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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
Sharing data for
successful
collaborations across
institutions
Keri Ramirez
MARCH 2018
BACKGROUND
BACKGROUND
1. INTERNAL BENCHMARK
2. VS. COMPETITORS
3. OTHER INDUSTRIES
Sharing data for successful collaborations across
institutions
www.studymove.com
Sharing data for successful collaborations across
institutions
www.studymove.com
WHY?
1
2
3
BIGGER PICTURE
BEST PRACTICE & DEEPER COLLABORATION
NATIONAL POLICIES
DATASET
1
2
3
SIZE
DISTRIBUTION
QUALITY
50% of the total in Australia
5% of the total in Open Doors
International Mobility Benchmark
www.studymove.com
1. STUDENT DEMOGRAPHICS
International Mobility Benchmark
www.studymove.com
1. STUDENT DEMOGRAPHICS
• GENDER
• PROGRAM DURATION
• STUDY LEVEL
• CREDIT VS NON CREDIT
• PROGRAM TYPE
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
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%
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
STUDENT MOBILITY
All seven universities
reported an average of
83.7% students in Learning
Abroad Programs for credit
in 2015.
CREDIT VS NON-CREDIT
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
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%
International Mobility Benchmark
www.studymove.com
3. NATIONAL POLICIES
• Country targets or goals
• National programs to support
participation
• Limitations
CHALLENGES - LESSONS
1
2
3
CHOOSE YOUR PARTNERS
DATA LIMITATIONS
IT TAKES TIME
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
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)
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
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
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
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
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
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
Then the strategic
reform came up…
Source: The Simpson’s
Accreditation process in 2017
Set of indicators
 Benchmarking
ANVUR – Italian government agency for evaluation of
universities and research
MIUR – Italian Ministry of Universities
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
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
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.
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
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
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
• Outbound Student Mobility
22642172
1101
2008/09 2012/13 2014/152010/11
1585
2308
2017/2018
Students with
credits
Students without
credits
WHY INTERNATIONAL MOBILITY BENCHMARK?
Benchmark with Universities which have similar internationalization agenda
 i.e. % of the Graduating cohort
Average
Median
Average
Median
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
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
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
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
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
Questions?
Gianluca Samsa
Associate Director, Education Abroad
Università Cattolica del Sacro Cuore
Global Engagement & International Education
gianluca.samsa@unicatt.it

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Apaie 2018 - Sharing Data for Successful Collaborations Across Institutions

  • 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. Sharing data for successful collaborations across institutions Keri Ramirez MARCH 2018
  • 3.
  • 6. 1. INTERNAL BENCHMARK 2. VS. COMPETITORS 3. OTHER INDUSTRIES
  • 7. Sharing data for successful collaborations across institutions www.studymove.com
  • 8. Sharing data for successful collaborations across institutions www.studymove.com
  • 9. WHY? 1 2 3 BIGGER PICTURE BEST PRACTICE & DEEPER COLLABORATION NATIONAL POLICIES
  • 10. DATASET 1 2 3 SIZE DISTRIBUTION QUALITY 50% of the total in Australia 5% of the total in Open Doors
  • 12. International Mobility Benchmark www.studymove.com 1. STUDENT DEMOGRAPHICS • GENDER • PROGRAM DURATION • STUDY LEVEL • CREDIT VS NON CREDIT • PROGRAM TYPE
  • 13. 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
  • 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%
  • 15. 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
  • 16. STUDENT MOBILITY All seven universities reported an average of 83.7% students in Learning Abroad Programs for credit in 2015. CREDIT VS NON-CREDIT
  • 17. 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
  • 18. 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%
  • 19. International Mobility Benchmark www.studymove.com 3. NATIONAL POLICIES • Country targets or goals • National programs to support participation • Limitations
  • 20. CHALLENGES - LESSONS 1 2 3 CHOOSE YOUR PARTNERS DATA LIMITATIONS IT TAKES TIME
  • 21. 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
  • 22. 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)
  • 23. 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
  • 24. 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
  • 25. 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
  • 26. 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
  • 27. 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
  • 28. 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
  • 29. Then the strategic reform came up… Source: The Simpson’s
  • 30. Accreditation process in 2017 Set of indicators  Benchmarking ANVUR – Italian government agency for evaluation of universities and research MIUR – Italian Ministry of Universities
  • 31.
  • 32. 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
  • 33. 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
  • 34. 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.
  • 35. 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
  • 36. 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
  • 37.
  • 38. 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
  • 39. • Outbound Student Mobility 22642172 1101 2008/09 2012/13 2014/152010/11 1585 2308 2017/2018 Students with credits Students without credits
  • 40. WHY INTERNATIONAL MOBILITY BENCHMARK? Benchmark with Universities which have similar internationalization agenda  i.e. % of the Graduating cohort
  • 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
  • 43. 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
  • 44. 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
  • 45.
  • 46. 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
  • 47. 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
  • 48. Questions? Gianluca Samsa Associate Director, Education Abroad Università Cattolica del Sacro Cuore Global Engagement & International Education gianluca.samsa@unicatt.it

Editor's Notes

  1. 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.
  2. v. press release marco ferrario