Enhancing the international student experience (in English Language Teaching) Case studies in good practice: A case for benchmarking Sue Blundell, Executive Director, English Australia Kevin Brett, Director, i-graduate Australia
Introduction 2009 ELT ISB: a national benchmark of the English language teaching (ELT) student experience - this research provides a satisfaction index that can be measured year-on-year. The overall aim of the research is to improve the student experience for ELT students by identifying areas of good practice and those requiring further investment to inform policy decisions and empower the sector in raising the bar for the ELT student experience. This study has provided an opportunity to examine the decision-making process and experience of students who come to study an English language course in Australia. This initiative aims to ensure that Australia retains and improves its global reputation of being a leading provider of quality education for international students.
This study was commissioned by English Australia for the Australian ELICOS sector with the support of the Department of Education, Employment and Workplace Relations
Purpose How have other ISB users used the data for organisational change? What can we learn from the case studies? How are Australian ELT providers using the data preliminary findings? What might English Australia and i-graduate do to encourage dissemination of information and practical benchmarking activities?
Session structure 1. Australian ELT Student Experience Key findings from the ELT ISB and the next steps 2. Institutional Good practice Identifying how benchmarked data from international students has been used to facilitate positive change within several institutions. Is this practical for Australian ELT Colleges? 3. The International Student Experience Topline findings from the latest cycle of the International Student Barometer (ISB) and the ICEF Agents Barometer - identifying key trends in the international student experience globally. 4. Discussion Exchanging best practice in service provision for international students How to effectively use research outcomes as a tool to identify priority areas for investment and support
ELT Student Barometer Key findings from the ELT ISB experience The aggregated results are based on the responses from students at 57 English language schools and centres across Australia. In total, 10,716 responses were received from participating students. Attitudinal survey developed by i-graduate in association with English Australia.
The ELICOS ISB Student feedback important to ELICOS sector (ref: EA Best Practice Guide in Monitoring Student Satisfaction) ELICOS ISB project first discussed in 2008 57 colleges signed up (22% of all CRICOS registered ELICOS providers) All states/territories All types of provider Online survey launched 3 28 August 2009 10,716 responses = over 57% of the student body of the participating colleges
Over 162,000 students from 150 countries 61% student visa, 19% visitor visa, 20% working holiday & other visas Many reasons for learning English (approx 40-50% pathway to further study) Average course length 12.5 weeks 254 CRICOS registered ELICOS providers
What were key questions we wanted the answers to? the experience inside the classroom quality of teachers & teaching progress in developing language skills the experience outside the classroom social networks support services key areas of weakness key areas of strength
Did we get a good representative sample?
Did we get a good representative sample? What type of course are you currently studying? (n= 3% 1%2%1% 1%1% 7% General English English for Academic Purposes (EAP) English for High School 46% English plus another subject IELTS Preparation Cambridge Exams Preparation 38% English for teachers Group Study Tour Other
Did we get a good representative sample? What type of visa do you have? (n= 10,337) 6% 1% 3% 5% Student visa (Independent ELICOS) (570) Student visa (ELICOS packaged with other courses) (571-576) Tourist visa (976 or 651 or 676) 45% Working Holiday visa (417) 40% I do not have a Visa / I did not need a visa to study here Other
What were key questions we wanted the answers to? the experience inside the classroom quality of teachers & teaching progress in developing language skills the experience outside the classroom social networks support services key areas of weakness key areas of strength
The results positives & negatives
The results positives & negatives
The results positives & negatives
The results positives & negatives
The results positives & negatives
Were there any surprises?
Were there any surprises?
Were there any surprises?
Were there any surprises?
Were there any surprises?
The ELT Barometer a cycle 1. The overall aim of the research is to improve the student experience for ELT students by identifying areas of good practice and those requiring further investment to inform policy decisions and empower the sector in raising the bar for the ELT student experience. 2. Individual colleges have analysed & started to respond to the findings from their own individual reports. 3. English Australia has also been analysing overall trends and considering any action required on a sector wide basis. 4. Sharing / learning. 5. Re-do the Barometer in 2010 or 2011 to compare results and impact of any changes in practice resulting from the 2009 barometer.
ELT International Student Barometer room for improvement? minimum to maximum: a range of scores
Assessing the student experience in ELT, Institution Summary Results 2009 Score ranges across all participating schools and colleges BASE: 55 Colleges (n= 10670) Lowest score Highest score Mean OVERALL LEARNING SATISFACTION (% SATISFIED) 72.2% 97.6% 86.5% Teachers who I can understand 78.1% 100.0% 93.3% Non-classroom activities to help me learn English 29.8% 86.3% 68.6% Work experience opportunities as part of my course 46.5% 90.4% 66.8% OVERALL LIVING SATISFACTION (% SATISFIED) 68.1% 95.0% 85.9% The surroundings outside the language school/centre 70.6% 97.3% 89.7% The cost of living (food, drink, transport and social) 26.8% 75.7% 52.2% The cost of accommodation 35.3% 78.8% 52.1% OVERALL SUPPORT/ADVICE SATISFACTION (% SATISFIED) 54.9% 100.0% 76.1% Help and support with my visa application 68.5% 95.7% 84.4% Advice provided by my language school/centre before travelling 60.6% 96.7% 79.8% Advice and guidance on finding part-time work while in this country 42.3% 75.9% 58.8% RECOMMEND THIS COUNTRY (% RECOMMEND) 51.5% 96.7% 77.7%
Recommendation rating by University Based on your impressions at this stage of year would you recommend the university to other students thinking of applying here? 1: Actively Discourage 5: Actively Recommend Brand ambassadors Brand assassins Source: i-graduate ISB Autumn 2008 102 ISB institutions
ELT International Student Barometer Current trends - Australia
Best Study Destination for Language Courses (362) PCT of Rank Rank Rank Total 2009 2008 2007* UK 54% 1 1 1 Australia 11% 2 2 4 USA 11% 3 3 2 Canada 10% 4 4 3 Germany 3% 5 6 7 Spain 2% 6 8 - Ireland 2% 7 10 5 Malta 2% 8 5 - New Zealand 2% 9 7 8 France 1% 10 9 6 * Rank 2007 based on responses to Agent Barometer 2007, the rank is based on a ratings of selected study destinations. 2008 rank is based on question which asked respondents to select the single best study destination for the course type in the respondents opinion
Where agents are placing students Language Courses (336) Copyright IGI Services 2008
Current trends / issues strong Aus$ & ongoing impact of GFC on key markets = affordability of overseas study declining student numbers increasingly competitive environment both between countries and between colleges reputation issues / loss of market confidence in Australia increased government focus on student support services increased government focus on the importance of English language skills students increasingly focused on demonstrable learning outcomes to improve opportunities for employment, further study, migration etc.
Current trends / issues - implications colleges need to make a strong case to students/agents re the value add they offer how does Australia offer a better experience than other countries? how does my college offer a better experience than other colleges? need to understand what students value individualised focus holistic view of student support services the take home learning support cultural and social opportunities
ELT International Student Barometer case studies: benchmarking good practice
Using the International Student Barometer: A Case Study from the University of Cincinnati From the ISB: We learned what our strengths and weaknesses are as well as our standing in the world-wide market
UC is committed to benchmarking the experiences of our international students using the International Student Barometer. UC was the first institution of Higher Education in the U.S. to use this tool (beginning in 2005) UC is committed to addressing concerns revealed in ISB results.
Conclusions Drawn Overall we are a world-class institution and that we have a lot to be proud of But were behind other schools in all aspects of the Admission process; and Many services were in need of development or retooling.
New International Admissions Office housed in Undergrad Admissions Office. Developed our first International Student Prospectus. Implemented the Global Scholarship for undergraduate admits ($2,000 - $12,000). Made changes to the English Proficiency entrance requirements. Implemented a new Application Fee structure.
Developed Standard Representative Contracts based on the Australian model. Developed a comprehensive representative manual. Conduct annual on-campus training for representatives (coming soon). Engaged the entire university in the recruitment strategy.
UC expanded our on-campus shuttle services to take students to off campus locations. We have partnered with the METRO, our public transportation system, to provide students with discounted transportation in and around Cincinnati. Signed a contract with ELS Language Center to provide Intensive English (opened Fall 2008; 150 enrolled).
CONCLUSION UC has successfully used participation in the International Student Barometer Survey to make strategic cases for improving the services provided to international students and to build strong case statements for why students should attend the University of Cincinnati.
Innovative Research Universities Australia Charles Darwin University Northern Territory Flinders University South Australia Griffith University Queensland James Cook University Queensland La Trobe University Victoria Murdoch University Western Australia The University of Newcastle New South Wales
Flinders University - diversity across disciplines - International Onshore student enrolments 2009 Education, Humanities, Law & Theology Ot her C hina Social and Behavioural Sciences Health Sciences Jap an Saudi Arabia Ind o nesia Science and Engineering Ho ng Ko ng Ko rea Ind ia M alaysia C anad a Sing ap o re
Flinders University issues Communication to Faculties & Other University Units work experience/work placements in courses more teaching opportunities for postgraduates English that students can understand
Flinders University action Communication strategies: Faculties improve channels of communication Promote / expand work experience opportunities More p/g teaching opportunities Recruit NESB staff Students Website Participating in next ISB And the wider University community
IRUA international: Future Directions More Australian University participation Outcomes for IRUA Enhanced benchmarking IRU shared characteristics Learning from each other
Sharing Best Practice: Pre-departure and arrival: UK Online Meet and Greet booking form made easier to use. This year a record number of new international students took advantage of this service Establish regular communication with prospective international students through newsletter or automated emails Ensuring students can register for internet access before arriving immediate internet access to contact friends/family back home Downloadable podcast of arrival process Welcome packs in students rooms (e.g. Pot Noodle & toothpaste)
Best practice: communicating with students at the University of Wollongong ISB Latest Results. How have these results made a difference? Careers Central is seeking to establish employment training programs (offering elements of job-readiness skills such as customer service and EEO rights) and provide details of available casual job opportunities for international students. Accommodation Services has hired a Student Housing Officer to assist students find suitable accommodation and to deal with complaints. As a consequence of issues raised within a number of focus groups, the Library is addressing ways to improve its services for international students.
International Student Barometer Themes and ideas from the ELT ISB: discussion
How can institutions improve the international student experience...? Institution-wide approach The international student experience to feature in KPIs Ongoing dialogue - engagement not one-off or on-off exercise Need for valid comparisons sector, rivals, international Start with the application process Share best practice
Discussion Points: Best Practice First things first arrival and orientation Safety and pastoral support Careers, work experience and employability Learning and language support Cultural and social integration
THANK YOU! For further information about the International Student Barometer or i-graduate s other research services, contact (Australia) Kevin Brett: Kevin.Brett@i-graduate.org Where can I find more information? International Graduate Insight Group t + 61 (0)2 61624393 m 0410 619 054 info@i-graduate.org www.i-graduate.org