Queensland University of Technology CRICOS No J Managing International Student Integration and Security Issues – an Australian perspective Chris Hepperlin Director, Student Support Services Queensland University of Technology, Brisbane Australia

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CRICOS No J a university for the world real R The changing face of the future: Even more engaged with the region

Queensland University of Technology CRICOS No J AUSTRALIA Some Key Facts and Figures Population of Australia (2013)22.9 million Population Growth Rate (2012) 1.6% pa Average Life Expectancy (2012) 81 years Land Area 7.7 million sq km (= to China or USA) Gross Domestic Product (2011) $ billion Contribution of IE to Economy (2011) $16 billion pa

CRICOS No J a university for the world real R International Education Key Facts and Figures Number of Universities in Australia – Publically funded37 Privately funded 2 No. of students (2010) million Number of international students - Higher Education230,923 Vocational Education and Training (VET)145,540

CRICOS No J a university for the world real R Key Facts and Figures Major Source Countries - China29.0% India10.5% Korea 5.4% Vietnam 4.4% Malaysia 4.2% Other nationalities46.5%

CRICOS No J a university for the world real R Marginson, S., Nyland, C., Sawir, E., Forbes-Mewett, H. (2010). International Student Security. Port Melbourne: Cambridge Uni. Press

CRICOS No J a university for the world real R History & Development of Australian International Education Some Political, Economic, Socio-cultural Drivers:  White Australia Policy / Migration Resistance  Migration especially post-WWII  White Australia Policy (dismantled 60’s & 70’s)  Policy of Multi-culturalism officially adopted 1972  Colombo Plan (from 1950’s)  Cap on international student places lifted (mid 1990’s)  Decreased uni funding; inadequate IE regulation as numbers increased significantly (mid 1990’s)  ESOS 2000 – Inadequate quality controls  Close link of IE to immigration / labour market needs

CRICOS No J a university for the world real R Source: Retrieved 14 Feb 2013https://

CRICOS No J a university for the world real R Political, Economic, Socio-cultural Drivers... ctd  Tightening of student visa conditions 2010  Post crisis response (2010 – ):  Serious efforts to achieve a coordinated, strategic & effective policy and regulatory framework for AIE

CRICOS No J a university for the world real R Baird Report – Stronger, simpler, smarter ESOS ESOS Act (2000) and Baird Review: The ESOS legislation was designed to ensure quality of education providers. ESOS (2000) reviewed and improved; ESOS amended in 2010 – all HEI’s required to re-register under stricter quality standards. ESOS works in conjunction with the National Code of Practice for IE providers. COAG International Students Strategy State and Federal Governments of Australia developed an International Students Strategy for Australia to create a sustainable future for quality international education in Australia. Knight Review – Student Visa & Immigration Reforms The Knight Review recommended, and the Government adopted, a suite of changes designed to make getting student visas easier and Australia a more attractive destination for study and work. TEQSA & AQSA Independent national regulator of the HE sector set up in Particular focus on quality, conducts audits, and has legislative powers to act on cases of poor quality (e.g. English standards), including the power to enter institutions and search records, enforce compliance and de-register, close down and prosecute operators. AQSA is a similar regulator for the VET sector. Australia Awards Aim to: develop leader with close links to Australia; promote knowledge, education links and ongoing ties between Australia and neighbouring countries through Australia's Government scholarships. Australia in the Asian Century Paper Sets out ideas on and targets for Australia to make the most of opportunities from being part of the booming Asian region, as well as managing risks.

CRICOS No J a university for the world real R Improving Governance at a Local and Institutional Level Improving the student experience for international students

CRICOS No J a university for the world real R Academic standards and quality TEQSA – e.g. English Language Standards Office of Learning & Teaching Research and Best Practice Benchmarking Projects e.g. –Language & Learning Support, –Academic Integrity Institutional initiatives – e.g. Language assessment including PELA

CRICOS No J a university for the world real R Supporting Interaction between domestic and international students: Community & Institution-level initiatives Celebrating International Festivals & Cultural Events

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CRICOS No J a university for the world real R Ramadan Dinner

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CRICOS No J a university for the world real R Accommodation Private Sector Not peripheral to the operation of a uni because of link with Student Experience, Success & Satisfaction New Models with greater university involvement in Residential Life programming Govt support? Limited progress

CRICOS No J a university for the world real R Safety Community & Institutional Initiatives Enhance safety by having well-located, safe, affordable accommodation

CRICOS No J a university for the world real R Work Experience / Graduate Employment Post-completion work opportunities Institution initiatives – e.g. WIL; QUT-VQ partnership

CRICOS No J a university for the world real R Visa / Immigration Knight Report recommendations adopted – less complex and faster visas: e.g. SVP; work rights

CRICOS No J a university for the world real R Concluding Remarks (ii) Lessons learned: Governance: Achieve the ‘right’ policy and regulatory settings at a government and institution level Pursue practices at a community, ‘market’ and institutional level that are both responsive to and genuinely supportive of international students. Avoid short term commercial gains that damage the long-term sustainability of the IE sector. Focus on improving quality – of learning and the broad student experience.

CRICOS No J a university for the world real R Concluding Remarks (i) Fact: Around one million Australians now speak some version of the Chinese language Australian face of the future: Even more engaged with the region

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