The global rise of pathway programmes - EAIE 2016
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This presentation provides an overview of the latest insights into the global rise of pathway programmes, used during the annual EAIE conference in Liverpool. Experiences and opinions of the speakers are included in the presentation.
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The global rise of pathway programmes - EAIE 2016
- 1. EXPLORING THE GLOBAL RISE OF PATHWAY PROGRAMMES November 8, 2016 Slide 1
- 2. November 8, 2016 Slide 2 Nice to meet you Edwin van Rest StudyPortals Claudia van den Bos University of Amsterdam Michael Bartlett Cambridge Assessment Arnold Persoon Study Group
- 3. WHY PATHWAYS? November 8, 2016 Slide 3 Edwin van Rest
- 4. November 8, 2016 Slide 4 StudyPortals 16.5 million visitors / year (est. 20 million for 2016) 2,450 institutions in 68 countries
- 5. November 8, 2016 Slide 5 PreparationCoursesPortal.com
- 6. November 8, 2016 Slide 6 Why pathways?
- 7. $1.4bn November 8, 2016 Slide 7 Estimated size of market
- 8. November 8, 2016 Slide 8 Get your copy
- 9. WHAT IS THE SHAPE OF PATHWAYS GLOBALLY? November 8, 2016 Slide 9 Michael Bartlett
- 10. November 8, 2016 Slide 10 What is a pathway programme?
- 11. Private/corporate providers 50% Universities 32.5% Colleges 16% Language schools 1.5% November 8, 2016 Slide 11 Who provides the programmes?
- 12. Guaranteed 56% Conditional 6% General Preparation 38% Guaranteed 42% Conditional 7% General Preparation 51% November 8, 2016 Slide 12 How does progression work?
- 13. Type Guaranteed Conditional General preparation Pre-bachelor 56% 6% 38% Linked to (avg) 10 courses 24 courses 10 courses Pre-master 42% 7% 51% Linked to (avg) 7 courses 5 courses 13 courses November 8, 2016 Slide 13 How does progression work?
- 14. November 8, 2016 Slide 14 How much do programmes cost?
- 15. November 8, 2016 Slide 15 What subjects are most popular?
- 16. November 8, 2016 Slide 16 UNITED KINGDOM 42% • 8% UNITED STATES 19% • 10% CANADA 1% • 0.2% AUSTRALIA 12% • 0.7% NEW ZEALAND 1.4%
- 17. November 8, 2016 Slide 17 English and academic entry requirements
- 18. • Proof of academic credentials usually required – High-school certificate – Bachelor certificate – Years completed in education • Level of knowledge required varies widely November 8, 2016 Slide 18 Academic entry requirements
- 19. November 8, 2016 Slide 19 English entry requirements 2.0 3.0 4.0 5.0 6.0 7.0 8.0 A1 A2 B1 B2 C1 C2 CEFR level IELTS band score 10% 20% 30% 40% most students are expected to increase about 0.5 on the IELTS band score system each semester. “ ”
- 20. November 8, 2016 Slide 20 Language learning journey
- 21. November 8, 2016 Slide 21 Language learning journey 1 4 40- 50% Pathway programme 32 ELT University
- 22. • No national standards for progression from foundation programmes • Not all universities track student performance based on entry channel • Cambridge English now working with HEFCE on pilot project to measure academic gains November 8, 2016 Slide 22 Progression to university
- 23. November 8, 2016 Slide 23 Increasing trends in the sector
- 24. • Joint ventures • Managed campuses • Offshore delivery • 2+2, 3+1 models November 8, 2016 Slide 24 Different models Growing trends • Diversity of subjects • Diversity of source countries • Greater penetration in the US
- 25. WORKING WITH A PATHWAY PROVIDER November 8, 2016 Slide 25 Claudia van den Bos
- 26. University of Amsterdam (1632) • Ranking: THE 58th / QS 55th • 31,000 students/ 5,000 staff • 3,500 international degree students • 11/57 BSc & 52/66 MSc programmes in English • 1 on-campus pre-bachelor programme, offered by Cambridge Education Group (since 2012) Slide 26 Quick Facts & Figures
- 27. • Controversial • 1st in the Netherlands • About 2 years of decision-making • GO in March 2012 for Economics & Business • 1st students in September 2012, so.. Slide 27 Starting OnCampus Amsterdam with CEG
- 28. • Legal aspects • Course structure and level/ quality assurance • Admission requirements • Marketing & Recruitment • Staff • Office & classroom space • Practicalities: registration of students, insurance, housing, ict, etc etc • SO WHY DID WE DO THIS? Slide 28 ..Only 6 months to arrange it all
- 29. Opportunity to widen our subject pool: • Combined marketing efforts • Large CEG agent network • Branding now extended to ‘new’ countries • More diversity in our class room • Bridge gap between student’s and our education system Slide 29 Life has no limitations, but our M&R budget certainly does
- 30. • On-campus model so early settling-in • 3 terms of 7-9 teaching weeks (9 months) • 26 hrs classroom-based study per week • Tuition fee € 16,500 vs. € 9,150 for Bachelor • IELTS 5.0 -> 6.5 or 5.5 -> 7.0 • 3 academic subjects incl. math & academic skills • Final tests equal direct entry test for BSc programme Slide 30 What does the programme look like?
- 31. Year Non-EEA Intake Foundation Programme Progression to UvA BSc Programmes* Progression rate 2012-2013 13 10 77% 2013-2014 87 53 61% 2014-2015 99 58 59% 2015-2016 144 101 70% 2016-2017 143 (Sept. intake) *4 BSc programmes in 2016 Slide 31 Results: we increased intake numbers..
- 32. Slide 32 ..and we got some new nationalities
- 33. Slide 33 Foundation & direct-entry students perform similar Start year in BSc BSc Economics & Business Progression to BSc year 2 % max of 60 EC obtained 2014-2015 Foundation 73% 27% Direct-entry 73% 28% 2015-2016 Foundation 76% 39% Direct-entry 74% 39%
- 34. • Partnership: you’re colleagues • Collaboration in M&R and admissions • Physical proximity helps • Start with a limited pilot group • Internal PR: make sure rest of organisation knows Slide 34 Some tips: how to work with an on-campus pathway provider
- 35. • May require internal mind shift: takes patience • Learning process: takes time & flexibility • Long-term strategy: takes vision • Growth potential in programmes: takes capacity • 1st-mover advantage is short-lived; 5 out of 9 comprehensive research universities now offer pathways Slide 35 Implications of foundation programme
- 36. ESTABLISHING PATHWAYS IN (NON-UK) EUROPE November 8, 2016 Slide 36 Arnold Persoon
- 37. • Owned by Providence Equity Partners • Employs over 2,800 staff in 60 locations • 73,000 students from 145 countries on Study Group programmes • Providence acquired Blackboard in July 2011 • Corporate Social Responsibility – Building Futures • World leaders in the ‘university pathways’ sector with over 100 affiliations November 8, 2016 Slide 37 About Study Group
- 38. Rank Institution Country 8 Imperial College, London UK 47 Wageningen University Netherlands 52 Australian National University Australia 56 University of Sydney Australia 74 University of Groningen Netherlands 97 University of Sheffield UK 109 University of Western Australia Australia 129 Royal Holloway, University of London UK 130 Lancaster University UK 133 University of Leeds UK 140 University of Sussex UK 149 University of Twente Netherlands 154 VU University Amsterdam Netherlands 167 University of Leicester UK 172 University of Auckland New Zealand 176 University College, Dublin Republic of Ireland November 8, 2016 Slide 38 16 universities in the THE world top 200 trust Study Group with their brand and reputation
- 39. • Operating a joined pathway programme to TCD and UCD from 2011-2016. Moving to an on-campus UCD pathway programme in 2016 • Operating in the Netherlands since 2012 with an increasing range of partners linked to a single hub called ‘Holland International Study Centre. November 8, 2016 Slide 39 About Study Group in (non-UK) Europe
- 40. • Pathway centre providing access to 9 partners • Programmes offered: - 2012: English Language Programme - 2013: Business Foundation & Pre-Master - 2014: Science & Engineering Foundation • Holland ISC had 185 students in AY 015-16, with the majority of the students enrolled onto the Foundation Programmes. • 2nd teaching location opening on the Groningen/Hanze campus this September! November 8, 2016 Slide 40 About Holland ISC
- 41. November 8, 2016 Slide 41 So we’ve been successful in establishing operations in a new country, but what are the challenges we’ve experienced…
- 42. • No/limited regulations for Foundation Education ‘everyone, including regulators, are in the dark about how to be ‘compliant’ • Efficient & Responsive Admissions processes • Visa & Residence permit regulations • Staying informed about developments/changes without being part of the Public HE system • Establishing an appropriate accreditation and Quality Assurance Framework November 8, 2016 Slide 42 With the Legal Framework
- 43. • Aligning all aspects of the partnership: - Marketing/Sales Admissions Visa departments - Faculties vs Central departments - Policy for University A vs University B • Keeping track of changes to the internal structures/policies of partners • Managing expectations: - start up challenges requiring adaptations - programme & nationality diversity - we can’t sell what they can’t sell November 8, 2016 Slide 43 With our partner universities
- 44. • Creating a brand and positioning within the existing portfolio • Brand & product awareness what is the same, but more importantly what’s different? • Managing an evolving product via a globally operating machine • Finding the appropriate markets for the new destination Basically we needed to throw all basic assumptions out of the window and start from scratch November 8, 2016 Slide 44 With our global organisation
- 45. • No! November 8, 2016 Slide 45 Is establishing a pathway in a new country easy? Is it worth it? • Yes! So, what have we learned?
- 46. • The adaptations required have created momentum for changes that also benefited the wider organisation • We’ve opened a new market, increasing the size of our operations and diversifying risks away from the UK • We’ve established strong partnerships with ambitious partners creating opportunities for future growth. November 8, 2016 Slide 46 Why?
- 47. • What is your country’s legal framework for Foundation Education & working with agents? • What’s the legal framework for Admissions & visa? Can you make it work? • Do you teach in English? The Bachelor market is significantly larger than the Master market • How big is the appetite in your institution? Is it willing to make concessions to facilitate growth? • Which model is for you? Competition or partnership? • Are you ready to rumble?... The competition is turning around applications in 24 to 48 hours, and so should you… November 8, 2016 Slide 47 Is it for you? Points to consider
- 48. THANK YOU November 8, 2016 Slide 48
Editor's Notes
- What models of pathway are there? On-shore/off-shore University delivered Part of normal course structure Wholly owned separate venture Partner delivered Joint venture
- For the purposes of this report, we have defined a pathway programme as an official course (endorsed/provided by a higher education institution) intended to help grant access to that institution's graduate or undergraduate programmes, for international students who: • have not met one or more of the admissions criteria for an institution, such as the English language requirement • are otherwise not considered ready to begin their undergraduate or postgraduate degree. What models of pathway are there? On-shore/off-shore University delivered Part of normal course structure Wholly owned separate venture Partner delivered Joint venture
- Blobs show: Number of university courses students can choose between after finishing a pathway programme that guarantees entry Table is blown out into charts on next slide
- Average tuition fees per area in US$. Using XE.com exchange rates in June 2016 before EU referendum. Setting appropriate fees is crucial: on the one hand, universities and providers depend on the income from tuition fees to develop their programmes; on the other hand, the relative costs could influence students to choose one institution/provider over another. While general indications show that fees for pathway programmes are similar to those for a first year in a university programme, costs vary widely from country to country and also across subjects. Programmes leading to degree courses in Life Sciences and Medicine, Natural Sciences, and Engineering tend to be the most expensive, while the lowest fees are found on general programmes. Our research shows the highest average fees are for programmes based in North America and Australia. Average fees in some European countries are also quite high (e.g. Switzerland), while Asia has the most affordable tuition fees. Data from the USA and the UK (which accounts for most of the data for Europe), indicates that the fees charged for pre-bachelor and pre-master programmes are broadly similar.
- Overall, the majority of students accessing pathway programmes are seeking to enter courses in Business and Science (21%), Social Sciences (14%) and Engineering and Technology (13%). For pre-master programmes, 24% of all prospective students are interested in Business and Management, while 18% choose Engineering and Technology, or Social Sciences (15%).
- 21% of which are pre-master and 79% pre-bachelor. It is estimated that this sample represents 80% of the global market. Distribution of pathway programmes by country (only showing countries with >1% of programmes) Countries with less than 1% of global programmes (descending order) Ireland, Malaysia, United Arab Emirates, Czech Republic, Netherlands, Sri Lanka, Germany, China, Hungary, Poland, Russia, Spain, France, Malta, Austria, Belgium, Colombia, Cyprus, Israel, Italy, Japan, Kazakhstan, Mauritius, Norway, Qatar, South Korea, Switzerland, Finland, Sweden, Lithuania
- Proof of academic credentials High-school certificate Bachelor certificate Years in education Level of knowledge required varies widely
- Analysis of both TOEFL iBT and IELTS test requirements (figure 7), shows that the IELTS score requirement for pre-bachelor programmes is usually 5.0 or 5.5 (CEFR Level B1–B2), while a broader range of requirements exists for pre-master programmes – between 5.5 and 6.5 (B2–C1). TOEFL iBT follows this general trend, with pre-bachelor programmes mostly requiring scores between 45 and 60 points, or between 65 and 75 points for pre-master courses.
- Some universities are making innovations within the market for pathway programmes by developing direct partnerships with institutions in the target countries from which they recruit students, or opening their own branches in those countries. This enables students to access the same pathway programmes provided overseas, without leaving their own countries. Successful completion then gives them access to the institution’s undergraduate programmes. Another ‘hybrid’ model has also been adopted by some institutions, whereby instead of outsourcing their pathway programmes to one of the ‘big six’ providers, they are run by a separate, wholly owned commercial entity set up by the institution. Other institutions are also offering an 'International Year One' where students get additional support during the first year of their undergraduate programme, to make their transition to international higher education even smoother.
- On their journey from admission on the pathway course to progression to university, students will probably have their English language tested at least four times, through formal internationally recognised exams as well as in-house tests. 40-50% of time on courses is lang dev.
- Some universities do track student progression based on their entry channel and others don’t, and there’s certainly no national, let alone international, means of benchmarking different foundation providers …. Cambridge English is currently working with HEFCE in the UK to pilot the use of a critical thinking test to measure UK undergraduate’s academic gains as they progress through their courses. If the pilot is successful it would make sense to extend the scheme to international students too. This would give universities objective evidence of the best sources of students who will go on to be successful at university, and also highlight points in their studies where they may need extra support. In the meantime foundation providers may want to adopt similar academic testing in order to demonstrate their value-add to HEIs.
- Some universities are making innovations within the market for pathway programmes by developing direct partnerships with institutions in the target countries from which they recruit students, or opening their own branches in those countries. This enables students to access the same pathway programmes provided overseas, without leaving their own countries. Successful completion then gives them access to the institution’s undergraduate programmes. Another ‘hybrid’ model has also been adopted by some institutions, whereby instead of outsourcing their pathway programmes to one of the ‘big six’ providers, they are run by a separate, wholly owned commercial entity set up by the institution. Other institutions are also offering an 'International Year One' where students get additional support during the first year of their undergraduate programme, to make their transition to international higher education even smoother.
- Some universities are making innovations within the market for pathway programmes by developing direct partnerships with institutions in the target countries from which they recruit students, or opening their own branches in those countries. This enables students to access the same pathway programmes provided overseas, without leaving their own countries. Successful completion then gives them access to the institution’s undergraduate programmes. Another ‘hybrid’ model has also been adopted by some institutions, whereby instead of outsourcing their pathway programmes to one of the ‘big six’ providers, they are run by a separate, wholly owned commercial entity set up by the institution. Other institutions are also offering an 'International Year One' where students get additional support during the first year of their undergraduate programme, to make their transition to international higher education even smoother.
- Controversial was the collaboration with a foreign 3rd party agency Working together with a limited number of agents in focus countries was already considered progressive by some Fear of losing control over admissions, discussions about quality vs. quantity, whether we should only accept direct entry students, fear of reputation damage It took time to get used to the idea, to change opinions
- Legal aspects regarding collaboration, tax issues, as well as regarding students: admission requirements, visa regulations, insurance in UvA campus,
- Increasing competition in markets for international students More recruitment efforts without increasing budgets Internal discussion about starting own prepatory programme. However, this would mean a larger investment and we would not have the advantages of entering new markets Added value of collaboration with pathway provider: existing sales & marketing network
- In 1st year of bachelor number of classroom hours is 16
- Learning process involves a new partnership, new target group of prospective students, new markets