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" This book provides an essential perspective and should be required reading for all chancellors, presidents and senior international officers " - Mitch Leventhal (Vice-Chancellor for Global Affairs, State University of New York)
" This book gives us the opportunity to learn and to some extent also prepare ourselves for the future " - Gudrun Paulsdottir (President, European Association for International Education)
" Reading this book you regret that you yourself are not part of it " - Hanneke Teekens (Director, Communications, NUFFIC)
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About the book
An important primary goal of the book was to identify benefits of Australian international education, often not recognised in the wider community. For example, when the first large intake of international students arrived under the Colombo Plan in the early 1950s, the White Australia policy still existed. Overseas students contributed towards the change in Australians’ knowledge of Asian countries and peoples, culminating in the dismantling of the policy in the early 1970s. In South-East Asia in particular, the offshore activities of Australian institutions have led to enhanced education and training, support for educational institutions and research collaboration.
The remarkable fact that international education has reached number three in Australia’s exports, contributing over $16 billion to the Australian economy in 2010/2011, is not overlooked, but other positive outcomes of international education are also highlighted including the number of international alumni of Australian institutions - over two and a half million of them – significantly enhancing Australia’s diplomatic presence in the region; more than 320,000 Malaysians, for example, have been educated in Australia. The ongoing relationships many of these former students have with Australia are illustrated in the book as are the experiences of Australian students who have benefitted from the interaction with international students from many different countries. These student perspectives demonstrate the difference which international education has made to their lives, from personal connections and greater understanding of other cultures, to opportunities for overseas experience and enhanced career options.
The book tells the story of Australian international education from its foundations in the early part of the 20th century, through the watershed period in the mid 1980s when the full-fee overseas student policy was introduced, to a peak in 2010 of around 750,000 international students enrolled in Australia and in Australian institutions offshore. It also addresses many of the challenges experienced in that transition including increasing competition in the marketplace, the maintenance of quality, integrity of the visa process, student safety, and engagement with the community. For example, in a critical analysis of the role of government in the development of international education, across a series of phases more comprehensive than the oft-quoted ‘three phases of aid, trade and internationalisation’, Mike Gallagher sets the scene for the recommendations of the Knight review of the Student Visa Program, and argues for a new strategy for internationalisation with a premium on quality.
Other authors, including Betty Leask, Chris Ziguras, John Wood and the late Tony Adams, deal with other aspects of international education including marketing, institution and sector approaches, public/private partnerships, student outcomes, offshore delivery and international relationships. And from this compilation of perspectives has emerged a fully documented, comprehensive record of a country’s international education initiatives, one which will be invaluable to historians as well as for those working in institutions and organizations that promote, support or regulate international education programs.
Australia’s distinctive approach to international education, especially over the past 25 years since the change in overseas student policy, is captured in the book. The approach has been characterised by actions which are innovative, entrepreneurial, dynamic, forward-looking, risk-taking and often altruistic. International educators have also demonstrated professionalism, cooperation (and sometimes competition), flexibility, responsiveness and adaptation - making Australia a leader in many aspects of international education, noted across the world for its achievements. The entrepreneurial spirit of early recruiters, which has helped forge the industry that international education has become, is a constant theme.
Dorothy Davis and Bruce Mackintosh
462 pages; colour; 150 referenced publications; 180 photographs and tables.
The Editors for this publication are Dorothy Davis AM, and Dr Bruce Mackintosh, supported by an Editorial Committee of:
Jennie Lang (Joint Chair)
Helen Zimmerman (Joint Chair)
Dorothy Davis (Editor)
Bruce Mackintosh (Editor)
This project would not have been possible without the substantial and willing sponsorship and support received from Government, institutions and corporations towards this project.
Australian Catholic University (ACU)
Australian National University (ANU)
Charles Sturt University
Charles Darwin University
Edith Cowan University
James Cook University
La Trobe University
Queensland University of Technology (QUT)
Southern Cross University
The University of Adelaide
The University of Melbourne
The University of New South Wales (UNSW)
The University of Newcastle
The University of Notre-Dame
The University of Queensland
The University of Sydney
The University of Western Australia (UWA)
University of Ballarat
University of Canberra
University of New England
University of South Australia (UniSA)
University of Southern Queensland (USQ)
University of the Sunshine Coast
University of Tasmania
University of Technology Sydney (UTS)
University of Western Sydney (UWS)
University of Wollongong
Victoria University (VU)
C Management Services
Group Colleges Australia