In order to obtain an up-to-date, comprehensive assessment of the extent, strategies and goals of the process of internationalisation in the Australian higher education sector, all 38 universities were surveyed through a Questionnaire.
The Questionnaire covered six Program Strategies:
International Student Program
Internationalisation of Teaching
through the curriculum
through links and exchange programs
Offshore and Distance Education
International Technical Assistance and Training
Internationalisation in Research
International Student and Community Support Services
plus the overall
Organisation Strategy of the University in respect of Internationalisation.
The data requested were for 1995.
Definitions were framed to be consistent with definitions used by the Australian Department of Employment, Education, Training and Youth Affairs (DEETYA) in its Diversity in Australian Higher Education Institutions, 1994 and by the Australian Vice-Chancellors Committee (AVCC) in its Formal Links in Place or Being Negotiated between Higher Education Institutions in Australia and Overseas and Offshore Programs Conducted Under Formal Agreements between Australian Universities and Overseas Institutions or Organisations.
Questionnaires were distributed to the International Office of universities by hard copy and E-mail in April 1996 and were completed in the period May-August. All universities responded, thus providing a comprehensive stocktake of the higher education sector. Most returns were complete but a few, either because the data was not available or because the university viewed the information as confidential, left some questions unanswered.
Most of the questionnaire items were phrased to elicit a quantitative or yes/no response although institutions were also given the opportunity to highlight:
In the Stocktake, two themes were addressed across all strategies:
A summary of the responses to the Questionnaire is at Appendix 2.
The 38 universities in 1995 reported 50,990 international students in a total student population of 604,177. This is consistent with the published figure of 51,994 for the Unified National System. International students made up 8.4% of the total student populations. The range was from 1.1% to 34.0%, with a median of 6.8%. One university had an international student proportion of more than 20%, while a further 11 had proportions of between 10% and 20%.
In aggregate, 74% were undergraduates and 26% were postgraduates, while 85% were on campus students and 15% off campus. Five universities reported that their off campus international student body was greater than their on campus. and sixteen universities had at least 5% of their international students enrolled off campus.
In total, 7118 international students were enrolled in ELICOS courses at 26 universities in 1995, 1701 in Foundation Studies at 15 universities and 843 in Academic Preparation courses at 17 universities.
Twenty-seven universities recorded a total of 1847 incoming international students participating in Study Abroad programs.
Table 2: International Student Statistics 1995
| International students | 50990 |
| Total students | 604177 |
| International students as proportion of total | 8.4% |
| Lowest proportion | 1.1% |
| Highest proportion | 34.0% |
| Median proportion | 6.8% |
| International undergraduates | 37600 |
| as a proportion of all international students | 74% |
| International postgraduates | 13390 |
| as a proportion of all international students | 26% |
| On campus international students | 43352 |
| as a proportion of all international students | 85% |
| Off campus international students | 7638 |
| as a proportion of all international students | 15% |
| ELICOS students | 7118 |
| Foundation Studies students | 1701 |
| Academic Preparation students | 843 |
| Incoming students on Study Abroad programs | 1847 |
The current focus of International Student Programs in Australian universities is predominantly Global (28 responses), while nine universities cited an Asian focus, and one recorded its focus as being both Global and Asian.
Thirty-three of the 38 universities provided information on the income derived from international students as a proportion of total income in 1995. In aggregate, 6.6% of total income came from international students, with the proportions ranging from 0.8% to 15.3%. Seven of these 33 universities reported proportions of at least 10%.
Thirty-four of the 35 universities who responded reported that, in the allocation of fees from their international student programs, their faculties received half or more of these fees. Twenty-six universities had procedures or costing models in place to determine the cost of international student places.
Of the 38 respondents, 32 had planned targets in place for the international proportion of their student populations. Twenty-four respondents set targets of between 10% and 15%, while four had set a target of at least 20%. Seven had targets broken up into separate components for undergraduates and postgraduates, four for on or off campus students, but none had separate targets for fields of study. Overwhelmingly, the targets were set for achievement in the year 2000. These targets were predominantly set with a global focus.
In setting targets for international student programs, universities take into account:
Among the 31 universities who responded, 24 mentions were made of policy factors, 17 of capacity considerations, and 21 of market factors.
Universities generally used the same measures of performance or retention of international students as those used for all students, although five of the 37 who responded reported having measures in place specific to international students. Quality assurance programs in respect of the teaching and learning provided to international students were also predominantly the same as those in place for all students.
A majority of universities had in place programs for using their international students as a resource on campus. Programs included peer, mentor and "buddy" programs; international student clubs; student advisory groups to University committees; familiarisation and orientation programs; information resources for exchange programs; and tutoring.
Universities are now almost without exception using new technologies such as E-mail or a home-page on the Internet to provide information to potential international students.
Internationalisation of Teaching
Thirty of 35 respondents had strategies in place to address the internationalisation of the content and form of the teaching curriculum. Twenty-one universities ranked their achievement of these strategies as at least five out of ten.
The 38 universities recorded an aggregate 1256 student exchange agreements with overseas universities. However, 33 universities reported a total of only 1307 outgoing participants in international student exchange programs. Sixteen universities have set targets for the proportion of their students they wish to have participating in exchange programs by 2000. These targets generally were for less than 3% of total student numbers, although two institutions set targets of 10%.
In addition, 23 universities reported that they currently provide their own students with the opportunity to gain international experience on a fee-paying study abroad basis. Seventeen universities recorded a total of 46 courses which entail part of the course being taught at an overseas university or part of an overseas university's course being taught in Australia. A total of 846 incoming and 226 outgoing students were involved in such programs in 1995.
Fourteen universities had established courses or programs involving international business or industry placements for their students.
Twenty-three universities had programs in place to provide scholarships to their own students wishing to participate in exchange or study abroad programs. Most involved modest amounts up to $100,000, although one university has committed in excess of $500,000 per year for support of activities such as its language abroad programs. Twelve universities also provided scholarships for incoming study abroad or exchange students.
In 1995, 997 agreements were in place for the international exchange of teaching staff. The focus of these programs was almost without exception of a global nature.
Thirty-one of the 38 universities had specialist centres for language study or study of particular countries or regions. These specialist centres totalled 129.
Most universities employed the same quality assurance programs in respect of internationalised teaching and learning as for all teaching and learning.
Offshore and Distance Education
Offshore campuses were maintained by seven of the 38 respondents in 1995. These were in Singapore, Malaysia, Hong Kong, Fiji, Japan, Kuwait and United Arab Emirates and catered for approximately 1400 students.
Twenty-seven universities reported that they had established twinning programs with a total in 1995 of 93 overseas institutions. These were predominantly in Malaysia and Singapore, with programs in Hong Kong, Indonesia, Thailand, Vietnam, China and South Africa also mentioned. Twinning programs involved approximately 13,000 students.
Twenty-two Australian universities were also involved with the provision of distance education to 5,000 international students in 1995. All of these universities uses new technology, such as E-mail, in the delivery of distance education to international students.
Almost without exception the same quality assurance programs are in place for international external students as for all students.
Twelve universities provided education products or services, such as the sale of course materials, to overseas institutions, while five provided products or services to Australian TAFE or private colleges for the teaching of international students.
Most Australian universities have established advanced standing arrangements with overseas institutions or with Australian institutions in respect of international students. Twenty-eight universities reported 395 institution-to-institution links covering advanced standing.
International Technical Assistance and Training
A number of Australian universities were involved in international technical assistance projects and training in 1995. Details are presented in Table 3.
Table 3: Development Assistance and Training
| Aid-Based Development Assistance Projects | |
| Number of projects | 71 |
| Value | $19.6m |
| Number of universities managing projects | 21 |
| Number of universities providing staff | 25 |
| Aid-Based Short Courses/Customised Training | |
| Number of short courses/customised training | 124 |
| Number of universities involved | 26 |
| Number of students | 2139 |
| Commercial-Based Development Assistance Projects | |
| Number of projects | 40 |
| Value | $15.3m |
| Number of universities managing projects | 10 |
| Number of universities providing staff | 12 |
| Commercial-Based Short Courses/Customised Training | |
| Number of short courses/customised training | 118 |
| Number of universities involved | 18 |
| Number of students | 2731 |
The focus of both the aid- and commercial-based projects was predominantly Asian. Universities were involved in the projects both at the management level and through the provision of staff, and most participating universities had strategies in place for including such projects in their international technical assistance programs.
In total, 111 overseas development assistance projects were managed by Australian universities in 1995. These projects were carried out on an aid basis by 21 universities and on a commercial basis by ten universities. Twenty-six universities provided aid-based short courses or customised training, and 18 conducted commercially-based courses. In total, 4860 students participated in these courses in 1995.
Information on scholarships was provided by 30 universities. In 1995, 15% of international students at these universities were scholarship holders, including 12% whose scholarships were funded from within Australia. These 30 universities also provided information on the source of scholarships. The results appear in Table 4.
Table 4: Scholarships for International Students
| Source of Scholarships | Number of Students |
| Funded by the university | 483 |
| Funded by the Australian Government | 4622 |
| Funded jointly by university and Australian Govt. | 290 |
| Funded from elsewhere in Australia | 52 |
| Funded from overseas | 1575 |
| Total scholarships | 7022 |
Internationalisation in Research
A total of 1020 international research links was reported by 37 universities. The focus of these links was almost without exception global. However, only six universities had joint research degrees or programs in place which enabled students to undertake part of their research at an overseas university.
Thirty universities hosted 886 Overseas Postgraduate Research Scholarship (OPRS) students in 1995. 519 research centres with international links have been established at 28 Australian universities.
Almost without exception, universities actively used new technologies such as E-mail to facilitate the establishment and maintenance of international research links and the dissemination of research.
International Student and Community Support Services
Of the 38 universities responding, all provided support services specifically for international students while 33 provided a specialist centre for the support of international students. A total of 390 FTE staff were employed by 36 universities specifically for the support of international students. Universities were asked a series of questions about the international student support services they provide. Responses are in Table 5.
Table 5: Student and Community Support Services
| Provision of Services | No. of Responses | Affirmative Responses | |
| 6.4 | Training of staff in International Student Support | 37 | 76% |
| 6.5 | Pre-departure seminars | 38 | 61% |
| 6.6 | Meet and greet services | 38 | 100% |
| 6.7 | Orientation programs | 38 | 100% |
| 6.8 | Returning home programs | 38 | 89% |
| 6.9 | English language programs or support: on a fee paying basis as courses taught for credit as safety nets offered by Faculties as safety nets offered centrally | 36 32 34 35 | 81% 47% | 44% 83% |
| 6.10 | Academic bridging/preparation programs: on a fee paying basis as courses taught for credit as safety nets offered by Faculties as safety nets offered centrally | 36 32 31 29 | 78% 38% 32% 52% |
| 6.11 | Study methods programs or assistance: as safety nets offered by Faculties as safety nets offered centrally | 31 36 | 52% 97% |
| 6.12 | Specific support programs (peer support, mentors, buddy systems) | 38 | 66% |
| 6.13 | Provision of accommodation: short term long term assistance in finding accommodation | 37 37 38 | 100% 89% 100% |
| 6.14 | Provision of physical facilities (places of worship) | 38 | 89% |
| 6.15 | Cross-cultural training programs for staff:
programs available | 38 34 | 76% 41% |
| 6.16 | Formal links with community organisations | 38 | 79% |
| 6.17 | Availability to broader community of facilities for international students | 36 | 33% |
| 6.18 | Provision of financial assistance to international student associations: generic associations country specific associations | 34 34 | 74% 59% |
As required by the AVCC's Code of Ethics all universities provide a full range of support services to international students, including orientation programs, meet and greet services and assistance with accommodation. Most provide specific training for staff dealing with international students, although less than half have strategies in place to increase participation in such programs. All provide English language, academic bridging and study methods programs to prepare international students for the Australian education system, but the way in which such programs are handled vary.
Most universities had established formal links with community organisations, although few made their international student facilities available to the wider community.
Thirty-two universities had alumni associations for international students. These alumni associations were predominantly in Asia.
Internationalisation Organisation Strategy
All but one of the 38 universities reported that a policy of internationalisation was explicitly included in their mission statements, while all universities included a policy of internationalisation as part of the corporate plan. Twenty-two universities had developed country specific business plans as part of their internationalisation strategy. Twenty-five of the 37 universities who responded had an explicit commitment to quality assurance in their internationalisation activities.
All but four of the 38 universities had active committees for the development of their internationalisation strategies. Twenty-four of these committees were chaired at the Pro Vice-Chancellor level or higher, including 6 by Vice-Chancellors. Thirty-one universities cited their international policy as being determined centrally only, while seven stated that it was determined both at a central and devolved level as appropriate, and most also had measures in place to ensure communication of information about international activities to administrators and academics.
The 38 responding universities had an aggregate 1532 links with overseas universities.
Only five universities reported having incentive or reward schemes in place for staff in respect of initiatives for internationalisation.
Organisational Structures (Chapter 5) looks at policy, planning and management of internationalisation activities in universities, and in particular at the structure of International Offices, and suggests a model for an organisational structure to support internationalisation in a university.
Responses to the questionnaire highlighted the following innovative internationalisation programs and issues which need addressing.
The University of Technology, Sydney's (UTS) Institute for International Studies.
The Institute for International Studies provides undergraduate teaching and develops postgraduate studies and research projects in International Studies. Additionally, it acts as an advisory service to business and government, and works to promote internationalisation generally at UTS.
In 1996, UTS introduced a new double degree program which combines a BA (International Studies), provided through the Institute for International Studies, with any of the 18 other degree courses. For one year of the course, students study the language and culture of the country they plan to visit as part of the degree program. Languages available include Cantonese, Spanish, Italian, Indonesian, French, German, Thai and Malay. Students go overseas in their fourth or fifth year.
Central Queensland University's response to the local community.
The University has approved the construction of a multi-denominational worship facility, to be established at its Rockhampton campus. Although prompted by the needs of international students, the centre will not only provide worship facilities for international students but will also be open to the entire student and staff body. It is envisaged that the centre will also provide a valuable link between the university and the wider Rockhampton community, including ex-students and staff.
The University of Western Sydney (Hawkesbury) focus on local community impact.
In May 1996, the university held a forum on racism attended by international and local students, local business, government, religious and community members, university staff, and police. Over one day the participants discussed the issue of racism, and formulated strategies to foster social cohesion and inter-cultural awareness in the local community. The impact of the forum has been rewarding, not only promoting the acceptance of international students and migrants into the local community, but also breaking down the barriers between local community and university. UWS now works pro-actively to promote international and local community interaction, including establishing a program where international students visit local schools.
The University of Tasmania's twinning arrangement with Ho Chih Minh City University of Technology.
Under the general supervision of University of Tasmania, Vietnamese students are able to complete part of their course in Vietnam, and part at the Faculty of Engineering at the University of Tasmania. A reciprocal exchange of Australian students is also in progress. The program is facilitated by similarities in syllabus, English language tuition and regular staff dialogue and exchange. Another example of internationalisation is found in the Graduate Certificate in Education (Australia in Asia strand). In this program students undertake a teaching practicum in Thailand or Vietnam, involving six weeks collaboration with local teachers on curriculum development and teaching methods, as well as study of the culture and education system of the West.
Other examples of internationalisation initiatives at Australian universities include:
Further examples of innovative programs and approaches are described in the Case Studies (see Chapter 4).
Universities identified the following internal institutional factors which need to be addressed:
External issues identified by universities centred on: