tag:theconversation.com,2011:/au/topics/international-education-10148/articlesInternational education – The Conversation2023-02-13T13:24:54Ztag:theconversation.com,2011:article/1978732023-02-13T13:24:54Z2023-02-13T13:24:54ZStudying abroad is poised to make a post-pandemic comeback – here are 5 questions students who plan to study overseas should ask<figure><img src="https://images.theconversation.com/files/509237/original/file-20230209-20-vhjqr7.jpg?ixlib=rb-1.1.0&rect=10%2C231%2C6699%2C4215&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Travel restrictions can disrupt the best-laid plans.</span> <span class="attribution"><a class="source" href="https://www.gettyimages.com/detail/photo/young-female-commuter-using-mobile-phone-in-the-royalty-free-image/1128327013?phrase=college%20student%20travel&adppopup=true">damircudic/E+ via Getty Images</a></span></figcaption></figure><p>Before the pandemic struck in 2020, the number of U.S. students studying abroad had been pretty much rising steadily each year.</p>
<p>Whereas more than 154,000 students from the U.S. participated in study abroad programs during the 2000-2001 academic year, that number more than doubled – to over 347,000 – during the 2018-2019 academic year. That’s according to the <a href="https://opendoorsdata.org/data/us-study-abroad/all-destinations/">Institute of International Education</a>.</p>
<p>The <a href="https://www.cdc.gov/museum/timeline/covid19.html">global spread of COVID-19</a>, however, brought the steady growth in study abroad to a screeching halt in early 2020. Students were <a href="https://www.insidehighered.com/news/2020/03/20/covid-19-disrupts-international-student-exchange-both-directions">evacuated from host countries</a> and study abroad programs got <a href="https://www.cnn.com/2020/02/26/us/colleges-canceling-study-abroad-coronavirus-trnd/index.html">canceled</a>. <a href="https://www.bbc.com/news/world-52103747">Lockdowns</a> and <a href="https://www.unwto.org/news/covid-19-response-travel-restrictions">travel restrictions</a> led the number of U.S. students studying abroad during the 2020-2021 academic year to <a href="https://opendoorsdata.org/infographic/u-s-students-studying-abroad-1989-90-2020-21/">plummet</a> by 91% to just 14,549.</p>
<p>While official study abroad numbers for 2021-2022 are not yet published, there is reason to expect a rebound. A <a href="https://www.iie.org/publications/spring-2022-snapshot-on-international-educational-exchange/">national survey</a> conducted in April 2022 revealed that roughly 90% of colleges and universities were planning to offer some form of study abroad by the summer of that year. </p>
<p>As a <a href="https://scholar.google.com/citations?user=gx18o9wAAAAJ">university administrator who specializes in international education</a>, I believe the number of students studying abroad will continue to rise. I see that as a positive development given the research that shows studying abroad <a href="https://doi.org/10.1007/s11162-022-09673-z">supports academic success</a>, <a href="https://www.iie.org/news/2017-10-02-gaining-an-employment-edge/">promotes career readiness</a> and <a href="https://doi.org/10.36366/frontiers.v34i1.636">prepares students to interact with people from other cultures</a>. Moreover, increasing the number of U.S. students studying abroad supports <a href="https://app.box.com/s/sbzvdl4st0ruhnk4fdhur4sxf6v6ii1a">U.S. foreign policy goals</a> that rely on <a href="https://eca.state.gov/files/bureau/functional_bureau_strategy_fact_sheet.pdf">people-to-people exchanges</a> and <a href="https://thehill.com/opinion/international/540262-the-soft-but-unmatched-power-of-us-foreign-exchange-programs/">public diplomacy</a>.</p>
<p>However, as studying abroad makes its comeback, much has changed with how study abroad programs operate. Below are five questions to ask when planning to study abroad in a post-pandemic world.</p>
<h2>1. What is the Plan B in case my program gets disrupted?</h2>
<p>In 2020, as students were recalled to the U.S. by their home institutions, a key concern was how students could remain on track for their degrees without losing both time and money due to the cancellations – which stemmed from reasons beyond their own control.</p>
<p>An important question for students to ask is how study abroad programs would ensure that they can continue their studies in case of a disruption, whether it’s caused by rare events, such as a pandemic or international conflict, but also more routine matters, such as a national strike.</p>
<h2>2. Do I need extra insurance?</h2>
<p>Students should not assume that their regular U.S. health insurance will provide the level of coverage needed while abroad. In fact, the <a href="https://www.forbes.com/advisor/travel-insurance/medical-evacuation-coverage/">cost of a medical evacuation</a> can run as high as US$250,000. </p>
<p>Most study abroad programs offer, and many require, participants to enroll in an affordable international travel insurance policy. In addition to paying for medical expenses, benefits may include coverage for costs associated with trip cancellation, required periods of quarantine, and emergency evacuations. Additionally, the policy may provide non-insurance travel assistance services, such as helping to replace lost or stolen documents. Students should ask about the availability of these policies and know what is covered.</p>
<h2>3. What are the host country restrictions?</h2>
<p>At the height of the pandemic, countries’ COVID-19 policies ranged from status quo to complete lockdown. In some instances, travelers could be fined or jailed for failing to follow local restrictions. The U.S. Department of State created a web page with <a href="https://travel.state.gov/content/travel/en/traveladvisories/COVID-19-Country-Specific-Information.html">information on the COVID-19 restrictions</a> of each country. While most countries have dialed back restrictions, it is still very important to review this information because these policies can affect a student’s ability to travel and participate in certain activities once they are abroad.</p>
<h2>4. What are the latest travel risks?</h2>
<p>While the Centers for Disease Control and Prevention provides <a href="https://www.cdc.gov/coronavirus/2019-ncov/travelers/international-travel-during-covid19.html">data</a> on traveling in the era of COVID-19, including risk ratings and vaccination recommendations by country, it is also important to understand how the pandemic may have influenced <a href="https://www3.weforum.org/docs/WEF_The_Global_Risks_Report_2022.pdf">other risks</a>, such as by contributing to <a href="https://acleddata.com/analysis/covid-19-disorder-tracker">political tensions</a> and applying pressure to already <a href="https://www.who.int/data/gho/publications/world-health-statistics">fragile health care systems</a>.</p>
<p>Students should <a href="https://travel.state.gov/content/travel/en/international-travel.html">review the country-specific information</a> published by the State Department, as well as register for real-time updates from the local U.S. embassy. Additionally, students should inquire about other resources, such as in-country staff available to assist with emergencies, who may be available to support program participants once they are abroad.</p>
<h2>5. What scholarships can help cover the cost?</h2>
<p>Because study abroad programs were mostly paused for the past few years, the scholarship funds that colleges have dedicated to these programs may have been left largely untouched. Fund balances could be higher now and there may be a possibility to obtain a larger award than in years past. Students should inquire with their college’s study abroad and financial aid offices about scholarship opportunities. Such funding can vary greatly by program duration, location and other factors, so students should be flexible with their plans to receive the maximum award.</p>
<p>Whether or not their college offers generous scholarships for study abroad, students should also consider applying for external funding. The Fund for Education Abroad, an organization committed to increasing the number of underrepresented students studying abroad, <a href="https://fundforeducationabroad.org/scholarships/">maintains a listing</a> of more than 20 dedicated scholarships. Additionally, the State Department compiles information on applying for study abroad <a href="https://studyabroad.state.gov/us-government-scholarships-and-programs/us-college-and-university-students">programs and scholarships supported by the U.S. government</a>. Some of these programs and scholarships are designed to lead to a federal job. The department also keeps a list of various <a href="https://studyabroad.state.gov/foreign-government-scholarships">scholarships from foreign governments</a>.</p><img src="https://counter.theconversation.com/content/197873/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>David L. Di Maria does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>An international education expert offers five tips for students planning to study overseas in a post-pandemic world.David L. Di Maria, Associate Vice Provost for International Education, University of Maryland, Baltimore CountyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1936792022-11-15T13:21:28Z2022-11-15T13:21:28ZInflux of students from India drives US college enrollment up, but the number of students from China is down<figure><img src="https://images.theconversation.com/files/495169/original/file-20221114-11-893u9j.jpg?ixlib=rb-1.1.0&rect=18%2C54%2C6020%2C3956&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Poor job prospects at home are prompting many students from India to pursue opportunity abroad.</span> <span class="attribution"><a class="source" href="https://www.gettyimages.com/detail/photo/students-standing-and-talking-in-the-university-royalty-free-image/1332167748?adppopup=true">Mayur Kakade via Getty Images</a></span></figcaption></figure><p>India is up. China is down. Very few U.S. students studied abroad during the first year of the pandemic.</p>
<p>Those three points, in a nutshell, represent key findings from recent data released jointly on Nov. 14, 2022, by the U.S. Department of State and the Institute of International Education.</p>
<p>The “<a href="https://opendoorsdata.org/">Open Doors Report on International Educational Exchange</a>” is published each year at the start of <a href="https://iew.state.gov/">International Education Week</a>. It provides detailed insights regarding study abroad and international students.</p>
<h2>Rise in virtual study abroad</h2>
<p>This year’s <a href="https://opendoorsdata.org/data/us-study-abroad/all-destinations/">report</a> shows a 91% decline in the total number of U.S. students who studied abroad during the 2020-2021 academic year. The pandemic also led colleges to develop more online global learning opportunities. In fact, 62% of colleges offered virtual internships with multinational companies, collaborative online coursework with students abroad and other experiences.</p>
<p>While virtual learning cannot replace the immersive experiences of study abroad, it can <a href="https://thepienews.com/news/us-virtual-key-to-advance-engagement-and-participation/">expand access</a> to other cultures and international perspectives for greater numbers of students. For this reason, technology is <a href="https://www.acenet.edu/Documents/Mapping-Internationalization-2022.pdf">likely</a> to continue to serve as a key part of international education programming. </p>
<h2>Number of international students grows in the US</h2>
<p>While the COVID-19 pandemic contributed to a <a href="https://opendoorsdata.org/data/international-students/new-international-students-enrollment/">45.6% decline</a> in new international students in 2020, the <a href="https://opendoorsdata.org/">latest data</a>, covering the 2021-2022 academic year, indicates that the total number of international students in the U.S. – 948,519 – has started to recover. This can be seen in a 3.8% increase over the 914,095 international students in the U.S. in 2020. Still, the number is well below the nearly 1.1 million international students <a href="https://opendoorsdata.org/data/international-students/enrollment-trends/">reported</a> in 2018. Much of the recent growth is driven by an increase in the number of <a href="https://opendoorsdata.org/data/international-students/new-international-students-enrollment/">new international students</a> – 261,961 – which is up 80% over the 145,528 from 2020 but still 2.14% below the 267,712 from 2019.</p>
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<p>Students from <a href="https://opendoorsdata.org/data/international-students/">China and India</a> comprise more than half – 52% – of all international students. That isn’t anything new, but what is noteworthy is that during the 2021-2022 academic year, Chinese student enrollment fell 9% and the number of Indian students increased by 19% over the prior year. This has big implications for international diversity at U.S. colleges. This is because Chinese students tend to enroll in a <a href="https://opendoorsdata.org/data/international-students/fields-of-study-by-place-of-origin/">range of majors</a>, while most Indian students – 66.4% – study in just a handful of programs: engineering, math and computer science.</p>
<h2>Souring relations with China</h2>
<p>Over the past decade, U.S. colleges <a href="https://opendoorsdata.org/data/international-students/leading-places-of-origin/">enrolled</a> more students from China than from any other country. While the onset of the global pandemic effectively halted travel between China and the U.S. due to <a href="https://www.forbes.com/sites/geoffwhitmore/2020/10/19/when-did-president-trump-ban-travel-from-china-and-can-you-travel-to-china-now/?sh=7768f0bb7484">flight restrictions</a> and <a href="https://www.theatlantic.com/international/archive/2022/09/china-lockdowns-zero-covid-policy/671385/">widespread lockdowns</a>, the <a href="https://www.insidehighered.com/news/2019/10/17/colleges-see-declines-chinese-student-enrollments">decline in Chinese enrollment</a> began years earlier.</p>
<p>Contributing factors include Chinese parents’ <a href="https://thepienews.com/news/parents-chinese-students-us-anxious-report/">concerns</a> for their children’s safety in the U.S., development of <a href="https://www.marketwatch.com/story/for-the-first-time-china-outnumbers-the-u-s-on-this-ranking-of-the-worlds-best-universities-11666729011">China’s own world-class universities</a> and <a href="https://theconversation.com/the-china-u-s-conflict-is-about-much-more-than-trade-96406">souring relations</a> between the two countries, which has <a href="https://www.chronicle.com/article/u-s-turns-up-heat-on-colleges-foreign-ties-that-may-chill-partnerships-for-years?cid2=gen_login_refresh&cid=gen_sign_in">spilled over</a> into the higher education sector. In fact, in 2019, China’s Ministry of Education <a href="https://www.insidehighered.com/news/2019/06/04/chinese-officials-warn-students-visa-problems-if-they-come-us">warned students</a> against studying in the U.S. due to the risk of encountering visa problems.</p>
<h2>College and careers draw many out of India</h2>
<p>China and India each have around 1.4 billion people, but by 2023 the United Nations <a href="https://www.un.org/development/desa/pd/sites/www.un.org.development.desa.pd/files/wpp2022_summary_of_results.pdf">predicts</a> that India will overtake China as the world’s most populous country. This continued growth will <a href="https://www.brookings.edu/research/reviving-higher-education-in-india/">further strain</a> India’s higher education system, leading to more students pursuing <a href="https://www.thehindu.com/opinion/op-ed/why-do-indians-wants-to-study-abroad/article62108324.ece">advanced degrees abroad</a>. At the same time, <a href="https://www.reuters.com/world/india/rural-indians-join-rush-study-abroad-prospects-dim-home-2022-09-07/">poor job prospects at home</a> are driving many Indian students to pursue academic and career pathways that lead away from India. This is especially true in high-paying, high-growth fields like <a href="https://www.bls.gov/ooh/computer-and-information-technology/home.htm">computers and information technology</a>. </p>
<p>Other contributing factors to the increase from India include a <a href="https://educationusa.state.gov/us-higher-education-professionals/us-government-resources-and-guidance/joint-statement">change in tone</a> on the part of the U.S. government. The Biden administration is working to reestablish the U.S. as a welcoming destination for international students by enacting <a href="https://www.whitehouse.gov/briefing-room/presidential-actions/2021/02/02/executive-order-restoring-faith-in-our-legal-immigration-systems-and-strengthening-integration-and-inclusion-efforts-for-new-americans/">reversals of Trump-era immigration policies</a>. Those policies caused <a href="https://www.acenet.edu/Documents/ACE-Letter-to-DHS-John-Kelly-International-Students-Scholars.pdf">uncertainty and fear</a> among international students. The Biden administration has also <a href="https://indianexpress.com/article/india/facilitating-legitimate-travel-american-diplomat-on-allowing-indian-students-us-visa-7357117/">prioritized</a> the processing of student visas in India.</p>
<h2>Looking forward</h2>
<p>The Institute of International Education also released data from a <a href="https://www.iie.org/Research-and-Insights/Open-Doors/Fall-International-Enrollments-Snapshot-Reports">Fall 2022 Snapshot Survey</a>, which includes responses from more than 600 U.S. colleges and universities. The findings point to a 7% increase in new international students enrolled.</p>
<p>While the U.S. Department of State <a href="https://www.msn.com/en-in/news/other/india-top-priority-for-visas-says-us-embassy-students-in-but-long-wait-still-for-tourists/ar-AA13XKUg">continues to prioritize student visas</a> in India by adding more staff and streamlining the process, Chinese visa approvals are <a href="https://travel.state.gov/content/travel/en/legal/visa-law0/visa-statistics/nonimmigrant-visa-statistics/monthly-nonimmigrant-visa-issuances.html">trending lower</a> than in years past, although it’s difficult to pinpoint a single factor as to why. A further decline in Chinese students presents major challenges for the U.S., its colleges and the communities in which they are based. This is because in addition to the <a href="https://opendoorsdata.org/wp-content/uploads/2022/11/IIE_Open-Doors-2022-Press-Release.pdf">US$32 billion</a> that international students collectively contribute to the U.S. economy, the friendships and cultural insights that they develop while studying at local colleges serve to promote <a href="http://forum.mit.edu/articles/soft-power-and-higher-education/">U.S. foreign policy</a> in the form of positive relations between the U.S. and other countries.</p>
<p>As the number of U.S. college students is <a href="https://www.insidehighered.com/news/2022/10/17/enrollment-trends-new-and-old-emerge-pandemic">projected to decline</a> across much of the country, college recruiters will <a href="https://www.acenet.edu/Documents/Mapping-Internationalization-2022.pdf">increase outreach to international students</a> in order to fill empty seats. However, whether <a href="https://monitor.icef.com/2022/11/the-new-playbook-for-international-recruitment/">international student recruitment</a> alone can fill those empty seats is yet to be seen.</p><img src="https://counter.theconversation.com/content/193679/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>David L. Di Maria does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>An expert on international education explains the forces behind the drop in students from China and the jump in students from India studying in the US.David L. Di Maria, Associate Vice Provost for International Education, University of Maryland, Baltimore CountyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1838102022-05-31T20:12:49Z2022-05-31T20:12:49ZLabor’s promised universities accord could be a turning point for higher education in Australia<p><em>This essay is longer than our usual articles, so please set aside a little extra time to read and enjoy.</em></p>
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<p>Australian higher education could arrive at a turning point in the next three years. Not because the incoming Albanese government is likely to increase funding greatly. And not because it has ambitious plans to change higher education. </p>
<p>The reason is likely to be the <a href="https://www.alp.org.au/policies/your-education">universities accord</a> promised by Labor. The turning point is likely to emerge from rebuilding shared understandings of how to manage the pressures that built up over the past decade and how to negotiate a transition to a different higher education sector over the next decade. </p>
<p>These pressures have fractured a sense of a common purpose within the sector and among its interest groups. </p>
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Read more:
<a href="https://theconversation.com/3-big-issues-in-higher-education-demand-the-new-governments-attention-183349">3 big issues in higher education demand the new government's attention</a>
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<h2>Pressures for a new settlement</h2>
<p>Pressures for a new settlement in higher education arise not just from the replacement of a government widely perceived within the sector as being <a href="https://theconversation.com/why-is-the-australian-government-letting-universities-suffer-138514">unsympathetic</a> to it, though that didn’t help. The new government’s <a href="https://theconversation.com/albanese-appoints-former-university-of-melbourne-vice-chancellor-glyn-davis-to-head-pmandc-184059">appointment</a> of former University of Melbourne vice-chancellor Glyn Davis to head the Department of the Prime Minister and Cabinet has been <a href="https://www.universitiesaustralia.edu.au/media-item/ua-welcomes-new-pmc-head-glyn-davis/">welcomed</a> as a positive sign.</p>
<p>We have seen relations fracture along three lines:</p>
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<li>between university staff and many of their managements that they regard as exploitative</li>
<li>between students and universities that they see as driven to maximise “profits”</li>
<li>between communities and government and universities that they consider to be self-serving.</li>
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Read more:
<a href="https://theconversation.com/universities-are-not-corporations-600-australian-academics-call-for-change-to-uni-governance-structures-143254">'Universities are not corporations': 600 Australian academics call for change to uni governance structures</a>
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<p>The sources of these tensions are substantial long-term and widespread changes in the nature of higher education, its relations with work, its globalisation, the transforming role of research, broader economic and social changes, and their management by universities and governments. </p>
<h2>Accords past and imminent</h2>
<p>As Labor’s shadow education minister, Tanya Plibersek <a href="https://www.tanyaplibersek.com/media/speeches/tanya-plibersek-speech-to-the-afr-higher-education-conference-sydney-monday-16-august-2021/">foreshadowed</a> the universities accord in August 2021. She said:</p>
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<p>“The accord would be a partnership between universities and staff, unions and business, students and parents, and, ideally, Labor and Liberal, that lays out what we expect from our universities. […]”</p>
<p>“The aim of an accord would be to build consensus on key policy questions and national priorities in a sober, evidence-based way, without so much of the political cut and thrust. Building that consensus should help university reform stick. […]”</p>
<p>“The accord process would be led by the minister with advice from a small group of eminent Australians from across the political spectrum. No aspect of the higher education system will be out of bounds.”</p>
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<p>Labor leader Anthony Albanese stressed this change in approach in his <a href="https://www.abc.net.au/news/2022-05-22/anthony-albanese-acceptance-speech-full-transcript/101088736">election victory speech</a>. He promised to “seek our common purpose and promote unity”, “find that common ground” and “work in common interests with business and unions”.</p>
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<p>Albanese has often said he wants to emulate the consensus style of governing of <a href="https://theconversation.com/vale-bob-hawke-a-giant-of-australian-political-and-industrial-history-93719">Bob Hawke</a>, the Labor prime minister from 1983 to 1991.</p>
<p>The promise of a universities accord consciously invokes the <a href="https://theconversation.com/australian-politics-explainer-the-prices-and-incomes-accord-75622">Prices and Incomes Accord</a>, the series of agreements negotiated by the Hawke government from 1983 to 1991. Those accords traded off pay rises for increases in the “social wage” such as Medicare, pensions and unemployment benefits and, eventually, superannuation.</p>
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Read more:
<a href="https://theconversation.com/australian-politics-explainer-the-prices-and-incomes-accord-75622">Australian politics explainer: the Prices and Incomes Accord</a>
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<p>Plibersek didn’t seem to contemplate a grand bargain in higher education, but said last August a Labor government would want the accord to address “<a href="https://www.tanyaplibersek.com/media/speeches/tanya-plibersek-speech-to-the-afr-higher-education-conference-sydney-monday-16-august-2021/">big questions</a>”.</p>
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<p>“There are big questions that need to be answered about how higher education is structured and funded – so that it can keep offering affordable, high-quality teaching and produce world-class research, and so that knowledge translates to prosperity and jobs. We must look at the whole system rather than tinkering around the edges if we want to make sure we have the educated workforce necessary to drive economic growth. Australia’s future prosperity depends on it.”</p>
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<h2>Participation is still growing</h2>
<p>These questions emerge as Australia absorbs its transition over the past half century from elite higher education (less than 16% participation) to <a href="https://eric.ed.gov/?id=ED091983">mass participation</a> (16%-50%). </p>
<p>Australia and other wealthy countries are now moving towards <a href="http://escholarship.org/uc/item/96p3s213">universal access to higher education</a> (more than 50% participation). The UK government, for example, <a href="https://www.ahua.ac.uk/taking-the-long-view-on-student-number-control/">removed controls on student numbers</a> in England from 2015. Australia <a href="https://theconversation.com/demand-driven-funding-for-universities-is-frozen-what-does-this-mean-and-should-the-policy-be-restored-116060">lifted caps on funded enrolments</a> from 2012 to 2017.</p>
<p>No government in Australia is likely to reinstate demand-driven funded student places soon. However, enrolments are likely to expand to accommodate growing numbers of school leavers and increased social, occupational and economic aspirations to undertake higher education.</p>
<p>Public universities currently offer <a href="https://www.dese.gov.au/higher-education-statistics/resources/2020-section-4-all-student-load">82% of higher education</a>, TAFE and other vocational colleges 10%, non-university higher education institutions 6% and private universities 2%. Whether this is the ideal balance will presumably be one of the “big questions” for the accord to consider.</p>
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Read more:
<a href="https://theconversation.com/wholl-teach-all-the-students-promised-extra-tafe-places-4-steps-to-end-staff-shortages-175523">Who'll teach all the students promised extra TAFE places? 4 steps to end staff shortages</a>
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<h2>Education and work</h2>
<p>The expansion of higher education has been fuelled by <a href="https://theconversation.com/does-government-spending-on-education-promote-economic-growth-60229">human capital theory</a>, the idea that education increases productivity and, in turn, incomes. Nonetheless, concerns persist that Australia has too many graduates who are not well matched to their jobs and still less to future employers’ needs.</p>
<p>This is due in part to employers’ substantial cuts in their investment in their employees’ induction and training since the 1990s in <a href="https://doi.org/10.1007/s10734-021-00742-3">Australia</a>, <a href="http://www.conferenceboard.ca/e-library/abstract.aspx?did=7542">Canada</a>, the <a href="http://www.llakes.ac.uk/research-papers">UK</a> and the <a href="http://heldrichcenter.org/sites/default/files/products/uploads/Dimension_of_Labor_Market_Alignment.pdf">USA</a>.</p>
<p>The gaps in the mythical conveyor belt from education to work have been one cause of students’ disenchantment, leading to the insistence by them, employers and governments that universities produce “job-ready graduates”.</p>
<p>Further narrowing the supply of graduates to meet predicted labour force needs does not improve the match between education and work. Apart from anything else, there’s the <a href="https://unesdoc.unesco.org/ark:/48223/pf0000374435">changing demand and structuring of jobs in the labour market</a> to consider. But it would be good to develop a more sophisticated understanding and management of the relations between higher education and work.</p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/pandemic-widens-gap-between-government-and-australians-view-of-education-148991">Pandemic widens gap between government and Australians' view of education</a>
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<h2>Research and innovation</h2>
<p>Universities have also benefited from the idea of a linear relation between research, experimental development, innovation and economic development. And, again, it has narrowed and distorted university research’s priorities, funding and management. The relations between research and innovation are far more complex and uncertain than the linear model assumes. </p>
<p>And just as some argue that Australia relies too heavily on its comprehensive teaching and research universities for higher education participation, so it relies too heavily on these universities for applied research and development. </p>
<p>Governments and others should stop pressuring universities to fill gaps in innovation. Australia already has many of the elements of a sophisticated innovation ecosystem. They need more careful tending and stronger support.</p>
<h2>The rise of international education</h2>
<p>Australian universities were at first reluctant to expand international enrolments when they were allowed and then required to charge these students full fees, another Hawke government decision. However, these enrolments had started to increase strongly by the time Labor lost office in 1996. </p>
<p>Now, of course, international education is such a success that it is deeply enmeshed in and supports universities’ core activities, especially <a href="https://andrewnorton.net.au/2020/06/04/why-did-universities-become-reliant-on-international-students-part-3-the-rise-of-research-project-grants/">research</a>. </p>
<p>Universities, their staff and their students managed shocks magnificently during the pandemic. The dependence on international students doesn’t make universities as vulnerable as some feared before COVID, but it is still a serious weakness.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1267958492398096384"}"></div></p>
<h2>How the other half thinks</h2>
<p>Australia performs relatively well in higher education equity research, policy and implementation. There is also a relatively good understanding of how economic, social and educational inequalities shape inequality in higher education, and how higher education may ameliorate it. </p>
<p>Like many other countries, Australia builds higher education policy on redressing the disadvantages of under-represented groups. But perhaps a different type of inequity remains unaddressed. <a href="https://www.researchgate.net/publication/334770033_Education_and_the_geography_of_Brexit">Brexit</a> and <a href="https://www.brookings.edu/blog/fixgov/2016/11/18/educational-rift-in-2016-election/">Trumpism</a> have shown around 30% of adults are deeply alienated from the pursuit of rational inquiry from evidence. </p>
<p>A similarly sizeable body of Australians seems to be alienated from higher education and its values. </p>
<p>Many unionists and employers constructed competency-based training from the 1990s to “teacher proof” vocational education. It may be worth considering how higher education may serve those who are alienated or at least disengaged from further education.</p>
<h2>And what about funding?</h2>
<p>HECS income-contingent loans, an Australian policy innovation introduced by the Hawke government, have partly financed the transitions from elite to mass higher education and towards universal access. While universities are as keen for increased funding as governments are to cut it, there is no crisis in Australian higher education financing. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/universities-had-record-job-losses-but-not-as-many-as-feared-and-the-worst-may-be-over-176883">Universities had record job losses, but not as many as feared – and the worst may be over</a>
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</p>
<hr>
<p>But tensions about financing will increase as participation increases. A major advance may be more structural than financial, by having most increases in higher education enrolments in TAFE institutes. These already offer high-quality baccalaureates and have campuses across the country.</p>
<h2>Decision-making and employment structures</h2>
<p>The transition to mass higher education was governed by the managerialism and later the <a href="https://srheblog.com/2019/01/21/metrics-in-higher-education-technologies-and-subjectivities/">metricisation</a> or <a href="https://doi.org/10.1080/13562517.2020.1748811">datafication</a> of higher education so despised by academics.</p>
<p>Clearly, there is scope for improving government direction and oversight of higher education, and for improving universities’ own decision-making. There are legitimately different views on the balance between collegial and managerial governance of universities. However, examples of universities’ <a href="https://theconversation.com/heres-what-the-government-and-universities-can-do-about-the-crisis-of-insecure-academic-work-183345">wage theft</a> and <a href="https://theconversation.com/wage-theft-and-casual-work-are-built-into-university-business-models-147555">exploitative employment practices</a> reflect problems with many universities’ management.</p>
<p>Australian universities have a very high reliance on casual employment, even more so than in many <a href="https://theconversation.com/self-employment-and-casual-work-arent-increasing-but-so-many-jobs-are-insecure-whats-going-on-100668">other areas of the economy</a>. Indeed, the growth of insecure alongside secure employment in universities and colleges reflects a <a href="https://www.cambridge.org/core/journals/political-science-research-and-methods/article/dualization-stratification-liberalization-or-what-an-attempt-to-clarify-the-conceptual-underpinnings-of-the-dualization-debate/C20383B2A41D6C45EA3D32234174256D">dualisation</a> of employment protections in many OECD countries, as part of a general liberalisation of employment regulation.</p>
<p>This suggests the need for more comprehensive protections against insecure employment throughout the economy.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/heres-what-the-government-and-universities-can-do-about-the-crisis-of-insecure-academic-work-183345">Here's what the government and universities can do about the crisis of insecure academic work</a>
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<h2>An early test of government</h2>
<p>Many other substantial issues confront Australian higher education. It is hard to see the accord addressing all of these. </p>
<p>An early indication of the new minister and government’s governing style will be the extent to which the most important issues to be addressed are identified just within government, in private consultations with privileged “stakeholders”, or openly with students, staff and the public.</p><img src="https://counter.theconversation.com/content/183810/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Gavin Moodie has received various research grants from bodies funded by the Australian and state governments, and was employed by Australian universities for 35 years. He is currently employed by the University of Toronto and is a co investigator on a grant funded by the Social Sciences and Humanities Research Council of Canada.</span></em></p>Higher education didn’t feature heavily in the election campaign, yet the sector has high expectations of the new government. The key is the idea of an accord and the change in approach it implies.Gavin Moodie, Adjunct Professor, Department of Leadership, Higher and Adult Education, OISE, University of TorontoLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1800062022-04-01T12:58:49Z2022-04-01T12:58:49ZThe war in Ukraine ruins Russia’s academic ties with the West<figure><img src="https://images.theconversation.com/files/455350/original/file-20220330-30357-6hu86l.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C5485%2C3670&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">U.S. universities are cutting ties with their Russian counterparts, such as Moscow State University, shown here. </span> <span class="attribution"><a class="source" href="https://www.gettyimages.com/detail/news-photo/students-walk-towards-the-main-building-of-the-moscow-state-news-photo/1231041466?adppopup=true">Alexander Nemenov/AFP via Getty Images</a></span></figcaption></figure><p><em>Since Russian President Vladimir Putin <a href="https://www.reuters.com/world/europe/putin-orders-military-operations-ukraine-demands-kyiv-forces-surrender-2022-02-24/">invaded Ukraine on Feb. 24, 2022</a>, universities across Europe and the United States have <a href="https://www.northwestern.edu/u7secretariat/news/u7+-statement-on-the-war-in-ukraine.html">condemned the war</a> and cut ties with Russia altogether. In the following Q&A, Arik Burakovsky, an <a href="https://www.thechicagocouncil.org/research/experts/arik-burakovsky">expert on relations</a> between the U.S. and Russia, shines light on the future of cooperation between Russia and the West in the realm of higher education.</em></p>
<h2>What kinds of ties have existed between Western and Russian universities?</h2>
<p>Since the end of the Cold War in 1991, Western and Russian higher education institutions have formed <a href="https://doi.org/10.1007/978-3-030-12874-6_7">hundreds of partnerships</a> and <a href="https://eng.globalaffairs.ru/articles/universities-as-actors-and-instruments-in-diplomacy-the-academic-soft-power-potential/">cooperated on different initiatives</a>. These activities have included academic exchanges, curriculum development, joint online courses and collaborative research projects.</p>
<p>Russia has worked over the past two decades to make its universities <a href="https://www.timeshighereducation.com/features/russias-5-100-project-working">more prestigious</a>. The Russian government <a href="https://www.jstor.org/stable/43580583">internationalized and updated</a> its higher education system. This meant moving away from Soviet traditions and <a href="https://russiancouncil.ru/en/analytics-and-comments/analytics/russia-and-the-bologna-process-20-years-later/">adopting European higher education standards</a>, particularly transitioning from the one-tier, five-year “specialist” degree to the two-tier “bachelor-master” system.</p>
<p>In their <a href="https://escholarship.org/uc/item/9w65m2fj">desire for global competitiveness</a>, Russian universities built <a href="https://doi.org/10.1080/1060586X.2020.1789938">international branch campuses</a> throughout former Soviet countries. They also offered more opportunities for <a href="https://www.economics-sociology.eu/files/ES_Vol8_1_Stukalova.pdf">Russian students to study abroad</a> and attracted more international students. The <a href="https://www.rbth.com/business/2016/12/12/how-russian-universities-are-profiting-from-foreign-students_655731">number of foreign students in Russia</a> nearly tripled, from 100,900 in the 2004-2005 academic year to 282,900 a decade later.</p>
<p>Russian universities have opened <a href="https://www.rbth.com/education/331792-universities-masters-english">more courses taught in English</a> and established joint- and dual-degree programs with Western universities in a variety of disciplines. For example, the <a href="https://meduza.io/en/feature/2018/06/22/regulators-have-revoked-their-accreditation-of-the-moscow-school-of-social-and-economic-sciences-one-of-russia-s-last-major-private-colleges">Moscow School for the Social and Economic Sciences</a> offers joint bachelor’s and master’s degree diplomas with the University of Manchester in the United Kingdom.</p>
<h2>What have these relationships produced?</h2>
<p>Western and Russian students have learned about each other’s <a href="https://www.rbth.com/education/327799-7-reasons-to-study-in-russia">cultures, languages and societies</a>. Scientists in Russia and the West have worked together on research projects related to <a href="https://www.reuters.com/business/aerospace-defense/russian-space-chief-says-rocket-launches-europe-will-be-replaced-2022-03-24/">outer space exploration</a>, <a href="https://www.scientificamerican.com/article/cern-suspends-collaborations-with-russia/">particle physics</a>, <a href="https://www.wsj.com/articles/russias-war-on-ukraine-upends-arctic-climate-change-research-11648299602?mod=science_list_pos2">climate change</a>, <a href="https://www.science.org/content/article/it-looks-iron-curtain-2-arctic-research-russia-curtailed-after-ukraine-invasion">biodiversity in the Arctic</a> and many other areas. </p>
<p>However, as geopolitical tensions grew over time, the Russian authorities became apprehensive about what they believed to be efforts “to educate young people in a pro-Western way, <a href="https://www.themoscowtimes.com/2021/11/30/russia-deports-us-college-professor-after-bard-hit-with-undesirable-label-reports-a75697">form a protest electorate</a> and inculcate a hostile ideology.” Subsequently, Putin began to stifle <a href="https://www.timeshighereducation.com/opinion/russian-foreign-agent-rules-are-chilling-academic-freedom">international academic bonds</a> by imposing <a href="https://meduza.io/en/feature/2019/08/14/russia-is-imposing-new-restrictions-on-communication-with-foreign-researchers-here-s-what-we-know-about-those-rules-so-far">restrictions</a> on them.</p>
<p>Russia has dissolved academic connections with the West through legislation on so-called “<a href="https://www.timeshighereducation.com/opinion/russian-foreign-agent-rules-are-chilling-academic-freedom">foreign agents</a>” and “<a href="https://www.rferl.org/a/russian-lawmakers-bill-undesirable-organizations/31298911.html">undesirable organizations</a>.” The government ramped up scrutiny of foreign funding and outlawed dozens of Western think tanks, charities, and universities that previously had worked in Russia. These banned organizations include the <a href="https://www.rferl.org/a/russia-labels-atlantic-council-policy-center-in-washington-undesirable-/30075730.html">Atlantic Council</a>, a nonpartisan international affairs think tank in Washington, D.C., and <a href="https://www.themoscowtimes.com/2021/06/22/russia-blacklists-bard-college-as-undesirable-org-a74290">Bard College</a>, a private liberal arts college in New York state.</p>
<p>In 2021, Russia <a href="https://www.themoscowtimes.com/2021/06/01/russia-bans-unauthorized-foreign-influence-educational-activities-a74065">banned all educational activities</a> not approved by the government. This includes cooperation with foreign universities. Before Russian academics meet with foreign scholars, they must <a href="https://meduza.io/en/feature/2019/08/14/russia-is-imposing-new-restrictions-on-communication-with-foreign-researchers-here-s-what-we-know-about-those-rules-so-far">notify the government</a>.</p>
<p>In my work at The Fletcher School of Law and Diplomacy at Tufts University since 2017, I have managed collaborative teaching, research and academic exchanges with universities and think tanks in Moscow, St. Petersburg and Vladivostok. I have seen students and experts in the two countries <a href="https://www.washingtonpost.com/news/posteverything/wp/2017/11/21/what-i-learned-about-the-russian-american-relationship-last-week/">gain mutual understanding</a> of international affairs by <a href="https://www.washingtonpost.com/news/posteverything/wp/2018/05/30/spoiler-alerts-went-to-moscow-and-all-you-get-are-these-lousy-observations/">sharing diverse perspectives</a> and learning from one another. </p>
<p>These interactions were formally ended by the university where I work on March 15, 2022, as they are now considered “<a href="https://tuftsdaily.com/news/2022/03/17/breaking-fletcher-school-severs-relationship-with-two-russian-universities-in-response-to-war-against-ukraine/">morally unacceptable</a>.”</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/455623/original/file-20220331-25-35uvvw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="A man walks down a street covered in rubble and debris." src="https://images.theconversation.com/files/455623/original/file-20220331-25-35uvvw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/455623/original/file-20220331-25-35uvvw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=399&fit=crop&dpr=1 600w, https://images.theconversation.com/files/455623/original/file-20220331-25-35uvvw.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=399&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/455623/original/file-20220331-25-35uvvw.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=399&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/455623/original/file-20220331-25-35uvvw.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=502&fit=crop&dpr=1 754w, https://images.theconversation.com/files/455623/original/file-20220331-25-35uvvw.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=502&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/455623/original/file-20220331-25-35uvvw.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=502&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Western universities have condemned Russia’s attacks on Ukraine.</span>
<span class="attribution"><a class="source" href="https://www.gettyimages.com/detail/news-photo/view-of-damaged-building-following-a-shelling-in-ukraines-news-photo/1238903495?adppopup=true">Sergey Bobok/AFP via Getty Images</a></span>
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<h2>Does Russia’s invasion of Ukraine threaten these relationships?</h2>
<p>Yes. The Ukrainian government has <a href="https://www.cara.ngo/wp-content/uploads/2022/03/220305-Appeal-of-Ukrainian-Universities-and-Minister-of-Education.pdf">called for an academic boycott</a> of Russia. Many colleges have <a href="https://apnews.com/article/russia-ukraine-europe-education-moscow-e35900391f7ea2e87d842cf3d2c70296">pulled students out of Russia</a>. They have also <a href="https://www.timeshighereducation.com/news/mit-ends-skoltech-partnership-over-ukraine-war">paused scientific cooperation</a>, <a href="https://www.insidehighered.com/news/2022/03/09/colleges-cut-financial-ties-russia">cut financial ties</a> and <a href="https://www.timeshighereducation.com/news/russia-links-scrutiny-adds-donations-pressure-uk-campuses">increased scrutiny of donations from Russia</a>. These moves are all part of a <a href="https://www.npr.org/2022/03/10/1085792668/colleges-russia-ukraine">global wave of condemnation</a> against the invasion.</p>
<p>While many academic leaders have <a href="https://www.wgbh.org/news/news/2022/03/06/u-s-colleges-move-cautiously-in-cutting-ties-to-russia">urged caution</a> about moving too quickly, some American and European universities have already <a href="https://thepienews.com/news/universities-divided-on-cutting-ties-with-russia-as-denmark-suspends-institutional-cooperation/">frozen their relationships</a> with Russia completely. Universities in <a href="https://sciencebusiness.net/network-updates/university-tartu-estonian-universities-halt-cooperation-russian-and-belarusian">Estonia</a> and <a href="https://www.brusselstimes.com/210264/belgian-universities-suspend-links-with-russian-universities">Belgium</a> collectively decided to suspend all ties with Russia.</p>
<p>The Massachusetts Institute of Technology ended its <a href="https://www.wgbh.org/news/local-news/2022/02/25/mit-abandons-russian-high-tech-campus-partnership-in-light-of-ukraine-invasion">high-tech teaching and research cooperation</a> with the Skolkovo Institute of Science and Technology in Moscow on Feb. 25. The partnership, which began in 2010, had been bolstered by a <a href="https://www.wgbh.org/news/national-news/2020/02/18/mit-extends-russian-tech-partnership-despite-scrutiny-from-feds">five-year extension and multimillion-dollar funding</a> in 2019. Yet the program had been <a href="https://sciencebusiness.net/news/mit-cuts-ties-russian-academic-partner-over-ukraine-war">mired in controversy</a> since 2018 over sponsorship from <a href="https://home.treasury.gov/news/press-releases/sm0338">sanctioned oligarch Viktor Vekselberg</a>.</p>
<p>Many European governments, such as <a href="https://www.timeshighereducation.com/news/germany-halts-academic-collaboration-russia-over-ukraine-war">Germany</a>, <a href="https://www.timeshighereducation.com/news/dutch-universities-freeze-russia-relations-over-ukraine-war">the Netherlands</a>, <a href="https://sciencebusiness.net/news/denmark-tells-universities-suspend-all-cooperation-russia">Denmark</a>, <a href="https://www.vedomosti.ru/society/articles/2022/03/13/913261-sovmestnih-nauchno-obrazovatelnih">Finland, Poland, Norway</a>, <a href="https://www.timeshighereducation.com/news/dutch-universities-freeze-russia-relations-over-ukraine-war">Latvia and Lithuania</a>, have asked their universities to cut ties with Russia entirely. The United Kingdom announced on March 27 that it will <a href="https://www.timeshighereducation.com/news/uk-cuts-most-russian-research-ties-and-funds-ukrainian-refugees">halt tens of millions of pounds in funding</a> for all research projects with links to Russia. </p>
<h2>What are the reasons given for and against severing ties?</h2>
<p>Proponents claim these actions are needed to <a href="https://www.nature.com/articles/d41586-022-00601-w">take a moral stance</a> against Putin. They also say they are meant to <a href="https://www.nbcboston.com/news/local/harvard-professor-calls-on-mass-universities-to-sever-ties-with-russia/2668223/">fight corruption</a>, reduce the <a href="https://www.propublica.org/article/why-russian-spies-really-like-american-universities">risks of spying</a>, block <a href="https://www.timeshighereducation.com/blog/russian-universities-must-suffer-tougher-sanctions">Putin’s propaganda machine</a> and prevent <a href="https://apnews.com/article/bc0d920ef35d4c8296f79cebb1a9bd6f">technology theft</a>. Chris Philp, the United Kingdom’s minister for technology and the digital economy, says he does not see how “anyone <a href="https://www.timeshighereducation.com/news/cut-ties-russian-universities-says-uk-government-minister">in good conscience</a> can collaborate with Russian universities.”</p>
<p>Opponents argue that by shutting out Russian academia, the West is <a href="https://www.timeshighereducation.com/blog/west-should-not-freeze-out-russian-academics">alienating Russian students and scholars</a> and <a href="https://www.timeshighereducation.com/news/freeze-russia-relations-end-era-science-cooperation">setting a bad precedent</a> for international academic cooperation broadly. They maintain that <a href="https://www.chronicle.com/article/the-ukraine-dilemma-u-s-colleges-debate-whether-to-sever-or-sustain-ties-with-russia">scientific openness</a> promotes democracy and human rights, helps <a href="https://theconversation.com/why-universities-need-to-open-the-lines-of-communication-with-russians-not-close-them-179080">counter misinformation</a> inside Russia and encourages conflict resolution.</p>
<p>Lawrence Bacow, president of Harvard University, emphasizes the value of <a href="https://www.timeshighereducation.com/news/academic-ties-especially-important-amid-global-tensions-bacow">academic diplomacy</a>. He points out that “individuals are not necessarily responsible for the policies of their governments.” On March 9, the university’s Davis Center for Russian and Eurasian Studies <a href="https://daviscenter.fas.harvard.edu/statements-russias-war-against-ukraine">suspended its relationships</a> with Russian universities whose administrations expressed support for the war.</p>
<h2>How will these severed ties affect higher education in Russia?</h2>
<p>By closing lines of communication with Russia, Western universities may be <a href="https://www.opendemocracy.net/en/odr/russian-academics-boycott-support/">unwittingly aiding</a> Putin’s efforts to isolate Russian students and academics. Putin wants to convince <a href="https://www.washingtonpost.com/outlook/2022/03/15/russia-students-putin-opposition/">young people</a> and academics, who <a href="https://cepa.org/russian-youth-and-civic-engagement/">tend to be more pro-Western</a> and <a href="https://www.opendemocracy.net/en/odr/russia-academic-freedom-threat-precarity/">anti-authoritarian</a> than the rest of the population, that there is no hope for them now that they are alone. </p>
<p><a href="https://www.forbes.ru/forbeslife/459339-izolacia-ot-mirovogo-soobsestva-i-utecka-mozgov-kakoe-budusee-zdet-rossijskuu-nauku">Russian researchers say</a> they increasingly feel disconnected from the West and disheartened about the future of Russian science. The Russian government declared on March 22 that it will <a href="https://www.timeshighereducation.com/news/russia-bars-academics-international-conferences">bar its researchers from participating</a> in international conferences.</p>
<h2>Are Russian academics free to condemn the invasion?</h2>
<p>A climate of fear reigns over people in Russia who oppose the war. A new law punishes the spread of <a href="https://www.reuters.com/world/europe/russia-introduce-jail-terms-spreading-fake-information-about-army-2022-03-04/">intentionally “fake” information</a> about the military with up to 15 years in prison. In his televised speech on March 16, Putin vowed to cleanse Russia of pro-Western “<a href="https://www.nytimes.com/2022/03/16/world/europe/putin-russia-ukraine-protests.html">scum and traitors</a>,” setting the stage for a severe domestic crackdown.</p>
<p>Russian scholars are unable to criticize the invasion without risking employment terminations, fines and jail sentences. Saint Petersburg State University has <a href="https://www.themoscowtimes.com/2022/03/09/russias-oldest-university-to-expel-students-detained-at-anti-war-protests-kommersant-a76838">expelled 13 students</a> who were detained at anti-war protests. While <a href="https://www.rsr-online.ru/news/2022-god/obrashchenie-rossiyskogo-soyuza-rektorov1/">more than 700 government-appointed Russian university presidents</a> issued a statement of support for the “special military operation” in Ukraine, <a href="https://www.nytimes.com/2022/03/12/science/physics-cern-russia.html">almost 8,000 Russian scholars</a> voiced their opposition to the war in an open letter condemning the hostilities.</p>
<p><a href="https://www.bbc.com/news/world-europe-60697763">Hundreds of thousands of members</a> of <a href="https://www.nytimes.com/2022/03/17/opinion/russian-migrants-putin-war-ukraine.html">Russia’s liberal intelligentsia and political opposition</a> fled the country in the wake of the war. They are afraid of political persecution and conscription. As <a href="https://www.timeshighereducation.com/news/no-future-us-left-russia-say-fleeing-academics">room for free speech rapidly closes</a>, some universities abroad have opened temporary teaching and research positions for <a href="https://www.science.org/content/article/western-nations-cut-ties-russian-science-even-some-projects-try-remain-neutral">Russian scholars in search of refuge</a>.</p>
<p>[<em>More than 150,000 readers get one of The Conversation’s informative newsletters.</em> <a href="https://memberservices.theconversation.com/newsletters/?source=inline-150K">Join the list today</a>.]</p><img src="https://counter.theconversation.com/content/180006/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Arik Burakovsky works for The Fletcher School of Law and Diplomacy at Tufts University. He receives funding from Carnegie Corporation of New York.</span></em></p>Decades of collaboration between Western and Russian universities have come to a halt because of the war in Ukraine. An expert on U.S.-Russia relations explains what’s at stake.Arik Burakovsky, Assistant Director, Russia and Eurasia Program, The Fletcher School of Law and Diplomacy, Tufts UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1775452022-03-03T19:09:42Z2022-03-03T19:09:42ZInternational students are back on campus, but does that spell the end of digital learning? Here’s why it shouldn’t<figure><img src="https://images.theconversation.com/files/449663/original/file-20220302-19-18gs4b7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>Universities are <a href="https://theconversation.com/international-students-are-coming-back-and-its-not-just-universities-sighing-with-relief-176530">welcoming international students back to campuses</a> now Australia’s borders are open. So, with these students back in person, is this the end of digital learning at universities? It shouldn’t be.</p>
<p>Continuing multimodal study will be critical for our universities to attract and retain international students whose numbers in Australia <a href="https://theconversation.com/why-the-international-education-crisis-will-linger-long-after-students-return-to-australia-170360">halved during the pandemic</a>. </p>
<p>Quality of education is now tied to quality of hybrid in-person and online learning. And <a href="https://www.idp-connect.com/articles/search/all/international-market-trends/research-reports">quality of learning is one of the three top factors</a> international students consider when choosing a study destination.</p>
<h2>Rolling back changes isn’t an option</h2>
<p>What was normal practice in pre-COVID education might no longer adequately prepare students for the future. </p>
<p>Our lives and the world of work continue to digitalise. Education must develop the digital literacy and human-centred skills <a href="https://theconversation.com/digital-learning-is-real-world-learning-thats-why-blended-on-campus-and-online-study-is-best-163002">our graduates will need</a> in this world. </p>
<figure class="align-center ">
<img alt="Two young people sitting on steps with an open laptop in front of them" src="https://images.theconversation.com/files/449664/original/file-20220302-15-1xazljp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/449664/original/file-20220302-15-1xazljp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/449664/original/file-20220302-15-1xazljp.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/449664/original/file-20220302-15-1xazljp.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/449664/original/file-20220302-15-1xazljp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/449664/original/file-20220302-15-1xazljp.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/449664/original/file-20220302-15-1xazljp.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Digital communication is now inherently part of the worlds of education and work.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/digital-learning-is-real-world-learning-thats-why-blended-on-campus-and-online-study-is-best-163002">Digital learning is real-world learning. That's why blended on-campus and online study is best</a>
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<p>The pivot to online learning exposed international students to many new study options. These include: </p>
<ul>
<li>flexible online access to classes and learning materials from anywhere</li>
<li>multi-modality in creating diverse content and in student assignments</li>
<li>multiple platforms and communication channels for diversified feedback and dialogue</li>
<li>captions for recorded videos through tech platforms such as Zoom.</li>
</ul>
<p>However, international students have faced many challenges in their online learning. These include:</p>
<ul>
<li><a href="https://doi.org/10.32674/jis.v6i3.356">disconnectedness and anxiety</a></li>
<li>cross-cultural issues leading to misunderstandings or even conflicts</li>
<li>time-zone differences</li>
<li><a href="https://doi.org/10.32674/jis.v8i4.227">lack of body language and other cues</a> that aid understanding </li>
<li><a href="https://doi.org/10.4103/jehp.jehp_321_18">varying levels of digital literacy</a></li>
<li>varying access to internet and online platforms due to different circumstances, locations and national policies.</li>
</ul>
<h2>4 ways to keep improving digital education</h2>
<p>Continuing to enhance digital education could help Australian universities to secure their future. Looking at the emerging trends and issues for digital education globally, four areas require action to better meet international students’ needs.</p>
<p><strong>1. Offer flexibility and hybrid learning</strong></p>
<p>International students will benefit from further flexibility enabled by hybrid learning. In particular, they will welcome the choice of attending online or campus-based classes. This will help them juggle their studies with jobs and other competing priorities. </p>
<p>Hybrid learning, done well, also offers better access to learning materials and more opportunities for interaction. These interactions might be teacher to student, peer to peer, or peer to community. They can happen in person on campus, or online across time and space. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/international-students-are-coming-back-and-its-not-just-universities-sighing-with-relief-176530">International students are coming back and it’s not just universities sighing with relief</a>
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<hr>
<p>The demands on universities to design flexible, authentic, active and meaningful learning, both on campus and online, are more pressing than ever. International students won’t travel overseas simply to attend didactic lectures anymore. </p>
<figure class="align-center ">
<img alt="Young Chinese women looks out of airport window" src="https://images.theconversation.com/files/371231/original/file-20201125-16-dfurgn.jpg?ixlib=rb-1.1.0&rect=0%2C43%2C5743%2C3780&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/371231/original/file-20201125-16-dfurgn.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/371231/original/file-20201125-16-dfurgn.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/371231/original/file-20201125-16-dfurgn.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/371231/original/file-20201125-16-dfurgn.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/371231/original/file-20201125-16-dfurgn.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/371231/original/file-20201125-16-dfurgn.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">International students won’t travel to another country just to attend one didactic lecture after another – they expect more of their education.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<p><strong>2. Promote belonging and online communities</strong></p>
<p>International students always <a href="https://ojed.org/index.php/jis/article/view/2005">long for human connections and social relationships</a> in their learning away from home. Connections built through informal and formal learning in culturally immersive environments have been vital to their academic experiences and achievements. </p>
<p>The emergency remote learning over the past two years limited this opportunity. Digital learning environments usually consist of <a href="https://www.teqsa.gov.au/latest-news/publications/foundations-good-practice-student-experience-online-learning-australian">learning management systems with multiple communication technologies</a>. What they lack is the informal “in-between” interactions that students value on campus. </p>
<p>Cultivating a sense of belonging and community online needs to be an indispensable aspect of educational design. Universities have to invest in this process. Students’ own independently created and temporarily used Facebook and WhatsApp chat groups are no substitute for university experiences. </p>
<p>However, universities must ensure digital safety and data privacy for their online communities. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/covid-halved-international-student-numbers-in-australia-the-risk-now-is-we-lose-future-skilled-workers-and-citizens-175510">COVID halved international student numbers in Australia. The risk now is we lose future skilled workers and citizens</a>
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<p><strong>3. Look after student well-being</strong> </p>
<p>Virtual experiences are often framed as transcending various physical and material obstacles. These experiences build on the narrative of being able to “study anytime and anywhere”. </p>
<p>However, the pandemic has made us pay closer attention to our digital well-being, the <a href="https://naerjournal.ua.es/article/view/649">physicality of human bodies and embodied practices in learning and teaching</a>. With online learning, despite the comfort of students sitting at their desk in their own home, it is taxing to sit in front of a computer all day every day. </p>
<p>In the pivot to online learning, some teachers simply moved their classes online. As those class hours and interactions with computer screens and devices accumulated across days and weeks, many students struggled to focus on their studies online. </p>
<p>Universities need to design more carefully for the receiving end of human bodies interacting with online programs. Online course design needs to allow for students’ practical and holistic human needs, beyond academic needs. A focus on digital health and student well-being is essential for them to learn productively and healthily. </p>
<p>For example, back-to-back online classes should not be timetabled for students. They will struggle to focus if required to be online for hours on end. </p>
<figure class="align-center ">
<img alt="University student struggling to concentrate as he looks at laptop screen" src="https://images.theconversation.com/files/449665/original/file-20220302-13-1jlcio2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/449665/original/file-20220302-13-1jlcio2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/449665/original/file-20220302-13-1jlcio2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/449665/original/file-20220302-13-1jlcio2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/449665/original/file-20220302-13-1jlcio2.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/449665/original/file-20220302-13-1jlcio2.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/449665/original/file-20220302-13-1jlcio2.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Well-designed digital education does not require students to spend hour after hour looking at their screen.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/australia-can-rebound-to-be-international-students-destination-of-choice-when-borders-reopen-167347">Australia can rebound to be international students' destination of choice when borders reopen</a>
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</em>
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<hr>
<p><strong>4. Internationalise learning for all students</strong></p>
<p>It is crucial for curriculum content and online teaching and learning experiences to be internationalised. </p>
<p>The future world of work is ever more global and digital. To prepare graduates for this highly connected world, universities must develop hybrid curriculum and learning experiences that include international and intercultural dimensions.</p>
<p>By internationalising the hybrid curriculum and digital education, we engage students with both local and global issues. This will enrich learning for all while developing empathy and graduate employability.</p>
<h2>The investment will be worth it</h2>
<p>International students bring <a href="https://www.universityworldnews.com/post.php?story=20200820103708349#:%7E:text=International%20students%20make%20a%20vital,%2C%20transport%2C%20entertainment%20and%20retail.">rich educational, social and economic capital</a> to Australia. The revenue they provide also heavily <a href="https://theconversation.com/7-6-billion-and-11-of-researchers-our-estimate-of-how-much-australian-university-research-stands-to-lose-by-2024-146672">subsidises other university activities</a> such as research. </p>
<p>Even though international students are returning physically, we should not downplay the role of digital education. Instead, we need to pay more attention to their needs for digital learning.</p>
<p>We have the opportunity to work with these students to improve digital education practices holistically and to internationalise hybrid learning for all students. We need to create learning spaces that seamlessly dissolve the boundaries of informal and formal, digital and physical.</p>
<p>Quality digital education will enhance Australia’s reputation for international education.</p><img src="https://counter.theconversation.com/content/177545/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Ly Tran receives funding from the Australian Research Council and DFAT for her research on international students, geopolitics and student mobilities, the New Colombo Plan, staff professional development in international education and graduate employability in Vietnam.</span></em></p><p class="fine-print"><em><span>Chie Adachi does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>While COVID forced a shift online, that doesn’t mean universities should roll back all the changes. A hybrid model of teaching and learning is now the best way to prepare students for a digital world.Chie Adachi, Associate Professor and Director, Digital Learning, Deakin UniversityLy Tran, Professor and ARC Future Fellow, School of Education, Deakin UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1777402022-02-28T19:14:32Z2022-02-28T19:14:32ZHow women could be the answer to Australia’s international education crisis<p>The future of Australia’s international education sector is on the drawing board. In the midst of Australia’s COVID-19 surge, the federal government released the <a href="https://www.dese.gov.au/australian-strategy-international-education-2021-2030/resources/australian-strategy-international-education-2021-2030">Australian Strategy for International Education 2021-2030</a>. It paints a future for the sector built around increased diversification and a focus on student support and well-being. </p>
<p>Looking at Australia’s international education sector through a gendered lens reveals the importance of female students in any recovery strategy. In particular, we need to understand the factors that either attract or dissuade female students from studying abroad. This can help those working in international education to better understand what services and supports these students need. </p>
<p>In a <a href="https://www.thelygongroup.com/post/resilient-successful-and-stable-a-gendered-approach-to-international-education-recovery">report released today</a>, my analysis of the most recent available data (2020) shows the first year of the pandemic had different impacts on female and male international students.</p>
<h2>Female enrolments have grown much faster</h2>
<p>International education in Australia is becoming increasingly female. The numbers of <a href="https://www.dese.gov.au/higher-education-statistics/student-data/selected-higher-education-statistics-2020-student-data-0">female international students rose by 22%</a> between 2016 and 2020 despite the pandemic drop of 2020. In the same period, male enrolments grew by 18%. </p>
<p>This feminising trend is part of a global phenomenon of women increasingly seeking education abroad. Globally, women’s enrolment in higher education has <a href="https://www.iie.org/Research-and-Insights/Publications/Women-on-the-Move-The-Gender-Dimensions-of-Academic-Mobility">grown almost twice as fast</a> as the male enrolment rate in the past four decades. </p>
<p>The trend is mainly due to increased equity and access for women. As women’s participation in higher education has grown, so has their participation in global student mobility.</p>
<h2>What are the trends in source countries?</h2>
<p>Several countries send more women than men to study in Australia. Most of these are in North-East and South-East Asia. Each has had rapid economic growth in the past 40 years with <a href="https://bangkok.unesco.org/content/gender-equality-asia-pacific-education-international-women%E2%80%99s-day-2018-statistics-snapshot">women’s participation rising</a> at all levels of domestic education.</p>
<iframe title="Female majority market enrolments and changes 2019-20" aria-label="Stacked Bars" id="datawrapper-chart-ipA6j" src="https://datawrapper.dwcdn.net/ipA6j/2/" scrolling="no" frameborder="0" style="border: none;" width="100%" height="316"></iframe>
<p>Enrolments from female-majority markets were relatively stable in the first year of the pandemic. While all these countries besides Vietnam sent fewer students to Australia in 2020 than in 2019, the gender ratio remained the same. Overall, female students from this group of countries did not choose to delay their studies or study elsewhere at a higher rate than male students. </p>
<p>Female-dominant sending countries were among Australia’s most stable sources of students during the early days of the pandemic.</p>
<p>China has been behind much of the growth in female students arriving in Australia. <a href="http://www.dese.gov.au">More than 54% of Chinese students</a> studying at Australian institutions are female. </p>
<p>This mirrors the overall growth in the proportion of women leaving China for study. There was a <a href="https://link.springer.com/chapter/10.1057/9781137509109_1">five-fold increase</a> in the four decades after the economic reforms of the late 1970s. Today <a href="https://www.dukeupress.edu/Assets/PubMaterials/978-1-4780-1761-5.pdf">60% of outgoing students</a> from China are female. </p>
<p>Questions about whether Chinese students will return to Australia, in what numbers and how to best support them are largely also questions about gendered aspirations, careers and expectations. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/youre-running-down-a-dead-end-stranded-students-feel-shame-and-pressure-to-give-up-study-155207">'You’re running down a dead end': stranded students feel shame and pressure to give up study</a>
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</p>
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<h2>What about the markets with more male students?</h2>
<p>The story from countries that send more males than females to Australia was quite different in the first year of the pandemic. These countries are mostly located in South Asia and the Middle East, rather than the Asia-Pacific region. </p>
<iframe title="Male majority market enrolments and changes, 2019-20" aria-label="Stacked Bars" id="datawrapper-chart-sImad" src="https://datawrapper.dwcdn.net/sImad/2/" scrolling="no" frameborder="0" style="border: none;" width="100%" height="378"></iframe>
<p>Male-majority markets experienced larger drops in overall enrolments in 2020. Student numbers from India, Australia’s second-largest source country, fell by 24% between 2019 and 2020. At the same time, the percentage of female enrolments from all these countries – with the exception of Oman – increased. </p>
<p>These data suggest male students in these countries changed their minds or delayed their Australian studies during the early pandemic months at a greater rate than female students.</p>
<p>With the exception of India, male-majority sending countries send fewer students to Australia than female-majority nations. Take out the two largest markets – China and India – and the disparity is even greater. </p>
<iframe title="Total enrolments without two major sending countries" aria-label="Bullet Bars" id="datawrapper-chart-fw01s" src="https://datawrapper.dwcdn.net/fw01s/2/" scrolling="no" frameborder="0" style="border: none;" width="100%" height="189"></iframe>
<p>The top five female-dominant markets, even without their largest contributor, are still responsible for more than twice as many students enrolled in Australia as the top five male-dominant markets.</p>
<h2>A female success story in other ways too</h2>
<p>Australia’s female international students are the most successful of all our university student cohorts. They continued to have higher rates of academic success in 2020 than their male counterparts and all domestic students. International female students are traditionally relatively successful in Australian undergraduate courses. </p>
<iframe title="Bachelor degree pass rates in Australian universities" aria-label="Grouped Bars" id="datawrapper-chart-FTaVo" src="https://datawrapper.dwcdn.net/FTaVo/1/" scrolling="no" frameborder="0" style="border: none;" width="100%" height="432"></iframe>
<p>During the rapid digital transformation of our institutions during 2020, international students continued to maintain – and in fact increase – their academic edge.</p>
<p>Female international students are largely resilient, successful and are looking to gain more than qualifications during their time in Australia. <a href="https://www.ieaa.org.au/documents/item/359">Research shows</a> many of them study abroad to experience a new way of life and greater independence, alongside gaining a degree. Understanding this cohort – their ambitions, their drivers and what support they need – will be key to Australia’s international education sector’s recovery.</p><img src="https://counter.theconversation.com/content/177740/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Angela Lehmann works for The Lygon Group.</span></em></p>There was a striking gender divide in Australia’s international student data in year one of the pandemic. Women were more likely both to enrol and to succeed in their studies.Angela Lehmann, Honorary Lecturer, College of Arts and Social Sciences, Australian National UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1765302022-02-13T18:49:03Z2022-02-13T18:49:03ZInternational students are coming back and it’s not just universities sighing with relief<figure><img src="https://images.theconversation.com/files/445604/original/file-20220210-24693-4ykbxw.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C5169%2C3449&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>International students are returning to Australia after almost two years of closed borders. </p>
<p>The number of international students in Australia <a href="https://www.dese.gov.au/international-data/student-visa-holders-and-outside-australia">increased by 29,856</a> in the first six weeks after the Australian government <a href="https://www.pm.gov.au/media/pause-further-easing-border-restrictions">opened the border to them</a> in mid-December.</p>
<p>But there are still about 300,000 fewer international students in Australia than before the pandemic. Around 147,000 current student visa holders <a href="https://www.dese.gov.au/international-data/student-visa-holders-and-outside-australia">remain outside Australia</a>.</p>
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Read more:
<a href="https://theconversation.com/border-opening-spurs-rebound-in-demand-from-international-students-175046">Border opening spurs rebound in demand from international students</a>
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<p>It’s not just education institutions that will be anxiously watching the rate at which these students return. </p>
<p>International students are a vital part of the workforce in many industries. In particular, many work in hospitality and carer roles. The Australian government is trying to <a href="https://www.abc.net.au/news/2022-01-19/backpackers-internatonal-students-visa-fee-rebate-covid-workers/100765716">entice international students to return</a> by offering visa refunds and <a href="https://immi.homeaffairs.gov.au/visas/getting-a-visa/visa-listing/student-500/temporary-relaxation-of-working-hours-for-student-visa-holders">easing limits</a> on their access to the workforce.</p>
<p>These temporary arrangements highlight the sometimes uneasy relationship between international education, migration and the workforce.</p>
<h2>What has changed since the borders opened?</h2>
<p>The loosening of border restrictions in December 2021 has reversed the steady decline in international students.</p>
<p>At its lowest point, there were 248,750 international students in Australia. This was a fall of about 57% compared to before the pandemic, and the <a href="https://www.homeaffairs.gov.au/research-and-stats/files/student-visa-program-trends-2009-10.pdf">lowest level</a> since 2007. </p>
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Read more:
<a href="https://theconversation.com/why-the-international-education-crisis-will-linger-long-after-students-return-to-australia-170360">Why the international education crisis will linger long after students return to Australia</a>
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<p>Since the borders reopened, students have returned to Australia in larger numbers from some countries than others. </p>
<p>The numbers of students from India and Nepal have increased the most. Students from these two countries account for over 50% of the increase in the past six weeks.</p>
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<p>By comparison, Chinese international students have not returned to Australia as quickly. Over 86,000 of them remain outside Australia. That’s about 60% of all international students who are still overseas.</p>
<p>But this doesn’t mean Chinese students will not return. China recorded the largest increase of any country in student visa holders since borders opened, up by about 5,500. This suggests many new Chinese students have applied for and been granted visas.</p>
<p>These students may be waiting until the start of semester before travelling to Australia.</p>
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Read more:
<a href="https://theconversation.com/australias-strategy-to-revive-international-education-is-right-to-aim-for-more-diversity-172620">Australia's strategy to revive international education is right to aim for more diversity</a>
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<h2>Why is the labour market important?</h2>
<p>One reason students are returning at different rates may be due to the labour market.</p>
<p><a href="https://www.abs.gov.au/statistics/microdata-tablebuilder/available-microdata-tablebuilder/australian-census-and-temporary-entrants-integrated-dataset">According to 2016 census data</a>, Indian and Nepalese students are much more likely to be part of the workforce than Chinese students. About 78% of Indian and 87% of Nepalese students are employed in the Australian workforce. This compares to less than 21% of students from China.</p>
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<p>The government’s efforts to get international students back to Australia more quickly highlights how important their labour is to many parts of the economy. </p>
<p>The 2016 census showed current and <a href="https://immi.homeaffairs.gov.au/visas/getting-a-visa/visa-listing/temporary-graduate-485">recently graduated</a> international students made up about 2% of the total labour force. This student workforce is concentrated in areas reporting shortages.</p>
<p>Before the pandemic, about 15% of waiters, 12% of kitchen hands and 10% of cooks and chefs were current or recently graduated international students. About 11% of commercial cleaners were current or recent international students. </p>
<p>These occupations have faced <a href="https://www.abc.net.au/news/2022-01-13/restaurants-staff-shortages-poaching-workers-wage-increases/100751964">widespread difficulties</a> in <a href="https://www.theage.com.au/business/small-business/pandemic-led-cleaner-shortage-hits-vulnerable-people-busy-families-at-home-20220201-p59sw3.html">finding staff</a>.</p>
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<p>International students also work in important carer roles. Before the pandemic, about 9% of all <a href="https://www.abs.gov.au/ausstats/abs@.nsf/0/D57B53FBE61CE0DFCA2575DF002DA72E?opendocument">nursing support staff and personal care workers</a> in aged care were current or recent international students.</p>
<p>Many other occupations where the pre-pandemic workforce included large numbers of international students are <a href="https://lmip.gov.au/default.aspx?LMIP/GainInsights/VacancyReport">recording vacancies</a> at well above pre-pandemic levels.</p>
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Read more:
<a href="https://theconversation.com/covid-halved-international-student-numbers-in-australia-the-risk-now-is-we-lose-future-skilled-workers-and-citizens-175510">COVID halved international student numbers in Australia. The risk now is we lose future skilled workers and citizens</a>
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<h2>What are the implications of students’ role as workers?</h2>
<p>Access to the Australian labour market has been a controversial aspect of international education.</p>
<p>International students are required to demonstrate they are a “<a href="https://immi.homeaffairs.gov.au/visas/getting-a-visa/visa-listing/student-500/genuine-temporary-entrant">genuine</a>” student, and not using a student visa to enter the country primarily to work.</p>
<p>Yet the reasons for international students to select Australia as a destination are varied and complex. The ability to work is an important consideration.</p>
<p>Australia uses access to the labour market to compete with other countries for students. In 2008, Australia <a href="https://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/pubs/rp/rp1516/OverseasStudents">removed the need</a> for students to apply for a separate work visa. International students have been able to work 20 hours a week. That limit has now been lifted until at least April 2022. </p>
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<p>Following the 2011 <a href="https://www.homeaffairs.gov.au/reports-and-pubs/files/2011-knight-review.pdf">Knight Review</a>, many international students have been able to apply for <a href="https://immi.homeaffairs.gov.au/visas/getting-a-visa/visa-listing/temporary-graduate-485">a post-study visa</a>. This lets them work in Australia for between one and five years after finishing their course.</p>
<p>Competitor countries are also using <a href="https://www.gov.uk/government/news/graduate-route-to-open-to-international-students-on-1-july-2021">post-study work rights</a> to attract a bigger share of international enrolments.</p>
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<strong>
Read more:
<a href="https://theconversation.com/international-student-numbers-hit-record-highs-in-canada-uk-and-us-as-falls-continue-in-australia-and-nz-173493">International student numbers hit record highs in Canada, UK and US as falls continue in Australia and NZ</a>
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<p>The need to temporarily loosen work restrictions shows it is not just universities that rely on international students. Many Australians will benefit from their labour.</p>
<p>In welcoming international students back to the country, it is important to ensure their rights are protected. These students can be <a href="https://www.abc.net.au/news/2021-05-22/international-students-exploitation-report-fair-work-ombudsman/100114432">particularly vulnerable</a> to exploitation in the workplace. Current visa arrangements can encourage international students to cycle <a href="https://johnmenadue.com/the-overseas-student-and-immigration-nexus-where-to-now/">through cheap courses</a> so they can stay in Australia. </p>
<p>As international education recovers, a better understanding of the link between international education, migration and employment can help inform policy that protects everyone’s interests in the sector.</p><img src="https://counter.theconversation.com/content/176530/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Peter Hurley does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Many employers are waiting just as anxiously as universities for international students to return to our shores. The students’ labour is especially important for the hospitality and care sectors.Peter Hurley, Policy Fellow, Mitchell Institute, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1755102022-01-31T19:07:18Z2022-01-31T19:07:18ZCOVID halved international student numbers in Australia. The risk now is we lose future skilled workers and citizens<p>The saying “you don’t know what you’ve got ’til it’s gone” reminds us not to take things for granted. It is often when we no longer have something or someone that we recognise the value of what we’ve lost. This is true of international students in Australia whose <a href="https://theconversation.com/why-the-international-education-crisis-will-linger-long-after-students-return-to-australia-170360">numbers halved</a> during the pandemic. </p>
<p>Can hindsight help us understand what we had and help to guide our future? That question lingers as <a href="https://minister.homeaffairs.gov.au/AlexHawke/Pages/further-flexibility-for-temporary-migrants.aspx">tens of thousands</a> of new and returning international students arrive back in Australia now that borders have reopened.</p>
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Read more:
<a href="https://theconversation.com/border-opening-spurs-rebound-in-demand-from-international-students-175046">Border opening spurs rebound in demand from international students</a>
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<p>Students pursue international education for a variety of reasons. The main one is to improve their employment prospects. </p>
<p>International students are looking for high-quality, relevant curriculum and credentials that will best serve their career plans. While studying, they also seek social connections that help them to navigate local education and employment systems. </p>
<p>The pandemic created chaos and uncertainty about enrolments, border closures, flight availability and quarantine requirements. Over the past two years, many international students had to put their plans on hold. They hung on to the possibility of studying and working in Australia. </p>
<p>Let’s not forget, they can choose other countries that will be seeking highly educated and skilled graduates. Some have already moved on to countries where borders were open, such as Canada. These countries offered access to high-quality international education with fewer complications and greater certainty about transitioning to work visas.</p>
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Read more:
<a href="https://theconversation.com/international-student-numbers-hit-record-highs-in-canada-uk-and-us-as-falls-continue-in-australia-and-nz-173493">International student numbers hit record highs in Canada, UK and US as falls continue in Australia and NZ</a>
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<h2>Their absence hit us hard</h2>
<p>Consider what Australia lost when so many international students were gone. In 2019, they contributed an estimated <a href="https://www.dese.gov.au/australian-strategy-international-education-2021-2030">$40.3 billion</a> to the economy. International education <a href="https://www.dese.gov.au/australian-strategy-international-education-2021-2030">supported about 250,000 jobs</a> in Australia. </p>
<p>Border closures reduced enrolments by <a href="https://www.dese.gov.au/australian-strategy-international-education-2021-2030">up to 70%</a> in some parts of the higher education sector. </p>
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Read more:
<a href="https://theconversation.com/australias-multilingual-identity-is-an-asset-for-selling-our-english-language-teaching-to-the-world-168185">Australia's multilingual identity is an asset for selling our English-language teaching to the world</a>
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<p>The financial impacts on Australian universities have been smaller than originally predicted, but the loss of billions in revenue should not be discounted. Universities were exposed to the risks of depending on a never-ending flow of new international students and their tuition fees. The pandemic’s <a href="https://theconversation.com/after-2-years-of-covid-how-bad-has-it-really-been-for-university-finances-and-staff-172405">impacts on university finances</a> led to the loss of as many as <a href="https://theconversation.com/after-2-years-of-covid-how-bad-has-it-really-been-for-university-finances-and-staff-172405">35,000 academic and professional jobs</a>. </p>
<p>Local communities and businesses also missed the consumer power of international students and visiting family members who purchased goods and services. Employers have struggled to find enough local workers for job vacancies that these students would fill.</p>
<h2>Australia must extend the welcome mat</h2>
<p>The Australian government recently <a href="https://www.abc.net.au/news/2022-01-19/backpackers-internatonal-students-visa-fee-rebate-covid-workers/100765716">announced incentives</a> for international students to return soon to help overcome labour shortages and stimulate market growth. Visa fee rebates and relaxed restrictions on allowable working hours are aimed at recovery in the international student market, while filling gaps in the workforce. What remains to be seen is how well entry-level and part-time jobs in service and hospitality will translate into future employment opportunities that match these students’ qualifications.</p>
<p>The fall in international student numbers also meant losing key resources for intercultural learning. Although many of us are longing to travel abroad for a dose of intercultural exposure, learning at home between local and international students is a relatively untapped resource. Increasing the numbers of international and local students studying together is part of the solution identified by the <a href="https://www.dese.gov.au/australian-strategy-international-education-2021-2030">Australian Strategy for International Education</a>. </p>
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Read more:
<a href="https://theconversation.com/australias-strategy-to-revive-international-education-is-right-to-aim-for-more-diversity-172620">Australia's strategy to revive international education is right to aim for more diversity</a>
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<p>Many international students will need extra <a href="https://theconversation.com/as-international-students-return-lets-not-return-to-the-status-quo-of-isolation-and-exploitation-173489">support to develop social capital</a> – the friendships, community contacts, mentors and networks that help to build a sense of belonging now and in the future.</p>
<p>International students have been treated like commodities for higher education and the labour market. But they are people, whose choice of international education is connected to their hopes and plans after graduating. </p>
<p>The global pursuit of talent will increase graduates’ opportunities to decide which country they choose for education, for employment and for permanent migration. Not every international graduate will choose to stay in Australia. Fluctuating immigration policy makes it difficult to predict who will be allowed to stay and who will not.</p>
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<a href="https://images.theconversation.com/files/442435/original/file-20220125-13-w6eagx.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Chart showing type of visa held by international graduates working in Australia by year of course completion" src="https://images.theconversation.com/files/442435/original/file-20220125-13-w6eagx.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/442435/original/file-20220125-13-w6eagx.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=604&fit=crop&dpr=1 600w, https://images.theconversation.com/files/442435/original/file-20220125-13-w6eagx.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=604&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/442435/original/file-20220125-13-w6eagx.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=604&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/442435/original/file-20220125-13-w6eagx.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=759&fit=crop&dpr=1 754w, https://images.theconversation.com/files/442435/original/file-20220125-13-w6eagx.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=759&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/442435/original/file-20220125-13-w6eagx.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=759&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="attribution"><a class="source" href="https://www.dese.gov.au/australian-strategy-international-education-2021-2030">Source: Australian Strategy for International Education 2021-2030</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
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Read more:
<a href="https://theconversation.com/as-international-students-return-lets-not-return-to-the-status-quo-of-isolation-and-exploitation-173489">As international students return, let's not return to the status quo of isolation and exploitation</a>
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<h2>This is not a short-term issue</h2>
<p>Many countries, including Australia, need to attract talented graduates to make up for low birth rates, low immigration due to the pandemic and skilled worker shortages. International students are preferred immigrants because they combine experience from their home countries with experience studying and living locally.</p>
<p>As international students return to Australia, the welcome mat needs to stay out longer. It matters how we support them, not only upon arrival, but throughout their academic programs and as they prepare for their future employment. </p>
<p>International students invest in their education and the country where they study. We in turn need to recognise their many contributions and invest in their potential. </p>
<p>The longer-term view requires strategy for supporting them as students, employees and future associates, within and beyond Australia’s borders. Let’s think carefully about what can be improved as international students return to Australia. </p>
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Read more:
<a href="https://theconversation.com/why-the-international-education-crisis-will-linger-long-after-students-return-to-australia-170360">Why the international education crisis will linger long after students return to Australia</a>
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<img src="https://counter.theconversation.com/content/175510/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Nancy Arthur received funding from the Social Sciences and Humanities Research Council of Canada for research on the education to employment transitions of international students. </span></em></p>Having international students in Australia gives us a head start in the global race to attract skilled migrants. COVID border closures that halved their numbers could have very long-term costs.Nancy Arthur, Dean of Research, UniSA Business, University of South AustraliaLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1750462022-01-19T18:59:29Z2022-01-19T18:59:29ZBorder opening spurs rebound in demand from international students<p>Australia’s position in the international higher education market weakened significantly while our border was closed over the past two years. But recent demand and application data suggest our position may be strengthening since the border re-opening was <a href="https://www.pm.gov.au/media/further-steps-reopen-australia-and-secure-our-economic-recovery">announced</a> in November. <a href="https://minister.homeaffairs.gov.au/AlexHawke/Pages/further-flexibility-for-temporary-migrants.aspx">More than 43,000</a> international students have arrived in Australia since December 1. </p>
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Read more:
<a href="https://theconversation.com/morrisons-opening-of-the-door-to-international-students-leaves-many-in-the-sector-blindsided-and-scrambling-to-catch-up-172382">Morrison's opening of the door to international students leaves many in the sector blindsided and scrambling to catch up</a>
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<p>The Australian share of demand from international students has recovered from a low of 16.22% in October 2021 to 19.68% in January 2022, despite rising COVID-19 case numbers driven by the Omicron variant. The real-time aggregated search data come from students researching their international study options on <a href="https://www.idp.com/australia/">IDP’s digital platform</a>. It’s a dataset of over 100 million site visits a year.</p>
<p>This improving trend is also seen in student applications data. The largest intake for Australia is usually in semester 1. There were concerns that northern hemisphere countries would gain from pandemic uncertainties this summer. </p>
<p>These early signs of recovery are encouraging. However, we cannot confidently predict at this point the impact of this summer’s Omicron wave on enrolments. IDP survey data were showing Australia had a relatively strong reputation as a COVID-safe destination. </p>
<h2>What will it take to sustain the recovery?</h2>
<p>Sustained market recovery is a longer-term project. To be globally competitive, universities should focus on creating a <a href="https://theconversation.com/australias-international-education-market-share-is-shrinking-fast-recovery-depends-on-unis-offering-students-a-better-deal-162856">world-class student experience</a>. Some changes may take time to build and communicate to the market. </p>
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Read more:
<a href="https://theconversation.com/australias-international-education-market-share-is-shrinking-fast-recovery-depends-on-unis-offering-students-a-better-deal-162856">Australia's international education market share is shrinking fast. Recovery depends on unis offering students a better deal</a>
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<p>Strengthening skilled migration pathways for international students will also improve Australia’s market position.</p>
<p>The recently released <a href="https://www.dese.gov.au/australian-strategy-international-education-2021-2030/resources/australian-strategy-international-education-2021-2030">Australian Strategy for International Education</a> identifies the creation of a world-class student experience as a priority. It recommends universities work to create social connections between international students, domestic students and local communities. It also recommends they improve the classroom experience. </p>
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Read more:
<a href="https://theconversation.com/australias-strategy-to-revive-international-education-is-right-to-aim-for-more-diversity-172620">Australia's strategy to revive international education is right to aim for more diversity</a>
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<p>There is <a href="https://theconversation.com/australias-international-education-market-share-is-shrinking-fast-recovery-depends-on-unis-offering-students-a-better-deal-162856">evidence to support</a> this approach. It would help address international students’ concerns about experiences of <a href="https://www.abc.net.au/news/2018-05-01/challenges-international-students-face-in-melbourne-australia/9702606">loneliness, racism and harassment</a> for their political views. </p>
<p>The Australian Productivity Commission’s 2020 report on its <a href="https://www.pc.gov.au/inquiries/completed/mental-health#report">inquiry into mental health</a> highlighted concerns for international students’ mental health. A 2021 <a href="https://www.qs.com/portfolio-items/au-nz-international-student-survey-2021-vol-1/">QS survey of international students</a> suggests COVID-19 added to these concerns due to increased social isolation and difficulties in accessing mental health services. </p>
<p>In 2022, universities can act to improve the social integration and well-being of international students. Actions should cover COVID safety, welcoming and connecting new and returning students, and re-engaging local communities on international education. This builds a platform for longer-term change. </p>
<p>Omicron presents challenges for the sector as semester one enrolments are finalised. Policy uncertainty and acrimonious public debate put at risk Australia’s reputation as a COVID-safe destination. </p>
<p>Universities can act to ensure travel pathways and campuses are COVID-safe and meet the public health challenges of Omicron. Clear and timely communication is needed to reassure prospective students and their families.</p>
<p>Universities are putting in place programs to welcome international students and support their social integration and well-being. The cohort of returning students requires specific attention as they reconnect to campus life. Some have been stranded outside Australia for up to two years, leaving them socially and educationally isolated. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/as-international-students-return-lets-not-return-to-the-status-quo-of-isolation-and-exploitation-173489">As international students return, let's not return to the status quo of isolation and exploitation</a>
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<h2>Local communities must be considered too</h2>
<p>During the pandemic international students have been noticeably absent from local communities. Many, including tourism and hospitality operators, will welcome them back. </p>
<p>But universities should not assume that welcome will be uniform. Anecdotally, some domestic students and their families are raising concerns about the impact of international education on the quality of the domestic student experience. </p>
<p>Universities should act on these community concerns. This will help to rebuild the brand of international education over the longer term. </p>
<p>In its road map to recovery, the Strategy for International Education recommends a stronger focus on domestic skills shortages. However, it is silent on issues relating to the policy settings that underpinned skilled migration for international graduates.</p>
<p>Students take into account opportunities for post-study work rights when deciding their destination of study. <a href="https://www.researchgate.net/publication/342839917_Post-study_work_for_international_graduates_in_Australia_opportunity_to_enhance_employability_get_a_return_on_investment_or_secure_migration">Research published in 2019</a> reported international graduates were ambivalent about the rights granted by temporary graduate visas. However, many still saw this visa class as a pathway to skilled migration. </p>
<p>As Australia emerges into the post-COVID economy, key sectors face significant skill shortages. There is a strong case for the Australian government to revisit post-study work rights. Any policy changes would need to consider local political and community concerns. </p>
<p>The aim should be stronger outcomes for the economy from a more competitive international higher education sector and great outcomes for local economies and communities through targeted post-study migration rights. </p>
<p>The latest international higher education data are encouraging. But universities and government have more work to do to ensure recovery is sustained.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/covid-to-halve-international-student-numbers-in-australia-by-mid-2021-its-not-just-unis-that-will-feel-their-loss-148997">COVID to halve international student numbers in Australia by mid-2021 – it's not just unis that will feel their loss</a>
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</p>
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<p><em>The author acknowledges the contribution of Andrew Wharton of IDP Connect to this article.</em></p><img src="https://counter.theconversation.com/content/175046/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Andrew Wharton of IDP Connect contributed data for this article.</span></em></p>Despite the promising data on the level of student interest and applications since November, universities and governments have much work to do to restore Australia’s lost market share.Ian Anderson. Palawa, Deputy Vice-Chancellor Student and University Experience, Australian National UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1734892022-01-18T01:15:01Z2022-01-18T01:15:01ZAs international students return, let’s not return to the status quo of isolation and exploitation<figure><img src="https://images.theconversation.com/files/441016/original/file-20220117-23-kkkbl9.jpg?ixlib=rb-1.1.0&rect=284%2C239%2C4498%2C2956&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>As Australia <a href="https://theconversation.com/morrisons-opening-of-the-door-to-international-students-leaves-many-in-the-sector-blindsided-and-scrambling-to-catch-up-172382">welcomes back international students</a>, it’s a time for education providers to re-imagine how they cater to these students. <a href="https://www.aii.unimelb.edu.au/wp-content/uploads/2021/06/Indian-student-mobility-to-Australia.pdf">Our research</a> shows helping them to build strong connections with other students, as well as employers, makes them more likely to have a productive and fulfilling time in Australia and to find suitable work when they graduate.</p>
<p>Australia has an opportunity to emerge as a leading destination not just for a world-class education, but as one that fosters deep social, cultural and economic engagement with these students. </p>
<p>We must not return to the status quo. Before the pandemic, international students faced many challenges, <a href="https://www.abc.net.au/news/2018-05-01/challenges-international-students-face-in-melbourne-australia/9702606">including racism, visa restrictions and insecure work</a>. <a href="https://link.springer.com/article/10.1007/s10734-018-0302-x">Research</a> shows they are much more likely than domestic students to experience social isolation, financial insecurity and mental health issues. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/it-takes-a-mental-toll-indian-students-tell-their-stories-of-waiting-out-the-pandemic-in-australia-169624">'It takes a mental toll': Indian students tell their stories of waiting out the pandemic in Australia</a>
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<p>Australia cannot afford to neglect the welfare of international students. The sector contributed <a href="https://ministers.dese.gov.au/tehan/international-education-makes-significant-economic-contribution">A$37.6 billion to the economy</a> in the financial year before the pandemic, but that fell to <a href="https://www.afr.com/policy/health-and-education/revenue-from-foreign-students-crashes-28pc-20210813-p58ij7">$26.7 billion</a> in 2020-21. <a href="https://theconversation.com/why-the-international-education-crisis-will-linger-long-after-students-return-to-australia-170360">Rebuilding international education</a> is a critical part of Australia’s economic recovery.</p>
<p>And the key to improving international students’ welfare and experience in Australia is building stronger social connections among them. </p>
<figure class="align-center ">
<img alt="Indian students carry placards in a protest in Melbourne against racism" src="https://images.theconversation.com/files/441013/original/file-20220117-13-1c2n5x7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/441013/original/file-20220117-13-1c2n5x7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/441013/original/file-20220117-13-1c2n5x7.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/441013/original/file-20220117-13-1c2n5x7.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/441013/original/file-20220117-13-1c2n5x7.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/441013/original/file-20220117-13-1c2n5x7.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/441013/original/file-20220117-13-1c2n5x7.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Indian students have supported each other through the pandemic and in the past when targeted in racist attacks in Australia.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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</figure>
<h2>What did the research find?</h2>
<p>In 2020, the Department of Education Skills and Employment commissioned the <a href="https://www.aii.unimelb.edu.au/">Australia India Institute</a> – in partnership with <a href="https://www.austrade.gov.au/about/about">Austrade</a> and the <a href="https://go8.edu.au/">Group of Eight Australia</a> – to investigate the experiences of Indian international students in Australia. </p>
<p><a href="https://www.aii.unimelb.edu.au/wp-content/uploads/2021/06/Indian-student-mobility-to-Australia.pdf">Our research</a> complemented quantitative studies by interviewing these students at 11 universities across Australia. One of the most striking findings was that those who had strong social connections with other Indian students had a much more productive experience than those who did not. </p>
<p>One research participant befriended three other Indian students who he moved in with when he arrived in Australia. It was much more cost-effective for them to pool their resources to buy groceries and pay the rent. But, more than that, he said: </p>
<blockquote>
<p>“When you have company your mind can rest, you can be at ease and enjoy your studies.” </p>
</blockquote>
<p>In contrast, another international student who lived alone said: </p>
<blockquote>
<p>“My life in Australia is so quiet, when I lay in bed I can hear my heartbeat.” </p>
</blockquote>
<p>When students with strong social connections did experience hardships, other international students were usually their most crucial supports. </p>
<p>During COVID-19 lockdowns, these students shared vital information through WhatsApp about where and how to get financial support and food. One student said she would have “not eaten for a week” if she was not made aware of these resources.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/god-i-miss-fruit-40-of-students-at-australian-universities-may-be-going-without-food-156584">'God, I miss fruit!' 40% of students at Australian universities may be going without food</a>
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<p>The supports Indian international students provided each other weren’t just social and emotional. They also formed informal study groups where they could share their challenges and ideas about assignments. One student said: </p>
<blockquote>
<p>“Together we learn so much more than one person can do by himself.” </p>
</blockquote>
<p>International students who were connected with each other were also more likely to build connections with domestic students. The main reason for this was that having strong connections with each other gave them the confidence to socialise and attend events in groups. One student explained that because he had a close group of Indian friends he spent more time doing “things that Aussies do, like going to the pub and watching the AFL”. </p>
<h2>Benefits go beyond the study experience</h2>
<p>In light of these findings, our report argues that international students’ experiences will be much more productive and fulfilling when they have strong connections with each other.</p>
<p>Another key finding is that international students with a strong social network are much more likely to find suitable employment while studying and after graduating.</p>
<p>Some students reported being underpaid and exploited in part-time jobs and felt there was little they could do about it. This was especially true of those who had recently arrived in Australia and did not have strong social connections. One student who worked in a bakery said:</p>
<blockquote>
<p>“My employer told me I would get a pay rise if I proved I was reliable. After one month I asked for the pay rise and I was taken off the roster.” </p>
</blockquote>
<p>Those with stronger links with members of the Indian community – including but not limited to students – fared better. </p>
<p>They shared information about who to work for and who to avoid. They also helped each other write effective resumes. This was crucial in finding part-time work, which future employers would recognise. </p>
<p>Graduates with strong social connections also had more success getting jobs related to their degrees. </p>
<h2>What can institutions and policymakers do?</h2>
<p>Our findings put a different spin on how education providers can help their students and graduates find work. Alongside regular career guidance and support focused on the individual, our report argues that providers should consider how they can build connections between international students and with potential employers.</p>
<p>Addressing the challenges international students face is a critical part of the education sector’s recovery from the pandemic. It will not only consolidate Australia’s position as a leader in world-class education, but also improve the welfare of the students themselves.</p>
<p>If education providers help international students build their social connections, the flow-on effects will be huge.</p>
<p>They will be much more likely to have a fulfilling study experience and more likely to find suitable jobs once they graduate. </p>
<p>Better support for international students is also likely to encourage others to study in Australia. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/international-student-numbers-hit-record-highs-in-canada-uk-and-us-as-falls-continue-in-australia-and-nz-173493">International student numbers hit record highs in Canada, UK and US as falls continue in Australia and NZ</a>
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<p>As international students return to Australia, there’s a lot we need to do differently. Practitioners and policymakers need to consider exactly how they can nurture and sustain international students’ social connections. </p>
<p>These students are already supporting each other in a range of creative and effective ways. We need to recognise their efforts. And to learn from them.</p><img src="https://counter.theconversation.com/content/173489/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Andrew Deuchar works for The University of Melbourne. The research this article refers to was commissioned by the Commonwealth Department of Education, Skills and Employment.</span></em></p>Research on the experience of Indian international students shows the importance of strong social networks for a productive and fulfilling time in Australia.Andrew Deuchar, Postdoctoral Researcher, Australia India Institute and Melbourne Graduate School of Education, The University of MelbourneLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1731822021-12-22T20:05:10Z2021-12-22T20:05:10ZAmid COVID-19 stressors, international students and their university communities should prioritize mental health supports<figure><img src="https://images.theconversation.com/files/438854/original/file-20211222-19-rnf9di.jpg?ixlib=rb-1.1.0&rect=0%2C550%2C7073%2C3933&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">International students living abroad who face unpredictable pandemic travel restrictions during holidays may be feeling vulnerable, and reaching out is important.
</span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><iframe style="width: 100%; height: 175px; border: none; position: relative; z-index: 1;" allowtransparency="" src="https://narrations.ad-auris.com/widget/the-conversation-canada/amid-covid-19-stressors--international-students-and-their-university-communities-should-prioritize-mental-health-supports" width="100%" height="400"></iframe>
<p>After experiencing weeks or months of excitement building up before you left your home for the thrill of a North American education, you might now be feeling vulnerable in a foreign country, especially with news of <a href="https://globalnews.ca/news/8461227/covid-19-cases-canada-omicron-variant-threat/">the new omicron variant</a>.</p>
<p>You may feel lonely and wondering what to do during this holiday as your friends are spending time with their families, a luxury you may not have due to <a href="https://yaledailynews.com/blog/2021/12/07/i-just-want-to-go-home-omicron-variant-casts-doubt-on-international-students-travel-plans/">complicated international travel restrictions</a>. In addition, as some campus and university services have been restricted due to COVID-19 and many will be on holiday hours, you may face isolation which can evoke emotional memories and hardships.</p>
<p>So, here we <a href="https://www.concordia.ca/sgs/public-scholars/profiles/ezgi-ozyonum.html">are, Ezgi</a> <a href="https://education.jhu.edu/directory/qiyang-zhang/">and Qiyang</a>, two international students. Our research expertise is respectively in critical analyses of international education, and student well-being and school-based mental health intervention. We study at Concordia University in Montreal (Ezgi) and at Johns Hopkins University in Baltimore (Qiyang). We offer suggestions to you — and your communities — on how to better support your mental health and wellness.</p>
<figure class="align-center ">
<img alt="A young man on the phone outdoors in a snowstorm and snowflake earmuffs smiling" src="https://images.theconversation.com/files/438773/original/file-20211222-19-ipsajz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/438773/original/file-20211222-19-ipsajz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=401&fit=crop&dpr=1 600w, https://images.theconversation.com/files/438773/original/file-20211222-19-ipsajz.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=401&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/438773/original/file-20211222-19-ipsajz.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=401&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/438773/original/file-20211222-19-ipsajz.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/438773/original/file-20211222-19-ipsajz.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/438773/original/file-20211222-19-ipsajz.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">It is important to take steps to stay connected and find support when facing obstacles.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<h2>Managing elevated pandemic stressors</h2>
<p>On top of the obstacles you have probably faced, such as <a href="https://www.researchgate.net/publication/354061768_Approaches_to_Internationalize_A_review_on_international_students_and_the_internationalization_of_the_curriculum">adjusting to the drastic change of food, weather, language and culture</a>, the pandemic has <a href="https://doi.org/10.1371/journal.pone.0247999">disconnected you socially</a>, <a href="https://doi.org/10.2991/jegh.k.201016.001">applied severe economic pressure on you</a> and <a href="https://www.macleans.ca/education/how-the-pandemic-has-disrupted-the-lives-of-international-students-in-canada/">made immigrating much more challenging</a>. </p>
<p>Additionally, if you are an Asian international student, you have likely been coping with <a href="https://doi.org/10.1037/sah0000275">the stressors of elevated racial discrimination</a>. Research in the U.S. shows this discrimination in the pandemic has included hate crimes and vicarious discrimination (seeing or hearing about hate crimes and discrimination and worrying about them), and that these experiences are associated with poorer self-reported mental and physical health. In Canada, researchers similarly documented a <a href="https://www.covidracism.ca/resources">surge of COVID-19 anti-Asian racism</a>; hate crimes <a href="https://globalnews.ca/news/8063163/hate-crimes-rise-canada-2020">targeting East or Southeast Asian</a> descent people rose by 301 per cent in 2020. </p>
<p>Studying under these circumstances is challenging. Therefore, we consider your psychological, social, and emotional well-being as we write this holiday letter to you. </p>
<h2>Mental health stigma</h2>
<p>We care about you, not only because of the obstacles you face, but also because of the lack of help-seeking behaviours among international students. <a href="https://doi.org/10.1111/imig.12388">Almost half</a> of the international students in the U.S. and Canada come from India and China. Researchers with the China-India Mental Health Alliance have found <a href="https://www.thelancet.com/series/china-india-mental-health">that people often associate mental health counselling with negative connotations</a> in these countries. <a href="https://www.theguardian.com/society/2016/may/18/millions-people-mental-illness-china-india-untreated-study-lancet">Social stigma</a> can burden you heavily, especially when we consider that your host institutions may be unaware of these cultural barriers.</p>
<p>Therefore, mental health may not be a topic you have previously been encouraged to reflect on. Maybe you’ve been told to keep your head down and just get good grades. Or perhaps you think that it is only you who is struggling, and everyone else has it together.</p>
<h2>Peer-support groups</h2>
<p>Have you previously tried peer support groups? These groups provide <a href="https://doi.org/10.1016/j.apnu.2012.12.005">informational and emotional support</a> and expand your network. While socializing with your peers, you can <a href="https://doi.org/10.1186/s13033-021-00479-7">reduce a sense of alienation, improve your self-esteem and have feelings of empowerment</a>. </p>
<p>For example, <a href="https://www.concordia.ca/students/life/all-groups.html">Concordia University offers various student groups,</a> including the Canadian Asian society, that help students with <a href="https://www.concordia.ca/cunews/offices/vprgs/gradproskills/blogs/2021/10/07/essential-skills-for-building-strong-professional-communities.html">essential skills for building strong professional communities</a>. There are also <a href="https://www.concordia.ca/health/zen-dens/calendar/active-listening.html">peer wellness ambassadors</a> trained in active listening and providing peer support. Search for your institution’s social support opportunities to get involved and benefit.</p>
<figure class="align-center ">
<img alt="Two students seen wearing masks walking outside." src="https://images.theconversation.com/files/438779/original/file-20211222-129369-qzzzxe.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C4302%2C2228&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/438779/original/file-20211222-129369-qzzzxe.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/438779/original/file-20211222-129369-qzzzxe.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/438779/original/file-20211222-129369-qzzzxe.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/438779/original/file-20211222-129369-qzzzxe.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/438779/original/file-20211222-129369-qzzzxe.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/438779/original/file-20211222-129369-qzzzxe.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Peer wellness ambassadors can be one source of support.</span>
<span class="attribution"><span class="source">(Pexels/Charlotte may)</span></span>
</figcaption>
</figure>
<h2>Combatting systemic racism and cultural biases</h2>
<p>Experiencing discrimination could <a href="https://theconversation.com/racism-impacts-your-health-84112">undermine both mental and physical health</a>. You are likely frustrated by injustices and would like to take action against racism. It is necessary to combat anti-Asian racism and other <a href="https://www.concordia.ca/cunews/offices/vprgs/sgs/public-scholars-21/2021/08/30/a-warm-welcome-to-international-students.html">systemic problems on and off-campus</a>. </p>
<p>Princeton University <a href="https://www.dailyprincetonian.com/article/2021/09/princeton-history-racism-activism-orientation">began offering a workshop during new first-year student orientations on its racist history and the power of student activism</a>. We advise you to keep your eyes open for similar workshops.</p>
<p>Participating in unconscious bias <a href="https://hbr.org/2021/09/unconscious-bias-training-that-works">workshops is essential to empower us to become agents for change, equipped with concrete tools</a>. The most effective training does more than help students become aware of their own biases in a new environment, but also to build stronger networks with other students concerned with bias, discrimination or systemic racism <a href="https://theconversation.com/what-is-intersectionality-all-of-who-i-am-105639">from intersectional perspectives</a>.</p>
<p>Although we encourage you to find these workshops, your institutions may not offer or tailor them to your needs. We suggest seeking ways to have your own racial justice task force and build bridges with fellow students <a href="https://cfs-fcee.ca/wp-content/uploads/2019/07/Anti-Racism-Toolkit-Final-1.pdf">engaged in countering systemic racism</a>. Raise your voice and share <a href="https://www.concordia.ca/cunews/offices/vprgs/sgs/public-scholars-21/2021/08/30/a-warm-welcome-to-international-students.html">your perspective while learning from others, broadening your vision and widening your social network.</a> This engagement is essential.</p>
<h2>Culturally responsive counselling services</h2>
<p>It is OK not to be OK. University counselling services are available to help. Please do not worry about privacy issues, as all conversations will remain confidential. We encourage you to try at least one session, especially if you have doubts.</p>
<p>Having said this, we know that mental health and student support campus programs tailored to <a href="https://thewalrus.ca/inside-the-mental-health-crisis-facing-college-and-university-students/">specific communities are critical</a>. Research proposes that one reason for <a href="https://doi.org/10.1080/016128498249042">Asian Americans’ under-use of mental health services is existing services aren’t culturally competent</a>. <a href="https://uwaterloo.ca/campus-wellness/services/base-peer-leaders">Peer leaders may help you navigate</a> what culturally relevant services are available at your campus.</p>
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Read more:
<a href="https://theconversation.com/how-mental-health-issues-get-stigmatized-in-south-asian-communities-culturally-diverse-therapy-needed-164913">How mental health issues get stigmatized in South Asian communities: Culturally diverse therapy needed</a>
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<p>Some universities have counsellors and therapists who are proficient in foreign languages or have international backgrounds. For example, Tufts University’s counselling and mental health team hires a culturally sensitive generalist clinician who is bilingual in English and Mandarin <a href="https://www.universityworldnews.com/post.php?story=20211025095928462">and has expertise in counselling international students on life transitions, cultural adaptation and racial dilemmas</a>.</p>
<p>We worry about your well-being and encourage you to take steps to take care of yourselves. For students, this might mean stepping forward to ask for help or pinpoint what social supports, engagement and institutional supports you need, or sharing this article with your peers, communities and institutions so that they can become aware of your needs and support you better. </p>
<p>For people in university communities, it might mean making an extra effort to reach out to international students on or off campus they know over the holidays. In the longer term, what’s critical is prioritizing hiring counsellors of diverse backgrounds, providing more social chances for international students to bond and organizing workshops to discuss international students’ needs and concerns.</p><img src="https://counter.theconversation.com/content/173182/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Peer support, opportunities to engage in responses to combat racism and bias and culturally responsive counselling are important for the mental health and well-being of international students.Ezgi Ozyonum, PhD Candidate, Education, Concordia UniversityQiyang Zhang, PhD Student, School of Education, Johns Hopkins UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1734932021-12-13T19:07:50Z2021-12-13T19:07:50ZInternational student numbers hit record highs in Canada, UK and US as falls continue in Australia and NZ<figure><img src="https://images.theconversation.com/files/437050/original/file-20211212-17-11hfgzr.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C7015%2C4680&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>International students are heading to Canada, the UK and the US in record numbers despite the pandemic, <a href="https://www.vu.edu.au/mitchell-institute/tertiary-education/student-interrupted-international-education-and-the-pandemic">new research</a> by the Mitchell Institute at Victoria University shows. But Australia and New Zealand continue to experience a dramatic drop in new international students.</p>
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<img alt="" src="https://images.theconversation.com/files/437014/original/file-20211211-17-lxwyjh.png?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/437014/original/file-20211211-17-lxwyjh.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=848&fit=crop&dpr=1 600w, https://images.theconversation.com/files/437014/original/file-20211211-17-lxwyjh.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=848&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/437014/original/file-20211211-17-lxwyjh.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=848&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/437014/original/file-20211211-17-lxwyjh.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1066&fit=crop&dpr=1 754w, https://images.theconversation.com/files/437014/original/file-20211211-17-lxwyjh.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1066&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/437014/original/file-20211211-17-lxwyjh.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1066&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">The Mitchell Institute report on the global impact of the pandemic on international students.</span>
<span class="attribution"><span class="license">Author provided</span></span>
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<p><a href="https://www.vu.edu.au/mitchell-institute/tertiary-education/student-interrupted-international-education-and-the-pandemic">Our report</a>, <em>Student, interrupted: international education and the pandemic</em>, examined five major destinations for international students: Australia, Canada, New Zealand, the UK and the US.</p>
<p>We found the first waves of the pandemic caused a large fall in new international students. But countries that have opened to international students have rebounded strongly.</p>
<p>The research reveals a complex situation where the pandemic affected international students from around the world differently.</p>
<p>The numbers of new students from China are still below what they were pre-pandemic. But for some source countries, such as India and Nigeria, numbers are at record levels.</p>
<p>International education is an important part of how many countries manage investment in their education sector. The report highlights the renewed emphasis countries are placing on attracting international students.</p>
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Read more:
<a href="https://theconversation.com/why-the-international-education-crisis-will-linger-long-after-students-return-to-australia-170360">Why the international education crisis will linger long after students return to Australia</a>
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<h2>A fall for all and a rebound for some</h2>
<p>Our report examined student visa data to understand the impact of the pandemic on prospective international students. Student visa data are a leading indicator, as most students normally need a visa before they can enrol.</p>
<p>The chart below shows the total numbers of new student visas each country granted in the 12 months to September in each year from 2018 to 2021. The pandemic resulted in new student numbers falling in all countries. But some have been more affected than others.</p>
<p><iframe id="CErqt" class="tc-infographic-datawrapper" src="https://datawrapper.dwcdn.net/CErqt/4/" height="400px" width="100%" style="border: none" frameborder="0"></iframe></p>
<p>The <a href="https://www.gov.uk/government/statistics/immigration-statistics-year-ending-june-2021/why-do-people-come-to-the-uk-to-study">UK has recovered the strongest</a>. Its number of new international students is at record levels – 38% higher than pre-COVID.</p>
<p>Annual data can obscure the disruption caused by the pandemic. This is because countries applied different levels of restrictions throughout 2020 and 2021, altering normal enrolment patterns.</p>
<p>The chart below uses quarterly data to explore changes throughout 2020 and 2021. The September 2019 quarter is equal to 100 on the index used for the chart. Using seasonally adjusted data makes it possible to explore changes while controlling for peaks and troughs that usually occur throughout the year.</p>
<p><iframe id="hOAXO" class="tc-infographic-datawrapper" src="https://datawrapper.dwcdn.net/hOAXO/5/" height="400px" width="100%" style="border: none" frameborder="0"></iframe></p>
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Read more:
<a href="https://theconversation.com/australias-international-education-market-share-is-shrinking-fast-recovery-depends-on-unis-offering-students-a-better-deal-162856">Australia's international education market share is shrinking fast. Recovery depends on unis offering students a better deal</a>
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<p>This chart shows the depth of falls in new student visas issued in 2020 after the pandemic began. Australia, New Zealand, the UK and the US experienced falls greater than 80%. By the September 2021 quarter, Canada, the UK and the US had rebounded to record levels for the available data on student visas.</p>
<p>This could be good news for countries like Australia and New Zealand, which have lost students to other countries. The quick return to an upwards trend in Canada, the UK and the US suggests there is pent-up demand from students waiting for borders to open. If so, new international students should enrol in larger numbers when travel to Australia and New Zealand becomes more possible. </p>
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Read more:
<a href="https://theconversation.com/morrisons-opening-of-the-door-to-international-students-leaves-many-in-the-sector-blindsided-and-scrambling-to-catch-up-172382">Morrison's opening of the door to international students leaves many in the sector blindsided and scrambling to catch up</a>
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<h2>What has been the impact by source country?</h2>
<p>Events in students’s home countries will also influence decisions during a pandemic.</p>
<p>Our research looked at the impact of the pandemic on new international students by their country of origin.</p>
<p>The table below shows the changes in the number of new student visas for the largest source countries. </p>
<p><iframe id="FxIdc" class="tc-infographic-datawrapper" src="https://datawrapper.dwcdn.net/FxIdc/7/" height="400px" width="100%" style="border: none" frameborder="0"></iframe></p>
<p>Nigeria has rebounded the strongest, driven largely by an increase in Nigerian students studying in the UK.</p>
<p>New international students from India have also increased by about 27% compared to pre-pandemic levels. Behind this increase lie shifts in student choice. </p>
<p>The number of Indian international students going to Australia fell by 62% in the 12 months to September 2021 compared to 2019. In contrast, new Indian international students to the UK more than doubled, jumping by 174%.</p>
<p>India has overtaken China as the largest source country of international students.</p>
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<em>
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Read more:
<a href="https://theconversation.com/australias-strategy-to-revive-international-education-is-right-to-aim-for-more-diversity-172620">Australia's strategy to revive international education is right to aim for more diversity</a>
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<h2>What are the policy implications?</h2>
<p>Analysis of international education can be a numbers game with discussion focusing on shifts in enrolments and the economic contribution of international students. But there are important policy implications.</p>
<p>For instance, there has <a href="https://www.9news.com.au/national/china-trade-sanctions-could-target-australian-higher-education-report/bbb49ba2-d0ae-4d12-9429-420e6157ba25">been much debate</a> about the influence of geopolitical tensions on international student choice. Our research suggests the reduction in Chinese international students is more likely due to <a href="https://thepienews.com/news/us-visa-processing-backlog-for-chinese-students/">administrative obstacles</a> and travel restrictions.</p>
<p>International students also contribute greatly to total investment in education sectors. In Australia, fees from international students provide about 27% of <a href="https://www.vu.edu.au/sites/default/files/australian-investment-in-higher-education-2021-mitchell-institute.pdf">total university revenue</a>. Losing international students can have a big impact on education institutions, especially universities.</p>
<p>In a post-pandemic environment, governments are seeking to grow and foster their international education sectors. </p>
<p>In the US, the <a href="https://educationusa.state.gov/sites/default/files/intl_ed_joint_statement.pdf">Biden administration announced</a> a “renewed commitment to international education” in July 2021. The <a href="https://www.gov.uk/government/publications/international-education-strategy-global-potential-global-growth">UK government is aiming for a 75% increase</a> in the value of international education by 2030.</p>
<p>While the pandemic has had a massive impact on international education, the scene is set for a return to a highly competitive global market.</p><img src="https://counter.theconversation.com/content/173493/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Australia’s major competitors in the international education market are already rebounding from the pandemic and have issued record numbers of student visas.Peter Hurley, Policy Fellow, Mitchell Institute, Victoria UniversityMelinda Hildebrandt, Policy Fellow, Mitchell Institute, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1722862021-11-29T13:27:06Z2021-11-29T13:27:06ZDrop in students who come to the US to study could affect higher education and jobs<figure><img src="https://images.theconversation.com/files/433769/original/file-20211124-27-easl4r.jpg?ixlib=rb-1.1.0&rect=8%2C0%2C5973%2C3988&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Declines in the enrollment of international students span all fields of study.</span> <span class="attribution"><a class="source" href="https://www.gettyimages.com/detail/photo/students-portrait-in-front-of-school-in-coronavirus-royalty-free-image/1279770388?adppopup=true">Vladimir Vladimirov/E+ via Getty Images</a></span></figcaption></figure><p>Driven largely by the global pandemic, the number of international students enrolled at U.S. colleges and universities fell by 15% – or 161,401 students – from 2019 to 2020. However, early data for 2021 indicate the number might bounce back soon. This is according to <a href="https://opendoorsdata.org/wp-content/uploads/2021/11/Open-Doors-2021-Press-Release.pdf">new data</a> from the Institute of International Education and the U.S. State Department.</p>
<p>As a <a href="https://www.nafsa.org/people/david-di-maria-edd#:%7E:text=David%20L.%20Di%20Maria%20is%20senior%20international%20officer,and%20activities%20of%20UMBC%E2%80%99s%20Center%20for%20Global%20Engagement.">university administrator who specializes in international higher education</a>, I see six important takeaways to consider.</p>
<h2>1. A record decrease</h2>
<p>While <a href="https://www.iie.org/-/media/Files/Corporate/Open-Doors/Special-Reports/Fall-2020-Snapshot-Report---Full-Report.ashx?la=en&hash=D337E4E9C8C9FACC9E3D53609A7A19B96783C5DB">a drop was expected</a> due to the disruptions caused by the COVID-19 global pandemic, which included <a href="https://news.yahoo.com/us-drops-travel-ban-more-100032260.html?src=rss">international travel restrictions</a> and <a href="https://travel.state.gov/content/travel/en/News/visas-news/suspension-of-routine-visa-services.html">suspension of U.S. visa services</a>, the number of international students in the U.S. has actually been <a href="https://theconversation.com/us-colleges-report-a-43-decline-in-new-international-student-enrollment-and-not-just-because-of-the-pandemic-149885">declining</a> since 2016.</p>
<p>The decrease in 2020, however, is the <a href="https://opendoorsdata.org/data/international-students/enrollment-trends/">largest on record</a> based on data dating back to 1948.</p>
<p>Enrollments are down across all fields of study at both the <a href="https://opendoorsdata.org/data/international-students/academic-level/">undergraduate and graduate levels</a>, which fell by 14.2% and 12.1%, respectively. Meanwhile, more than half of all international students come from just two countries: China and India. About 1 in 3 international students in the U.S. are from China, and about 1 in 5 are from India. For context, the third-most represented nation is South Korea, which accounts for about 1 out of every 25 international students in the U.S. </p>
<h2>2. A rebound is evident, but it may not last</h2>
<p>While the overall number of international students dropped in fall 2020, a <a href="https://www.iie.org/-/media/Files/Corporate/Publications/IIE_FallSnapshot_2021_Report.ashx?la=en&hash=296D44AE7E1483DADAA6E216653198CBCD956BDE">preliminary snapshot</a> points to a 68% increase in the number of students beginning their studies in fall 2021 compared with a year earlier. This increase, which cannot be confirmed until a more comprehensive census is released in 2022, suggests a possible rebound is occurring.</p>
<p>Nonetheless, it is important to understand that the rebound reflected in these data undoubtedly includes some of the <a href="https://www.iie.org/-/media/Files/Corporate/Open-Doors/Special-Reports/Fall-2020-Snapshot-Report---Full-Report.ashx?la=en&hash=D337E4E9C8C9FACC9E3D53609A7A19B96783C5DB">nearly 40,000</a> international students who were admitted for fall 2020 but had to defer their studies due to the pandemic. </p>
<p>Given that most admission offers may be <a href="https://www.usnews.com/education/blogs/graduate-school-road-map/2013/04/12/take-4-steps-before-withdrawing-or-deferring-graduate-school-admission">deferred for only one year</a>, it is reasonable to assume that fall 2020 deferrals helped fuel fall 2021 gains. So any increase in 2021 could be a temporary spike and not necessarily a sign that international student enrollments will reverse their downward trend.</p>
<h2>3. Other nations’ losses may be the US’ gains</h2>
<p>Another factor fueling the reported surge in new international enrollments within the U.S. for fall 2021 is that the U.S. experienced less competition from abroad. </p>
<p>In addition to a <a href="https://www.bbc.com/news/world-europe-56009251">delayed vaccine rollout</a> across countries in Europe, some nations have been entirely off-limits since the start of the pandemic. For instance, <a href="https://www.scmp.com/news/china/science/article/3139775/foreign-students-wait-green-light-return-china-growing-concern">China</a> and <a href="https://www.afr.com/work-and-careers/education/reopening-just-in-time-for-khoo-sulyn-but-australia-missed-the-boat-20211123-p59ba5">Australia</a>, the world’s <a href="https://iie.widen.net/s/g2bqxwkwqv/project-atlas-infographics-2020">fourth- and fifth-most popular study destinations</a>, respectively, have both remained closed to international students since the start of the pandemic, causing students who would otherwise have traveled to these countries to <a href="https://monitor.icef.com/2020/11/international-students-increasingly-willing-to-switch-destinations-for-in-person-learning/">switch destinations</a> in pursuit of in-person learning. </p>
<p>In August 2021, Australia reported <a href="https://www.afr.com/work-and-careers/education/reopening-just-in-time-for-khoo-sulyn-but-australia-missed-the-boat-20211123-p59ba5">more than 200,000 fewer international students</a> than a year earlier, before the pandemic began. While Australia will allow international students to return starting on Dec. 1, 2021, it <a href="https://www.studyinternational.com/news/return-to-china-for-students/">remains uncertain</a> when China might reopen its borders to students.</p>
<h2>4. Less funding for STEM graduate programs</h2>
<p>Many U.S. universities would find it difficult to maintain graduate programs in science, technology, engineering and mathematics, or STEM, without international students. This is made clear by a 2021 report showing that international students <a href="https://nfap.com/wp-content/uploads/2021/08/International-Students-in-Science-and-Engineering.NFAP-Policy-Brief.August-2021.pdf">constitute the majority of full-time graduate students in many STEM fields</a>. For example, at the graduate level, international students are 82% of all petroleum engineering students, 74% of all electrical engineering students and 72% of all computer and information sciences students. </p>
<p>While some might think these figures mean U.S. students are being crowded out, <a href="https://doi.org/10.1016/j.jpubeco.2017.10.003">research reveals</a> that international student enrollment actually helps increase U.S. enrollment. Consider that international students pay <a href="https://www.acenet.edu/Documents/International-Student-Funding.pdf">higher tuition</a> than their U.S. classmates, which helps pay for enrolling more American students. </p>
<h2>5. Fewer US jobs</h2>
<p>Beyond usually paying a higher tuition, international students <a href="https://www.nafsa.org/policy-and-advocacy/policy-resources/nafsa-international-student-economic-value-tool-v2">spend money</a> off campus as well. In fact, they spend on just about everything that U.S. students do, from apartments and transportation to insurance and technology. In much of the country, local and state sales taxes are paid on top of these purchases.</p>
<p>These dollars add up to the point that for every three international students, one U.S. job is <a href="https://www.nafsa.org/sites/default/files/media/document/isev_EconValue2020_2021.pdf">created or supported</a> by their spending. The 2020 enrollment drop-off means <a href="https://www.nafsa.org/policy-and-advocacy/policy-resources/nafsa-international-student-economic-value-tool-v2">109,679, or 26.4%, fewer U.S. jobs</a> were supported by international students in 2020 than in 2019. </p>
<h2>6. Fewer highly skilled workers</h2>
<p>International students who work internships or get practical training also serve as a <a href="https://nfap.com/wp-content/uploads/2019/03/International-Students-STEM-OPT-And-The-US-STEM-Workforce.NFAP-Policy-Brief.March-2019.pdf">valuable pool of talent</a> for U.S. employers <a href="https://www.cnbc.com/2021/06/10/study-employers-seek-immigrants-amid-shortage-of-high-skilled-workers.html">struggling to hire workers</a> in highly skilled areas, such as science and engineering. </p>
<p>[<em>Get the best of The Conversation’s politics, science or religion articles each week.</em><a href="https://memberservices.theconversation.com/newsletters/?source=inline-best">Sign up today</a>.]</p>
<p>According to the <a href="https://www.business-standard.com/article/international/us-chambers-seeks-to-double-of-h-1b-quota-to-address-workforce-shortage-121062200102_1.html">U.S. Chambers of Commerce</a>, the shortage of highly skilled workers is a key factor holding back economic recovery from the effects of the pandemic. A healthy talent pool in the U.S. also has implications for global competitiveness, as other nations, such as <a href="https://china.ucsd.edu/_files/meeting-the-china-challenge_2020_report.pdf">China</a> and <a href="https://www.csis.org/analysis/russia-and-technological-race-era-great-power-competition">Russia</a>, aim to increase their scientific and technological capabilities.</p>
<h2>National concern</h2>
<p>Economics aside, international students make many other valuable contributions to the U.S. These include <a href="https://doi.org/10.32674/jis.v4i3.462">increasing cultural diversity</a> on college campuses, <a href="https://global.umn.edu/icc/documents/15_EducationalImpact-IntlStudents.pdf">enhancing learning in the classroom</a> and promoting <a href="https://www.ieaa.org.au/documents/item/258">positive diplomatic relations</a> with other countries. While the U.S. remains the <a href="https://iie.widen.net/s/g2bqxwkwqv/project-atlas-infographics-2020">world’s top choice</a> for international students, it <a href="https://iie.widen.net/s/g2bqxwkwqv/project-atlas-infographics-2020">continues to lose ground</a> to other nations vying to attract foreign talent.</p>
<p>Consider that from 2000 to 2020 the U.S. share of the world’s international students <a href="https://iie.widen.net/s/g2bqxwkwqv/project-atlas-infographics-2020">fell from 28% to 20%</a>. How could this be? Unlike the next four most popular destinations, the <a href="https://www.gov.uk/government/publications/international-education-strategy-global-potential-global-growth/international-education-strategy-global-potential-global-growth">United Kingdom</a>, <a href="https://www.international.gc.ca/education/strategy-2019-2024-strategie.aspx?lang=eng">Canada</a>, <a href="https://internationaleducation.gov.au/News/Latest-News/Pages/China-%E2%80%93-New-Directive-for-International-Education.aspx">China</a> and <a href="https://www.dese.gov.au/australian-strategy-international-education-2021-2030">Australia</a>, the U.S. lacks a national strategy for recruiting and retaining international students.</p>
<p>Earlier in 2021, the Biden-Harris administration signaled that may be changing. Specifically, the U.S. secretaries of education and state released a <a href="https://educationusa.state.gov/us-higher-education-professionals/us-government-resources-and-guidance/joint-statement">Joint Statement on Principles in Support of International Education</a>. In that statement, they committed to a number of actions, such as implementing new policies and procedures aimed at ensuring the U.S. remains the top destination for global talent.</p>
<p>More recently, several major U.S. higher education associations <a href="https://www.aplu.org/news-and-media/News/us-higher-education-community-calls-for-a-return-to-pre-covid-19-international-student-enrollment-numbers-and-a-national-strategy-of-federal-actions-and-policies-to-increase-international-student-enrollment">called for a national strategy</a> to reverse the international enrollment decline.</p>
<p>While it is still too early to predict if a unified strategy would actually reverse international student enrollment declines at U.S. colleges and universities, the <a href="https://www.nafsa.org/blog/whole-government-approach-implementing-national-strategy-international-education">idea of a coordinated national approach</a> could help position the U.S. to compete for the world’s best and brightest minds.</p><img src="https://counter.theconversation.com/content/172286/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>David L. Di Maria does not work for, consult, own shares in or receive funding from any company or organization that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The US has experienced a record decline in the number of international students. How long will the trend continue? An international education scholar weighs in.David L. Di Maria, Associate Vice Provost for International Education, University of Maryland, Baltimore CountyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1726202021-11-26T03:20:03Z2021-11-26T03:20:03ZAustralia’s strategy to revive international education is right to aim for more diversity<figure><img src="https://images.theconversation.com/files/434070/original/file-20211126-25-1pndk0m.jpg?ixlib=rb-1.1.0&rect=0%2C412%2C5860%2C3921&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>The <a href="https://www.dese.gov.au/australian-strategy-international-education-2021-2030">Strategy for International Education</a> released today by the federal government highlights the importance of international education to the Australian economy and community.</p>
<p>But, with the arrival of COVID-19, commencing international student numbers fell dramatically <a href="https://internationaleducation.gov.au/research/international-student-data/Pages/default.aspx">by 22%</a> in 2020. The impacts prompted the government to further rethink its ten-year plan for international education and <a href="https://theconversation.com/australias-international-education-market-share-is-shrinking-fast-recovery-depends-on-unis-offering-students-a-better-deal-162856">exposure to risks in foreign markets</a>, not to mention sector-wide budget overhauls, restructures and cost savings.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/why-the-international-education-crisis-will-linger-long-after-students-return-to-australia-170360">Why the international education crisis will linger long after students return to Australia</a>
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</p>
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<p>Over the past ten years, international education in Australia had grown by 151% to the highest levels on record. International student numbers reached a <a href="https://internationaleducation.gov.au/research/international-student-data/Pages/default.aspx">peak of more than 956,000</a> in 2019.</p>
<p>International education has been a major export earner. Its value to the economy had grown to <a href="https://www.abs.gov.au/statistics/economy/international-trade/international-trade-goods-and-services-australia/latest-release">A$40.3 billion a year</a> and supported 250,000 jobs. </p>
<h2>Why is a new strategy needed?</h2>
<p>Despite being a <a href="https://theconversation.com/universities-lost-6-of-their-revenue-in-2020-and-the-next-2-years-are-looking-worse-166749">major source of revenue</a>, international students have been highly concentrated in some universities. And most come from a limited number of source countries. </p>
<p>Before the pandemic, six universities accounted for <a href="https://www.dese.gov.au/higher-education-statistics/student-data/selected-higher-education-statistics-2019-student-data">half of all overseas student revenue</a>: Sydney, Melbourne, Monash, UNSW, RMIT and UQ. </p>
<iframe title="Enrolments from top 5 source countries by university" aria-label="Stacked Bars" id="datawrapper-chart-fYfB7" src="https://datawrapper.dwcdn.net/fYfB7/2/" scrolling="no" frameborder="0" style="border: none;" width="100%" height="1063"></iframe>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/which-universities-are-best-placed-financially-to-weather-covid-154079">Which universities are best placed financially to weather COVID?</a>
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</em>
</p>
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<p>Following public consultations under the Council for International Education, the government has released the new strategy. It’s based on four pillars:</p>
<ul>
<li>diversification </li>
<li>meeting Australia’s skills needs </li>
<li>students at the centre </li>
<li>growth and global competitiveness. </li>
</ul>
<p>The pandemic has been a key driver for rethinking the strategy. However, it has served as an amplifier of the need for reform rather than the sole rationale. </p>
<p>In its <a href="https://www.dese.gov.au/council-international-education/resources/2019-report-pm">2019 report</a> to the prime minister, the Council for International Education had already recommended a new plan. It highlighted concerns about increased competition, the sustainability of the sector and geopolitical rebalancing.</p>
<p>The report portrayed a major success story for Australian international education. It noted double-digit growth in the Philippines, Saudi Arabia, India and Sri Lanka. However, it also noted softening demand in other key markets, particularly China.</p>
<p>The risk of over-concentration in source countries was evident, but seriously underemphasised at the time. And this concern was connected mainly to worries about foreign interference and geopolitical tensions.</p>
<figure class="align-right ">
<img alt="Cover of Australian Strategy for International Education 2021-30." src="https://images.theconversation.com/files/434068/original/file-20211126-23-cgxujm.png?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/434068/original/file-20211126-23-cgxujm.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=800&fit=crop&dpr=1 600w, https://images.theconversation.com/files/434068/original/file-20211126-23-cgxujm.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=800&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/434068/original/file-20211126-23-cgxujm.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=800&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/434068/original/file-20211126-23-cgxujm.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1005&fit=crop&dpr=1 754w, https://images.theconversation.com/files/434068/original/file-20211126-23-cgxujm.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1005&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/434068/original/file-20211126-23-cgxujm.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1005&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">The newly released Australian Strategy for International Education 2021-30.</span>
<span class="attribution"><a class="source" href="https://www.dese.gov.au/australian-strategy-international-education-2021-2030">DESE</a></span>
</figcaption>
</figure>
<h2>A renewed focus on managing risks</h2>
<p>The new strategy aims for the sector to reposition itself to increase offshore and transnational education. Typically, one in five international students study in these ways. <a href="https://www.teqsa.gov.au/latest-news/publications/guidance-note-transnational-higher-education-australia">Transnational education</a> is often delivered through offshore campuses or in partnership with an overseas institution.</p>
<p>The strategy seeks greater diversity of courses, disciplines, source countries and delivery modes. The outcomes are to be measured through a diversification index, greatly increasing transparency for the sector.</p>
<p>Often a source of complex risk, increased transnational education and sustained offshore study may require the higher education regulator, TEQSA, to review its approach. Its <a href="https://www.teqsa.gov.au/latest-news/publications/guidance-note-transnational-higher-education-australia">guidelines</a> were last updated in October 2017. </p>
<p>In addition, the expansion of Australia-based transnational education may face increased global competition from other offshore providers.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/australias-international-education-market-share-is-shrinking-fast-recovery-depends-on-unis-offering-students-a-better-deal-162856">Australia's international education market share is shrinking fast. Recovery depends on unis offering students a better deal</a>
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</p>
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<p>For universities to diversify into new markets they will have to manage a risk associated with limited market knowledge. Market concentration has meant Australian universities have become geo-market experts with a focus on particular countries. This approach is ingrained into university operations, strategic aspirations and global partnerships. </p>
<p>Adopting the jack-of-all-trades approach that “everyone diversity” may require additional government efforts to avoid simply transferring the risk of market concentration to other risks to quality arising from limited market knowledge and a lack of geo-market specialisation.</p>
<p>One assumes the pathway to diversification is not only growth but also better distribution of international student demand across universities. This will require smaller universities to take on a greater share of Chinese and Indian student enrolments, now concentrated in the larger universities.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/universities-lost-6-of-their-revenue-in-2020-and-the-next-2-years-are-looking-worse-166749">Universities lost 6% of their revenue in 2020 — and the next 2 years are looking worse</a>
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</em>
</p>
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<h2>Engagement and a sense of belonging matter too</h2>
<p>The move to off-campus studies had major impacts on student satisfaction in 2020, as measured by the Quality Indicators of Learning and Teaching (<a href="https://www.qilt.edu.au/surveys/student-experience-survey-(ses)">QILT</a>). While universities were quick to adapt, learner engagement and sense of belonging deteriorated. These trends were key drivers of the decline in satisfaction. </p>
<p>A challenging aspect of the strategy is to reconcile its goals of increased transnational and offshore education while at the same time increasing the sense of belonging to Australian communities, and managing risks to quality. Such a result appears to be operationally counter-intuitive.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/our-unis-do-need-international-students-and-must-choose-between-the-high-and-low-roads-149973">Our unis do need international students and must choose between the high and low roads</a>
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</p>
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<p>A question that requires further detail is how the government plans both to enhance its regulatory framework to allow for greater flexibility and to cultivate greater capabilities across the sector in online, offshore and transnational education.</p>
<p>As the strategy notes, international education is one of Australia’s great success stories. At the heart of that story is the realisation of ambition for millions of students who have lifted themselves from poverty, learned new skills and joined a global community. The real test of whether the strategy holds water is if it satisfies its most central asset – our students.</p><img src="https://counter.theconversation.com/content/172620/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Omer Yezdani does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>International education is a huge source of income for the sector and the broader economy, but students are concentrated in a limited number of institutions and most come from a few source countries.Omer Yezdani, Director, Office of Planning and Strategic Management, Australian Catholic UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1723822021-11-23T02:12:48Z2021-11-23T02:12:48ZMorrison’s opening of the door to international students leaves many in the sector blindsided and scrambling to catch up<p>Fully vaccinated international students from around the world <a href="https://www.pm.gov.au/media/further-steps-reopen-australia-and-secure-our-economic-recovery">will be allowed</a> into Australia from next week, without needing to apply for a travel exemption. Prime Minister Scott Morrison made the announcement yesterday.</p>
<p>Although university bodies such as <a href="https://www.universitiesaustralia.edu.au/media-item/green-light-for-international-students/">Universities Australia</a> and the <a href="https://go8.edu.au/media-release-go8-welcomes-back-our-international-students">Group of Eight</a> welcomed the announcement, sources in the higher education sector have said they were blindsided by it and are now scrambling to update their plans.</p>
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<h2>States in confusion</h2>
<p>Prior to the prime minister’s announcement, only small numbers of students had been able to apply for a <a href="https://covid19.homeaffairs.gov.au/travel-restrictions">travel exemption</a> to enter the country. They included research students with Australian government funding, medical, dental, nursing or allied health students who would undertake work placements, and secondary school students in years 11 and 12.</p>
<p>This announcement is a major change from less than a month ago <a href="https://theconversation.com/why-the-international-education-crisis-will-linger-long-after-students-return-to-australia-170360">when it was still unclear</a> how and when the <a href="https://www.dese.gov.au/international-education/data-and-research/data-visualisations-set-2">over 145,000 international student visa holders</a> would be be able to enter Australia.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/why-the-international-education-crisis-will-linger-long-after-students-return-to-australia-170360">Why the international education crisis will linger long after students return to Australia</a>
</strong>
</em>
</p>
<hr>
<p>On October 15, New South Wales Premier <a href="https://www.theaustralian.com.au/higher-education/international-students-hopes-of-return-raised-then-dashed/news-story/d144674db9ebeab0e21c5d28d8de23ae">Dominic Perrottet announced</a> quarantine restrictions would be scrapped from November 1 for all fully vaccinated international arrivals to the state. But the <a href="https://www.theguardian.com/australia-news/2021/oct/15/nsw-to-end-all-quarantine-home-hotel-for-fully-vaccinated-international-arrivals-travel-travellers">prime minister slammed</a> the brakes on the NSW plan to open up to the world, saying:</p>
<blockquote>
<p>The federal government is not opening it up to anyone other than Australian residents and citizens and their immediate families.</p>
</blockquote>
<p>Such confusion put states in a difficult position. Before Morrison’s announcement yesterday, NSW and Victoria – the states hosting the most international students – both developed pilot programs to return international students. <a href="https://covid19.homeaffairs.gov.au/international-student-arrival-plans">The NSW plan</a> was to allow up to 250 international students studying with state education providers to return each fortnight from early December 2021. That figure would increase to 500 students per fortnight by the end of the year.</p>
<p><a href="https://www.coronavirus.vic.gov.au/international-student-arrivals-plan">Victoria’s proposal</a> would at first allow 120 currently enrolled students nominated by universities to enter the state each week. Numbers would be expanded to more students and other providers over time.</p>
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<p>Universities in both states had been working frantically to organise details such as prioritising students selected for the programs and chartered flights. The Commonwealth’s dropping of restrictions on international travel now seems to have superseded these pilot plans. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/the-government-keeps-shelving-plans-to-bring-international-students-back-to-australia-it-owes-them-an-explanation-158778">The government keeps shelving plans to bring international students back to Australia. It owes them an explanation</a>
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</p>
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<p>This will probably mean the caps of 250 per fortnight in NSW and 120 per week for Victoria will no longer be in place.</p>
<p>The only aspects of the pilot programs in NSW and Victoria likely to remain could be the already organised chartered flights. These will slightly ease the burden on commercial airlines, which may need more time to ensure capacity. </p>
<p>The <a href="https://www.sydney.edu.au/covid-19/students/return-of-international-students.html">University of Sydney</a> has updated its information, saying:</p>
<blockquote>
<p>The […] pilot program will continue as planned, with the University providing a supported return program for current students who are eligible and choose to participate. The first charter flight of international students is due to arrive on 6 December 2021. Eligible students will be contacted directly as more flights are announced. </p>
</blockquote>
<p>However, most of the states’ universities have not yet updated their plans.</p>
<h2>Different rules for different states</h2>
<p>Both NSW and Victoria had already <a href="https://www.abc.net.au/news/2021-10-21/victoria-to-scrap-covid-19-quarantine-for-international-arrivals/100558560">scrapped their quarantine requirements</a> for fully vaccinated arrivals. But international students entering other states may still face a range of restrictions. In the case of <a href="https://www.mbanews.com.au/international-students-look-elsewhere-queensland-quarantine/">Queensland</a> this includes having to pay for a mandatory two-week stay in an isolated quarantine facility. </p>
<p>Entering Western Australia <a href="https://www.wa.gov.au/organisation/department-of-the-premier-and-cabinet/covid-19-coronavirus-travel-wa">may be impossible altogether</a>, given the state’s plan to ease border controls only once a 90% two-dose vaccination target is achieved.</p>
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<p>It’s also important to note international student pilot programs were restricted to universities, <a href="https://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/pubs/rp/rp2021/Quick_Guides/OverseasStudents">where only around half of all international students</a>`are enrolled. The latest announcement now means students in other kinds of international education, such as the vocational education and training sector and English language courses, can start arriving. </p>
<p>It’s unclear, however, what the announcement means for international school students, as those under 18 are less likely to be vaccinated.</p>
<p>Under the new arrangements to begin from December 1, <a href="https://www.pm.gov.au/media/further-steps-reopen-australia-and-secure-our-economic-recovery">travellers must</a>:</p>
<ul>
<li>depart from their home country</li>
<li>be fully vaccinated with a completed dosage of a vaccine approved or recognised by the TGA</li>
<li>hold a valid Australian visa</li>
<li>provide proof of their vaccination status</li>
<li>present a negative COVID-19 PCR test taken within three days of departure.</li>
</ul>
<p>Eligible visa holders include skilled and student cohorts, as well as humanitarian, working holidaymaker and provisional family visa holders.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/as-hopes-of-international-students-return-fade-closed-borders-could-cost-20bn-a-year-in-2022-half-the-sectors-value-159328">As hopes of international students' return fade, closed borders could cost $20bn a year in 2022 – half the sector's value</a>
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</p>
<hr>
<p>School students are more likely to be interested in coming early in the next year anyway. But international tertiary students could be interested in arriving soon to work here over the summer, given Australia’s skill shortages in industries that commonly employ them – such as hospitality.</p>
<p>The big question now is how long it will take airlines to ramp up to full capacity. In pre-COVID times, this would have been a walk in the park. There were <a href="https://www.bitre.gov.au/publications/ongoing/international_airline_activity-time_series">21.3 million international arrivals</a> in Australia in 2019, or around 1.8 million inbound passengers per month.</p>
<p>In October, the <a href="https://www.iata.org/en/iata-repository/publications/economic-reports/airline-industry-economic-performance---october-2021---report/">International Air Transport Association estimated</a> international air travel is at only 40% of pre-COVID levels in 2021. It may take a long time to reach pre-COVID levels again, but at least we’re on our way.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/as-international-students-start-trickling-back-the-new-year-will-be-crunch-time-169529">As international students start trickling back, the new year will be crunch time</a>
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<img src="https://counter.theconversation.com/content/172382/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Christopher Ziguras is past President of the International Education Association of Australia and has had a role as the Association's Research Director.</span></em></p>The federal government has for months been unclear about when international students could return to Australia. And there are still many uncertainties about the latest announcement.Christopher Ziguras, Professor of Global Studies, RMIT UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1703602021-10-25T19:12:58Z2021-10-25T19:12:58ZWhy the international education crisis will linger long after students return to Australia<figure><img src="https://images.theconversation.com/files/427957/original/file-20211022-16-1uo0jzf.jpg?ixlib=rb-1.1.0&rect=10%2C10%2C6679%2C4446&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>A <a href="https://www.pm.gov.au/media/press-conference-kirribilli-nsw-9">series</a> of <a href="https://www.smh.com.au/national/nsw/regional-travel-delayed-in-nsw-until-november-20211015-p5907u.html">recent</a> <a href="https://www.premier.vic.gov.au/thank-you-victoria">announcements</a> about Australia’s borders reopening mean there is hope of an end to the crisis in our international education sector. </p>
<p>But there is still a long way to go. <a href="https://www.dese.gov.au/international-education/data-and-research/data-visualisations-set-2">Over 145,000 international student visa holders</a> are stuck overseas. It is still unclear when and how these students may be able to enter Australia. </p>
<p>Even if they do arrive in time for the start of the 2022 academic year, this won’t overcome the issue of the “pipeline” effect. Disruptions to the flow of new students over the past two years will have a long-term impact. </p>
<p>International students normally study for two to four years. It can take some time for enrolments to return to previous levels as missed or reduced intakes work their way through the system.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/as-international-students-start-trickling-back-the-new-year-will-be-crunch-time-169529">As international students start trickling back, the new year will be crunch time</a>
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<h2>Where are we now?</h2>
<p>Since March 2020, the number of international student visa holders has fallen by 205,854, or 33.5%, according to <a href="https://www.dese.gov.au/international-data/student-visa-holders-and-outside-australia">the most recent government data</a>.</p>
<p>Complicating this picture is that many international students will be studying offshore because of the closed borders.</p>
<p>The chart below shows the number of international student visa holders in Australia and outside for every week since March 2020.</p>
<p><iframe id="PCfJe" class="tc-infographic-datawrapper" src="https://datawrapper.dwcdn.net/PCfJe/1/" height="400px" width="100%" style="border: none" frameborder="0"></iframe></p>
<p>By October 2021, the number of international student visa holders in Australia was down to 266,000. In October 2019, before the pandemic, <a href="https://www.homeaffairs.gov.au/research-and-statistics/statistics/visa-statistics/study">578,000 international student visa holders</a> were living in Australia.</p>
<p>This is a reduction of over 300,000 international students living in Australia, or about 54%.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/australias-international-education-market-share-is-shrinking-fast-recovery-depends-on-unis-offering-students-a-better-deal-162856">Australia's international education market share is shrinking fast. Recovery depends on unis offering students a better deal</a>
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</em>
</p>
<hr>
<h2>What impacts is this having?</h2>
<p>The halving of the number of students living in Australia will be having profound effects on those who rely on the international education sector. About 60% of the <a href="https://www.abs.gov.au/statistics/economy/international-trade/international-trade-supplementary-information-calendar-year/latest-release">economic value of international education</a> is a result of spending in the broader economy.</p>
<p>We can see this impact in the latest <a href="https://www.abs.gov.au/statistics/economy/international-trade/international-trade-goods-and-services-australia/latest-release">Australian Bureau of Statistics (ABS) data</a>. The chart below shows the quarterly value of international education since June 2019. It also includes the value of students studying online.</p>
<p><iframe id="icB3R" class="tc-infographic-datawrapper" src="https://datawrapper.dwcdn.net/icB3R/2/" height="400px" width="100%" style="border: none" frameborder="0"></iframe></p>
<p>According to the <a href="https://www.abs.gov.au/statistics/economy/international-trade/international-trade-goods-and-services-australia/latest-release">ABS</a>, the value of the onshore international education sector was A$5.5 billion in the June 2021 quarter, compared to $9.1 billion in the June 2019 quarter. While the growth in online learning has partly offset the losses, it is not enough to make up for the overall fall in international student revenue.</p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/covid-to-halve-international-student-numbers-in-australia-by-mid-2021-its-not-just-unis-that-will-feel-their-loss-148997">COVID to halve international student numbers in Australia by mid-2021 – it's not just unis that will feel their loss</a>
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</p>
<hr>
<h2>What about the pipeline effect?</h2>
<p>The stock of students is constantly changing as students finish their courses and new ones begin their studies. </p>
<p>One of the biggest challenges facing the sector is the impact of the pipeline effect – a disruption to the flow of new students takes some time to work its way through the pipeline.</p>
<p>International students often progress from pathway courses, such as an English language or preparatory course, to studying a diploma or a degree at an education institution. </p>
<p>For instance, in 2020, about <a href="https://internationaleducation.gov.au/research/datavisualisations/Pages/pathways.aspx">62% of Chinese international students</a> completed a pathway course before enrolling in higher education for the first time.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/australias-multilingual-identity-is-an-asset-for-selling-our-english-language-teaching-to-the-world-168185">Australia's multilingual identity is an asset for selling our English-language teaching to the world</a>
</strong>
</em>
</p>
<hr>
<p>This partly explains why <a href="https://internationaleducation.gov.au/research/international-student-data/Pages/InternationalStudentData2021.aspx">year-to-date enrolments</a> of Chinese students at universities have fallen only 8% in 2021 compared to 2019, while the number of Chinese international students holding higher education visas has fallen by about 30%.</p>
<p>Many of the students now starting higher education courses were already working their way through the pipeline when borders closed. They have progressed from a pathway course to a higher education course.</p>
<p>If new international students enrol once borders reopen, many of them will again need to progress through this pipeline.</p>
<p>And will the flow of new international students make up for the currently enrolled students who are finishing their courses? If not, total student numbers will continue to fall.</p>
<figure class="align-center ">
<img alt="Illustration of students on a conveyer belt taking them into university that turns out graduates" src="https://images.theconversation.com/files/427956/original/file-20211022-13-ky8l52.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/427956/original/file-20211022-13-ky8l52.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=273&fit=crop&dpr=1 600w, https://images.theconversation.com/files/427956/original/file-20211022-13-ky8l52.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=273&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/427956/original/file-20211022-13-ky8l52.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=273&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/427956/original/file-20211022-13-ky8l52.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=344&fit=crop&dpr=1 754w, https://images.theconversation.com/files/427956/original/file-20211022-13-ky8l52.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=344&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/427956/original/file-20211022-13-ky8l52.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=344&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">A two-year disruption of the flow of international students will take time to overcome.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
</figcaption>
</figure>
<h2>Why is this important anyway?</h2>
<p>Revenue from international education has been an important part of how <a href="https://meanjin.com.au/essays/the-australian-idea-of-a-university/">Australia resources its tertiary education</a> system for 30 years. </p>
<p>International students generally pay higher fees than local students. This enables universities to supplement the income they receive from local students.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/our-unis-do-need-international-students-and-must-choose-between-the-high-and-low-roads-149973">Our unis do need international students and must choose between the high and low roads</a>
</strong>
</em>
</p>
<hr>
<p>As international students return to Australia, there is a case for a more managed policy environment.</p>
<p>For instance, international students are highly concentrated in certain courses and institutions. <a href="https://www.vu.edu.au/mitchell-institute/tertiary-education/australian-investment-in-higher-education-2021">In 2020</a>, Group of Eight universities received over 50% of the $9 billion the university sector collected in international student revenue. </p>
<p>In the vocational education and training sector, only 4.7% of international VET students <a href="https://www.austrade.gov.au/australian/education/education-data/current-data/pivot-tables">enrol at public providers</a>. This means TAFE institutions miss out on important revenue streams. Domestic students at TAFEs also miss out on the benefits of interacting with international students.</p>
<p>The <a href="https://johnmenadue.com/the-overseas-student-and-immigration-nexus-where-to-now/">complex link between the migration and education system</a> can also mean some students cycle through cheap courses to maintain their visa status.</p>
<p>The prospect of growth is returning to the international education sector. Now is the time to plan how to manage that growth. It needs to be done in a way that is sustainable and protects everyone’s investment in the sector, especially the investment international students make.</p><img src="https://counter.theconversation.com/content/170360/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Peter Hurley does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Hopes are rising that international students will be back in Australia early in 2022, but that doesn’t mean the education sector will be able to shrug off the impacts of their absence any time soon.Peter Hurley, Policy Fellow, Mitchell Institute, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1695292021-10-21T00:59:42Z2021-10-21T00:59:42ZAs international students start trickling back, the new year will be crunch time<figure><img src="https://images.theconversation.com/files/427164/original/file-20211019-25-xkghjt.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C6000%2C3988&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>It’s looking much more likely that international students will be able to return for the first semester next year, with international travel for Australians opening up from November 1.</p>
<p>From that date, there will be <a href="https://www.theguardian.com/australia-news/2021/oct/15/nsw-to-end-all-quarantine-home-hotel-for-fully-vaccinated-international-arrivals-travel-travellers">no cap on the number</a> of fully vaccinated citizens and permanent residents able to fly into New South Wales. In response to NSW Premier Dominic Perrottet’s <a href="https://www.smh.com.au/national/nsw/regional-travel-delayed-in-nsw-until-november-20211015-p5907u.html">announcement</a> last Friday, Prime Minister Scott Morrison also <a href="https://www.pm.gov.au/media/press-conference-kirribilli-nsw-9">confirmed</a> fully vaccinated travellers won’t have to go into quarantine in NSW. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/nsw-scraps-home-quarantine-for-returnees-what-are-the-risks-and-what-does-this-mean-for-the-rest-of-australia-170016">NSW scraps home quarantine for returnees. What are the risks, and what does this mean for the rest of Australia?</a>
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</p>
<hr>
<p>This is an important moment in the transition to COVID-normal. One by one other states will follow NSW’s lead. Victoria is likely to be the next cab off the rank.</p>
<p>NSW is keen for inbound travel to resume also for international students and tourists. However, the Commonwealth has adopted a staged approach. As Morrison <a href="https://www.pm.gov.au/media/press-conference-kirribilli-nsw-9">explained</a> on Friday:</p>
<blockquote>
<p>“In the first instance, it will be for Australians, Australian residents and their families. We’ll see how that goes and then we’ll move to the other priorities, which I’ve already set out as being skilled migration, as well as students to Australia.”</p>
</blockquote>
<p>To date, only small numbers of students have been able to apply for a <a href="https://covid19.homeaffairs.gov.au/travel-restrictions">travel exemption</a> to enter the country. They include research students with Australian government funding and medical, dental, nursing or allied health students who will undertake work placements, and secondary school students in years 11 and 12.</p>
<figure class="align-center ">
<img alt="Chart showing numbers of students inside and outside Australia in the various education sectors" src="https://images.theconversation.com/files/427683/original/file-20211021-21-1q6th8x.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/427683/original/file-20211021-21-1q6th8x.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=497&fit=crop&dpr=1 600w, https://images.theconversation.com/files/427683/original/file-20211021-21-1q6th8x.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=497&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/427683/original/file-20211021-21-1q6th8x.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=497&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/427683/original/file-20211021-21-1q6th8x.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=624&fit=crop&dpr=1 754w, https://images.theconversation.com/files/427683/original/file-20211021-21-1q6th8x.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=624&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/427683/original/file-20211021-21-1q6th8x.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=624&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption"></span>
<span class="attribution"><a class="source" href="https://www.dese.gov.au/international-education/data-and-research/data-visualisations-set-2">The Conversation. Data: Department of Home Affairs (as of 11 October 2021)</a></span>
</figcaption>
</figure>
<h2>What are the plans for students?</h2>
<p>Some other students may soon be able to enter under plans for international student arrivals agreed to by the Commonwealth and the relevant state or territory. <a href="https://theconversation.com/the-government-keeps-shelving-plans-to-bring-international-students-back-to-australia-it-owes-them-an-explanation-158778">Numerous pilot plans</a> have been announced and later abandoned over the past year. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/the-government-keeps-shelving-plans-to-bring-international-students-back-to-australia-it-owes-them-an-explanation-158778">The government keeps shelving plans to bring international students back to Australia. It owes them an explanation</a>
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</em>
</p>
<hr>
<p>Only <a href="https://covid19.homeaffairs.gov.au/international-student-arrival-plans">one plan is currently in place</a>, and it is yet to begin. This plan will allow up to 250 international students studying with NSW education providers to return each fortnight from early December 2021.</p>
<p><a href="https://www.coronavirus.vic.gov.au/international-student-arrivals-plan">Victoria’s recent proposal</a> will at first allow 120 currently enrolled students nominated by universities to enter the state each week. Numbers are to be expanded to more students and other providers over time.</p>
<p>These proposal require students to quarantine for two weeks, with universities to cover the bulk of the A$5,000 price tag per student. If implemented, these plans would allow for only about 1,500 additional students to arrive in NSW and about 2,100 in Victoria before first semester. But these small-scale plans are likely to be short-lived, and will soon give way to less complicated and costly arrangements for incoming students.</p>
<p>Requiring fully vaccinated international students to quarantine for two weeks makes little sense once fully vaccinated Australians entering from the same countries no longer need to quarantine. International students pose no more risk than returning Australians.</p>
<p>The scale of international student arrivals will grow steadily once borders begin to open. When states and territories reach the 80% double vaccination rate they will open to returning Australians as the priority. It’s likely be expressed as “getting Aussies home for Christmas”. </p>
<p>The next step will be to open up to migrants and international students. With campuses closed over the summer, most international students would be happy to wait to travel in January and February as long as there is certainty that borders will be open and flights will be available.</p>
<h2>How many returning students can we expect?</h2>
<p>The shift away from hotel quarantine removes the major constraint of hotel capacity. The limiting factor on the number of returning students will be the availability of international flights in early 2022.</p>
<p>Currently, <a href="https://www.theguardian.com/business/2021/sep/21/more-than-45000-australians-stranded-overseas-registered-for-government-help">over 45,000 Australians overseas</a> have <a href="https://www.smartraveller.gov.au/COVID-19/trying-get-home/COVID-19-registration">registered</a> with the Department of Foreign Affairs and Trade for assistance to return to Australia. About 146,000 international students, across all levels of study, have visas to enter Australia but haven’t been able to enter the country. (Nearly <a href="https://www.dese.gov.au/international-education/data-and-research/data-visualisations-set-2">264,000 international students</a> are still in Australia – <a href="https://www.homeaffairs.gov.au/research-and-statistics/statistics/visa-statistics/study">less than half as many</a> as two years ago.) </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/covid-to-halve-international-student-numbers-in-australia-by-mid-2021-its-not-just-unis-that-will-feel-their-loss-148997">COVID to halve international student numbers in Australia by mid-2021 – it's not just unis that will feel their loss</a>
</strong>
</em>
</p>
<hr>
<p>The majority of the students stuck offshore are in China, for two reasons. Flights from China were stopped early in 2020 before other countries were affected, and Chinese students have been more willing than others to begin their studies online.</p>
<figure class="align-center ">
<img alt="Table showing numbers of international students inside and outside Australia by country of origin" src="https://images.theconversation.com/files/427684/original/file-20211021-21-rlsmrz.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/427684/original/file-20211021-21-rlsmrz.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=493&fit=crop&dpr=1 600w, https://images.theconversation.com/files/427684/original/file-20211021-21-rlsmrz.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=493&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/427684/original/file-20211021-21-rlsmrz.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=493&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/427684/original/file-20211021-21-rlsmrz.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=620&fit=crop&dpr=1 754w, https://images.theconversation.com/files/427684/original/file-20211021-21-rlsmrz.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=620&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/427684/original/file-20211021-21-rlsmrz.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=620&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption"></span>
<span class="attribution"><a class="source" href="https://www.dese.gov.au/international-education/data-and-research/data-visualisations-set-2">The Conversation. Data: Department of Home Affairs (as of 11 October 2021)</a></span>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/5-ways-australia-can-get-ahead-in-attracting-and-retaining-chinese-international-students-148444">5 ways Australia can get ahead in attracting and retaining Chinese international students</a>
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</em>
</p>
<hr>
<p>We can expect to see a flurry of new students applying as soon as it is clear the border is open to them. And many Australians will be taking advantage of their newfound travel freedom over the summer and will also be wanting return flights.</p>
<h2>So can we manage that many arrivals?</h2>
<p>The big question now is will there be enough inbound flights for all these returning Australians and international students over the summer? In pre-COVID times, this would have been a walk in the park. There were <a href="https://www.bitre.gov.au/publications/ongoing/international_airline_activity-time_series">21.3 million international arrivals</a> in Australia in 2019, or around 1.8 million inbound passengers per month.</p>
<p>It will take a long time to reach those numbers again, but the key point is that airlines have ample capacity to allow Australians to travel over the summer and students to arrive on campus in 2022.</p>
<p>Airlines are keen to resume flying, students are keen to get onto campus next semester and our cities are keen to get international students back. International education will play a big part in our recovery in 2022. We are just waiting on governments to commit to a timeline for reopening so we can all start making plans.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/as-hopes-of-international-students-return-fade-closed-borders-could-cost-20bn-a-year-in-2022-half-the-sectors-value-159328">As hopes of international students' return fade, closed borders could cost $20bn a year in 2022 – half the sector's value</a>
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</em>
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<img src="https://counter.theconversation.com/content/169529/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Christopher Ziguras is past President of the International Education Association of Australia and has had a role as the Association's Research Director.</span></em></p>Events have overtaken state plans for limited numbers of international students to return. With NSW dropping quarantine for fully vaccinated arrivals, flight capacity is the final obstacle.Christopher Ziguras, Professor of Global Studies, RMIT UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1696242021-10-20T05:08:42Z2021-10-20T05:08:42Z‘It takes a mental toll’: Indian students tell their stories of waiting out the pandemic in Australia<figure><img src="https://images.theconversation.com/files/427399/original/file-20211020-20-1g62yk6.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C6709%2C4446&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>The stories of international students’ struggles amid the challenges and uncertainties of the COVID-19 pandemic seem to have reached the stage of <a href="https://www.researchgate.net/publication/283318445_The_More_Who_Die_the_Less_We_Care_Psychic_Numbing_and_Genocide">psychic numbing</a>. Despite their numbers, their voices have been largely neglected. They are still waiting to be heard, and that includes the nearly 100,000 Indian international students who make up the <a href="https://internationaleducation.gov.au/research/datavisualisations/Pages/Student-number.aspx">second-largest population</a> of the international cohort in Australia. </p>
<p>The students I interviewed in 2020 were a part of my PhD study that examined Indian students’ experiences in student-staff partnership projects. They were all enrolled as international students in Australian universities.</p>
<p>The students offered personal accounts of their experiences of financial strain, mental stress and alienation amid the pandemic. This article is both a call for compassion and a reminder of the <a href="https://theconversation.com/stop-treating-students-like-customers-and-start-working-with-them-as-partners-in-learning-93276">perils of treating international students as customers</a>. And if we insist on treating them as customers, some of these customers are unhappy.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/australias-international-education-market-share-is-shrinking-fast-recovery-depends-on-unis-offering-students-a-better-deal-162856">Australia's international education market share is shrinking fast. Recovery depends on unis offering students a better deal</a>
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<hr>
<h2>Are students getting value for money?</h2>
<p>Students expressed disappointment about the quality of education they received in return for high international student fees. </p>
<p>Vani (all names are pseudonyms) is a postgraduate student. She had extensively researched the options of studying in Canada and the UK before narrowing down her choice to one of the Australian universities. She was dismayed when her university education quickly moved online within months of her arrival in the country.</p>
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<p>“I completely understand everything was happening in a hurry in 2020, and moving online was the only option. The library, the labs and other facilities were not accessible. Still, we were paying the same fees for amenities. For what?”</p>
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<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1448272307697324034"}"></div></p>
<p>Another student, Beena, said her university missed the opportunity to demonstrate human-centric education. </p>
<blockquote>
<p>“Apart from a few academics, there was no checking-in, no poster of ‘R U OK?’ when I needed it the most.” </p>
</blockquote>
<p>Many students talked about how mental stress affected their academic performance. One detailed how at the peak of the pandemic he struggled to book an appointment with the university-appointed counsellor. The wait times were very long.</p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/no-one-would-even-know-if-i-had-died-in-my-room-coronavirus-leaves-international-students-in-dire-straits-144128">'No one would even know if I had died in my room': coronavirus leaves international students in dire straits</a>
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<h2>Financial struggles add to burden</h2>
<p>It was difficult for Indian students to find part-time work, which they depended on. Their struggles intensified as a result of the <a href="https://theconversation.com/4-out-of-5-international-students-are-still-in-australia-how-we-treat-them-will-have-consequences-145099">lack of immediate government support</a>. </p>
<p>Raised in an Indian culture, the students felt it was their responsibility to take care of their parents. The students explained how, as adults, they felt overwhelmed by having to ask their parents for help to sustain them. Kinjal, a postgraduate student, shared her experience of dealing with plummeting job opportunities. </p>
<blockquote>
<p>“At one stage of this pandemic, I was literally scavenging for work. I handed my resume to random offices and outlets as if it was a promotional brochure. Those were the moments when the gravity of the situation sank in. </p>
<p>"I remember attending the video call to my parents in pretend formal wear. The least I could do was not let them worry about me. I am already guilty of putting them into financial burden with a student loan for my overseas education.”</p>
</blockquote>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/youre-running-down-a-dead-end-stranded-students-feel-shame-and-pressure-to-give-up-study-155207">'You’re running down a dead end': stranded students feel shame and pressure to give up study</a>
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<h2>The politics of exclusion</h2>
<p>When Prime Minister Scott Morrison <a href="https://www.abc.net.au/news/2020-04-03/coronavirus-pm-tells-international-students-time-to-go-to-home/12119568">told</a> international students to head back to their country in April 2020 it had a powerful emotional impact. A 18-year student enrolled in a computer science degree said:</p>
<blockquote>
<p>“I know we really do not belong in this country. I have made peace with random racial slurs. I do not feel threatened with the occasional loud screams on the quiet street – ‘Aye, you curry muncher, go back where you come from.’ </p>
<p>"But the news headline was a tight slap. Words matter. I have engaged with various groups in a conversation about this statement, about righteousness and ethical dilemmas of politics. All I can say is that – you are asking a loyal customer to leave the store.”</p>
</blockquote>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/garbage-and-cash-cows-temporary-migrants-describe-anguish-of-exclusion-and-racism-during-covid-19-146098">'Garbage' and 'cash cows': temporary migrants describe anguish of exclusion and racism during COVID-19</a>
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<p>Students also drew comparisons with other countries’ treatment of international students and skilled workers, specifically <a href="https://www.canada.ca/en/immigration-refugees-citizenship/news/2021/04/new-pathway-to-permanent-residency-for-over-90000-essential-temporary-workers-and-international-graduates.html">Canada</a>. They felt developed countries such as Australia need to follow the humane approach of other countries.</p>
<h2>Feeling helpless as COVID swept India</h2>
<p>The students were also terribly concerned for the well-being of their family members, relatives and friends as <a href="https://theconversation.com/why-couldnt-indias-health-system-cope-during-the-second-wave-years-of-bad-health-policies-162508">India’s healthcare system collapsed</a> under the second wave of the pandemic. Many students expressed difficulty in managing the stress of living a double life. </p>
<blockquote>
<p>“It was business as usual in my university, while Indians were fighting for their breath. When I saw my dad in the hospital through a WhatsApp call, it was devastating. It was a hard call to make. Leaving the country would mean never coming back and still paying fees for a course run online. Not going back may mean a lifetime of regret. These decisions are complicated, and it takes a mental toll.”</p>
</blockquote>
<p>The experiences of these students affirm that it is time to rethink higher education and look beyond just the economic imperatives. We need to have the moral courage to stop commodifying education. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/4-out-of-5-international-students-are-still-in-australia-how-we-treat-them-will-have-consequences-145099">4 out of 5 international students are still in Australia – how we treat them will have consequences</a>
</strong>
</em>
</p>
<hr>
<p>In future, one of the metrics for universities’ rankings should be how humanely they treat their students. There needs to be a place for respect and compassion for international students in educational policies.</p>
<hr>
<p><em>If this article has raised issues for you, or if you’re concerned about someone
you know, call Lifeline on 13 11 14.</em></p><img src="https://counter.theconversation.com/content/169624/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Preeti Vayada is an Indian student enrolled in the PhD program at The University of Queensland. She is supported by an Australian Government Research Training Program Scholarship.
</span></em></p>Indian students in Australia haven’t had the experience they hoped and paid for. Campuses closed, they lost work and they watched helplessly from afar as COVID-19 ravaged their home country.Preeti Vayada, PhD Candidate, School of Education, The University of QueenslandLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1681852021-10-13T02:17:55Z2021-10-13T02:17:55ZAustralia’s multilingual identity is an asset for selling our English-language teaching to the world<figure><img src="https://images.theconversation.com/files/424362/original/file-20211004-23-1w5w0w5.jpg?ixlib=rb-1.1.0&rect=0%2C299%2C4992%2C4528&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>It is rarely appreciated that Australia makes money not just from what it digs out of the earth but also from what comes out of its mouth: English. The Australian government released a <a href="https://www.dese.gov.au/national-strategy-international-education/english-language-teaching-international-engagement-strategy-2025">draft strategy</a> for the English-language teaching sector in early 2020. It was put on hold due to the pandemic, but we now have an opportunity to revamp the strategy to leverage Australia’s competitive advantage as a highly multilingual nation.</p>
<p>Pre-COVID, Australia cruised on its reputation as a welcoming, sunny locale with reputable institutions and attractive post-study work rights. Australia had <a href="https://www.englishaustralia.com.au/our-sector/understanding-the-sector">a 15% market share of the 1.3 million people</a> who travelled to an English-speaking country specifically to study English.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1235248151797182467"}"></div></p>
<p>Being an English-speaking nation added to our value proposition. Traditionally, it’s been hard to play in the international education market without that trump card. In 2020, four of the <a href="https://iie.widen.net/s/rfw2c7rrbd/project-atlas-infographics-2020">five countries with the most inbound students</a> were English-speaking: the United States (1,075,496), the United Kingdom (551,493), Canada (503,270) and Australia (463,643). Fourth-placed China was the exception.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-china-has-been-transforming-international-education-to-become-a-leading-host-of-students-157241">How China has been transforming international education to become a leading host of students</a>
</strong>
</em>
</p>
<hr>
<h2>Billions in revenue are at stake</h2>
<p>Is it possible to quantify the value of teaching English? In dollar terms, yes. <a href="https://www.englishaustralia.com.au/our-sector/understanding-the-sector">According to English Australia</a> – which represents English-language providers in Australia – the global English-language teaching industry is worth over US$11.7 billion (A$16.1 billion). </p>
<p>The post-pandemic story is less rosy for Australia. A recent <a href="https://www.englishaustralia.com.au/documents/item/1314">economic impact study</a> conducted for English Australia shows the sector suffered $1.2 billion in direct losses (tuition fees and living costs) from COVID-19 in 2020. A further $1.5 billion will be lost as a result of English-language students not progressing into other parts of the education system, such as vocational and higher education. </p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1242370319106572289"}"></div></p>
<p>The economic importance of international education to Australia is now well known. In the 2019-20 financial year, it was our fourth-largest export industry, <a href="https://ministers.dese.gov.au/tudge/challenges-and-opportunities-international-education">adding A$37.5 billion</a> to the national coffers and supporting 250,000 jobs. </p>
<p>More recently, <a href="https://internationaleducation.gov.au/research/international-student-data/Documents/MONTHLY%20SUMMARIES/2021/Jul%202021%20MonthlyInfographic.pdf">July data</a> showed university enrolments for international students were down 12% from a year ago. However, this pales next to the slump of 63% in the English-language intensive courses for overseas students (ELICOS) sector.</p>
<p>Clearly, the recovery of Australia’s international education industry is about more than universities. Even if borders open to international students in 2022, the ELICOS pipeline into vocational and higher education could take years to recover. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/higher-english-entry-standards-for-international-students-wont-necessarily-translate-to-success-110350">Higher English entry standards for international students won't necessarily translate to success</a>
</strong>
</em>
</p>
<hr>
<h2>Time to refine the strategy</h2>
<p>If there is a silver lining, it is this: we have a window of opportunity to rethink the value proposition of learning English in Australia. Why study it here, as opposed to anywhere else? </p>
<p>Before COVID struck, Australia was ahead of the curve in strategising around this question. The national education departments of all the major players produce glossy international education plans every few years. However, only Australia had taken the extra step of producing a delineated and interwoven strategy for its English-language sector. </p>
<p>The draft <a href="https://www.dese.gov.au/national-strategy-international-education/resources/draft-english-language-teaching-international-engagement-strategy-2025">English Language Teaching International Engagement Strategy 2025</a> was released in the ill-fated month of February 2020. It was put on hold in light of the pandemic.</p>
<p>The draft strategy’s vision was for Australia to become “the global leader in the delivery of quality English language teaching”. The aim was to offer a first-class student experience, online flexibility and pathways into further education.</p>
<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1286474056812736512"}"></div></p>
<p>These remain worthy and attractive propositions. However, Australia has more to offer.</p>
<h2>Make the most of multilingualism</h2>
<p>The strategy undersells an element of Australia’s cultural and linguistic identity – indeed, it’s not mentioned at all. We speak here of the nation’s rich tapestry of multiculturalism and multilingualism.</p>
<p>Despite its image as a nation of English speakers, Australia has no official language. Although English is the most widely used, <a href="https://www.abs.gov.au/ausstats/abs@.nsf/mf/2024.0">more than 300 other languages</a> are spoken, including Indigenous languages, Auslan, Mandarin, Arabic, Cantonese and Vietnamese. According to the <a href="https://www.abs.gov.au/ausstats/abs@.nsf/lookup/media%20release3">2016 Census</a>, more than 25% of Australian households use a language other than English.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/council-wants-english-first-policy-on-shop-signs-what-does-it-mean-for-multicultural-australia-95777">Council wants 'English first' policy on shop signs – what does it mean for multicultural Australia?</a>
</strong>
</em>
</p>
<hr>
<p>Many learners consider English as it is used in the UK, North America and Australasia the most desirable version of the language. However, it is not objectively better than the varieties of English used in the Philippines or India. As the use and teaching of English continue to expand beyond the traditional group of English-speaking countries, the pull factor of Australian international education may begin to wane – but only if we fail to recognise what else we have to offer the world. </p>
<p>Australia offers the advantage of immersing onshore international students in naturally occurring English. This is indeed a key selling point. However, Australia also has the opportunity to reimagine its framing of English for the post-pandemic global marketplace. This is a world in which multiple varieties of English are heard and used in combination with other languages. </p>
<p>Australia can rightly claim to be one of the most multicultural countries on Earth. Importantly, Australia is more diverse than its English-speaking competitors in the international education market. As the Australian Bureau of Statistics <a href="https://www.abs.gov.au/ausstats/abs@.nsf/mf/2024.0">says</a>: </p>
<blockquote>
<p>“The Census shows that Australia has a higher proportion of overseas-born people (26%) than the United States (14%), Canada (22%) and New Zealand (23%). What about the United Kingdom, you say? Not even close (13%).”</p>
</blockquote>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/dont-be-afraid-to-pass-your-first-language-and-accent-to-your-kids-it-could-be-their-superpower-143093">Don't be afraid to pass your first language, and accent, to your kids. It could be their superpower</a>
</strong>
</em>
</p>
<hr>
<p>Australia’s multilingual backdrop can be harnessed as a core part of English learners’ experiences. Being immersed in a context where English exists dynamically alongside other languages, likely including their own first language, has practical benefits for these students.</p>
<p>Interacting with people who use a range of languages, and have different ways of using English, also helps learners to become more effective communicators. Exposure to people with different cultural perspectives and practices allows them to develop intercultural communication skills in a range of real-world contexts, from the classroom to the supermarket. </p>
<p>When the government does eventually refresh the draft strategy, Australia should not be projected as a monolingual dinosaur. Instead, the strategy should highlight our status as a fluent speaker of world English and other global languages, with a timeless Indigenous linguistic heritage. Such an environment, after all, more closely resembles the material and virtual reality for which international students need to be prepared.</p><img src="https://counter.theconversation.com/content/168185/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>A draft strategy for the English-language teaching sector released in 2020 was put on hold. In revisiting the strategy, we emphasise the advantages that Australia’s multilingualism offers learners.Ben Fenton-Smith, International Director, Arts, Education and Law, Griffith UniversityClaire Rodway, Lecturer, School of Humanities, Languages and Social Science, Griffith UniversityIan Walkinshaw, Senior Lecturer in Applied Linguistics, Griffith UniversityLaura Gurney, Senior Lecturer, School of Education, University of WaikatoLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1673472021-09-08T20:13:10Z2021-09-08T20:13:10ZAustralia can rebound to be international students’ destination of choice when borders reopen<figure><img src="https://images.theconversation.com/files/419716/original/file-20210907-23-d5dasj.jpg?ixlib=rb-1.1.0&rect=213%2C0%2C3347%2C2230&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>The COVID-19 pandemic is changing the face of international higher education. The sector, previously dominated by the US, UK and Australia, is <a href="https://theconversation.com/universities-lost-6-of-their-revenue-in-2020-and-the-next-2-years-are-looking-worse-166749">losing billions</a> to <a href="https://theconversation.com/as-hopes-of-international-students-return-fade-closed-borders-could-cost-20bn-a-year-in-2022-half-the-sectors-value-159328">falling international student enrolments</a>. However, our research identifies a golden opportunity for Australia to rebound as a top international study destination – but that depends on an urgent and proactive response to the pandemic’s challenges.</p>
<p>Federal Treasurer Josh Frydenberg <a href="https://www.theage.com.au/national/australia-news-live-extra-pfizer-doses-arrive-as-covid-cases-climb-in-victoria-nsw-and-act-20210906-p58p1r.html?post=p52stk#p52stk">said</a> this week achieving 70% and 80% vaccination targets for Australia would create a “real opportunity” by allowing borders to reopen to international students. “It means a lot to our economy, it means a lot to our universities,” he said. The sector was worth an estimated <a href="https://www.exportfinance.gov.au/resources-news/news-events/world-risk-developments/2021/world-risk-developments-june-2021/australia-proposed-pilot-plans-may-support-education-exports/">A$40 billion</a> to the economy, including about <a href="https://www.vu.edu.au/mitchell-institute/tertiary-education/australian-investment-in-higher-education-2021">$10 billion</a> in university fee revenue, but has shrunk during the pandemic.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/as-hopes-of-international-students-return-fade-closed-borders-could-cost-20bn-a-year-in-2022-half-the-sectors-value-159328">As hopes of international students' return fade, closed borders could cost $20bn a year in 2022 – half the sector's value</a>
</strong>
</em>
</p>
<hr>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/419700/original/file-20210907-17-1xsmkib.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Chart showing international student enrolments and commencements, 2018-2021" src="https://images.theconversation.com/files/419700/original/file-20210907-17-1xsmkib.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/419700/original/file-20210907-17-1xsmkib.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=380&fit=crop&dpr=1 600w, https://images.theconversation.com/files/419700/original/file-20210907-17-1xsmkib.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=380&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/419700/original/file-20210907-17-1xsmkib.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=380&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/419700/original/file-20210907-17-1xsmkib.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=478&fit=crop&dpr=1 754w, https://images.theconversation.com/files/419700/original/file-20210907-17-1xsmkib.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=478&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/419700/original/file-20210907-17-1xsmkib.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=478&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption"></span>
<span class="attribution"><a class="source" href="https://www.exportfinance.gov.au/resources-news/news-events/world-risk-developments/2021/world-risk-developments-june-2021/australia-proposed-pilot-plans-may-support-education-exports/">Commonwealth Department of Education, Skills and Employment</a></span>
</figcaption>
</figure>
<p>Students still want to study abroad. The countries that respond best to the pandemic can gain competitive advantage and capture major shares of this lucrative global market. The key to seizing this opportunity is understanding COVID-19’s impact on international students and their changing needs, and moving swiftly to meet these needs. </p>
<p>For our <a href="https://www.tandfonline.com/doi/full/10.1080/08841241.2021.1949660">recently published research</a> we investigated COVID-19’s impact on international students. This was conducted in the second half of 2020 with international students in the Asia Pacific College of Business and Law at Charles Darwin University. CDU is the only university to have <a href="https://www.canberratimes.com.au/story/7186173/when-will-overseas-students-return/">brought international students into Australia</a> since the pandemic began. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/australias-international-education-market-share-is-shrinking-fast-recovery-depends-on-unis-offering-students-a-better-deal-162856">Australia's international education market share is shrinking fast. Recovery depends on unis offering students a better deal</a>
</strong>
</em>
</p>
<hr>
<h2>What did the study reveal?</h2>
<p>Our online survey revealed favourable ratings of the Australian government’s and the university’s pandemic responses. Both CDU and the government performed well in supporting student well-being, promoting hygiene and social distancing, and effective communication. </p>
<p>However, international students needed more financial assistance. Many lost their local jobs, as well as financial support from their home countries. This caused stress and mental health issues.</p>
<p>In-depth interviews with international students revealed the criteria they used for choosing their study destination were in a state of flux. New pandemic-related priorities include country infection and vaccination rates, border closures and diplomatic relations, as well as support interventions. These interventions are designed to help students continue their studies and deal with the impacts of COVID-19. </p>
<p>For example, like many Australian universities, CDU has intermittently switched to online teaching when required due to lockdowns, as well as promoting student hygiene. Among other things, it has also provided:</p>
<ul>
<li>free counselling and financial aid including grants of up to $2,000 for those in financial hardship</li>
<li>groceries and meals to students who lost their jobs</li>
<li>assistance with fees</li>
<li>payment instalment options.</li>
</ul>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/no-one-would-even-know-if-i-had-died-in-my-room-coronavirus-leaves-international-students-in-dire-straits-144128">'No one would even know if I had died in my room': coronavirus leaves international students in dire straits</a>
</strong>
</em>
</p>
<hr>
<p>The students thought Australia had managed COVID-19 well compared to other countries. They also recommended CDU and Australia to friends whose studies had been disrupted in the US and UK. </p>
<h2>Hopes of return put on hold</h2>
<p>In November 2020 a CDU charter flight brought international students to Australia for the first (and only) time since the pandemic began. They arrived safely without any COVID-19 incidents via the Howard Springs quarantine facility (also known locally as Corona Springs). </p>
<p>These students were “very satisfied” and relieved they could continue their studies in Australia despite COVID-19. As one student said:</p>
<blockquote>
<p>“This historical success absolutely gives international students confidence.” </p>
</blockquote>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/PbGH6cNRaE4?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">Behind the scenes of CDU’s November 2020 charter flight for returning international students.</span></figcaption>
</figure>
<p>Australia’s COVID-19 response and the international student arrivals last November gave hope to the whole Australian higher education sector. However, the promising initial response has <a href="https://theconversation.com/the-government-keeps-shelving-plans-to-bring-international-students-back-to-australia-it-owes-them-an-explanation-158778">stalled in 2021</a>. </p>
<p>The government has stopped the arrival of further international students. Prioritising the return of Australians stranded abroad was the reason given. Meanwhile, Howard Springs has been underutilised, wasting an opportunity to quarantine international student arrivals. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/we-have-so-many-good-reasons-to-give-international-students-hope-so-why-the-lack-of-government-urgency-159996">We have so many good reasons to give international students hope, so why the lack of government urgency?</a>
</strong>
</em>
</p>
<hr>
<h2>Competitors will take advantage</h2>
<p>In 2021 Australia’s higher education sector finds itself at a disadvantage compared to other countries, such as the UK, which remain open. </p>
<p>The stakes for Australian higher education could hardly be higher. The sector faces <a href="https://theconversation.com/as-hopes-of-international-students-return-fade-closed-borders-could-cost-20bn-a-year-in-2022-half-the-sectors-value-159328">increasing losses in 2022</a> as the international students already in the system finish their degrees. </p>
<p>Other countries, including China and other Asian nations, are looking to capitalise on the situation. They are moving swiftly to try to capture the international students who would have come to Australia, but who are now seeking other study destinations. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-china-has-been-transforming-international-education-to-become-a-leading-host-of-students-157241">How China has been transforming international education to become a leading host of students</a>
</strong>
</em>
</p>
<hr>
<p>Australia can still be the number one choice for international study. But that outcome depends on a clear and proactive COVID-19 strategy. This includes the careful reopening of borders and optimising the use of proven quarantine facilities. </p>
<p>Without a clear strategy Australia risks relegation to the minor leagues of the international higher education market. This would lose the billions of dollars in annual foreign income enjoyed before the pandemic. It would also waste the decades of effort and investment that built Australia’s reputation for international education excellence.</p><img src="https://counter.theconversation.com/content/167347/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Universities must move swiftly to attend to students’ needs when borders reopen if Australia is to regain market share in the face of fierce global competition.Steven Greenland, Professor in Marketing, Charles Darwin UniversityBhanu Bhatia, Lecturer, Asia Pacific College of Business and Law, Charles Darwin UniversityMuhammad Abid Saleem, Lecturer, Asia Pacific College of Business and Law, Charles Darwin UniversityRoopali Misra, Lecturer in Business and Accounting, Charles Darwin UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1628562021-08-01T20:07:46Z2021-08-01T20:07:46ZAustralia’s international education market share is shrinking fast. Recovery depends on unis offering students a better deal<figure><img src="https://images.theconversation.com/files/413675/original/file-20210729-13-4ivc60.jpg?ixlib=rb-1.1.0&rect=0%2C128%2C4769%2C3176&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-illustration/young-african-american-woman-thinking-looking-75088633">Shutterstock</a></span></figcaption></figure><p>Governments and universities are planning for the recovery of our international student market once Australia can start easing border closures that have had huge <a href="https://theconversation.com/as-hopes-of-international-students-return-fade-closed-borders-could-cost-20bn-a-year-in-2022-half-the-sectors-value-159328">impacts on universities and the economy</a>. The situation is becoming increasingly urgent: a new ANU-commissioned analysis shows an alarming fall in international student demand for our universities. It’s less than two-thirds of what it was before the pandemic. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/as-hopes-of-international-students-return-fade-closed-borders-could-cost-20bn-a-year-in-2022-half-the-sectors-value-159328">As hopes of international students' return fade, closed borders could cost $20bn a year in 2022 – half the sector's value</a>
</strong>
</em>
</p>
<hr>
<p>The following chart from the <a href="https://www.idp-connect.com/apac">IDP Connect</a> report for ANU shows Australia’s share of this market (the yellow line) has fallen to 11.74% from over 18% two years ago. Our key competitors — the UK, USA and Canada — have increased their share or remained stable. </p>
<p>As Australia moves out of winter and vaccination rates rise, it is hoped current regional outbreaks of COVID-19 will settle. But no-one should assume international student numbers will immediately rebound to pre-pandemic levels once borders open. </p>
<p>Other recent global surveys show students’ <a href="https://www.qs.com/portfolio-items/studying-abroad-again-current-and-prospective-international-students/">perceptions</a> of how countries have handled the pandemic are <a href="https://www.qs.com/portfolio-items/au-nz-international-student-survey-2021-vol-1-copy/">affecting their decisions</a> on study destinations. </p>
<p>And research released this week shows student sentiment about Australia as a destination continues to decline. The <a href="https://www.idp-connect.com/apac/articles/data-intelligence/press-release-crossroads-v">IDP Connect Crossroads research</a> also finds 36% of surveyed students are likely to switch destinations if it means they can gain face-to-face teaching earlier. </p>
<p>Over the rest of this year and early 2022, we all need to focus on our post-COVID recovery. South Australia has been <a href="https://monitor.icef.com/2021/06/safe-arrival-plan-for-international-students-approved-for-south-australia/">given the all clear</a> to begin a quarantine program for international students. A <a href="https://www.study.sydney/return">NSW-based program</a> has been approved by the state government and the Commonwealth government has <a href="https://www.smh.com.au/politics/federal/a-good-one-support-for-nsw-s-now-halted-plan-for-international-students-20210728-p58dno.html">signalled support</a> for the plan. <a href="https://www.smh.com.au/politics/victoria/doubts-on-overseas-students-return-as-victoria-rejects-nsw-style-special-quarantine-20210713-p589b5.html">Other proposals</a> are in the pipeline.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/the-government-keeps-shelving-plans-to-bring-international-students-back-to-australia-it-owes-them-an-explanation-158778">The government keeps shelving plans to bring international students back to Australia. It owes them an explanation</a>
</strong>
</em>
</p>
<hr>
<h2>Helping students feel they belong is vital</h2>
<p>The <a href="https://www.idp-connect.com/apac/articles/data-intelligence/press-release-crossroads-v">research</a> released this week shows worrying trends in student perceptions of Australia in terms of student welfare and being a welcoming destination. We see continuing declines across all metrics: response to coronavirus, student and citizen safety, and international student policies including post-study work visas. </p>
<p>To recover their international student markets Australian universities will need to develop and communicate a much stronger focus on providing a world-class student experience. They must take action inside and outside the classroom. </p>
<p>One key focus must be on building social cohesion for international students across many university settings. They do not want to feel isolated and excluded from the university community, which undermines their student experience. </p>
<p>Stronger social cohesion would address problems that international students have long identified: <a href="https://www.qs.com/portfolio-items/au-nz-international-student-survey-2021-vol-1-copy/">racism, loneliness</a> and <a href="https://www.qs.com/portfolio-items/au-nz-international-student-survey-2021-vol-1-copy/">high levels of stress</a>. It would also provide a way to tackle the recently <a href="https://www.hrw.org/report/2021/06/30/they-dont-understand-fear-we-have/how-chinas-long-reach-repression-undermines">documented political harassment</a> of some international students. </p>
<p>Not all these issues are new concerns. They are not unique to international students. Domestic students confront these issues, too. Both groups will benefit it we get this right. </p>
<p>Having said that, at ANU our <a href="https://services.anu.edu.au/education-support/education-data/student-experience-survey-ses-0">Student Satisfaction Survey</a> data <a href="https://www.qilt.edu.au/surveys/student-experience-survey-(ses)">show a gap</a> between the student experience for domestic and international students. This is consistent with other universities. Everyone needs to work harder inside and outside the classroom to close that gap. </p>
<p><a href="https://www.orygen.org.au/Policy/University-Mental-Health-Framework/Framework/University-Mental-Health-Framework-full-report.aspx">Research</a> shows stronger social relationships are key to preventing psychological distress for university students. Building social cohesion involves fostering shared values and connected communities. This, in turn, creates a sense of belonging and shared purpose and reduces loneliness. </p>
<p>Universities can help international students to make connections with local students and the communities in which they live. Educators and on-campus services need a range of strategies to strengthen the social fabric in which international students live and learn. These prevention strategies and well-being services must be accessible and culturally attuned to their needs.</p>
<figure class="align-center ">
<img alt="group of students at table chatting as they look at laptops" src="https://images.theconversation.com/files/413676/original/file-20210729-25-1hxaeud.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/413676/original/file-20210729-25-1hxaeud.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/413676/original/file-20210729-25-1hxaeud.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/413676/original/file-20210729-25-1hxaeud.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/413676/original/file-20210729-25-1hxaeud.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/413676/original/file-20210729-25-1hxaeud.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/413676/original/file-20210729-25-1hxaeud.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">When choosing a destination, international students value face-to-face teaching and being made to feel part of the university community.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/people-education-technology-school-ans-university-687695548">Shutterstock</a></span>
</figcaption>
</figure>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/5-ways-australia-can-get-ahead-in-attracting-and-retaining-chinese-international-students-148444">5 ways Australia can get ahead in attracting and retaining Chinese international students</a>
</strong>
</em>
</p>
<hr>
<h2>Protect students from harassment and racism</h2>
<p>Stronger social cohesion can help counter racism. Universities can also communicate better about international students’ valuable contributions to our communities.</p>
<p>Local governments, businesses and communities all have important roles to play here. Universities can work with these groups to ensure international students have better access to accommodation and jobs. Being made to feel welcome both on and off campus sends a powerful signal to students that they are safe and included.</p>
<p><a href="https://www.hrw.org/report/2021/06/30/they-dont-understand-fear-we-have/how-chinas-long-reach-repression-undermines">Australian Human Rights Watch</a> recently highlighted on-campus harassment of international students who have different political views to the government of their home country. It reported students were self-censoring to avoid threats, harassment and surveillance.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/academic-freedom-is-paramount-for-universities-they-can-do-more-to-protect-it-from-chinas-interference-163647">Academic freedom is paramount for universities. They can do more to protect it from China's interference</a>
</strong>
</em>
</p>
<hr>
<p>International students should feel safe from political harassment on campus. They need to be able to express political views in class and know it won’t affect their assessment. Universities should provide appropriate support to students who have suffered political harassment. </p>
<p>Academic freedom is an important principle that underpins university education in Australia. We can help international students understand its value through improving social cohesion. University leaders can also reinforce this message by strengthening the regulation of academic freedom in student codes of conduct. </p>
<p>The <a href="https://www.dese.gov.au/national-strategy-international-education">National Strategy for International Education</a> only tackles student experience at a high level. However, this strategy is <a href="https://www.dese.gov.au/australian-strategy-international-education-2021-2030">being refreshed</a>. This is a time for policymakers and universities to sharpen their focus on the student experience and social cohesion for international students as we prepare for post-COVID recovery. </p>
<p>As borders re-open, it will be more important than ever for Australian universities to show they are committed to providing international students with a world-class student experience. It’s critical for their post-pandemic recovery.</p><img src="https://counter.theconversation.com/content/162856/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Ian Anderson does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>International student demand for places in Australia has fallen by a third over the course of the pandemic, while for our key competitors demand has remained stable or even increased.Ian Anderson. Palawa, Deputy Vice-Chancellor Student and University Experience, Australian National UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1608622021-05-13T05:51:13Z2021-05-13T05:51:13ZThe 2021-22 budget has added salt to universities’ COVID wounds<figure><img src="https://images.theconversation.com/files/400455/original/file-20210513-19-pvtn9.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/education-global-world-graduation-cap-on-793972774">Shutterstock</a></span></figcaption></figure><p>The federal government’s budget announcements this week included nothing new for universities — an industry hit particularly hard by the pandemic border closures and loss of international students.</p>
<p>Treasurer Josh Frydenberg on Tuesday night confirmed Australia’s border is likely to remain closed until mid-2022. Research from the <a href="https://theconversation.com/as-hopes-of-international-students-return-fade-closed-borders-could-cost-20bn-a-year-in-2022-half-the-sectors-value-159328">Mitchell Institute</a> found a third academic year of few new international students (2022) would cost Australia about A$20 billion a year — half its pre-pandemic value.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/as-hopes-of-international-students-return-fade-closed-borders-could-cost-20bn-a-year-in-2022-half-the-sectors-value-159328">As hopes of international students' return fade, closed borders could cost $20bn a year in 2022 – half the sector's value</a>
</strong>
</em>
</p>
<hr>
<p>In his <a href="https://ministers.treasury.gov.au/ministers/josh-frydenberg-2018/speeches/budget-speech-2021-22">budget speech</a>, the treasurer said only this about universities:</p>
<blockquote>
<p>[…] we are also providing more than $19 billion in funding for our universities in 2021‑22. And as a result of decisions made during the pandemic, this year there are 30,000 more places at Australian universities.</p>
</blockquote>
<p>This $19 billion is the continuation of previously announced higher education funding, including some temporary additional funding announced in 2020 as part of the government’s COVID response. </p>
<p>This temporary money will quickly phase out. Tuesday’s budget shows a reversion to the previous policy of keeping total higher education funding broadly stable. </p>
<h2>Flat funding for university teaching and research</h2>
<p>The <a href="https://www.dese.gov.au/about-us/corporate-reporting/budget">budget papers</a> show some falls in the next financial year in the main teaching and research grant programs. But this is mainly due due to the end of a special $1 billion COVID-related boost to research spending and the phasing out of $550 million in temporary student places intended to meet an expected increase in demand driven by the COVID recession. </p>
<p>The main recurrent programs for teaching, research and equity are stable at around $11 billion a year from the 2020-21 financial year through to 2023-24, which is unchanged from last year’s budget. Once inflation is taken into account, this implies a decline in real funding. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/big-spending-recovery-budget-leaves-universities-out-in-the-cold-160439">Big-spending 'recovery budget' leaves universities out in the cold</a>
</strong>
</em>
</p>
<hr>
<h2>HELP loans are the main potential source of funding growth</h2>
<p>A full picture of government support requires also considering <a href="https://www.studyassist.gov.au/help-loans">HELP loans</a>. This is the money students borrow from the government to pay for their tuition. </p>
<p>In the 2021-22 financial year, HELP could be the largest single source of university revenue, possibly just exceeding teaching subsidies and overtaking fast-diminishing international student fee revenue. The $19 billion the treasurer referred to includes HELP revenue.</p>
<p>In a surprising omission, the budget papers never directly tell us how much the government is lending through HELP. To work out what this number might be requires us to reconcile figures that appear in different budget documents. These suggest a government estimate that just under $7.6 billion will go towards HELP loans in 2021-22. That’s up about $340 million on the previous year. </p>
<p>Unlike other government higher education programs, outlays on HELP are not capped. This means they have growth potential that is missing for teaching and research grants. </p>
<p>Under the <a href="https://www.dese.gov.au/job-ready">Job-ready Graduates Package</a> announced in June 2020 <a href="https://www.studyassist.gov.au/help-loans/hecs-help">HECS-HELP</a> lending will go up. </p>
<p>Under this policy, <a href="https://theconversation.com/fee-cuts-for-nursing-and-teaching-but-big-hikes-for-law-and-humanities-in-package-expanding-university-places-141064">students will pay</a> less for degrees considered job-relevant such teaching, nursing and languages. But student contributions for most arts subjects will more than double. There are also significant increases for business and law students. </p>
<p>On average student contributions will be higher, pushing up average annual per student borrowing under HELP. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/fee-cuts-for-nursing-and-teaching-but-big-hikes-for-law-and-humanities-in-package-expanding-university-places-141064">Fee cuts for nursing and teaching but big hikes for law and humanities in package expanding university places</a>
</strong>
</em>
</p>
<hr>
<p>No official enrolment data yet shows the 30,000 additional student places mentioned by the treasurer. But early signs are that <a href="https://andrewnorton.net.au/2021/03/25/has-job-ready-graduates-increased-the-number-of-commencing-students/">university enrolments are up in 2021</a>, and a <a href="https://twitter.com/andrewjnorton/status/1392069496588824579/photo/1">baby boom cohort</a> of students will arrive in the next few years. More students will equal more borrowing. </p>
<p>Some universities are also reporting spikes in full-fee domestic postgraduate enrolments. These courses do not get any subsidies from the government, but the students can borrow under the <a href="https://www.studyassist.gov.au/help-loans/fee-help">FEE-HELP scheme</a>. </p>
<h2>What about funding for research?</h2>
<p>University research is facing a <a href="https://theconversation.com/coronavirus-and-university-reforms-put-at-risk-australias-research-gains-of-the-last-15-years-141452">crisis with no real precedent</a>. Australia’s <a href="https://andrewnorton.net.au/2020/06/14/australias-higher-education-research-boom/">research boom</a> was fuelled by the profits on international students that are now disappearing. It was helped by some domestic undergraduate courses making profits, but Job-ready Graduates will require that money to be spent on new student places instead. </p>
<p>In the 2020 budget, the government injected an extra A$1 billion into the <a href="https://www.dese.gov.au/research-block-grants/research-support-program">Research Support Program</a>, effectively doubling it for a year. </p>
<p>The goal was to to ease the financial pain caused by the COVID-19 pandemic and loss of international student fee revenue.</p>
<p>If Australia’s borders had re-opened to international students in the second half of 2021 or early 2022 there would not have been a strong case for another $1 billion. But unless safe travel zones on the New Zealand model open for major international student source countries, the budget <a href="https://www.abc.net.au/news/2021-05-11/federal-budget-2021-borders-international-travel-vaccines/100132620">suggests no major international movements</a> until mid-2022. </p>
<p>With the temporary research grant increase not offered again in Tuesday’s budget, university research output will inevitably decline significantly. There are no major public funding increases on offer, other than for research infrastructure from 2023-24 – after the international student market is expected to be in a recovery phase. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/coronavirus-and-university-reforms-put-at-risk-australias-research-gains-of-the-last-15-years-141452">Coronavirus and university reforms put at risk Australia's research gains of the last 15 years</a>
</strong>
</em>
</p>
<hr>
<h2>New programs for non-university providers</h2>
<p>The government says it will provide $74 million to <a href="https://ministers.dese.gov.au/tudge/more-support-international-education-providers">support Australia’s international education sector</a>, but none of this is going to universities.</p>
<p>It includes funding for non-university higher education providers and English-language colleges. </p>
<p>The money will go into an additional 5,000 Commonwealth-supported undergraduate certificate and graduate certificate short-course places at non-university higher education providers in 2021.</p>
<p>Unfortunately this money is unlikely to make much difference. Many of these non-university providers rely entirely or largely on international students. Funding for domestic students, a market they don’t usually target, cannot compensate for the loss of international students.</p>
<p>The closure of these colleges would hit universities in coming years, since many of them offer preparatory courses for students seeking university entry. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/for-most-universities-theres-little-point-to-the-governments-covid-19-assistance-package-136244">For most universities, there's little point to the government's COVID-19 assistance package</a>
</strong>
</em>
</p>
<hr>
<h2>Assistance should have continued until borders open</h2>
<p>It would not be reasonable to expect government to fully insure universities against the loss of international student revenue. Although nobody could have predicted two or more years of closed borders, universities were pursuing international strategies they knew were high risk. </p>
<p>But nor is it reasonable to expect a small number of industries, especially international education and international tourism, to incur massive losses to protect all Australians from the risk of COVID. There is a strong case for assistance to continue until the borders re-open.</p><img src="https://counter.theconversation.com/content/160862/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Andrew Norton works for the ANU, which has been significantly affected by the loss of international students. He has also worked on a project for the Department of Education, Skills and Employment on an unrelated topic. </span></em></p>Tuesday’s budget shows a reversion back to the previous policy of keeping total higher education funding broadly stable.Andrew Norton, Professor in the Practice of Higher Education Policy, Australian National UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1572412021-05-12T19:54:53Z2021-05-12T19:54:53ZHow China has been transforming international education to become a leading host of students<figure><img src="https://images.theconversation.com/files/400210/original/file-20210512-22-c8cyib.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C5000%2C3323&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/xiamen-china-june-5-2016-university-438829546">Shutterstock</a></span></figcaption></figure><p>When Australians think of international education and China, they typically consider the country as a source of international students — <a href="https://www.austrade.gov.au/australian/education/education-data/current-data/summaries-and-news">Australia’s largest</a>. But China is now <a href="http://en.moe.gov.cn/documents/reports/201904/t20190418_378692.htmlhttp://en.moe.gov.cn/documents/reports/201904/t20190418_378692.html">one of the leading host countries</a> of international students in the world. </p>
<p>China’s level of <a href="https://link.springer.com/article/10.1007/s10734-021-00695-7">international education policymaking</a> over the past decade, backed up by strategic priorities, has been unprecedented.</p>
<p>My recently published <a href="https://link.springer.com/article/10.1007%2Fs10734-021-00695-7">research</a> shows Chinese universities are learning to reconcile the different forces of local, national and global demands. They aim to:</p>
<ul>
<li><p>calibrate to the Chinese government’s grand scheme of <a href="http://www.xinhuanet.com/english/2020-01/23/c_138729706.htm">national rejuvenation</a> </p></li>
<li><p>expand their global reach and market influence</p></li>
<li><p>enhance their professional impact and managerial efficiency</p></li>
<li><p>respond to the community repercussions of growing numbers of international students.</p></li>
</ul>
<h2>A top study destination in the making</h2>
<p>China was on the way to becoming a top destination for studying abroad well before the COVID-19 pandemic. </p>
<p>By 2018, <a href="http://en.moe.gov.cn/documents/reports/201904/t20190418_378692.htmlhttp://en.moe.gov.cn/documents/reports/201904/t20190418_378692.html">492,185 international students from 196 countries</a> studied in mainland China. They were enrolled in 1,004 higher education institutions. </p>
<p>International student numbers had <a href="http://www.moe.gov.cn/s78/A20/A20_gggs/s8479/201007/t20100705_181223.html">doubled since 2009</a>, when 238,184 were enrolled. Back in 1978 the total was a mere 1,236.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/the-rise-of-china-a-threat-or-opportunity-for-australian-universities-49145">The rise of China: a threat or opportunity for Australian universities?</a>
</strong>
</em>
</p>
<hr>
<p>The <a href="https://studyinchinas.com/">Study in China</a> Initiative, <em>Liuxue zhongguo jihua</em>, first appeared in 2010 in the <a href="https://uil.unesco.org/fileadmin/keydocuments/LifelongLearning/en/china-2010-abstract-lll-strategy.pdf">National Outline for Mid- and Long-Term Education Planning and Development</a>. </p>
<p>The growth of the initiative over the past decade echoes across China’s laws, five-year plans, guidelines and action plans, and government decisions, opinions, regulations, notices and explanations. </p>
<h2>2010 was a turning point</h2>
<p>Between 2007 and 2009, the Chinese Ministry of Education had signalled against reckless pursuit of international student enrolments at the expense of quality education. This was a fleeting period of slight uncertainty for the sector. </p>
<p>In 2010, state policymaking re-endorsed mass international education in China. Study in China was to be built into a global education brand. </p>
<p>The plan specified annual enrolment targets, culminating in 500,000 students
in 2020. This included 150,000 degree-seeking students. Yearly targets were set to develop exemplary sites, programs and courses for international education. </p>
<p>The overall goal was to make China <a href="http://en.moe.gov.cn/documents/reports/201904/t20190418_378692.html">the largest study abroad destination in Asia</a>
by the end of the decade. This was achieved in 2017-2018.</p>
<p>Subsequent state policies focused on legal, financial and administrative improvements. Increasing funding was made available through national, local, government and corporate scholarships and stipends for international students. </p>
<h2>Education’s place in a broader global strategy</h2>
<p>The mid-2010s defined the orientation of international education in China. The Study in China Initiative was subsumed under the new global strategy, the Belt and Road Initiative (BRI). It is a “road map” for China’s higher education to step onto the world stage.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/why-is-there-so-much-furore-over-chinas-belt-and-road-initiative-139461">Why is there so much furore over China's Belt and Road Initiative?</a>
</strong>
</em>
</p>
<hr>
<p>Study in China is part of the core political discourse of national rejuvenation. </p>
<p>We can see this in the official 2019 <a href="http://www.chinamission.be/eng/zglx/P020190312852865244984.pdf">Study in China Guide</a>. The guide depicts the BRI as a core strength and essential knowledge about China. It powerfully demonstrates China’s market aspirations and appeal to international students. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/400206/original/file-20210512-15-1b2wmf1.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="A page from the Study in China Guide showing the place of international education in the Belt and Road Initiative" src="https://images.theconversation.com/files/400206/original/file-20210512-15-1b2wmf1.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/400206/original/file-20210512-15-1b2wmf1.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=412&fit=crop&dpr=1 600w, https://images.theconversation.com/files/400206/original/file-20210512-15-1b2wmf1.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=412&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/400206/original/file-20210512-15-1b2wmf1.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=412&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/400206/original/file-20210512-15-1b2wmf1.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=518&fit=crop&dpr=1 754w, https://images.theconversation.com/files/400206/original/file-20210512-15-1b2wmf1.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=518&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/400206/original/file-20210512-15-1b2wmf1.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=518&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">The official Study in China Guide makes it clear international education is part of the Belt and Road Initiative.</span>
<span class="attribution"><a class="source" href="http://www.chinamission.be/eng/zglx/P020190312852865244984.pdf">Study in China Guide</a></span>
</figcaption>
</figure>
<p>The Chinese government’s <a href="https://international.cpu.edu.cn/eb/0b/c362a125707/page.htm">Silk Road Scholarship Program</a> sponsors 10,000 new international students a year from countries participating in the Belt and Road Initiative. Universities can apply for state funding to run a BRI talent development site for large cohorts of these students. </p>
<p>Research grant schemes fund studies that improve the quality of international education, while supporting BRI work in infrastructure, trade, culture and diplomacy.</p>
<p>The Belt and Road Initiative is central to China’s rapid shift from major importer to rising exporter of international education. In 2017, 317,200 <a href="http://www.china.org.cn/arts/2018-08/29/content_60836326.htm">international students came from BRI countries</a>, 64.85% of the total. </p>
<h2>Focus shifts to quality assurance</h2>
<p>Quality improvement was not new in the policy discourse on Study in China. However, substantive progress has been made since 2017. </p>
<p>Compared to its 2000 version, the 2017 Administrative Measures for the Enrolment and Development of International Students by Universities and Schools (Order 42) emphasised systematic quality enhancement in four areas:</p>
<ul>
<li><p>development of relevant university regulations</p></li>
<li><p>rigorous assessments for admissions and scholarships</p></li>
<li><p>systematic planning of teaching and staff development</p></li>
<li><p>development of quality control mechanisms. </p></li>
</ul>
<p>The 2018 Quality Assurance Standards for Higher Education of International Students is the first of its kind in China. The 2019 Quality Accreditation Rules for International Higher Education established China’s first external qualification accreditation and assurance system for international education. </p>
<p>One quality indicator concerns the composition of international students. Degree-seeking students became the majority (52.44%) of international students in China for the first time in 2018. Their numbers had increased by more than 350% from 36,387 in 2006 to <a href="http://data.uis.unesco.org/">178,271 in 2018</a>. They include bachelor, master and doctoral students who study abroad for at least one year.</p>
<figure class="align-center ">
<img alt="university graduates in academic gowns seen from the back" src="https://images.theconversation.com/files/398542/original/file-20210504-21-1x66qwd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/398542/original/file-20210504-21-1x66qwd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=398&fit=crop&dpr=1 600w, https://images.theconversation.com/files/398542/original/file-20210504-21-1x66qwd.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=398&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/398542/original/file-20210504-21-1x66qwd.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=398&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/398542/original/file-20210504-21-1x66qwd.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=501&fit=crop&dpr=1 754w, https://images.theconversation.com/files/398542/original/file-20210504-21-1x66qwd.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=501&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/398542/original/file-20210504-21-1x66qwd.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=501&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">International students enrolled for degrees in China increased in number by more than 350% from 2006 to 2018.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/back-chinese-graduates-blue-sky-107202623">Shutterstock</a></span>
</figcaption>
</figure>
<h2>A balancing act for Chinese universities</h2>
<p>Chinese universities have benefited from the escalating scale and influence of the Study in China Initiative. </p>
<p>However, my <a href="https://link.springer.com/article/10.1007%2Fs10734-021-00695-7">research</a> shows they are under the stress of having to respond to multiple, often competing pressures. </p>
<p>An example of this is academic language and associated ideological tension. English is the dominant language in the academic world and in global trade. Most international students in Chinese universities study in English-taught programs. </p>
<p>But shifting political and community perceptions of the English language have stepped up internal pressures on Chinese universities. The legitimacy of English as the <a href="https://www.researchgate.net/publication/265794315_English_the_lingua_nullius_of_global_hegemony"><em>lingua nullius</em></a> of global knowledge production is under challenge. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/beyond-the-black-hole-of-global-university-rankings-rediscovering-the-true-value-of-knowledge-and-ideas-140236">Beyond the black hole of global university rankings: rediscovering the true value of knowledge and ideas</a>
</strong>
</em>
</p>
<hr>
<p>Another clear policy shift encourages convergent management of domestic and international students. There is pressure to integrate international students into the regular operations of Chinese universities. The rise in international student numbers has created a need to increase managerial efficiency.</p>
<p>This shift is also a response to community perception. International students benefit from more flexible testing arrangements and greater access to elite universities and scholarships, compared to domestic students. International students are spared the <a href="https://www.theguardian.com/world/2016/oct/12/gaokao-china-toughest-school-exam-in-world">gruelling competition of <em>Gaokao</em></a>, the national college entrance examination. </p>
<p>In addition, breaches of rules and regulations by international students have often gone unaddressed. </p>
<p>Chinese universities are having to weigh up competing considerations of state aspiration, market appeal, corporate consolidation, professional enhancement and community pressures.</p><img src="https://counter.theconversation.com/content/157241/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Jing Qi does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Once seen as mainly as a source of international students, China has for a decade been strategically repositioning itself as a provider of international education.Jing Qi, Lecturer, School of Global, Urban and Social Sciences, RMIT UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1599962021-05-04T20:06:27Z2021-05-04T20:06:27ZWe have so many good reasons to give international students hope, so why the lack of government urgency?<figure><img src="https://images.theconversation.com/files/398323/original/file-20210503-19-ubycuu.jpg?ixlib=rb-1.1.0&rect=8%2C0%2C5742%2C3837&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>Indications are that the federal government is <a href="https://www.theage.com.au/national/victoria/schools-summit-monday-story-20210426-p57ml8.html">very cautious</a> about accepting a Victorian government <a href="https://www.9news.com.au/national/plans-underway-for-international-students-actors-major-event-workers-to-enter-victoria/97aa0b69-db70-4f9f-bbc2-6b1d4d5eed97">proposal</a> to establish an <a href="https://www.theage.com.au/politics/federal/victoria-asks-to-start-second-stream-of-hotel-quarantine-for-business-travellers-20210426-p57mkq.html">additional hotel quarantine stream</a>. The plan is to start bringing back 120 international students and event workers per week from May 24. It might seem like a <a href="https://www.thesaturdaypaper.com.au/news/politics/2021/04/24/getting-overseas-students-back/161918640011524">drop in the ocean</a> – more than <a href="https://theconversation.com/the-government-keeps-shelving-plans-to-bring-international-students-back-to-australia-it-owes-them-an-explanation-158778">150,000 students</a> are stranded overseas – but it’s an important start. </p>
<p>Australia benefits from international students returning: not just directly in the <a href="https://theconversation.com/as-hopes-of-international-students-return-fade-closed-borders-could-cost-20bn-a-year-in-2022-half-the-sectors-value-159328%22%22">higher education sector</a>, which has had <a href="https://theconversation.com/the-coronavirus-outbreak-is-the-biggest-crisis-ever-to-hit-international-education-131138">massive job losses</a> since Australia closed its borders, but also in the <a href="https://theconversation.com/australian-universities-could-lose-19-billion-in-the-next-3-years-our-economy-will-suffer-with-them-136251">flow-on economic benefits</a> from <a href="https://theconversation.com/as-hopes-of-international-students-return-fade-closed-borders-could-cost-20bn-a-year-in-2022-half-the-sectors-value-159328">student spending</a> in areas like housing, food and services. Before the COVID-19 pandemic, international education was Australia’s third-largest export industry, worth about <a href="https://theconversation.com/2021-is-the-year-australias-international-student-crisis-really-bites-153180">A$40 billion a year</a> to the wider economy.</p>
<iframe title="Australian earnings from international education by sector" aria-label="Interactive area chart" id="datawrapper-chart-y4Ly2" src="https://datawrapper.dwcdn.net/y4Ly2/2/" scrolling="no" frameborder="0" style="border: none;" width="100%" height="400"></iframe>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/as-hopes-of-international-students-return-fade-closed-borders-could-cost-20bn-a-year-in-2022-half-the-sectors-value-159328">As hopes of international students' return fade, closed borders could cost $20bn a year in 2022 – half the sector's value</a>
</strong>
</em>
</p>
<hr>
<p>If a solution is not found soon, there might be fewer international students to return. Australia risks <a href="https://theconversation.com/5-ways-australia-can-get-ahead-in-attracting-and-retaining-chinese-international-students-148444">falling behind competitors</a>, like the <a href="https://www.theguardian.com/australia-news/2021/apr/30/only-7-of-international-students-willing-to-complete-australian-courses-online-survey-shows">United Kingdom, Canada</a> and the <a href="https://thenewdaily.com.au/news/coronavirus/2021/04/28/us-cdc-mask-guidance/">United States</a>, that are welcoming and assisting international students. The long-term impact on <a href="https://www.lowyinstitute.org/the-interpreter/economic-diplomacy-global-tax-education-exports-and-team-australia">Australia’s reputation as a study destination</a> should also be considered.</p>
<p>Many international students have been very tenacious in continuing to study, but they are finding it <a href="https://www.crikey.com.au/2021/04/16/stranded-abroad-international-students-beg-for-end-border-closures/">extremely difficult</a>. They need to believe <a href="https://theconversation.com/the-government-keeps-shelving-plans-to-bring-international-students-back-to-australia-it-owes-them-an-explanation-158778">there is some hope of return</a>.</p>
<p>Victoria’s current proposal is less ambitious than some of its <a href="https://www.theage.com.au/national/universities-hatch-desperate-plan-to-fly-students-in-quarantine-them-20210406-p57gvo.html">earlier plans</a>. It’s a shame it didn’t take up plans to <a href="https://theconversation.com/the-government-keeps-shelving-plans-to-bring-international-students-back-to-australia-it-owes-them-an-explanation-158778">use student accommodation</a> for quarantine. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/how-unis-can-use-student-housing-to-solve-international-student-quarantine-issues-150180">How unis can use student housing to solve international student quarantine issues</a>
</strong>
</em>
</p>
<hr>
<p>And it’s a real shame it didn’t look at <a href="https://australiainstitute.org.au/wp-content/uploads/2021/04/P1064-Bringing-back-Chinese-students-WEB.pdf">options other than hotel quarantine</a> for students from low-risk locations. </p>
<p>The return of students from places like Vietnam or Taiwan poses a <a href="https://theconversation.com/whats-the-risk-if-australia-opens-its-international-borders-an-epidemiologist-explains-159208">negligible risk</a> to the Australian community. Ideally the system design should reflect this, leaving more quarantine spots available for those who need them.</p>
<p>Even with these faults, Victoria’s proposal is the first plan that would enable an ongoing stream of international students to return. It doesn’t pit international students against returning Australians: it’s an additional program, so it won’t take a single place from those who are trying to get home. It could build confidence to scale up – and give international students some comfort.</p>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/32Mc5Dp4qfE?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">Victoria has announced a plan, subject to federal government approval, to enable international students to start returning later this month.</span></figcaption>
</figure>
<h2>Why the year-long wait for a plan?</h2>
<p>With such a strong self-interest case for Australia, the question is why this hasn’t been tried sooner. Pilot programs for South Australia and the ACT were <a href="https://www.abc.net.au/news/2020-08-17/return-of-international-students-amid-coronavirus-defended/12564432">announced</a> then <a href="https://www.adelaidenow.com.au/education/sa-international-student-flight-program-postponed-in-covid19-lockdown/news-story/cb3d0a3dad1da18e5adba39115d5c0cd">postponed</a>. New South Wales has called for expressions of interest, but there are <a href="https://www.thesaturdaypaper.com.au/news/politics/2021/04/24/getting-overseas-students-back/161918640011524">no firm plans</a>. The only pilot that <a href="https://www.abc.net.au/news/2020-11-30/international-students-arrive-in-australia-coronavirus-nt/12933370">actually went ahead</a> brought back <a href="https://www.abc.net.au/news/2020-11-30/international-students-arrive-in-australia-coronavirus-nt/12933370">63 incredibly lucky students</a> to Charles Darwin University.</p>
<p>So why hasn’t there been more urgency? Some of the explanations apply to all groups who want to return. </p>
<p>The federal government does not want to take responsibility for quarantine. We saw that again the last few days in <a href="https://www.abc.net.au/news/2021-04-30/victoria-covid-19-quarantine-hub-mickleham-peter-dutton/100106962">its response</a> to Victoria’s plans for cabin-style quarantine on federal land. </p>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/GETItfOfPjw?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">The federal government is clearly reluctant to take on more responsibility for quarantine arrangements from the states.</span></figcaption>
</figure>
<p>Outbreaks from quarantine hotels have spooked state governments and the public. Victoria, which suffered one of the world’s longest lockdowns, has not been as strong an advocate as might have been expected from a state whose <a href="https://djpr.vic.gov.au/priority-industries-sectors/international-education/economic-value-of-victorias-international-education#:%7E:text=International%20education%20has%20been%20Victoria's,almost%2079%2C000%20jobs%20in%202018.">biggest export industry</a> is international education. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/the-government-keeps-shelving-plans-to-bring-international-students-back-to-australia-it-owes-them-an-explanation-158778">The government keeps shelving plans to bring international students back to Australia. It owes them an explanation</a>
</strong>
</em>
</p>
<hr>
<h2>Isolationism ultimately hurts Australia</h2>
<p>The lack of urgency in finding solutions to enable travel is hard to explain given the sheer number of people and groups affected, including <a href="https://theconversation.com/the-crisis-in-india-is-a-terrifying-example-of-why-we-need-a-better-way-to-get-australians-home-159917">at least 34,000 stranded Australians</a>, international students, workers in the tourism sector and <a href="https://theconversation.com/as-hopes-of-international-students-return-fade-closed-borders-could-cost-20bn-a-year-in-2022-half-the-sectors-value-159328">ultimately every business</a> that depends on students and migrants. Cutting itself off from the world <a href="https://www.lowyinstitute.org/the-interpreter/strange-connections-isolation">harms Australia deeply</a>.</p>
<p>Prime Minister Scott Morrison’s statement that Australia is in “<a href="https://www.theguardian.com/australia-news/2021/apr/18/australia-plans-staggered-reopening-of-international-borders-in-second-half-of-year">no hurry</a>” to reopen was jarring. Perhaps the <a href="https://thenewdaily.com.au/news/national/2021/05/02/india-travel-ban-australia/?utm_source=Adestra&utm_medium=email&utm_campaign=Sunday%20Best%20-%2020210502">strong reaction</a> to making it a crime to return from India might cause the government to reconsider. <a href="https://www.lowyinstitute.org/publications/covidpoll-2021">Opinion polling</a> shows 33% think the federal government has not done enough to help Australians to return.</p>
<p>For international students in particular the problem has been compounded by the federal government’s lack of sympathy – <a href="https://www.smh.com.au/national/australian-universities-cower-as-disaster-looms-20200920-p55xh6.html">bordering on antipathy</a> – towards the higher education sector. Some of this is likely to be party politics, but one factor worth considering is the impact of <a href="https://www.abc.net.au/news/2019-10-14/chinese-communist-party-gtcom-connection-australian-universities/11586118">defence and security concerns</a> about China in stigmatising international engagement by Australia’s universities. </p>
<p>Australia’s success in international education is now being viewed as <a href="https://www.aspistrategist.org.au/australian-universities-must-rethink-their-broken-business-model-or-risk-failure/">dependence</a>. Some see it as a positive that the higher education sector is being forced into <a href="https://www.aspistrategist.org.au/government-partnership-needed-to-rebuild-universities-business-model/">structural reform</a>. Federal MP Bob Katter went so far as calling universities “prostitutes” who have “<a href="https://www.sbs.com.au/news/the-feed/prostitutes-mp-says-australian-universities-have-sold-out-to-china">sold their bodies and souls</a>” to the Chinese Communist Party. Federal Education Minister Alan Tudge has explicitly <a href="https://www.alantudge.com.au/latest-news/challenges-and-opportunities-in-international-education/">called on</a> universities to diversify <a href="https://theconversation.com/which-universities-are-best-placed-financially-to-weather-covid-154079">students’ source countries</a>.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/which-universities-are-best-placed-financially-to-weather-covid-154079">Which universities are best placed financially to weather COVID?</a>
</strong>
</em>
</p>
<hr>
<p>It will be a tragedy if Australia manages to kill off its third-largest export industry. Rational economic and public health policy would be for Australia to pull out all stops to help international students to return, particularly those from low-risk countries. Any steps in this direction, no matter how small, would be welcome.</p><img src="https://counter.theconversation.com/content/159996/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Melissa Conley Tyler does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>International students have been admirably persistent in studying online for more than a year. But as other countries open their doors, Australia risks losing them if it fails to show they are wanted.Melissa Conley Tyler, Research Associate, Asia Institute, The University of MelbourneLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1593282021-04-27T20:06:31Z2021-04-27T20:06:31ZAs hopes of international students’ return fade, closed borders could cost $20bn a year in 2022 – half the sector’s value<figure><img src="https://images.theconversation.com/files/396991/original/file-20210426-21-1jo19nm.jpg?ixlib=rb-1.1.0&rect=9%2C0%2C6168%2C4129&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/two-happy-asian-girls-traveling-abroad-1932414728">Shutterstock</a></span></figcaption></figure><p><em>Update: the federal budget has confirmed Australia’s border is likely to remain closed until mid-2022. Most international students must wait another year before they can return – only “small phased programs for international students will commence in late 2021 and gradually increase from 2022”, the budget papers state. This article, published on April 28, explains how the impacts on the international education sector escalate the longer students’ return is delayed.</em></p>
<hr>
<p>A <a href="https://theconversation.com/why-strict-border-control-remains-crucial-if-we-want-to-keep-the-travel-bubble-safe-159325">globally rampant</a> COVID-19 pandemic and <a href="https://theconversation.com/as-australias-vaccination-bungle-becomes-clear-morrisons-political-pain-is-only-just-beginning-158704">problems with Australia’s vaccine roll-out</a> suggest our international education sector is <a href="https://www.theage.com.au/national/victoria/schools-summit-monday-story-20210426-p57ml8.html">facing a continued fall</a> in enrolments through 2021 and into 2022. <a href="https://www.vu.edu.au/mitchell-institute/tertiary-education/stuck-in-transit-international-student-update">New research</a> from the Mitchell Institute forecasts the sector’s biggest losses are yet to come. It has found a third academic year of no international students would cost Australia about A$20 billion a year, half its pre-pandemic value.</p>
<p>This is not just a university problem. Most of the economic value of the international education sector <a href="https://theconversation.com/covid-to-halve-international-student-numbers-in-australia-by-mid-2021-its-not-just-unis-that-will-feel-their-loss-148997">comes from students’ spending</a> in the wider economy.</p>
<p>It’s becoming clear the fate of the international education sector rests on Australia’s border policy. The most important factor in the sector’s recovery is the rate at which both new and returning international students can enter the country. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/the-government-keeps-shelving-plans-to-bring-international-students-back-to-australia-it-owes-them-an-explanation-158778">The government keeps shelving plans to bring international students back to Australia. It owes them an explanation</a>
</strong>
</em>
</p>
<hr>
<h2>What is happening to enrolments?</h2>
<p><a href="https://internationaleducation.gov.au/research/research-snapshots/Documents/RS_DataUpdateNovember2020.pdf">International student enrolments</a> fell 14% between November 2019 and November 2020, from 586,724 to 502,202.</p>
<p>This fall is likely to continue as new students fail to take the places of those who are finishing.</p>
<p>The chart below shows the trends in enrolled international students since November 2020 when many were due to finish their course. It also includes forecast new students based on the average number of new enrolments between July and November 2020.</p>
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<p>Our modelling suggests international student enrolments will continue to fall as currently enrolled students finish their courses. Some new students are enrolling online. However, their numbers are not enough to replace those finishing their courses.</p>
<p><a href="https://internationaleducation.gov.au/research/research-snapshots/Documents/RS_CommencementsOctober2020.pdf">Australian government data</a> suggest the number of new students enrolling online while overseas is actually quite low.</p>
<p>Between July and November 2020, about 17,000 new students enrolled while overseas. During the same period in 2019, about 115,000 new students enrolled.</p>
<h2>How will this affect the value of international education?</h2>
<p><a href="https://www.abs.gov.au/statistics/economy/international-trade/international-trade-goods-and-services-australia/latest-release">Australian Bureau of Statistics</a> (ABS) data show the value of Australia’s onshore international education sector before the pandemic was A$40.3 billion. By the end of 2020, this had fallen by A$8.6 billion, or 21%, to A$31.7 billion.</p>
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Read more:
<a href="https://theconversation.com/covid-to-halve-international-student-numbers-in-australia-by-mid-2021-its-not-just-unis-that-will-feel-their-loss-148997">COVID to halve international student numbers in Australia by mid-2021 – it's not just unis that will feel their loss</a>
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<p>However, it is important to note the value of the 150,000 international student visa holders who are outside Australia. While these students are not spending in the Australian economy, they are paying fees.</p>
<p>ABS data show the value of international students studying online while offshore increased from A$9 million in 2019 to A$3.3 billion in 2020. </p>
<p>This rise was largely caused by existing students stuck abroad and shifting to online learning, not new students.</p>
<p>The contribution of students studying online has helped to stem education institutions’ losses. However, the Mitchell Institute research suggests the biggest falls are yet to come.</p>
<p>The chart below uses available data sources to estimate the change in the value of the international education sector in 2021 and 2022.</p>
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<p>It shows online enrolments have reduced losses in the sector, particularly in 2020. However, this is unlikely to continue. </p>
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Read more:
<a href="https://theconversation.com/2021-is-the-year-australias-international-student-crisis-really-bites-153180">2021 is the year Australia's international student crisis really bites</a>
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<p>If borders <a href="https://www.news.com.au/travel/travel-updates/international-travel-for-australians-likely-wont-return-until-2024/news-story/310c4c272e77e356f4e001e0a839820a">remain largely closed</a> through 2022, the economic value of the international education sector is on track to shrink by almost 50% to A$20.5 billion by the end of 2022. </p>
<h2>It’s all about the rate of return</h2>
<p><a href="https://www.theage.com.au/national/victoria/schools-summit-monday-story-20210426-p57ml8.html">Allowing some international students into the country</a> will not be enough to halt the decline in enrolments. What will be most important is the rate at which new international students can return.</p>
<p>Between March 2020 and March 2021, the number of international student visa holders dropped by about 140,000. This suggests about 70,000 new international students need to enter Australia every six months simply to stop enrolments falling further.</p>
<p>It is far from clear this will happen. For instance, in February 2021, the <a href="https://www.abc.net.au/news/2021-02-05/scott-morrison-national-cabinet-press-conference/13125888">limit on all international arrivals</a> into Australia was about 6,300 per week.</p>
<p>At this rate, it would take about six months using Australia’s entire hotel quarantine capacity simply to process the current backlog of the 150,000 international student visa holders who are outside Australia. </p>
<p>This is before dealing with the challenge of enabling new students to enter Australia.</p>
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Read more:
<a href="https://theconversation.com/how-unis-can-use-student-housing-to-solve-international-student-quarantine-issues-150180">How unis can use student housing to solve international student quarantine issues</a>
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<p>The chart below shows the monthly arrivals in Australia since July 2017. Two groups are shown: Australian residents returning from long-term trips and holidays, and visitors whose main reason for travel to Australia is education-related.</p>
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<p>The chart shows the strong seasonal element to international arrivals for both residents and non-residents, with peaks coinciding with school and university holidays.</p>
<p>It also shows the dramatic impact of the pandemic on arrival numbers. Arrivals by both residents and international students have fallen by over 99%. </p>
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<figcaption><span class="caption">Charles Darwin was the first university to organise the return of any international students to Australia – a mere 63 in late 2020.</span></figcaption>
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<p>Australia’s border policy will affect any part of society or the economy that relies on the movement of people across borders. This includes international tourism, skilled migrants and the aviation sector.</p>
<p>If Australia can <a href="https://www.abc.net.au/news/2021-04-17/nsw-holder-sun-international-students/100075938">find a way</a> for international students to enter the country safely, Australians might also be able to come and go in greater numbers.</p><img src="https://counter.theconversation.com/content/159328/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Peter Hurley does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Our current quarantine capacity would take six months to handle the return of 150,000 existing students, but 70,000 new students every six months would also be needed to halt the fall in enrolments.Peter Hurley, Policy Fellow, Mitchell Institute, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.