Search Results

This report documents research into the experiences of international students studying in Australia. The survey sought responses from international students studying onshore in the higher education, vocational education and training (VET) and English Language Intensive Courses for Overseas (ELICOS) Students sectors, using the International Student Barometer (ISB) survey instrument. A separate survey instrument was used to seek responses from international students aged 16 years or over studying in Australian secondary schools in Years 11 and 12. The 2014 International Student Survey (ISS) follows equivalent surveys conducted in Australia in 2012 and 2010. This 2014 overview report focuses on the satisfaction levels reported by respondents against a number of key indicators. In addition, high-level comparisons are made with 2014 international benchmarks obtained from use of the ISB survey instrument in other major destination countries for international students. Hence the report not only provides information about international students' experience in Australia, but also how their experience compares to international students studying elsewhere in the world.

Excerpt from publication. Show less

In their Australian education experience, the majority of international students undertake study in more than one educational sector. The English Language Intensive Courses for Overseas Students (ELICOS) sector is the first step in an Australian study pathway for almost half of the international students who study in Australia’s tertiary sector. Many other study pathways are also followed by international students. For example, 60 per cent of international students in higher education had studied in another sector previously and 40 per cent of international students in Australian schools go onto study in the tertiary sector. This paper examines the main study pathways undertaken by international students through Australia’s educational system. To achieve this, the study pathway options of four separate cohorts of international students are analysed in detail. The key findings are presented, followed by a more comprehensive analysis of each group. Lastly, the appendixes detail the methodology used in this study; and present a set of tables showing the most common inter-sectoral study pathways undertaken by students in each of the cohorts examined.

Edited excerpt from publication. Show less

This report compares Australian vocational education and training (VET) qualifications in the subject areas of business and administration, tourism and hospitality, and information technology and telecommunications, with similar qualifications offered in the United States, the United Kingdom, Canada and Switzerland (tourism and hospitality only). The report also examines the standing of Australian VET in these subject areas in Malaysia and Thailand and compares this with the standing of VET qualifications offered by competitor countries. The research was undertaken by KPMG Consulting in 1999 and compared course documentation and conducted focus groups with Malaysian and Thai students studying VET in Australia and prospective students, education agents, employers and education authorities in Malaysia and Thailand. The research revealed that Australian VET had some unique advantages in the market in comparison with competitor countries, i.e. Australian qualifications are part of a national framework, Australian VET is perceived as more practical, and articulation from VET to higher education in Australia is relatively easy. The general perception of Malaysian and Thai students is that Australian VET is similar in quality to that offered by competitor countries. Australia was considered more accessible because of aspects of living and studying in Australia such as lower fees and living costs, the opportunity to work part-time while studying, and the close vicinity of Australia to their own countries. Show less

In the Australian higher education environment, often preoccupied with internationalisation of education and associated issues around intercultural competencies, there is an uncomfortable awareness of the commensurate lack of attention on 'Indigenisation of the curriculum' and the interconnected 'Indigenous cultural competencies'. This paper supports the argument that the optimum way for graduates to attain attributes connected to Australian Indigenous cultural competence, is for them to be in a learning environment where the staff they encounter also exhibit these attributes. To achieve success in this sphere, alignment is essential between key policies and plans, staff professional development and curriculum design. Such an alignment will give impetus to resolving the overall lack of knowledge and awareness within Australian universities around Indigenous cultural competence and knowledge. The case of one university presents an example of how this issue is playing out in the Australian tertiary sector.

Published abstract. Show less

Following a 2001 National Centre for Vocational Education Research (NCVER) feasibility study on collecting information on the offshore delivery of vocational education and training (VET) by Australian providers, the Department of Education, Science and Training (DEST), commissioned NCVER ‘to define, quantify and characterise Australian VET programs delivered offshore’. This report presents the results of this project. Key findings include: Australian providers delivered offshore VET programs in 34 countries, with China, Malaysia and Fiji ranking the highest in terms of student numbers; in 2002, there were approximately 25,100 offshore VET students enrolled with Australian public providers; the most common mode of delivery was classroom-based tuition; and courses were offered across the broad spectrum of the Australian Qualifications Framework (AQF). The contents of this report are: Executive summary; Introduction (scope, concepts, definitions); Methodology and data quality; Main findings; Future directions. Show less

This guide aims to assist Australian practitioners in transnational education (TNE) in higher education (HE), vocational education and training (VET) and English language teaching (ELT) sectors to achieve good practice in transnational delivery of their education programs. It aims to take account of broad generic as well as sector-specific circumstances. The guide is comprised of seven broad topics which are presented as chapters. These chapters are: Introduction to Australian transnational education; Equivalence and comparability; Quality management systems; Business management; Associate selection and relationship management; Learning, teaching and the student experience; and Staffing and professional development. Each chapter has a short overview, a statement of issues and a number of key issues. Show less

The research study reported in this document was intended to identify an international brand position for Australian education and training. Answers were sought across key education sectors and for key regions and countries to two principle questions: (1) Why do international students choose a particular destination for their studies? and (2) How should Australian education and training be positioned for the future? The study was undertaken in four major steps between May and November 2001. The first step was preparatory consultations with the education and training industry and a review of existing research. The second step was a program of comprehensive qualitative and quantitative research conducted in three stages: 72 interviews in three countries intended to establish a framework for understanding the market; 27 focus groups in eight countries intended to test brand positioning options; and a worldwide quantitative electronic survey of students themselves conducted on the Internet and attracting 2700 responses. The third step comprised brand positioning recommendations. The fourth step, still in development and not reported here, involves creative interpretation of the brand positioning. It is concluded that the information arising from this study enables analysis and clarification of the rational factors that affect education choice and provides for the development of clear guidelines on how to brand and position Australia's education and training. The document includes substantial appendices which contain Communications Frameworks to assist institutions in their marketing.

The 'Review of Australian Education International' by the Research, Analysis and Evaluation Group of the Commonwealth Department of Education, Science and Training (DEST) is indexed at TD/TNC 70.278. Show less

This report investigates the outcomes of more than 4,500 international graduates who completed vocational education and training (VET) or higher education qualifications in Australia between 2004 and 2008. The report also looks at the perceptions that Australian and overseas employers have of international graduates of Australian education and training institutions.

Excerpt from publication. Show less

The majority of international students undertake study in more than one educational sector, with the English Language Intensive Courses for Overseas Students (ELICOS) sector being the first step in an Australian study pathway for approximately half of the international students who study in Australia's tertiary sector. Many other study pathways are also followed by international students. For example, 60 per cent of international students in higher education had studied in another sector previously and 43 per cent of international students in Australian schools go onto study in the tertiary sector. This paper examines the many and varied study pathways undertaken by international students through Australia's educational system. It does so by analysing the study pathway options of four separate cohorts of international students. The key findings are presented, followed by a more detailed analysis of each group. Lastly, the appendixes detail the methodology used in this study; and present a set of tables showing the most common inter-sectoral study pathways undertaken by students in each of the cohorts examined.

Edited excerpt from publication. Show less

This report provides statistical information on overseas students studying with Australian education providers for the year 2000. The report incorporates new methodologies designed to improve the accuracy of the international student data. These methodologies provide a more precise count and a better representation of the sectoral composition of students. As a result of changes in methodology, Australian Education International (AEI) has revised the data collected between 1994 and 1999. The statistics in this report cannot, therefore, be directly compared to the data included in previous issues of 'Overseas student statistics'. The data is presented under a number of headings: international student numbers; distribution by sector; student expenditure; country of origin; mode of delivery; distribution by State/Territory; commencements; distribution by provider type and major sector; competitor countries; AusAID sponsored students; field of study; level of study; Australian universities with highest numbers of overseas students in 2000; age and gender; and students on other types of visas. Key outcomes of the analysis were that: (1) the number of international students enrolled with Australian education providers has increased by 16% over the revised 1999 figure; (2) a number of major markets for the Australian education industry recorded strong increases in student enrolments, including China, Thailand, South Korea and Malaysia; (3) New South Wales hosted the largest number of onshore international students during 2000; and (4) enrolments within the higher education sector have increased consistently since 1994 but the strongest sectoral growth during 2000 was in the ELICOS (English language intensive courses for overseas students) sector. Show less