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.
Benefits and Challenges of Using Open Educational Resources
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
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
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
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
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.