Students of the future face:

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STRATÉGÉ: : Study of the Mobility of Engineering Students Between Australia and the EU Presentation to aiec Brisbane October 2008 Professor David Buisson Assistant Dean (External Relations) Faculty

1 STRATÉGÉ: : Study of the Mobility of Engineering Students Between Australia and the EU Presentation to aiec Brisbane October 2008 Professor David Buisson Assistant Dean (External Relations) Faculty of Built Environment and Engineering CRICOS No J Students of the future face: Challenges Increasing workforce diversity and globalisation of business new employees required in particular in multinationals Organisations need people open to diversity and adaptable to change Need to encourage global thinking and receptiveness to diverse values and beliefs Develop a capacity to adapt to living abroad and an open and flexible attitude to the world at large Study abroad should form fundamental part of a persons course Problems Transnational employment of professionals Motivation of students to go internationally

2 International student flow Bode DAAD 2006 Eurodata students Where they go to? Germany 115,000 United Kingdom USA France Spain Austria Switzerland Belgium Australia Sweden Italy Netherlands Greece Czech Republic Hungary Denmark Norway Ireland 77,000 USA 13% 104, ,000 Other Non- European Countries 4% Eurodata Countries 83% 0% 5% 10% 15% 20% Eurodata 2006

3 European student enrolments in Australia Germany United Kingdom France Czech Republic Sweden Poland Italy Spain Netherlands Other EU Number Total enrolment EU students 26,700 Source: Australia Education International Australia students - Where they go USA 42% UK 23% Canada 9% Germany 5% Japan 5% University Mobility in Asia and the Pacific Rim (UMAP) University Mobility in the Indian Ocean Region (UMIOR) Australia-EU Cooperation in Higher Education Scheme

4 Reasons for staying at home - DAAD financial difficulties 53% lack university support Curricula problems 37% 35% loss of time 35% information problems recognition problems 26% 30% DAAD Problematic aspects of living abroad - UK financial difficulties 22.30% away boy/girlfriend 20% language 14.0% distance parents home 8.9% commitment to partner 8.2% living in another culture 8.2% recognition problems 4.9% From HEFCE Issues Paper 2004/30

5 The EU DEEWR Study - STRATÉGÉ Identify barriers to study abroad Propose strategies to overcome these barriers Discuss ways to achieve a better fit between study abroad and existing curricula Identify fields in engineering that had most to gain from study abroad Identify employer expectations of international experience Identify the potential for international professional accreditation of engineers Develop an e-portfolio for transparency of student qualifications for mobility abroad Provide input into policy and recommendations on how to improve student mobility from Australia The Australian/EU partners ATN Group of Universities Queensland University of Technology RMIT University of Technology Sydney University of South Australia Curtin University Europe (CLUSTER Group) Politecnico di Torino, Italy The Royal Institute of Technology (KTH), Sweden Universität Karlsruhe (KIT Karlsruhe Institute of Technology), Germany Model of the Student Decision Making Process

6 Social Context Institutional national and international factors Employer led interest Reinforcing factors Mitigating factors Enhanced career prospects Improved language competence Relevance on degree subject Personal development Professional development Availability of a range of Good university Committed and enthusiastic relevant / attractive options promotional information departmental staff Desire to study/work abroad DECISION Concerns about study/work abroad Political Context DRIVERS OF MOBILITY Student s profile characteristics Gender Socio-economic background Previous mobility Age Ethnicity Personality traits Preparatory Financial Credit transfer Good promotional language support system in information and teaching available place support Cultural Context University Language Financial Credit transfer Uncertainty policies Perceived proficiency constraints worries lack of about National prolongation of recognition of mobility schemes degree Study abroad opportunities Government policy BARRIERS TO MOBILITY International schemes and policies From HEFCE Issues Paper 2004/30 Economic Context Student respondents by university KTH 18.4% Uni Karlsruhe 2.6% Poli di Torino 5.7% QUT 13.1% UTS 18.5% RMIT 22.3% UniSA 1.9% Curtin 15.0% Other 2.5% Respondents (1,235)

7 Barriers to international study Engineering students Committed to partner/kids Leaving flat/house Leaving parents Leaving boy/girlfriend Nervous about culture Study not recognised at home university EU AUS Prolong degree Language Lack of international study information Financial means % of total number of students responding Drivers for international study Enhance career prospects Language skills development Increase cultural understanding EU AUS Culture immersion Personal growth % of total number of students responding

8 Student awareness of factors influencing international study Had knowledge of international study agreements yes Aware of promotion school/uni yes Had knowledge of international study opportunities yes Was interested in international study yes but cant go EU AUS Had knowledge of international study options - internship - yes Had knowledge of international study options - exchange - yes % of total number of students Barriers to studying abroad Engineering students Faculty perspective Lack of institutional commitment to internationalisation by engineering departments or articulated in curriculum Value of study abroad in all its forms is not recognised and communicated Inflexibility of engineering curricula; difficulty in finding/matching courses; credit transfer Students are unaware of the value of study abroad - that it is possible and desirable Faculty can be unaware of the value of study abroad Study abroad professionals frequently do not have an engineering background; partnerships between faculty and study abroad professionals do not exist Departmental financial issues relating to balancing exchange numbers

9 Employers The employer questionnaire Issues addressed and to be analysed Background information Company information Recruitment process and criteria for recruitment Skills needed at work Employers views on and experiences of studying abroad as part of higher education studies The significance of international experience in recruitment The benefits of international experience at work Overall Employers questionnaire Outcomes Preliminary outcomes Companies do not specifically look for an international experience as part of the recruitment process but it is a positive for the candidate International experience is seen as a particular benefit to the development of the person and gaining of cultural skills An international experience is much better gained where English is a second language and the more challenging the country the better Internships are considered the best international experience followed by semester study abroad. Short study tours are seen of none or little value to the candidate from an experience perspective The desire for an international experience differs very much by industry sector manufacturing engineering the greatest construction and mining the least Cultural sensitivity is significantly lacking in Australian born candidates Graduates from UTS and RMIT who have been through specific programs with an international component are considered very employable the international experience has developed them

10 Improving transportability of qualifications Diploma Supplement In parallel to ECTS, the Commission promotes the Diploma Supplement - a transcript of studies which all students in participating countries are eligible to receive. Development of EUROPASS incorporating Europass, European Portfolio and the European CV) into a single European Framework that will include the Diploma Supplement The Australian Higher Education Graduate Statement A distinctively Australian document for presenting information regarding an award conferred on a graduate the Australian equivalent to the Diploma Supplement. Development of the e-portfolioe The e-portfolio will consider the potential of incorporating / addressing the following elements The requirements of the Australian Higher Education Graduate Statement The requirements of the Diploma supplement Mapping the Engineering Australia Professional Engineer Units and Elements of competency to the Student e- Portfolio Skill areas Mapping the EURASE Cycle 1 and Cycle 2 competency outcomes to the Student e-portfolio Skills area Employers ability to understand what the graduate as actually achieved

11 Improving mobility Australia - EU Improving transportability of qualifications Joint / complimentary degrees Industry experiences Student exchange / study abroad to

12 Erasmus Mundus II Wider scope: inclusion of external policy objectives - future reference programme in the field of HE cooperation with third countries Collaborative partnerships with 3C HEIs (Action 2) Action 1: Joint doctoral programmes + scholarships Possible inclusion of 3C HEIs in joint programmes Priority for joint degrees Better scholarships for EU students Stronger focus on continuous quality monitoring Action 3: information grants for National Structures Double Masters degrees - Demand Double degrees, combined degrees, dual degrees A double Masters degree is defined as two or more national degrees issued officially by two or more institutions involved in an integrated/compatible study programme - they are increasing significantly worldwide between two or more partner institutions DAAD International Double Masters Degree Survey 2004 Showed significant employability increase in students in Germany DAAD introduced funding for structural costs and fellowships for double degree students In the EU it is expected 100 Erasmus Mundus courses will be running by 2008 with double degrees Increasing demand Europe Politecnico di Milano 52 Double Masters degrees Erasmus Mundus developments assisted by: Funding for EU students to go abroad and AUS students to the EU The Danish Government voucher scheme (2 years second cycle funding) Desire for degrees with third country universities Increasing desire for joint PhDs and double PhDs

13 Joint EU Australia Declaration of Cooperation promoting and facilitating student and faculty mobility between recognised higher education (HE) institutions in the EU and Australia; promoting and facilitating learner/trainee and trainer mobility between vocational education and training (VET) institutions in the EU and Australia; promoting and encouraging cooperation and joint/shared curriculum development including recognition of credits between HE institutions and VET institutions in the EU and Australia; promoting the development of joint activities leading to the exploitation of information technology, especially the Internet, in the field of education and training; facilitating the quality of student/learner and professional mobility by promoting transparent, mutual recognition of qualifications and periods of study and training, and where appropriate, portability of credits. Joint Declaration EU Australia Cooperation Figel Bishop 18 April 2007 Challenges to Australia to increase mobility Engineering faculties will need to react and position themselves in terms of the new global realities HEI s will need to seek more international cooperation (twinning) Quality assurance processes will need to be in place to ensure integrity of degrees with partners A strategy needs to emerge from a national debate to prepare and equip students for global mobility of the future Australia should take a lead in the Asia Pacific in developing the links with Europe Accreditation opportunities need to be developed - for Engineers Australia internationalisation needs to be part of its future strategy Take advantage of the Bologna process Find means to overcome the financial barriers to students undertaking an international experience

14 Thank You Opportunities for the improvement of student mobility Mobile students are seeking recognition of their qualification internationally Portability aids mobility, access and lifelong learning The need to promote the employability of graduates at national and international level By fostering employability as employers can use the Diploma Supplement and the Australian Higher Education Graduation Statement for ease of understanding what the graduate has Promote easier access to work or further studies abroad

15 Factors assisting double degrees Bologna Accord 1st cycle: typically ECTS credits, usually awarding a Bachelor's degree (3-4 years) 2nd cycle: typically ECTS credits (a min of 60 on 2nd-cycle level). Usually awarding a Master's degree (1.5-2 years) 3rd cycle: Doctoral degree. No ECTS range given Erasmus Mundus Developments: Funding for EU students to go abroad and AUS students to the EU The Danish voucher scheme (2 years second cycle funding) Desire for degrees with third country universities Funding for joint PhDs and double PhDs Potential of double accreditation

The recognition, evaluation and accreditation of European Postgraduate Programmes.

1 The recognition, evaluation and accreditation of European Postgraduate Programmes. Sue Lawrence and Nol Reverda Introduction The validation of awards and courses within higher education has traditionally,