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Apaie 2018 - Sharing Data for Successful Collaborations Across Institutions

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Apaie 2018 - Sharing Data for Successful Collaborations Across Institutions

How can institutions use their data to collaborate and enhance their outbound mobility strategies?

In this session, we will share the successful journey experienced by 7 leading institutions from around the globe to effectively count and benchmark more than 10,000 international student experiences across institutions in order to improve their outbound mobility strategies. The presentation will provide a rare insight in the world’s largest mobility programs and how they are managed and promoted. In this session, the presenters will outline the benchmark findings in the areas of student demographics, learning program types, access to student mobility programs, program management and funding and support to increase participation in learning abroad programs. Finally we will describe how sharing data will assist institutions to enhance their already successful strategies.

This session will be of value to delegates who have already had experience in promoting and managing study mobility and learning abroad programs and whose role it is to influence future policies and strategies in this area.

How can institutions use their data to collaborate and enhance their outbound mobility strategies?

In this session, we will share the successful journey experienced by 7 leading institutions from around the globe to effectively count and benchmark more than 10,000 international student experiences across institutions in order to improve their outbound mobility strategies. The presentation will provide a rare insight in the world’s largest mobility programs and how they are managed and promoted. In this session, the presenters will outline the benchmark findings in the areas of student demographics, learning program types, access to student mobility programs, program management and funding and support to increase participation in learning abroad programs. Finally we will describe how sharing data will assist institutions to enhance their already successful strategies.

This session will be of value to delegates who have already had experience in promoting and managing study mobility and learning abroad programs and whose role it is to influence future policies and strategies in this area.

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Apaie 2018 - Sharing Data for Successful Collaborations Across Institutions

  1. 1. Sharing Data for Successful Collaborations Across Institutions Lead Host: Co-Hosts: Davina Potts University of Melbourne Gianluca Samsa Università Cattolica del Sacro Cuore Keri Ramirez Studymove The Impact of the Fourth Industrial Revolution on Higher Education in the Asia Pacific APAIE 2018 Conference & Exhibition | 25 to 29 March 2018 www.apaie2018.org
  2. 2. Sharing data for successful collaborations across institutions Keri Ramirez MARCH 2018
  3. 3. BACKGROUND
  4. 4. BACKGROUND
  5. 5. 1. INTERNAL BENCHMARK 2. VS. COMPETITORS 3. OTHER INDUSTRIES
  6. 6. Sharing data for successful collaborations across institutions www.studymove.com
  7. 7. Sharing data for successful collaborations across institutions www.studymove.com
  8. 8. WHY? 1 2 3 BIGGER PICTURE BEST PRACTICE & DEEPER COLLABORATION NATIONAL POLICIES
  9. 9. DATASET 1 2 3 SIZE DISTRIBUTION QUALITY 50% of the total in Australia 5% of the total in Open Doors
  10. 10. International Mobility Benchmark www.studymove.com 1. STUDENT DEMOGRAPHICS
  11. 11. International Mobility Benchmark www.studymove.com 1. STUDENT DEMOGRAPHICS • GENDER • PROGRAM DURATION • STUDY LEVEL • CREDIT VS NON CREDIT • PROGRAM TYPE
  12. 12. www.studymove.com Percentage of female and male students in Learning Abroad Programs – 2015 International Mobility BenchmarkGENDER Source: Huckel, D., Ramirez, K. (2017). International Mobility Benchmark, 2017. Sydney, Australia: Studymove. 62% 61% 61% 56% 55% 49% 47% 59% 59% 63% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% University 1University 2University 3University 4University 5 Average University 6 Australia (ALL) New Zealand (ALL) Big Ten (USA) MALE FEMALE DONT KNOW
  13. 13. www.studymove.com Chart 4 Percentage of students on Learning Abroad Programs by fields of study International Education BenchmarkFIELDS OF STUDY Note: due to data limitations, this table is likely to understate the actual participation levels in non-credit programs Society and Culture 31% Management and Commerce 19%Health 11%Natural and Physical Sciences 9% Do Not Know 6% Other 6%
  14. 14. www.studymove.com Chart 4 Percentage of students on Learning Abroad Programs by fields of study International Education BenchmarkFIELDS OF STUDY Note: due to data limitations, this table is likely to understate the actual participation levels in non-credit programs Society and Culture 31% Management and Commerce 19%Health 11% Natural and Physical Sciences 9% Do Not Know 6% Other 6% Society and Culture 22% Management and Commerce 3% Health 26% Natural and Physical Sciences 20% Engineering and Related Technologie s 23% ALL UNIVERSITIES UNIVERSITY OF AUCKLAND
  15. 15. STUDENT MOBILITY All seven universities reported an average of 83.7% students in Learning Abroad Programs for credit in 2015. CREDIT VS NON-CREDIT
  16. 16. www.studymove.com Chart 3 Percentage of students on Learning Abroad Programs for credit International Education BenchmarkCREDIT VS NON-CREDIT Note: due to data limitations, this table is likely to understate the actual participation levels in non-credit programs 83.7% 90.6% 0% 20% 40% 60% 80% 100% Series1 Average Median
  17. 17. ABOUT US2. Destination Asia 17% Central America and Caribbean 2% Europe 45% Oceani a 6% South Americ a 4% MEN A 2% Sub- Saharan Africa 2% North America 17%
  18. 18. International Mobility Benchmark www.studymove.com 3. NATIONAL POLICIES • Country targets or goals • National programs to support participation • Limitations
  19. 19. CHALLENGES - LESSONS 1 2 3 CHOOSE YOUR PARTNERS DATA LIMITATIONS IT TAKES TIME
  20. 20. Sharing Data for Successful Collaborations Across Institutions Lead Host: Co-Hosts: Davina Potts University of Melbourne Gianluca Samsa Università Cattolica del Sacro Cuore Keri Ramirez Studymove The Impact of the Fourth Industrial Revolution on Higher Education in the Asia Pacific APAIE 2018 Conference & Exhibition | 25 to 29 March 2018 www.apaie2018.org
  21. 21. University of Melbourne: Overseas study profile Institutional target: 25% of undergraduates by 2020 Total participation 2012-2016Undergraduate students: approximately 1 in 5 studies overseas (2016)
  22. 22. Sharing data for successful collaborations across institutions www.studymove.com Chart 1 Total number of learning abroad students (All students) – 2015 2,284 2,208 0 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500 Average Median
  23. 23. Sharing data for successful collaborations across institutions www.studymove.com Chart 5 Total number of learning abroad students (All students) – 2015 26.3%18.7% 0% 10% 20% 30% 40% 50% 60% Average Median
  24. 24. Sharing Data for Successful Collaborations Across Institutions Lead Host: Co-Hosts: Davina Potts University of Melbourne Gianluca Samsa Università Cattolica del Sacro Cuore Keri Ramirez Studymove The Impact of the Fourth Industrial Revolution on Higher Education in the Asia Pacific APAIE 2018 Conference & Exhibition | 25 to 29 March 2018 www.apaie2018.org
  25. 25. SHARING DATA FOR SUCCESSFUL COLLABORATIONS ACROSS INSTITUTIONS Gianluca Samsa – Associate Director, Education Abroad APAIE Conference, Singapore – March 27, 2018 UNIVERSITÀ CATTOLICA DEL SACRO CUORE - ITALY
  26. 26. Università Cattolica del Sacro Cuore - Italy Largest non-state University in Europe 4 campuses: • Milan • Rome • Piacenza-Cremona • Brescia 12 Schools • 41 Bachelor degrees • 6 Single-cycle degrees • 42 Master degrees • 100 Specializing Masters • 16 Double Degrees Students • 40.000 students • 10.000 new graduates every year Faculty 1,650 faculty members Postgraduate & Research • 17 Doctoral programs • 27 Departments • 43 Institutes • 85 Research centers • 7 Spin-offs
  27. 27. Before 2013 • No active education agency/consortium providing HE institutions with guidelines • Public vs Private • No consistent data collection process The Italian Higher Education System
  28. 28. Then the strategic reform came up… Source: The Simpson’s
  29. 29. Accreditation process in 2017 Set of indicators  Benchmarking ANVUR – Italian government agency for evaluation of universities and research MIUR – Italian Ministry of Universities
  30. 30. 32 Accreditation process A Autovalutazione SELF ASSESSMENT (UNIVERSITIES) Monitoring of programmes and campuses V Valutazione ASSESSMENT (ANVUR) Periodic assessment by Universities of efficiency and outcomes of academic activities and research A Accreditamento Iniziale e periodico ACCREDITATION - initial and periodic (MIUR) Authorisation to activate campuses and programmes, and checking whether prerequisites are constant over time
  31. 31. ACCREDITATION PROCCESS University vision, strategies and policies regarding quality of academic activities and research University Intial Accreditation Effectiveness of University QA policies Quality of academic programmes Quality of research and third mission activities  Indicators on Internationalization
  32. 32. Indicator R3.B What & Why Where & How R3.B indicator – The academic program encourages student-centred academic activities and the use of methodologies which are up-to-date, flexible and can correctly identify acquired competencies. Il CdS è chiamato ad attivare un servizio di orientamento e tutorato che segua l’intero percorso di studio degli studenti, dal momento dell’iscrizione al conseguimento del titolo. In particolare, in entrata il CdS assicura che siano chiaramente comunicate le conoscenze necessarie per intraprendere gli studi, che siano rilevate le conoscenze in possesso degli studenti e che siano proposte iniziative volte al recupero delle carenze. Il CdS assicura anche un’organizzazione flessibile della didattica, in cui gli studenti possano trovare assistenza, tutoraggio e accesso a percorsi adatti alle proprie specifiche esigenze, intese non soltanto come limiti, ma anche come potenzialità (e/o eccellenze) da valorizzare. Il CdS, inoltre, garantisce e promuove l’accesso a opportunità di studio e tirocinio all’estero. Infine, il CdS dichiara in maniera trasparente i criteri di verifica dell’apprendimento, le modalità di attribuzione degli esiti delle prove finali e intermedie e le modalità di comunicazione agli studenti. R3.B.4 Point to note – Internationalisation of academic activities The academic programme encourages initiatives intended to stengthen student mobility for periods of study or internships abroad (including alongside the Erasmus Program) and, with particuar regard to international courses and Universities for Foreigners, ensures that the international aspect of academic activities are effectively addressed by ensuring that a satisfactory number of teaching hours is delivered by foreign experts and that there is a suitable number of international students on the programme.
  33. 33. Benchmarking on... Percentage of students enrolled on the first year of an undergraduate programme (Bachelor’s) and Master’s (including single-cycle Master’s programme) who obtained their previous qualification abroad Credits acquired abroad by enrolled students as a percentage of total credits acquired within the prescribed programme length Percentage of graduates (with Bachelor’s degrees, Master’s degrees, and single-cycle Master’s degrees) who have acquired at last 12 credits abroad within the prescribed programme length Tables released annually MIUR • Additional indicators
  34. 34. 01 02 Universities of the North West Piemonte, Valle d’Aosta, Liguria, Lombardia Avarage in Italy NB In the future: Individual Institution to Individual Institution Benchmarking with... ...on each and every Academci program
  35. 35. UCSC International Outreach INTERNATIONAL OUTREACH 3,460 International Students (100 different nationalities) 2,300+ students per year go on study or wo abroad programs More than 100 types of programs iInrz Exchnage Short- Term Int’l Volun- teering LaTE Intern- ships
  36. 36. • Outbound Student Mobility 22642172 1101 2008/09 2012/13 2014/152010/11 1585 2308 2017/2018 Students with credits Students without credits
  37. 37. WHY INTERNATIONAL MOBILITY BENCHMARK? Benchmark with Universities which have similar internationalization agenda  i.e. % of the Graduating cohort
  38. 38. Average Median Average Median
  39. 39. WHY INTERNATIONAL MOBILITY BENCHMARK? Benchmark with Universities which have similar internationalization agenda  i.e. % of the Graduating cohort Benchmark on indicators more relevant to inform policies i.e. Credit VS not for credit Short-term VS Long-term
  40. 40. 72% 68% 58% 46% 46% 44% 39% 23% 0% 26% 30% 34% 5% 34% 35% 35% 72% 44% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% University 1 University 2 Università Cattolica del Sacro Cuore University 4 Median Average University 5 University 6 University 7 SHORT TERM MID-LENGTH LONG TERM DO NOT KNOW
  41. 41. WHY INTERNATIONAL MOBILITY BENCHMARK? Benchmark with Universities which have similar internationalization agenda  i.e. % of the Graduating cohort Benchmark on indicators more relevant to inform policies i.e. Credit VS not for credit Short-term VS Long-term Discover Regional strategies adopted by other Unis  i.e. UoM, UoA strong engagement in Asia
  42. 42. WHY INTERNATIONAL MOBILITY BENCHMARK? Benchmark with Universities which have similar internationalization agenda  i.e. % of the Graduating cohort Benchmark on indicators more relevant to inform policies i.e. Credit VS not for credit Short-term VS Long-term Discover Regional strategies adopted by other Unis  i.e. UoM, UoA strong engagement in Asia Compare staffing ratios  # FTE  Conversion rates Institutional support Fund raising for scholarships
  43. 43. Workload – Number of FTE staff required to service 1,000 applications (SAO only) - 2015 Conversion Rates of Applications to Participants Workload – Number of FTE required to service 1,000 participants (SAO only) – 2015
  44. 44. Questions? Gianluca Samsa Associate Director, Education Abroad Università Cattolica del Sacro Cuore Global Engagement & International Education gianluca.samsa@unicatt.it

Editor's Notes

  • The University of Melbourne has around 63,000 students, 50% graduate, 35% international. Second oldest university in Australia and traditionally we’ve served the best and brightest, which often equates with the most privileged students. Australia has only recently hit 40% of the age cohort enrolled in post-secondary education.

    Many of you will know that Australian universities have been actively recruiting international students for almost 30 years. We have large international programs, and about 10 years ago, institutional and national policy started to shift from a strong focus on inbound students, to strategies to increase Australian student participation in learning abroad programs. We’ve gone from about 12.3% national participation in 2011, when our data got a lot better, to around 21% last year. Our traditional destinations are UK, US, Canada. English-speaking. About five years ago, the Australian government launched the New Colombo Plan to promote Asia as a destination through scholarships that are now up to about $15.5m USD.

    At the University of Melbourne, a strategic target was set about 5 years ago, aiming to achieve 25% UG participation by 2020. We are the second largest program in the country (largest until last year) and we’re at about 21% in 2016. As our population grows, our target number gets larger. As you can see, growth has been slow.
  • v. press release marco ferrario

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