During a fishbowl session at EAIE 2016 in Liverpool, StudyPortals and Hobsons hosted a session on how students decide where to study. Providing insights into the decision-making process of students, including tips on how to better position your institution based on an analysis of this data.
2. December 2, 2016 Slide 2
Your presenters
Marie Clark
@kiwimariec
@hobsonsemea
Joran van Aart
@joranvanaart
@studyportals
3. How do students decide where to study?
Test your knowledge against other EAIE
participants!
4. Question One
Students can choose between
many English-taught bachelor’s and
master’s programmes in the world.
But how many?
A 20,000 at most
B About 50,000
C 100,000 at least
6. Question Two
When thinking about studying abroad
students are thinking about things like
the country, particular institutions and
the subject. Which one of these is
generally most important to them?
A Country
B Subject
C Institution
7. 7
Consistently…
0% 5% 10% 15% 20% 25% 30% 35% 40% 45%
Uni > Subject > Country
Country > Uni > Subject
Country > Subject > Uni
Subject > Uni > Country
Subject > Country > Uni
In what order did you choose
Source: Hobsons
9. Question Three
If a student is interested in studying here
in the UK which are the three other
countries they are most likely to want to
study in?
A Canada, Australia, US
B US, Canada, Germany
C NZ, USA, Ireland
10. 0% 10% 20% 30% 40% 50% 60%
USA
Canada
Australia
Germany
Ireland
Other EU country
France
Sweden
New Zealand
Singapore
Which overseas countries are/were you considering
attending university in?
N: 6,392
What we knew…where else are
they looking?
Source: Hobsons
11. December 2, 2016 Slide 11
Where else to they go?
Final destination of UK prospects
Primary reason for not studying in the UK at 36% was the
lack of a PSW visa in the UK.
Source: Hobsons
12. Question Four
What do students say are the three most
important things when they are thinking
about the country they want to study
in?
A Getting a visa, job prospects post study, safety
B Getting permanent residency, country’s
welcome, distance from home country
C Quality, international recognition of
qualifications, country’s attitude
13. 13
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Distance from home country
Ability to get permanent residency
Job prospects / migration to destination…
Exposure to culture / life in destination country
Ability to work whilst studying
Other
Post study work options
Job prospects in home country post-university
Ease of getting visa to study
Safety of destination country
Country’s attitude to international students
International recognition of qualifications
Quality of education compared to home…
What’s important to you in regards to country?
When thinking about study abroad
Source: Hobsons
14. Question Five
How often do students use a mobile
phone to explore their international study
options?
A 17% of the time
B 41%
C 59%
21. December 2, 2016 Slide 28
70% students say they are less likely to study in
the UK
Source: Hobsons
22. “I’ve heard there’s been a spike in racism and
xenophobia within the UK and I don’t want to support
that in any form.”
“People have become so racist and with all the
ongoing circumstances, I’d not feel safe there.”
23. December 2, 2016 Slide 30
59% believe the UK will be less welcoming
Source: Hobsons
25. December 2, 2016 Slide 33
Students interested in UK
0%
2%
4%
6%
8%
10%
May June July August
% of total visitors looking at UK-based programmes
On StudyPortals websites, August 2016
26. December 2, 2016 Slide 34
Impact of the Turkish coup attempt
0%
1%
2%
3%
4%
June July August
% Turkish visitors on entire website
27. Question Eight
When it comes to choosing between
institutions, students consider a range
of factors, which do you think are the
three most important?
A Facilities, scholarships, responsiveness
B Academic reputation, subject, facilities
C Tuition fees, entry requirements, links with
employers
28. December 2, 2016 Slide 36
What makes you better?
0% 10% 20% 30% 40% 50% 60% 70%
Diversity / mix of international students
Living expenses (accommodation, food etc.)
Other
Responsiveness of university
Ease of getting permanent residency after…
Student Satisfaction Ranking
Safety of campus / local area
Links with employers (e.g. internship…
Recommendations
Employment rates of graduates
Campus Location
Tuition Fees
Entry Requirements
Scholarships
Teaching Quality
Facilities
Subjects available to study
Academic Reputation / Ranking
What’s important when deciding between institutions?
Source: Hobsons
30. Question Nine
What percentage of students say that
they expect a university to reply to their
enquiry within one day?
A One-third
B Half
C Two-thirds
31. December 2, 2016 Slide 41
53% expect a response within 24 hours
54%
32%
12%
2%
How quickly would you like to receive a response
from a university after you make an enquiry?
Within 24 hours
Within 3 days
Within 1 week
Within 1 month
Source: Hobsons
32. Question Ten
How many of the Top 500 universities in
the world do not answer student
enquiries within four days?
A 10%
B 20%
C 30%
33. December 2, 2016 Slide 43
8% takes 5+ days, 21% never replies
37%
20%
14%
8%
21%
0.5 days
1 day
2-4 days
5 or more days
no reply at all
Source: Through Student Eyes (2014), StudyPortals and British Council IELTS
35. “Using big data to
match the right
student with the
right institution.”
36. • Many universities are too dependent on ‘key’
markets – this creates risk.
• The best way to reduce risk is to diversify.
• Student profiling is a way to diversify in a smart,
targeted and efficient way.
Why student profiling matters
38. • Reduce single-market sensitivity.
• Bring a broader range of perspectives and
experience.
• Create links with new areas of the world.
• Avoid the creation of mono-cultural blocs of
international students.
The benefits of a diverse international student
population
39. Student profiling is a key ingredient of a more
diverse international strategy
• Identifies prospective students in a highly targeted
way
• Accounts for the fact that every university has
something different to offer
• Lends itself well to digital marketing – attract new
students with far less in-country activity
40. What types of
student should I be
targeting?
How can I reach and
engage with them?
What are the typical
‘types’ of student
who attend my
university?
What questions can profiling answer?
How do my enquirers
and current student
differ?
41. The five pillars
Cost
Employment
outcomes
Lifestyle and
environment
Teaching
quality
University
brand
Tuition fees
Cost of living
Other costs
Graduate
employment
rate
Graduate
salaries
Employability
skills
Facilities
Sports and
leisure
Location
Academic staff
Modes of
teaching
Face to face
time
Subject
rankings
University
reputation
University
rankings
Alumni
43. 0
1
2
3
4
5
TQ
COL
UBLE
EO
TEACHING QUALITY
V High
Avg Score 87
COST OF LIVING
Med
Avg Score 56
UNIVERSITY BRAND
High
Avg Score 91
LIFESTYLE AND
ENVIRONMENT
Med
Avg Score 45
EMPLOYMENT
OPPORTUNITIES
V High
Avg Score 94
Example profile
44. • Compare the results of the profiling with a wider
data set to find areas of opportunity
• Locate prospects digitally and geographically
• Engage with them in a highly targeted and
personalised manner
The next step: matching your target profiles with
the market
45. Our vision for a smarter approach to
international student recruitment:
• More targeted – using techniques like
student profiling to target the best
prospects;
• More agile – quicker to respond to threats
and take advantage of opportunities;
• More measurable – using data to
understand cost per acquisition and ROI;
• More personalised – tailored to the needs
of each individual prospect.
International Student Survey 2016
52. December 2, 2016 Slide 67
The choice process
Aware Informed Interested Decision
Visible in Search
(SEO & SEA)
Comparison
sites & portals
Social media
targeted ads
User friendly site
& retargeting
Mobile site,
cross-channel
Fast & accurate
response
Reviews &
influencers
Friendly,
helpful staff
55. December 2, 2016 Slide 70
Your feedback is appreciated!
Evaluate this session:
• Open the EAIE Events
App
• Go to ‘Schedule’ and
find this session
• At the bottom of the
session description
you’ll see ‘Resources’
• Click ‘Evaluate this
session’ to answer a
few questions
Editor's Notes
Hobsons
We provide market insight, student recruitment and student success technology and solutions.
We work with more than 15,000 schools, colleges and universities globally to enable them to achieve their student recruitment and retention ambitions.
Running the International Student Survey for four years.
This was a key question for us.
When they are thinking about studying abroad in what order do they think about first?
Is it the country they want to go to?
Is it the university that they want to go to?
Or is it the subject they want to study?
Now it won’t surprise you that when they sit down at their computer – they are thinking subject.
40% say subject is their first consideration.
Its what comes next that is interesting. For most students the next thing that they think about is the country – not the institution.
The bit of advice that we are giving clients based on this is that when you are marketing to students, even at enquiry stage make sure we are giving subject specific information up front. How that subject will benefit them.
This is not a ‘we’re all doomed situation nor is it about pointing fingers…much. But the simple fact is that whilst we can be said to be just about moving forwards with regards to the numbers around international student recruitment, as the latest global stats show, it is at a much slower rate than our international competitors. Year on year Hobsons track international student interest through asking what other countries students interested in coming to the UK were also considering studying in. The top 3 competitors remain relatively stable – US, Australia and Canada but there has been a significant increase in the number of students considering Germany as a viable alternative to the UK since we started this survey 3 years ago. Germany’s international recruitment stats will ultimately show us how well they succeed with their current strategy – what the above shows is that from a position of relative insignificance from a competitive point of view for the UK Germany has managed to position itself as a genuine competitor and needs to be monitored along our more traditional competitor countries for policy developments.
Why this has happened is of course the real question. And one which this forum is far from an ideal vehicle to discuss. But handily some people far more important than I have been discussing and debating this for a while and last week released their report – the APPC report I mentioned earlier.
“Higher education is one of our country's leading export success stories, increasing our soft power and helping the UK shape the world of the future. But the government's current approach to post-study work and student migration policy is jeopardising Britain’s position in the global race for talent. We are already losing out to countries with a more sensible approach such as Australia, Canada and the United States. Such a short-sighted stance is damaging to our economy and hinders the delivery of the Government’s long term economic plan. We need to adjust our policy and improve our ability to attract students from around the world” Richard Bacon – Conservative.
UKCISA – manifesto for international students launched last week: “The UK has a really good track record for welcoming and supporting international students but we believe that having been through some very rough water, and our reputation taken something of a knock, we are now at a tipping point when we could rebuild our reputation or fall further behind,” CEO of UKCISA, Dominic Scott.
2 key points: 5: part time work entitlements for international students need to be standardised and 6: all students at graduate or postgraduate level should be entitled to a limited period of post study work in the UK (and/or longer on their current visas to find tier 2 jobs).
Sensible stuff. The trouble is all of the above named countries, bar none, are making positive moves to not only increase the numbers of international students coming to study with them but more importantly, crucially in fact as Bacon notes - to cement the long term relationships that international study generates. This is potentially a long term issue with some very obvious short term fixes. Separately – Europe’s doing some fun / annoying things: The report, English-Taught Programmes in European Higher Education, found that 61% of higher education institutions in the Nordic region are offering Bachelor’s or Master’s programmes taught entirely in English. This is compared to 32% offering the same in 2007. And the proportion of study programmes that are provided entirely in English is at 20% in the Nordic region.
Canada changing their immigration policy – not certainly for the better.
So when it comes to the country…of course the quality of the education is paramount.
Quality of education compared to home country and international recognition of qualifications are up there on top.
What is interesting really the third and fourth factors. These are the ones that I want to highlight.
The country’s attitude and safety, or at least perceptions of safety, come out very highly.
UK universities aren’t helped here with the rhetoric at a government level
In the absence of something centralised, anything that you can include in your marketing messages to reassure students about the welcome that they will receive or the safety of the country will be invaluable.
The same applies elsewhere too. In Australia when they had poor publicity around Indian students – their numbers dropped dramatically.
On behalf of the universities we work with we are prepared to respond with emails or calls to their prospective students if there is an incident at a national level. A good example are the riots three summers ago – across all our university partners – not just those based in London – started getting phone calls and emails from worried students. We were proactive in reassuring prospective students that these were isolated incidents and not race related.
Parents have a significant impact on the decision to study abroad
Careers advisors more influential for PG prospects than UG
Agents have a generally low level of influence on the decision to study abroad (the student is already thinking about study abroad when they approach the agent).
This data is drawn from a survey conducted by Hobsons Solutions on the 14th and 15th of July 2016. Surveys were distributed to 23,805 prospective international students from both inside and outside the EU. All of those invited to complete the survey had enquired to one of a range of UK Universities within the last 12–18 months. Of these potential respondents, 1,014 answered the survey, a response rate of 4.2 per cent within a 24 hour period. 87% of respondents were from non-EU countrie
The UK’s decision to leave the EU has created widespread uncertainty in the Higher Education sector on issues ranging from the future of research funding to tuition fees. One area that might be most profoundly affected by Brexit is international student recruitment. Drawing on new survey data, this short analysis provides an international student perspective on what this impact might be.
Key findings include: • 43 per cent of prospective international students feel that Brexit has affected their decision to study in the UK. • Of these students, 83 per cent say it has made them less likely to study in the UK. • However, 61 per cent suggested that the weaker Pound made UK Higher Education more attractive.
Respondents were asked the question ‘what could UK universities do that would make studying in the UK a more attractive prospect for you?’ The response took a free-text format, and there were 603 responses. Of these: • 16 per cent mentioned scholarships (comments containing ‘scholarship’) • 14 per cent mentioned post-study work visas (comments containing ‘visa’, ‘post-study work’ or ‘PSW‘) • 13 per cent mentioned lower tuition fees (comments containing ‘tuition’, ‘fees’ or ‘cost’)
Once they have applied to you, you have hopefully by in large answered any questions about if you are good enough.
Now it becomes about being better than others.
Responsiveness slips right down the list and things like facilities shoot up.
Know who your competition is and channel why you are better.
Why is it important to be better – because we know that the vast majority of students plan to apply to four or more universities.
However…just going back to enquiry stage – if they plan to apply to 4 just think how many they are enquiring to.
Which makes what I said about responsiveness earlier so important. Stand out from that huge crowd.
How can you make sure you go from a pool of say 10 to 20 to 4 to five to the chosen one?
Previous ISS results have consistently shown that prospective students value responsiveness. In 2014 we found cases where students, faced with a choice between two universities, chose the one that responded to them most rapidly. What’s more, our research has found that this is not because students are impatient. It is because, from their perspective, the rapidity of a response acts as a proxy for the quality of a university.
If responsiveness is important to students, then it is vital to understand what might typically be regarded as ‘responsive.’ We have found that more than half of students – 52 per cent – desire a response within 24 hours after they make an enquiry, and only 15 per cent would be satisfied with a response taking longer than three days.
Simply put, universities that fail to meet these response time expectations risk missing out on potential students.
Teaching quality is one of our five pillars, so worth understanding what this means to students
85% say having highly qualified academics influences their perception
75% say high graduate employment rates indicate good teaching quality
63% say fast response to an enquiry – used as proxy
India, China, Nigeria have all taken a hit… the EU might be next
Universities who have relied too much on small numbers of markets have suffered most acutely
Most universities want to diversify, but it’s a complicated process
Student profiling is a simpler approach that can work for universities of any size without large up-front investment
Demographic changes mean that China and India will have fewer 18-25 year olds in the future
Youth is growing in other countries but it’s widely dispersed – there is no new India or China
The answer is to create more diverse intakes of international students
The old model of student recruitment – fairs, events, partnerships – has an important role but is hard to scale up
Every university has something unique to offer – play to your strengths. Ulster example.
Better understand your current students
Identify areas of difference between your enquirers and current students
Understand who to target, and how
Our research over the last 4 years has enabled us to identify five areas that influence student decision making
We call these the components of choice
Every student sits somewhere on a scale for each factor.
When profiling, we measure these from 0-100 for each student, using a range of questions that is specific to each university.
These scores are fed into our profiling model
We use K Means Clustering to identify groups of similar students
The aim is to identify groups that are meaningfully different. For most universities there will be 3-5 different groups covering around 80% of students.
A profile is defined as groups of students who’s scores for the five pillars are similar
In this example, the profile is extremely sensitive to teaching quality and employment outcomes, highly sensitive to the brand of the university, but less focused on lifestyle or cost.
Profiles give us a framework for ‘matching’ a university with the global pool of prospective international students
Our international student survey data gives us the ability to run this matching process to find out where they are: both digitally and geographically, often down to the level of individual city.
Our report in May 2016.
You can download a copy at www.internationalstudentsurvey.com and you can also register to take part next year.