International is at Ion Final

8/14/2019 International is at Ion Final

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INTERNATIONALISATIONOFAUSTRALIANUNIVERSITIES:LEARNING

FROM

CYCLE

1

AUDITS

AntonyStellaandColleenListon

AUSTRALIAN UNIVERSITIESQUALITYAGENCY

August2008


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AUQAOccasionalPublicationsSeriesAUQAs Occasional Publications (AOP) Series provides a vehicle for the publication of

researchandreflectiononqualityassuranceandqualityenhancement inhighereducation,

with an emphasis on topics of relevance to Australia. The Series includes conference

proceedings,themed

collections

of

articles,

special

issues,

reports

and

monographs.

Aims

of

theSeriesareto:

contributetotheenhancementofqualitypracticesandqualityassuranceinAustralian

highereducation(whereveroffered)andinternationally

provide a means for sharing insights, research and analysis that is responsive to

identifiedoremergingneedsofqualityfacilitatorsinhighereducation

stimulate discussion and reflection on directions, evolution and progress in quality

improvementrelevanttohighereducationandexternalqualityassuranceagencies

explore the breadth and diversity of approaches to quality assurance in Australian

highereducation

provide substantial scholarly contributions to the literature on quality assurance in

highereducation

that

would

otherwise

not

be

available

to

awide

audience.

TheAOP Series isnot intended toduplicate the functionofotheracademicjournals that

address quality in higher education. Rather, it is intended to provide a vehicle for the

publication of works relevant to AUQAs activities and the Australian higher education

sector, as indicated above.Works in the AOP Series are expected to demonstrate a high

standard of research, scholarship and critical reflection. Publications in the Series will be

substantialworks suchasmonographs,editedcompilationsoranalytical reports,normally

between10,000and30,000words.TheSeriesalso includestheProceedingsoftheannual

Australian Universities Quality Forum (AUQF). For a list of current publications visit the

website:http://www.auqa.edu.au/qualityenhancement/publications/index.shtml.

AUQAOccasionalPublicationsNumber14

ISSN 14464268

ISBN 9781877090899

AustralianUniversitiesQualityAgency2008

Allrightsreserved.Nopartofthispublicationmaybereproducedbyanymeanswithout

permissionfromthepublisher.

Publishedby:

Level10,123LonsdaleStreet

Melbourne,VIC3000

Ph 0396641000

Fax 0396397377

[email protected]

www.auqa.edu.au

TheAustralianUniversitiesQualityAgencyreceivesfinancialsupportfromtheAustralian

GovernmentandStateandTerritoryGovernmentsofAustralia.Theviewsexpressedinthis

reportdonotnecessarilyreflecttheviewsoftheAustralianGovernment.


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TABLEOFCONTENTS1 INTRODUCTION ......................................................................................................... 1

1.1

THEMATICANALYSES

..........................................................................................1

1.2 THENATUREOFAUQAAUDITS .............................................................................11.3 STRUCTUREOFTHISREPORT.................................................................................2

2 EARLIERANALYSES .................................................................................................... 42.1 INSTITUTIONALAUDITREPORTS:ANALYSISANDCOMMENTS(2002)...............................42.2 M ETA ANALYSISOFAUQAINSTITUTIONALREPORTS20024 ......................................52.3 AUQAOBJECTIVE4REPORT(2005) ......................................................................62.4 LEARNINGFROMCYCLE1REPORTS(2006) ...............................................................62.5 AUQAOCCASIONALPUBLICATION(2007) ...............................................................7

3 CONTEXTOFTHISREPORT ......................................................................................... 83.1 TERMINOLOGYINTERNATIONALISATION................................................................83.2 SIGNALSFROMCOMMENDATIONS,AFFIRMATIONSANDRECOMMENDATIONS(CARS).............93.3 BROADERSIGNALS ...........................................................................................103.4 INCREASINGINTERNATIONALPRESENCEOFAUSTRALIANUNIVERSITIES..............................103.5 THEFUTURE................................................................................................... 113.6 SUMMARY .................................................................................................... 12

4 FINDINGSONINTERNATIONALISATIONFROMTHEAUDITREPORTS ........................ 144.1 INCREASINGATTENTIONTO INTERNATIONALISATION...................................................144.2 INTERNATIONALISATIONSTRATEGIES...................................................................... 144.3 UNDERSTANDINGINTERNATIONALISATION...............................................................174.4 SUPPORTINGANDCOORDINATINGINTERNATIONALISATION...........................................194.5 INTERNATIONALISATIONOFTH ECURRICULUM...........................................................204.6 STUDENTANDSTAFFEXCHANGE...........................................................................224.7 INTERNATIONALISATIONOFRESEARCH.................................................................... 234.8 INTERNATIONALBENCHMARKING ..........................................................................24

5 FINDINGSFROMAUDITREPORTSONINTERNATIONALSTUDENTSONSHORE .......... 265.1 RECRUITINGINTERNATIONALSTUDENTSTH EUS EOFAGENTS ......................................265.2 SUPPORTINGINTERNATIONALSTUDENTS .................................................................275.3 ENGLISHLANGUAGEPROFICIENCY.........................................................................29 5.4 CULTURALACCLIMATISATION ..............................................................................305.5 INTERNATIONALSTUDENTPROGRESSION.................................................................30

6 FINDINGSFROMAUDITREPORTSONTRANSNATIONALEDUCATION ....................... 326.1 RATIONALEFOR TNEACTIVITIES ..........................................................................32 6.2 QUALITYASSURANCEFOR TNEPROGRAMS .............................................................336.3 COORDINATIONANDCONSOLIDATION.................................................................... 366.4 AWARENESSOFOBLIGATIONS..............................................................................376.5 EDUCATIONALCOLLABORATIVEPARTNERSHIPS ..........................................................37


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6.6 MARKETINGANDPROMOTION.............................................................................416.7 ADMISSIONS .................................................................................................. 436.8 ENGLISHLANGUAGEISSUES.................................................................................446.9 TEACHINGINLANGUAGESOTHERTHANENGLISH(LOTE) .............................................466.10 PEDAGOGYFOR OFFSHORETEACHING..................................................................... 466.11 SUPPORTINGOFFSHORECOURSESANDSTUDENTS ......................................................496.12 PROFESSIONALDEVELOPMENTANDCULTURALAWARENESS ...........................................516.13 QUALITYOFOFFSHORETEACHING .........................................................................52 6.14 STANDARDS,CONSISTENCYANDEQUIVALENCE..........................................................536.15 STUDENTFEEDBACKANDMONITORINGSTUDENTPROGRESS ..........................................556.16 ASSESSMENT,MODERATIONANDEXAMINATIONSECURITY............................................56

7 GOODPRACTICESVALIDATEDBYAUQA................................................................... 617.1 AUQAGOOD PRACTICEDATABASE(GPDB) ...........................................................617.2 OTHERGOODPRACTICES .................................................................................... 62

8 PROGRESSMADEAFTERTHEAUDITS....................................................................... 648.1 PROGRESSREPORTS .........................................................................................64 8.2 EFFECTWITHININSTITUTIONS ..............................................................................64

9 IMPLICATIONSFORCYCLE2AUDITS ........................................................................ 66APPENDIX1 LISTOFUNIVERSITYAUDITREPORTS....................................................... 67APPENDIX

2

MAJORCYCLE

1

AUDIT

FINDINGS ............................................................ 68

APPENDIX3 AUQASTRANSNATIONALEDUCATIONFRAMEWORK.............................. 82APPENDIX4 THEAUTHORS ......................................................................................... 87


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InternationalisationofAustralianUniversities:LearningfromCycle1Audits

1

1 Introduction

1.1

Thematicanalyses

AUQA audited all the Australian universities over the years 2002 to 2007.

Since the first cycle of audits was completed, AUQA has produced various

thematic analyses of the audit reports.These publications takeonearea of

academic activity and synthesise and summarise the findings about that

activityor areaas reported in the auditreports.Theaudits tookplaceovera

six year period, therefore any analyses are not snapshots of the respective

activities in the university sector at one point in time, nor do they support

trend analyses. However, there is evidence in progress reports provided by

universities that the first cycle ofauditshas led topositive changesacrossa

rangeof

areas.

1.2 ThenatureofAUQAaudits

ThisReportshouldberead in the contextofcertainaspectsthatcharacterise

the natureofAUQAauditsand the auditreports,namely:the objectivesofthe

auditees;the five tosixyeartimespanofthe auditreports;the impactofthe

structureand publicnatureof the audit reportonanauditee,and the effect

onotherinstitutions.

First,AUQA

accepts

an

auditees

objectives

as

the

starting

point

of

the

audit

and it is explicitly the responsibility of the auditee to devise a systematic

processfor evaluatingitsobjectiveswithrespecttocriteriawhichmay include

relevance, desirability, feasibility, distinctiveness, and measurability. As each

auditee will have systems relevant to its own objectives and character, the

actualproceduresusedand the way theyare implementedvary fromauditee

to auditee. Audit panels do not investigate the absolute value of these

strategies but the extent to which they support the auditee in achieving its

objectives, including the ones related to internationalisation. To that extent,

the scopeofthe investigationofthe panelsandthe depthand rigourofthose

investigationsaredetermined,toalargeextent,bythe goalsandobjectivesof

theauditees.

Second, the audit reports considered for this analysis have been published

overaperiodofabout fiveyears,October2002 toOctober2007. Inarapidly

changing higher education sector, this time span makes generalisations

difficult. This Report only highlights how audit panels have commented on

certaininternationalactivitiesastheyexistedatthetimeofaudits.Itdoesnot

describe the present state of internationalisation in the Australian higher

education sector which, as the next two points makes clear, is significantly

advancedfromseveralyearsago.


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Third, thepublicnatureofaudit reportsencourages institutions toattend to

areas noted in the audit reports as needing improvement. The postaudit

progress reports submitted by many universities indicate that institutions

have takenactiononmostmatters identifiedbyAUQAasneedingattention.

Theyhavealsoexperimentedwithnewstrategiesandconsolidatedothersthat

areworking

well.

The structure of the AUQA audit reports is also relevant. Each AUQA audit

reportcontainsasummaryof findings togetherwith listsofCommendations,

Affirmations and Recommendations (CARs). A Commendation (defined by

AUQA as: the achievement of a stated goal, or to some plan or activity that

has ledto,or appears likely to leadto, the achievementofastatedgoal,and

whichinAUQAsviewis particularlysignificant)givesthe auditeepubliccredit

for successful actions, and may provide ideas for other institutions. A

Recommendationreferstoanarea inneedofattention,whetherinrespectof

approach, deployment or results, which in AUQAs view is particularly

significant.As

noted,

institutions

are

acting

on

the

majority

of

these,

and

they

also provide hints to other institutions about where they might be alert to

potential problems. An Affirmation indicates a matter that needs attention

which was identified by the institution in advance of the external audit

process. The uses of Affirmations reinforces to institutions that their self

reviewactivitiesare meaningful,and areacknowledgedby AUQA.

Fourth, the situation is changing rapidly. AUQA is just beginning to visit

institutions in Cycle 2 to validate the progres reports and the actions taken.

However, the progres reports show that significant institutional efforts have

goneinto

better

and

more

effective

approaches

to

internationalisation,

and

thereisevidenceofsignificantcrossinstitutionalsharingofexperience.

1.3 StructureofthisReport

Whilethisanalysishas aspecificfocuson internationalactivitiesofAustralian

universities,someotheranalysescarriedoutor commissionedbyAUQAhave

commented on internationalisation as a part of a broader remit. The

observations made in those analyses are in line with the findings of this

Report.Conclusions from thoseearlieranalysesare givenbriefly inSection2,

whileSection3presentssomegeneralandcontextualcomments.

Acknowledging the tendency in the sector toanalysemajorauditconclusions

(e.g. Recommendations) alone, this Report highlights how any such limited

analysis must be interpreted with caution, and, in Section 4, provides a

detailed analysis of AUQA Reports under headings related to

internationalisation. Section 5 continues the analysis for international

students onshore, while Section 6 provides information on analyses around

topicsassociatedwithtransnationaleducation.

As a quality enhancement strategy, AUQA has a Good Practice Database

(GPDB)where

Commendations

that

have

ahigh

transferability

value

to

other

organisationalsettingsare published.TheDatabaseservesasarecordofsome


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goodpracticeswithinthe Australianuniversitysectorthathavebeenvalidated

by audit panels. Section 7 briefly presents Good Practice Database entries

regarding international activities and draws attention to a range of good

practicesthatare foundonlyinthe textofthe auditreports.

Finally,this

Report

briefly

analyses

the

progress

on

actions

evident

from

the

postaudit progress reports (Section 8) and notes some implications for

AUQAsnextauditcycle(Section9).

Appendix1 liststhe auditreportsof the 39Australianuniversitiesconsidered

for this Report and Appendix 2 lists Commendations, Affirmations and

Recommendations from those reports. The names of individual universities

havebeenomittedfromthe listinAppendix2and inreferencesinthisReport,

although institutionsare named inSection7on theGoodPracticeDatabase.

ToprovidethecontextforhowAUQAdeterminedwhichoffshoreactivitiesto

sampleand investigate inauditCycle1, and to indicate where attention will

focusin

cycle

2,

AUQAs

Transnational

Education

Framework

is

detailed

in

Appendix3.


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4

2 EarlierAnalyses

Oneof

AUQAs

founding

objectives

(Objective

4)

was

arequirement

to

report

on the standards and quality assurance processes of the Australian higher

education system, as a result of information obtained during the audit

process. (A similarobjective remains in the revisedConstitutionbutwith the

scope to draw on a wider range of data sources.) Towards meeting this

objective through the first audit cycle, AUQA carried out or commissioned

analyses of its audit reports to gain an overview of the information arising

from the institutional audits. These analyses indicate many valuable lessons

for the qualityassuranceofinternationalisation.

Six

of

these

analyses

need

a

specific

mention.

Four

of

them

are

overall

analyses but with some findings on internationalisation and the other two

havespecificreferencetotransnationalhighereducation(TNE).Theyare:

1. 2002 Institutional Audit Reports: Analysis and Comments by Dr. AnneMartinthatcovered8auditreports

2. MetaAnalysis ofAUQA InstitutionalReports 20024 by Professor SusanHollandthatcovered19auditreports

3. QualityAssurance and Standards ofAustralian Higher Education: BasedontheInstitutionalAuditReportsofAUQAbyDr AntonyStella(knownas

AUQA Objective 4 Report) that covered 25 audit reports published till

2005

4. Areas thatneedemphasis inCycle2ofAUQAaudits:Learning from the Cycle1AuditReportsby DrAntonyStellaproduced for theAUQABoard

inSeptember2006thatcovered33auditreportspublishedtill2006

5. QualityAssurance andAuditfor TransnationalHigher Education, editedby Dr Jeanette Baird, AUQA Occasional Publication No.10 has many

chaptersonwhatAUQAand the AUQAauditorshave learnt through the

AUQA audits; particularly the chapterentitled Quality Assurance Issues

inTransnational HigherEducationDevelopingTheorybyReflectingon

Thematic

Findings

from

AUQA

Audits

by

Martin

Carroll

and

David

Woodhouse.

Finally,areportmadetoDESTin2006onworkcarriedoutbyAUQAusingthe

specialpurpose TNE funding, also included reference to the transnational

auditexperienceofAUQA.

2.1 InstitutionalAuditReports:Analysis andComments(2002)

The fact that the Australian institutions were paying increased attention to

their internationalactivitiesemergedas asignificantfindingfromthe firstset

ofinstitutional

audits.

The

analysis

of

the

audit

reports

of

2002

pointed

out

thatthe Australianuniversitieshaveaveryactiveinternationalpresence.


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AUQA started its first institutional audits in 2002 and the Board of AUQA

commissionedDr AnneMartinearlyin2003toprepareathematicsummaryof

the 2002auditreports.Atthe timeofcommissioning,eightauditreportshad

beenpublished.Dr Martinsreportpresentedananalyticoverviewof themes

and issuesemergingfromthe auditreports.Amongthe 71 issuespresentedin

thereport

(39

key

issues

and

32

other

issues)

under

12

themes,

International

Activities emerged as one of the major themes. This report revealed that

outreach teaching in all its forms offshore campuses, partnerships and

external delivery was identified as an issue that presented challenges for

maintainingconsistencyofstandards,ofresourcingand ofplanning.However,

the reportalsonotedthat,Despiteanevidentneedfortighteningup,andone

or two examples of lax practice, there is, however, no overriding sense

emerging from the Audit Reports of significant poor practice across the

sector.

2.2

MetaAnalysis

of

AUQA

Institutional

Reports

20024

InSeptember2004,ProfessorSusanHollandwascommissionedby the AUQA

Board to undertake a metaanalysis of the institutional reports published to

date.By thena totalof19 institutionalaudits (thehalfwaymark in the first

auditcycle)had beencompletedand the respectivereportspubliclyreleased.

The main purpose of the metaanalysis was to analyse the reports for

coverageofaspectsrelevanttoacademicactivities.Thereportwaswrittenfor

guidanceofthe AUQABoardand staffratherthanforpublicrelease.

Among other findings, the report pointed out that International Activity

emerged

as

one

of

the

four

major

areas

of

activity

of

the

Australian

universities, the other threebeingTeaching,Research,and QualityAssurance

Systems and Governance. The report also noted that the international

activities of Australian universities were covered adequately by the AUQA

auditreports.

Intermsofrankingbytotalcitations,10%ofthe citations intheauditreports

were related to International Activity and it was ranked fourth.

Recommendations were almost double the number of Commendations and

they were skewed heavily towards processes rather than the outcomes. The

reportidentifiedthe followingninesubthemesunderInternationalActivities:

1. Qualityassurancesystemsforinternationalprograms

2. Standardsandqualityofoffshoreteaching

3. Servicestointernationalstudents

4. Useofagents

5. Problemswithinternationalprograms

6. EnglishlanguageIssues

7. Professionaldevelopmentforinternationalisation

8. Pedagogyof

offshore

teaching

9. Internationalisationstrategy.


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2.3 AUQAObjective4Report(2005)

In October2005, to fulfil its mandate to report on the relative standardsof

theAustralian

higher

education

system

and

its

quality

assurance

processes,

including their international standing (given by its then Objective 4), AUQA

initiatedananalysis,carriedout by DrAntonyStella,ofthe 25auditreportsof

Australianuniversitiespublishedby then.That report lookedat international

activities to theextent that this servedasan indicator to reflect the relative

standards of the Australian higher education system and in that context

lookedatthe qualityassurancesystemsand processes inplaceforthe quality

assuranceofoffshoreprograms.Inthecontextofthe internationalstandingof

Australianuniversities,the analysiscommentedthat:

Compared to the audit conclusions on quality assurance of operations

within

the

country,

the

offshore

programs

have

received

more

Recommendationsonbasicqualityassurancearrangements.

Qualityassuranceprocessesforand standardsofoffshoreprogramshave

receivedadequateattentionby theauditpanels.Universitieshavebeen

commended for certain aspects of offshore teaching and service to

internationalstudents.

Recommendations under offshore operations are on paying more

attention tomanagementofoffcampusacademicprograms,monitoring

ofoffshorepartners, clarity in linesof responsibilityand accountability,

systems for review of transnational programs, internal audit reports

regarding

international

arrangements,

staff

orientation,

policies

governingentranceand advancedstandingandconsistencyinstandards.

2.4 LearningfromCycle1Reports(2006)

InitsmeetingheldinJune2006,the BoardofAUQAhad extensivediscussions

on Cycle 2 audits. Directors suggested that to identify areas where AUQA

shouldpay moreattention furtheranalysisofCycle1audit reportsmightbe

useful. This might throw light on areas where the sector has done well and

areaswheremoreemphasishas tobe placedby AUQA inCycle2.Anotewas

preparedby

Dr

Antony

Stella

in

response

to

that

suggestion,

to

facilitate

the

Boardsdiscussions in itsmeetingheld inSeptember2006.ByJuly2006there

were 33 audit reports of AUQA in the public domain and all of them were

considered.

As a part of that analysis, the Commendations, Affirmations and

Recommendations (CARs) were codified following the schema developed by

Professor Susan Holland with some CARs coded under more than one area.

Thegraphsgiven inthe followingpagespresentthe spreadofCARsunderthe

nine areas of functions used for the codification. Graph1 illustrates the

comparative occurrence of CARs. It also givesan idea about the coverage. If

the occurrence of CARs is high it can indicate the areas that have been


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investigatedmorebytheauditpanelsand mightalso indicatehowsignificant

thoseareasare tothe qualityofeducation.

A - Major Functions B - Support FunctionsA1 - International Activity (33C, 68R)

A2 - Teaching and Learning (137C, 218R)

A3 - Research and Research Training (95C, 118R)

A4- Community Engagement and Partnerships (41C, 25R)

B1 - QA Systems and Governance (63C, 136R)

B2 - Leadership and Strategy (49C, 61R)B3 - Student Services (26C, 33R)

B4 - Staff Services (29C, 63R)

B5 - Corporate Services (21C, 30R)

2.5 AUQAOccasionalPublication(2007)

Quality Assurance Issues in Transnational Higher Education Developing

TheorybyReflectingonThematicFindings fromAUQAAuditsbyCarrolland

WoodhouseinQualityAssurance andAuditforTransnationalHigherEducation

pointedtothesignificantretrenchmentofnonviableor poorqualityactivities

andargued

that

such

retrenchment

ought

to

be

viewed

in

aconstructive

light

as poor quality activities pose a reputational risk to the whole higher

educationsector.

This paper also reported that the ad hoc approach to managing TNE

operations was changing quickly, although universities still had difficulties

managing legacy operations. The manner by which a university closed down

programsand relationshipswithstudentsand transnationalpartnerswasseen

asanarea thatwarranted improvement.The authorswerehopeful thatonce

this period of retrenchment passed, the remaining transnational higher

educationoperations

could

be

guided

by

carefully

planned

and

regularly

reviewedand refinedqualityassuranceprocesses.

SpreadofCARSundermajorareasoffunctions of SAIs

0

50

100150200250

A1 A2 A3 A4 B1 B2 B3 B4 B5Areas of Functions

Comms

Recs & Affs

Numberofoccurrences

CARs


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3 ContextofthisReport

Thescope

of

AUQAs

audits

of

Australian

universities

over

the

years

2002

to

2007comprisedall academicactivitiescarriedoutinthe institutionsname,no

matterwhereorbywhom theywerecarriedout.Thismeans thatAUQAhas

investigatedoverseasoperationsand operationsthroughpartnersinAustralia.

Before the specialpurpose fundingwasmadeavailable,AUQAwasvisitingan

average of two offshore operations during an institutional audit. This has

increased to an average of four visits to offshore operations within an

institutional audit, generally in two to four countries, though some auditees

donothaveenoughoverseasactivitytowarrantmuchoverseasvisiting.AUQA

also targets offshore operations where there are known quality assurance

issues.

The

strengthened

attention

to

offshore

operations

made

a

significant

contribution towhatAUQA learntabout issues thatneededgreaterattention

inensuring the qualityandqualityassurancearrangements of the Australian

universities.

This publication addresses the international activities of Australian

universities, whether in Australia or overseas, under the title of

internationalisation.

3.1 TerminologyInternationalisation

Internationalisationis

an

over

used

and

misused

word

in

higher

education.

Indeed there is evidence from cycle 1 audits that its interpretation by

universities is variable,not wellunderstoodbystaffand students,sometimes

inappropriate to the universitys particular context or mission, and rarely

embedded.Some individuals see it as academias response to globalisation,

making graduates ready for global mobility through changing the curriculum

and encouragingstudyabroad;somesee itprimarily inaidterms,suchasthe

Colombo Plan model with foreign students in Australia; some see it in

economic terms and think primarily of foreign students of Australian

universitiesstudyingoverseas.

AUQAs consideration of the term includes all of these. A widely accepted

definition is that internationalisation is the process of integrating an

intentional, interculturalor globaldimension into the purpose, functionsand

delivery of postsecondary education (J. Knight, 2006). AUQA interprets this

widely,toincludethe following:

Arrangements for the teaching and learningof international students in

Australia(includingpartnerarrangementsandcampuses)

Arrangements for teaching and learning of international students

overseas (transnational education, including partner arrangements and

campuses)


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Internationalisationofthe curriculum

Other international activities, such as research collaboration, study

abroad,staffmobility.

Manyuniversities stateanequallywidedefinitionbut then in practicemean

by it only one of the aspects above. In such cases, AUQA has notrecommended that they spread more widely, but told them to match their

actionstotheirobjectivesspreadone orreducethe other.

3.2 SignalsfromCommendations,AffirmationsandRecommendations

(CARs)

There are 31 Commendations that explicitly relate to internationalisation in

the 39 published audit reports. There are 13 Affirmations and 77

Recommendations.Anaudit panel investigates a universitys activities taking

institutionalgoals

and

objectives

as

the

starting

point.

The

panel

findings

that

lead to the majorauditconclusionsare,mostprobably, the ones thathavea

very significant bearing on progress towards those goals and objectives.

Therefore, if internationalisation finds a notable mention as a

Recommendation for one auditee, it does not necessarily mean that the

auditee is weak in thataspect. Itmightmean that in the contextof the goals

and objectivesofthatauditee,internationalisationrequiresfurtherattention.

At the same time,anAUQAauditconsiderscertainexternal referencepoints

as well, and the audit panels investigate how well the auditees perform

against

those

reference

points.

Amidst

diversity,

Australian

universities

have

embracedcertaincommonelementsand havemadecommitments tovarious

guidelines, codes of practice, and external requirements. In particular,

irrespectiveof the diversity ingoalsand objectives,allAustralianuniversities

have made a commitment to the Australian ViceChancellors Committees

(AVCC) Code of Practice and Guidelines in the Provision of Education to

International Students and the Education Services for Overseas Students

(ESOS) Act 2000. These provide anchor points for audit panels to look at

common patterns. If panels find that improvements are required in these

areas, this would lead to a Recommendation irrespective of whether the

auditeehasagoalofinternationaleminenceorregionalemphasis.

Seen from this point of view, and without taking the number of

Commendations or Recommendations in an audit report as some sort of

qualityindex,ananalysisoftheCARscanthrowlightonsomebroadareasof

internationalisation thatneedattentionand areasofgoodpractice. Itcanbe

inferred that highly prevalent Commendations are the areas where the

Australian higher education institutions in general have demonstrated their

potentialand strengths.Similarly,highlyprevalentareasofRecommendations

may be considered as areas where many Australian higher education

institutions need to make improvements, whether in absolute terms or

primarily inrelationto individual institutionalobjectives,and thereforemight

indicatein

general

the

areas

of

weaknesses

of

the

system.

These

are

the

areas

thatAUQAis likelytolookatcloselyinCycle2.


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3.3 Broadersignals

Some readers pay attention only to the major audit conclusions, namely the

CARs. While this serves certain purposes, it also provides some misleading

signals, if taken out of context, because there are many other observations

relatingto

internationalisation

throughout

the

audit

reports.

In

many

cases,

there are favourable comments or endorsements of an institutions actions

which for various reasons did not become Commendations. Some of these

reasons are: newness of the activity; lack of evidence to demonstrate the

sustainability and benefits of those efforts; and the activity not being very

significanttothestrategicprioritiesofthe institution.

For example, one auditee was at a very early stage in the process of

implementing a new policy on research centres but stated that it would

provide targeted assistance to research centres to develop or extend their

internationallinks.Itwastooearlyfor changestohaveresultedatthe timeof

the audit,but the panelendorsedtheapproach.

Some CARs that have a bearing on transnational education are mentioned

under sectionsother than internationalactivities.Forexample, inone of the

universities,the auditpanelsattentionwas drawntothe subjectpacksthat

were increasingly being used by subject coordinators. These packs expanded

uponthe subjectoutlinesbyincludingsuchadditionalinformationas teaching

materials, assessment schedules and teaching notes. They were equally

applicable to offshore as onshore courses, and hence were beneficial to

offshoreaswellasonshorestudents.

3.4 IncreasinginternationalpresenceofAustralianuniversities

AUQAcannot (and shouldnot) investigateallauniversitysactivities through

its audit process but expects each university to do a comprehensive self

review, either as a continuous activity or as a specific prelude to the AUQA

audit.Onthe basisofthistotalpicture,inits Cycle1auditsAUQAinvestigated

in detail a sample of areas and activities. The sampling is across different

dimensions.AUQAaddressessomeareasofhighrisk,someareasthatseemto

beexhibitingsignificantsuccess,areasofmajor importancetothe institution,

and

other

areas

as

necessary

to

ensure

that

no

major

academic

function

is

overlooked.

In this context, international activities have featured significantly, in the

category of major importance to the institution. Australia has become a

leadingexporterof (higher)education,andAustralian institutionsrelyheavily

on the income from foreign students. Among international activities,

transnationalhighereducationreceivedmostattention fromAUQA.Although

Australian universities offshore programs cater for about one third of

internationaluniversitystudents,theyarecategorisedashighriskbecauseof

the difficulty of managing these programs effectively. They pose, in military

terms,alogistic

problem

at

the

end

of

arelatively

long

supply

chain.

As

a


15/92


11

consequenceof the level of attention paid to transnationalhighereducation

programsinaudits,TNEoccupiesarelativelylargeportionofthisReport.

OtherreasonsforthisemphasisonTNEincludethe following:

The institutions own performance portfolios. Although institutions usedtheterm internationalisation instrategiesand plans, institutionalactionsand evidence in the portfolio were presented more for TNE with less

coverage of other dimensions. Development in other dimensions of

internationalisationisstillemergingand consequentlyprocesseshavebeen

initiatedbut thereare fewtangibleoutcomesofthoseprocesses.However,

inTNE,institutionshavebeenbetterabletoevaluatethe ADRIdimensions.

Coherence of planning. Furthermore, in other aspects ofinternationalisation, institutionwide planning and involvement of the

highest level of executives are not evident. Although TNE started as a

devolvedactivity, the currentsituation is much improvedwith institution

wideplanning

and

monitoring

but

this

is

yet

to

happen

in

other

areas

of

internationalisation. For example, internationalisation of curriculum and

research much depends on the departments and faculties. That also has

contributed to inadequate attention to those dimensions in the whole of

institutionanalysis.

Visibility. Australian operations overseas are much more open to

international scrutiny than domestic operations, so getting them right is

particularly vital for the reputation and health of the institution and the

Australian HE sector in general. In consequence, the quality of TNE is of

great importance to the Australian sector and to the national quality

assurancebody

Federalgovernmentattention.Forthe secondhalfofthe firstauditcycle,the Federal government provided AUQA with a special purpose grant to

permitAUQAauditpanels tovisitagreaternumberofTNEoperations,at

nocosttothe auditee.(Thesefundsare alsosupportingadditionaltraining

programs for AUQA auditors on TNE issues and increased bilateral

activitieswithotherqualityassuranceagencies.)The government is likely

to continue its concern for and attention to the evident achievement of

qualityandstandardsinthisarea.

Despitethe

many

cogent

reasons

for

ahigh

level

of

attention

to

TNE

work,

AUQA has been criticised for spending more time on this area than on the

experienceofinternationalstudentsonshore.

3.5 Thefuture

For all these reasons, internationalactivitieswillcontinue tobe important to

Australian institutions of higher education, and therefore to AUQA. The

second cycle of audits of universities will concentrate on two areas or

themes in each university, and will pay greater attention to the standards

actually

being

achieved

by

the

institutions.

For

most

university

audits

in

2008,

internationalisation will be one of the two themes, and so standards of


16/92


12

internationalactivitieswillbecloselyscrutinised.Withoutdivertingattention

from TNE, it is likely that the quality systems surrounding onshore

internationalstudentswillbegivengreaterprominence.

Cycle 2 audits will also followup how institutions have made progress after

theCycle

1

audit

and,

therefore,

areas

that

need

further

improvement

includinginternationalisation.

3.6 Summary

This Report draws on the totality of the audit reports, not merely the

Commendations, Affirmations and Recommendations (CARs). However,

focusingforthe momentonthose,the mosthighlymentionedareaswere:

Qualityassurancesystemsforinternationalprograms

Standards

and

quality

of

offshore

teaching

Servicestointernationalstudents,and

Internationalisationstrategy.

These headings include English language issues; and academic and general

staffprofessionaldevelopment,aswellasthe use ofagentsand the pedagogy

ofoffshoreteaching.

Among the subthemes that had a high number of citations, services to

international students emerges as an area of commendation while quality

assurance

systems

for

international

programs

and

internationalisationstrategy emerge as areas that need improvement. Standards and quality of

offshore teaching was high on both Commendations and Recommendations,

implying that audit panels have found both areas of weaknesses as well as

exemplarypracticesinthisaspect.

The findings from the audit reports show many good practices, many

opportunities for improvement, and actions being taken by universities to

implement such improvements. Overall, areas that appear to need more

attentionare:managementofoffcampusacademicprograms;monitoringof

offshorepartners;clarity in linesofresponsibilityandaccountability;systems

for

review

of

transnational

programs;

internal

audit

reporting

regarding

internationalarrangements;stafforientation;policiesgoverningentranceand

advancedstanding;and consistencyinstandards.

The reports indicate that partnership activities that are well managed in

respect of maintaining educational standards have a highly professional

operationgroundedinseveralkeyconcepts:

allenrolmentdecisionsaremadeat the Australianinstitution

whendistanceeducationis used,it is basedonthe provisionofexcellent

materials


17/92


13

provision of support staff of the Australian institution who are highly

regardedbystudents,dedicatedtotheoffshoreactivities

provision of staff of the overseas partner who are professional,

competent,wellversedinthe characterofthe Australianinstitution,and

wellsupported

allassessmentis conductedbythe Australianinstitution,and

there are explicit mechanisms for crossmode and crosslocation

consistencyinadmissions,curriculum,teachingand assessment.


18/92


19/92


15

One of the auditees defines internationalisation in terms of the following

objectives:

1. Strengthening the universitys teaching and learning programs by

broadening their scope, internationalising their curricula and employing

qualitystaffwithinternationalexperienceand expertise

2. Fostering active and productive international research networks for the

benefit of the universitys researchers and the enhancement of its

researchprograms

3. Providinghighqualityeducation, includingresearchtraining,toqualified

international students for their benefitandas a mechanism to enhance

theeducationalexperienceofAustralianstudents

4. Collaborating in making the research and intellectual resources of the

university available to overseas researchers and institutions and to

projectsand communitiesoverseasand

5. Increasing Australian students exposure to international issues and

internationaleducationthroughstudyabroadopportunities.

TheStrategicPlanofanotheruniversityidentifiesthe followingprioritygoals:

1. Develop international exchange and student mobility as a normal

expectation for studying at the university and develop academic

programsineachFacultythatincludeaninternationalplacement.

2. Optimise opportunities for postgraduate students to engage in highly

strategic research collaborations with leading international universities

andresearch

institutes.

3. Create new opportunities for academic and general staff to collaborate

and participate in exchange programs with selected foreign partner

institutions inordertodeepenour internationalrelationshipsand foster

aglobaloutlookamongstour staff.

4. Develop new and effective strategies to attract to our permanent staff

the best researchers from the worlds most prestigious institutions to

strengthenfurtherour internationalresearchprofileand standing.

Someofthemhavespecifictargetstobe achievedwithinatimeframesuchas

thefollowing:

A 10% increase in international studentsenrolled in undergraduate and

postgraduatecoursesbyXX;

A 100% increase in the number of students in international student

exchangeprogramsbyXX;

Approximately a fourfold increase in the number of shortterm, fee

payingexchangeandstudyabroadstudentsbyXX;and

Approximately a 100% increase in the number of international students

enrolledinonlineandoffshorecoursesbyXX.


20/92


16

It is clear from these projections and approaches that internationalisation is

becomingastrategicpriorityforAustralianuniversities.

Intheirpursuitof internationalisation,the universitiesplantotakeupasuite

of strategies and initiatives such as: through engagement in the offshore

deliveryof

courses,

the

enrolment

on

campus

of

increasing

numbers

of

international students, participation in voluntary and aid projects overseas

and byhavingour Australianstudentsgoabroadaspartoftheirstudy,.

Anotheruniversitysaysthatinpursuingits goalofinternationalisationitwill:

ensure local, national and international community recognition of the

contributionsmadebytheresearch,developmentandscholarlyactivities

ofstudentsandstaff;

identify, encourage and reward contributions to international activities

by studentsandstaff;

establish a system of international benchmarks within selected

disciplinesandactivitiesdesignedtodemonstrateandtestthe qualityof

performanceinallareasofthe university;

foster the expansion of strategic international alliances providing

enriched learning, research and cultural opportunities for students and

staff;

identifyand develop focused internationalprogramswhichenhance the

functionand internationalimageofthe university;

ensure optimal collaboration within the university in international

ventures;and

position itself as a key provider of educational programs, applied

researchand consultanciesinpartnershipdevelopmentswithinthe Asian

region.

Inrelationtointernationalisationanotheruniversitysaysthatit will:

promoteculturalsensitivityandunderstandingamongstaffand students

advance international partnerships in research, scholarship and

professionalprograms

providetheopportunity for all studentstoengagewithand learnfromamulticulturalcontextintheirstudiesand socialinteraction

supportthe diversificationofthe studentprofile

review and enhance the quality of our relationships with academic

offshorepartners.

Yet another Strategic Plan includes confirming and strengthening the

universitys market identity and raising the international profile of the

university through strategic international partnerships and alliances and

enhancing

the

universitysreputation

as

a

provider

of

flexible

distanceeducationoffshore.


21/92


17

Whilethe strategicplansforinternationalisationhavesignificantactionpoints

many of them donotprovide clear rationaleor parameters for international

activities.Auditpanelshaveadvised thatpriorities for internationalactivities

shouldbederivedfromacomprehensiveanalysisofthe academicqualityand

reputationalriskstowhichthe universitieswerebeingexposed.

Audit reports include the followingRecommendationson internationalisation

strategies:

AUQArecommendsthatthe Universitydetermineits desireddirectionin

respect of its international activities and finalise its incipient

internationalisationplan.

AUQA recommends that the University clarify its strategywith respect

to internationalisation, identifying priority objectives, targets,

benchmarks and associated resource implications, and clearly specify

theexpected

outcomes.

AUQA recommends that in order to achieve its aims in

internationalisation in teaching, research and service, the University

identify more specific performance indicators and targets, and

strategiesforachievingthem.

AUQA recommends that the University pay special attention to

reviewing the financial viability and strategic directions of its existing

andanynewoffshore initiatives,and that the University communicate

torelevant

stakeholders

its

planned

path,

scale

and

ultimate

profile

for

the furtherdevelopmentofits InternationalEducationprogram.

AUQArecommendsthatthe Universitydevelopaqualityassuranceplan

inrespectofits internationalactivitiesthatincludes,...

AUQA recommends that in finalising its Strategic Framework for

Internationalisation, the University clarify the strategys role in

identifyingprioritieswith regard to locations andmodes of operation

abroad, the likely effect on the Universitys international student

recruitment inAustralia and consider how the University might more

effectivelyharness

the

considerable

market

intelligence

available

from

itsown staffandfromits variouspartners.

4.3 Understandinginternationalisation

Institutions have defined internationalisation in different ways. One of the

auditees defined it as the process by which the university promotes and

facilitates internationalperspectivesandactivitiesamong staffand students,

with a view to integrating the university and its programs into global

developments.Insomecases,the definitionswerenot yetgenerallyaccepted

bystaff,

and

staff

understanding

of

the

broad

context

of


was lacking. While the strategic plans identify very broad values of


22/92


18

internationalisationand linkthemtomissionstatements, interpretationsvary

and lackofclarityabout internationalisation strategieshasbeenmentioned

in a number of audit reports. The audit panels recommended that further

attentionbepaid to identifyinganagreeddefinitionofwhat is meantby the

terminternationalisationand thatthisthenbepromulgatedwidely.

In their portfolios some institutions focused their attention on offshore

provision, rather than internationalisation more broadly. If this is the

institutions defacto definition of internationalisation, panels quite properly

concentrateonthataspect.Consequently,the commentsmade inthoseaudit

reports related more to TNE aspects than to other activities under


The focus of Recommendations in the audit reports on understanding

internationalisationisgenerallyasfollows:

Clarify/develop

better

understanding

of

the

concept

ofinternationalising, also regarding internationalised curriculum and

informstaff

Finalise international plan, monitor progress against objectives and

identifyspecificperformance indicatorsand targetsforinternationalising

teaching,researchand service

Clarifythe strategysrole in identifyingprioritieswithregardtolocations

and modes of operation abroad, the likely effect on the universitys

international student recruitment in Australia and consider how the

university might more effectively harness the market intelligence

availablefrom

its

own

staff

and

from

its

various

partners.

Clarify the locusof responsibilities for internationalactivities so thatall

withinthe universityunderstandwhereresponsibilitylies.

Audit reports also contain a range of Recommendations for universities on

developing an agreed interpretation of internationalisation within the

university:

AUQA recommends that, indeveloping the InternationalisationMaster

Plan,further attention bepaid to identifying an agreed definition of

whatis

meant

by

the

term


at

the

University

and

thatthisthenbepromulgatedwidely.

AUQArecommendsthatthe Universitycontinueandextend its program

ofeducationtodevelopageneralunderstandingofinternationalisation,

and to draw attention to the meaning and significance of an

internationalisedcurriculum.

AUQA recommends that the University develop a Statement of

International Purpose to support and integrate the understanding of

internationalisationmore

effectively

into

the

activities

of

the

University.


23/92


19

AUQA recommends that the University pay special attention to

reviewing the financial viability and strategic directions of its existing

andanynewoffshore initiatives,and that the University communicate

torelevantstakeholders its plannedpath,scaleandultimateprofilefor

the furtherdevelopmentofits InternationalEducationprogram.

4.4 Supportingandcoordinatinginternationalisation

Divisions and schools of the auditees are supported in their international

activitiesbymanyinternalstructures.Inoneofthe auditeestheseincludedan

International Strategy Group, an International Policy Committee, an

International Marketing Committee, 15 Country Reference Groups (each

responsible forone maingeographicareaof interest),divisionalcommittees,

International Students Advisory Group, International Fees Working Group,

International Office, Pro ViceChancellor (International & Enterprise), and

divisionalco

ordinators.

Compared

to

the

institution

wide

support

available

for internationalisation five years ago there are more dedicated, systematic

supportstructuresavailablenow.

In addition to the increase in the committees and structures that support

internationalisation, involvement of senior executives whose position title

includesthe wordinternational,suchas ProViceChancellor(International)is

alsoincreasing.

Success with internationalisation is highly variable among the auditees and

withininstitutionsmainlyduetolackofcoordination.Universitiesgivevarious

reasonsfor

the

attention

to


that

included:

Topositionthe universityasamajorinternationalinstitution

Tobe profoundlyand increasinglyengagedwithinthe AsiaPacificregion

across the full range of the universitys responsibilities, including

undergraduate education, research and research training, and civic and

communityservice

Tostrengthenthe brandvalueofthe university

Toopenupaccesstouniversitycoursestostudentsfromothercountries

Toenrich

and

broaden

the

experiences

of

its

staff

and

students

Tohelpfurtherdevelopculturalawareness

Toenrichthe localcommunities

Tobroadenthe revenuebaseofthe university,and

Tocontributetothedevelopmentoftransnationaleducation.

However, many of the staff interviewed in audits were unclear why their

institutionswereengaged incertain internationalactivitiesandpreciselyhow

those activities were intended to reinforce the core teaching and research.

Theaudit

panels

have

commented

that,

in

part,

this

was

aconsequence

of

the

internationalactivitiesbeingpursuedinanuncoordinatedmanner.


24/92


20

Someauditeesclaimedthat internationalisationwas mainstreamed.However,

inpractice the auditpanels foundonlynodesof leadershipcentrallyandalso

within faculties. Communication between these levels seemed to be lacking,

resultinginlackofclarityincoordinationofactivities,targetsandstrategies.

Therewas

some

uncertainty

within

the

universities

as

to

where

the

locus

of

responsibility for some aspectsof the internationalactivities rested, and the

panelscommentedthat thiswasamatterthatneededtobe clarifiedwithout

undue delay, especially considering the ongoing strategic significance of this

areafor manyuniversities.Thisagainisanexampleofthe coordinationissue.

Manyinstitutionswereinthe processofrestructuringtheirunitsthathandled

internationalactivities,amovewhichinpartwasdue totherecommendations

of commissioned external reviews of the operation of their international

activities.Theauditpanelshavecommentedpositivelythatwhenthesethings

settleddown, therewouldbebettercoordination in the various institutional

effortsregarding


TheauditreportshaveRecommendationsonsupportingandcoordinating

internationalisationasfollows:

AUQArecommendsthattheUniversity,throughthe University Institute

for Higher Education or otherwise, ensure that academic staff are

supported in its objectiveof internationalisingnotonly course content

butalsotheirapproachtoteaching.

AUQArecommends

that

the

University

implement

the

recommendation

ofits 2002InternalAuditReportanddevelopguidelinesandprocedures

relatingtothe implementationofinternationalarrangements.

AUQA recommends that the Universityensure that ithas the means to

monitorprogresstowardstheachievementofallitsinternationalisation

objectives.

AUQA recommends that the University clarify the locus of

responsibilities for international activities so that all within the

Universityunderstandwhereresponsibilitylies.

4.5 Internationalisationofthe curriculum

Manyauditeesaim to incorporateanationaland internationaldimension into

their academic offerings. Within institutions, divisions and schools tried to

translate their intention to introducean internationalperspective incourses.

Some schools introduced units with an international focus, but the evidence

was strong only in some course offerings. A coherent central policy and

approachtointernationalisingthe curriculumoftenseemedtobemissing.

However,

the

audit

panels

found

some

significant

instances

ofinternationalisation of the curriculum and commented on instances of the


25/92


21

curriculum being refined to incorporate international aspects. Examples of

courses being tailored to reflect cultural sensitivities and international

perspectives,includingcontextualcasestudiesandculturallysensitivedebates

onvariouslegislations,wereevidenceofthisattention.

Some

auditees

list

cultural

diversity

as

a

graduate

attribute

and

used

internationalisationof curriculumasameans to inculcate thisattribute.One

auditee in its Learning and Teaching Report discussed its initiative that

involved developing subjects and courses that contribute to an appreciation

and valuing of international models and perspectives within a discipline. A

Cultural Inclusivity Working Party and the development of an international

minor (to the bachelors degree) involving 2428 credit points were a few

otherstrategiesinplace.

The audit panels found some evidence that attention to foster greater

interaction between Australian and international students was increasing. In

oneof

the

auditees,

at

the

doctoral

level,

it

was

anticipated

that

most

PhD

candidateswould spendabout six monthsof theirstudies inothercountries.

Already, strategies were being pursued to enable this, such as cotutelle

arrangements with a number of French universities, and the audit panel

recognisedthat itwouldtakesometime for the universityto fullyrealisethis

intention.

Another auditee was aiming to develop a shared view across both higher

educationand its TechnicalandFurtherEducation (TAFE)activitiesofways in

which the concept of internationalising the curriculum can be defined. This

institutionhad

developed

aguide

that

provided

some

advice

to

staff,

and

information on resources in regard to meeting the needs of international

students, internationalising the curriculum and equivalence in onshore and

offshore programs. Other initiatives that were being taken by the university

includeddiversityworkshops,anewBachelorof InternationalStudies,efforts

to map the current strategies and approaches to internationalisation of the

curriculumat the Faculty/Schoollevel.

While the strategiesallappearedpositive, therewereasyetnomeasuresof

success. It is probable that the universitieshavemadeconsiderableprogress,

and the panels advised that development of measures would greatly assist

with

the

further

management,

promotion

and

exploitation

of

internationalisationinitiatives.

One example of an audit report Recommendation on internationalisation of

the curriculumis:

AUQArecommendsthatthe Universitycontinueandextend its program

ofeducationtodevelopageneralunderstandingofinternationalisation,

and to draw attention to the meaning and significance of an



26/92


22

4.6 Studentandstaffexchange

Australian universities have study abroad and student exchange programs

whereby domestic students can pursue study opportunities at partner

institutionsinothercountries.Mostofthemhavespecificplansand targetsto

promotethese

programs.

In

the

case

of

one

auditee,

it

is

one

of

its

priorities

to provideall studentswithan internationalperspectiveeitherthroughstudy

tours or study abroad opportunities, from interactions with foreign students

and international teachers on campus in Australia and through an


In most cases, the level of uptake is well below the available opportunities.

The universities do not yet have a means for assessing the impact of study

abroad and student exchange on student learning outcomes. While the

availability of the programs has been satisfactory, it is clear from the audit

reports that there was considerable scope for improvement in terms of

embeddingtheseprogramsintothe universityexperience.

The study abroad/exchange students bring many opportunities to enrich the

internationaldimensionofthe campuswiththeirinternationalexperienceand

the Australianuniversitiesaimtobuildactivelyonthe multiculturaldimension

of the campus community. One of the auditees had student exchange and

studyabroadagreementswith129 institutions in27countries. Inone of the

semesters in 2003, the university had 9.5% of the national study abroad

enrolments.

Thestudy

abroad/exchange

students

tend

to

come

from

different

geographic

regions (mostly United States and Europe) than the fulltime student

enrolments (mostly South East Asia), and the universities acknowledged the

importanceoftheseschemes forexposingdomesticstudents toawiderange

of cultures. The difficulties the study abroad/exchange students face in

culturally acclimatising to living and studying in Australia has been noted by

the auditpanels.

Australian universities support sending Australian students abroad and

receiving foreignstudentsby anumberofactivities.Typically,universitiesset

upanumberofinstitutionalcooperationagreementswithinstitutionsinother

countries

and

establish

academic

and

research

partnerships;

some

with

longstandingreputation.Someuniversitieshavewellestablishedprotocolsfor

the establishmentand managementof internationalcooperationagreements.

For example, one of the auditees requiresall agreements to beapproved by

the Deputy ViceChancellor (International & Development), and they are

monitored by regional reference groups within the university. Partner

institutions are regularly visited by members of senior management to

consolidaterelationsand toreceiveprogressreportsonexistingpartnerships.

As a strategy to facilitate the exchange of students and to attract high

numbers

of

foreign

students

some

universities

have

obtained

international

accreditation of courses or areas where it is relevant. Accreditation under


27/92


23

EQUISandAACSB (Association toAdvanceCollegiateSchoolsofBusiness)are

examplesofinternationalaccreditation.

Optional overseas study opportunities in some courses enable students to

undertake a six week placement in the United States Government, and final

yearmedical

electives

being

taken

offshore

are

afew

specific

forms

of

encouragingstudyabroad.

Scholarshipsand financialsupportforexchangeprograms isanotherevidence

for institutional commitment to internationalisation beyond recruitment of

feepaying international students. One of the auditees offered funding of

$100,000 forup to50exchangeagreementscholarshipseachyear.Theaudit

panel commented that this was an impressive commitment to the exchange

agreement program, creating significant opportunities for a considerable

numberofstudents.Anotherauditreportcommentedthatthe universityhad

alreadyallocated$500,000 for travelgrantsduring thatyear for studentand

staff.

To

enhance

opportunities

for

study

abroad

programs,

one

of

the

auditeesorganisedanexchangefair.

Membership in networks such as the International Network of Universities

alsofacilitatesstaffexchanges.

Universitiesrecognise thatmobilityentailsasignificantcost. Institutions that

had a stronger emphasis on internationalisation have been advised to

establishappropriate structuresand monitor the financial supportneeded to

reach their targets. Overall, the audit panels found that the support for

studentexchange

programs

has

been

managed

well

by

the

universities

but

the

uptakeneedsimprovement.

Audit reports contain the following Commendations on student and staff

exchange:

AUQA commends the University for providing strong backing for its

exchange agreements, thereby supporting its teaching and learning

goals.

AUQA commends the University for its internationalisation activities

throughXX

and

in

particular

for

its

student

exchange

programs

and

supportofinternationalstudents.

AUQA commends the University for its support and management of

periods of international study experience for Australian students

through either the International Exchange Student Scheme or the

BachelorofArtsinInternationalStudies.

4.7 Internationalisationofresearch

Theaudit

reports

revealed

that

many

Australian

universities

enjoyed

and

contributed to international research networks. Most of the research plans


28/92


24

havean internationaldimension.Forexample,one auditeehad astrategyto:

Build prestigious international alliances with key researchled universities

that embrace teaching and research, student and staff exchange, and other

links.Nonetheless,manyauditeesdid nothavespecificstrategiesatthe level

of the internationalprojects.Mostof the international researchpartnerships

dependedon

individual

researchers

or

research

groups.

Each

research

group

chose its particular end market, and thus, the process was driven from the

bottomup.

Overseas academics come to the Australian universities, on sabbatical visits,

as members of advisory boards, and so on and this strengthens the

internationalisation of research. One of the universities had an innovator in

residencefromoverseasfor threemonths.

4.8 Internationalbenchmarking

The audit reports commented on a number of benchmarking initiatives the

Australian universities had with appropriate partners nationally and

internationally. Membership in significant international consortia and

memoranda of understanding that offer the potential for international

benchmarking have been noted. However, it was not evident to the panels

thatthe universitieshadobtainedparticularbenefitfromtheseopportunities.

At the faculty level, there were many benchmarking activities with

international universities and organisations. These tended to be mostly

informal,althoughveryhelpful.

One of the auditees had an objective to establish a system of international

benchmarkswithinselecteddisciplinesand activitiesdesignedtodemonstrate

and testthe qualityofperformanceinall areasofthe university.

The audit panels suggested that the universities look for good practice

amongst their localised benchmarking activities with a view to identifying

approachesthatcouldbe moresystemicallyadopted.

Anotherauditee,on the basisofsimilarity insize,vision,statusand location,

developed a research partnership with another international partner. It also

had a target to establish systematic benchmarking of research performancefor the wholeuniversityagainstallotherAustralianuniversitiesand selected

universities inthe UnitedKingdom,UnitedStatesandNewZealand.Theaudit

panel believed that in addition to the specific benchmarking initiatives

mentionedabove,andany internalbenchmarkingactivitiesalreadyunderway

orplanned,the universitycouldbenefitfrombenchmarkingitselfstrategically,

and more widely against another highly regarded international university

closer to home, ideally one which is also similar in size, vision, status and

locationand withsharedaspectsofacademicprofile.


29/92


25

Some universities have participated in an Australian trial of the MaXemizE

benchmarking project. This assesses the marketing performance of the

participatinguniversityagainst22UnitedKingdomuniversities.

The overall impression one gets after reading the audit reports is that, in

practice,internationalisation

often

tended

to

be

understood

in

terms

of

attracting international students and the benefits of internationalising

curriculum, teaching and research have not been fully understood. The

universitiesshouldnow broaden thisview.Auditees themselvesacknowledge

that theyare currently in transition from an opportunisticphase to a more

strategic and planned phase in the evolution of their internationalisation

plans.


30/92


26

5 Findingsfromauditreportsoninternationalstudentsonshore

Many universities are looking to international student recruitment to

overcome the limited growth available in local HDR enrolments. For that

reason,amongothers, issuesrelated to internationalstudentsoncampusare

of increasing importance for the Australian universities in both researchand

teaching.

5.1 Recruitinginternationalstudentsthe useofagents

Withrespecttothe recruitmentofinternationalstudents,the international

plansofmanyuniversitieshavecleartargetsandstrategies.Oneofthe

universitiesaimstoensure:thatthereis acriticalmassofappropriatelyqualifiedinternationalstudentsinall undergraduateprogramsand inrelevant

postgraduateprograms.

Some institutions have IDP Education as their exclusive offshore recruitment

agency for internationalstudents,whileothersuse otheragents.Universities

are looking to make improvements to their processes for recruiting and

inducting internationalstudents.These includethe trialingofrealtimeonline

orientation conferences for prospective students and their families in key

locations inorder toensure thatstudentshaveall the information theyneed

priorto

commencing

with

the

university.

The

universities

are

also

concerned

to improve their quality assurance processes for reviewing and verifying the

qualityofinternationalstudentrecruitmentagents.

Choosing a satisfactory agent in each country and facilitating sharing of

experienceand informationwithotherpotentialagents forany newventures

was commended as a good practice of one institution. One of the auditees

that used a number of agents in other countries to assist with recruitment

commenced a practice of bringing these agents to the university for

orientationbriefingsinorderto improvethe effectivenessand qualityoftheir

recruitment activities. All prospective agents were subject to probity checks

priorto

appointment.

The

audit

panel

commended

the

university

for

these

practices.

Very few institutionshad formalmechanisms tomeasure the performanceof

agentsand touse the appraisal in their reappointment.Monitoringwhether

agentsfollowthe contract/agreementonresponsibilitieswasstillagreyarea.

The contractual relationships with agents offshore included a mix of highly

successfulandsomewhatunsuccessfulpartnerships.Theauditreportsindicate

that a more formal due diligence process could be undertaken prior to

entering

into

a

partnership,

and

that

periodic

reviews

could

be

built

into

the

agreements.


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AuditreportshavevariousCommendationsonthe use ofagents:

AUQAcommends the Universityfor its thoroughprocessforappointing

internationalstudent

recruitment

agents.

AUQA commends the University for its new practice of inducting

offshoreagentstohelpassurethe qualityofthe recruitmentprocess.

Auditreportsalsocontainrecommendationsonthe use ofagents:

AUQA recommends that the University establish and implement a

specific system for assuring the quality of all its programs delivered

offshore, including (inter alia): a robust process of due diligence for

partners and agents; quality controls for translation services;

comparisonsof

learning

outcomes

for

students

in

offshore

and

equivalentonshoreprograms as one indicatorofequivalentquality.

AUQA recommends that the University explore opportunities for

integratingandsharingevaluativeinformationwithits offshoreagents.

5.2 Supportinginternationalstudents

Withrespecttothe supportofinternationalstudents,the internationalplans

ofmanyuniversitieshavecleartargetsand strategies.Oneofthe universities

aimsto

ensure:

that international students views on their teaching and learning

experiences and the quality of student support services provided to

them are sought on a regular basis and that this is part of the

continuous quality improvement process so that any problems are

addressed.

The universities are proactive in identifying and responding to the support

needs of onshore international students, and addressing risks to the success

and satisfaction of international students. Structures include the Educational

Services

for

Overseas

Students

(ESOS)

Advisory

Groups,

International

Offices,

unitswithinthe officeofthe ProViceChancellor(International),and thelike.

Provision of educational services to international students and the level of

support have been commended in many reports. A mentor program,

information services provided to international students, use of data from

surveyof internationalstudentstoreduceattritionrates,andotherproactive

measures have been noted by the audit panels. Oncampus international

students met by the audit panels felt generally well supported. Many

universities are projecting an increase in the number of oncampus fullfee

payinginternationalstudentsand fromanincreasinglydiverserangeofsource

countries.Current

management

systems

and

resourcing

will

need

to

be

examinedinordertomeettheseincreaseddemands.


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Auditreports indicatethat internationalstudentscomingtoAustraliaare well

advisedbeforearrivalabout the differentservicesavailable,and where togo

for help. The same information is then provided again after arrival. The

structuresand unitsthatmanagethe operationsofthe internationalstudents

evaluate their services and the emerging needs of international students

throughsurveys

and

focus

groups.

Many

of

them

have

representatives

on

the

studentadvisorycommittees.Thereare manyexamplesofactiononfeedback

and the internationalstudentsare abletomakean impacton improvingtheir

learning environment. However, the situation is not so positive with TNE

students.

Audit reports have Commendations on support services provided to

internationalstudentsasfollows:

AUQAcommends thementorprogramfor internationalstudentsat the

Universityasaneffectivemeansofsupportinginternationalstudents.

AUQA commends the University for the Excellence in Cultural

ExperientialLearningandLeadershipprogram.

AUQA commends the University for the information and support

servicesitprovidestointernationalstudents.

AUQA commends the Universityfor the level of support itprovides to

internationalstudentsatitscampusesinXX.

AUQAcommends

the

University

for

being

proactive

in

identifying

and

responding to the supportneedsofonshore internationalstudents,for

examplevia the ESOSAdvisoryGroup.

AUQA commends the University for the efficient organisation and

effective implementation of international student services, which are

successfully delivered through the complementaryprovision of central

andfacultylevelsupport.

AUQA commends the Universityfor its Global Opportunities Program

which is highlyvaluedby students,and throughwhichparticipantsare

wellsupported.

AUQAcommendsthe UniversityforitsHomestayProgram,whichplaces

English Language Program studentswithfamilies in the region and is

supportedbyrobustqualityassuranceprocesses.


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Audit reports have the following Recommendations on support services

providedtointernationalstudents:

AUQA recommends that the University review the system in placefor

ensuring that students in transnational programs are aware of the

Universitygrievance

procedures,

and

that

those

procedures

are

able

to

beeffected.

AUQArecommendsthat in lightof itsplansto increasethenumberand

culturaldiversityofits oncampusinternationalstudents,the University

develop afullyplanned, integrated and resourced approach to service

deliverytothesestudents.

AUQArecommendsthattheUniversityimproveits planningandfocusin

the area of international student recruitment,with some reference to

itsown identifiednearAsiaregion.

AUQA recommends that, in finalising its Strategic Framework for

Internationalisation, the University clarify the strategys role in

identifyingprioritieswith regard to locations andmodes of operation

abroad, the likely effect on the Universitys international student

recruitment inAustralia and consider how the University might more

effectivelyharness the considerablemarket intelligenceavailablefrom

itsown staffandfromits variouspartners.

5.3 EnglishLanguageproficiency

English language entry standards and language support are important for

ensuring that students who enter a course of study are reasonably able to

participate in their studies and complete them. English language entry

requirementsare usuallyspecifiedbyuniversitiesagainst IELTSor TOEFL test

scores,or equivalencesfordirectentryprograms.Oneauditeeensuresthatits

entry standards are adhered toby certain safeguards and codification in the

data system, so thatwarning flagswillbe raised if studentsareentered into

the systemwithoutthe necessaryentryrequirementsbeingevident.

Theauditreportsnotedaviewamongsomestaffand Australianstudentsthat

many international studentsor otherswithEnglishasanadditional languagewere not adequately competent in English to work effectively in groups on

tasks that would be assessed. Recognising that this is a culturally complex

issue that involves a blend of fact and perception, the audit panels have

generally suggested that the universities identify and consider strategies for

addressingthecultural implicationsofagrowingnumberof internationaland

permanentresidentstudentsinthe universitieslearningcommunities.


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AuditreportshaveasmallnumberofRecommendationsonEnglishlanguage

proficiency:

AUQArecommends that theUniversityreconsider the applicationof its

English languageentrancestandards in lightof the overalldemandsof

theteaching,

reading

materials

and

assessment

methods.

AUQArecommendsthatthe Universityensuresufficient levelofEnglish

proficiency for the entry of NESB international students into all

programs, butparticularlythoseinChina.

5.4 Culturalacclimatisation

Aligned with the issue of English language proficiency is that of cultural

acclimatisation. Universities have identified this as an ongoing challenge.

Indeed,areport

published

by

one

of

the

universities

identified

cultural

acclimatisation as a potential causal factor behind low progression rates of

international students in some courses. Addressing this issue may require

morespecificownershipofthe issuesand focusedstrategies,tobeeffectivein

generatingthedesiredchanges.

Itoughtalsotobe recognisedthat inthe caseofsomeAustralianuniversities

many staffare fromother countries, so there isahigh levelofawarenessof

internationalissuesinhighereducation.

5.5 Internationalstudentprogression

Thedata

Documents

International is at Ion Final