

ant)

CH

AIR

: Ms

Cat

hryn

Hla

vka,

C

ouns

ello

r, A

ustr

alia

n E

mba

ssy,

PR

Chi

na

MIN

I P

LE

NA

Ry

The

201

2 In

tern

atio

nal

Stu

den

t S

urve

y: A

ustr

alia

’s

inte

rnat

iona

l stu

den

ts t

ell

us h

ow

we

stac

k up

Ms

Ain

slie

Mo

ore

, Uni

vers

ities

A

ustr

alia

Mr

Kev

inB

rett

, i-g

radu

ate

Mr

Ste

ven

Ner

lich,

AE

I

Ms

Ing

ebo

rgL

oo

n, A

CP

ET

Ms

Sue

Blu

ndel

l, E

nglis

h A

ustr

alia

Mr

Pet

erH

old

en, T

AFE

D

irect

ors

Aus

tral

ia

Ms

Eliz

abet

hW

ebb

er,

Aus

tral

ian

Gov

ernm

ent

Sch

ools

Inte

rnat

iona

l

CH

AIR

: Mr

Kev

in B

rett

, i-g

radu

ate

Whi

te k

nig

ht o

r th

e d

evil

in

dis

gui

se?

The

ro

le o

f th

e p

riva

te s

ecto

r in

hig

her

educ

atio

n in

dev

elo

pin

g

coun

trie

s

Dr

Dul

eep

Deo

shal

e, M

anip

al

Uni

vers

ity, M

alay

sia

Dr

Ro

sie

Bat

eso

n,

Uni

vers

ityas

Jak

arta

In

tern

asio

nal,

Indo

nesi

a

Dr

Avi

chal

Kap

ur, M

eghe

G

roup

of U

nive

rsiti

es, N

agpu

r, In

dia

Co

mp

arat

ive

anal

ysis

of

trad

itio

nale

duc

atio

nhu

bs:

O

nes

ize

fits

all?

Ms

Eliz

abet

hS

hep

herd

, B

ritis

h C

ounc

il

Ms

Zai

nab

Mal

ik, B

ritis

h C

ounc

il

CH

AIR

: A

/Pro

f Chr

is Z

igur

as,

RM

IT U

nive

rsity

, Mel

bour

ne &

V

ietn

am

Hav

e ta

ctic

s to

war

ds

com

pet

itiv

e ad

vant

age

tain

ted

inte

rnat

iona

l ed

ucat

ion?

Mr

Sha

unW

ellb

our

ne-W

oo

d,

Uni

vers

ity o

f Wes

tern

Aus

tral

ia

Dr

No

rman

Pet

erso

n,

Mon

tana

Sta

te U

nive

rsity

, US

A

Dr

John

Dun

can,

MIB

T

Mr

Kel

lyS

mith

, Uni

vers

ity o

f W

este

rn A

ustr

alia

Ms

Ails

aLa

mo

nt, R

MIT

U

nive

rsity

CH

AIR

: M

r Sha

un W

ellb

ourn

e-W

ood,

Uni

vers

ity o

f Wes

tern

A

ustr

alia

Imp

rovi

ng s

upp

ort

fo

r th

e ex

chan

ge

of

rese

arch

st

uden

ts a

nd s

taff

: P

ersp

ecti

ves

fro

m E

uro

pe

and

Aus

tral

ia

Ms

Kar

inK

litg

aard

, Uni

vers

ity

of C

open

hage

n, D

enm

ark

Ms

Daw

nK

ob

an, R

MIT

U

nive

rsity

CH

AIR

: Ms

Tze

Ay

Chu

ah,

UTS

Des

igni

ng f

or

lear

ning

th

roug

h in

tern

atio

nal

exp

erie

nce:

Po

ssib

iliti

es

and

pit

falls

Dr

Wen

dy

Gre

en, T

he

Uni

vers

ity o

f Que

ensl

and

A/P

rof

Jan

Go

thar

d, M

urdo

ch

Uni

vers

ity

Pro

fJe

nny

Str

ong

, The

U

nive

rsity

of Q

ueen

slan

d

CH

AIR

: TB

A

Aus

tral

ia’s

Asi

a lit

erac

y in

th

e A

sian

Cen

tury

Ms

Kir

rile

eH

ughe

s,

Aus

tral

ian

Nat

iona

l Uni

vers

ity

Par

ents

und

erst

and

ing

Asi

alit

erac

y

Mr

Ian

Dal

ton,

Aus

tral

ian

Par

ents

Cou

ncil

Ms

Tam

erla

ine

Bea

sley

, B

easl

ey In

terc

ultu

ral

CH

AIR

: Pro

f Ken

t And

erso

n,

Uni

vers

ity o

f Ade

laid

e

1900

-210

0“E

ast

Mee

ts W

est”

Co

nfer

ence

Din

ner

at P

enin

sula

Spo

nsor

ed b

y ID

P E

duca

tion


FR

IDAY

5 O

CTO

BE

RP

lena

ry 3

0900

-094

5 P

lena

ry s

essi

on

and

Q&

A w

ith

Inte

rnat

iona

l Ed

ucat

ion

Ad

viso

ry C

oun

cil C

hair

Mic

hael

Cha

ney

AO

Mr

Mic

hael

Cha

ney

AO

, Cha

ir, In

tern

atio

nal E

duca

tion

Adv

isor

y C

ounc

il

Ms

Sue

Blu

ndel

l, E

nglis

h A

ustr

alia

Mr

Dav

idR

iord

in, T

AFE

Dire

ctor

s A

ustr

alia

Mr

Ale

emN

izar

i, C

ounc

il of

Inte

rnat

iona

l Stu

dent

s A

ustr

alia

(CIS

A)

Uni

vers

ityR

epre

sent

ativ

e, T

BA

00M

oder

ator

: Mr

Ste

phen

Con

nelly

, IE

AA

& R

MIT

Uni

vers

ity

Ple

nary

3

Roo

m 2

12

Roo

m 2

13

Roo

m 2

19

Roo

m 2

20

Roo

m 2

17

Roo

m 2

18

0945

-104

5 T

he in

tern

atio

nalis

atio

n o

f ed

ucat

ion

in A

sia:

A

reg

iona

l co

nver

sati

on

Pro

f G

ord

on

Che

ung

, P

resi

dent

APA

IE &

Chi

nese

U

nive

rsity

of H

ong

Kon

g

Pro

fJan

dhy

ala

Tila

k, N

atio

nal

Uni

vers

ity o

f Edu

catio

nal

Pla

nnin

g an

d A

dmin

istr

atio

n N

ew D

elhi

, Ind

ia

Pro

fYe

ons

eob

Ha,

Yon

sei

Uni

vers

ity K

orea

Pro

f Li

Xia

ngku

n, H

ubei

U

nive

rsity

, PR

Chi

na

CH

AIR

: A/P

rof A

nne

Pak

ir,

NU

S, S

inga

pore

Chi

le in

fo

cus

Dr

Juan

Zo

lezz

iCid

, Rec

tor,

Uni

vers

idad

de

San

tiago

de

Chi

le

Pro

fV

icto

rP

erez

Ver

a,

Rec

tor,

Uni

vers

idad

de

Chi

le

Mr

Dav

idN

elso

n, IC

TE

Uni

vers

ity o

f Que

ensl

and

Ms

Mic

helle

Esp

ino

za, P

hD

Stu

dent

Mon

ash

Uni

vers

ity &

B

EC

AS

Sch

olar

CH

AIR

: Ms

Trac

y H

arris

, A

ustr

ade

Latin

Am

eric

a

Ed

ucat

ion

as a

n ex

po

rt f

or

Aus

tral

ia: M

ore

val

uab

le

than

go

ld, b

ut f

or

how

long

?

Mr

Ala

nO

lsen

, SP

RE

P/L

Mr

Ste

phe

nC

onn

elly

, IE

AA

CH

AIR

: Mr

Ste

phen

Con

nelly

, IE

AA

Bri

dg

ing

gap

s, b

reak

ing

d

ow

n b

arri

ers

and

b

uild

ing

ski

lls: C

om

mun

ity

eng

agem

ent,

vo

lunt

eeri

ng

and

inte

rnat

iona

l stu

den

ts

Ms

Joan

naS

haw

, La

Trob

e U

nive

rsity

Saf

ety

and

inte

grat

ion

of in

tern

atio

nal

stud

ents

Ms

Eliz

abet

hS

hep

herd

, B

rittis

h C

ounc

il, H

ong

Kon

g

Ms

Dan

ielle

Har

trid

ge,

IS

AN

A: I

nter

natio

nal E

duca

tion

Ass

ocia

tion

CH

AIR

: Ms

Mar

ion

van

Roo

den,

Dep

artm

ent o

f B

usin

ess

and

Inno

vatio

n,

Vic

toria

Exp

lori

ng fi

ndin

gs

fro

m t

he

Lear

ning

Wit

hout

Bo

rder

s P

roje

ct: d

evel

op

ing

and

su

pp

ort

ing

tra

nsna

tio

nal

acad

emic

lead

ers

to e

nab

le

TN

E t

each

ing

exc

elle

nce

and

inte

rnat

iona

lizat

ion

of

the

curr

icul

um

Dr

Bee

naG

irid

hara

n, C

urtin

U

nive

rsity

, Sar

awak

Ms

Vero

nica

Go

erke

, Cur

tin

Uni

vers

ity

Pro

fM

arg

aret

Maz

zolin

i, V

icto

ria U

nive

rsity

Mr

Pet

erL

ing

, Sw

inbu

rne

Uni

vers

ity o

f Tec

hnol

ogy

Ms

Gill

ian

Luec

kenh

ause

n S

win

burn

e U

nive

rsity

of

Tech

nolo

gy, S

araw

ak

Pro

f S

helle

yYe

o, C

urtin

U

nive

rsity

CH

AIR

: Ms

Sio

bhan

Len

ihan

, O

ffice

for

Lear

ning

and

Te

achi

ng

The

per

form

ance

of

Eng

lish

as ‘c

lass

roo

m t

enni

s’:

IELT

S s

core

s, b

iling

ual

inte

rnat

iona

l stu

den

ts

and

Ang

lop

hone

tea

cher

ed

ucat

ion

Pro

fM

icha

elS

ing

h, U

nive

rsity

of

Wes

tern

Syd

ney

Deg

rees

of

Pro

ficie

ncy:

B

uild

ing

as

trat

egic

ap

pro

ach

tou

nive

rsity

st

uden

ts'E

nglis

hla

ngua

ge

asse

ssm

ent

and

d

evel

op

men

t

Ms

Cyn

thia

Kra

lik, R

MIT

U

nive

risty

A/P

rof

Kat

eD

unw

ort

h, C

urtin

U

nive

rsity

CH

AIR

: M

s Je

nny

Lync

h,

IELT

S A

ustr

alia

The

fut

ure

of

educ

atio

n ag

ent

man

agem

ent

Mr

Ris

hen

She

khar

, S

tudy

Link

Ms

Gab

riel

leR

ola

n , U

nive

rsity

of

New

Eng

land

Inte

rnat

iona

lstu

den

tr e

crui

tmen

tin

Asi

a:Is

a

one

siz

efit

sal

lap

pro

ach

toin

tern

atio

nals

tud

ent

adm

issi

ons

dam

agin

gy

our

sc

hoo

l’ so

utco

mes

?

Ms

Trac

eyO

’Hal

lora

n, A

EA

S

Ms

Sim

one

Bar

ker,

AE

AS

CH

AIR

: M

r A

ndre

w H

ollo

way

, V

icto

ria U

nive

rsity

(inv

ited)

Pro

gram

Ove

rvie

w


Pro

gram

Ove

rvie

w

1045

-111

5M

orn

ing

Tea

in th

e E

xhib

ition

Hal

l

1115

-123

0 In

tern

atio

nalis

atio

n o

f ed

ucat

ion

in N

ort

h an

d S

out

h E

ast

Asi

a:

Imp

licat

ions

fo

r A

ustr

alia

Mr

Dea

nW

oo

dg

ate,

C

ouns

ello

r (E

duca

tion

and

Res

earc

h), A

ustr

alia

n E

mba

ssy,

Rep

ublic

of K

orea

Ms

Cat

hryn

Hla

vka,

Min

iste

r C

ouns

ello

r (E

duca

tion

and

Res

earc

h), A

ustr

alia

n E

mba

ssy,

PR

Chi

na

Ms

Loui

seM

cSo

rley

, C

ouns

ello

r (E

duca

tion

and

Res

earc

h), A

ustr

alia

n E

mba

ssy,

Mal

aysi

a

CH

AIR

: Mr

Jeffr

ey S

mar

t, S

win

burn

e U

nive

rsity

of

Tech

nolo

gy

MIN

I P

LE

NA

Ry

Dam

ocl

es S

wo

rd?:

S

tand

ard

s in

inte

rnat

iona

l ed

ucat

ion

Pro

fD

ean

Fo

rbes

, Flin

ders

U

nive

rsity

A/P

rof

So

phi

eA

rko

udis

, U

nive

rsity

of M

elbo

urne

Mr

Mel

Ko

umid

es, A

CP

ET

Vic

toria

& D

irect

or A

cade

mia

In

tern

atio

nal

Dr

Do

rte

Kri

sto

ffer

sen,

TE

QS

A

Mr

Chr

isR

ob

inso

n, A

SQ

A

CH

AIR

: Ms

Hel

en Z

imm

erm

an,

NAV

ITA

S

The

tri

ple

inte

rnat

iona

l m

arke

ting

fac

e o

ff: A

sia,

A

ustr

alia

and

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2-5 October 2012


Conference Program

TUESDAY 2 OCTOBER 2012CONFERENCE SESSIONS


1830 – 2000 AIEC2012exhibitionopen

Welcome Plenary: Kon Karapanagiotidis OAM Welcome to Victoria: The Hon Louise Asher MP, Minister for Innovation, Services and Small Business and the Minister for Tourism and Major EventsTime: 1730-1830 2 Oct 2012

Room: Plenary Room 3

Chair: Mr Andrew Thompson, Chief Executive IDP Education & Mr Stephen Connelly, President IEAA & RMIT University

Speakers: TheHonMsLouiseAsherMP, Minister for Innovation, Services and Small Business and the Minister for Tourism and Major Events

MrKonKarapanagiotidisOAM, CEO and Founder of the Asylum Seeker Resource Centre

ProfAdamShoemaker, DVC (Education) Monash University

Kon Karapanagiotidis OAM is the CEO and Founder of the Asylum Seeker Resource Centre. Kon is proudly Greek, and grew up in a working class family in a small country town in Victoria. Kon’s personal experience of racism and witnessing the exploitation of his parents in factories planted the seeds for his passion for human rights. Kon went on to become a lawyer, social worker and teacher. His work as CEO has been recognized with being a Finalist for Australian of the Year (Victoria) in 2007, invited to participate in the 2020 Summit in 2008, voted one of Australia’s 20 Unsung Heroes as part of the launch in 2008 of the new Portrait Gallery in Canberra and voted as one of Melbourne 100 most influential people in The Age Melbourne Magazine. Most recently, Kon was awarded a Churchill Fellowship in 2010 and an Order of Australia Medal (OAM) in 2011.

1830 - 2000 WelcomeReception1830-2000@AIECExhibition Sponsored by

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WEDNESDAY 3 OCTOBER 2012CONFERENCE SESSIONS



0830 – 0900 ArrivalTea&Coffee(AIECExhibition)

Opening Plenary Session: Jason Yat-sen Li & the IEAA Awards Presentation Time: 0900-1030 3 Oct 2012


Co-Chairs: Mr Andrew Thompson, Chief Executive, IDP Education

Mr Stephen Connelly, President IEAA & Deputy Vice-Chancellor International and Development & Vice-President RMIT University

IEAA Awards Presentation 2012

Awards for the following categories:

• Distinguished Contribution to the Field of International Education

• Excellence in Leadership in International Education

• Best Practice/Innovation in International Education

• Outstanding Postgraduate Thesis on a Topic Related to International Education

• Excellence in Professional Commentary on Issues Related to International Education

• AUIDF Tracy McCabe Fellowship

• Tony Adams Foundation Grants

AwardsCeremonyMC:MsHelenCook,Vice-PresidentIEAA

OpeningPlenaryKeynoteAddress:JasonYat-senLi*

Speaker Jason Li belongs to a new breed of global and interculturally savvy young Australian leaders who see the potential in open minds and open doors. Fluent in five languages, his life has fused Australian and Asian experiences. He has a high achiever background in the law, business and philanthropy in Sydney, New York and The Hague, and now business development in China and Australia.

Formerly IAG's Head of China Strategy (Insurance Group Australia), Jason is now CEO of Yatsen Associates, a firm he founded in 2005, Immediate Past Vice-Chair of the Australia-China Chamber of Commerce in Beijing, a Director of the George Institute for Global Health, and a Governing Member of the esteemed charitable organisation, The Smith Family. He has also been a Director of the National Centre for Volunteering.

Jason will be posing some tough questions and new ideas about Australia's future place in Asia as the region surges in economic, strategic and cultural power.

* Jason Yat-sen Li brought to you by Claxtons Speakers International

1030-1100 MorningTeaintheExhibitionHall Sponsored by

Sponsor Information Session: PTE Academic – helping you recruit students faster than any other testTime: 1035 - 1055 3 Oct 2012

Room: AIEC Exhibition Information Space

Speakers: Sasha Hampson, Head, Language Testing (Australia / New Zealand), Pearson

Refer to Page 10 for further information.

Global collaboration in education, training & research: The view from KoreaTime: 1100-1200 3 Oct 2012


Chair: Mr Dean Woodgate, Counsellor (Education), Australian Embassy, Republic of Korea

Key Interests: Partnerships, Strategy, Policy & Advocacy

Sectors: All

Speakers: ProfYeonseobHa, Yonsei University, Korea

ProfChung-SokSuh, Korea Research Institute, UNSW (in collaboration with Dr Young-In Seo, Korean Educational Development Institute, Korea)

ProfKentAnderson, University of Adelaide (Discussant)

Wed

nesd

ay 3

Oct

ober

201

2

Wed

nesd

ay 3

Oct

ober

201

2


While the driving forces for the development of education systems are fundamentally national, there is an accelerating trend for education, and particularly higher education, to move out beyond the national to the global. This phenomenon is evident in many if not most countries. Motives are mixed, but most come down to the desire by countries through their higher education institutions to become or to remain prosperous and to be successful within the new and emerging global economic and political order. This is the reality.

Asia, as other emerging powerhouse regions, is increasingly significant as a site for new knowledge generation. International collaborations with Asian experts are rapidly increasing. The evidence of Asian discovery, innovation and growing power is everywhere, from rapidly increasing citations in major scientific journals, to the impact of new technology to the growing appeal of Asian media and cultures generally around the globe. The whole world is turning towards Asia.

How is Asia, or more precisely, how are the different countries within Asia, responding to this interest? What do governments and education institutions in these countries see as important and what are their priorities? What are the prospects for increased and mutually beneficial education, training and research collaborations with Asia? How might we, in Australia, Europe, the Americas and other world regions, foster effective partnerships with Asia? This series of four mini-plenaries will attempt to answer these questions. Senior figures from a number of Asian countries will present the view from their country’s perspective and will be joined by a discussant to throw light on the issues and priorities for our consideration and action.

KOREA

The Republic of Korea has undergone significant changes since the cessation of the Korean War in 1953. Coming from a position where its GDP was smaller than that of Somalia, modern Korea is now a thriving G20 economy and major player in the Asian region. Korea is the third largest source country of international students for Australia and is often not well understood.

This session will provide a window into Korea education tracing its internationalisation from the past, to the present and into the future. Korea’s Study in Korea Project will be examined from a student mobility perspective, as will the newly initiated International Education Quality Assurance System.

The session will also focus on opportunities for Australian institutions in Korea’s highly dynamic education environment. Recently, the Australia and Korean governments have undertaken a review of higher education collaboration and opportunities for the future. Of particular interest will be case studies and strategies to increase institutional collaboration in the areas of education, research, and student and staff mobility.

Australia-UK Collaboration: The Monash-Warwick allianceTime: 1100-1200 3 Oct 2012


Chair: Prof John Hudzik, Michigan State University, USA

Key Interests: Partnerships

Sectors: University

Speakers: ProfEdByrneAO, Vice-Chancellor, Monash University

ProfNigelThrift, Vice-Chancellor, University of Warwick, UK (via video)

MrKenSloane, Registrar, University of Warwick, UK

Early in 2012, the UK’s University of Warwick and Australia’s Monash University announced an alliance to establish each as “globally networked universities”.

The Monash-Warwick Alliance is aimed at meeting the increasing student, industry and government demand for universities to produce graduates with a global education, and undertaking research aimed at providing novel approaches to challenges that extend across regions and exceed the scope of any one institution. As distinct from more traditional transnational university partnerships and consortia, the Alliance takes on – as noted by the Australian Financial Review – the ‘hallmarks of cross-border collaboration more commonly seen in the private sector’.

In this session Professor Nigel Thrift, Vice-Chancellor of the University of Warwick and Professor Ed Byrne AO, Vice-Chancellor and President of Monash University and a senior colleague will discuss the global trends which led to establishment of the Alliance, its aspirations, its progress to date and its unique role in adding to human and intellectual capital in the ‘Asian Century’.

The Monash and Warwick joint global footprint extends across the Australia, Malaysia, India, China, South Africa, Italy, the UK and the USA.

Colloquium: New innovations and models for transnational educationTime: 1100-1200 3 Oct 2012


Chair: Dr William Lawton, OBHE, UK

Key Interests: Transnational Education

Sectors: All

Speakers: DrDaleAnderson, James Cook University Singapore

A/ProfChrisZiguras, RMIT University, Melbourne and Vietnam

DrChristopherHill, University of Nottingham, Malaysia Campus

Wed

nesd

ay 3

Oct

ober

201

2


After a period of “rationalization and consolidation” of offshore programs in the mid 2000s, interest in TNE programs is re-emerging amongst Australian education institutions. Australian offshore delivery is again going through a stage of expansion and development, part of a continuing global expansion involving many provider countries. The motivations for this include but are not confined to commercial ones.

For Australian institutions they include the desire for increased cultural understanding, to contribute to Australia’s public diplomacy efforts, intellectual curiosity, internationalisation of the curriculum and the challenge of working in cross-cultural environments, altruism in the form of contributions to capacity-building or widening access to education, research collaboration, student exchange, shared scholarship and the demand for education and training in new fields of practice.

TNE models are also diversifying. They include now not only branch campuses, franchising and twinning, but increasingly online “distance” delivery and “virtual” campuses through the use of new information communication technologies. (ICT).

This session will take the form of a colloquium amongst experts in an informal interview setting.

Note: The session is a companion to the AIEC workshop “TNE Models and New Approaches, an International Perspective” to be held from 1.30-5.00pm Tuesday 2 October.

Good practice in Australian collaborations with Asia: Schools 1: Building multi-lateral partnerships for innovation in schooling 2: Whole of School Engagement with AsiaTime: 1100-1200 3 Oct 2012


Chair: Mr Tim Bush, AsiaLink, University of Melbourne

Key Interests: Partnerships, Student Experience, Strategy, Policy & Advocacy

Sectors: Schools

Speakers: MrGraemeOliver, Australian Science and Mathematics School

MsLeislBruhn, Ivanhoe Grammar School

Presentation1: Buildingmulti-lateralpartnershipsforinnovationinschooling MrGraemeOliver, Australia Science and Mathematics School

The Australian Science and Mathematics School (ASMS) is a senior secondary school based on the grounds of Flinders University in South Australia. The school was established with a mission for innovation and reform in science and mathematics education. This mission has resonated strongly around the world. Since its founding in 2003 the ASMS has built a global network of relationships that include over 70 partner schools and organisations (SciMatInternational).

The basis of this network is multi-lateral relationships that provide mutual benefit in exploring the core idea of innovation in maths and science education. The network includes core partners in Asia, Europe, the United Kingdom, North America and the Pacific Islands, with satellite partners on all continents. This is possibly the largest multi-lateral, mutual benefit network of schools in the world.

This presentation will describe how the ASMS has developed flagship programs that provide the driving impetus for SciMatInternational, how the global network has developed through both deliberate planning and serendipitous good fortune, and how the network is consolidating its operations in an ongoing context of “tight/loose” relationships.

Presentation2: WholeofSchoolEngagementwithAsia MsLeislBruhn, Ivanhoe Grammar School

To fully realise the opportunities of the Asian Century, Ivanhoe Grammar School established a strategy to engage with Asia across all of its curricular and co-curricular programs. The Victorian Department of Education and Early Childhood Development’s ‘whole school approach to international education’ framework provides a valuable tool for assessing the schools engagement with Asia and International Education more broadly. The framework provides schools with a diagnostic tool to assess and trace progress towards ‘whole of school engagement’ with Asia and International Education.

Ivanhoe Grammar School, established in 1915, has a long history of engaging with Asia. The School’s engagement with Asia extends from the arrival of its first international students via the Colombo plan in 1941 to its most recently arrived international students in the school’s ELICOS program. The school provides a range of Asia engaged curricular and co-curricular programs that include events and speakers, student exchange, international study tours, student conferences and forums, international services projects, mandatory Asian Studies at Years 9 & 10 and recently the establishment of teaching the VCE offshore.

This session will demonstrate the effectiveness of mapping whole school engagement with Asia against benchmarks of good practice.

The Globalisation of internationalisation: Priorities for the futureTime: 1100-1200 3 Oct 2012


Chair: A/Prof Betty Leask, University of South Australia

Key Interests: Strategy, Policy & Advocacy

Sectors: Government, University

Speakers: EmeritusProfElspethJones, Leeds Metropolitan University, UK

ProfHansdeWit, Centre for Higher Education Internationalisation (CHEI), Italy

Wed

nesd

ay 3

Oct

ober

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Internationalisation has become a mainstream notion in higher education around the world and has evolved thematically and regionally from the concept developed in the 1990s. As the international dimensions of higher education have developed their own momentum and become a global topic of interest, the ‘globalisation of internationalisation’ requires a more nuanced approach to its interpretation and delivery. We continue to talk as though we share the same understanding, but in fact there are many different interpretations of ‘internationalisation’. Is this variety of interpretation a barrier or a benefit and are we learning sufficiently from other global contexts? Can we converge our discourse to deliver more effective practice now and in the future? To date this discourse has been dominated by ‘western’ perspectives. The ‘globalization of internationalization’ requires a more nuanced approach to its delivery, arising from:

a. The vast increase in scale of operations, such as the number and types of offshore campuses and cross-border activity;

b. Increasing global competition for students and talent;

c. A wider range of regional practices and ‘recruiting’ countries;

d. Differentiated local and regional responses to geographical variation in social and economic needs;

e. Ethical issues in global engagement and sustainability of practice;

f. The importance of careful consideration of the local context and culture when engaging in cross-border activity.

This session will address some thematic and regional contributions to the internationalisation debate, and offer observations on the consequences and directions of this diversity. The authors build on previous publications, and seek to align their views in order to suggest future priorities. The session will be of interest to experienced internationalists as well as those with more limited experience. It will offer perspectives from a range of countries and regions and aim to generate broad debate around the conference theme.

1: Canada’s successful approach in collaborative research, scholarships and student mobility 2: Revamping international education: The New Zealand approachTime: 1100-1200 3 Oct 2012


Chair: Mr Phil Honeywood, IEAA

Presentation1: Canada’ssuccessfulapproachincollaborativeresearch,scholarshipsandstudentmobility


Sectors: English Language, Schools, University, Vocational Education

Speakers: MsMaryLouHayman, High Commission of Canada

Here’s a relationship that works, well! Panel members will examine the intricate relationship in Canada between education partnerships, research, and innovation that all contribute to a leading global economy. Consider that Canada is among the top ten most competitive economies in the world and is firmly established as the best place to invest and do business among G8 countries. It ranks first for the percentage of the adult population with tertiary education, and is a leader for management practices. Canadian universities are at the forefront in research collaboration with government, industry and global community projects, making our universities incubators for innovation. At the heart of this lies a stimulating environment that embraces international cooperation, student experience and support for academic endeavours. The session will highlight how Canada’s commitment to global competitiveness will be strengthened by an enhanced International Education Strategy. Elements of discussion will showcase the impact of the “Imagine, Education au/in Canada” brand and the value of international student experiences and their work opportunities in Canada. Find out about strategic scholarship programs to foster innovation and see how education opportunities link to technology clusters that offer extensive interaction between academia, private-sector, and government research. Finally, tie in the International Experience Canada – Travel and Work Abroad program for a fully emerging package that will keep Canada at the forefront of international education and youth mobility.

Presentation2: Revampinginternationaleducation:TheNewZealandapproach


Sectors: Government, Schools, University

Speakers: MsAnneJackson, New Zealand Ministry of Education, NZ

MrBrettParker, New Zealand Ministry of Education, NZ

New Zealand attracts about 100,000 international students each year. During 2011 the Christchurch earthquake had a significant effect on international education in the city, while the government released a new strategy for sector growth and established a single agency to lead international education. This presentation describes the policy response to the consequences of the Christchurch earthquake, and the key points of the new international education strategy and the operation of Education New Zealand.

1: VET as a component of the Asean economic community: Opportunities, challenges and success factors in Indonesia 2: The Ubuntu approach to teaching international students in VETTime: 1100-1200 3 Oct 2012


Chair: Mr Peter Holden, TAFE Directors Australia

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Presentation1: VETasacomponentoftheAseaneconomiccommunity:Opportunities,challengesandsuccessfactorsin Indonesia


Sectors: Corporate, English Language, Government, Vocational Education

Speakers: MrMichaelFay, AFG Venture Group

MrMartinRiordin, TAFE Directors Australia

Vocational Education delivery in the 10 countries that make up the Asean region is increasingly recognised as crucial for the success of the Asean Economic Community (AEC) which will be inaugurated in 2015.The AEC promotes the free movement of people, business and services including education. Qualifications Frameworks and Quality Assurance Systems have been nominated by education Ministers and multi lateral agencies as key components in the development of education in Asean. Indonesia with 240 million has by far the largest population in the 600 million Asean region and has major issues to address in provision of skills training. The Australian vocational training sector represents a potential regional partner for Indonesia. This joint presentation between AFG VG and Tafe Directors Australia (TDA) will present the results of the 2011-12 Indonesian Polytechnic Survey which focused on the link between polytechnics, industry and business. In addition it will link the relevance of the Skills Training Agenda to the Indonesia Australia Comprehensive Economic Partnership agreement which is currently been negotiated with input from business, industry, education and government.

Presentation2: TheUbuntuapproachtoteachinginternationalstudentsinVET

Key Interests: Student Experience, Learning & Teaching

Sectors: Foundation, Government, University, Vocational Education

Speakers: DrLyThiTran, RMIT University

There were 171,237 international student enrolments in the Australian VET sector by the end of 2011 (AEI, 2012). The flow of international students into VET in recent years has led to the changing teaching and learning contexts. These changes have necessitated the need for VET teachers to explore different pedagogic approaches. This paper focuses on how VET teachers adopt the Ubuntu approach to teaching international students. The paper draws on a research project on the learning needs of international students and institutional responses in VET. The project includes 150 interviews with teachers, international students and program directors from 25 VET providers in Australia. The Ubuntu or humanness approach has been conceptualized based on the pedagogic practices employed by the teacher respondents. This approach focuses on creating a human bond and a positive learning culture that makes international students feel respected and valued in the VET community. Importantly the teachers who adopt the Ubuntu approach highlight the need to engage with students on a personal level to understand their learning. The Ubuntu approach is also associated with the importance to understand how other human factors in students life may have an impact on their study and emotional life. This means adopting this humanness approach, teachers position themselves as not only being aware of the learning needs but also the welfare and social needs of international students and see both learning and welfare needs as being interrelated and having mutual impacts on each other. The Ubuntu approach is intimately linked to the affective dimension of pedagogy. In this regard, learning is not merely viewed as an intellectual activity but is connected to the feelings that the learners have in response to the subject of learning and towards the teachers and others who are involved in the learning context.

1200-1210 10 minute session change over

The politics of international education: A UK perspectiveTime: 1210-1310 3 Oct 2012


Chair: Senator The Hon Brett Mason, Shadow Minister for Universities and Research

Key Interests: Impact

Sectors: University

Speakers: ProfessorSirSteveSmith, Vice -Chancellor University of Exeter & immediate past President of Universities UK

Despite the global financial crisis, and contrary to popular belief, there is more investment occurring in the United Kingdom higher education sector than ever before. But as the burden of investment moves from the taxpayer to the student, as national funding is redirected, and as universities look to diversify their income streams from national and international sources, not all the extra resource will be shared out equally in the new environment.

In this session, Professor Sir Steve Smith explains the implications of the major policy changes occurring in the UK HE sector at the present time. The major policy debates occurring in both the UK and Australia are remarkably similar - deregulation of fees, greater competition and collaboration, research funding concentration, widening participation and immigration policy. The impact of these changes will affect UK universities differently. Sir Steve will outline these challenges and consider future scenarios, which will be of considerable interest to policy makers in Australia and other countries.

Positioning Australia: Skills needs in the Asian CenturyTime: 1210-1310 3 Oct 2012


Chair: Ms Ingeborg Loon, ACPET

Key Interests: Marketing & Recruitment, Partnerships, Strategy, Policy & Advocacy

Sectors: University, Vocational Education, English Language

Speakers: MsElizaChui, Education Commissioner North Asia Austrade

MrJarrodBelcher, Box Hill Institute of TAFE

MrMarkPatman, ANCA Pty Ltd

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Opportunities for Australian education providers internationally are increasingly being shaped by demand for workforce skills, at the individual, company, industry and government level. This is particularly evident in the growing markets of East Asia. For example, as Austrade’s China Careers Fair held in April clearly demonstrated, great career outcomes are a key driver for those seeking an Australian higher education. For foreign investors with operations in S E Asia, the need to recruit skilled staff and improve work quality and productivity on the factory floor is driving rising interest in Australian training. The need for Japanese executives to successfully lead cross-cultural work teams in Japanese firms operating national borders is driving the Japanese corporate sector to engage Australian providers to imbue Japanese middle managers with so-called “Asia competency”. For governments and industry bodies, such as those of Chile, there is strong interest in Australia’s industry-led and quality-assured vocational training system, and in particular, its possible application to the mining and agricultural sectors in that country. This session will outline some of these developments in greater detail, highlighting a number of activities undertaken by Austrade since the Knight Review recommended it increase focus on opportunities for offshore provision of Australian vocational education. The session will also feature the experience of a VET provider and its responses to rising demand for skilled workers offshore markets. Finally, the session will include the perspective of an Australian company, whose first hand observations and experiences of labour market realities in Asia will provide unique insight into workforce skills development in the region.

Good practice in Australian collaborations with Asia: ELICOS 1: Never a dull moment in Danang 2: Shared interests lead to long term bilateral relationshipsTime: 1210-1310 3 Oct 2012


Chair: Ms Anne Holmes, NEAS


Sectors: English Language

Speakers: MsChristineBundesen AM, ICTE, University of Queensland

MsBonnieCothren, Flinders University

Presentation1: NeveraDullMomentinDanang

MsChristineBundesenAM, ICTE, University of Queensland

Over a decade ago, the University of Queensland through its Institute of Continuing and TESOL Education (ICTE-UQ), began the investigation and planning for the establishment of an English language institute in Vietnam. Now, having just celebrated its 5th anniversary, the University of Danang-University of Queensland English Language Institute (UD-UQ ELI) is successfully delivering programs and undertaking test administrations in Central Vietnam.

The UD-UQ ELI, as a collaborative initiative between the University of Danang and the University of Queensland, is dependent on the partnership relationship and management between the two universities. The venture, with its highs and lows, laughs and learnings, will prove a fascinating case study. Ms Christine Bundesen, Director ICTE-UQ, will deliver a presentation outlining all involved in the establishment of the UD-UQ ELI and will cover such areas as managing divergent objectives, when culture and commerce clash, gaining leverage from language learning, lessons learned and globalising the model.

Presentation2: Sharedinterestsleadtolongtermbilateralrelationships

MsBonnieCothren, Flinders University

The development of an eight year collaboration between the Intensive English Language Institute, Flinders University and the Department of Foreign Language Studies of Kansai Gaidai University has produced multiple benefits for both institutions. This relationship which began with a shared interest in designing on-line learning programs and has grown to include additional projects and partners in both Osaka and Adelaide.

The primary project was the development of an on-line Teacher Training course combined with a short teacher training program in Adelaide for students in the Department of Foreign Language Studies at Kansai Gaidai University. Some of the challenges in developing this collaboration will be outlined, including moving from a government supported program in the early stages of the program to a self-funded initiative. Benefits of the collaboration led to spin-offs for both participating students and the wider community.

The session will conclude with a review of the rewards and challenges of working on programs with high goals, but limited budgets, and evaluating the educational value of projects within the context of ‘what the client/partner wants’.

Internationalising education through an effective in-country study programTime: 1210-1310 3 Oct 2012


Chair: Ms Elizabeth Webber, NSW Department of Education and Communities


Sectors: Schools

Speakers: MrMichaelDe'Ath, Dept of Education and Early Childhood Development, VIC

MsJillLaughlin, Camberwell High School

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This session is designed for system leaders and school leaders interested in using an in-country study program as an impetus for a whole school approach to internationalising education. The presentation outlines the journey of a pilot project in the Eastern Metropolitan Region of the Victorian Department of Education and Early Childhood Development. Through careful design, an effective model has emerged that supports a sustained, whole school approach to internationalising education. The five phased model is aimed at building leadership skills of the participants and increasing their confidence to teach about Asia and integrate global perspectives into the curriculum. Participating schools build school to school relationships with schools overseas that can support future opportunities for student and teacher exchange, enhanced language learning at the school, developing or deepening participants’ understanding of the overseas education system and increase their knowledge of contemporary Asian culture. The session brings together a panel of the key players in the project at the department, the region and school levels, who will provide a comprehensive overview of the program and share their perspectives of the journey. Research has indicated that in-country study programs for educators are a highly effective professional learning mechanism that increases teacher knowledge and intercultural competence. The model has been comprehensively evaluated providing compelling evidence of its effectiveness in this regard. The presentation will have implications for policy makers, regional and school leaders, both domestic and international.

How employers value international study among new hires: Results from the second QS Global Employer SurveyTime: 1210-1310 3 Oct 2012


Chair: Mr Thomas Buntru, Universidad de Monterrey & AMPEI, Mexico


Sectors: University

Speakers: MrJohnMolony, QS Quacquarelli Symonds Ltd

MrHansGeorgvanLiempd, EAIE

MsDavinaPotts, Michigan State University, USA

Internationally mobile students and their families make major investments in their education abroad and then hope for the best when it comes to competing for jobs. The 2011 QS Global Employer Survey of over 10,000 recruiters worldwide produced the first comparative map of how employers value international education. This year’s results add to the initial findings by extending the breadth and depth of the survey.

1: Working with educators towards curriculum internationalisation for all students 2: Taking a deeper dive.... the overseas learning resourceTime: 1210-1310 3 Oct 2012


Chair: Prof Michelle Barker, Griffith University

Presentation1: Workingwitheducatorstowardscurriculuminternationalisationforallstudents


Sectors: Schools, University, Vocational Education

Speakers: ProfAnitaMak, University of Canberra

Fostering intercultural perspectives and developing intercultural competence are vital for internationalising the curriculum, and preparing all students for education and work in culturally diverse settings. This presentation outlines and discusses the rationale, processes and findings of a current action research project funded by the Australian Learning and Teaching Council (now Australian Government Office for Learning and Teaching), titled “Internationalisation at Home: Enhancing the Intercultural Capability of Teachers, Students and Curricula”. This two-year project aims to internationalise the learning and teaching practices of Business and Health higher education through intercultural capacity building of university teachers. The project began with consulting relevant stakeholder groups (industry professionals, university teachers, domestic students, and international students) to assess needs for intercultural competence development in Business and Health classes and workplaces. The integration of the stakeholder-generated critical incident scenarios with tools from an existing intercultural training resource, informed the design and delivery of Business-and Health-based professional development workshops at two Australian universities. Senior academics then established learning circles in intercultural skills to support small communities of colleagues in adapting aspects of the professional development course in their own teaching practices and curriculum design. The focus was to embed the development of cultural awareness and intercultural learning in both domains. In this presentation, we will outline the processes and outcomes of the professional development workshops and the learning circle meetings, the curriculum re-design actions initiated by participating academics in the learning circles, and the subsequent impact on their students’ cultural learning development. We will discuss project findings in the context of how onshore international education trends present Australian tertiary educators with challenges of and opportunities for curriculum internationalisation for all students in the Asia-Pacific century.

Presentation2: Takingadeeperdive....theoverseaslearningresource


Sectors: Government, Schools

Speakers: MsHelenMasters, Department of Education and Early Childhood Development

MsLisaHayman, Asia Education Foundation, University of Melbourne

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The Victorian Department of Education and Early Childhood Development champions immersion programs overseas for students as part of its broader internationalisation agenda for Victorian schools. To support the planning and delivery and maximise the benefits of these programs, the Department has produced a resource for schools. We want students to become so much more than tourists, and not just skim the surface when given the opportunity to go overseas. The online guide is packed with ideas, templates and advice to ensure that students experience a significant learning opportunity and that their schools benefit more broadly from an overseas learning experience. Over the course of up to a year, guided by the resource, teachers and students explore in depth issues related to a curriculum/interest area, undertake research in schools overseas whilst living with local families, and deliver their findings upon return. The international mindedness of the whole school is enhanced as a result. The resource will be demonstrated and school based users will explain how its use has transformed their approach and assisted the development of an international perspective within their communities.

1310-1430 LunchintheExhibitionHall Sponsored by

Sponsor Information Session: International Students and the Workforce – crossing the bridge from education to employment

Time: 1330-1350 3 Oct 2012


Speakers: DavidWade Director, Professional Pathways Australia, Monash College

Refer to Page 10 for further information. Lunch in Exhibition and bring with you.

Sponsor Information Session: Victorian Government, Study Melbourne: Opportunities for Victorian Education following vigorous growth in India

Time: 1400-1420 3 Oct 2012


Speakers: AnnieHelenSanthana, Regional Director - Education, Victorian Government Business Office, Bangalore, India


IEAA Transnational Education SIG Open MeetingTime: 1330-1425 3 Oct 2012


Chair: Mr Lorne Gibson

The Transnational Education (TNE) SIG members are invited to this open meeting during the AIEC 2012.

The meeting will provide a report on 2012 activities and seek input on activities that members would like to see the SIG undertake in 2013. Come to the meeting and learn how you can be more involved. Come and join the network!

(Delegates should eat lunch in the AIEC Exhibition area before heading to the SIG Meeting)

IEAA Student Mobility SIG Open MeetingTime: 1330-1425 3 Oct 2012


Chair: Ms Dawn Koban

Current and future members of the Student Mobility SIG are invited to take part in the 2nd face to face meeting for the group in 2012. The meeting will review the SIG’s progress for the year and discuss objectives and activities for the 2013 calendar year. Topics will include: SIG Leadership team election outcomes 2012, professional development, networking and communications, research, and new projects. The agenda for the meeting will be circulated via the SIG list serve prior to the meeting.


IEAA Pathways SIG Open MeetingTime: 1330-1425 3 Oct 2012


Chair: Mr Paul O’Halloran


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Registered and potential members are invited to attend the second meeting of the Pathways SIG, which was launched at last year’s AIEC. The SIG is a national forum for providers to share information, develop and benchmark good practice, participate in government policy development, and engage the regulators. While many activities focus on HE undergraduate pathways, including Foundation programs and HE Diplomas, the SIG invites participants from all sectors interested in broader pathways and transitional issues.

The meeting will review SIG activities for the past year, and set future priorities, guided by the 2012 members’ survey and feedback from meetings, including the pre-conference workshop. Specific items will include the election of a Convenor and Deputy Convenors, and a discussion of current market trends and the regulatory framework.


IEAA Marketing & Communications SIG Open MeetingTime: 1330-1425 3 Oct 2012


Chair: Ms Bronte Nyland

Current and future members of the Marketing and Communications (M&C) SIG are invited to attend this informal meeting, where we'll be providing attendees with an update on the SIG's activities and achievements in 2012. We'll also be asking for ideas regarding future activities and directions of the SIG. We're especially keen to hear your thoughts regarding professional development and networking/communication opportunities.


IEAA Internationalisation of the Curriculum SIG Open MeetingTime: 1330-1425 3 Oct 2012


Chairs: Dr Wendy Green & Dr Craig Whitsed

The Internationalisation of the Curriculum (IoC) Special Interest Group Meeting is an opportunity to learn more about the latest issues, trends and developments in this area and meet people from around the world who share an interest in this important area. This meeting is open to prospective and current members across all sectors. The session will be informal and interactive and include discussions about past, present and future SIG activities and organisation.


Brazil in focusTime: 1430-1530 3 Oct 2012


Chair: Prof Anna Ciccarelli, University of Queensland


Sectors: All

Speakers: MsTracyHarris, Austrade Latin America

OtherSpeakers TBA

Brazil is the sixth largest economy in the world, with a growing middle class that is expected to grow by a further 30 million by 2014. Investment in education is a priority of the Brazilian government, including through its Science without Borders scholarship program. There are increasing opportunities for Australian institutions to engage with Brazil, but a long term approach to engagement is needed.

This session will examine education developments, directions and priorities in Brazil. What are the challenges facing education providers in Brazil? What are the key priorities and strategies for internationalization of education in Brazil? What opportunities exist for collaboration with Australia? These are some of the questions to be addressed in this important session.

All in together: Building a global practicumTime: 1430-1530 3 Oct 2012


Chair: Prof Annette Gough, RMIT University & Victorian Council of Deans of Education


Sectors: University

Speakers: MsLouiseMcSorley, AEI, Kuala Lumpur

MsMonikaEngelhard, RMIT University

A/ProfDamonCartledge, La Trobe University

DrLibbyTudball, Monash University

DrRichardJohnston, RMIT University

DrCoralCampbell, Deakin University

DrJulieArnold, Victoria University of Technology


The Global Practicum is a model for multi-layered collaboration that enables shared agendas to be realized.

Outbound student mobility is on both university and government agendas. All universities have an aspiration to be international and/or global, of which outbound student mobility is one facet. For governments, Australian students engaged in productive and innovative mobility is the ‘soft diplomacy’ that develops one aspect of Australia’s regional engagement. An active partnership between Universities and Government is essential to realize Australia’s greater agenda of being engaged, influencing and partnering with universities in our region to shape the Asian Century. Student mobility creates links between what we and our neighbours do and engages us in intercultural learning, teaching and research.

This pilot project, for Victorian education students to undertake their professional practicum in Malaysian secondary schools, is built upon partnerships and a willingness to collaborate and work towards common goals. It involves six Victorian University’s Faculties of Education and is auspiced by the Victorian Council of Deans of Education. It is also a partnership with the Malaysian Ministry of Education and Malaysian universities who are working with the Secondary Schools.

This panel session is aimed at sharing the major features and minor frustrations of our collaborative process. It provides discussion of a model of collaboration to other faculties also keen to internationalise what they do and what they offer our students. It will also profile the areas of research (and key questions) that are central to the project. It is intended to provide a basis for dialogue about new models of mobility and inter-university collaboration.

Good practice in Australian collaborations with Asia: VET 1: 25 years in China 2: Ensuring Quality in Transnational Education: The Victorian TAFE Experience in ChinaTime: 1430-1530 3 Oct 2012


Chair: Emeritus Prof Debbie Clayton, Clayton International

Key Interests: Transnational Education, Partnerships

Sectors: Vocational Education

Speakers: MrStephenNagle, Holmes College

MrGavinSlattery, Chisholm Institute

DrKateDempsey, Victorian TAFE International

Presentation1: 25yearsinChina

MrStephenNagle, Holmes College

Holmes Institute was established in 1963 and has been teaching students from China since 1986. Numerous Chinese students have begun their careers at Holmes and the Institute is well-known throughout the People’s Republic. The Holmes Group has 5000 students in Australia and 1200 students in China and Hong Kong.

Holmes set up the first officially registered joint-venture in vocational education in China in 1993. This college ran for 15 years in Shanghai. Holmes currently has joint-venture institutions with Qingdao University in Shandong Province (15 years), the Zhengzhou Railway Vocational and Technical College (ZZRVT) in Henan Province (5 years) and Institute of Advanced Learning in Hong Kong (6 years).

This session will focus on how successful joint ventures work in delivering modified Australian curriculum in the People’s Republic and AQF degree and masters programs in Hong Kong. Key features of the collaborations include training of offshore partners in management, budgeting, cultural awareness, quality audits and the cultivation of patience and generosity.

Presentation2: EnsuringQualityinTransnationalEducation:TheVictorianTAFEExperienceinChina

MrGavinSlattery, Chisholm Institute

DrKateDempsey, Victorian TAFE International

Nearly 90% of Australia’s vocational transnational education is conducted by the public TAFEs, with around 70% of that provision being done by Victorian TAFE providers. Around 46,000 students are studying with Victorian TAFE institutes in nearly 30 countries, an mainly in China. Since Victorian TAFE International (VTI) members do the majority of public VET transnational education, VTI has been very active in preparing good practice documentation and making this documentation available on our website.

In this presentation, Gavin Slattery from VTI member Institute, Chisholm will document one example of what works with partners in China, from his experience and then Kate Dempsey will outline the key messages from our good practice research, which may be of assistance to others working in the field.

Preparing for SVP & TPS - Considering the operational impacts of streamlined visa processing and the tuition protection scheme: A Swinburne case studyTime: 1430-1530 3 Oct 2012


Chair: Ms Tanya Perera, Hobsons Asia Pacific


Sectors: University, English language, Vocational Education

Speakers: MsEmmaLincoln, Swinburne University of Technology

DrScottThompson-Whiteside, Swinburne University of Technology

MsDianneRuddell, Swinburne University of Technology

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How are universities working towards implementation of Streamlined Visa Processing & the Tuition Protection Scheme? How do you develop an action plan that engages broadly across the institution and builds understanding, support and appropriate resourcing for the not insubstantial changes to the prevailing international student recruitment paradigm? What kinds of data sets, analytical skills, staffing, training and monitoring will be required to successfully navigate through the new regulatory environment?

Swinburne University of Technology took a holistic approach to these questions, and this presentation is a case study of how broad-based engagement was implemented and what have been the achievements and outcomes to date. Presenters will represent Admissions, Compliance & Faculty perspectives and insights.

This presentation relates to the most significant change to the way international student recruitment is conducted in Universities since the introduction of ESOS. This paradigm shift has consequences and ramifications across the board at universities who are participating. The changes will impact national objectives including labour markets and migration, as well as a strengthening of the quality assurance and consumer protection regimes. Internally, admissions and selection will be dramatically impacted, and this needs to be communicated and understood across an organisation in a holistic manner.

1: The Newcastle Model: using leadership programs to engage with students 2: From study to work: The experience of Australian international graduates transitioning into the Australian labour marketTime: 1430-1530 3 Oct 2012


Chair: Ms Lyndell Jacka, IDP Education

Presentation1: TheNewcastleModel:usingleadershipprogramstoengagewithstudents


Sectors: University

Speakers: MrBrettBlacker, University of Newcastle

MsNicoleLantham, University of Newcastle

This session is designed for senior industry leaders across all sectors interested in enhancing social engagement and inclusion on and off campus through fostering leadership skills and growing global awareness of students. In 2009 the University of Newcastle launched iLEAD, the ‘International Leadership Experience and Development’ Program. The program is managed by The Student Experience and Community Engagement team within the International Office. In a move away from traditional models, the team provides critical welfare support and activities to enhance the international student experience across all areas. The International Leadership program provides an exceptional opportunity for students of all backgrounds to gain leadership skills and an opportunity for an international experience. The program is offered as an extra-curricula activity to all students, enabling them to extend their academic learning. In an increasingly international business environment, the program aims to foster global leaders of the future. As part of the program, students participate in dynamic interactive seminars, learning about global issues and building leadership experiences. Students also develop new skills by participating in international activities such as exchanges, short courses, volunteering, internships, and community work at home and abroad. From 2009 to 2011 the University of Newcastle increased the number of students studying abroad by 154%. Through promotional campaigns and student testimonials, international students have been encouraged to participate in the program; in 2011 over 70 international students were involved in these activities. As a result we are developing evaluation tools to measure changes in social and community engagement on and off campus and an increased awareness of cultural diversity students.

Presentation2: Fromstudytowork:TheexperienceofAustralianinternationalgraduatestransitioningintothe Australianlabourmarket


Sectors: Corporate, English Language, Government, University

Speakers: MrMohammadRahimi, Deakin University

Post-study work options have emerged as a major determinant of study destination for international students (Labi, 2010; Bennet, 2011; Shroff, 2011). However, despite placing importance on gaining professional work experience, many Australian international students are dissatisfied with existing opportunities to acquire practical vocational experience (Varghese & Brett, 2010, Arkoudis et al., 2009). This paper reports on the findings of a three year longitudinal study investigating why international graduates appear to have a low rate of employment in acknowledged skill shortages areas of health, engineering and accounting, despite having Australian-credentialed skills in these disciplines. Drawing on over 200 in-depth interviews with key stakeholders including international students, university staff, employers, industry groups and government, this paper examines the experience of Australian international graduates transitioning from university to employment. Focussing on the engineering and accounting disciplines, the paper examines the transition process from the perspective of key stakeholders. Firstly, the paper explores the job seeking experiences of Australian international graduates, examining how their employment expectations match the current reality of the Australian labour market. The paper also examines how international graduates understand the Australian labour market and work culture. Secondly, from the employer perspective, the paper examines what Australian employers look for when recruiting graduates, as well as what employers consider to be the main barriers to employing international graduates. An important focus of the paper is the impact of recent changes to Australia’s skilled migration policy on international graduates and employers. Finally, the paper examines existing mechanisms available to international graduates seeking to transition into the Australian labour market. These include internship and professional year programs, as well as traditional job-seeking methods. The role of institutions in this process is highlighted and the opportunity for more effective partnerships between key institutional stakeholders discussed.

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The contribution and benefits of international students to the broader communityTime: 1430-1530 3 Oct 2012


Chair: Mr Tony de Gruchy, Canning College


Sectors: Government, Schools, University, Vocational Education

Speakers: MsElizabethWebber, NSW Department of Education and Communities

MsNicoleKing, Education and Training - ACT Government Schools

MrBradfordHanson, Victorian Government School

International students make a significant contribution to their institutions, schools, and colleges and also the wider community. This contribution should be recognised and acknowledged, not only by the institutions they attend, but by the broader community. However this in itself presents a challenge – how do we get the message of the benefits to the wider society? International students in schools make a significant contribution, they assist in broadening the curriculum; bring a wider global perspective to all students, both international and local students; they have raised standards by achieving outstanding results and have taken on leadership roles in their schools and local communities. In government schools international students are engaged in the wider community. They live in homestays in the local area, they are involved in school and community charities and a range of local activities, they develop friendships and networks in their school and local area. The benefit of international students too often focuses on the financial benefits. This session will examine the benefits to schools, tertiary institutions and the broader community. Australian Government Schools International (AGSI) - the peak body representing international education in government schools will outline the main contribution and benefits of international student programs to their schools and local communities and strategies to get the message to the broader community.

1: In country experiential learning to intercultural understanding 2: Expanding horizons in AsiaTime: 1430-1530 3 Oct 2012


Chair: TBA

Presentation1: Incountryexperientiallearningtointerculturalunderstanding



Speakers: MsLisaHayman, University of Melbourne

MrKurtMullane, University of Melbourne

“Participation in this study program to India was a life changing experience in that my ideas and personal beliefs were shaped by what I experienced. I feel that I am now able to contribute greatly to the ongoing development of intercultural understanding in my school due to my experiences” The Asia Education Foundation (AEF) study programs in Asia for teachers have seen 3000 Australian school educators changed as a result of first hand experiences of contemporary Asia. Participation in overseas study programs supports the personal development of a participant’s intercultural understanding. It is through the individual’s personal learning that they are better equipped to support the learning and teaching of this twenty first century general capability in school curriculum programs. Participation in Principal and teacher in-country study programs and exchanges are highly valued by participants as the means to equip teachers with the personal insight and motivation to further develop their knowledge and capability to construct an Asia literate curriculum for students. Evaluations have demonstrated that they play a significant role in building participants intercultural knowledge, skills and dispositions. The AEF has worked with educational authorities across Australia to facilitate and deliver targeted in country experiences with pre and post professional learning programs that work towards building the capacity of teachers to meet the challenges of the Asia Century and to ensure they are equipped to implement at Asia priority and Intercultural Understanding General Capability of the Australian Curriculum. This session will outline a range of models and the impact on teacher capacity and school improvement.

Presentation2: ExpandinghorizonsinAsia



Speakers: DrPhilLambert, NSW Department of Education and Communities

It is important that we recognise that on graduating from schools in Australia our students will enter into a World that is changing rapidly. It is a World where it is very likely that they will at some time in their early adult life undertake tertiary study in Asia, work in Asia or at the very least have strong connections with businesses that are centred in Asia. In the Sydney Region of the NSW Department of Education and Communities a comprehensive program is now well underway aimed at developing students’ and teachers’ understandings about China and India. This program, called Expanding Horizons with Asia, recognises the important place these two countries occupy on the World stage – both in terms of their sheer populations (and respective expanding middle class groupings) and, potentially more so, in relation to the positions they now hold as dominant economic World powers. This workshop will explore the range of programs operating under the Expanding Horizons with Asia initiative and illustrate how the relevant content can be incorporated into existing curriculum structures. It will also outline how this Asia literacy program is developing deeper understandings about Asia, increasing the take-up of and proficiency in languages and establishing mutually rewarding outcomes for regional partners. Participants will gain insight into how the initiative has been managed, how various issues have been overcome, how new technologies are being utilised to engage and connect students and teachers in different geographic locations, and how various partnerships within and outside Australia have enhanced the overall program.

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1530-1600 AfternoonteaintheExhibitionHall Sponsored by

Sponsor Information Session: Let us build a better international education industry - The challenges and opportunities

Time: 1535-1555 3 Oct 2012


Speakers: MrNareshGulati, CEO of OCA Group, Mr Mark Pettitt – Director of OCA Group


Global collaboration in education, training & research: The view from IndiaTime: 1600-1715 3 Oct 2012


Chair: Professor Amitabh Mattoo, University of Melbourne

Key Interests: Partnerships, Strategy, Policy & Advocacy

Sectors: All

Speakers: ProfJandhyalaTilak, National University of Educational Planning and Administration New Delhi, India

ProfFazalRizvi, University of Melbourne

MrPawanAgarwal, Ministry of Planning, India (via Skype link)

ProfDavidLowe, Deakin University (Discussant)

While the driving forces for the development of education systems are fundamentally national, there is an accelerating trend for education, and particularly higher education, to move out beyond the national to the global. This phenomenon is evident in many if not most countries. Motives are mixed, but most come down to the desire by countries through their higher education institutions to become or to remain prosperous and to be successful within the new and emerging global economic and political order. This is the reality. Asia, as other emerging powerhouse regions, is increasingly significant as a site for new knowledge generation. International collaborations with Asian experts are rapidly increasing. The evidence of Asian discovery, innovation and growing power is everywhere, from rapidly increasing citations in major scientific journals, to the impact of new technology to the growing appeal of Asian media and cultures generally around the globe. The whole world is turning towards Asia. How is Asia, or more precisely, how are the different countries within Asia, responding to this interest? What do governments and education institutions in these countries see as important and what are their priorities? What are the prospects for increased and mutually beneficial education, training and research collaborations with Asia? How might we, in Australia, Europe, the Americas and other world regions, foster effective partnerships with Asia? This series of four mini-plenaries will attempt to answer these questions. Senior figures from a number of Asian countries will present the view from their country’s perspective and will be joined by a discussant to throw light on the issues and priorities for our consideration and action.

INDIA

The Indian system of higher education is currently pursuing a major program of reform, beginning with the work of National Knowledge Commission (2005-2007), the Eleventh Five-Year Plan (2007-12) and the recommendations of the Yashpal Committee Report (2009). There has emerged in India a new discourse of reform associated with a recognition of the need for Indian higher education not only to meet the rapidly growing student demand but also work towards the goals of access and quality of provision. In recent years, there has been a significant increase in the level of public funding for Indian higher education, the creation of new institutions, both public and private, and the loosening of some of the bureaucratic rigidities in the system, giving universities greater organizational autonomy, enabling them to develop collaborative links both within India and globally. However, these shifts have also given rise to major conceptual and practical challenges. This symposium will address some of these challenges. This mini-plenary will be chaired by Professor Amitabh Mattoo, Director of Australia India Institute, and will include three presentations. Dr Pawan Agarwal (Senior Policy Advisor, Planning Commission of India) will describe (via Skype) some of the ways in which the Indian Government is seeking to increase access to higher education, especially for the marginalized communities, within the context of its commitment to the goal of quality. Professor Jaya Tilak (National University of Educational Planning and Administration New Delhi) will explore some of the dilemmas of privatization and governance in Indian higher education. Professor Fazal Rizvi (The University of Melbourne) will discuss India’s attempts at internationalizing its system of higher education, within a growing awareness of the possibilities of globalization and the knowledge economy.

What will ‘Internationalisation of the Curriculum’ mean for universities in the Asian Century?Time: 1600-1715 3 Oct 2012


Chair: Dr Wendy Green, The University of Queensland

Key Interests: Teaching and Learning


Speakers: DrSophieArkoudis, University of Melbourne

DrTeofiloCDaquila, National University of Singapore, Singapore

ProfMarciaDevlin, Open Universities Australia

MsAngelaLeggett, Universität Duisburg-Essen, Germany

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Much of the discussion of internationalisation of the curriculum during the past two decades has been characterised by a dominance of Anglo-European perspectives. Asian students have tended to be positioned as ‘international students’, sometimes as bringing a welcome ‘diversity’, sometimes ‘in need of remediation’. Arguably, the conceptualisation of Asian students as ‘Other’ in ‘Western’ universities has been based on ill-informed assumptions about scholarship and learning in ‘Confucian heritage cultures’. Now, as we enter the ‘Asian century’, what is happening to these assumptions? What will the ‘Asian century’ mean for curricula, teaching and learning in universities – in Asia, Australia and across the globe? Singapore, as a country with a high degree of integration in an interconnected world is an interesting case in point. The Singapore government through its Ministry of Education has intensified its internationalisation policy both at home and overseas, and internationalisation of the curriculum is a high priority. In this session, speakers will address the question of what ‘internationalisation of the curriculum’ will mean for universities in ‘the Asian century’, by drawing on their own experience and research concerning the negotiation of cultural differences and geographical borders between ‘Asia’ and the rest of the world.

1: Transnational education and its impact upon local development: A case study of the UK- Malaysia relationship 2: Transnational education in Malaysia - new models and opportunitiesTime: 1600-1715 3 Oct 2012


Chair: Mr Peter Burges, IDP Education

Presentation1: Transnationaleducationanditsimpactuponlocaldevelopment:AcasestudyoftheUK-Malaysiarelationship


Sectors: Corporate, Government, University

Speakers: DrChristopherHill, University of Nottingham, Malaysia Campus

The demand for higher education, the limited places at Malaysian public HEIs and the simultaneous growth in internationalisation of UK HEIs fuelled the growth of UK-Malaysia TNE. With an ever-increasing demand for international education partnerships, the rise of a knowledge driven economy and the financial implications behind the drive for international student recruitment, there is scope to re-examine the definitions, motivations and reality of TNE within SE Asia broadly, and Malaysia specifically. Past actions, driven by necessity, have shaped the current perception of education and will impact upon its future direction. As domestic needs increase, and the reliance upon traditional allies is reduced, TNE expansion will need to be driven by a more sensitive, culturally aware, horizontally and vertically integrated approach than has perhaps currently exists. In order for higher education to move away from a possible extension of colonial attitudes, we must address the structure, as well as the motivations behind and the implications ahead, of such endeavours. This paper examines existing Malaysia-UK TNE arrangements and evaluates the need for a redefinition of central concepts. TNE is moving into a new phase and an examination of existing practices, evaluation of new methods and exploration of the true impact and legacy of international development in light of its fundamental impact upon the provision and perception of domestic education, is necessary. This session highlights existing and developing trends in international education and focuses clearly upon the Asian experience. The session will be provide an overview of the debate for newcomers but will be of primary interest to practitioners, strategists, teachers, administrators and funding bodies.

Presentation2: TransnationaleducationinMalaysia-newmodelsandopportunities

Key Interests: Marketing, Recruitment & Admissions

Sectors: Government, University, Vocational Education

Speakers: MrGuyPerring, i-graduate

International engagement has been an important part of education development throughout the world for many decades, especially for Australian, UK and US education providers; The delivery of programmes overseas has grown significantly over the years, through collaboration, franchise, and the establishment of overseas campuses. In light of the Henry Review into 'Australia in the Asian Century', it is timely to analyse the opportunities available in Malaysia, specifically within the context of the Malaysian Government's Economic Transformation Plan. Education is a key pillar of the plan, and seeks to establish Malaysia as an international student hub, increasing international student numbers from 70,000 in 2010 to 200,000 by 2020. This session seeks to provide insight and analysis into new opportunities for transnational education providers in Malaysia, through a review of recent developments of overseas branch campuses, combined with a market overview informed by Hobsons research into Malaysian market size and student decision-making. This session will specifically focus on:

1. Market review: Size of the Malaysian education market, student recruitment and decision-making, competitor analysis;

2. Government Policy Review: What opportunities and incentives exist for overseas education providers? How can overseas education entities benefit from Malaysian government developments in Iskander and Kuala Lumpur Edu-City;

3. Case Studies: Lessons learned from existing partnerships;

4. Case studies from Malaysian and Australian universities engaged in TNE delivery in Malaysia.


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Streamlined Visa Processing (SVP) implementation: Challenges, our approaches and lessons learntTime: 1600-1715 3 Oct 2012


Chair: Ms Jo Asquith, James Cook University

Key Interests: Strategy, Policy & Advocacy, Marketing, Recruitment & Admissions

Sectors: English Language, Foundation, Government, Schools, University, Vocational Education

Speakers: MsSunnyYang, Monash University

MsCynthiaCelestine, IDP Education

MrAbizerMerchant, La Trobe University

MrStephenWilliams, University of Warwick (UK)

The Streamlined Visa Processing (SVP) officially commenced for “Eligible Universities” on the 24th of March 2012. The intended benefits are obvious. However, under the SVP, participating institutions now also carry the visa associated risks of their prospective, enrolled and completed students. Prior to and during the early SVP implementation phases, a raft of challenges emerged for universities. What are these challenges? How did universities respond? Would these approaches be truly effective? With varying approaches undertaken by institutions, how can we minimise the potential problem of applicants “shopping around”? What are key lessons learned by the higher education sector that can be shared with the other sectors?

This session will explore the range of issues faced by institutions in implementing and managing SVP, as well as discussing the increasing role of agents in assisting institutions with the SVP and the range of issues they too face. What could be the best practice for agents? How do agents who represent a wide range of institutions effectively manage the varying SVP requirements and processes?

The session will also draw on the experiences of La Trobe University where SVP procedures have recently been implemented and Warwick University from the UK where a similar system (the “Highly Trusted Sponsor” for Tier 4 Points Based System) has been in operation for a couple of years.

Keeping safe in cyberspace: Considerations for the online safety of the international studentTime: 1600-1715 3 Oct 2012


Chair: Mr Tony De Gruchy, Canning College & IEAA Board member

Key Interests: Student Experience, Strategy, Policy & Advocacy

Sectors: Schools

Speakers: MsSusanMcLean, Cybersafety Solutions

Today’s youth have unprecedented access to and are accessible by many millions of people worldwide. Young people are often not aware that their words and or photos which may have been intended for a small audience, sometimes find their way to a larger one, often with very undesirable consequences.

There is strong research evidence to suggest that adolescents in general and male adolescents in particular, are developmentally less able to make informed decisions about personal safety and security than are adults.

Very few young people who engage in online bullying are even aware that they may be breaking the law. Most teens think they know it all.....that they won’t make a poor choice and they will be able to sort out the good from the bad.......teens around the world are now realising that making a poor choice online can be catastrophic, that they can’t undo what they did, nor can they erase it.

Cyber bullying and associated issues are the number one, non-academic issue confronting educational institutions all around the world. International students pose a difficult challenge as using the internet to keep in touch with family and friends is vital. Consideration however must be given to the 'duty of care' the host organisation and host family have in relation to assisting the international students in their care to be safe online. What boundaries should be put in place, what restrictions on technology use are appropriate and how are these vulnerable young people supported in the digital world to ensure that they stay safe online and understand the issue of criminality as it applies to technology misuse in Australia.

(This session has been funded by Vision International – An association of Australian Schools)

1730-1900 HappyHourDrinks@TheBoatbuildersYard&MelbournePublic Supported by IELTS

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THURSDAY 4 OCTOBERCONFERENCE SESSIONS




The launch of the 2012-13 Times Higher Education World University Rankings: Live cross from LondonTime: 0900-1000 4 Oct 2012


Chair: Mr Warwick Freeland, IDP Education

Key Interests: Marketing & Recruitment

Sectors: University

Speakers: MrPhilBaty, Times Higher Education, UK

Live from London on the day of their worldwide launch, Phil Baty, Rankings Editor at Times Higher Education provides an exclusive first detailed look at the results of the 2012-13 World University Rankings, followed by a Q&A.

Has Australia’s slip in the global student recruitment market hit its rankings performance? Can Australia retain its lead position in the Asia Pacific region against focused investment in higher education and research in China, Singapore, South Korea and Taiwan? How far can the traditional powerhouses, the US and UK, hold firm against a West to East power shift?

Question rankings editor Phil Baty – named by The Australian newspaper as one of the top 15 “most influential” in education 2012 – about the rankings results, methodology and growing influence.

Singapore in focusTime: 0900-1000 4 Oct 2012


Chair: Ms Louise McSorley, AEI Kuala Lumpur

Key Interests: Policy, Advocacy & Strategy, Partnerships, Marketing, Recruitment and Admissions

Sectors: All

Speakers: A/ProfAnnePakir, NUS, Singapore

DrDaleAnderson, JCUS, Singapore

MrDarylFong, IDP Education, Singapore

Singapore has been one of the leading Asian countries in education, training and research for many decades. It is home to some of the world’s leading academic institutions and has a long history of educational collaboration with Australia. Singapore has made a rapid and successful expansion of its education sector over the years, including opening its doors to many foreign providers, and is now one of the main educational hubs in the Asian region.

This session brings together a panel of Singapore specialists who will provide a comprehensive overview of the current education developments and directions in Singapore. Issues to be addressed include current priorities in education, challenges facing education providers, strategies and obstacles in relation to internationalization, key policy initiatives, mobility of foreign students to Singapore, factors influencing the overseas Singaporean student market, competitor activity, issues relating to Transnational Education and opportunities for foreign education providers. This session aims to bring delegates up to speed with Singapore today and looking to the future.

Australian Scholarships - beyond the Colombo PlanTime: 0900-1000 4 Oct 2012


Chair: Ms Helen Cook, IEAA & ETS Global



Speakers: TheHonourableBruceBairdAM, Australia Awards Board Member and International Education Advisory Council Member

MrPeterMacfarlane, Australia Awards Secretariat

MrJasonCoutts, Department of Industry, Innovation, Science, Research and Tertiary Education

MsEmilySerong, AusAID - Jakarta, Indonesia

AustraliaAwardrecipient,EndeavourAlumni

AustraliaAwardrecipient,AusAIDDevelopmentAwardHolder


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The Australian Government has provided scholarships for students and researchers from the Asian region to undertake study and research in Australia since the 1950s. The scholarships provided under the Colombo Plan aimed to strengthen economic and social development of member countries in the Asia-Pacific Region.

Today, through the Australia Awards, the Australian Government continues to provide scholarships for students and researchers from Asia – and has now extended this opportunity globally – to undertake study and research in Australia. The Awards also now provide opportunities for Australians to benefit from reciprocal opportunities overseas. The Australia Awards are comprised of a range of Australia Awards administered by the Australian Agency for International Development (AusAID); the Endeavour Awards, administered by the Department of Industry, Innovation, Science, Research and Tertiary Education and the postgraduate awards offered by the Australian Centre for International Agricultural Research under a single recognisable brand.

Australia Awards are a significant contributor to mutual understanding and people-to-people links between Australia and our neighbours, and this has emerged through the consultations for the Australia in the Asian Century White Paper. The panel will discuss how the Australia Awards increase international collaboration between Australian institutions and overseas partners; and how they can promote the international profile of Australian institutions as a high quality training and education provider. Two Australia Award recipients on the panel will share their perspectives and experiences and answer questions on how an international study experience has enhanced their ability to compete in a globally connected world.

The panel will also consider how Australia Awards can further support our broader international agenda in Asia. The initial findings of the Australian Development Scholarships Indonesia Pilot Partnership Program will be presented and you will be invited to participate in a discussion on how the Australian Government can incorporate more innovation into its scholarships delivery globally.

Say it in Six: Social media

1: Getting the Message: Education recruitment in a social media environment

2: The Voice of a New Generation: Vlogging

3: A Roadmap to Establishing a Social Media Marketing Strategy

4: Using social media tools to facilitate learning experiences for international students5. My Life @ La Trobe - sharing what students love about being a La Trobian!Time: 0900-1000 4 Oct 2012


Chair:

The "Say it in Six" sessions allow presenters 6 minutes to outline the main points of their presentation to all audience members. At the conclusion of all presentations, speakers will move to a designated table at the back of the room and audience members are invited to join them for additional information and discussion in an informal setting. Delegates are free to roam in between the tables as interest and time permits.

Presentation1. GettingtheMessage:Educationrecruitmentinasocialmediaenvironment


Sectors: University

Speakers: MrGrantWatson, RMIT University

MsSharonYap, RMIT University

Social media – typified by websites such as Twitter, Facebook and Tumblr – has not only revolutionised the Internet, it has fundamentally altered the way audiences and consumer markets engage with media. Despite this sea change, most education providers have been remarkably slow to adjust their marketing and recruitment practices to this new paradigm. Part of the reluctance of institutions to fully embrace the potential of social media stems from a misunderstanding of what these Internet platforms can offer. In a participatory environment, the division between one who generates content and one who reads it has been removed: the audience acts as both participant and spectator, reader and writer. Put simply: within a social environment we can no longer control the message – what we must learn to do is guide and influence the messengers. To better understand the successes and failures of Australian education providers who use social media to engage with their audience, a series of “mystery shopper” exercises have been undertaken. These exercises provide a snapshot of how Australian institutions are engaging with their market internationally, what new opportunities have been seized, and which opportunities are being missed.

Presentation2. TheVoiceofaNewGeneration:Vlogging


Sectors: Corporate, English Language, Foundation, Government, Schools, University, Vocational Education

Speakers: MsMacKenzieHizon, i-Student Group

MsKateSilkstone, Flinders University

Why? Prospective students in 2012 think and process information fundamentally differently from their predecessors and are native speakers of a new kind of language, digital. How can you connect with this generation and, more importantly, capture their limited attention span to engage them? You start a conversation. Conversational video blogs (vlogs) have evolved to a highly creative form of expression and communication, resulting in a primary form of user-generated video content on the Internet driven by the need for sharing, recommending, referring and reviewing. For the prospective student, they can fully experience a virtual portrayal of student-life, no matter where they are geographically positioned throughout the world. iStudent Group and Flinders University are conversing with the new generation of native speakers by engaging international students to share their everyday university experiences through interactive vlogs. The project is being piloted by a small number of digitally savvy students who are familiar in conducting their social lives and everyday communications through digital technologies. By sharing their lives through vlogs, we aim to harness the social capabilities and sharing tendencies of the digital generation who are familiar in both the creation and consumption of multimedia content. Participating students are utilising mobile technologies to record and broadcast snippets of daily student life. Students showcase real-life event updates as they happen, as they walk to class, explore Adelaide or take views for a short tour around campus, the possibilities are infinite. Community engagement is fostered through the hosting of the vlogs on i-studentlife and will be heavily promoted on social sharing platforms, nurturing further interaction and awareness around the Flinders brand and student experience.


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Presentation3. ARoadmaptoEstablishingaSocialMediaMarketingStrategy.


Sectors: Corporate, English Language, Foundation, Government, Schools, University, Vocational, Education

Speakers: MrBradleyHall, UNSW School of Computer Science and Engineering

It seems that everyone is talking about the benefits of Social Media Marketing, but not everyone has taken the plunge yet, while others have set up accounts, but no one is using them. This session will guide new users, and ones who have lost their way, to the best practice, implementation and sustainability of marketing through Social Media. It will also identify what channels appropriate for different markets and different goals. Not every country in Asia is equal when it comes to Social Media Marketing, and not every audience responds equally either. While Facebook creates the most buzz in Australia, other channels can be more effective, or in the case of some countries like China, it is not even an option. The key to Social Media Marketing for education providers is to engage both current and potential students. The method is organic, and differs significantly to web-page strategies that many providers are already comfortable with. However, engagement does not mean continual interaction, and many providers have lost their audience due to being too “noisy”, while others have failed to create any engagement by being too quiet. This session will aim to help providers find the right balance. Further, many marketing managers are frustrated by CEOs who are scared away from Social Media Marketing by negative reports in major newspapers. Some of these articles will be addressed directly, and this session will arm marketers with ways to combat this resistance. The session will also cover some marketing principles about the difference between marketing services over goods, and how to manage potential complaints received through Social Media through utilizing marketing theories.

Presentation4. Usingsocialmediatoolstofacilitatelearningexperiencesforinternationalstudents


Sectors: English Language, Foundation, Schools, University, Vocational Education

Speakers: DrCraigBaird, Curtin University

Curtin University Business School has an annual cohort of about 16000 students of which about 60% are international enrolments. A great many of those students attend Curtin campus locations offshore, making course delivery a transnational teaching and learning undertaking that has necessitated internationalisation of the curriculum to address English language issues, cultural differences, and teaching and learning styles. In catering for student mobility, Curtin has initiated articulation arrangements that see international students having their overseas qualifications recognised for pre-requisite entry and advanced standing entry at higher levels to Curtin courses. This results in some students entering higher levels of Curtin courses or postgraduate study at times without having appropriate English literacy levels or academic study skills expected of students who have followed the usual pathways at Australian universities. This presentation will describe how the innovative use of the social media tool Skype has enhanced student learning experiences though support services provided by the Curtin University Communication Skills Centre (CSC). Learning outcomes reported by student feedback show a direct link between the technology based support methods and grades attained. Also emergent from unsolicited comments from international students’ who have utilised CSC learning support services via free social media tools, is their delight at having flexibility in where and when they use these methods (home, cafe, work, remote locations). Also valued by students is the effectiveness of synchronous online learning support delivery methods for providing both face to face and text based materials for later reference and reflection. For international students, being able to access learning support face to face with academic staff by using tools that align to their everyday social engagement methods makes this seamless learning style accessible across cultures and countries. Tools, techniques and outcomes will be discussed in this presentation.

Presentation5. MyLife@LaTrobe-sharingwhatstudentsloveaboutbeingaLaTrobian!


Sectors: University

Speakers: MissFrancescaKenny, La Trobe University

2011 saw La Trobe University embark on a new way of connecting with prospective international students. The concept was a video competition where the winner had a chance to visit the La Trobe Melbourne and Bendigo campuses and find out what life at La Trobe was really like. The competition had a few purposes. We wanted to connect with our existing students and find out why they loved studying at La Trobe and we wanted to connect our prospective students with these stories. However, we ultimately had the goal of increasing unique prospective international student enquiries. Our goals were quite conservative, for Part 1 of the competition we were aiming for 30 current student videos. For Part 2 of the competition we were aiming for an extra 200 unique enquiries from prospective international students. As of the competition closing we had 334 entries from over 80 countries, which exceeded our initial targets of 300 entries. We also had over 12,000 views of the videos on YouTube and had 2,980 unique visitors to the microsite from 136 countries. The competition utilised two platforms, the initial competition for current students ran on an integrated Facebook site and Part 2 of the competition ran on its own microsite to avoid any issues with countries not being able to access Facebook or YouTube. To ensure that both parts of the competition were a success we needed to plant the seed with our students. This involved teaser campaigns on our Facebook site as well as placing posters around the campus and putting the competition in student newsletters. For prospective international students we advertised on quite a few different platforms with a focus on study sites such as Studies in Australia, Hotcourses and Shiksha. At this stage, we are monitoring the return on investment but the scale to which we were able to expose La Trobe University internationally has been hailed a success.

Good practice in Australian collaborations with Asia: Higher education 1: Timor Leste: Capacity building Baucau, Timor Leste - New narratives 2: Collaboration as a way of working for environmentally sustainable solutionsTime: 0900-1000 4 Oct 2012


Chair: Mr Chris Madden, Griffith University


Sectors: University

Speakers: ProfJudeButcherAM, Australian Catholic University

ProfVeenaSahajwalla, University of NSW


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Presentation1: TimorLeste:CapacitybuildingBaucau,TimorLeste-Newnarratives

ProfJudeButcherAM, Australian Catholic University

The people of Baucau, Timor Leste, have welcomed staff and students of Australian Catholic University to be involved in capacity building with them. Three areas of this capacity building are: primary teacher education through the teachers' college (ICFP), Future in Youth through soccer, and health capacity building with the Bare Foot Nurses program. This shared capacity building is creating new narratives for the people of Baucau and the University.

The people of Baucau celebrate the achievements of the East Timorese staff in ICFP and the soccer abilities of the children and the local coaches. The people are also very grateful for the compassion they find within the health services they receive and the capacity building and confidence they are gaining through the Bare Foot Nurses program. ACU, through its staff, students and partners, is reflecting very much upon what it is learning and how it is changing through a mutually transformative approach to capacity building with the people of Baucau. Both the people of Baucau and the University are creating new narratives for themselves and for their shared capacity building within which the people of Baucau are the primary focus and the principal agents of development.

The building blocks of this development and the two narratives are:

• Trust and mutuality

• People realising their new capacities and potential

• Quality deliverables

• Sustainability

This paper presents and reflects upon the new narratives for the people and the University and the role of the building blocks in the transitions to the new narratives.

Presentation2: Collaborationasawayofworkingforenvironmentallysustainablesolutions

ProfVeenaSahajwalla, University of NSW

When UNSW’s Centre for Sustainable Materials Research and Technology (SMaRT@UNSW) recently won competitive funding to embark on a research project with India it was the culmination long period of relationship building. This project’s specific aim is to address one of the world’s most intractable environmental waste problems – toxic e-waste, which poses a particular environmental and health threat in the burgeoning economies of India and China. To achieve this we are bringing together our complementary expertise within a joint Australian-India research team to establish a new world-best practice for environmentally sustainable complex e-waste recycling and metal recovery.

However, at SMaRT@UNSW our broader goal, and the personal efforts of many of our researchers, has long been “collaboration as a way of working”, rather than just the means to a particular end. Collaboration is a mindset in which we see the world as a productive web of sustainable relationships. In this way we are developing our capacity to forge an ever increasing number of innovative, mutually beneficial partnerships to address complex, global challenges; rather than simply building lists of individual or institutional research contacts in particular fields. When you set out to collaborate you never know how far the resulting synergies will take you. This talk will outline SMaRT’s experience in developing three different, but equally important, areas of collaboration; our e-waste research project with India, our academic and research ties to Malaysia and the benefits of hosting PhD candidates from all over the world.

Asia Pacific trilateral engagementTime: 0900-1000 4 Oct 2012


Chair: Ms Melissa Banks, Swinburne Institute of Technology


Sectors: University

Speakers: MrMurrayRees, Swinburne University of Technology

DrRickJArrowood, Northeastern University

A/ProfHuayongNiu, Beijing Foreign Studies University

Global trends in international higher education show students are moving across borders in greater numbers, with a greater range of study destinations and alternative modes of international education. Students, staff, programs and providers are crossing borders joining global trends in mobility. Institutional collaborations are maturing, spanning a range of activities from research, educational collaborations to bilateral student and staff mobility. We summarize the international engagement agendas of three Universities from Australia, US and China and explore how the three agendas have stimulated unique trilateral relationships. In Australia following rationalisations in the 2000’s, transnational education and institutional partnerships are experiencing a resurgence. Australian universities have entered a phase of internationalisation characterised by quality, positive student learning outcomes, and deeper, more meaningful educational and research partnerships. In the U.S., recent emergence of more organized and systematic forms of global educational partnerships at the turn of the 21st Century have changed how institutions view the global educational landscape, and broadened institutional visions, collaborations, and terms of engagement. China as the world’s largest supplier of international students has now become a primary destination for international students. Amid higher education reform, rapid economic growth, and innovation and entrepreneurship in science and technology; China’s universities are actively seeking meaningful foreign collaborations to meet continue demand for international educational experiences and satisfy State appetite for sustained innovation and development. Globalization of education is no longer limited to bilateral flows. Excitingly, the uniquely designed trilateral collaboration between our three institutions is a result of a long-term successful and sustainable collaboration where the global classroom, learning culture, and teaching opportunity becomes achievable and synonymous with unity, mobility, reachability and accessibility. This session explores how incorporation of international partnerships into existing paradigms of collaboration begins with identifying a need and allocating resources, progresses to building trust and mutual satisfaction and a willingness to self-impose a purpose that embeds over-arching principles of providing quality education to students from all demographics.

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Dialogue on transnational education: Diversification and a whole-of-business approachTime: 0900-1000 4 Oct 2012


Chair: Mr Martin Riordin, TAFE Directors Australia



Speakers: MsSusanHartigan, TAFE NSW - Western Sydney Institute

MsDianeSeath, NSW Department of Education and Communities

MsAnneGoonetilleke, TAFE NSW - Western Sydney Institute

TAFE NSW has had decades of engagement in International Education. Recent policy changes and reviews of international education in Australia heralded a decline in international students coming to study vocational courses. The Strategic Review of the Student Visa Program 2011 indicated enormous potential to conduct vocational training within Asia. One TAFE NSW Institute - Western Sydney Institute (WSI) made a strategic decision to diversify by growing its Transnational Education (TNE). This paper draws on WSI’s Whole-of-Business Approach to TNE diversification in Malaysia. Its innovative concepts, while applicable to cross-sectoral contexts offer practical ideas to new and experienced TNE practitioners. The gravitation of global growth towards Asia inspired the Tenth Malaysian Plan (2011 – 2015) to transform Malaysia into a high income nation by 2020. The Government has identified Vocational Education and Training (VET) as crucial to producing the workforce needed to propel the country to a developed nation status. With this insight and a well-established relationship with Malaysia since 1998, WSI engaged with the Malaysian Government in April 2011. A high ranking Malaysian delegation visited WSI and witnessed WSI’s capability and far-reaching industry links. WSI was invited to present its approach at the Sarawak National Technical Human Resource Development Conference in October 2011. WSI profiled the strength of the Australian VET system, outlined its underpinning principles, showed the benefits of a strong VET system to the country’s economy and showcased WSI workforce development solutions. WSI secured a signed Agreement for Education Cooperation with East Malaysia for delivery of TAFE NSW courses. This is the outcome of forward thinking; agile, innovative and collaborative dialogues and successful people- to- people links. Australia has the opportunity to engage with our neighbours, build the platform for Australian engagement in the region, exhibit excellence and cement the reputation of Australian VET in the exciting Asian century.

1000-1030 MorningTeaintheExhibitionHall

Sponsor Information Session: New TOEFL® Search Service

Time: 1005-1025 4 Oct 2012


Speakers: HelenCook Associate Director, Client Relations, ETS TOEFL


Hot topics in international education: Global updateTime: 1030-1130 4 Oct 2012


Chair: Mr Stephen Connelly, President, IEAA


Sectors: All

Speakers: MrHans-GeorgvanLiempd, President EAIE

MsMeredithMcQuaid, President, NAFSA

ProfGordonCheung, President APAIE

MrThomasBuntru, Immediate Past president AMPEI, Mexico

DrLavernSamuels, President Elect, International Education Association of South Africa (IEASA)

Once again this popular session brings together senior representatives from most of the world’s major professional international education associations. Speakers will provide an update on the latest issues and developments from their region, what’s hot and what’s not, trends, priorities and the challenges faced. This session is relevant to all education sectors and is not to be missed.

Transnational education: New opportunities in Hong KongTime: 1030-1130 4 Oct 2012


Chair: Mr Peter PT Cheung, Federation for Self-financing Tertiary Education, Hong Kong

Key Interests: Impact, Marketing, Recruitment & Admissions, Partnerships


Speakers: MrWallaceLau, Education Bureau, The Government of the Hong Kong Special Administrative Region, Hong Kong

ProfTSChan, Federation for Self-financing Tertiary Education, Hong Kong

MrRobertFearnside, Hong Kong Council for Accreditation of Academic and Vocational Qualifications, Hong Kong

MsHeidiPiper, Griffith University

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In Hong Kong the Government is adopting a new attitude to transnational education. Local accreditation is now available. After accreditation, TNE students become eligible for government loans and fee support.

Hong Kong aims to become an international education hub. The Government is aware of the contributions TNE can make. A trial scheme to offer land on concessionary terms for overseas institutions to operate branch campuses in Hong Kong is in the pipeline. Also, because of the limited supply of local degree places, the burgeoning sub-degree sector in Hong Kong suggests that ‘topping-up’ degree programmes increasingly will be in demand.

Some organizations, for example the British Council, are introducing scholarships so that students in non-local courses have a chance to study in an overseas university offering the award, so as to enhance their learning experience and improve their self-image. It is quite possible that such an arrangement will be emulated by the government or become three-way, involving institutions in the Mainland as well.

Since 2009, the Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ) has been using an outcome-based approach and a ‘by discipline’ schedule for accreditation of TNE programmes. Programmes accredited under this process are admitted into Hong Kong’s Qualifications Register and assigned with a HKQF Level.

Federation for Self-financing Tertiary Education (FSTE) represents the extension arms of all public universities, the Open University, the Vocational Training Council, Caritas-Hong Kong, the Hang Seng Management College, the College of Technology and the Institute of Technology.

Led by the Hong Kong Government, HKCAAVQ and FSTE are keen to have a dialogue with universities and institutions in Australia, to introduce the new landscape and to share thoughts on how further opportunities should be developed and how difficulties are to be overcome.

Critical success factors in transcultural and transnational teaching at home and abroadTime: 1030-1130 4 Oct 2012


Chair: Dr Anna Ciccarelli, University of Queensland

Key Interests: Learning & Teaching

Sectors: University

Speakers: A/ProfBettyLeask, University of South Australia

DrFionLim, RMIT University

In 2011, The Australian Learning and Teaching Council (ALTC) commissioned the International Education Association of Australia (IEAA) to prepare a Good Practice Report on Learning and Teaching across Cultures. The report reviewed the national and international literature related to the topic and summarised the learning from 14 related ALTC projects. This work highlighted best practice and identified issues and areas requiring further research and attention. This session will discuss the findings of the Good Practice Report and their implications for teachers, student services staff and their managers. This will be followed by a presentation of recent research on one of the issues identified in the report as requiring additional attention: consistency and accountability in transnational programs.

Say it in Six: Student experience 1. Experiencing a Rural Australian International Education in the Asian Century

2. The value of international students to cultural diversity in regional Australia 3. An Australian Experience for Global Students 4. Multi-Faith Facilities Why, What & How

Presentation1. ExperiencingaRuralAustralianInternationalEducationintheAsianCentury



Speakers: DrHelenForbes-Mewett, Monash University

The recent downturn in international student numbers has led to increased competition between states and education institutions, particularly in terms of offering greater levels of safety and security for international students. Set against a rural background, this case study explores issues relating to international student security in the Asian Century and the provision of support services by a rural Australian university campus. The study considers the concepts of organic and mechanistic organisational structures to explain why this rural campus was shown to provide a greater level of international student security than has been found at main urban campuses. The international student cohort is primarily Asian and distinctively different to the traditional student cohort and local community. Interviews with staff and students reveal challenges encountered and importantly the benefits they believe are associated with studying in a rural setting. The findings would be of interest to education providers from all sectors with an interest in regional or rural campuses. It is suggested that the quality of education and support provided by rural campuses has been overlooked because of the tendency to focus on urban education institutions that attract large numbers of international students. The session would be of interest to senior industry leaders as well as newcomers to the international education industry.

Presentation2. ThevalueofinternationalstudentstoculturaldiversityinregionalAustralia


Sectors: University

Speakers: DrDelroyBrown, USQ Multicultural Centre

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The value of international students to cultural diversity in regional Australia Delroy Brown, Project Officer NESB Community Partnerships USQ Multicultural Centre Abstract. This paper argues that the presence of international students in regional Australia, which has the potential to promote cultural diversity and ensure sustainability in market share to universities, is not being exploited. While recognition is given to the economic benefits of the international student phenomenon to Australia, there is a reluctance to promote community engagement, which will not only enhance cultural diversity in regional Australia and satisfy the personal and professional goals of visiting students, but will also ensure sustainability in market share for universities. The paper provides a definition of community engagement to formulate a strategy to enhance diversity, and explores the tripartite benefits to students, local communities and universities as stakeholders. The paper discusses the value and the potential for cultural diversity in regional Australia, as well as the cultural capital they bring through community engagement with such communities.

Presentation3. AnAustralianExperienceforGlobalStudents


Sectors: University

Speakers: MsMarikaBenetti-Hille, University of Melbourne

How can the university engagement for international students be enhanced by local cultural experience? The BCom Student Experience team at the University of Melbourne undertook extensive research into the common issues surrounding local and international student integration and the notion of creating an “Australian cultural experience”. The objectives were to ascertain the range of existing programs offered within a framework of an Australian experience; conduct in-depth interviews to establish a needs review from a student perspective; and to identify any gaps. Key indicators such as uptake in activities offered and feedback from participating students have measured the success of the project. The impact of the research suggests those students involved in community programs reported a higher level of connectedness and felt more sense of belonging towards their peers and University community. New insights were revealed into expanding the use of online social media tools whose dynamic input could be harnessed to provide further ideas for program development. The paper will discuss both on and off-campus programs and how they developed, implementation and the lessons learned. Research uncovered the lack of a consistent communication strategy about the types of experiences on offer and the need for Universities to facilitate more opportunities for interaction. Most significantly students were invited to provide comment on new initiatives and contribute to new program development. These insights were then used to develop a more integrated and expanded program of targeted activities for students with immediate results. The session will provide best practice examples of orientation and experiential program activities that exist at other higher education institutions both in Australia and overseas. In addition, examples of common issues and student driven solutions will be shared. This session is designed to provide ideas and information to industry professionals involved in student engagement and orientation and transition programs.

Presentation4. Multi-FaithFacilitiesWhy,What&How



Speakers: MrIssamNabulsi, Desypher Architecture Planning Urban Design

This submission is directed at the international marketing and recruiting function of universities and providers of student services. With regard to the provision of Islamic prayer facilities various universities have adopted positions from a wide spectrum of philosophical stances that develop into policies. At some point a decision is made as to how a secular institution meets the challenge of providing facilities for what is a non-secular activity. At the same time universities have themselves identified “well-being” as an integral part of a holistic educational experience and market it internationally as such. Fulfilling ones religious obligations and having easy access to all aspects of university life is an essential part of that well-being. In terms of providing facilities, university responses have varied from: implementing a sort of forced multi-faith facility in the hope that a harmony will naturally take place. What form has and should this type of facility take? What is its level of acceptance amongst students and peak bodies and what initiatives can be proposed to promote a respectful multi faith dialogue? providing a dedicated facility specifically for Muslim students. Whether world class or rudimentary, how is this workable? Does it simply promote cocooning and no interaction? How does this work towards a holistic experience? thirdly, is a sort of hybrid approach that proposes a combination of dedicated and shared facilities. What are the challenges of this approach? How does this exceed simply providing a facility? What opportunities arise to integrate specific student services and nurture dialogue and understanding? The whole educational experience that Muslim students acquire whilst in Australia contributes to shape their world views. It is that positive experience has the potential to alleviate extremism but also provide a basis for the forging of economic and cultural ties well into the future.

Say it in six: Research 1. What is it like to be in a mixed gender environment? A phenomenological study for the transitioning experience of Saudi international student in Australia 2. South-East Asian International students preparing for a Business 3. Online teaching: are we alienating our Asian students? – A case study4. Five emerging global study destinations in Asia

Time: 1030-1130 4 Oct 2012


Chair: Ms Lyndell Jacka, IDP Education


Presentation1. Whatisitliketobeinamixedgenderenvironment?Aphenomenologicalstudyforthetransitioning experienceofSaudiinternationalstudentinAustralia


Sectors: Foundation, Government, University

Speakers: MrAhmedAlhazmi, RMIT University

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The paper is part of an ongoing PhD study that investigates the experience of adapting to a mixed gender environment and what the potential impact that such experience may have upon Saudi students’ cultural identity. The paper focuses particularly on the experience of transitioning from a segregated gender environment to a mixed gender environment. The study is being conducted as there is an increasing number of Saudi students who undertake their studies in mixed gender environments in a western environment, like Australian universities, and there is a lack of literature that focuses on Saudi students’ cross cultural experiences. The central question of this paper is what does it look like for Saudi students in Australia to transition from a gender segregated environment to a mixed gender environment? A qualitative methodology, influenced by phenomenological approaches, was developed to allow the participants to describe their emergent experiences. In-depth interviews were conducted to gather data from five Saudi international students who were studying at Australian universities. The participants were three males and two females. Phenomenological description and interpretation of the data indicates that the experience of transitioning from a segregated gender environment to a mixed gender environment appeared difficult in the beginning and became positive experience at some stages. Issues relate to adjustment and adaptation, engagements with social networks, cultural identity, and a pre-departure course appeared to as an influential and essential part of the experience. Significant indications were found to support the research assumption that dialogical and dialectical influences occur between international students’ cultural identity and the formation of the cross cultural transitioning experience.

Presentation2. South-EastAsianInternationalstudentspreparingforaBusinessstudyinAustralia


Sectors: English Language, Government, Schools, University

Speakers: MsAnnGuns, Monash University

Australian universities are increasingly working to attract international students, often from neighbouring Asian countries. This has prompted research concerning how these international students fare once they arrive in Australia to undertake higher education studies. The study aimed to better understand the support needs of students during the transition from their home countries and institutions into Australian society, culture and education. This study involves those students undertaking the Business stream of a preparatory course at an Australian University. The design involves two waves of data collection, one at the program commencement (N = 342), and another as students neared completion (N = 200). The majority of participants were born in China, Indonesia, Hong Kong, Vietnam and Singapore. Established scales measured dimensions of Learning Strategies, Motivations, Life Goals, Sense of Belonging, and Quality of Life. Descriptive statistics summarised the data, and repeated measures MANOVAs explored changing outcomes for students. All Learning Strategies and Motivations had a score above the midpoint at both waves, but there was a significant increase over time for some Learning Strategies (Elaboration, Organisation, Peer learning, Help seeking), and for some Motivations (Intrinsic goal orientation, Control beliefs for learning, Test anxiety). They rated Life Goals highly, except migrating to Australia. Students experienced pleasing levels of belonging and safety as well as satisfaction with their educational experience. From the 1st to the 2nd wave there were positive changes across a range of variables (Life Goals, Motivation, Learning Strategies, Quality of Life), indicating a positive transition. At a time when there has been widespread media coverage concerning the negative experiences of international students in Australia, this longitudinal study is timely in indicating that for this sample of students, their experiences are in the main positive and supportive of their life goals. This session will appeal to educational practitioners and policy makers.

Presentation3. Onlineteaching:arewealienatingourAsianstudents?–Acasestudy


Sectors: University

Speakers: DrDavidQian, Swinburne University of Technology

DrXuemeiTian, Swinburne University of Technology

ProfessorHuangZhongdong, Xuzhou Institute of Technology, China

This paper has emerged from an ongoing research project investigating the policy, behavioural and curricular issues associated with the online educational experience of Asian university students studying onshore in Australia. Two key perceptions have surfaced. First, that these students are uncomfortable with learning in online mode, despite their familiarity with computers and information technology. Second, that their command of English is a factor with debate over whether they would feel more comfortable engaging in learning activities in a class-based face-to-face context than in online mode. Arguably, while important, these concerns are symptoms of a broader problem, which may have to do with cultural and behavioural considerations both in Australia and the home country. This paper seeks to identify these underlying causes and propose potential solutions to the problems of online education. The research employs mixed methods, qualitative and quantitative and combines a descriptive and exploratory approach using both primary and secondary data sources. The major findings are drawn from a three-year, in-depth case study of an online educational initiative for onshore Asian students at Swinburne University of Technology. Our findings confirm that, although Asian student enrolments remain stable, there is indeed an undercurrent of discontent with online delivery among onshore Asian students. There is also evidence that the success rate of students in face-to-face classes is well in excess of that for online classes. However, there is more to this than simply the inappropriateness of online teaching and learning for Asian students. Our research suggests that a more considered and consultative approach that takes more care over deeper cultural concerns and addresses issues around the social as well as the educational environment is likely to dispel most concerns about online education. This could also provide potential solutions for Australian educators seeking to improve the educational experience of onshore Asian students.

Presentation4. FiveemergingglobalstudydestinationsinAsia



Speakers: MrStephenLin, CQ University Australia & James Cook University

DrMoliYang, James Cook University

This paper provided an overview of five emerging global academic destinations in Asia, namely Japan, Malaysia, Singapore, China and Taiwan. These new study counties with their government support injecting substantial public funds into its international education infrastructure to compete for international students and to become global education centres. These new study destinations provide quality education at affordable prices. Globally, International education is becoming a strong driving force in worldwide economic growth. It is estimated that the demand for international education will increase to 7.2 million by 2025. Traditionally, native English speaking countries such as the US, the UK and Australia are popular study destinations for international students. The non-native English speaking countries of Japan, Malaysia, Singapore, China, and Taiwan are increasingly attracting more and more students to study in these countries by providing international students a stimulating academic, social, multi-cultural, multi-ethnic environment, and total English curriculum.

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1: Study in the USA: American universities in the global market 2: The American threat in the Asian CenturyTime: 1030-1130 4 Oct 2012


Chair: Mr Harmeet Pental, IDP Education

Presentation1: StudyintheUSA:Americanuniversitiesintheglobalmarket


Sectors: University

Speakers: MsDavinaPotts, Michigan State University, USA

Once referred to as a sleeping giant in the global market for international students, the U.S. is now awake and active in Australia’s most important recruitment source countries. Although overall growth was a modest 5% in the last reporting year, specific sectors of major markets are showing more dramatic changes. 2010/11 academic year enrolments of Chinese undergraduate students grew 42% from the previous year, and while Chinese graduate student enrolments have also increased 15%, other major markets for the U.S. are showing decline, particularly at the graduate level. This raises important questions about U.S. institutional strategy in international student recruitment. The top institutions dominate the enrolment trends and have the potential capacity to soak up many more students from the global market. As state higher education budget cuts continue, many institutions are dramatically increasing targets for the recruitment of non-resident students. Recruiters are heading to Asian recruitment fairs and institutions are opening in-country offices, while broader international engagement strategies are being enacted in China, as a focus of U.S. Government strategy. This paper presents a brief update on international student enrolment data in U.S. universities to set the scene for a discussion of key strategies supporting institutional promotion and student recruitment. While as a country the U.S. does not have a consistent approach to international education promotion, state groups and individual institutions are investing in a range of strategies to bring international students to their campuses. A number of cases will be presented to illustrate the state of the market for the largest global competitor.

Presentation2: TheAmericanthreatintheAsianCentury



Speakers: DrSeanGallagher, University of Sydney

Hundreds of millions of young people in Asia’s mushrooming middle classes want educational opportunities to maximize their life chances. Some leading American universities are seeking to exploit these emerging markets with innovative new approaches to higher education in Asia, while others are rapidly ramping up Asian enrolments at home. In China and Singapore, some of the world’s most prestigious universities – Yale, MIT, Duke and NYU – are slicing up the global value chain in ways akin to multinational corporations. These “MNUs” are designing education and research at home, partnering with leading Asian institutions to use cheap but high quality labour and infrastructure for their production, selling directly into offshore markets of their operations, and reinvesting the innovation dividends in better higher education products and models. At the same time cash-strapped American public universities – Washington, Berkeley, Illinois, Indiana, Iowa and UCLA – now admit more than 10% of undergraduates from overseas, especially Asia, doubling since 2006 and with the same degree sticker price as Australia. Many US universities have set targets of 25% international students by 2015. Australian universities that once lay claim to educating large numbers of Asian students are under threat from higher quality American offerings. Our universities face the real risk of being left behind either by universities that move up the global higher education value chain, or by those that force Australian universities to compete on price rather than quality. This session will appeal to university and higher education strategy decision-makers. It will present the latest analysis of these new American ventures, demonstrate the changing fundamentals at the high value–high quality end of an increasingly competitive Asian market place, and describe how Australian universities can best learn from and compete with their American counterparts in the Asian Century.

1: Bridge to understanding 2: A transnational education opportunity for schools: Delivery of Year 12 in ChinaTime: 1030-1130 4 Oct 2012


Chair: Ms Marianna Lane, Australian Independent Schools QLD

Presentation1: Bridgetounderstanding


Sectors: Schools

Speakers: MsLisaHayman, Asia Education Foundation, University of Melbourne

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Across the globe school educators increasingly recognise that intercultural understanding is essential if we are to equip our young people to live and work successfully in the Asian century. Intercultural understanding assists students to understand their own cultural traditions, values and beliefs and to engage with the experiences and ideas of others. It is a prerequisite to develop responsible local and global citizens in our interconnected world. The challenge for educators is how to best enable their students to develop intercultural understanding and how to develop their own skills and capacities to lead this work in schools. The Australia–Asia School Partnerships ‘BRIDGE’ Project (Building Relationships through Intercultural Dialogue and Growing Engagement) has responded to this challenge by building a community of collaborative learners across Australia, China, Indonesia and South Korea through 121 school partnerships. At the heart of BRIDGE is experiential learning supported by a structured process that increases teacher and student awareness of their own and other’s cultures, improves cross cultural communication skills and reduces cultural stereotyping – all achieved within the context of core curriculum in schools. A three-week, reciprocal homestay and school visit program underpins experiential learning for BRIDGE participants. BRIDGE also utilises Web 2.0 technologies to enable ongoing collaborative partnership between schools. A purpose built BRIDGE online platform enables teacher professional learning and student interaction. The Australia-Asia School BRIDGE Project was the only Australian entry shortlisted in the final 20 projects in the United Nations Alliance of Civilizations – BMW Award for Intercultural Innovation 2011. Australia-Asia BRIDGE ranked 16th out of 400 entries across 70 nations. http://interculturalinnovation.org/bridge-asia-education-foundation/ Asia Education Foundation BRIDGE News http://www.asiaeducation.edu.au/for_teachers/school_linkages/bridgenews/bridge_n ews.html

Presentation2: Atransnationaleducationopportunityforschools:DeliveryofYear12inChina


Sectors: Schools

Speakers: DrNicholasDwyer, Haileybury College, Melbourne

DrJohnMcSwiney, Victorian Curriculum and Assessment Authority

MrVincentLee, Chengdu Shude Middle School, China

Schools, which have until recently traditionally relied only on the recruitment of international students, are now investigating the relevance of trans-national education as an international strategy. This session discusses a successful project involving the delivery of the Victorian Certificate of Education (VCE) in China by an Australian school. The VCE allows Chinese schools to offer a pathway to their students to universities in Australia and other countries. They also benefit through the professional development of their teachers and their exposure to alternative pedagogies. As well as receiving an income stream, the Australian school benefits from the internationalisation of its endeavour and the development of its staff as educators. In the model being used, the Australian school trains teachers from Chinese partner schools in the delivery of the VCE through a short training course in Melbourne. The Chinese teachers are each assigned a mentor, who stays in contact with them when they return to China to deliver the program. The Australian Program Director visits each school several times during the year to manage quality and supervise administration. An annual conference of principals, teachers and mentors is held annually. The students sit their VCE examinations at the same time as Victorian students. The program is delivered under licence from the Victorian Curriculum and Assessment Authority, which audits the quality of each schools delivery in China and issues the VCE to Chinese students who satisfy the VCEs requirements are the same as for Victorian students. In this session, the Australian school (Haileybury), one of its key Chinese partner schools (Shude Middle School in Chengdu) and the regulator (the Victorian Curriculum and Assessment Authority) each describe the program from their own perspective. The session will provide useful information for any Australian school seeking to develop a trans-national educational offering in the future.

1: Keeping London number one: The London universities international partnership 2: AEI Research: A focus on Asia and the enhancement of international student experienceTime: 1030-1130 4 Oct 2012


Chair: Mr Mike Ryan, Perth Education City

Presentation1: KeepingLondonnumberone:TheLondonuniversitiesinternationalpartnership


Sectors: University

Speakers: MrGaryDavies, University of Roehampton London

MsLouiseSutherland, Queen Mary University of London

With the changing role of the British Council in the face of significant government funding cuts, significantly increased competition from international study destinations around the world and aggressive changes to immigration policy significantly impacting recruitment markets a group of international directors of London universities started meeting to consider what if any work could be done collaboratively to defend the position of London, a brand that we all rely on. March 14th 2012 saw the launch of the London Universities International Partnership (LUIP). Looking for what elements of international recruitment can be done better collectively than individually by institutions, the collaboration of 14 of London’s universities is working to maintain London’s pre-eminent position as the world’s top city study destination. Each institution committed funds to conduct a feasibility study and have since committed further funds to get activity underway. Activity is being driven by groups of international officers rather than directors. The city currently boasts 105,000 international students from 210 countries more than New York (76,000) and Sydney (54,000), a direct contribution of £2.5bn and overall impact of £5.7bn to the London economy. The session will explore the motivations behind the creation of the group, some of the issues that have arisen in getting institutions to consider working together pooling both financial and human resources, and what work is being achieved collectively. How the group will target growth in membership from London’s 42 public HE providers and whether membership should expand to London’s expanding HE private sector. Working with London First (business membership group), London & Partners (the Mayor of London’s official promotion agency) and other London agencies, initially across three key markets, China, India and the USA, and using mostly digital channels the partnership plans to establish a series of initiatives that bring the maximum possible impact from limited resources.

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Presentation2: AEIResearch:AfocusonAsiaandtheenhancementofinternationalstudentexperience



Speakers: MrSteveNerlich, Australian Government Department of Industry, Innovation, Science, Research and Tertiary Education

Australian Education International (AEI) plays a key role in the provision of strategic information and research findings to support Australia’s international education sector and to enhance the experience of international students in Australia. This session will showcase recent findings from analysis of AEI international student data regarding the current trends in international education in Australia in 2012. This will include a focus on Asia and a growing trend towards study pathways in onshore education and the overall growth of offshore (transnational education) education delivery. Recent research on the employment outcomes of international students from Asia who have returned home with an Australian qualification will also be presented. AEI has also pursued research in 2012 on Australian students studying offshore, including a number of destinations in Asia. To date, information on Australians enrolled in foreign universities has been largely limited to raw numbers with little detail on level or field of education. AEI’s research is beginning to provide these new levels of detail. AEI has also collaborated with the Australian Universities’ International Directors Forum (AUIDF) to gain more detail on Australian students enrolled in Australian universities who experience a short-term international study component. AEI has also pursued longitudinal research on international student experience in Australia via national surveys conducted in 2010 and 2012 (as part of the International Student Strategy for Australia) and detailed focus group research that was conducted in 2011. This research has informed AEI-funded student support initiatives, including projects developed by peak bodies to show how survey findings are used in practice and seven demonstration projects conducted by education providers in 2012 to showcase innovations in enhancing international students’ experience of studying and living in Australia. These research findings will be presented with an emphasis on how such research is being put into practice by Australian international education providers.

1130-1140 10 minute session changeover

Lead from the back: Lessons for the next six-year cycleTime: 1140-1240 4 Oct 2012


Chair: Ms Helen Cook, IEAA & ETS Global

Key Interests: Recruitment, Marketing & Admissions

Sectors: All

Speakers: MrRobLawrence, Prospect Research and Marketing

Australia’s international education industry tends to encompass periods of consolidated growth, punctuated by landmark events which impact the market dynamics. Coincidentally, these events have tended to occur in six year cycles.

In 2000 Australia’s maturity as an education destination of choice was cemented by the Sydney Olympics. Google was just becoming established. And the major values drivers for Australia included safety, proximity and affordability.

By 2006 new factors were driving target audience perceptions including rankings and the supply of residency-aligned programmes. The lexicon of terms used by international students now included practical, placement, recognition and pathways. And by 2006 over 50% of international students in Australia were pre-disposed to their destination city and sought Permanent Residency.

Now in 2012 the Australian international education industry is forced to balance the challenges of a volatile global economy, the loss of many attributes, complex Government regulations and an international student cohort whose demands revolve around the one integral outcome which most international students consider as their return on investment: Employment in the field, industry and country of choice.

The pace of change over recent months has left many industry stakeholders grappling with a maelstrom of issues. And the next six year cycle could prove the most challenging yet.

Over the past six years Rob Lawrence of Prospect Research and Marketing has undertaken a series of Futurecasts to examine specific issues of relevance at that time.

For this year’s conference Rob will present the results from the largest Futurecast yet, three parallel surveys undertaken in August and September 2012, to ensure their currency. The first survey consists of 1,500 international graduates from Australian universities. The second survey consists of 1,500 international students at Australian universities who are due to complete their studies at the end of 2012. And the third survey consists of 1,500 international students who first enrolled to study at an Australian university in 2012.

The surveys will be presented as parallel results based around fifteen key themes including:

• Attitudes and perceptions towards the recognition of an Australian qualification

• The impact of changes to visa and migration criteria upon destination and programme selection

• Price points and elasticity: the extent to which exchange rates are impacting choices

• The relevance of curriculum and content in securing employment

• Future content and programme needs to ensure greater value and enhanced graduate outcomes

• The delivery of competency programmes to enhance employability including language and communication skills

• The shift from individual to family purchase patterns

• Use and application of social media when making key decisions

• Awareness and perceptions of alternative destinations and models of delivery,

• Factors impacting retention, satisfaction and affirmation

• Managing the transition from home to university, from university to employment

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Middle East in focusTime: 1140-1240 4 Oct 2012


Chair: Prof Stephanie Fahey, Monash University

Key Interests: Strategy, Policy & Advocacy, Partnerships, Marketing & Recruitment

Sectors: All

Speakers: MrJarrodHingston, Middle East Specialist, UAE

MsPaulineNunan, University of Melbourne

MrKhalidAlshahrani, PhD Student Monash University

This session will provide an update on developments and trends in relation to the Middle Eastern region including current education reforms and priorities, demand for study abroad, perceptions of Australia and the West – particularly as study destinations, transnational education opportunities and challenges, and business and cultural challenges in partnering and working with clients in the Middle East. The session brings together a range of experts to provide an insight into Middle Eastern region with a specific focus on education and training developments and opportunities, challenges, realities on the ground and, importantly, the student experience dimension. In addition a special presentation on the Middle East in the context of the Asian Century will examine the growing relationship between the Middle East and Asia, how this relationship impacts on education and how Australia and benefit from “The Middle East of the Asian Century”.

Guiding principles to protect the human rights of international students living in AustraliaTime: 1140-1240 4 Oct 2012


Chair: Dr Eva Egron-Polak, IAU, France

Key Interests: Strategy, Policy & Advocacy, The Student Experience

Sectors: All

Speakers: DrHelenSzoke, Race Discrimination Commissioner

MrAleemNizari, President, Council of International Students Australia (CISA) TBC

ProfDeanForbes, Flinders University

PrivateVETspeaker,TBA

In the light of Australia’s human rights obligations under international law to which Australia is a signatory, the Australian Human Right Commission has been working to develop a set of Guiding Principles to help protect the human rights of international students studying in Australia. The Guiding Principles will be made public and formally launched at this session.

The Guiding Principles are intended to provide another lens, in addition to the existing protections under for example the ESOS Act, through which Australian institutions and other responsible authorities, including governments, might view their responsibilities towards international students, to ensure that all Australia’s obligation are met and protections for international students are achieved in practice.

Following a presentation of the Guiding Principles by the Australian Race Discrimination Commissioner, responses will be invited from a panel involving international students and representatives from the education sector. Discussion will focus on the practical implications for institutions in all sectors and ways in which institutions might improve their efforts to support international students.

Printed copies of the Guiding Principles will be distributed at the session.

Say it in Six: Partnerships

1. Singapore's Global Schoolhouse Strategy: The First Ten Years 2. Reimaging the Tropics: A Case Study of a University Engaging in Asia 3. Total Engagement: The new approach to Sustainable Institutional Partnerships in China 4. From Europe to Asia: A model for faculty engagement through successful short-term study tours 5. Objectives and Approaches to Partnering with Asian Higher Education: A Strategic Plan 6. Taken to the Cleaners: Employment experiences of international students cleaning Melbourne's shopping centres. A joint report from United Voice and Victorian TAFE International

Time: 1140-1240 4 Oct 2012


Chair: Chair: Mr James Bennett, IDP Education


Presentation1. Singapore'sGlobalSchoolhouseStrategy:TheFirstTenYears




Speakers: MsVickiDrewe, University of Newcastle, Singapore

In 2002 a high level Economic Review Committee led by now National Development Minister Khaw Boon Wan recommended that Singapore try to capture more of the $2 trillion higher education market by positioning itself as a 'Global Schoolhouse'. An ambitious target was set to attract 150,000 international students to Singapore by 2015 and to lift the education sector's contribution to GDP from 1.9% to 5% in the same timeframe. The Global Schoolhouse was viewed as producing a number of policy complementarities including population, labour market and economic priorities. In this presentation we review the last ten years of Singapore's global schoolhouse strategy from its inception until the present time. We examine the policy successes and setbacks and present statistical evidence of its performance. In particular we examine the development of both the public and private higher education sectors in Singapore, the growth of the tuition grant scheme in the public Universities and the introduction of the Private Education Act 2009 in the private sector. We argue that the 2011 General Election in Singapore has proved to be an historic watershed in the evolution of the Global Schoolhouse strategy which will shift policy emphasis away from the public education sector to the private.

Presentation2. ReimagingtheTropics:ACaseStudyofaUniversityEngaginginAsia


Sectors: Corporate, English Language, Foundation, Government, University

Speakers: ProfStephenNaylor, James Cook University Singapore

Part of any universities ability to function in international setting is underpinned by a strategic intent. Over the last decade James Cook University (JCU) expanded its teaching and learning activities into both Singapore and China, with a generalist approach, largely testing the waters. As other institutions have come and gone, the JCU Singapore campus has grown and expanded its influence in allowing JCU to realise it is distinct and crucial role within the region. Under the stewardship of Vice Chancellor, Professor Sandra Harding, the University has articulated the strategic intent which pursues a vision in Creating a brighter future for life in the tropics worldwide through graduates and discoveries that make a difference. Whilst many charters and mission statements are variations on a common theme, JCU can claim to be distinctive in its aspirations. The organisation has employed strategy, policy and even procurement of space within the tropical zone in order to achieve its goals, teaching and learning and research are grounded in our sense of place. The final phase in embedding our strategic initiatives is being realised through a tri campus integration strategy where staff from all campuses contribute to an alignment of policies and procedures aimed at making one University in two Countries on three Campuses. As a university that was founded as Australia’s university for the tropics, JCU has a keen interest to form partnerships with governments and organisations in the tropical world, especially tropical Asia. From its Asian base in tropical Singapore, JCU has been active in promoting its educational and research offerings to an audience that live in an economically and physio geographically rich region of the world. The paper seeks to provide a case study of purposeful engagement within the Asian region though a systematic approach in embedding a strategic intent.

Presentation3. TotalEngagement:ThenewapproachtoSustainableInstitutionalPartnershipsinChina


Sectors: University

Speakers: MsMarisaFurno, Swinburne University of Technology

The significance of developing and nurturing long-term, sustainable institutional relationships cannot be ignored by any university serious in establishing partnerships in China. International education in China continues to morph into a sophisticated, aggressive and competitive market. Competition by the US, UK and Canada continues to flood the market and steal market share. The current Chinese Ministry of Education 10-year plan has a number of directives for universities which include positioning China as a world centre for high-impact research, cultivate international relationships, increase outbound student mobility, enhance the skills of its higher education teachers, and attract foreign students to undertake study in China. These directives and Chinese institutions’ desire for highly-educated staff and students contributing to China’s continued growth provide an excellent blueprint on how to approach Chinese partnerships. Swinburne University of Technology (SUT) established a relationship with China University of Mining and Technology (CUMT) in 2002. Both were keen to explore a beneficial association and work collaboratively for the benefit of staff and students. Through a consultative process between CUMT, SUT and third party, Australian Education Management Group (AEMG), the Collaborative Articulation Program (CAP) was borne. The model allowed both universities to contribute strengths and expertise into a program where students and staff profited. Along with recruitment, the model encouraged multi-dimensional collaboration at management, academic and administrative levels. In 2012, as China’s education needs continue to change in line with Ministry of Education directives, the relationship between CUMT and SUT has become a reflection of these new needs.

Presentation4. FromEuropetoAsia:Amodelforfacultyengagementthroughsuccessfulshort-termstudytours


Sectors: University

Speakers: DrBlairKuys, Swinburne University of Technology

DrScottThompson-Whiteside, Swinburne University of Technology

This session illustrates how the development and refinement of study tours in Europe has provided a platform and model for future engagement and student mobility in Asia. The case highlights how, over the last eight years, the Faculty of Design at Swinburne University of Technology has managed to facilitate a strategic direction towards Asia through short-term study tours. Given the imbalance of incoming international students from Asia, the faculty decided to shift its study abroad strategy towards Asia in 2010. While one successful study tour took place in Hong Kong, further study tours are due to take place at the end of 2012 to Vietnam, Hong Kong and Taiwan. The existing European model highlighted in this session provides academic and study abroad staff with a successful framework for developing and conducting study tours. The session highlights how this model was refined and how difficulties such as language, quality, student and staff engagement, accreditation and student enrolment were overcome and desired learning experiences were met. The success of the model is evidenced by the fact that within the Faculty of Design almost 19% of all graduating domestic undergraduate students have completed an international experience during their studies. This compares with the average of almost 11% in Swinburne and 9% nationally. From a faculty perspective, short-term study tours provide an affordable, and perhaps less intimidating way (for both staff and students) to strategically grow student mobility and create meaningful engagement with Asia. This would not be possible unless workable models were refined in the less challenging countries of Europe.

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Presentation5. ObjectivesandApproachestoPartneringwithAsianHigherEducation:AStrategicPlan



Speakers: DrJoeDelap, Jacksonville State University

Experience shows that universities can benefit from a guiding philosophy and strategic plan in forming partnerships in Asia, specifically by selecting academic areas according to their disciplinary strengths and institutional capacities. Success can be bolstered by seeking academic partnerships that include dual/ joint degrees in academic areas in which the university has appropriate academic infrastructure to support additional students and in which Asian students also have an interest. Jacksonville State University (JSU), a medium-sized doctoral institution drawing on its own strengths while bringing international diversity in all of its facets to its campus, has developed a strategic initiative and implementation scheme specifically for partnering with Asian universities, matching students’ academic interests to JSU programs with capacity for growth and expanding opportunities for student and faculty exchanges with Asian universities in a proactive mode of engagement. Working with professional consultants specializing in Asian partnerships, leaders at JSU who are also experienced in partnership building in Asia have built upon and expanded the university’s existing ties under the plan. With good models in place for dual degrees as well as internationally attractive stand-alone programs, a successful strategy informs effective steps for working directly with ministries and the provinces, as well as looking to consortial relationships with other American universities that prioritize partnership-building with Asia. Formulating and following a strategic plan that closely follows the twelve principal constituents of a global university detailed by AIEA president William Brustein plays an indispensable role in the success of this endeavour. The steps in the process will be carefully outlined to apply to international universities looking to improve potential and existing partnerships with higher education in Asia. This session is designed for senior industry leaders across all sectors.

Presentation6. TakentotheCleaners:EmploymentexperiencesofinternationalstudentscleaningMelbourne'sshopping centres.AjointreportfromUnitedVoiceandVictorianTAFEInternational



Speakers: DrKateDempsey, Victorian TAFE International

Whilst there have been a number of anecdotal stories reported to various inquiries and in the media, very little dedicated research has been done on the work undertaken by international students while they study in Australia. As a part of its Clean Start: Fair Deal for Cleaners Campaign the United Voice Victorian Branch surveyed cleaners working at major suburban shopping centres. It discovered that 10% (35) of those responding to the survey were international students. United Voice Victoria was concerned about the working conditions and the abuse of working rights which it saw occurring among international students and sought to work with Victorian TAFE International in order to bring awareness of this issue to the sector and broader community.

This project seeks to understand the employment experiences of international students cleaning Melbourne’s shopping centres. The project analysed the responses of 35 international student cleaners who participated in a broader shopping centre cleaner survey. This data is supplemented by a small number of qualitative interviews. It is a unique collaborative effort between an international education association and a union.

IEAA Awards: Presentations by the winners of best practice/innovation in international education categoryTime: 1140-1240 4 Oct 2012


Chair: Ms Helen Zimmerman, Navitas

Key Interests: All

Sectors: All

Speakers: Speakers will be announced during IEAA Awards Ceremony in the Opening Plenary Session on Wednesday and advised in AIEC Daily Newsletter

This session showcases diverse examples of good practice from the 2012 IEAA Awards so that these ideas and approaches may be shared with other practioners. This award recognises the work of an individual or team who have contributed to international education through a groundbreaking development in an area including, but not restricted to, international development, internationalisation of the curriculum, marketing and communication, support programs for international students, pathway initiatives, mobility programs or social inclusion activities.

1240-1430 LunchintheExhibitionHall

Sponsor Information Session: Mi Health

Time: 1330 - 1350 4 Oct 2012


Speakers: FulvioFattore, GM Sales & Service Alliances, Medibank


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Sponsor Information Session: Victorian Government, Study Melbourne: Opportunities for Victorian Education in the Middle East and Asia Minor

Time: 1400 - 1420 4 Oct 2012


Speakers; KarineAtaya, Regional Director - Education, Victorian Government Business Office, Dubai, UAE


IEAA AGM (Lunch provided in room)Time: 1240 - 1425 4 Oct 2012


Global collaboration in education, training & research: The view from Hong KongTime: 1430-1545 4 Oct 2012


Chair: Prof Stephanie Fahey, Monash University


Sectors: All

Speakers: ProfKaHaMok, Hong Kong Institute of Education, Hong Kong

ProfGordonCheung, President APAIE & Chinese University of Hong Kong

MrWallaceLau, Education Bureau, The Government of the Hong Kong Special Administrative Region, Hong Kong

EmeritusProfKwongLeeDow, University of Melbourne (Discussant)




HONGKONG

The Hong Kong Special Administrative Region (SAR) is widely regarded as home to some of the world’s best academic and research institutions and has the potential to become one of the leading regional education hubs in Asia. University responses to the promotion of internationalization and regional outreach together with the policy implications associated with the challenges of internationalizing student learning will be discussed by senior representatives of two of Hong Kong’s major tertiary institutions. The panellists will also discuss the aims and objectives of higher education institutions in Hong Kong for the promotion of international collaboration in education and research.

The session will consider the prospects for higher education institutions around the world to increase mutually beneficial collaborations with institutions in Asia, including Hong Kong, in curriculum development, student and faculty mobility, research and collaborative partnerships generally. The views of the Hong Kong SAR education administrative authorities in relation to the internationalization of education, research and training will also be discussed.

Do higher education institutions have global responsibilities?Time: 1430-1545 4 Oct 2012


Chair: Prof Hans de Wit, Centre for Higher Education Internationalisation (CHEI), Italy

Key Interests: Policy & Strategy

Sectors: University

Speakers: DrEvaEgron-Polak, Secretary General International Association of Universities (IAU), France

ProfColinRiordan, Vice-Chancellor Cardiff University & Chair of the International and European Policy Network of Universities UK,

EmeritusProfJohnNilandAC, Vice-Chancellor & President of UNSW 1992-2002, Chairman Singapore Management University’s International Academic Review Panel, Australia

ProfJohnHudzik, Michigan State University & NAFSA, USA

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The world of higher education is characterized by competition for prestige, talent and resources on both national and global scales. At many institutions, internationalization is now part of a strategy to enhance prestige, global competitiveness and revenue. As higher education has in some respects become a global ‘industry’, so has internationalization of higher education become, in some quarters, a competition in which commercial and other interests sometimes overshadow higher education’s fundamental academic mission and values. Competition is in danger of displacing collaboration as the foundation for internationalization.

In April 2012 the International Association of Universities issued a statement Affirming Academic Values in Internationalization of Higher Education: A Call for Action drawing attention to the potentially adverse consequences of internationalization. These include risks, uneven benefits and asymmetrical power relations between institutions, countries and regions. IAU’s goal in raising awareness of these potential risks is to ensure that action is taken to avoid them.

What are the global responsibilities of higher education institutions? How do higher education institutions avoid the potentially adverse unintended consequences of internationalization? How might institutions cooperate to address global challenges? Could global responsibility be a core principle driving the internationalization of higher education, informing the academic, social, and economic objectives and practices of higher education institutions? How can we strengthen education to be a “global public good?” What is the role of national governments in supporting institutions fulfil their global responsibilities?

Indonesia in focusTime: 1430-1545 4 Oct 2012


Chair: Prof Dean Forbes, Flinders University


Sectors: All

Speakers: ProfGregBarton, Monash Asia Institute

ProfDavidReeve, UNSW

MsIslaWinarto, IDP Education, Indonesia

This session brings together a panel of Indonesia specialists who will provide a comprehensive overview of the current socio-political and education developments and directions in Indonesia. Issues to be addressed include current priorities in education, challenges facing education providers in the region, strategies and obstacles in relation to internationalization, key policy initiatives, mobility of foreign students to Indonesia, factors influencing the overseas Indonesian student market, competitor activity and opportunities for foreign education providers. This session aims to bring delegates up to speed with Indonesia today and looking to the future.

To internationalise the curriculum do we need to internationalise our staff?Time: 1430-1545 4 Oct 2012


Chair: Prof Michelle Barker, Griffith University

Key Interests: Teaching & Learning

Sectors: University

Speakers: DrShantonChang, University of Melbourne

MrJosBeelen, University of Applied Sciences, Amsterdam, The Netherlands

ProfEmeritaElspethJones, Leeds Metropolitan University, UK

DrCraigWhitsed, Murdoch University

While it might have once been assumed that the presence of international students on our campuses indicated that our curricula were ‘internationalised’, many now accept that more needs to be done. For some this means ensuring that teaching and support staff themselves have international experience, so that they can ‘internationalise’ their teaching and the student experience. Others question the assumption that international experience necessarily changes practice.

So, how do we ensure that students receive an education appropriate for the demands of the ‘Asian century’? How do universities ensure that the staff they recruit are fit for this purpose?

This session promises to be lively and interactive. After a short introduction and overview from each of the panellists, audience members will have the opportunity to direct questions to them, in much the same way they do in the Australian Broadcasting Commission’s popular program ‘Q and A’.

1: From West to East: The challenges, opportunities, and strategies to increase the flow of student mobility to Asia 2: Strategies for inclusion in student mobility: Distance education, regional and low SES students 3: There’s no place like home: Challenging restrictions on students going “home” For a study abroad experienceTime: 1430-1545 4 Oct 2012


Chair: Mr Rob Malicki, AIM Overseas

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Presentation1: FromWesttoEast:Thechallenges,opportunities,andstrategiestoincreasetheflowofstudentmobilitytoAsia


Sectors: University, Vocational Education

Speakers: MsDawnKoban, RMIT University

MrJGallegos, University of North Carolina, USA

Student mobility is becoming increasingly important to institutions worldwide as the globalisation of higher education continues to evolve. As never before, student mobility is becoming a strategic and operational priority for governments and tertiary institutions. This is clearly translating into numbers particularly in Australia where outbound mobility has experienced significant growth in just the last 5 years. Similarly, the US is steadily growing, but as in Australia, Asia continues to slump behind as a popular study destination for both student cohorts. Although there has been modest growth in the number of mobile students in recent years from the US and Australia, these numbers pale when compared to other countries of similar size and status who also undertake mobility in the region. With such imbalances between the number of incoming and outgoing mobile students, institutions have had to re-examine their engagement with partners in the region and employ strategies that address these unique challenges. Institutions in both Australia and the US have successfully increased and sustained a healthy exchange of students with their partners in Asia. This session will explore the individual challenges, opportunities, and strategies employed by The Royal Melbourne Institute of Technology and Design (RMIT) University in Australia and the University of North Carolina in Charlotte (UNC-C), USA to create meaningful, sustainable mobility programs with their Asian institutional counterparts. The University of North Carolina in Charlotte has been facilitating successful mobility programs in Asia for many years with more than 100 UNC-C students studying in Japan over the past 10 years and mobility in China is continuing to soar. RMIT University has had similar successes with significant student mobility in China, Thailand, and Vietnam in varying outbound program types. Each institution will discuss their individual programming models that will provide practical insight to: Promotion, faculty engagement, language acquisition, relationship management, and countering imbalances.

Presentation2: Strategiesforinclusioninstudentmobility:Distanceeducation,regionalandlowSESstudents



Speakers: MsLindaRust, Charles Sturt University

MsShevahnTelfser, Charles Sturt University

CSU has increased its participation by distance education, regional and low SES students by devising and implementing a range of strategies to target these students. This session will identify some of the challenges facing these students, and address opportunities for their inclusion. This session is targeted at mobility office practitioners and other staff who are looking at ways to target distance education, regional and low SES students, through the introduction of marketing strategies and shorter term options to the Asia Pacific region.

Presentation3: There’snoplacelikehome:Challengingrestrictionsonstudentsgoing“home”Forastudyabroadexperience


Sectors: Schools, University, Vocational Education

Speakers: MsKateJennings, University of Alberta, Canada

MsChristineBerry, University of Auckland, NZ

MsKateSmart, University of Sydney

A/ProfAnnePakir, National University of Singapore, Singapore

Institutions are increasing targets for outbound student mobility, yet many institutions have rules that restrict students going/coming “home” for a study abroad experience. Often affected by such restrictions are students of Chinese, Korean, Singaporean, and many other Asian country’s descents. We site arguments such as “students who have never been to the country will benefit more from the experience” or “students will learn more by studying in a new country rather than going “home””, but is there research that supports these and other arguments? Are we unnecessarily restricting students from participating in our education abroad programs? Do we need to change our practice, including in defining “home”, to catch up with immigration/emigration realities in many countries around the globe? Could active promotion of short-term opportunities at “home” help in recruiting, and retaining, international students? Colleagues from institutions in Asia, Australia, New Zealand, and North America will share their views and experiences with sending/receiving students “home” for a study abroad experience. Following a panel discussion, participants will be encouraged to share their own perspectives and to join us in examining existing paradigms. This session is designed for industry leaders across all sectors, but will be of particular interest to education abroad colleagues.

1545-1615 AfternoonTeaintheExhibitionHall

Sponsor Information Session: “Show me an IELTS 6”

Time: 1550 - 1410 4 Oct 2012


Speakers: JennieLynch, IELTS


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Global collaboration in education, training & research: The view from ChinaTime: 1615-1730 4 Oct 2012


Chair: Cathryn Hlavka, Minister Counsellor (Education and Research) Australian Embassy, PR China

Key Interests: Policy, Advocacy & Strategy, Partnerships, Marketing & Recruitment

Sectors: All

Speakers: ProfLiXiangkun, Hubei University, PRC

ProfLiuJianfeng, National Institute of Science, PRC

MrYuXiaonan, Jiangsu Provincial Department of Education, PRC

MsFionaDocherty, The University of New South Wales (Discussant)




The 2012 International Student Survey: Australia’s international students tell us how we stack upTime: 1615-1730 4 Oct 2012


Chair: Mr Kevin Brett, i-graduate



Speakers: MsAinslieMoore, Universities Australia

MrKevinBrett, i-graduate

MrSteveNerlich, Australian Education International

MsIngeborgLoon, ACPET

MsSueBlundell, English Australia

MsElizabethWebber, Australian Government Schools International

MrPeterHolden, TAFE Directors Australia

In 2012, peak industry bodies and government stakeholders closely collaborated on perhaps the most comprehensive and inclusive research project conducted on international students’ experience of studying and living in Australia. For tertiary, English language and school students, the International Student Barometer survey instrument was used to enable comparisons with international student experience benchmarks established from other participating educational institutions in North America, Europe, Africa and Asia. As a key component of the COAG International Student Strategy for Australia 2010-2014, Australian Education International (AEI) provided grant funding to the peak industry bodies for English language, school and tertiary-level international education to enable them to engage their member organisations in the survey. AEI also collaborated with state and territory governments and private sector representatives to undertake a survey of international students in Australian secondary schools. This presentation will showcase the key findings of this research and also demonstrate how the findings of the 2012 survey and the preceding 2010 survey are already being used to enhance the learning and living experience of international students in Australia.

1: White knight or the devil in disguise: The role of the private sector in higher education in developing countries 2: Comparative analysis of traditional education hubs: One size fits all?Time: 1615-1730 4 Oct 2012


Chair: A/Prof Chris Ziguras, RMIT University Melbourne and Vietnam

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Presentation1: Whiteknightorthedevilindisguise:Theroleoftheprivatesectorinhighereducationindevelopingcountries


Sectors: University

Speakers: DrDuleepDeosthale, Manipal International University, Malaysia

DrRosieBateson, Universityas Jakarta Internasional, Indonesia

DrAvichalKapur, Meghe Group of Universities, Nagpur, India

The private sector has been at the forefront of the tremendous growth in the international branch campus or the establishment of a new campus in various developing countries. The very fact that IBC’s have grown from 84 in 2006 to over 200 in just five years is a clear indicator of the global appetite for HE. While the global economic crisis stares down governments by imposing monumental challenges in their search for human and economic resources, the private sector has become a much needed resource partner to help resolve these issues. As populations grow and the demand for a college degree becomes critical for a nations survival, could the private sector have positioned itself any better in helping deliver on this promise. In the Middle East, South Asia, South East Asia and the Far East different organizations have taken different approaches but with the same objective: capacity building and positioning themselves as a partner in finding solutions to this vexing issues. However, how do new institutions address scale and quality with capacity building in mind is the focus of this session which will highlight challenges and explore solutions based on the experiences of some in these markets and how sustainable are these and other models in light of the global demand regarding access to higher education.

Presentation2: Comparativeanalysisoftraditionaleducationhubs:Onesizefitsall?



Speakers: MsElizabethShepherd, British Council, Hong Kong

MsZainabMalik, British Council, Hong Kong

Traditional education destinations such as the United Kingdom and the United States have employed similar successful strategies to attract and grow their international student bodies. With the advent of the “Asian Century,” emerging education hubs such as China and Singapore are looking to emulate the successes of traditional education host destinations. This presentation will identify the strategies behind the continued success of the largest exporters of education. Further, it will examine if this winning formula is transferable or adaptable for up and coming markets. From analysis of Education Intelligences’ Student Insight survey, that since 2007 has collected over 150,000 responses from prospective students globally, we aim to explore if there is a universal production function for successfully attracting international student mobility and it is applicable to advancing economies? This session is designed to provide insights on current recruitment trends and challenges and would be relevant to industry practitioners, administrators, and policymakers.

Have tactics towards competitive advantage tainted international education?Time: 1615-1730 4 Oct 2012


Chair: Mr Shaun Wellbourne-Wood, University of Western Australia



Speakers: MrShaunWellbourne-Wood, University of Western Australia

DrNormanPeterson, Montana State University, USA

DrJohnDuncan, MIBT

MrKellySmith, University of Western Australia

MsAilsaLamont, RMIT University

The term ‘education counsellor’ has always held relative esteem within the international education industry. By using this term, agents invoke a narrative and nomenclature that alludes to the impartial and dissociated reflection of students’ aspirations and circumstances, and suggests that they can independently match an institution that will best realize their aspirations. Dig a little, and in increasing circumstances we won’t always find at the core of this ritual, the paramount interests of the students and their parents or sponsors. This panel will explore some ‘hypothetical, or alleged practices’ and test their ethical veracity against the moral and regulatory code of our sector. Is setting targets for agents contrary to the underlying mandate for us all to act in the best possible interests of students? Should differentiated commissions and bonus structures be declared to students and parents? What about bonuses to individual counsellors for performance, marketing payments and agency bonuses, paying for exclusive access to schools and their career counsellors? In exploring these dilemmas, we will concurrently explore, from an institutional perspective, the new power relationship between agents and institutions that has emerged in the wake of substantial growth, increased competition and the burgeoning of a global lucrative representative industry. This is a panel for anecdotes, reflection, and questioning; culminating in the propositions: “Have we lost our way, or at least our dignity, and do we need to fix it?” Or, “Is the free market functioning in the interests of global competition for the commodity of education?”

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1: Improving support for the exchange of research students and staff: Perspectives from Europe and Australia 2: Designing for learning through international experience: Possibilities and pitfallsTime: 1615-1730 4 Oct 2012


Chair: Ms Tze Ay Chuah, UTS

Presentation1: Improvingsupportfortheexchangeofresearchstudentsandstaff:PerspectivesfromEuropeandAustralia


Sectors: University

Speakers: MsKarinKlitgaard, University of Copenhagen, Denmark

MsDawnKoban, RMIT University

The international exchange of students and staff is a core element of most major universities internationalisation programs. However, when it comes to supporting the short-term mobility and exchange of PhDs and post doctoral students, and senior researchers there is often a lack of process and resource. This session looks at the challenges involved and how things are changing for the better in Europe and Australia.

Presentation2: Designingforlearningthroughinternationalexperience:Possibilitiesandpitfalls


Sectors: University

Speakers: DrWendyGreen, The University of Queensland

A/ProfJanGothard, Murdoch University

ProfJennyStrong, The University of Queensland

Governments, universities, students and employers in Australia and elsewhere hold high expectations regarding the benefits of what is commonly known as ‘study abroad’, or ‘student exchange’. Short term international learning experiences voluntarily undertaken for credit are thought to nurture the development of ‘global citizens’ - graduates who are not only able to work successfully in a global marketplace, but also willing to work towards ‘solving the most pressing problems of global significance’ (Lewin 2009: xiv). These expectations underpin public and institutional policy on ‘credit mobility’ (Macready and Tucker 2011) in many countries. Some assume that studying abroad will ‘automatically’ be beneficial, but this ‘romanticised view’ (Byram and Feng, 2006) is questionable. Studies show marked variations in students’ cultural learning, from those who remain virtually untouched, or have their prejudices enforced, to those who are transformed (Byram and Feng 2006). We argue, with Bennett and Salonen (2007: 46) that learning from intercultural experiences only emerges as we ‘construe those events and then reconstrue them in transformative ways’. This learning cannot be predicted or overly controlled, but it can be designed for. In this panel session, we discuss three different Australian approaches to structuring and supporting students’ learning in and through international experience, as follows;

• ‘Bringing the learning home’: resources which can be adapted by academic or professional staff developing extra-curricular programs for all outbound students

• ‘Vicarious global learning in the health sciences’: an extension of an established interprofessional placement program in Vietnam through the creation of multi-media resources embedded into courses taken by students on the home campus.

• ‘Reflective writing: Documenting the international experience’: a core (compulsory) course, based on reflective learning undertaken in conjunction with a compulsory semester abroad in a Bachelor of International Studies Program.

The session will begin with a brief overview of ‘study aboard’ and conclude with reflections on the possibilities and pitfalls in designing for cultural learning through international experience.

1: Australia’s Asia Literacy in the Asian Century 2: Parents understanding Asia literacyTime: 1615-1730 4 Oct 2012


Chair: Prof Kent Anderson, The University of Adelaide

Presentation1: Australia’sAsiaLiteracyintheAsianCentury



Speakers: MsKirrileeHughes, Australian National University

This session explores the notion of “Asia literacy” as a government–sponsored attempt to increase Australian students’ linguistic competency in Asian languages and their knowledge of Asian cultures and societies. The Australian Government’s recently commissioned White Paper “Australia in the Asian Century” (the Henry Review) is the last in a long line of similar reviews. Through a close reading of this “official” literature (government reports, statements and other publicly-released documents focusing on Australia’s Asia literacy) and interviews with the main authors, this session examines “Asia literacy” in terms of how has been defined and measured in Australia since the early 1970s and its connections with Australia’s international education industry. Significantly, this session will interrogate how Asia literacy has been quantified and argue that the conventional means of measuring Asia literacy produce a very specific type of literacy amongst a very specific population in Australia. Census data will be presented which reveals “latent” Asia literacy in students at Australian primary and secondary schools, TAFEs and Universities. This session will propose new ways of harnessing these existing levels of linguistic competency in Asian languages to reinvigorate approaches to Australia’s Asia literacy for the Asian century. This session draws from the presenter’s doctoral research at the Australian National University.

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Presentation2: ParentsunderstandingAsialiteracy



Speakers: MrIanDalton, Australian Parents Council

MsTamerlaineBeasley, Beasley Intercultural

Parents influence the subject choices students make. Informed and engaged parents also drive school curriculum choices and pathways that are best for their children. There is a genuine interest among parents in their children having the opportunity to study other languages and cultures. However, there are also high levels of confusion and uncertainty about how this can be done effectively in an already crowded curriculum. The Parents understanding Asia literacy (PUAL) project established a network of parents to work collaboratively with their school leaders to build student demand for knowledge, skills and understanding of Asia and to increase opportunities for them to be exposed to high quality and sustainable teaching programs. It was funded by the Australian Government under the National Asian Languages and Studies in Schools Program. Parent advocates from government, Catholic and independent schools attended one day training sessions in clusters of schools. The aims of the training sessions were to prepare parent advocates to work in their communities to promote Asia literacy, to provide training in effective advocacy and influencing skills, to support parents in their planning for the project and enable ideas sharing. The project was led by the two peak school parent bodies, the Australian Parents Council and the Australian Council of State School Organisations. The Asia Education Foundation provided project guidance and learning resources. Beasley Intercultural designed and delivered training to parent advocates. Erebus International led the research elements of the project and will develop a what works guide. The project was unique in its endeavour to strategically use parents as agents of positive influence in their school communities. This session will present findings from the project and be of interest to school leaders and schooling policy makers across all school sectors.

1900-2300 ConferenceDinner“EastmeetsWest” Sponsored by IDP Education

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FRIDAY 5 OCTOBERCONFERENCE SESSIONS




Plenary Session and Q&A with International Education Advisory Council Chair Michael Chaney AOTime: 0900-0945 5 Oct 2012


Chair: Mr Stephen Connelly, President, IEAA

Key Interests: Impact, Policy & Advocacy

Sectors: All

Speakers: MrMichaelChaneyAO, Chair, International Education Advisory Council

MsSueBlundell, English Australia

MrDavidRiordin, TAFE Directors Australia

MrAleemNizari, Council of International Students Australia (CISA) (invited)

Universityrepresentative, TBA

The announcement by the Minister for Tertiary Education, Senator the Hon Chris Evans of the establishment of the International Education Advisory Council in 2011 underlined the Government's commitment to the future of international education in Australia. Asked to provide advice to the Australian Government to help inform the development of a five year national strategy, Council Chair, Michael Chaney, and Council members have now consulted widely with education stakeholders following the release of a discussion paper in April 2012. The Council believes that a vision for international education should reflect Australia's position as a high quality provider of education and training and should affirm that Australia welcomes international students and helps them to achieve their goals. The Council is currently reviewing submissions and anticipates reporting to the Minister before the end of the year.

Join Michael Chaney and a panel of industry representatives for this "Town Hall" style session.

The internationalisation of education in Asia: A regional conversationTime: 0945-1045 5 Oct 2012


Chair: Assoc Prof Anne Pakir, NUS, Singapore

Key Interests: Partnerships, Learning & Teaching

Sectors: All

Speakers: ProfGordonCheung, President APAIE & Chinese University of Hong Kong

ProfJandhyalaTilak, National University of Educational Planning and Administration New Delhi, India

ProfYeonseobHa, Yonsei University, Korea

ProfLiXiangkun, Hubei University, PR China

This session is a dialogue between Asian experts about their views of global trends for engagement with Asia and Asia’s response. Asia is increasingly significant as a site for new knowledge generation. International collaborations with Asian experts are rapidly increasing. The evidence of Asian discovery, innovation and growing power is everywhere, from rapidly increasing citations in major scientific journals, to the impact of new technology to the growing appeal of Asian media and cultures generally around the globe. The whole world is turning towards Asia.

A panel of senior educationalists from across the Asian region will discuss amongst themselves how Asia or more precisely how the different countries of Asia are responding to this global interest. Matters to be discussed include: what do governments and education institutions in Asian countries see as important and what are their priorities and plans for engagement with other countries and regions?; what are the prospects for increased and mutually beneficial education, training and research collaborations within the Asian region?; Concretely, how might Australia, Europe, the Americas and other world regions best foster and maintain effective partnerships with Asian countries?

The intention of this session is for the audience to witness a discussion between and amongst Asian experts themselves about the emergence of Asia and its education engagement with other parts of the world. This discussion will be facilitated by Associate Professor Anne Pakir of the National University of Singapore.

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Chile in focusTime: 0945-1045 5 Oct 2012


Chair: Ms Tracy Harris, Austrade Latin America

Key Interests: Partnerships, Strategy, Policy & Advocacy, Marketing & Recruitment

Sectors: All

Speakers: DrJuanManuelZolezziCid,Rector, Universidad de Santiago de Chile

ProfessorVictorPerezVera,Rector, Universidad de Chile

MrDavidNelson, ICTE, University of Queensland

MsMichelleEspinoza, PhD Student, Monash University & BECAS Scholar from Chile

This session brings together a panel of senior Chilean representatives and experts who will provide an overview of education developments and directions in Chile. Issues to be discussed include current priorities in education, challenges facing education providers in the region, motivations, strategies and obstacles in relation to internationalization, key policy initiatives, mobility of students and researchers to and from Chile and, importantly, the student experience dimension. This session aims to provide delegates with some unique insights into Chile including highlighting opportunities for collaboration.

The other members of the Chilean Rectors delegation will participate in the session Q&A as required and will be available for informal discussion after the session. They are:

• Dr Victor Cubillos Godoy, Rector, Universidad Austral de Chile

• Dr Jose Rodriguez Perez, Rector, Universidad Tecnica Federico Santa Maria

• Sr Oscar Garrido Alvarrez, Rector, Universidad de Los Lagos

• Alejandro Rodriguez Musso, Director of International Relations and Linkages, Universidad de Valparaiso

• Maria Teresa Marshall Infante, Executive Director, Governing Council of Chilean Universities (CRUCH)

Education as an export for Australia: More valuable than gold, but for how long?Time: 0945-1045 5 Oct 2012


Chair: Mr Stephen Connelly, IEAA



Speakers: MrAlanOlsen, SPRE P/L

MrStephenConnelly, IEAA

International education has been an important export for Australia, more valuable than gold. The value peaked at $17.995 billion in 2009/10, but dropped to $15.753 billion in 2010/11. NSW and Victoria each dropped $1 billion in export revenue from 2009/10 to 2010/11. In 2010/11, education was Australia’s third largest export, behind iron and coal, ahead of gold, tourism, crude oil and natural gas. Education is the only one of our top exports that captures Australia as more than a quarry with a view.

Education as an export dropped further to $15.127 billion in calendar 2011. Current modelling is that the value will drop further to $14.234 billion in 2012, will bottom out at $14.192 billion in 2013, then will grow slowly. Perhaps 25,000 jobs across the Australian economy will have been lost. 7,000 of these jobs will have been lost in education institutions, including in college collapses.

The conference presentation will look to the future, modelling slow growth after 2013. Assuming that fees increase with inflation, education will again be worth $18 billion by 2018, numbers of international students will recover to 600,000 by 2020.

In this modelling, higher education increases from 36% of international student numbers in 2009 to 49% in 2020. Other sectors increasingly will become conduits to higher education.

This session on modelling the future of international education will be of interest to industry leaders across all sectors.

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1: Bridging gaps, breaking down barriers and building skills: Community engagement, volunteering and international students 2: Safety & integration of international studentsTime: 0945-1045 5 Oct 2012


Chair: Ms Marion van Rooden, Department of Business and Innovation, Victoria

Presentation1: Bridginggaps,breakingdownbarriersandbuildingskills:Communityengagement,volunteeringand internationalstudents


Sectors: University

Speakers: MsJoannaShaw, La Trobe University

When international students are matched to local volunteering opportunities in the community it’s a “win-win” for everyone. This initiative came about in response to the International Student Barometer that shows us consistently that international students rate their experience of studying in Australia as a positive one, but of connecting with the community as disappointing if not nonexistent. Stereotypes persist of international students, who in turn lack the networks and opportunities to seek realistic and positive engagement opportunities beyond their immediate needs of study, work and survival. With a backdrop of racist attacks against students in Melbourne’s north, and a subsequent drop in confidence in the international student market, partnerships were forged with local Councils, Police, and community groups to link students with volunteering opportunities. Through this intra-university partnership, students are provided with community engagement projects to work on in return for professional development designed to develop their communication, leadership and conflict management skills. Ultimately students gain credits towards a university based volunteer recognition scheme. Local Councils and community groups get a multicultural, multilingual workforce for their events, and international students get training, practical experience, networks, and intense exposure to Australian culture and community in action. The initiative has seen students gain valuable experience, use multilingual skills, connect with expatriate communities and local Australian groups, practice their English, and share their culture and knowledge widely. Communities have gained an insight into the experiences and contexts international students represent, and had eager and willing helpers on a range of projects from Blue Light Discos, to old people’s homes, multicultural festivals, and arts events. The program has the potential for far reaching benefits in building a more resilient international student community, building confidence in the community, and showcasing the valuable contribution of international students to our community thus breaking down barriers of misunderstanding and generating partnerships, and trust.

Presentation2: Safety&integrationofinternationalstudents



Speakers: MsElizabethShepherd, British Council, Hong Kong

MsDanielleHartridge, ISANA: International Education Association

Internationally as higher education provision grows and modes of delivery evolve in sophistication and increase number, internationally mobile students have increasing choice before them. Research shows that potential students are influenced by the experience of their peers who study before them. Mobile technology and social media allow individuals and peer groups to remain constantly in communication. Never before has student feedback been move available and in demand. Students can gain credential and qualifications anywhere in the world, increasingly without having to leave their home country or region. Positive student experience, development of analytical and creative thinking skills, full integration into both University and local community are essential in creating full filled and employable graduates ready to contribute to the global economy. This session will aim to further explain the factors that impact on making the international student experience a positive one, by drawing on Education Intelligences’ Student Insight survey that since 2007 has collected over 150,000 potential students’ thoughts and aspirations about overseas study. We aim to understand how institutions can react to these changes and how home students and wider communities can contribute to possible solutions.

Exploring findings from the Learning Without Borders Project: developing and supporting transnational academic leaders to enable TNE teaching excellence and internationalization of the curriculumTime: 0945-1045 5 Oct 2012


Chair: Ms Siobhan Lenihan, Office for Learning and Teaching

Key Interests: Transnational Education

Sectors: University

Speakers: DrBeenaGiridharan, Curtin University, Sarawak

MsVeronicaGoerke, Curtin University

ProfMargaretMazzolini, Victoria University

A/ProfPeterLing, Swinburne University of Technology

MsGillianLueckenhausen, Swinburne University of Technology, Sarawak

ProfShelleyYeo, Curtin University

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Transnational education (TNE) involves collaborative efforts of programme and unit coordinators working with colleagues from offshore branch campuses or international partner institutions within cross-cultural contexts. Sustainable approaches to recognising and rewarding leaders in TNE are arguably key to achieving teaching excellence at partner and branch campuses.

This conference session will explore perspectives of staff at both onshore and offshore campuses, as studied during a two-year collaborative project between the Australian and Malaysian campuses of Swinburne University of Technology and Curtin University. It will highlight the broad outcomes and recommendations from this Australian Learning and Teaching (ALTC, now Office for Learning & Teaching, OLT) funded project entitled “Learning Without Borders: Linking Development of transnational leadership roles to international and cross-cultural teaching excellence”.

The project involved identifying issues relating to recognition and support for staff in TNE roles – both at home and abroad – and identifying what engaging, just-in-time professional development approaches might assist them to function and collaborate effectively.

TNE partnerships also bring contested ‘internationalisation of the curriculum’ concepts into focus: even widely quoted definitions of internationalisation of the curriculum can bear further inspection, when applied to curricula which is both delivered and experienced across multiple campuses and in different cultural settings. In particular, transnational quality assurance approaches that universities use to ensure equivalence for delivery in multiple countries can variously constrain or enrich internationalisation aspects of curriculum, both offshore and on the home campus.

In this Conference Session the project team will use a mix of presentations, demonstration and discussion to explore options for the effective use of the Learning Without Borders online professional development modules, explore project recommendations in support of strengthened TNE academic leadership and effective internationalisation of the curriculum, and speculate on implications for the future development of internationalised universities.

Learning Without Borders Project outcomes and deliverables, including on-line professional development modules for academics with TNE responsibilities, can be found at tne.curtin.edu.au.

1: The performance of English as ‘classroom tennis’: IELTS scores, bilingual international students, and Anglophone teacher education 2: Degrees of proficiency: Building a strategic approach to university students' English language assessment and development.Time: 0945-1045 5 Oct 2012


Chair: Ms Jennie Lynch, IELTS Australia

Presentation1: TheperformanceofEnglishas‘classroomtennis’:IELTSscores,bilingualinternationalstudents, andAnglophoneteachereducation


Sectors: English Language

Speakers: ProfessorMichaelSingh, University of Western Sydney

This paper provides an overview of a study that addressed the question of an appropriate IELTS score for graduate entry teacher education courses. The Australian Institute for Teaching and School Leadership (AITSL) requires that all entrants to initial teacher education programs admitted on the basis of IELTS (or equivalent) have “score of 7.5 (with no score below 7 in any of the four skills areas, and a score of no less than 8 in speaking and listening), either on entry to or on graduation from the program” (Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures, April 2011). This may see universities setting an entry level corresponding to the requirements of the teacher registration authority, and even higher levels for education employers, such as NSW’s Professional English Assessment for Test (PEAT) for teachers. The study investigated the views of lecturers of bilingual international student-teachers, prospective teacher registration authorities and the students themselves on the extent to which current scores are considered adequate. A key finding from this study is that for these bilingual international student-teachers the ‘public performance’ of English is a significant issue. This must be able to perform English as it they were playing ‘classroom tennis’. Thus, bilingual international student-teachers need to perform adequately in English for the purposes of their academic study, and also need to be fluent in the public situation of teaching their own classes on practicum and in their future careers. However, this paper asked whether AITSL’s requirements for higher IELTS entry/exit scores will continue to distract Australian teacher education from key issues concerning its internationalisation. AITSL’s requirements license Australian teacher education’s privileging of monolingualism and the use of Euro-American theories, to the neglect of non-Western languages and theories.

Presentation2: Degreesofproficiency:Buildingastrategicapproachtouniversitystudents'Englishlanguageassessment anddevelopment.


Sectors: English Language, Government, University

Speakers: MsCynthiaKralik, RMIT University

A/ProfKatieDunworth, Curtin University

In 2011, the ALTC (now the Office for Learning and Teaching) approved funding for a project entitled 'Degrees of Proficiency: Building a strategic approach to university students’ English language assessment and development'. The project is an inter-university investigation into institution-wide approaches to post-entry English language assessment and language development in the university sector and is being conducted by four universities: Curtin, RMIT, the University of Sydney and Swinburne. The investigation involves mapping and analysing existing approaches and their guiding beliefs and values across all Australian universities via a survey instrument. It will also provide case study data on factors which enhance or inhibit the effective development of students’ English language levels and develop criteria for the evaluation of the range of approaches in place. The presentation will describe the project and its deliverables, the aims of which are to provide the tertiary sector with practical, best practice guidelines and resources. The presentation will also discuss how universities are responding to emerging requirements for student English language proficiency, how they are implementing and evaluating different approaches and the impact of new initiatives on university resources.

82 The Australian International Education Conference 2011 Adelaide South Australia 11 - 14 October 2011

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1: The future of education agent management 2: International student recruitment in Asia: is a one size fits all approach to international student admissions damaging your school's outcomes?Time: 0945-1045 5 Oct 2012


Chair: Mr Andrew Holloway, Victoria University (TBC)

Presentation1: Thefutureofeducationagentmanagement


Sectors: English Language, Foundation, Schools, University, Vocational Education

Speakers: MsGabrielleRolan, University of New England

MrRishenShekhar, StudyLink

Education agents are seen by some as a necessary evil, and by others as key strategic partners. This session will explore the future of the educator/agent relationship and look at practical ways in which it will develop in the brave new world of Gen Y, expanding agent business models and greater regulation.

Australian institutions have embraced the role of agents in the recruitment process and the current focus is on refining agent lists and developing deeper strategic relationships. Many are looking at ways to innovate with their agents, as turnaround times, commission rates and visa navigation and processing become more of a competitive advantage with significant quality implications.

Attendees will learn about the impact of recent legislative changes and innovative partnerships in both destination and source markets, and how these will impact on the use and reward of agents in future. Drawing on the very different approaches used by US, UK and Australian institutions - the session will explore how future agent partnerships and management techniques will develop.

Presentation2: InternationalstudentrecruitmentinAsia:isaonesizefitsallapproachtointernationalstudentadmissions damagingyourschool'soutcomes?


Sectors: Schools

Speakers: MsTraceyO'Halloran, AEAS

MsSimoneBarker, AEAS

Sweeping references to ‘Asia’ over simplifies one of the most diverse geographical areas on the globe. A successful international student admissions strategy recognises ‘Asia’ as a conglomerate of diverse cultural and linguistic groups. In China alone over 250 languages are spoken with over 50 different ethnic groups represented. Despite operating in such varied recruitment environments, many schools continue to take a blanket approach to developing admissions policies. This session presents China as a case study. It explores how cultural and social norms can impinge on the effectiveness of tools such as interview, school reports and testing – which have long been used to evaluate the quality of international students entering Australian schools. Using evidence gathered through over 13 years engagement with China, this session explores how schools can tailor international student admissions policies to student recruitment markets. A truly international student admissions policy is fundamental to safeguarding the quality of students admitted to Australian schools and for maintaining reputation, student welfare and quality educational outcomes. This session is aimed at the schools sector and is suitable for newcomers and those experienced in international student recruitment (assessing applications, admissions policies and recruitment strategies). However, issues covered are applicable to international education recruitment in all sectors.

1045-1115 MorningTeaintheExhibitionHall

Sponsor Information Session: Welcome to Victoria

Time: 1050 - 1110 5 Oct 2012


Speakers: DannyOng, Multicultural Employment Consultant, Employment & Career Development, Monash University


Internationalisation of education in North and South East Asia: Implications for AustraliaTime: 1115-1230 5 Oct 2012


Chair: Mr Jeffrey Smart, Swinburne University of Technology

Key Interests: Partnerships, Strategy, Policy & Advocacy, The Student Experience, Marketing & Recruitment

Sectors: All

Speakers: MrDeanWoodgate, Counsellor (Education and Research), Australian Embassy, Republic of Korea

MsCathrynHlavka, Minister Counsellor (Education and Research), Australian Embassy, PR China

MsLouiseMcSorley, Counsellor (Education and Research), Australian Embassy, Malaysia


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The Internationalisation of education in Asia has been a major force for change in recent years. This session will look at the internationalised face of education with particular reference key countries in North and South East Asia. Australian Education International (AEI) Counsellors Cathryn Hlavka, Louise McSorley and Dean Woodgate will provide first-hand accounts of the changes that China, Malaysia, Korea and other parts of Asia are facing.

The session will consider a number of key questions including: How is internationalisation defined in these countries? What are the government policy drivers in-country behind internationalisation? Realistically, how expansive are the internationalisation policies of each country? Are Australian graduates well prepared for work when they return home to this new internationalised environment and what can institutions do to help their international students be better prepared for this? How has the student mobility landscape changed for both inward and outbound Australian students? Where does institutional collaboration and research fit into the mix? How do the internationalisation strategies of these countries impact on opportunities for Australian providers?

Damocles Sword? Standards in international educationTime: 1115-1230 5 Oct 2012


Chair: Ms Helen Zimmerman, NAVITAS


Sectors: All

Speakers: ProfDeanForbes, Flinders University

A/ProfSophieArkoudis, University of Melbourne

MrMelKoumides, ACPET Victoria & Director Academia International

DrDorteKristoffersen, TEQSA

MrChrisRobinson, ASQA

The effort of national governments to enforce “standards” in national education systems appears to be a worldwide trend. In Australia this trend is manifested through the pronouncements of the Australian authorities through organisations such as the Tertiary Education and Standards Agency (TEQSA) and the Australian Skills Quality Authority (ASQA). No matter what the complexion of the next Australian Government might be, for Australian higher education and VET institutions standards are likely to be “here to stay”.

The pronouncements of the Australian “standards” agencies therefore are of keen interest to education institutions who find themselves trying to anticipate and respond to the challenges ever increasing regulation will pose. The bedding down of TEQSA and ASQA, newly formed quality assurance agencies, is taking time. Their focus and priorities remain unclear to many institutions and peak organisations.

In August the Australian media reported that “universities, VET and private providers will all be the target of a "thematic" audit by the new regulator, TEQSA, focusing on English standards. In particular, it was reported that TEQSA will concentrate on whether the English competence skills of students improve as they go through their course, and how the institutions assess this.

This session will discuss the impacts a “standards” focus by quality assurance agencies in Australia is likely to have on Australian education institutions and their international activities and programs.

The triple international marketing face off: Asia, Australia, and the USTime: 1115-1230 5 Oct 2012


Chair: Ms Beth McMurtrie, The Chronicle of Higher Education, USA


Sectors: All

Speakers: DrStephenHolmes, The Knowledge Partnership (Aust) Pty Ltd

MsTeresaValerioParrot,TVP Communications

MrSamuelAng, The Knowledge Partnership Asia Pte Ltd

This debate style session is designed for senior industry leaders across all education sectors. The primary areas of interest applicable to this presentation are – Marketing, Recruitment and Admissions. As the Asian century gears up, the centre of higher-education gravity is shifting to the east side of the Pacific ocean. Competition for the world's best talent—prospective students, young researchers, and seasoned administrators—is intensifying. Universities in Asian countries, Pacific countries, and the United States need to manage their reputations to recruit this top talent. In this session, we bring together you 3 expert international presenters fighting for global supremacy in their takes on 'best practices' from this new competitive world of education marketing. In the U.S. corner, Elizabeth Scarborough, with all the latest and greatest case studies of marketing successes among U.S. universities, colleges and schools. In the Australian corner, veteran reputation-management pugilist, Stephen Holmes, teaching the ancient art of Australian recruitment across the education sector with some contemporary holds thrown in. In the Asian corner, Singapore-based Sam Ang with firsthand experience of US, Australia and Asia, and now the East-Meets-West education hybrid (Duke-NUS Graduate Medical School, Singapore).


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1: The Chinese half-million: Australia’s future within the international education sector 2: Engaging with Chinese students to improve services 3: Navigating the waters of a new academic culture: Chinese university students coping with the challenges of academic writing in AustraliaTime: 1115-1230 5 Oct 2012


Chair: Ms Kim Dienhoff, IDP Education

Presentation1: TheChinesehalf-million:Australia’sfuturewithintheinternationaleducationsector


Sectors: University

Speakers: MrGrantWatson, RMIT University

MsSharonYap, RMIT University

In 2011 a record 292,611 international students were enrolled in educational programs in China, putting the Asian economic giant well on its way to a target of 500,000 international student enrolments by 2020. At the same time the pool of potential international students coming from China is shrinking: between 2012 and 2020 the number of Chinese citizens aged 15-24 is expected to decline by more than 26%. As China and other Asian nations make a transition from being consumers of international education services to becoming providers of those services, it is up to Australia to determine its new position in the international education landscape of 2020. If Australian institutions are intent on maintaining or increasing their cohort of international students, the rise of Asian providers presents a significant future challenge. Is there a point where the supply of international student places in the region will outstrip demand for those places? Is Australia too exposed to fluctuations in the Chinese market? If the Australian education community wishes to sustain its current number of international students, where should our institutions look to find the cohorts of 2020? This high level presentation is of interest to all in the international education community, particularly those engaged in planning strategies and marketing initiatives to drive their institutions into the coming decade.

Presentation2: EngagingwithChinesestudentstoimproveservices



Speakers: MsMaryAnnSeow, University of South Australia

In the Asian century Australian universities are likely to see increasing numbers of Chinese students studying in Australia. The overall qualities of the education as well as graduate outcomes are key factors in the decision-making of these students (International Student Barometer, 2010) who come to Australia with clear goals and expectations. Student services make an important contribution to the achievement of successful graduate outcomes and the availability of these services is often used in marketing and recruitment. However, it has been shown that there is a disjunction between expectations and experience of on-campus support services and furthermore that ...Institutions could promote the services and facilities available to international students more effectively and generally improve awareness of these services. (International Student Barometer, 2010, recommendation 14) This paper is based on interviews with Chinese academic staff, agents and Chinese students conducted in September- October 2011 as part of an Australia Endeavour Executive Award. It was found that due to the different student service models in China and Australia, Chinese students have different understandings and expectations of the services that will be provided to them as students in Australian universities. It is argued that this could have implications for students engagement with transition programs, support services and their interactions with staff and, ultimately, impact negatively on their performance and on the reputation of Australian universities in China. Furthermore, similar issues influence the understanding of support services by agents in China. It is argued that Australian universities must acknowledge and address these issues when engaging with students at the prospective stage, at orientation and at critical stages in their academic progress when intervention is required. Providers need a better understanding of the student experience in China. This paper will conclude by suggesting some practical ways in which this might be achieved.

Presentation3: Navigatingthewatersofanewacademicculture:Chineseuniversitystudentscopingwiththechallenges ofacademicwritinginAustralia


Sectors: English Language, University

Speakers: MsCatherineMontes, University of Queensland

A decrease in the flow of government funding and a more globalised world community has led to an influx of international students into Australian universities. Of the many issues faced by the Chinese cohort of international students enrolled in tertiary education in Australia, inadequate academic language competence is one of the most salient. In particular, academic writing has been consistently identified by teaching staff and students as being especially problematic (Bretag et al., 2002; Sawir 2005). Previous research has indicated that, despite gate-keeping measures such as IELTS and alternative non-test entry pathways, these students continue to face challenges with key aspects of academic writing. Furthermore, research has also shown that when attendance to university provided language support activities is voluntary, the numbers of students are generally low (Arkoudis & Tran, 2010; Benzie, 2010; Hirsh, 2007). As such, while some Chinese students are able to navigate the waters of their ‘language shock’ (Marr, 2005) and achieve positive study outcomes, educational research which looks at this complex problem from different perspectives is needed in order to ultimately provide solutions which will support the students who, for various reasons, become lost along the way. There is a dearth of longitudinal, in-depth and qualitative research focusing on how students become enculturated to new target discourse genres (Duff, 2010). Accordingly, through the theoretical lens of ‘language socialization’ (Duff, 2007a), this paper aims to illuminate the process by which the participants of the study shifted from being novice writers to more experienced writers. Using a collective case study research design, this paper will give a brief synopsis of the nature of the ‘language shock’ experienced by the participants as well as the strategies they used to address their emerging academic writing difficulties during their first two semesters of study.

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1: The global higher education sector in 2020: Opportunities for international engagement 2: Strategies to support international education: opportunities for cooperation and collaboration between Japan and AustraliaTime: 1115-1230 5 Oct 2012


Chair: Ms Joanne Barker, University of Adelaide

Presentation1: Theglobalhighereducationsectorin2020:Opportunitiesforinternationalengagement


Sectors: Corporate, Foundation, Government, Schools, University, Vocational Education

Speakers: MsAnnaEsaki-Smith, British Council, Hong Kong

MsZainabMalik, British Council, Hong Kong

Global higher education is a constantly evolving landscape and in order to stay relevant, governments and universities are prioritising internationalism in teaching and research as a critical objective. However, it is difficult for many policymakers, administrators, and academics to know where to focus their time and efforts in order to maximize their returns. There is a clear correlation between GDP per capita at PPP (purchasing power parity) and gross tertiary enrolment ratios. This relationship sheds light on the geographic areas of opportunity for investment, partnerships, and transnational education as well as academic and business research collaborations. This presentation examines markets to watch along with the demographic and economic drivers that will reshape the higher education landscape by 2020; it will most benefit corporations, policymakers, and universities that are interested in where to focus their resources in the next decade. This session will draw on a new study by Education Intelligence, The Shape of Things to Come, which aims to forecast which of the traditional and newly emerging Higher Education markets will provide fruitful opportunities for international engagement in the areas of student mobility and research collaboration.

Presentation2: Strategiestosupportinternationaleducation:opportunitiesforcooperationandcollaborationbetween JapanandAustralia



Speakers: MrChristopherLawson, Australian Government Department of Industry, Innovation, Science, Research and Tertiary Education

Like many developed nations, Japan has a rapidly ageing population, with Japan’s school age population shrinking. This has led to an oversupply of university places, with all qualified applicants able to get a university place if they wish. One consequence of this ageing population is that Japan is looking to attract international students, in part to utilise the excess university places to develop a workforce for the future. Education reforms in 2004 granted Japanese national universities greater autonomy, and encouraged competition in the domestic university sector. Some universities have responded to this competition by developing an increasing focus on international student recruitment and interest in study abroad programs, to differentiate themselves and provide a competitive edge. In 2008, the then Prime Minister announced that Japan would aim to host 300,000 international students by 2020 (in 2009, Japan had approximately 120,000 making it the eighth largest provider, while Australia had over 490,000 – making it the third largest provider). To facilitate this expansion, the Japanese Ministry of Education (MEXT) outlined five measures to support the Japanese international education sector. One of these measures involved allocating subsidies to a group of universities (the ‘Global 30’) to internationalise by expanding the number of courses they deliver in English and developing double degree programs with universities in other countries. This session looks at Japan’s strategies to grow and support its international education market, comparing and contrasting these with Australia’s own strategies. It investigates possible areas for cooperative and collaborative research between Australian and Japanese universities, and looks at some of the strategies that Japanese universities are implementing to enhance the experience of international students studying courses taught in English in Japan. This session is pitched at industry practitioners interested in developing a knowledge of Japan’s international education sector and developing cooperative programs with Japanese universities.

1: Awareness, strategies and outcomes: Enriching learning and teaching in our international classrooms 2: Making and impact by design: How to manage change effectively in an educational assessment context 3: Embedding language across the curriculum: a continuum of development supportTime: 1115-1230 5 Oct 2012


Chair: Dr Craig Whitsed, Murdoch University

Presentation1: Awareness,strategiesandoutcomes:Enrichinglearningandteachinginourinternationalclassrooms

Key Interests: Strategy, Policy & Advocacy, Student Experience, Learning & Teaching

Sectors: All

Speakers: MsSueLubbers, University of Sydney


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Many studies of international, and in particular of Asian students, have tended to ‘[position them] within a discourse of deficient learning styles, such as rote learning or non-critical learning and also as deficient personally – passive and quiet, non-contributing’ (Koehne 2004, p5). A number of significant studies have however revealed that Asian students used memorisation, for example, ‘in order to gain a deep and lasting understanding of the information and important concepts’ (reported in Lubbers and Dale, 2006). (Kember and Gow, 1989) have argued that the Asian approach to repetitive learning should actually be regarded not as a deficit at all but rather as an approach to learning that could well be adopted by other students. In fact, the latest cognitive research supports the view repetition is needed to master difficult or new concepts and skills. While a substantial body of research points to these and other very positive aspects of students emerging out of Asian education systems, anecdotal evidence points to a continuing deep-held and widespread view among Australian teachers and academics, as well as among the student body of the ‘passivity’ of Asian students in international classroom contexts. This session argues that the Asian student in the Australian or any other international educational context, is far from passive, and that, indeed, each student has a great amount of invaluable cultural, educational and personal capital to contribute, not only to classroom activities and discussions, but to the improvement of learning and teaching for all students. The presenter draws on a case study carried out (2012) on a class of international students at the University of Technology, Sydney, that demonstrates clearly the individual contributions of each student, from a wide variety of cultures including Asia, Latin America and the Middle East, to learning and teaching practice, and to the value of the development of an intercultural and learning and teaching meta-language that makes classroom practice and student contributions explicit.

Presentation2: Makinganimpactbydesign:Howtomanagechangeeffectivelyinaneducationalassessmentcontext


Sectors: All

Speakers: DrNickSaville, University of Cambridge ESOL Examinations

It is a common premise that assessments exert powerful influences both on stakeholders (learners, teachers) and on educational systems and society in general. Introducing language assessments as part of educational reform at national or institutional level is increasingly frequent with a common goal of improving language standards. However, as Goodhart’s Law (1975) states “any purposeful action will produce some unintended consequences” as well. Or as previous research has shown, “good examinations are not guaranteed to produce positive results and bad examinations do not necessarily produce bad ones” (Wall 2004: xiv). How can education providers then assess effectively whether their language education reforms work as intended? This presentation introduces the concept of 'impact by design', Cambridge ESOL's approach to researching language test impact, with suggestions as to how it can help examination and education providers foster beneficial effects from their tests and avoid or mitigate harmful consequences. It is an action-oriented approach based on four maxims that collectively allow for the monitoring of positive and less positive impacts in new educational assessment projects, thus maximising their sustainability. Linking to the conference theme, the presenters will illustrate the application of this approach with examples of projects which Cambridge ESOL has carried out in state schools in three Asian contexts (China, Vietnam and Taiwan). This session will appeal to educators, decision makers and policy planners across all sectors who are currently implementing or plan to initiate language programs or reforms and delegates who would like to get an insight into English Language initiatives and policy in the state school sector in Asia.

Presentation3: Embeddinglanguageacrossthecurriculum:acontinuumofdevelopmentsupport


Sectors: English Language, Schools, University, Vocational Education

Speakers: A/ProfCarmelaBriguglio, Curtin University

Internationalisation of tertiary education, particularly in the business disciplines, means that teaching needs to cater to a diverse student body with a variety of learning needs. Paramount amongst these is the need for graduates to develop the necessary intercultural communication skills needed for the global work and social contexts in which many will be operating. It is generally assumed that international students studying outside their own country will develop the required communication skills simply by living in the new country and/or mixing with local students. We know form research in countries such as Australia that this is not necessarily the case; skills in English as a second or additional language (ESL/EAL) need to be developed through student effort and/or deliberate intervention in teaching and learning. Currently, all Australian universities provide some form of language and learning support, particularly, but not only, for ESL/EAL students. Such support is provided through a variety of organisational models, including central, faculty-based or campus-based language and learning centres. This allows for a variety of language development strategies including student self-access materials, language and academic literacy programs, collaboration between language and discipline specialists, and fully embedded support within subject content. Discipline staff and language specialists involved in embedded programs in more recent years are particularly enthusiastic about the effectiveness of such collaboration. However, this paper argues that the ‘international university’ should provide a number of learning avenues for student language development, ranging from student self-access to totally embedded language support. Thus a multi-layered model of language development provision, which ranges from least embedded to most embedded will be presented, and the implications, effectiveness and costs of the different models of provision will be discussed.

1230 - 1235 5 minute session changeover

The Global Student Mobility Charter and the EAIE/IEAA Delphi Study on leadership in international educationTime: 1235-1325 5 Oct 2012


Chair: Ms Meredith McQuaid, President, NAFSA


Sectors: All

Speakers: MrStephenConnelly, President, IEAA

MrHans-GeorgLiempd, President, EAIE

ProfLeoGoedegebuure, Director, LH Martin Institute for Leadership and Management in Higher Education, University of Melbourne


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Since their joint symposium in Sydney in 2009, the International Education Association Australia (IEAA) and the European Association for International Education (EAIE) have collaborated on two important projects

The first is the Global Student Mobility Charter, proposed by IEAA, project managed by EAIE, combining input from international education associations around the world and launched at the EAIE conference in Dublin in September 2012.

The second is a joint EAIE/IEAA Delphi Study: Leadership Needs in International Higher Education in Australia and Europe, a research study undertaken through the LH Martin Institute for Leadership and Management in Higher Education (University of Melbourne) and the Institute for Policy Research and Advice, University of Tilburg, The Netherlands. Substantial findings were released at the EAIE conference in September.

This session will provide an update on these two projects, outlining their significance for international education, exploring the implications for professionals on both continents and identifying next steps.

1: Cutting through the information overload: How international students choose a study destination2: Information seeking behaviour of international students: Foundations for improving communicationTime: 1235-1325 5 Oct 2012


Chair: Ms Kate Amos, IDP Education

Presentation1: Cuttingthroughtheinformationoverload:Howinternationalstudentschooseastudydestination


Sectors: University

Speakers: MsLyndellJacka, IDP Education

ProfShantonChang, University of Melbourne

Which country, which city, which institution, which course? Prospective international students are faced with plethora of questions and an even greater abundance of information to sift through before they can answer them and come to a decision. [In a rapidly changing technological environment, the immediate social group remains a powerful influence. Students still rely and trust their friends, their family and their community – who all play an important role in the decision-making (particularly in parts of Asia). Today, of course, the social group has expanded exponentially through social networking sites with an increasing amount of information available online. [The extent to which students rely on digital information in making their decision remains uncertain. Despite the availability of online information, much of it is in another language (English) or uses jargon, is difficult to find and to navigate and competes with face-to-face information. [So what are some of the challenges that the international education industry faces in providing relevant, accurate and timely information in a highly competitive market? How can they engage with students before they leave home and remain engaged when they arrive in-country to disseminate crucial information to them? [Attendees at this session will receive invaluable insights into the role of social networks among international students, the channels used and details of the type and timing of information sought. [The session also presents a snapshot of why international students, from a range of countries, decide to study overseas and which of the major English-speaking destination countries they choose. It examines whether attitudes and behaviours of international students have changed over time, the importance students place on rankings and the relationship between student expectations and actual experiences.

Presentation2: InternationalStudentsintheDigitalAge:Doyouknowwhereyourstudentsgotoforinformation?

Key Interests: Student Experience, Learning & Teaching, Marketing, Recruitment & Admissions

Sectors: University

Speakers: DrShantonChang, University of Melbourne

DrMarshaBerry, Rmit University

DrCatherineGomes, RMIT University

With vast numbers of international students entering Australia, educational institutions and other international student service providers, often encounter challenges when disseminating relevant and timely information to these students. Often these challenges are compounded by the classification of international students within country and region specific boundaries rather than information needs and social networks. Therefore, there is a need to find new, creative and effective ways of disseminating information to international students that go beyond traditional classifications. This research conducted focus groups with students from a range of countries and across different educational levels to understand the social networks students belong to and to discern if there are patterns in the ways different social groups access information while in Australia. The results indicate that classifying students according to the patterns of their social networks is more useful than grouping students to nationality when considering where students get information pre-arrival and during their time in Australia.

Offshore VET delivery: A growth areaTime: 1235-1325 5 Oct 2012


Chair: Ms Ingeborg Loon, Australian Council for Private Education & Training (ACPET)



Speakers: MsThamLu, National Centre for Vocational Education Research (NCVER)

MsIngeborgLoon, Australian Council for Private Education and Training (ACPET)

MrSteveNerlich, Australian Government Department of Industry, Innovation, Science, Research and Tertiary Education


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Even before the 2011 Knight Review encouraged Australia’s public and private VET providers to explore transnational education and training opportunities, the number of international students enrolled in Australian VET qualifications offshore has been growing substantially since 2006. The number of public providers involved has increased in the past 5 years by nearly 15% from 2006 to 2010 and the number of overseas based students studying this way has doubled, rising from approximately 31,000 in 2006 to over 60,000 students in 2010. This increased international student demand has led to greater collaboration between Australian providers and international institutes, as well as the emergence of new training providers types in a highly competitive global marketplace. The purpose of this presentation is to examine how off-shore delivered VET has changed over this period. The presentation concludes by showcasing some of the more successful partnerships in off-shore VET delivery, highlighting how Australian training providers can offer high quality training services while still remaining competitive in the global education and training market. The latest statistics on offshore VET delivery by the public and private VET sector stats will be examined in this presentation.

1: Strategic framework for international education engagement – India 2: Developing capacity for doctoral research supervision and training amongst universities in the Iraqi Kurdistan regionTime: 1235-1325 5 Oct 2012


Chair: Prof Jandhyala Tilak, National University of Educational Planning and Administration, New Delhi, India

Presentation1: Strategicframeworkforinternationaleducationengagement-India



Speakers: MsRacquelShroff, Global Education Solutions

The recent crisis in international education saw a reduction in appeal and enrolments of international students from India and other Asian nations. Due to the complex nature of the education, training and recruitment landscape in India, Australia needs a holistic, end-to-end engagement model with a renewed focus on targeting the right segments, enhancing quality of education, student experience and graduate outcomes, building transnational education capability and capacity and forging knowledge partnerships. The proposed framework will guide the development of a long term and productive relationship with India. It articulates some of the opportunities available for Universities as well as TAFE/RTOs and highlights some of the challenges and risks. The framework is influenced by the raft of legislative reforms being implemented in Australia such as student visa and skilled migration, India's ambitious skills target of 500 million workers by 2022 and Foreign University Bill and is also aligned to the long term goals and national priorities of both countries. The framework proposes a range of objectives and strategies to maximise the opportunities, enhance the Australian education brand and rebuild the Australia's international education industry in India. Initiatives to create sustainable models of international recruitment through both product and market diversification and symbiotic partnerships based on mutual areas of strength and complementarities will be explored. Some innovative and commercially viable business models of offshore VET delivery in India will be showcased. Through various case studies, the framework illustrates the commercial and public diplomacy benefits of student and staff mobility, centres of collaborative research excellence, career management and workplace transition programs. In view of the cohesive, coordinated and sustained activities of other competitor countries, it is proposed only through a strong leadership, shared vision, and greater collaboration amongst the key stakeholders (including governments and industry) and adopting a whole of government and integrated industry approach the desired outcomes can be achieved.

Presentation2: DevelopingcapacityfordoctoralresearchsupervisionandtrainingamongstuniversitiesintheIraqi Kurdistanregion



Speakers: DrChristopherHill, University of Nottingham, Malaysia Campus

This paper, drawing upon a recently completed 2 year DelPHE Iraq project, will address challenges identified in the 2009 report on UK Higher Education Engagement with Iraq including developing research capacity in an environment where academics have lacked exposure to recent research advances; where the academic and research skills are not always of the standard expected for participation in international education; and where academics lack familiarity with information technology and the use of the internet for learning and collaboration. The ‘Higher Education Strategy in the Kurdistan Region’ document, published in 2010 by the Kurdish Ministry of Higher Education and Scientific Research, firmly identified and highlighted the strategic objectives for educational reform and development in the region:

• introduction of quality assurance systems and processes;

• the review and modernisation of postgraduate studies;

• training of established academic staff in international centres of excellence;

• research funding and administration

This session will outline the outcomes of the DelPHE project, discuss the lessons learnt for future development and highlight the necessity to support academics and institutions to deliver locally led-programmes in order to cascade and embed the learning and training from this project within Kurdish partner universities. Development of this model will help local HEIs increase their independence and develop internal capacity. The pedagogic elements will also enhance the learning experience for all students. This session addresses central issues such as expansion of learning models, capacity building and development and international partnership and growth. This session will be of interest, both to colleagues already engaged in educational activity in the Middle East and to those looking to expand their network in this region.


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1: Student living environments: What matters most? 2: Housing and international student experience in AustraliaTime: 1235-1325 5 Oct 2012


Chair: Ms Danielle Hartridge, ISANA: International Education Association

Presentation1: Studentlivingenvironments:Whatmattersmost?


Sectors: Corporate, English Language, Foundation, University

Speakers: MsAllisonDoorbar, EduWorld Pty Ltd

With increasing awareness of the importance of delivering a quality student experience, creating a positive living environment while studying is key to recruitment, student engagement and satisfaction. This session presents highlights from unprecedented research commissioned by Campus Living Villages (CLV), conducted by JWT Education, that was designed to identify the key factors that influence a student’s choice of living accommodation. The study focuses on those components of the living environment that really contribute towards the most conducive living environment for students. The session will appeal to all who are directly or indirectly responsible for the entire student experience and are concerned with the provision of quality accommodation to domestic and international students. With over 5,500 students in the UK and Australia participating in the study, the research identifies various segments of the market and what factors they share in common and where significant differences exist. The sample includes students from a multitude of target audience groups including: nationality (UK and Australia domestic students, as well as international students from all continents), different levels of study (undergraduate/postgraduate), life stage (single/married/with partner and/or with children), as well as preferences of students living in a variety of accommodation (on or off campus, university sponsored or private accommodation). Insights into student preferences for types of living environment and types of social atmosphere, student values segments, accommodation attribute factors, as well as reasons for choosing current accommodation will be presented. This session will be relevant to all who are interested in positively impacting the student experience, in particular those with an interest in student living experiences and in turn, improving overall student satisfaction.

Presentation2: HousingandinternationalstudentexperienceinAustralia


Sectors: English Language, Government, University

Speakers: MsSarahJudd, University of New South Wales

As the Asian Century unfolds, attracting large numbers of Asian international students is increasingly in Australia’s national interest. Recent declines in international enrolments have highlighted the importance of positive student - both within and beyond the classroom - in meeting student needs and expectations and securing a competitive advantage for Australia in the international education industry. This paper addresses the influence of one factor of student experience which has been frequently mentioned but rarely explored in depth: housing. It presents findings from research into the housing experiences of Chinese international students at the University of New South Wales (UNSW). Chinese international students are the largest national group investing in international education in Australia and represent the most influential economy in Asia. Working to secure positive student experience for this group is therefore highly important. This paper presents findings from a survey of 393 UNSW Chinese international students, two focus groups comprising 19 students, and ten interviews with a range of stakeholders working with international students across Sydney. Many student participants reported difficulties finding housing and problems with housing quality, affordability, density, stability and location. This paper demonstrates the ways in which these housing experiences can affect broader student experience and wellbeing through their implications for academic performance, financial circumstances, physical and mental health, personal security, and social engagement. It also offers ideas for increasing the effectiveness of housing services and support. This session is particularly relevant to the higher education and ELICOS sectors, where Chinese students living independently are most concentrated, but its themes are consistent with concerns raised regarding international students of diverse nationalities, locations and educational sectors. The research findings regarding the role of housing in international student experience will also be of interest to education providers, student housing providers, student organisations, peak bodies, and all levels of government.

2012 Research Agenda: Australian Universities International Directors ForumTime: 1235-1325 5 Oct 2012


Chair: Ms Jo Asquith, James Cook University and Chair AUIDF


Sectors: University

Speakers: MrAlanOlsen, SPRE P/L

MsJoAsquith, James Cook University and Chair AUIDF

MrSteveBerridge, Victoria University

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Jo Asquith, Director, James Cook International at James Cook University, and Chair, Australian Universities International Directors Forum, will chair this session and describe the research agenda of AUIDF. The session will appeal to people managing and working in international student programs in universities.

Alan Olsen, Director, SPRE P/L, will present findings from three studies:

• Benchmarking Australian University International Operations 2011, involving 37 members of Universities Australia, covering 97,058 commencing international students. The study has been conducted from 2002 to 2011; this session will include time series over ten years

• Benchmarking from the Public Domain, analysis of data on finances and students in Australian universities from Australia’s Department of Education, Employment and Workplace Relations in 2010. This session will compare university revenues from fees from international students and the extent to which international students are represented in universities, by field and level, including among postgraduate research students.

• Outgoing International Mobility of Australian University Students 2011, a stocktake and benchmarking of international study experiences of students in Australian universities in 2011 by type of experience, domestic or international, level of study, gender, duration of experience, field of education and destination. The research includes analysis of the relationship between funding and participation in outgoing mobility. The methodology developed in Australia for measuring access to mobility, the number of international study experiences in a year as a proportion of the number of completing undergraduates in that year, has been adopted by Open Doors.

Steve Berridge, Director, Victoria University International at Victoria University, will provide a unique perspective on benchmarking from his experience as an International Director at universities in UK and Australia. He will describe his university’s use of results from AUIDF research, and will compare the availability of data on students in UK and Australia, including data on academic progress and retention rates.

Understanding the global impact of our international student graduates – what we know, what we don’t and what we need to knowTime: 1235-1325 5 Oct 2012


Chair: Mr Yossi Goldfarb, Department of Business and Innovation, Victoria

Key Interests: Impact, Marketing, Recruitment & Admissions


Speakers: DrKateDempsey, Victorian TAFE International

DrJoannePyke, Victoria University

MrKevinBrett, i-graduate Group

Keeping in Touch: Victorian TAFE Efforts to Track International Graduates. Victorian TAFE International (VTI) is an association of 13 independent TAFE Institutes and 3 dual sector universities in Victoria, Australia. This presentation will outline Keeping in Touch: Victorian TAFE Efforts to Track International Graduates and Develop Alumni. The report is a research project completed in April 2012, which outlines efforts made by all 16 TAFE/universities to keep in touch with international TAFE students. The presentation will provide practical details of efforts that have been made to stay in touch with international graduates, the barriers to doing so and the pitfalls along the way.

International education and brain circulation: the case of China-based Australian alumni. This presentation discusses a study of the influence of China based Australian university alumni on travel and tourism between China and Australia. Looking at tourism and travel as one dimension of alumni behaviour, it will examine the role of international education in promoting ‘brain circulation’ and the transnational exchange of skills, capital and technology between Australia and the rest of the world. Drawing on the findings of a survey and in-depth interviews of Chinese alumni, the presentation explores the social and economic flow-on effects of the connections forged by Chinese students through study in Australia.

International alumni: a comparative perspective. Here we examine how higher education providers (HEPs) engage with their international alumni network to enhance reputation, student recommendations and employability. We present research conducted by the International Graduate Insight Group (I-graduate) that tracks international graduate outcomes and perceptions of value among international graduates of UK HEPs. The research investigates alumni affinity: perceptions of connectedness and quality of communications between providers and alumni. This paper draws on contemporary evidence in international alumni practice to highlight the value of data to HEPs and will be of interest to colleagues working in marketing, communications, careers services, alumni relations and business development departments.

1325-1430 LunchintheExhibitionHall

Sponsor Information Session: Victorian Government, Study Melbourne: Opportunities for Victorian Education in the ASEAN region

Time: 1400 - 1420 5 Oct 2012


Speakers: CeliaYeo, Education Services Director, Victoria Government Business Office, Kuala Lumpur, South East Asia Refer to Page 11 for further information. Lunch in Exhibition and bring with you.

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Closing Plenary Speaker: Sebastian Terry: 100 ThingsTime: 1430-1530 5 Oct 2012


Co-Chairs: Mr Andrew Thompson, Chief Executive Officer, IDP Education & Ms Helen Cook, Vice-President IEAA

Speaker: SebastianTerry*

Everyone has at least one thing they have to do before they die. Some even have a list. But how many goals and dreams on this list are actually achieved?

In 2009, at the ripe-old age of 27, Sebastian realised that like most people, he has not achieved anything on his long-forgotten list.? The death of a close friend combined with a naturally abstract view on life sparks a moment of clarity. In the midst of overseas trip, Sebastian decides to put pen to paper and re-create a list of 100 Things. His goal, to tick off everything. It’s the start of a crazy, no holds barred adventure that sees Sebastian travel to the ends of the earth on a quest to prove that anything is possible, including true fulfilment.

Along the way, Sebastian strives to raise $100,000 for Camp Quality, a great organisation creating happiness for children and families affected by cancer.

What’s on your list?

Support for the journey has been unexpected and also worldwide. What started as a journey about one man has now developed into a journey about many. “Never in a million years did I think anyone would take inspiration from this trip, but I now receive emails from people everywhere not only supporting me, but also asking for advice and even sharing their own lists!”

On behalf of every red-blooded person scared of aging, and afraid to follow their dreams, Sebastian has boldly re-shaped his reality as he attempts to fulfil the dreams and aspirations of not just himself, but people everywhere.

From marrying a stranger in Las Vegas, to helping to push a man in a wheelchair for a half marathon event, “100 Things” takes you on an epic adventure around the world as Sebastian continues on a journey that has no plan.

Enjoy Sebastian’s talk and look forward to where it will take you in your own journey....

* Sebastian Terry brought to you by Claxtons Speakers International

JoinusinCanberra8-11October2013

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Notes

www.Australia.ELS.edu

ELS Language Centres

FOR MORE INFORMATION

Contact: [email protected] for information on UEC Courses

Contact: [email protected] for information regarding hosting and ELS Centre.

ELS Language Centres, the largest network of campus-based English language instruction Centres in the world, offering 83 study locations in the USA, Canada, Australia and eight additional countries.

ELS offers direct entry pathways to thousands of students each year assisting them to enter undergraduate and postgraduate programmes at public and private colleges and universities. Over 650 universities worldwide accept ELS Certificate of Completion as proof of English proficiency for admission purposes.

SINCE 1961, ELS has helped more than one million international students from 140+ countries around the world learn English quickly and effectively – assisting them in accomplishing their personal and professional goals. Building on its many years of experience, ELS has developed its own unique integrated curriculum, textbooks and language-learning software.

Visit us at booths 30 and 31 to learn more about ELS in Australia and enter to win a free iPod Shuffle!

LanguageCentres

I N T E R N A T I O N A L PA T H W AY S

Universal Education Centre Pty Ltd, CRICOS Code 00053J

S T U D Y E N G L I S H • E X P L O R E • S U C C E E D

AEIC ad.indd 1 8/31/2012 11:03:51 AM

www.Australia.ELS.edu

ELS Language Centres

FOR MORE INFORMATION

Contact: [email protected] for information on UEC Courses

Contact: [email protected] for information regarding hosting and ELS Centre.

ELS Language Centres, the largest network of campus-based English language instruction Centres in the world, offering 83 study locations in the USA, Canada, Australia and eight additional countries.

ELS offers direct entry pathways to thousands of students each year assisting them to enter undergraduate and postgraduate programmes at public and private colleges and universities. Over 650 universities worldwide accept ELS Certificate of Completion as proof of English proficiency for admission purposes.

SINCE 1961, ELS has helped more than one million international students from 140+ countries around the world learn English quickly and effectively – assisting them in accomplishing their personal and professional goals. Building on its many years of experience, ELS has developed its own unique integrated curriculum, textbooks and language-learning software.

Visit us at booths 30 and 31 to learn more about ELS in Australia and enter to win a free iPod Shuffle!

LanguageCentres

I N T E R N A T I O N A L PA T H W AY S

Universal Education Centre Pty Ltd, CRICOS Code 00053J

S T U D Y E N G L I S H • E X P L O R E • S U C C E E D

AEIC ad.indd 1 8/31/2012 11:03:51 AM

more than just

health insurance

Medibank

Medibank is one of Australia’s largest private health insurers and Medibank Overseas Student Health Cover is a leading choice for international students studying in Australia.

Medibank – health cover that gives you moreAt Medibank, we’re more than just a health insurer - we provide health support too. Medibank now offers a new range of health support services called Mi Health to all members with hospital cover, providing even better value.

Medibank Nurse 24/7

With Mi Health you can speak to a Medibank Nurse 24 hours a day, 7 days a week on our Health Advice Line for any health question big or small. Translation services are also available.

Mi Health also includes an Online Health Hub, Mobile Health Apps and in Hospital Support program*.

To find out more information about Medibank’s range of covers and the Mi Health services:

*For overnight stays at selected Members’ Choice hospitals. Not available in all areas. Contact Medibank for details.Mi Health services are provided by Medibank Private Ltd and its related companies.Medibank Private Limited ABN 47 080 890 259

visit medibank.com.au/OSHC or visit us at booths 12 & 15 during the AIEC 2012 conference

Visit us at booths

12 & 15

K12261_Medibank Health Insurance_Ad.indd 1 3/09/12 12:22 PM

8 – 11 October 2013

National Convention Centre, Canberra

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w.aiec.id

p.co

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AIEC ® is a registered trade mark of IDP Education Pty Ltd


Mark your diary now.Join us next year in Canberra!