Demand for short‐term study abroad programs in the United ...€¦ · Participation in...

July2008

Demandforshort‐termstudyabroadprogramsintheUnitedStates

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Acknowledgements

TheresearchersatInnovationsinGlobalEducationgratefullyacknowledgetheinvaluablecontributionofMs.CarmelMurphyandMr.NigelCossarfromTheUniversityofMelbourne.Theirinsights,detailedunderstandingofAustralianhighereducationandinternationaleducation,significantlystrengthenedanddeepenedtheinformationcontainedinthisbrief.TheresearchersalsoacknowledgeElizabethKnowlesforherassistancewiththedevelopmentoftheAustralianinstitutionalsurvey.

WeareindebtedtothehundredsofinternationaleducatorsandfacultyinAustraliaandtheUnitedStateswhogenerouslygavetheirtimeandexperiencetothisproject.Wehopethatthisworkenablesadministratorsandeducatorsinbothnationstooffertheirstudentsandinstitutionswiththehighestqualityinternationaleducationprogramsandexperiences.

IGEisgratefultoAustralianEducationInternationalfortheopportunitytoconductthisresearchonbehalfoftheAustralianEmbassyandthepeopleofAustralia.

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TheUSShortTermStudyAbroadMarket:AResearchBrief

PreparedbyInnovationsinGlobalEducation

TableofContents

Section1

ExecutiveSummaryIntroductionMethod

478

Section2

Short‐termstudyabroadprogramsincountriesotherthanAustralia

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Section3

Short‐termprogramsundertakenbyUSinstitutionsinAustralia

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Section4

Short‐termprogramscurrentlyofferedbyAustralianInstitutions

30

Section5

PathwaysforAustralianinstitutionstocompeteintheUSshort‐termstudyabroadmarket

37

AppendixA TheShort‐TermOperationsSelf‐AssessmentTool

49

AppendixA–I Self‐AssessmentTemplate:StrategicPurpose 52

AppendixA–IIShort‐TermProgramQuestionnaire 54AppendixA–III

Self‐AssessmentTemplates:Program,Instruction,Administration,PromotionandMarketing

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AppendixB

SampleTimetablesforShort‐TermPrograms 65

AppendixC

KeytoFieldsofStudy 67

AppendixD

IGEContactInformation 68

AppendixE

Resources 69

AppendixF

Glossary 70

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Section1Executivesummary

Short‐termprogramsarethefastestgrowingandmostpopularoptionforUSstudyabroadstudents,accountingformorethanhalfofthemarket.InAustralia,theshort‐termmarketisunderdevelopedandhaspotentialforstronggrowth.Currently,onlyonequarterofAmericanstudentsstudyinginAustraliaundertakeshort‐termprograms.SixtypercentofUSstudentsparticipatingonshort‐termprogramsstudyinEurope.MexicoandChinawerethemostcommonnon‐Europeansites.Well‐designedshort‐termprogramsinAustraliacanoffermorebalancedcompetitiontootherstudyabroaddestinationsincludingtheUK,ItalyandSpain.Theresultsofthisreportarebasedondatacollectedfrommorethan200institutionsintheUSandAustralia.

USfacultyplayaleadingroleindeterminingprogramlocationandsubjectwithsupportfrominternationalofficestaffinshort‐termprogramadministration.MostUSinstitutionsorganiseprogramsontheirown,manyworkwithathird‐partyproviderand/or“overseas”university.Ingeneral,USfacultyarenotveryfamiliarwithAustralia,buteagertolearnmore.USresearchuniversitiessenddisproportionatelylargenumbersofstudentsonshort‐termprograms,particularlyduringtheUSsummer.“JanuaryTerm”programsfeaturemostprominentlywithUSbachelorsinstitutions;otherinstitutiontypesusetheformataswell.

Worldwide,programsfeaturinglanguageandculturesubjectsaremostcommon.BusinesssubjectsaremostpopularforAustraliaprograms,andsecondmostpopularsubjectworldwide.Considerableinterestwasexpressedindevelopingshort‐termprogramswithexperientiallearningopportunitiessuchasinternships,fieldresearch,andservicelearning.Subjectsinthesciencesandengineeringareunderservedbytheexistingstudyabroadmarketworldwide.Australianinstitutionsareperceivedasbeingstrongintheseareas.Australianinstitutionsmightconsiderdevelopingashort‐termprogramportfoliowitharangeofacademicsubjectsandexperientiallearningoptions.

Australiaisnottoofarforashort‐termprogramexperience,withmostUSshort‐termstudentsstudyinginAustraliaforfourweeksorless.Six‐weekprogramsarealsocommon.StudentspayanaveragefeeofUS$5,000plusothercoststoparticipateinshort‐termprograms.

Basedonthesurveydata,IGErecommendsAustralianinstitutionsdevelopprogramsincollaborationdirectlywithaUS‐basedpartner.USinstitutionsorthird‐partyprovidersaregoodoptions.Students,theirfamiliesandfacultyfeelmostcomfortableworkingwith“local”expertiseonbothsidesofthePacific.Dependinguponthestrategicdirectionforshort‐termstudyabroadprograms,partnershipsmayhaveamarketingoracademicprimaryfocus.Threedifferentprogrammodelswereidentified:PartnershipprogramshaveAustralianandUSinstitutionsworkingtogethertobuildlong‐termrelationships.AllianceprogramsaredevelopedandadministeredbyanAustralianinstitutioninconjunctionwithaUS‐basedthird‐party

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provider.Catalogueprograms,short‐termprogramsdevelopedandadministeredexclusivelybytheAustralianinstitution,weretheleastdesirableoption.

IncreasingrevenueandinstitutionalvisibilitywerethetwomostimportantreasonsgivenbyAustraliansfortheirinstitutionstoentertheshort‐termstudyabroadmarket.

Short‐termprogramsforUSstudentshavesignificantdevelopmentpotentialatseverallevelsforAustralianuniversities.Short‐termprogramscanalsoserveasvehiclestodevelopnewmarketsforAustralianinstitutions.

Participationinshort‐termstudyabroadprogramsinAustraliaintroducesmanyopportunitiesforAmericanstudents,facultyandadministratorsatAustralianinstitutions.Withwell‐consideredshort‐termstudyabroadoperations,Australianinstitutionsmayrealiseadditionalbenefitsthroughshort‐termprograms.TheroleofUSfacultyinimplementingshort‐termstudyabroadprogramssuggestsarichenvironmenttodeveloprelationshipswiththisinfluentialconstituency.Studentsparticipatinginshort‐termprogramsearlyintheiracademiccareersmaywanttoreturntoAustraliaforasemesteroryear‐longprogram.Graduatestudentrecruitmentisalsoapromisingopportunity.Accordingtoa2007AEINorthAmericastudy,“nearlyhalfofUSstudentscurrentlyenrolledinAustraliangraduateprogramswhorespondedhadpreviouslyvisitedAustralia(48%)andone‐in‐fivecameasstudyabroadstudents.”PartnershipswithUSinstitutionsalsoopendoorsforAustralianstudentstostudyintheUS,whichisthemostpopulardestinationforAustralianstudents.

Americaninstitutionshavefourdifferent“customers”orconstituenciesforshort‐termstudyabroadprogramswithdiffering,occasionallycontradictory,priorities.Americanstudentsseekexciting,affordableprogramsthatwillenhancetheiracademiccareerandprofessionalprospects.Americanfacultywanttoteachabroadandaddvaluetotheirdepartment’sacademicprogram.Americanadministratorsareinterestedinaffordablehigh‐quality,safe,low‐maintenancestudyabroadprograms.ExecutiveleadershipatUSinstitutionsexpectprogramsthatdemonstratetheinstitution’sinternationalvisionwithintightbudgets.Programsandoperationsshouldaddresseachoftheseprioritiesandperspectives.

Tobestserveaninstitution’sstrategicinterests,short‐termprogrammingcanbedividedintotwocomplementarydimensions:short‐termoperationsandshort‐termportfolio.“Operations”describestheadministrativeandacademicstructuresnecessarytoimplementshort‐termprograms.Theshort‐term“portfolio”focusesonthetypesandfociofindividualshort‐termprogramsofferedbyaninstitution.

TheShortTermprogramsselfassessmenttoolisdesignedtoassistinstitutionstodevelopastrategicmissionforshort‐termprogramoperations.Thetoolconsiderssixcriticalfactorsofshort‐termstudyabroadprogramming:strategicpurpose,administration,programtype,studentbody,instruction,andpromotionandmarketing.Oncethestrategicmissionforshort‐termoperationsisdefinedand

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supportedbyexecutiveleadership,thetoolcanassistwiththedevelopmentofshort‐termprogramoperationsandthedeterminationofthemostappropriateprogramtype(s)fortheportfolio.

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Introduction

ThenumberofUSstudentsabroadhasgrownsteadilyinthepastseveralyears.AccordingtoIIE’sOpenDoorsReport(2007),223,534studentsstudiedabroadin2005–2006,anincreaseof8.5%fromthepreviousyear.Traditionally,studentschosetospendasemesteroryearabroad.However,akeychangeinstudyabroadisthatcurrentlyjustoverhalfofAmericanstudentsstudyingabroadchooseshort‐termprograms,whichareeightweeksorless.TheseprogramstakeplaceduringtheUSsummer,Januaryterm,orothertimes.

Ingeneral,fourfactorsaccountforthepopularityofshort‐termprograms:Studentsusuallypaylessmoneytoparticipateinashort‐termprogramthaninlongerprograms.Short‐termprogramsallowstudentstoremainoncampusforthefallandspringsemesterswithminimaldisruptionstostudents’academic,socialandextra‐curricularactivities.Homeinstitution‐sponsoredprogramsinstillahigherdegreeofconfidenceandsecurityamongstudents,theirparents,andUSfaculty.USfacultywholeadshort‐termprogramsoftenaggressivelyrecruitstudentstotheirprogram.

Forthepastseveralyears,Australiahasoftenrankedasoneofthetopfivemostpopularstudy‐abroaddestinations(OpenDoorsReport,2001–2007).However,short‐termprogramsdonotappeartobeasprevalentandpopularinAustraliaastheyareinotherdestinations.Todate,moststudentsstudyinginAustraliatendtoundertakemid‐lengthorfull‐yearprograms;infact,onlyaboutonequarterofUSstudentsinAustraliaareonshort‐termprograms(OpenDoorsReport,2007;AustralianEducationInternational,2008).IGEconservativelyestimatesthattheUSshort‐termprogramsshouldaccountfor50%to60%ofthetotalUSstudyabroadmarket,oranadditional2,500to2,750studentsperyear.Thus,thereisgreatpotentialforshort‐termstudyabroadinAustralia.

Short‐termprogramenrolmentcontinuestoincreaseinAustralia.However,itisclearthatextrainformationandinsightsareneededforAustraliatobecomealeaderintheshort‐termprogrammarket.ThereportincludesinterviewswithUSstudy‐abroadstaffmembers,focusgroupswithstafffromAustralianinstitutions,aswellasquantitativeandqualitativedatafromthreeonlinesurveys.

ThegoalofthisreportistoprovideAustralianinstitutionswithdataaboutthecharacteristicsanddevelopmentofshort‐termstudy‐abroadprograms.Assuch,thereportcoversfourmaintopics.First,informationaboutU.S.institutions’short‐termprogramsinothercountries.Second,detailedinformationaboutU.S.institutions’currentshort‐termprogramstoAustralia.Third,characteristicsofAustralianinstitutions’short‐termprogramsforU.S.students.Fourth,recommendationsandguidancearegivenforAustralianinstitutionsthatwanttodeveloporbroadentheirshort‐termprogramofferingsforU.S.students.AppendixAincludesaShort‐TermProgramsSelf‐AssessmentTooltofacilitatethestrategicplanningandoperationaldevelopmentofshort‐termstudyabroadprogramsatAustralianinstitutions.AppendixFprovidesaglossaryofrelatedAmericanterminology.

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Method

Participantswererecruitedinthreeways.First,IGEcontactedstudy‐abroaddirectorsandotherstafffromthe200USinstitutionssendingthegreatestnumbersofstudentsabroad.Second,IGEpostedamessageonSECUSS‐L,apopularlistservformembersofthestudy‐abroadcommunity.Third,participantswereaskedtoprovidethenamesande‐mailaddressesofstudy‐abroadcolleagueswhomaywishtotakepart.Participantswereaskedtocontributetostudy‐abroadresearchbytakingthesurvey,andiftheydesiredtheywereenteredintoadrawingforoneoftwo$50iTunesgiftcards.Atotalof231peopleparticipatedinthethreesurveys:197participantstookthemainsurveyforUSinstitutions,22participantstookthesurveyforAustralianinstitutions,and12participantstookthesurveyforUSthird‐partyproviders.ThreeparticipantswereremovedfromthesurveyforUSinstitutionsbecausetheydidnotfitthecriteriatoparticipate.Oftheremaining194participants,ninewerefacultymembersand185werestaffmembersinvolvedinadministeringshort‐termprograms.Forty‐twoparticipantsindicatedthattheirinstitutionhadashort‐termprograminAustralia;thusallquestionsaboutUSinstitutionswithshort‐termprogramsinAustraliaarebasedonasmallernumberofresponsesthantheUSinstitutionsurveyasawhole.

MeasuresSurveyquestionsvarieddependingontheaudienceandsurveytype.Overall,surveysincludedquestionsaboutdemographics,short‐termprogramlocations,fieldsofstudy,programadministration,plansforshort‐termprograms,co‐curricularactivities,housing,studentbody,andgeneralperceptionsaboutshort‐termprograms.Participantswithshort‐termprogramsinAustraliawereaskedspecificquestionsabouttheseprogramsaswell.Facultymembersrespondedtoquestionsabouttheirperceptionsandmaderecommendations.Theyalsoprovidedtheiropinionsaboutthebenefitsandchallengesofshort‐termprograms.ProcedureThesurveyswereadministeredonlinethroughsurveymonkey.com.Participantsreceivedanemailwithalinktothesurvey,whichtookbetween10and20minutestocomplete.Peoplewhodidnotrespondreceivedtworemindersduringthethreeweeksafterthesurvey’slaunch.Asmallportionofparticipantsdidnotfullycompletethesurveysorprovideanswerstoallquestions.Forthisreason,whenwepresentresultsweindicatethenumberofparticipantswhoansweredthespecificquestion.Attheendofthesurvey,participantswereaskediftheywouldbewillingtohavea20‐minutefollow‐upconversationwitharesearchertodiscusstheirviewsonshort‐termprograms.InterestedparticipantschosebetweenaphoneconversationoraliveconversationattheannualNAFSAconference,whichwasheldinWashington,DCattheendofMay.Sixty‐nineparticipantswerewillingtohaveafollow‐upconversation.Follow‐updiscussionswereconductedwith25individuals.

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Fig.2.1:Shorttermstudyabroadsurveyrespondentsbyinstitutiontype

Fig.2.2:Proportionofstudentsfromsurveyinstitutionsonshort‐termstudyabroadprograms

Section2.ShorttermstudyabroadprogramsincountriesotherthanAustraliaOverview

MorethanhalfofUSstudentsstudyingabroadparticipateinshort‐termstudyabroadprograms.ThissectionreportssurveyandinterviewfindingsgatheredfromUSinstitutionssendingstudentsonstudyabroadprograms.Descriptionsofthethreemajortypesofshort‐termprogramsareprovidedandadministrativeapproachesbeingusedbyUSinstitutionsareoutlinedandanalysed.

AbouthalfofallUSinstitutionsareorganisingandadministeringtheirownshort‐termstudyabroadprograms.Europehosts60%oftheshort‐termprogramsreported,but75differentcountriesemergedwithintherespondents’topfiveshort‐termprograms.Themajorityofshort‐termprogramsarefourweeksorless,whilesixweeksisalsoapopularprogramduration.Mostshort‐termprogramsoccurduringtheUSSummer,exceptingUSbachelorsinstitutionswhereJanuarytermprogramsaremorecommon.Thetraditional“foreignlanguageandculture”programsaremostcommon,followedbyprogramswithhumanitiesandthenbusinesssubjects.StudentspaidanaverageprogramfeeofslightlymorethanUS$4,800toparticipateinshort‐termprograms,withresearchuniversityprogramsbeingmostcostly.Finally,keytrendssuchasresponsestothedecliningUSdollar,theimpactofcampusinternationalizationstrategies,andemergingco‐curricularactivitiesarediscussed.

Methodology

IGEsurveyedallcollegesanduniversitiesthatrankinIIEOpenDoors’top400ofUSinstitutionssendingAmericanstudentsonstudy‐abroadprograms.191respondedtothesurvey.Figure2.1givesabreakdownofthegroupofrespondentswhichincludesallmajortypesofUSinstitutions:researchuniversities,masters

universities,bachelorscolleges(alsoknownasliberalartscolleges),andassociates(alsoknownasjuniorcollegesorcommunitycolleges).Noteveryinstitutionrespondedtoallthequestionsinthesurvey.Inaddition,IGEfollowed‐upwithin‐personorphoneinterviewswith25USinstitutions.InvaluableguidancewasprovidedbyinternationalstudentmobilitystafffromtheUniversityofMelbournetohelpdesignthesurvey.

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57%25%

13% 5%ourinstitutiononly

ourinstitutioninconj.witha3rd‐partyproviderourinstitutioninconj.withaforeignuniversitya3rd‐partyprovideraloneorwithaforeignuniversity

In1975afacultymemberfromtheEnglishdepartmentbroughtasmallgroupofstudentstoLondontostudyShakespeare.Aftertwoyears,ahistoryprofessorjoinedalongwithafewstudentsandtaught“LondonandTheGloriousRevolution.”Eventuallybothdepartmentshad“TheLondonProgram.”Inthe1990’swhenfacultymembersfrombusinesswantedtoestablishafinanceprogram,itbecame“StateUniversityinLondon.”Thisisanexampleofaninstitutionadministeredprogram.

Fig.2.4:Whoadministersyourshort‐termprograms?‐USbachelorsinstitutions

Fig.2.3:Whoadministersyourshort‐termprograms?‐AllUSInstitutions

Overall,participatinginstitutionsreportedsendingatotalof48,071studentsonshort‐termprogramsduring2006–2007.Ofthese48,071students,overtwothirdswerefromresearchuniversities;masters,bachelors,andassociatesinstitutionssentstudentsabroadonshort‐termprogramsaswell(Figure2.2).Themediannumberofstudentsonshort‐termprogramsperinstitutionwas200.Themediannumberofstudentsonshort‐termprogramsforassociatesandbachelorsinstitutionswas70perinstitution.Mastersinstitutionssentamedianof158studentsperinstitution,whileresearchinstitutionssentamedianof350studentsperinstitution.Shorttermprogramtype

Thesurveydataindicatethatingeneral,USinstitutionsorganisemostshort‐termstudyabroadprogramsontheirown(Figures2.3,2.4,2.5,and2.6).USshort‐termstudyabroadprogramscanbedividedintothreegeneraltypes:

1. Facultyled–TheUSfacultymemberplaysacriticalroleintheinitiation,design,administration,studentrecruitment,andacademicdeliveryoftheseprograms.Theseprogramsareoftenidentifiedwithaparticularfacultymemberoracademicunit.Often,thestudyabroadofficeorotheradministrativeunitplaysalargeroleinapproving,developingandadministeringtheprogram.Overseas,

programorganisersmayenlisttheservicesofathird‐partyprovider,aforeignuniversity,travelagentorotherlocal“expert”foraccommodation,classroomspace,excursions,etc.

2. Institutionadministered–Organisedandadministeredbythestudyabroadorinternationaloffice,theseprogramsrelyheavilyupontheirinstitution’sfacultyforacademicandoccasionallyadministrativesupport.Oftentheseprogramsevolvefromaseriesofprevioussuccessfulfaculty‐led

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Fig.2.5:Whoadministersyourshort‐termprograms?‐USmastersinstitutions

64%19%

14% 3%

ourinstitutiononly

ourinstitutioninconj.witha3rd‐partyproviderourinstitutioninconj.withaforeignuniversitya3rd‐partyprovideraloneorwithaforeignuniversityaforeignuniversity

Fig.2.6:Whoadministersyourshort‐termprograms?‐USresearchinstitutions

44%37%

19%

ourinstitutiononly

ourinstitutioninconj.witha3rd‐partyprovider

ourinstitutioninconj.withaforeignuniversity

programs.Institution‐administeredprogramstendtobehighlystructuredandinstitutionalised.Theinstitution‐wideorganisationalstructurepermitsfacultymembersfromarangeofdifferentdisciplinestoparticipate.

Abroad,theuniversitymayhaveabuildingoranofficewheretheprogramtakesplace.Theprogrammaycontractcustomisedon‐siteservicesfromathird‐partyprovider,foreignuniversity,ortravelagent.Theseservicesmayincludeaccommodation,classroomspace,orexcursions.Theprogram’sacademicprofilemayvaryeachyearasfacultymembersfromdifferentdepartmentsteachsubjects.

3. Affiliated–Collegesanduniversitiesoftenhaveagreementswithothergroupsthatorganisestudy‐abroadprograms.Thesendinginstitutionhaslimited,ifany,controlovertheacademiccontentandadministrationoftheprogram.Studentspaythefeechargedbytheaffiliatedinstitution.Dependingupontheinstitutionandtypeofagreement,students’financialaid,scholarshipsandgrantsmaybeappliedtotheaffiliatedprogramfeeandotherexpensesassociatedwithstudyingontheirprogram.Thecontractualagreementdescribesthetermsbywhichacademiccreditisawarded,transferredorrecognised.Examplesinclude:• Thirdpartyprovider–Someprovidershavetheirownoffices,classrooms,

andfacultyatstudycentersoutsidetheUS.OtherprovidersactasanintermediarywithanoverseashostuniversityorschooltodeliveracademicservicestoAmericanstudents.TheseorganisationsaresetuptodeliverstrongservicesorientedtowardAmericanstudentsthatmaynotbeavailableatthehostinstitutionorfromthestudents’homeuniversity.Theseservicesmayincludeitemssuchas:pre‐departureadvising,flightarrangementsandairporttransfers,on‐siteorientation,on‐sitesupportstaff,assistancewithaccommodation,excursions,internshipplacement,parentalliaison,inter‐universityagreementstofacilitatecreditandfinancialaidtransfers,scholarships,etc.

• Overseasuniversity–SomeUSinstitutionssignagreementsdirectlywithforeigninstitutionsofhighereducationtoprovideacademicservicesfortheirstudents.Theseagreementsareforenrolmentinanexistingprogramorganisedbythehost,notnecessarilyaprogramorganisedspecificallyfor

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“AnInternationalOfficeCommitteeissuesacallforproposalstofacultymembersandacademicdepartments.Thecommitteelooksforprogramsthatwillbesustainableinthelongtermandhaveconsiderabledepartmentbuyin.Facultysubmitacoursedescriptionalongwiththeprogramproposal.Thedeananddepartmentchairmustsignoffontheprogramproposalbeforeitgoestothecommittee.Ifintroducinganewcourse,thefacultymemberisexpectedtoshepherdthecoursethroughtheuniversity’scurriculumcommittee.Weexpectfacultytorecruitstudentstotheprogram.Weworktogethertoadministertheprogram.Facultymakemostoverseascontacts.Theinternationalofficeisresponsibleforstudentpredepartureitems,liabilityandriskissues,internationalhealthinsurance,andairfareandlogistics.Theinternationalofficealsomanagesstudents’applicationstofinancialaidandenrollmentservices.”

Director,StudyAbroad,USmastersuniversity

thesendinginstitution.Referredtoasacatalogueprograminsectionofthisreport.

• USuniversityorconsortium–ManyUSuniversitiesopentheirshort‐termprogramstostudentsenrolledinotherUSinstitutions.Thismodelcreatesincreasedeconomiesofscale,generatesadditionaltuitionorprogramrevenue,andhelpstoachieveacriticalmassofstudents.

Someinstitutionsworkwithonlyoneprogramtype,i.e.facultyled,whileothersmaintainaportfolioofprogramtypesthatincreasetherangeofstudy‐abroadprogramsavailabletotheirstudents.

ProgramadministrationAcrossallinstitutiontypessurveyed(n=129),overhalfofUSinstitutionsreportedbeingsolelyresponsibleforadministrationoftheirinstitution’sshort‐termprograms.However,aquarterofinstitutionsreportedrunningshort‐termprogramsinconjunctionwithathird‐partyprovider.Justoverone‐tenthoftheinstitutionsrantheirshort‐termprogramsinconjunctionwithaforeignuniversity.Itwasveryrareforinstitutionstohandoveradministrationcompletelytoathird‐partyprovider,andnonereportedprogramsrunexclusivelybytheforeignuniversity.Associatesinstitutions(n=7)showedaslightlydifferentpattern;overhalftheseinstitutionsreportedrunningprogramsinconjunctionwithathird‐partyprovider,andlessthanonethirdofassociatesinstitutionsrantheirprogramsontheirown.Thepatternforbachelorsinstitutionswasquitesimilartotheoverallpattern.Mastersinstitutionsalsoshowedasimilarpattern,thoughtheyreliedmoreonthird‐partyproviders.Almosttwo‐thirdsofresearchuniversitiesrantheirshort‐termprogramsindependently.Aboutone‐thirdofresearchuniversitiesadministeredtheshort‐termprogramsinconjunctionwitheitherathird‐partyproviderorforeignuniversity.

ProgramdevelopmentandadministrationonUScampuses

Acrossallinstitutions(n=121),study‐abroadandinternationaloffices,aswellasfaculty,werelargelyresponsibleforshort‐termprogramadministration.Thegreenboxbelowsummariesacommonprocessforshort‐termprogram

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1931

43

55Associates

Bachelors

Masters

Research

Fig.2.8:Numberofdifferentcountriesinthetop5byUSinstitutiontype

Fig.2.7:Studyabroadprogramadministration‐AllUSinstitutions

Table2.1:Numberofshort‐termprogramsbyregion–AllUSinstitutions

49%40%

6% 5% StudyAbroadorIntlOff

Fac.Member+StudyAbroad

Fac.Member

Other

approval.Inabouthalfthecases,thestudy‐abroadorinternationalofficesadministeredtheprogram;slightlylesscommonwasforthestudy‐abroadorinternationalofficetoworkinconjunctionwithafacultymembertoadministershort‐termprograms.(Figure2.7).Facultymembersadministeredprogramson

theirowninonlyaverylimitednumberofcases.ThisgeneralpatternalsoemergedforAssociates(n=7),Bachelors(n=17),Masters(n=41),andResearch(n=55)institutions.Theprogramapprovalanddevelopmentprocessstarts12to18monthsbeforetheprogram’sstartdate,orearlieratsomeinstitutions.Twosampletimetablesforshort‐termprogramdevelopmentareincludedinAppendixBExampledevelopmenttimelinesforUSshorttermprograms.

WorldwidelocationsofUSshorttermprograms

TheIGEsurveyaskedrespondentstolisttheirinstitution’stopfiveshort‐termprogramlocations.Interestingly,institutions’five“top”programswerenotlimitedtoafewcountries,butincluded75differentdestinations,fromAntarcticatoVietnam.Thebreadthofthisrangeoflocationsimpliesthatshort‐termstudyabroadhasconsiderableglobalreachandthatfacultyandstudentsarewillingtotravel.

Amongallinstitutions,thetopfiveprogramswere:Italy,England,France,SpainandmultiplecountriesinEurope.ChinaandMexicoweretiedforfifthplaceamongresearchuniversities.Atothertypesofinstitutions,Chinawastheonlynon‐Europeancountryinthetopfive.Figure2.9presentsthetopnineshort‐termprogramlocations.InformationforAustraliaisincludedtoallowforcomparison.

Region No. Programs Africa 19 Antarctica 1 Asia 65 Europe 330 Latin America 103

North America 2 Australia & Oceania 20 Middle East 8

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3%

18%9%

12%58%

USfallpre‐sessionornieldtripJanuaryterm

USspring

intersessionMay‐June

USsummer

“Januarytermscostalmostthesameasafullsemesterbutstudentsarestillpreparedtopay.Theydon’twanttobeawaytoolong.Theydon’twanttobeawayfromtheiracademicprogram,theirfriends,ortheirfamily.Manystudentsarenotquitesureaboutwhattheywanttodo,andthereforewon’tcommittoalongtermstudyabroadprogram”.

StudyAbroadDirector,USbachelorscollege

2%

48%

6%7%

37%

fallpre‐sessionornieldtripJanuaryterm

spring

intersessionMay‐Junesummer

Fig.2.9:Top9short‐termcountries+Australiabyinstitutiontype

Fig.2.10:USshort‐termstudyabroadprogramduration

Fig.2.11:Percentageofshort‐termstudentsabroadbyterm:Allinstitutions

Fig.2.12:Percentageofshort‐termstudentsabroadbyterm:USbachelorsinstitutions

Programtimingandduration

Short‐termprogramsweremostcommonlytwo,three,four,orsixweeks.Programs

lastingone,five,seven,andeightweekswerelesscommon(Figure2.10).Timeofyear:Acrossallinstitutiontypes(n=123),overhalfthestudentsonshort‐termprogramswentabroadduringthesummer(Figure2.11).Almostonefifthof

Country

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“Atmyuniversity,they’removingawayfromgeneralprogramstowardprogramsthatfocusonmajorrequirements.“

Professor,USresearchuniversity

Fig.2.14:Thereisdemandonmycampusforshort‐termprogramswiththesecurricula

Fig.2.13:7MostpopularfieldsofstudyforUSshort‐termprogramsworldwide

students,however,studiedonshort‐termprogramsduringtheJanuaryterm.AboutonetenthofstudentswentabroadduringtheUSinter‐session(May‐June),andthesamewastrueforUSspringprograms.ItwasquiterareforstudentstostudyabroadonUSfallshort‐termprograms.Associatesinstitutions(n=4)showedlargelythesamepattern;theonlyexceptionwasthatfewerstudentsstudiedabroadduringthesummerandmorestudentswentduringthespring.Intriguingly,halfthestudentsonshort‐termprogramsatBachelorsinstitutions(n=20)completedshort‐termstudyabroadduringtheJanuaryterm(Figure2.12).Short‐termstudyabroadduringtheJanuarytermwasthemostpopularoptionforBachelorsinstitutions.USSpringandinter‐session(May–June)werenotfrequent,andUSfallprogramswereagainveryrareatresearchinstitutions.Mastersinstitutions(n=41)showedthesamepatternfoundacrossallinstitutiontypes.Researchuniversities(n=57)senttwothirdsoftheirshort‐termstudentsabroadduringthesummer,withallotheroptionsbeingfarlesscommon.

LevelsandfieldsofstudyThemostcommonfieldsofstudyonshort‐termprogramswereforeignlanguage/culture,humanities,andbusiness(Figure2.13).Multiplesubjectcurriculawerealsoverycommon.Art,

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education,environmentalsciences,andsocialscienceswereofferedinavarietyofprograms.(SeeAppendixCforakeytofieldsofstudy.)Experientiallearningandinternshipswereoccasionallyavailable.Agriculture,biology,communication,culture,engineering,health,law,andnaturalscienceswereeachofferedinfewerthan10programs.Interestingly,thesubjectsdescribedinIGEinterviewsashavingstrongpotentialforgrowthinstudyabroadarelesscommonlytaughtinthemostpopulardestinations.Thesesubjectswithstrongpotentialforgrowthincludeenvironmentalstudies,biology,andengineering.Australiawasidentifiedashavingacademicstrengthsintheseareas.MostUSundergraduatedegreesrequirestudentstotakecoursesforbothmajorcreditandgeneraldegreecredit.Thegeneraldegreecreditcoursesaredistributedamongdefineddisciplinesoutsidethemajor;forexampleahumanitiesmajorwillberequiredtotaketwoorthreecoursesinthesciences.Oftenstudyabroadprograms,particularlyshort‐termprograms,offercoursesthatfulfillgeneralrequirementstoattractthelargestpotentialpoolofstudents.Science,engineeringandpre‐professionalmajors(nursing,medicine,education,etc.)inparticularhavefewergeneraleducationoptionsavailableforstudyabroad.However,inthepastseveralyears,academicdepartmentsareincreasinglyseekingordevelopingprogramsthatarestructuredaroundthemajor.Australianinstitutionsarepositionedtodevelopshort‐termstudyabroadprogramsthatsatisfythedemandsofthesemajors.ByworkingcloselywithAmericanacademicpartners,theycanalsopositionthemselvestodevelopotheropportunitiessuchasjointresearchandgraduatestudentrecruitment.Whilecurrentprogramofferingsrelyuponthetraditionalfociofstudyabroad,languageandculture,figure2.14clearlyindicatesastrongdemandforEnglish‐taughtprograms.Indeed,foreignlanguage/cultureprogramsnearlyalwaysofferatleastonecoursetaughtinEnglishdespitebeinglocatedinanon‐Englishlanguagecountry.Inprogramswherestudentstaketwocourses,generallytheytakeoneforeignlanguagecourseandanEnglish‐taughtculturecourse.Onestudy‐abroaddirectorremarkedthatlanguageandcultureprogramswillalwaysbepopular;however,shenotedthatinEuropetheseprogramshave“plateaued”andsheexpectsgrowthindisciplinessuchasthesciencesandengineeringthatdonottraditionallyhavehighlevelsofstudyabroadparticipation.SheexplainedthatcultureprogramsoutsideofEuropearepoisedforgrowthaswell.Australiaisviewedaswell‐positionedtooffershort‐termprogramswithculture‐orientatedcoursesinthearts,humanitiesandsocialsciencesaswellasofferingsinnaturalscience,engineeringandenvironmentalstudies.

ProgramfeesandcostsTheaverageprogramfeeforthetopfivelocationswasUS$4,814.Interestingly,theresearchuniversities’programsweremostexpensive,withanaverageprogramfeeofUS$5,160,fortheirtopfiveprograms.Researchinstitutionsarguablyhavethelargesteconomiesofscaleandhaveprogramsoperatinginwhatmightbeperceivedtobelessexpensivelocations,suchasChinaandMexico.Programdurationmay

17

“Iwilladmitthereisaselfservingelementtoteachinginstudyabroadprograms.TwiceI’vetaughtcoursesinNorwaywheremyparentslive.LeadingstudyabroadprogramsenablesmetobuilduponcontactsandresourcesthatI’vedevelopedaroundtheworld.”

Professor,USresearchuniversity

affecttheprogramfee,asresearchinstitutionshadlongerprograms;theleastexpensiveprograms,runbyassociatesinstitutions,hadshorteraveragedurations.ThetopfiveprogramsatassociatesinstitutionshadanaverageprogramfeeofUS$3,746.Bachelorsinstitutions’topprogramshadanaverageprogramfeeofUS$4,361.ThetopfiveprogramsforMastersuniversitieshadanaverageprogramfeeofUS$3,981.Programfeesgenerallydonotincludeinternationaltravelandpersonalexpenses.Insomecases,USinstitutionswillchargetuitioninadditiontotheprogramfee.Intheinterviews,allpartiesexpressedconcernaboutthedecliningvalueofthedollarandtheimpactithas,andwillhave,onthecostofstudyingabroad.Studentsareimpactedintermsofincreasedprogramcostandthedailycostoflivingabroad.Mostinternationaleducatorsinterviewedfeltthattheincreasedcostswere“inevitable,apartofdoingbusiness.”Nearlyhalfoftheinstitutionssurveyedindicatedthattheyweretakingstepstocontrolthecostofshort‐termprograms.Themostpopularcostcontroleffortswereseekingtomakeadditionalscholarshipmoneyavailabletostudents.Reducingprogramactivitiessuchassidetripsorotherextra‐curricularactivitiesareusedtohelpkeepprogramfeesstable.Thetwoleastpopularcostcontroloptionswereprovidinglowerqualityhousingandlimitingcourseofferings.Lessthanhalfoftherespondentswerepreparedtoreducethenumberoftheirinstitution’sfacultyorstaffwhogoontheprogram.

Keyissuesofshorttermprogramsworldwide

Therearethreekeyissuesrevealedthroughconversationsandthesurveythatimpactonthepopularityandsuccessofshort‐termstudyabroadprogramming:

1. Costofstudyingabroad–Costcanbebrokendownintotwofactors:Therealcostandtheperceivedcosts.Thetotalrealcostofparticipatinginashort‐termstudyabroadprogramislower,usuallyUS$10,000orless,thanthetotal

costofparticipatinginasemesteroryearprogram,whichisoftenUS$15,000ormore.Theper‐creditcostofashort‐termprogramisoftenconsiderablyhigherthantheper‐creditcostofasemesteroryearlongprogram.The

secondcostfactor,perceivedcost,helpsexplainthestudent’sdecisiontochooseaprogramwithless“value”formoney.Theperceivedcostisexpressedasstudentconcernsaboutfallingbehindongraduationorotheruniversity‐relatedplans,andpersonalreasonsfornotwishingtobeawayforalongperiodoftime.Italsoincludestheopportunitycostofnotworkingfortheperiodthatthestudentisaway.Additionally,studentsapplyingformedicalschoolorotherprofessionalprogramshaveaverylimitednumberofsemestersopenforstudyabroad.

18

“Thereisconsiderablefacultyinterest,butallstudyabroadprograms,particularlyshortterm,mustfitintothecurriculum.”

ProgramCoordinator,USresearchuniversity

2. Institutionalinternationalisationplans–Studyabroadisconsideredameasurablegoalofinternationalisation.Manyschoolsexpresstheirsuccessbyindicatingthenumberorpercentofstudentsstudyingabroad.Additionally,internationalisationisarticulatedthroughengagingfacultymembersininternationalactivities.Directingstudy‐abroadprogramsandparticipatinginstudy‐abroadprogramselectioncommitteesarepopularinternationalisationactivitiesforfaculty,eventhoughparticipationintheseactivitiesisrarelyconsideredinhiringortenureprocesses.Adepartmentalstudy‐abroadprogramisoftenastrongexpressionofitsinternationalengagementandactivitywithinthescopeoftheinstitution’sinternationalisationplans.Theestablishmentofprofessionallyadministeredstudy‐abroadofficesisafurtherindicationofinstitutionalinternationalisation.Short‐termprogramsadministeredbystudy‐abroadofficesfordepartmentsmostlikelywillbereliedupontoachieveinstitutionalinternationalisationgoals.

3. Controloveracademicprograms–USfacultymembersareresponsiblefortheinstitution’sacademiccurriculum.Asindicatedearlier,facultyarealsohighlyinfluentialindeterminingstudyabroadlocationsandprograms.Thiscombinationsuggeststhatasinstitutionsinternationalise,thetrendforfaculty‐ledstudyabroadprogramswillcontinuetogrowwithrespecttootherstudyabroadoptions.AustralianinstitutionsareadvisedtodevelopmaterialsthataddresstheinterestsandconcernsofUSfaculty,suchasstate‐of‐the‐artresearchandfacilities,academicrigor,opennesstocollaboration,andstrongadministration.

PerceptionsandtrendsinUSshorttermprogramsworldwide

Thefollowingfactorssuggestthatshort‐termstudyabroadprogramswillcontinuetogrowatUSinstitutions:

• increasedprofessionalisationofthefieldofeducationabroad• moreresearchonthebenefitsofshort‐termstudyabroadprograms• increasedinterestinsendingstudentsabroad• increasedfacultyparticipationininternationalisationactivities

USinstitutionsarechallengedbytheincreaseddemandforstudyabroadandtheexpressedgoalsofpreparing“globallyaware”graduateswiththeharshrealitiesofaweakenedUSeconomyandhighercostsoforganisingstudyabroadprograms.Short‐termprogramsareavitalpartofthestudyabroadmarketthatwillcontinuetogrow.Theemphasisonstudyabroad“outcomes,”qualitystandardsandresearchontheimpactofshort‐termstudyabroadshouldleadtoqualitativeprogramimprovementsandgreateracceptanceofshort‐termprograms.Economicfactors

19

Fig.2.15:Levelofinterestinco‐curricularactivities

includingtheweakdollar,tighteningUScreditmarkets,andcostconsciousnessatUSinstitutionswillcontinuetofavourthedevelopmentofshort‐termprograms.WhileUSstudentsaretheprimaryconsumersofshort‐termstudyabroadprograms,USacademicandadministrativestaffareresponsiblefordeterminingtheprogramstructureandlocation.USfacultyarelargelyresponsiblefortheprogram’sacademicfocusandcontent.EffortstomarketanddevelopprogramsshouldincludebothUSfacultyandstudyabroadstaff.Marketingandpromotionalmaterialsshouldbewrittentomeettheneedsofbothconstituenciesandaddressthelong‐termobjectivesofUSinstitutions.Institutions,studentsandfacultyinternationalisationobjectivescanbenefitfromAustralia’suniquepositionintheregionandtheworld.MaterialsshouldhighlightqualitiessuchasacademicstrengthsoftheAustralianinstitutions,availableresearchandfieldsites,strengthofadministrativestructures,andAustralia’shumanandnaturaldiversity.USfacultyrespondwelltoAustralianacademicstaff.Considerationshouldbegiventopeer‐to‐peerinteractioninprint,usingtheweb,andpersonalinteractions.

Co‐curricularoptions‐includingexperientiallearningopportunitiessuchasinternships,servicelearningandfieldresearch‐arehighlysoughtprogramattributes(seeAppendixFforglossaryofterms).Whilesurveydatashowedthatexistinginternshipsandexperientiallearningopportunitiesarenotcommonelementsofshort‐termprograms,thereisastrongdesiretoincludetheseelementsinstudy‐abroadprograms.AsevidencedinFigure2.15,amongstallinstitutions,thereisstronginterestininternshipsandservicelearning.Unsurprisingly,fieldresearchisastrongareaofinterestforresearchuniversities.Ashort‐termprogramportfoliothatincludesacademiccourseandco‐curricularoptionswillbeveryattractivetotheUSmarket.Co‐curricularactivitiescanbedesignedwithhighlevelsofintegrationwithAustralians,anotherhighlydesirableprogramattribute.Finally,withcooperationandcarefulplanning,thedifferencesbetweentheAustralianandUSacademiccalendarsmaybeanadvantagewhenorganisingco‐curricularactivities:AustralianstudentsandacademicstaffarepresentoncampusandlabsareoperationalduringthepeakprogramperiodsofMay‐July.

20

5%14%

31%50%

Associates

Bachelors

Masters

Research

3%9%16%

72%

Associates

Bachelors

Masters

Research

Fig.3.1:TypesofUSinstitutionswithshort‐termprogramsinAustralia

Fig.3.2:Studentsstudyingonshort‐termprogramsinAustralia(n=927)

Section3.ShorttermprogramsundertakenbyUSinstitutionsinAustralia

Overview:

Forty‐two(37%)of114USrespondentsindicatedthattheirinstitutionhadashort‐termprograminAustralia.Ofthese42USinstitutions,researchuniversitiescomprisedhalfoftheinstitutionswithshort‐termprogramsinAustralia.Mastersinstitutions(n=13)werenext,comprisingslightlylessthanathirdoftheuniversitieswithshort‐termprogramsinAustralia.Finally,bachelorsinstitutions(n=6)accountedforjustunderone‐fifth,andassociatesinstitutions(n=2)accountedforwellunderone‐tenthofinstitutionswithshort‐termprogramsinAustralia.

Thissectionprovidesdetailedinformationabouttheshort‐termprogramsusedororganisedbyUSinstitutionsfortheirstudentstostudyinAustralia.Mostinstitutionsorganisetheirownprogramsorworkwithathird‐partyproviderasdiscussedwithprogramtype.Studyabroadofficesanduniversityfacultyplaykeyrolesinprogramadministration.TwogoalsstudyabroadstaffseekarequalitystudentaccommodationandintegratingstudentsintoAustralianlife.Mostinstitutionssendstudentsonshort‐termprogramstoAustraliaduringtheUSsummer,withJanuarytermsalsopopular.Businessandexperientiallearningarethemostpopularfieldsofstudyforstudentsonshort‐termprograms.MoststudentsarepayingaprogramfeeofapproximatelyUS$5,000plusadditionalcoststostudyinAustralia.Thereisconsiderableinterestinshort‐termstudyinAustralia,particularlyinareaswherestudentscanhavestrongco‐curricularopportunities.

Methodology

TheIGEsurveywasdistributedtoUScollegesanduniversities.Asimilarbutseparatesurveywassenttothird‐partyproviders.Thesurveyincludedseveralquestionsaboutexistingshort‐termstudyabroadprogramsinAustralia,perceptionsofAustraliaasashort‐termprogramdestination,andfuturedirectionsforshort‐termprogrammingAustralia.Dataonshort‐termprogramsinAustraliaweregatheredfromthefourmaincategoriesofUShighereducationalinstitutions.Thesurveywasfollowed‐upbyin‐personandtelephoneinterviewswithstudy‐abroadstaffmembersandfacultyfromeachtypeofinstitution,includingthird‐partyproviders.Therespondentsreportedatotalof55short‐termprogramsinAustralia(oranaverageof1.3programsperinstitution).Abouthalfofshort‐termprogramsinAustraliawereofferedbyresearchuniversities(Figure3.1),andalmostthree‐quartersofstudentsontheseprogramswerefromresearchuniversities(Figure3.2).However,thesefiguresshowthatallinstitutiontypescurrentlyhaveat

21

Fig.3.4:ProgramType:USBachelorsInstitutions

ProgramType:USBachelorsInstitutions

Fig.3.3:Programtype:allUSinstitutions

ProgramType:AllUSInstitutions

Fig.3.4:Programtype:USbachelorsinstitutions

ProgramType:USBachelorsInstitutions

Fig.3.5:Programtype:USmastersuniversities

ProgramType:USMastersUniversities


Fig.3.6:Programtype:USresearchuniversities

ProgramType:USResearchUniversities

ProgramType:USResearchUniversities

41%

27%

27%

5%ourinstitutiononly

ourinstitutioninconj.withathird‐partyprovider


athirdpartyprovideraloneorwithaforeignuniversity

67%16%

17%

ourinstitutiononly



19%

31%35%


ourinstitutioninconj.witha3rd‐partyproviderourinstitutioninconj.withaforeignuniversitya3rd‐partyprovideraloneorwithaforeignuniversity

40%

30%

25%




a3rd‐partyprovideraloneorwithaforeignuniversity

leastsomeinvolvementwithshort‐termprogramsinAustralia.IGEestimatesthatthenumberofstudentsattendingshort‐termprogramsinAustraliafromtherespondingUSinstitutionsrepresentsapproximately37%ofthetotalnumberofUSstudentsstudyingonshort‐termprogramsinAustralia.

ProgramTypes

ThemajorityofUSinstitutionswithshort‐termAustraliaprogramsuseoneofthreeapproaches.TheyeithersetupandadministertheirownFacultyLedProgramsalone,workinconjunctionwithaforeignuniversity,orcontractathird‐partyprovidertoadministershort‐termprogramscommonlyknownasCustomisedPrograms.Eighty‐ninepercent(n=12)ofthethird‐partyproviderssurveyedadministercustomisedprogramsforUSinstitutions.Bachelorsinstitutionsmakethegreatestuseofthird‐partyproviderprograms.However,noneoftheinstitutionsreportedallowingstudentstoparticipateinashort‐termstudyabroadprogramadministeredsolelybyaforeignuniversity.(Atsomeinstitutions,internationaltransfercrediti.e.participationinaforeignuniversity’sstudyabroadprogram,maybemanagedbytheregistrar’soffice,andnotreportedto/bystudyabroadoffices.)Someinstitutionslimitthenumberorqualityoftransfercredithourstheywillaccepttowardsadegreewithoutaformalinstitutionalagreement.Theacceptanceofdifferenttypesofshort‐termprogramsvariesaccordingtoinstitutionclassification,asindicatedinFigures3.3,3.4,3.5,and3.6:

22

66%31%

3% StudyAbroad

StudyAbroad+Faculty

FacultyAlone

“Whenastudenttravelssofar,theywantachancetoseeasmuchofthecountryaspossible.”

StudyAbroadDirector,mastersuniversity

Fig.3.7:ToplocationsofUSshort‐termprogramsinAustralia

TopLocationsofUSShort‐TermProgramsinAustralia




Fig.3.8:AdministrationofUSinstitutions’short‐termprogramsinAustralia

TopLocationsofUSShort‐TermProgramsin

02468

10121416

Brisbane Cairns Melbourne MulEple Sydney Townsville

Num

berofProgram

s

Loca0on

ShortTermProgramLocations:ItwasmostcommonforAustraliaprograms(n=48)toincludestaysinmultiplelocations(Figure3.7).Sydneyisalmostalwaysincludedasalocationinthemultipledestinationprograms.SydneyandMelbournearethemostpopularsinglecitydestinations.LocationsofferedbyatleastoneprogramincludeBroome,Cairns,Dareton(NSW),Lismore,MultipleOceania,NewSouthWales,Perth,andTownsville.AfacultymemberwhoorganisesprogramstoAustraliaalsoexpressedthatstudentsshould“experienceAustralia’snaturalbeautyaswellasitsvibrantcities.”Studyabroaddirectorsandfacultyemphasisedthat

multipledestinationsareperceivedasofferinghighervalueforthemoney.Whenaskedwhethertravelingdetractedfromtheacademicexperience,aUSfacultymembercommented,“Thepurposeofthesetripsistoexposestudentstoasmanynewthingsaspossible;thisiswheretheylearn.”

Mostthird‐partyproviderprogramsalsofeaturedamajorityofprogramswithmultipledestinationsorextendedfieldtripsintheirprograms.

AdministrationofShorttermPrograms

TheStudyAbroadOfficeplaysthemostcriticalroleinshort‐termprogramadministration.Aboutone‐thirdofstudyabroadofficesworkcloselywithfacultytodevelopshort‐termprograms,whiletwo‐thirdshaveprimaryresponsibilityforthe

administrationofshort‐termprogramsinAustralia(Figure3.7).Mostthird‐partyprovidersworkdirectlywithAustralianuniversities.WhileAmericanfacultyareveryinfluentialinthedeterminationofshort‐termprogramsandcurriculum,theyarerarelyleftontheirownto

23

administershort‐termprograms.Relationshipswithhostinginstitutions,boththirdpartyprovidersanduniversities,wereimportant.Sixty‐sevenpercentofrespondentsreportedthattheywerequitetoextremelyinvolvedwiththehostinginstitutionorprogramproviderwhenorganisingshort‐termprogramsinAustralia.IntegratingUSStudentsintoAustralianLife

Americanshaveareputationfor“wantingitall.”Studyabroadisnoexception.IntegratingAmericanstudentswiththeirhostcountrypeerswasanimportantgoalforshort‐termprograms.USinstitutionswerequiteinterestedinacademicprogramscombiningUSstudentswithAustralianandinternationalstudents.TheywerelessinterestedinprogramsexclusivelyforAmericanstudents.Intriguingly,thesetupofexistingshort‐termAustraliaprogramsseemedtobetheoppositeofwhatwasdesired.ItwascommonforprogramstobeexclusivelyforAmericanstudents,andlesscommonforprogramstohaveUSstudentswithAustralianorinternationalstudents.Interviewswithstudyabroadstaffofferedseveralreasonsforthedisconnect,including:

• US faculty lack contacts with peers in Australia • there are significant differences in academic calendars • most programs are initiated by a department or single US institution and are

focused on serving its own students in a highly structured program

Infact,combiningAmericanstudentswithAustralianorinternationalpeersappearedmoredifficultthanitwas.“Doestheopportunityevenexist?”queriedonestudy‐abroaddirector.

Australianinstitutionsthatcanbalancethedesiredgoalswiththeon‐the‐groundrealitiesoftimeandstructurewillhaveacompetitiveadvantage.IdentifyingandcreatingopportunitiestointegrateAmericanandAustralianstudentsbothinandoutoftheclassroomwillbewellreceived.ArticulatingacademicandresearchopportunitieswithinaflexibleadministrativestructuretoAmericanfacultywillalsobevaluable.

StudentAccommodation

Studentaccommodationisanimportantcomponentofashort‐termstudy‐abroadprogram.Housingoptionsonshort‐termAustraliaprogramswerebroad,andincludeddormsorapartmentswithUSstudentsonly,dormsorapartmentswithAustralianstudents,dormsorapartmentswithmembersfromvariouscountries,hotels,andhostfamilies.Ofthe36programsresponding,themostcommonhousingwasadormorapartmentwithotherUSstudents,whichwastheoptioninonethirdofprograms.DormswithAustralianstudents,offeredinone‐quarterofprograms,orwithinternationalstudents,offeredinjustunderone‐fifthofprograms,werealsocommon.Hostfamilieswerealsoavailableonone‐quarterofprograms.Whilemostinstitutionsreportedbeingquitesatisfiedorextremelysatisfiedwiththehousingoptionsontheirshort‐termAustraliaprograms,asubstantialportionreportedbeingonlyslightlyormoderatelysatisfied.Twoinstitutionswerenotatallsatisfied

24

Fig.3.9:TimeofyearforUSshort‐termprogramsinAustralia‐allinstitutions





Fig.3.10:TimeofyearforUSshort‐termprogramsinAustralia–researchuniversities





Fig.3.11:TimeofyearforUSshort‐termprogramsinAustralia–mastersuniversities





Fig.3.12:TimeofyearforUSshort‐termprogramsinAustralia‐bachelorsinstitutions





Fig.3.13:DurationofUSshort‐termprogramsinAustralia



0%10% 0%19%

71%

USfallpre‐sess

Januaryterm

USspring

intersessMay‐June

USsummer

7%

23%

8%8%

54%

USfallpre‐sess

Januaryterm

USspring

intersessMay‐JuneUSsummer

0%

83%

0%0%17%

USfallpre‐sess

Januaryterm

USspring

intersessMay‐June

USsummer

0

5

10

15

20

1wk 2wks 3wks 4wks 5wks 6wks 7wks 8wks >8wks

NumberofInstitutions

Lengthofprograminweeks

withtheirhousing.AustralianinstitutionsareadvisedtoseekouthousingoptionsthatprovidesignificantopportunitiesforintegratingintoAustralianlife.

ProgramTimingandDuration

Across institutions, short-term programs in Australia (n = 42) were most frequently

offered during the US summer, with well over half the institutions offering programs at this time (Figure 3.9). About one-quarter of institutions had programs during the January term. Inter-session (May –June) programs were offered by about one-tenth of institutions. The patterns at and research (n = 15) and masters (n = 7) institutions largely echoed these findings (Figures 3.10 and 3.11). Bachelors institutions (n = 6), however, sent a larger number of students during the January term than during the US summer (Figure 3.12). Only two associates institutions with short-term Australia programs responded to the survey, so no findings about these institutions will be presented. Some masters

2%

24%

2%

12%

60%

USfallpre‐sess

Januaryterm

USspring

intersessMay‐June

USsummer

25

0

2

4

6

8

10

FieldofStudy

Fig.3.14:FieldsofstudyforUSshort‐termprogramsinAustralia





universities organise one-to-three week fall “pre-session” programs in August before the US academic year begins in late August –early September. Fourweeksorfewerwasthemostpopulardurationforshort‐termprogramsinAustralia(Figure3.13).Mostprogramsbyproviderslastedfourweeks,withsixweeksthenextmostcommonoption.VirtuallyallJanuarytermprogramswerefourweeksorfewer.Summerprogramsvariedwidely,someaslongaseightweeks,butthemajoritylastedbetweenthreeandsixweeks.Thefrequencyofprogramsshorterthanfourweekssuggestsawillingnessoffacultyandstudentstotravellongdistancesforarelativelyshortperiodoftime.Thefeweight‐weekandlongerprogramsusuallyincludedaninternshipcomponent.LevelsandFieldsofStudy

AustraliameansBusiness.Businessstudiesprogramswerethemostpopularshort‐termprogramsofferedinAustralia(Figure3.14).Multiplestudiesprogramsweresecondmostcommonlyoffered.Theseprogramsaredefinedashavingtwoormore

distinctsubjectareasbeingtaught.Experientiallearningandinternshipswerethirdmostcommon.Thefollowingsubjectswereofferedinonlyoneprogram:socialsciences,naturalsciences,education,art,Aboriginalstudies.Figure3.14providesthemostcommonfieldsofstudyforUSshort‐termprogramsinAustralia.(SeeAppendixCforalistingofsubjectsincludedineachfieldofstudy).

“IfanAustraliashorttermprogramcanoffercoursesthatarestandardtoanengineeringcurriculumsuchasheattransfer,fluidmechanicsandsoforth,thenthestudentscandoitinthesummerandmoveforwardintheircurriculum.Internshipsandmathcourseswouldalsobeveryattractiveforscienceandengineeringstudents.”

StudyAbroadDirector,mastersuniversity

26

Manyofthemultiple‐subjectprogramshadonecoursewithanAustralianthemecombinedwithoneormoreothercourses.Forexample,apublicresearchuniversityoffersaJanuarytermprogramwherestudentstaketwosubjects(3credithourseach):1)Australianliteratureand,2)internationalpublichealth.Inthisinstance,bothsubjectsaretaughtbyfacultyfromtheUSinstitution.Commonly,multiplesubjectprogramsofferstudentsachoiceofdisciplinesandcourses,therebyincreasingthepotentialpoolofstudents.Additionally,institutionshavefounditusefultooffersubjectsthatfulfilldegreerequirementstoattractstudents.Thisisthecasewiththeinternationalpublichealthprogram,whichistargetedatstudentsinnursing,pre‐med,publichealthandsocialwork.CoCurricularActivities

USfacultyandstudyabroadadministratorsrecognisethesignificantlearningopportunitiesthatoccuroutsidethetraditionalclassroom,particularlyinastudyabroadenvironment.Co‐curricularactivitiessuchasinternships,servicelearningandfieldresearchcombineacademicwithexperientiallearningopportunities.Study‐abroaddirectorsconsistentlyemphasizedinternshipsandresearchasareaswithhighpotentialforAustralianuniversities.Theyalsostatedthatshort‐termstudyofnaturalsciences,engineering,andenvironmentalscienceswouldenablemorestudentswithmajorsinthesetightcurriculatostudyabroad.

USinstitutionsreportedasubstantialnumberofprogramsalreadyhadinternshipandfieldstudyopportunitiesontheirshort‐termAustraliaprograms.Institutionswithoutthesecomponentsexpressedhighinterestinbothinternships(n=27)andfieldstudy(n=30)ontheshort‐termAustraliaprogram.Whilemostinstitutionsdidnotofferresearch‐basedprograms,volunteeropportunitiesorservicelearning,USinstitutionsreportedbeingquiteinterestedinthesecomponentsfortheirshort‐termAustraliaprograms.Co‐opswerenotwidelyavailable,norwastheremuchinterestinthem.

Co‐curricularactivitiesarepopularwiththethird‐partyproviderssurveyed:80%includefieldstudyintheirprograms,40%offerinternshipsand40%offerresearch‐basedprograms.Studyabroaddirectorsexpressedstrongsupportforthird‐partyproviders,particularlythosewithinternships.Oneprogramprovidersendsmorethan100studentsonitsUSsummerinternshipprogram(July–August)inAustralia.

ProgramFeesandCost

Study‐abroaddirectorswhodonotofferprogramstoAustraliacitedthecostastheprimarydeterrent.However,thedataindicatethatgenerally,Australiaisquite

“AstronginternshipprograminAustraliawillbeverysuccessfulwithourstudents.”

StudyAbroadDirector,USmastersuniversity

“StudentsliketospeakwithsomeoneintheUSwhoknowstheopportunitiesandhasthepatiencetospeakwiththemandtheirparents.Oh,andofcourse,an800number(tollfree).”

StudyAbroadAdvisor,USresearchuniversity

27

Table3.1:Programfeepricepointsforshort‐termprogramsinAustralia





competitivewithotherleadingshort‐termstudy‐abroaddestinations(Table3.1).Exactcomparisonsofprogramfeesandcostsaredifficultbecauseeachprogramhasdifferentcharacteristics.Institutionalpoliciesrelatingtotuition,insurance,andotherfactorsalsoimpactthecostofparticipatinginashort‐termprogram.

Programfeepricepointsarelistedbelow.

Percentiles InUS$ Minimum $1,36125th $3,500 Maximum $12,07050th $5,000 75th $6,000

When pricing programs, discussions with study abroad staff revealed that most US institutions add some or all of their own costs related to program organisation, including items such as:

• Faculty travel and related costs • Contingency money • Administrative expenses • Promotion expenses • Program development expenses • Instruction expenses (at some institutions that charge tuition, occasionally

instructional expenses are also added to the program fee, and, therefore students pay twice for instruction.)

Itisimportanttonotethatthetotalparticipationcosttostudentsmaybeinfluencedbyseveralfactorsbeyondtheprogramfee,including:

• Airfare – most programs do not include airfare in the fee • Tuition – many institutions charge their standard tuition in addition to the

program fee • Accommodation – occasionally accommodation is not included in the program

fee. • Optional Field Trips – some programs charge extra for optional field trips • Home University Administrative fees – e.g., study abroad administration fee • Meals –some programs include all meals while others do not provide any meals.

Third-party providers’ programs were priced at the midpoint of the market and not necessarily more expensive than programs administered by US or Australian institutions.

PerceptionsandTrendsinUSShortTermProgramsinAustralia

“BothstudentsandfacultyareinterestedinsummerandJanuarytermstudyabroadprogramstoAustralia,buttherearenoprograms.BothAustraliaandItalyareverysoughtafterdestinationsbyourstudents.ButourfacultyhavenoorlittlecontactwithAustralia.”

StudyAbroadDirector,USresearchuniversity

28

0

5

10

15

20

25

30

Toofar Tooexpensive Facultyhavenotasked

Discussednotninalized

Academiccalendar

Num

berofinstitutions

Reason

Discussions with study abroad directors and faculty with experience organising short-term programs expressed a strong interest in short-term programs in Australia. They were most interested in the following:

• Activities that integrate US students with Australian students, including accommodation, service learning, field studies, internships, and social activities

• The potential of programs in environmental, marine and natural sciences, engineering, and Australian studies

• Opportunities that combine the diversity and cultural wealth of Australia’s key cities with exploration of the unique natural beauty

• Relationships with Australian universities and their faculty It was also apparent during conversations that most study-abroad directors and faculty did not know Australia well. Few had traveled to Australia. Even faculty members who expressed the intention of developing a program in Australia had often not been there. Stereotypes, albeit positive and student feedback formed the basis of the faculty and study abroad staff’s views. Most study-abroad staff interviewed who had visited Australia had done so with an affiliate provider. The faculty and study-abroad directors expressed a strong desire to visit Australia. Faculty were less familiar with Australia than with Europe. Faculty respected the quality of academic work produced by their Australian peers. Faculty also emphasised Australia’s potential for field research. Institutions who indicated they did not have a short-term Australia program (n = 46) gave five main reasons, which are presented in Figure 3.15.

The provider survey produced quite different results (Figure 3.16) It is important to note that the very small number of provider responses to this question (n = 5) makes it difficult to draw conclusions about this topic. The results in Figure 3.16 should therefore be interpreted with some caution.

• Competition from other third-party providers or Australian universities was the main reason for not developing short-term programs in Australia.

Figure3.15FivereasonsUScitefornotorganisingshort‐termprogramsinAustralia

29

Fig.3.16:3rdPartyProviderReasonsforNoShort‐TermPrograminAustralia





0

1

2

3

4

Otherprovidersalreadyofferstrong

programs.

AustralianuniversiEesalreadyofferstrong

programs.

OurorganizaEonisnotinterested.

Englishlanguage

Num

berofins0tu0on

s

Reason

• Contrary to the study abroad offices, no provider indicated that Australia was too far, too expensive, or that the academic calendar was a problem.

There was only moderate interest in programs combining study in Australia with study in other countries in the region, such as China and Southeast Asia (n = 33). Only three programs reported running programs of this type.

SeveralinstitutionsofalltypesindicatedthatJanuarytermprogramsareidealforAustralia.“LeavingtheJanuaryweatherinthenortheastforAustraliaishighlydesirableforfacultyandstudents,”saidoneUSstudy‐abroaddirector.Ofcourse,climateisnoreasonforanacademicprogram,butitdoescompetefavorablywithasimilarprograminEurope.

30

Customisednonpartnerprogram:WhensurveyingUSinstitutions,IGElearnedthataUSResearchUniversitysent300studentstoAustraliainJanuary.Neitheroftheinstitutions’internationalofficeshadbeenincontactwitheachother.OntheUSside,thefacultyareresponsibleformakingallcontacts.OntheAustralianside,theresidentialcollegeplaysonlyperfunctoryroleintheprogram.Bothofficesagreedthatthiswasalostopportunity.

Fig.4.1:RespondingAustralianinstitutionsbypeergroup

23%

53%

12%12%

AustralianTechnologyNetwork

GroupofEight

InnovativeResearchUniversitiesAustralia

NewGenerationUniversities

Section4.ShorttermprogramscurrentlyofferedbyAustralianInstitutions

Overview

Australianuniversitiesareconsiderablylessactiveintheshort‐termstudyabroadmarketthentheyareforsemesterandyear‐longprograms.Still,basedondatacollectedintheIGEsurveyanddatasuppliedbyAEINorthAmerica,itisestimatedthatnearly2,500AmericanstudentsstudiedinAustraliaonshort‐termprogramsin2005‐2006.Moststudentsparticipatinginshort‐termprogramsinAustraliastudywiththeirhomeuniversityorthroughaprogramprovider.

IGE’srecentsurveyofAustralianuniversitiesshowsthatthereisconsiderableinterestineitherfurtherdevelopingorcommencingshort‐termprogramactivities.Informationgatheredfromthesurveyindicatesthatcurrently,Australianadministrativeoracademicstaffhavearoleintheestablishmentofshort‐termprograms.Manyshort‐termprogramstakingplaceatAustralianuniversitiesarebeingorganisedoncampuseswithoutformalisedadministrativeprocessesandsometimeswithouttheknowledgeoftheInternationalOffice.Overseaspartners,includingthird‐partyprovidersandUSinstitutions,areseenasimportantpartnersforAustralianuniversities.Thereisagreatdealofinterestinexpandingrelationships,particularlywithUSuniversities.TheUSsummer(JuneJulyandAugust)isthemostpopulartimeofyearforshort‐termprograms.FormanyUSinstitutions,BachelorsandMastersuniversitiesinparticular,Januaryisanidealtimeforshort‐termprogram.AustralianUniversityshort‐termprogramsreportedchargingaprogramfeeofapproximatelyA$5,000,excludingairfare.Australianinstitutionscitetwomainreasonsforparticipatingintheshort‐termstudyabroadmarket,togeneraterevenueandtopromotetheuniversityanditsacademicstaffintheUS.Methodology

IGE,throughtheUniversityofMelbourne,conductedasurveyofalluniversitiesinAustralia.Twenty‐twoofthe39universitiesresponded(Figure4.1).Additionally,IGEconductedfocusgroupswithfouruniversityrepresentatives,andinterviewsanddiscussionswithfourotheruniversityrepresentatives.AEINorthAmerica

31

Fig.4.2:USStudentparticipationinAustralianuniversityshort‐termprogramsbyprogramtype

18%

22%42%

18%

Directenrolment

3rd‐partyprovider

Institutionallinks/partners

ProgramsledbyUSinstitutions

conductedasurveyinFebruary2008thatsoughtanadditionalrangeofinformationandtheresultsofthisarealsoincludedinouranalysis.Thesurveydataarequantitativeandqualitativeandanalysedusingstatisticaltechniques.Programtypes

Nearlyallshort‐termprogramsdevelopedbyAustralianinstitutionsaredoneinpartnershipwithanotherinstitution;i.e.withthird‐partyproviders,orwithaUSuniversitypartner(Figure4.2).Ofthe22institutionsrespondingtothesurvey,76%reportedhostingUSstudentsonshort‐termprograms.Onlyoneinstitutionoffersastand‐aloneshort‐termprogram(referredtoasacatalogueprograminthisbrief).ManyUSinstitutionsusefacilitiesrunbyAustralianuniversities,butdosowithoutengagementfromtheinternationaloffice.StaffininternationalofficesexpressedsomefrustrationthattheywerenotmadeawareofthepresenceofUSstudentsandfacultyonthecampus.Forthepurposesofthissection,programsrunforaUSinstitutionunofficiallybyaunitofanAustralianuniversityotherthantheinternationalofficearereferredtoasnon‐partnercustomisedprograms.TherearefiveprogramtypescurrentlybeingusedinAustralia:

Catalogueprogram.TheAustralianuniversityorganises,administers,andmarketsashort‐termstudyabroadprogramcompletelyonitsown.Coursesaredevelopedanddeliveredspeciallyfortheshort‐termprogramandarenotawardcoursesforanAustraliandegree.Forwantofabetterdescription,administratorsmayrefertocatalogueprogramsas“directenrolment.”Universitiesmayenlistthesupportofoneormorethird‐partyprovidersthatactasagentstopromoteandadvisefortheprogramsintheUS,butthekeyprogramdecisionsaremadeattheUniversity.Allianceprogram.AnAustralianuniversityandathird‐partyproviderworktogethertodevelopaprogramthatutilisestheUniversityacademicstrengthswiththeprogramproviders’knowledgeandpresenceinthestudyabroadmarket.Generally,theAustralianinstitutionisresponsibleforactivitiesthatoccurinAustralia.Thethird‐partyproviderisresponsibleforalltheUS‐basedactivitiesincludingmarketing,promotion,studentadvising,anddistributionoftranscripts.Partnershipprogram‐customised.ThepartnershipprogramsinAustraliaandUS

Universityworktogethertodesignandimplementashort‐termstudyabroadprogram.Generally,communicationoccursbetweenAustralianandUSinternationalofficesaswellasbetweenacademicstafffrombothinstitutions.Occasionally,USfacultyhavecontactwiththeAustralianinternationaloffice,and/ordirectlywithanindividualattheuniversity.

Partnershipprogram‐Consortium.SomeAustralianuniversitiespartnerwithmorethanoneUSinstitutiontodevelopashort‐

32Fig.4.3:Australianuniversitysourcesofshort‐termprogramadministration

012345678

institutiononly w/3rd‐partyprov w/foreigninst 3rd‐partyprovaloneorw/foreigninst

Aforeigninst MultiAdmin

Num

berofInstitutions

Sources

termprogram.Thisopportunitytakesfulladvantageofeconomiesofscaleandprovidesagreaterdiversityofofferings.Customisednonpartnerprogram.AUSuniversityhiresspace,facilities,and/oraccommodationtorunitsownshort‐termprogram.Thecurriculum,administrationandrecruitingfortheprogramareallorchestratedbytheUSinstitution,mostfrequentlytheUSfacultymemberwithsomesupportfromtheUSinternationaloffice.AnAustralianlecturermayprovideaguestlectureortwo.TheinternationalofficeandacademicstafffromtheAustralianinstitutionshavelittleornoinvolvementwiththeprogram.BysimplybringingtogetheradministratorsandfacultyfromAustralianandUSuniversities,theseprogramsrepresentsignificantopportunitiestobroadenanddeepenrelationships.DeterminationofShortTermPrograms

ThedatasuggestthatAustralianinstitutionswithshort‐termprogramsaremorefocusedonindividualprogramsthantakingabroader,strategicapproachtoshort‐termprogramoperations.

Currently,oftheinstitutionsthatorganiseshort‐termprograms,halfeither:

1. requireaformalprogramproposalwithapprovalbyanacademicunitandaninternationaladministrativeunit,or

2. anacademicunitorfacultymemberdecidestoorganiseaprogramanddeterminesthelocation

Onlyoneinstitutionreportedexecutiveleadershipinvolvedindeterminingaprogramandlocation.Motivationfororganisingshort‐termprogramsfallsintothreecategories:

1. economic:mostinstitutionsseektoincreaserevenuefortheinstitution;additionally,someseektorespondtothetrendsinthemarket

2. visibility:Universitiesseeshort‐termprogramsasameanstopromotethemselvesintheUS;equally,programsareseenasameanstopromoteAustralianfacultyintheUS

3. toalesserextent,institutionsseektoexposeUSstudentstotheworld.

AdministrationofShorttermPrograms

HalfoftherespondingAustralianstudentmobilityofficesreportedthattheydevelopandadministershort‐termstudy‐abroadprogramsforUSstudents.

33

Figure4.3givesmoreinformationaboutshort‐termprogramadministrationatAustralianuniversities.Justunderhalfofinternationalofficestaffreportthatacademicdepartmentsorfacultydevelopandadministerprograms.Independently,allstudentmobilityofficestaffinterviewedindicatedthatUSprogramswereoncampuswithouttheirknowledge.ItisalsoclearfromtheUSdatathatmanyuniversitiesareoperatingprogramslocatedoncampuseswithoutthecollaborationoftheirAustralianpartners.Thisrepresentsalostopportunity.Thedevelopmentanddeliveryofshort‐termprogramsgenerallydidnotrequirealargenumberofacademicorgeneral/professionalstaff.Mostinstitutionsreportedthatonlyoneortwoacademicstaffmembersandoneortwogeneral/professionalstaffmembershelpedwithshort‐termprograms.Internationalstaffareinvolvedinthefollowingdimensionsoforganisingshort‐termprograms:

• programdevelopmentandorganisation• strategicplanning• programimplementation• deliveryoflogisticalservices

Academicstaffarealsoinvolvedinthedevelopmentandimplementationofshort‐termprograms:

• deliveryofacademiccontent• initiatinganddevelopingprograms

Andfinallynon‐internationalstaffhavesomeinvolvementinthedeliveryofshort‐termprograms:

• providingaccommodationandmealsInternationalstaffareawareofthedifferencesbetweenorganisingshort‐termstudy‐abroadprogramsandthemoretraditionaldirectenrolmentstudyabroadprograms.Short‐termprogramsrequireconsiderablymoreefforttoorganiseincludingplanning,relationshipbuilding,budgeting,andthedeliveryofco‐curricularandextracurricularservices.USacademicstaffwholeadshort‐termprogramsalsohaveongoingneedsonawhollyself‐containedprogram.Someinternationalstaffprivatelyexpressedconcernthatthefullcostsoforganisingshort‐termprogramsmaynotbefullyreflectedinstaffingandbudgeting.“Ihaveworkedwithshort‐termprogramsinthepast,andIknowthattheytakeconsiderablymoretimeandeffortthanourstudyabroadprograms.Thiswasnotreflectedinthestaffingandbudgetingassignedtotheprogram.”Internationalstaffalsoindicatedastrongdesiretoorganiseprogramsthatwouldlastandgrowoverthelongterm,notone‐offprogramsthatmayormaynotreturneveryyear.Finally,manyinternationalstaffrecognisethepotentialstrategicvalueoforganisingshort‐termprogramsinpartnershipwithUSinstitutions.Despiteunderstandingtheimportanceofrelationshipswithoverseasinstitutionsandproviders,staffatAustralianinstitutionswereonlymoderatelysatisfiedwiththeserelationshipsforshort‐termprograms.Theyweremostsatisfiedwiththeir

34Fig.4.4:FieldsofStudycurrentlyofferedbyAustralianUniversities

02468

Aus.studies Business SocSci Art EnvrnStudies NatSci

Num

berof

Programs

FieldofStudy

relationshipswithprogramproviders,andleastsatisfiedwiththeirrelationshipswithUSacademicstaffandadministrators.Academicstaffexpressedconcernthatcompensationforthetimeandeffortinvolvedinworkingwithshort‐termprogramsdeservescarefulconsideration.Academicstaffmustseeaclearbenefittoparticipatinginshort‐termprograms,particularlyasthesearenormallyruninnon‐teachingperiodsinAustralia.Accordingtoadirectorofanacademicunitthathostsshort‐termprograms,“Wereviewedtheresourcestheinstitutewascontributingtoshort‐termprogramsandassignedacost.Afteracarefulanalysisofthetotalcoststoacademicandadministrativestaff,includingtimeandresourcesexpended,wedeterminedthatwewerelosingmoneywithallbutoneprogram.Asaresult,wewillbediscontinuingthoseprograms.”Benefitscantakemanyformsbeyondadditionalcompensation,includingadditionalfinancialsupportforresearch,moreopportunitiestoparticipateinprofessionalconferences,andsupportforthedepartment.

ProgramTimingandDurationAllshort‐termprogramsreportedlastedsixweeksorfewer,mostprogramsweresixweeks.Three‐andfour‐weekprogramswerealsocommon.MostUSinstitutionsorganiseshort‐termprogramsinAustraliaforfourweeksorfewer,indicatingopportunitiesontheshorterendofthespectrum.

ThemostcommontimeforAustralianinstitutionstorunshort‐termprogramswasduringtheUSsummer,followedbytheJanuaryterm.AsmallfractionofinstitutionsoperatedprogramsduringtheAustraliasummer(virtuallythesameasaJanuarytermatsomeUSinstitutions),andnooneofferedprogramsinMay.LevelandFieldsofStudy

Study‐abroadstudentsandinternationalstudentsinanawardprogramatanotherforeignuniversitywerethecohortswhomostoftenundertookshort‐termstudyatAustralianinstitutions.ItwaslesstypicalforawardstudentsfromthehomeinstitutionorfromanotherAustralianinstitutiontoparticipateinshort‐termstudyatanAustralianinstitution.Onlyone‐quarterofrespondingAustralianuniversitiescurrentlyoffernon‐academiccreditbearingshort‐termprograms.Noinstitutionsexpressedaninterestinorganisingnon‐creditbearingshort‐termprograms.Accordingtoprogramdescriptions,nearlyallshort‐termprogramsareopentoalllevelsofUSuniversitystudents.Australianstudiesandbusinessarethemostpopularprogramofferings(Figure4.4).

Currently,fewAustralianuniversitiesofferprogramswithsignificantco‐curricularcontentfocussedoncommunityengagementsuchasinternshipsandservice

35

Fig.4.5:Australianuniversityshort‐termprogramfeeforUSstudents

01234567

<$3,000 $3,001‐$5K $5,001‐$7K $7,001‐$9K >$9,000

Num

berofProgram

s

A$ProgramfeechargedbyAustralianUniversities

learning.OnlyoneAustralianinstitutionreportsofferinginternshipsforUSstudents;noonereportedofferingco‐opsorservicelearningprograms.Similarly,onlyoneinstitutionreportedofferingaprogramoffieldresearch.Nearlyallthird‐partyproviderprogramsinAustraliahaveeitheraninternshiporfieldresearchcomponent.Australianuniversities’administrativestaffrecognisethesetrends,andnearlyallexpressedinterestindevelopingshort‐termprogramswithinternships,servicelearning,orfieldresearchasco‐curricularactivities.SeveralAustralianeducationabroadprofessionalsprivatelyexpressedsurpriseatthesuccessofthird‐partyproviders’stand‐aloneinternshipprograms.Ontheotherhand,extra‐curricularactivities,particularlyfieldtrips,arewidelyoffered.Fieldtripsareperceivedtorepresentvalueandachance“toseethecountry.”However,fieldtripsareexpensivetoorganise,maytaketimeawayfromacademicactivities,andmayover‐emphasisetourisminsteadofstudyabroad.

ProgramCost

AustralianinstitutionsofferprogramsthatareoftenquitereasonablypricedcomparedwithsimilarprogramsinEurope.MostprogramsofferedbyAustralianuniversitiesareavailableforlessthanA$5,000(Figure4.5).Evenwithairfare,fromacoststandpoint,theseprogramsareverycompetitivewithprogramstotheUnitedKingdom.

PerceptionsofTrendsinShortTermProgramsatAustralianUniversities

Australianinternationalofficestaffindicatedastronginterestindevelopingshort‐termprogramsforUSuniversities;theyhavealsoexpressedconsiderableopennessandcreativitywithdifferentprogramcharacteristics.Nearly25%ofinstitutionsrespondingindicatedthattheyhadnolimittothenumberofshort‐termstudentstheycouldaccommodate;converselyonly12%indicatedthattheyhadnocapacitytoaccommodateshort‐termprograms.ThereisalsowillingnesstoworkwithotherAustralianinstitutionstoestablishjointshort‐termprograms:Of17respondents,59%affirmedtheirinterestincollaboratingwithotherAustralianinstitutionsand6%alreadyhavejointoperations.Lookingfurtherafield,morethanthree‐quartersoftherespondentsindicatedinterestinactingasavehicleforUSstudentstostudyinothernearbycountries(Figure4.6onnextpage).

36

Fig.4.6:Australianinstitutions'interestinactingasavehicleforUSstudentstostudyinothercountries

TheShortTermOperationsSelfAssessmentTool

BasedupontheUSandAustraliandataandmarkettrends,IGEhasdevelopedashort‐termoperationsself‐assessmenttool(AppendixA)tohelpinstitutionsdeterminethemostappropriateapproachestotheUSshort‐termstudyabroadmarket.Thetoolconsidersstrategicpurposeandexistingassetstooutlinetheoptimalprogramportfolioandresourcesnecessarytoachievetheinstitution’sshort‐termstudyabroadprogramobjectives.ThetoolalsohelpstheinstitutiondeterminethemostappropriatepathwaystoenteringtheUSmarketforshort‐termstudyabroadprograms.Thetoolispresentedinmoredetailinthefollowingsection.

76%

18%

6% Yes

No

Myinstitutioniscurrentlydoingthis

37

Section5.PathwaysforAustralianinstitutionstocompeteintheUSshorttermstudyabroadmarket

Sectionstwoandthreeofthisdocumentdetailedtherangeofshort‐termprogrammodelsandoperationalpracticesthroughoutthefourcategoriesofUSinstitutionsofhighereducation.SectionfourpresentedthecurrentstatusofUSshort‐termprogramsinAustralia.Thereisamarketforshort‐termstudyabroadinAustraliaforwell‐organisedprograms,butUSinstitutionsandfacultyarelargelyunfamiliarwithopportunitiesinAustralia.Similarly,AustralianinstitutionsshouldpreparefortheUSstudyabroadmarketwithastrategic,well‐consideredapproachtoshort‐termprogramoperations.

RecognisingthateachAustralianinstitutionisuniquewithitsownstudentmobilitygoalsandobjectives,thereisnosingleshort‐termstudyabroadprogrammodelthatappliestoallinstitutions.EachAustralianinstitutionmustuseastrategicplanningprocesstodetermineitsgoals,objectives,capacity,andexpectationswhenapproachingtheUSshort‐termstudyabroadmarket.Oncethestrategicplanningisassignedandgoalssetbyinstitutionalleadership,theassignedoffice(s)canmoveforwardtodevelopaShort‐TermProgramsOperationsPlanfortheinstitution.Whenanoperationsplanisinplace,theinstitutioncanselectanddesignthemostappropriateshort‐termprogramtype(s)tofulfillitsobjectives.

IGErecommendsthatinstitutionstakeaportfolioapproachtoshort‐termprogramming.Theportfolioapproachisamarketingresponsetothecomplexityofuniversitiesthatsendandreceivestudents.Ashort‐termprogramportfoliomayincludeseveraldifferentshort‐termprogramstorespondtodifferentmarketneeds.Asmentionedearlier,short‐termprogramoperationsreferstotheadministrativerequirementsofshort‐termprogramming.Thestrategic,managerialdecisionofwhethershort‐termoperationsshouldbeorganisedattheuniversityorunitlevelisdeterminedbyinstitutionalleadership.

Thissectionbeginswithasummaryofthekeyconsiderationsoftheshort‐termprogrammarketrelatingtoAustraliaandAustralianinstitutions.Theroleofstrategicplanningisalsodiscussed.Threedifferentshort‐termprogramstypesaregiven,basedontheshort‐termprogramsmodelscurrentlyorganisedbyUSinstitutionsandinterestsarticulatedbyAustralianinstitutions.Includedwiththeprogramtypesarebriefdescriptionsofcharacteristicsandthestrengths,weaknessesandopportunitieseachpresents.Whereappropriate,examplesfromprogramsofferedworldwidearegiven.Ashasbeenmentionedearlier,institutionshavefourkeycustomers:students,faculty,administratorsandexecutiveleadership.Thesecustomershavedifferentprioritiesandexpectations;occasionally,differentinstitutionalcustomersmayhaveconflictingpriorities.Finally,somegeneralrecommendationsareofferedforinstitutionsseekingtoapproachtheUSshort‐termstudyabroadmarket.Theplanning,determinationofprogramtypes,andmethodsforapproachingthemarketcanbefacilitatedbyusingtheShortTermOperationsSelfAssessmentToolinAppendixA.

38

KeyConsiderationsandSuggestionsfortheUSShortTermProgramMarketRelatingtoAustralia

Thefollowingconsiderationsandsuggestionsaretakenfrominformationgatheredfromsurveydata,personalinterviewswithstudyabroadprofessionalsandfacultymembers,andthefocusgroup.Someofthesuggestionsareasynthesisofrecurringpointsandaspirations.

• Short‐termprogramsaredifferentfromothertypesofinternationalstudyabroadprogramsorexchanges.Well‐runshort‐termprogramsarefocussed,tightlystructuredaroundstudentlearning,andinacross‐culturalenvironment.Mostshort‐termprogramsareadministeredbytheUSsendinginstitution.

• USfacultyareacrucialaudienceforshort‐termprogrammarketingefforts.USfacultymembersplayadecisiveroleinthedeterminationofashort‐termprogram’sdestinationandsubject.Theyareofteninvolvedindeliveringtheacademicprogramandhaveon‐siteadministrativeresponsibilities.However,mostUSfacultyarenotawareofthepotentialfororganisingprogramsinAustralia.

• OnewayaninstitutionmighthelpbridgethegapwiththisvitalconstituencywouldbetocreateafellowshipprogramwithamodesttravelgrantofapproximatelyUS$2,500‐$5,000toUSfacultywhomightbeinterestedinestablishingaprogramatyourinstitution.ManyUSfacultymemberswouldwelcometheopportunitytovisitforaweekortwowithAustraliancolleaguesandmeetinternationalofficestaffwhocouldworkwiththemtodevelopaprogram.SuchvisitsallowUSfacultyauniqueopportunitytobeginestablishingrelationshipsonbehalfoftheirdepartments.Ifthefacultymemberreturnswithstudentsonaprogram,themodestfinancialinvestmentwillbequicklyrecovered.

• Traditionalstudyabroadsubjectssuchas“languageandculture”programsarepopular.However,thereisastrongmarketforEnglish‐taughtprogramsinEnglish‐speakingcountries.Moreover,manyofthecoursestaughtinnon‐EnglishspeakingcountriesaretaughtinEnglish.Manyinstitutionsarecurrentlyoffering,orhaveexpressedastronginterestin,short‐termstudyabroadprogramsgroundedinnon‐traditionalfieldsofstudy,suchasthesciences,healthsciencesandengineering.Programsofferingrelevant,uniquelearningopportunitiesinthesciences,healthsciencesandengineeringrepresentstrongdevelopmentopportunitiesforAustralianinstitutions.

FacilitatingforUSfacultyandstudyabroadadministrators:• Presentclearbudget

information• OffercontactwithAustralian

academiccounterpartsearly‐on• Includeofficeandteaching

space• Recommendsubject‐related

excursions• Provide“talkingpoints”about

thesite,university,andexcursions

39

• IntegratingAmericanandAustralianstudentscandifferentiateprogramsand

addvaluetothestudents’experienceinAustralia.Accommodation,extra‐curricularactivities,andco‐curricularactivitiesrepresentthemostinterestingopportunities.CourseswithAustralianandAmericanstudentswouldalsobepopular.

• Multipledestinationprogramshaveanedge.InstitutionsinSydney,themostpopularsingledestination,areencouragedtoincludeotherlocations.Similarly,non‐SydneyinstitutionsmaywishtoconsiderincludingavisittoSydneyorMelbourne.

• TheUSsummeristhemostpopulartimeofyearforshort‐termprogramsofferedbymostUSinstitutions.

• TheJanuarytermisalsoverypopularwithUSBachelorsinstitutionsandothers.January‐termprogramstendtobetaughtbyUSfaculty.

• DonotassumethatAustraliaistoofartotravelforaprogramlastingfourweeksorshorter.Datashowthatstudentsroutinelytravellongdistancesforshortprograms.

• Clearlyarticulatetheadministrativesupportservicesavailable.Facultyandstudy‐abroadadministratorsfromUSinstitutionsassumethereislittleornone.OfferingadministrativesupportisanexcellentwayforauniversitytomakeitsprogramuniqueandveryattractivetoUSinstitutions.ConsiderincentivesforacademicstafftoseekouttheirUScolleaguestodevelopshort‐termstudyabroadprograms.

• Third‐partyprovidersoftenhaveclosecontactwithalargenetworkofUSinstitutionsandaredefinedbytheirabilitytoserveinstitutions,studentsandtheirparents.TheAmericanaudienceappreciates“local”serviceandtheformalendorsementofastudy‐abroadprogrambythestudent’shomeuniversity.AustralianinstitutionsseekingtofullyentertheUSmarket(seeCatalogueprogrambelow)shouldexpecttoprovidearangeofservicessimilartothird‐partyproviders.

• Studentscanbeeffectivepromotersofthestudyabroadexperience,buttheirpresenceoncampusisrelativelybrief.Faculty,ontheotherhand,areoncampusforseveralyears,ifnotpermanently,andcanextolthequalitiesoftheAustralianpartnerandprogram.

• Co‐curricularandexperientiallearningactivitiescanbeimportantelementsofashort‐termstudyabroadprogram.Theyrequireconsiderableorganisation,studentorientationandlabourtobesuccessful.

40

Examplesofcocurricularactivities

Co‐curricularactivities–internships,servicelearningandfieldresearch–arehighlysought‐afterinternationallearningexperiences.AsUSinstitutionsincreasinglyfocusonundergraduateresearchandstudentsseekanextraedgeinthejobmarket,thedemandforco‐curricularactivitieswillflourish.English‐speakingcountrieshaveadecidedadvantage.

Internshipsusuallyrequireaminimumof120contacthoursattheworkplace.FacultyoversightoccurseitherlocallyorintheUS.Studentsareoftenrequiredtomaintainawrittenaccountoftheirexperiences,workplaceobservations,andwhattheyhavelearned.Often,institutionsincludearegularlyscheduledacademiccomponentwithdiscussionandformalinstructionthatprovidestheoreticalmodelstoanalysetheworkexperience.Theinterculturalcommunicationandthecultureoftheworkplacearecommonsubjects.Forexample,acommunicationsmajormightworkforafringetheatrecompanytodevelopandimplementalow‐costmarketingplan.Immigrationrestrictionsoftenlimitorprohibitstudentsfrombeingcompensatedfortheirwork.

Servicelearningprogramstieenrolmentinacoursewithstructuredvolunteerworkinthelocalcommunity.Studentslearnfromapplyingknowledgeandskillsgainedintheclassroomwiththechallengesofapplicationintheworkplace.Withanemphasisonservingneedysectorsofthecommunity,studentsalsohaveasignificantopportunitytobecomeapartofthecommunity.Generally,thecourseinstructorevaluatesthestudents’progressintheworkplace.Forexample,anaccountingstudentregisteredinAccounting201mightworkinahomeforbatteredwomenandchildren.Herresponsibilitiesmightincludesetting‐upandmanaginganaccountingsystemforthehome.

Studentsparticipatinginfieldresearchmighttakeafieldresearchmethodscoursethatincludessignificanttime,aweekorlonger,inthefield.Studentsapplythemethodologytaughtintheclassroomincludingresearchdesign,measurementtechniques,datacollection,andmethodsofstatisticaldataanalysesfortherelevantfieldenvironment.

StudentVisasandShortTermPrograms

Currently,theAustralianstudentvisaprocessiseasybutexpensive.ThereisdiscussionaboutwhetherUSstudentsstudyingonshort‐termprogramsinAustraliashouldberequiredtosecureastudentvisaorwhethertheyshouldcontinuetosimplytravelonatouristvisa.Theabilitytotrackstudentsenteringthecountrywithstudentstatus,qualityassurance,andhealthinsuranceareallgoodreasonsforstudentstosecureastudentvisa.However,thecost,A$450orapproximately9%oftheaverageshort‐termprogramcostinAustralia,wouldbeprohibitiveanddeterUSinstitutionssendingstudentstoAustralia.IfAustralianuniversitiesdeterminedthattheywantedshort‐termprogramstudentstohavestudentvisas,theuniversitieswouldbeputatacompetitivedisadvantageasprogramorganisers.MostAmerican

41

studentsparticipateinshort‐termprogramsorganisedbytheirowninstitutions.Theseinstitutionsmaychoosewhowillprovidelogisticalservicesandevenacademiccontent.Australianuniversitiescouldlosevaluablepartnership,integrationandresearchopportunities.

IfthereisrealbenefittoAustralianinstitutionstohavestudentsenteringwithastudentvisaafurtheroptionwhichcouldbeexploredwiththeAustralianGovernmentwouldbethedevelopmentofashort‐termprogramstudentvisa,withareducedcost.

ShortTermProgramFactors

SixfactorsshouldbeconsideredwhendevelopingplansforenteringtheUSshort‐termstudyabroadmarket.TheShortTermOperationsSelfAssessmentToolhasbeendesignedasaguideforinstitutionstoaskthemostappropriatequestionstohelpthemdeterminethemosteffectivewaystomoveforwardinthismarket.

StrategicPurpose:Thefirstpartoftheself‐assessment,SelfAssessmentTemplate:Purposefocussesonthestrategicrationalefordevelopingshort‐termstudy‐abroadoperations.Thisincludestheinstitution’sexpectationsofshort‐termstudyabroadprograms;thedegreeofintegrationofshort‐termprogramsintooverallinternationalisationobjectives;costandrevenuegoals;considerationoftheexpectations;andresourcesfromdifferentuniversityconstituencies.Whendefiningthepurpose,itishelpfultoincludethedifferentcampusunitsthatmaybeinvolvedinimplementingshort‐termprograms.

Administration:Thisaspectinvolvestheadministrativeresponsibilities,resources,andrequirementsfordesigning,implementingandmarketingshort‐termprograms.Administrationmayincludeinternationaloffices,academicstaffandexecutiveleadership.Thecostsassociatedwithadministeringshort‐termoperationsaswellastheindividualprogramsshouldbecarefullyplannedandbudgeted.Clearlydelineatinglinesofauthorityandresponsibilitycanfacilitatethecoordinationofvariousacademicandadministrativeunitsacrosstheinstitution.Policiesandproceduresfordisparateareassuchasaccountingandbilling,studentaccommodation,andcrisismanagementmayneedtobereconsideredfromtheperspectiveoftheUS“customers.”Inthisinstance,therearethreeprimarycustomers:USstudyabroadoffices,USfacultyand,ofcourse,thestudents.AdministrativestructuresshouldalsobeclearlyarticulatedtotheUSsendinginstitutions.

Program:Theshorttermprogrammodelssectiondescribesthethreemajorprogramtypesthatmaybestsuitshort‐termprogramsforAmericanstudentsatAustralianinstitutions.Someinstitutions’short‐termprogramoperationsplanswillutiliseaportfolioofmultipleprogrammodels,whileotherinstitutionsmightchosetofocusonasingleprogramorprogrammodel.Forexample,auniversitymayexclusivelyoffercustomisedpartnershipprogramsduringtheJanuarytermandworkwithathird‐partyprovidertoimplementanallianceprogramduringtheUS

42

summer.Theprogramalsoincludesexperientiallearningopportunitiessuchasinternships,servicelearning,orfieldresearch.

Studentbody:Americanstudentsaretheintendedconsumeroftheshort‐termstudyabroadprogram.Studentinterestsextendbeyondacurriculumthatwillcontributetotheirdegreeprogress.USinstitutionshaveexpressedstronginterestinopportunitiesthatenableAmericanstudentstointegrateorworkwithAustralianstudentsduringshort‐termprograms.Creative,student‐centredapproachescanbedefiningqualitiesofaninstitution’sprogramming.Programswithamixofnationalitiesalsowarrantconsideration.

Instruction:Thefocusonrelevantcurriculum,reportingonacademicprogress,andthedeliveryoftheacademicprogramisessentialtosuccesswithUSfacultyandstudyabroadadministrators.Inmanyinstances,USinstitutionswillwanttoprovidesome,ifnotall,instruction.AustralianinstitutionswillbenefitfrommaintainingtheirownpedagogicalapproachesandacademicrigourwhilebeingopentoUSfacultyparticipation.AddressinghowAustralianstudentsandacademicunitscouldbenefitfromintegrationwithUSfacultyandstudentsisanexcitingandworthwhilegoal.

Promotionandmarketing:ThemostimportantreasonsforAmericanstudentstostudyabroadalsoposesignificantchallengesfornon‐USinstitutionsseekingtoorganiseshort‐termprograms.AustralianinstitutionshavefoursetsofUScustomersthathaveslightlydifferentneeds:USinternationalstaff,USfaculty,thestudents,andtheirparents.Culturaldifferences,bothnationalandinstitutional,mustbebridged.Timezonesandperceiveddistancefrompre‐departureadvisingaresignificantchallengesforAustralianinstitutionsseekingtomarketthemselvesintheUS.Marketingfactorsincludestheproductdesign(program),promotionstrategies,locationofcriticalrecruitingservices,thepromotionalinstrumentsused,andthemarketsthatwillbeaddressed.Attheinstitutionallevel,marketingeffectiveshort‐termoperationalservicesmayprovemoreeffectivewithfacultyandadministratorsthanpromotinganinstitution’sindividualprograms.

ShortTermProgramModels

BasedupontheUSandAustraliandata,Australianinstitutionshavethreegeneralprogrammodelstoconsiderwhenplanningshort‐termprogramsforUSinstitutionsandstudents.Institutionswillneedtoshapetheprogramtosuittheirplansandcircumstances.Oneinstitution’scatalogueprogrammaylookvastlydifferentfromacatalogueprogramorganisedbyanotherinstitution.Inthefirstmodel,catalogueprogram,theAustralianuniversitydevelopsshort‐termprogramsindependently.Thelasttwomodels,allianceandpartnership,aregroundedinrelationshipswithaUS‐basedprovider.Theserelationshipsmayhaveaprimary(butnotexclusive)focusoneithermarketing(commercial)oracademic(strategicinstitutionaldevelopment)purposes.Allianceprogramsaremostappropriatewherethestrategicpriorityismarketingforstudents.Partnershipprogramsmaybetailored

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toprioritisemarketingoracademicgoals.Followingeachprogrammodelaresummaryexamplesbasedonstudyabroadprogramsworldwide.

I.CatalogueProgramisdesignedandfullyimplementedbytheAustralianhostinstitution.Theinstitutionhascompletecontrolandresponsibilityfortheacademiccurriculum,programadministration,andmarketing.Thefollowingvignettes(Example1A&1B)areexamplesoftwodifferentcatalogueprogramsworldwide.

Example1A.Theinternationalofficeworkswithanacademicunittodesignasix‐weeksummerprogramforAmericanstudents.ThesubjectstaughtincludeAustralianstudies,internationalbusiness,andmarinescience.AtthemiddleoftheprogramaweekisallocatedfortwofieldtripstootherareasofAustralia.Studentsliveinsharedapartmentswithotherstudentsfromtheprogram.TwoAustralianstudentsareemployedpart‐timetoorganisesocialandextra‐curricularactivitiesfortheprogram.StudentspayaprogramfeeofapproximatelyA$5,000.Thehostuniversityhasstudy‐abroadagreementswithseveralUSuniversitiesandonethird‐partyprovider.

Example1B.AnAsianuniversityorganisesitsownUSsummerprogram.Whilemostcoursesaretaughtbytheinstitution’sownfaculty,itinvites“guest”facultyfromUSinstitutionstoparticipate.USfacultymemberssubmitacourseproposal18monthsinadvanceoftheprogram.TheAsianinstitutionpaystheUSfacultyanhonorariumforeachcoursetaught.USFacultywhocanrecruit10ormorestudentsalsoreceivetheiraccommodationandtrans‐Pacificairfarepaidbytheprogram.TheAsianinstitutionalsoexpectsthatthearrangementwillhelpdevelopinter‐universityagreements,promoteitssemesterlanguageprograms,andprepareitsmostpromisingstudentsforgraduateprogramsintheUS.Inmostinstances,USfacultyareencouragedtoparticipatebytheirinternationalofficeordepartment.Insomeinstances,theUSfacultyparticipateindependently,orwithouttheirinstitution’sknowledge.Initially,thisprogrambeganasa“catalogue”programfeaturingUSfacultytoinspireconfidenceintheacademicprogram.Afterseveralyearsandincrementalsuccess,theAsianuniversitybecameconsiderablymoreselectiveabouttheUSfacultyinvitedandinstitutionalrelationshipssoughtout.Theprogramwouldnowbestbedescribedasa“partnershipprogram.”

AustralianinstitutionsseekingtodevelopcatalogueprogramsshouldexpectasignificantinvestmentinUS‐basedpromotionandmarketingexpenses.Universitiesareurgedtocarefullyconsiderlevelofinvestmentandriskinvolvedinestablishingashort‐termcatalogueprogramwithoutanexperiencedUSpartner.Asevidencedinsectionstwoandthree,short‐termprogramsusedbyUSinstitutionsmostoftenincludetheirownfaculty.MarketingeffortsforcatalogueprogramsarebestdirectedprimarilytowardUSinstitutions,e.g.studyabroadoffices,andprospectivestudents.USfacultywhoarenotleadingstudyabroadprogramswillbeconsiderablylessinterestedinpromotingprogramswithwhichtheyhavenodirectinvolvement.Study‐abroaddirectorshaveindicatedthatstudentsandtheirparents

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expectahighlevelofUS‐basedsupportduringtheprogramselectionandpre‐departurephases.

Withacatalogueprogram,theAustralianuniversitybearsalltheriskofdeveloping,implementingandsustainingashort‐termprogram.Thechallengesoffocusingexclusivelyon“catalogue”programsforshort‐termstudyabroadinclude:1)EstablishingandmaintainingaUSpresencetorecruitandservestudentsandinstitutions.2)Recruitingacriticalmassofstudentstoparticipateandprovidingthemwithadequatepre‐departureadvisingandservices.3)DeliveringanacademicprogramthatwillattractUSstudentsandfulfilltheiracademicrequirements.4)Developingandsustaininginvestmentsinacademicandadministrativestaff.

II.AllianceProgramisdesignedandimplementedbyanAustralianhostinstitutionincloseassociationwithathird‐partyprovider.Thetwoorganisationscombinetheirrespectivestrengthstodevelopaprogramthatbestfulfillsthedemandsofthemarket.Situationsmayvaryaccordingtotherelationship.Generally,theAustralianuniversityisresponsibleforon‐siteprogramadministrationandcurriculumdelivery.TheproviderisresponsibleformostUS‐basedactivitiespriortoandfollowingthestudents’studiesinAustralia.Theseactivitiesmayincludepre‐departureadvisingandcounselling,billingandaccountsmanagement,emergencymanagementprocedures,andissuingtranscripts.Example2givesasampleallianceprogram.

Example2.AnAustralianUniversityworksinclosecooperationwithaUS‐basedthird‐partyprovidertodevelopandimplementashort‐termUSsummerprogram.TheAustralianuniversityprovidesinstructionandtheuseofitsfacilitiesandservices.Respondingtocourserecommendationsfromtheprovider’s100affiliatedinstitutions,theproviderandAustralianuniversitydetermineasetofsixthree‐creditcourses.AcademicstaffassociatedwiththeAustralianuniversityprovidetheinstruction.Theprovider’ssemesterinternshipprogramisthebasisforasummerinternshipprogram.Theprovider’slocalstaffhandleemergencymanagementservicesandorganisefieldtrips.Eachcourseincludesafieldstudycomponentorganisedbytheuniversity.TheproviderpublishesaspecialsummerbrochureandpromotestheprogramaspartoftheirregularofferingstoaffiliatedandotherUSinstitutions.

III.PartnershipPrograminvolvesbothAustralianandUSuniversitiestoprovideshort‐termprogramsforstudentsfromtheUSinstitution.Astrategicgoalofpartnershipsmaybeaplannedevolutionaryrelationshipdevelopedbetweentwo(orpossiblymore)universities.Academicunitsmayidentifycounterpartinstitutionsthatsharesimilarresearchinterests.Bothinstitutionsareinvolvedintheprogramstructure,design,academiccontent,anddelivery.Situationsvaryaccordingtotherelationship.Generally,theAustralianuniversityisresponsibleforon‐siteprogramadministration.TheUSuniversitiesareresponsibleforstudentrecruitmentandmarketing,andpre‐departurematerials,counsellingandorientation.

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Insomeinstances,ashort‐termstudyabroadprogramcanbeacatalystforadeeperrelationship.MostUSfacultyleadingshort‐termprogramswillbeveryinterestedinlearningmoreaboutAustralianinstitutions,meetingAustralianfaculty,andexchangingideas.TheopportunityforfacultyfromAustralianandUSinstitutionstomeetregularlyoverafour‐weekperiodorlongermaybeveryproductive,particularlywhenUSfacultyarenotburdenedwithon‐siteadministrativeresponsibilities.Followingarethreeprogramvariationsthataregroundedinpartnerships:

ACustomisedPartnershipprogramisorganisedattherequestofaUSuniversity.Academiccontentanddelivery,studentrecruitmentandmarketingaretheresponsibilityoftheUSinstitution.TheAustralianuniversityisresponsibleforlogistics,someon‐siteprogramadministration,andundertheauspicesoftheUSinstitution,guestlecturesorotheracademiccontent.Opportunitiestobuilduponrelationshipsestablishedwithcustomisedprogramsshouldnotbeoverlooked.Example3recountsacustomisedprogram.

Example3.CustomisedPartnershipProgram.ThestudyabroadofficeandafacultymemberfromtheDepartmentofBiologyataUSMastersuniversityasktheInternationalOfficefromanAustralianuniversitytohelporganiseafourweekJanuary‐termprograminEvolutionaryBiology.TheUSfacultymemberchosethelocationbecauseacolleaguehadpreviouslycollaboratedwithamemberoftheAustralianuniversity’sBiologyDepartment.TheAustralianfacultyhadexpressedinterestinworkingwithAmericans.TheUSfacultymemberorganisedamodesthonorariumfortheAustralianfacultymember,whoassistedwithfourguestlecturesandanexcursiontothedepartment’sfieldresearchstation.Theprogramreturnedundersimilararrangementsforfourconsecutiveyearswithamaximumof20studentsperyear.

AConsortiumPartnershipprograminvolvescooperationbetweenanAustralianuniversityandtwoormoreUSuniversitiestodevelopabroad‐basedshort‐termstudy‐abroadprogram.Allinstitutionsparticipateinprogramdesign,structure,academiccontentanddelivery.Consortiumprogramsenablepartnerstosharefinancialrisksandtakeadvantageofeconomiesofscale.Often,consortiumprogramsmaybelessexpensivethanotherprogramtypes.Example4describesaConsortiumPartnership.

Example4.ConsortiumPartnership.Independently,twoUSinstitutionshadbeenorganisingfour‐weekcustomisedprogramsonabi‐annualbasiswithaEuropeanuniversity.Bothwereinterestedinexpandingtheprogram,butknewtheycouldnotindividuallygeneratesufficientstudentstojustifytheexpansion.TheEuropeaninstitutionnotedthattheprogramshadsimilarfociandsuggestedthattheUSuniversitiesconsiderjoiningtheirprogramstogether.TheUSuniversitiesquicklydiscoveredthattheycouldgreatlyexpandthescopeoftheprogrambyeachsendingonefacultymembertoteachasinglecourseandsharingthecostsofthreecoursestaughtbytheEuropeanuniversity.Theprogramisbasedonlanguageandculture,butother

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disciplinesaretaught.OneUSpartneruniversityhadastrongprogramforengineeringstudents.Theotherprogramhadsentfacultyfrombiology,environmentalstudiesandbusiness.BothUSinstitutionswantedtoincludeaservice‐learningcomponent.TheEuropeanuniversity’sinternationalofficeorganisedaccommodation,servicelearningopportunities,andworkedwiththeiracademicstafftoorganisecoursesinengineering,humanities,andenvironmentalscience.TheUSinstitutionssignedaconsortiumagreement,enablingeasycredittransferforcoursestaughtbyfacultyfromthepartnerUSinstitution.TheEuropeanfacultyareconsidered“adjunctfaculty”byeachUSinstitution.StudentspaidUS$4,000plustheirhomeuniversity’stuitiontoparticipateintheprogram.Inadditiontoone“visitingprofessor”fromeachUSinstitution,a“residentdirector”positionrotatesbetweenthetwoUSinstitutions.The“residentdirector”istheleadcontactfortheprogramaswellasthemaincontacton‐site.Generally,theresidentdirectorisavisitingprofessortheyearprior.Visitingprofessorsareselectedoneyearinadvance;theresidentdirectorisappointedtwoyearsinadvance.RepresentativesfromthethreeuniversitieshaveastandingmeetingattheNAFSAannualconferencetodiscusstheprogram,determinethecurriculumandtheUSfacultycontingent.

VerticalPartnershipinvolvesahighlevelofcollaborationbetweenanAustralianuniversityandaUSuniversity.Theshort‐termstudyabroadprogramispartofanoverallpartnershipstrategytobuildabroad‐basedacademic,researchandexchangerelationship.Averticalpartnershipisdefinedbysharedgoalsthatareclearlyarticulatedwithdifferentmodesofimplementation.Someaspectsoftheverticalpartnershipmayincludeshort‐termstudy‐abroadprogramsineitherorbothcountries;jointresearchandgrantproposals;exchangesofstudents,facultyandstaff.Thepartnerinstitutionsmayoffersharedlecturesandcurriculumtosatisfyrequirementsfordualorjointdegreeplans.

Example5.VerticalPartnership.TheverticalpartnershipbetweenanArgentineuniversityandaUSresearchuniversitybeganwhentheinstitutionsdevelopedashort‐termsummerprogramattheArgentineuniversity.Aftertheinitialsummerprogram,anexchangeagreementwassigned.TheUSinstitutionawardedascholarshiptohostanArgentinestudentforanacademicyear.Aftertwoyears,graduatestudentsfrombothinstitutionsbeganparticipatinginexchanges.

ThenternationalofficeattheArgentineinstitutionwasverysmall,withnoexperienceadministeringastudy‐abroadprogram.Tohelpbuildtheinfrastructure,theUSinstitutionfundedtwoadministrativestaffpositionsandtrainedtheArgentinesinshort‐termstudyabroadprogrammanagement.TheprogramhiresArgentinestudentstoorganiseexcursions,fieldstudyandsocialactivities.TheUSfacultyadvisedtheArgentineinstructorsonissuesofclassroommanagementandteachingAmericanundergraduates.Duringthesecondsummer,anAmericanprofessorofSpanishpartneredwithan

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Argentinesecond‐languageacquisitionexperttodesignacurriculumthatpreparesstudentsforfurtherlevelsofstudyandusesinnovativepedagogy.Everyspringsemester,anArgentinefacultymemberspentasemesterintheUSteachingintheSpanishdepartment.Theregularexchangeoffacultyhasresultedinstrongbondsbetweenthedepartments.TheUSChairoftheDepartmentofComputerSciencespenttwoweeksinArgentinaasavisitingscholarandhashostedvisitingArgentinescholars.ConnectionsbetweentheinstitutionsandmajorcorporationswithofficesorheadquartersinArgentinaledtotheadditionofaninternshipprogramandafieldresearchprogram.

Partnershipprograms,formanyinstitutions,couldrepresentthemosteffectiveoperationalstrategyforworkingwithUSshort‐termprograms.Theinstitutionalinvestmentrequiredtodevelopandimplementcustomisedprogramscanbeminimal.AsuccessfullyadministeredcustomisedprogramwherecontactsbetweenAustralianandUSacademicstaffarenurturedmayleadtothedeeperorbroaderrelationshipsnecessaryforconsortiumorverticalpartnershipprograms.Asevidencedbythesurveydataandinterviews,USfacultywieldconsiderableinfluenceoverthedevelopmentofprograms.Withstrongprofessionalcontacts,confidenceinlocaladministration,andademonstratedstudent‐centredlearningenvironmentonemaypresumethatfacultywillseektodeepentherelationship.Strongpartnershipsmayfulfillinternationalisationgoals,strengthentheAustralianinstitution’spresenceintheUS,andincreasethenumberofUSstudyabroadstudentsstudyinginAustralia.

WithintheUS,therearemanyuniversityconsortiaorgroupsthatcooperateonstudyabroadthatcanpresentopportunitiesforpartnerships.Theseconsortiahavethepotentialtooffersignificanteconomiesofscaleinmarketing,recruitment,andadministration.AtthestatelevelthereareexamplesofsystemswheretheuniversitiescooperateonstudyabroadissuesandprogrammingincludingtheUniversityofCaliforniasystem’sEducationAbroadProgram(EAP),theUniversityofGeorgiasystemandtheStateUniversityofNewYork(SUNY)systemtonameafew.Thereareotherinstitutionalconsortiabasedonregionalaffiliations,suchastheCommitteeonInstitutionalCooperation(CIC)intheMidwest,andAssociatedCollegesoftheMidwest(ACM)forliberalartscolleges.Consortiahavevaryinglevelsoffundingandstaffingfortheiroperations.

TheremaybealimittothenumberofpartnershipsanAustralianorUSinstitutionmaybeabletomaintain,orpartnershipsmaynotbeappropriateforeveryinstitution.Australianinstitutionsmaywishtomaintainaportfolioofshort‐termprogrammodelstoreducedependenceonalimitednumberofoutsideinstitutionsandallowmultipleaccessmodesforAmericanstudents.ForAustralianinstitutionsseekingtoincreasethenumberofAmericanstudentsparticipatingintheirshort‐termoperations,thealliancemodeland/orconsortiumpartnershipmodelmaybeaneffectiverecruitmentvehicle.Witheffectiveplanningandclearlydelineatedarrangements,institutionsmayhaveafullcomplimentofshort‐termoptionsavailabletoUSinstitutionsandtheirstudents.

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Appendices

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AppendixA

TheShortTermOperationsSelfAssessmentTool

Theshorttermoperationsselfassessmenttoolisdesignedtohelpinstitutionsdeterminethemostappropriateandeffectiveshort‐termoperationsthatmeettheinstitution’smission,goals,andobjectives.Self‐assessmentismosteffectivewhenusedwithrepresentativesfromdifferentacademicandadministrativeunitsthathaveaninterestinshort‐termprograms.Thelevelofacademicinvolvementrequiredoftheself‐assessmentwilldependonthetype(s)ofshort‐termprogramsthataredeterminedthroughthestrategicprocessassupportingtheinstitution’smission.Unitsthatmayhaveaninterestorwillbeaffectedbyshort‐termprogramsshouldbepartoftheconsultationprocess.Thetoolincludesarangeofself‐assessmentworksheetsdesignedtoaddvalueatvariousstagesoftheprogramdevelopment.Thereisadistinctionbetweenshort‐termoperationsandshort‐termprograms.Forthepurposesoftheself‐assessment,“shorttermoperations”referstothetotalityofshort‐termprogrammingactivities.Short‐termoperationsmayconsistofoneorseveralindividualshort‐termprograms.Theymayalsoincludedifferenttypesofshort‐termprograms.Theoverallgoalofshort‐termoperationsispresumedtomakethemostefficientandeffectiveuseofinstitutionalresources.

TheShortTermOperationsWorksheetisdesignedtofacilitatestrategicplanningfortheuniversity’sshort‐termoperations.Shorttermprogramsareseparateacademicprogramsthatmaytakedifferentformsandstructures.Someinstitutionsmayprefertoconsolidateallshort‐termprogramsinoneofficeorunit,whileothersmightencourageindividualunitstodeveloptheirownshort‐termoperationsorshort‐termprograms.Theprogramtemplatesareusefulforplanninganddevelopingindividualshort‐termprograms.Theprogramtemplatesaredescriptionstouseduringtheself‐assessmentprocessthatcanalsoprovideaframeworkfordesigningashort‐termstudyabroadprogram.

Forthepurposeofthisassessment,programshavebeencategorisedunderthreemainprogramgroupings–catalogue,allianceorpartnershipprogram:

• CatalogueProgramisdesignedandfullyimplementedbytheAustralianhostinstitution.Theinstitutionhascompletecontrolandresponsibilityfortheacademiccurriculum,programadministration,andmarketing.

• AllianceProgramisdesignedandimplementedbyanAustralianhostinstitutionincloseassociationwithathird‐partyprovider.Thetwoinstitutionscombinetheirrespectivestrengthstodevelopaprogramthatbestfulfillsthedemandsofthemarket.Situationsmayvaryaccordingtotherelationship.Generally,theAustralianuniversityisresponsibleforon‐siteprogramadministrationandcurriculumdelivery.TheproviderisresponsibleformostUS‐basedactivitiespriortoandfollowingthestudents’studiesinAustralia.

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• APartnershipPrograminvolvesbothAustralianandUSuniversitiestoprovideashort‐termprogramforstudentsfromtheUSinstitution.Astrategicgoalofpartnershipsmaybeaplannedevolutionaryrelationshipdevelopedbetweentwo(orpossiblymore)universities.Bothinstitutionsareinvolvedintheprogramstructure,design,academiccontent,anddelivery.Situationsvaryaccordingtotherelationship.Generally,theAustralianuniversityisresponsibleforon‐siteprogramadministration.TheUSuniversitiesareresponsibleforstudentrecruitmentandmarketing,pre‐departurematerials,counselling,andorientation.Therearethreeexamplesofpartnershipprograms:

o ACustomisedprogramisorganisedattherequestofaUSuniversity.Academiccontentanddelivery,studentrecruitment,andmarketingaretheresponsibilityoftheUSinstitution.TheAustralianuniversityisresponsibleforlogistics,someon‐siteprogramadministration,andundertheauspicesoftheUSinstitution,guestlecturesorotheracademiccontent.

o ConsortiumPartnersinvolvescooperationbetweenanAustralianuniversityandtwoormoreUSuniversitiestodevelopabroad‐basedshort‐termstudyabroadprogram.Allinstitutionsparticipateinprogramdesign,structure,academiccontentanddelivery.

o VerticalPartnershipinvolvesahighlevelofcollaborationbetweenanAustralianuniversityandaUSuniversitywheretheshort‐termstudyabroadprogramispartofanoverallpartnershipstrategytobuildabroad‐basedacademic,researchandexchangerelationship.

SelfAssessmentProcess

Differentiatingbetweenoperationsandprogramsisanimportantstrategicstep.Theself‐assessmenttoolisdesignedtofacilitateaninformedstrategicprocesstohelpaninstitutiondevelopaneffectivelong‐termoperationalmodel.

Thefirststepinthisassessmentprocessistodeterminethepurposeofdevelopingshort‐termprogramsfromtheinstitutionalperspective.Next,itisimportanttoensurethatthereisseniorexecutive(orappropriateinstitutionalseniorleadership)agreementonstrategicrationale.Itmayrequirecontinualrefinementtoresponsesinthedocumentandabroaderaudienceparticipationtofinaliseplansforshort‐termoperations.

SelfAssessmentTemplate:Purpose(AppendixSA‐A),isdesignedtoassistaninstitutionwiththisinitialphase.

PurposeofShortTermOperations:Thefocusofthisinitialphaseistoenableaninstitutiontodeterminethemediumandlong‐termstrategicrationaleforshort‐termstudy‐abroadoperations.Theassessmentshouldconsidertheprimarymotivationsfororganisingshort‐termprograms;identifyexpectationsofunits

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aroundtheuniversitythatmightbenefitorwillsupportshort‐termprogramming;andoutlinegoalsandobjectivesattheoperationalandprogramlevels.Theshort‐termoperationsworksheetincludesabriefsetofqueriesthathelpdeterminetheroleofshort‐termoperationsandthekeyelementsnecessaryforsuccessfulprogramimplementation.Theselfassessmentworksheetincludesatablewith“factorqueries”tohelpguidetheprocess.Insomeinstancesotherqueriesmightbeappropriate.

• Suggestedindicators/benchmarksarequalitativeorquantitativedescriptorsorgoalsthatdefineexpectationsforeachquery.

• Toassistindeterminingresources,whoisresponsible?enablestheteamtorecommendapositionorindividual.

• Analysis/proposedactionscanbeusedtodescribetheteam’sreasoning,and/orstepsthatneedtobetakeninordertomoveforward.

Iftheinstitutionplanstoproactivelycreateanddevelopshort‐termprograms,itshouldgiveseriousattentiontosteptwo,securingstrategicdirectionandsupportfromexecutiveleadership.Forinstitutionselectingtotakeamorepassiveapproachtoshort‐termstudyabroad,twoprogramoptionsaresuggested‐allianceprogramorcustomisedprogram.

Oncethestrategicdirectionisagreedupon,thenextstageistoappointaleaderwhocanmanagethenexttwostagesoftheassessment:determinationofprogramtypeandresources;andreportandrecommendationsforimplementation.

1)DeterminationofProgramTypeandResources:Onceaninstitutionhasdecideduponrolesofshort‐termoperationsandtypesofshort‐termprograms,itisimportanttodeterminewhichresourcesareneeded.Ifprogramsaretobeorganisedbytheinternationalofficewithotheracademicunits,thenplanstoencouragebuy‐inshouldbedeveloped.

TheShortTermProgramQuestionnaire(AppendixSA‐B)isdesignedtohelpdefinethestructureofprogramtypesanddetermineresourcesnecessarytoimplementthem.Thequestionnaireasksbasicquestionsfromeachofthesixfactorsrelatingtotheprogramlevelofshort‐termoperations.Onequestionnaireshouldbeusedperindividualprogram.Somequestionsmaynotberelevanttoaparticularprogram;inotherinstances,theremaybeadditionalquestionstopursue.Institutionsareencouragedtousetheprogramquestionnaireaspartoftheprogramdevelopmentprocess.MorethanoneindividualfromtheAustralianuniversityshouldrespondtothequestions.Ifapartnerisinvolved,suchasaUSuniversityorthirdpartyprovider,thepartnershouldalsocompleteaquestionnaire.Theresponsesshouldhelptheinstitution(s)definetheprogramunderconsiderationasoneofthethreeshort‐termprogrammodels:catalogue,allianceandpartnership.

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SelfAssessmentOperationsTemplates:(AppendixSA‐C):Theindividualtemplatesforprogram,instruction,administration,promotionandmarketinghelpinstitutionstoconsidertheoperationsfactors.Theseinclude:

• Program:programmission,academicfoci,goals,andothercharacteristicstohelpdeterminetheshort‐termprogramtypeforeachindividualprogram

• Instruction:methodsofinstruction,curriculum,co‐curricularactivities,andthedeliveryoftheacademicprogram

• Administration:thebreadthandtypesofadministrativeresponsibilitiesnecessarytofulfilltheneedsofshort‐termoperationsandindividualprograms

• MarketingandPromotionthestrategy,processes,andvehiclesformarketingandrecruitingstudentsandinstitutionsforshort‐termoperationsandprograms

2)ReportandRecommendationsforImplementation:Theshort‐termoperationsreportshouldrecommendaninstitutionalcourseofaction,andshouldinclude:

• Adescriptionofthestrategicroleshort‐termoperationsmightplayintheinstitution’sinternationalactivitiesandstrategy

• Adescriptionofthetypesofprograms(ifapplicable)thatwillfacilitatetheinstitution’sinternationalgoals

• Anexpressionofthedesiredroles,objectives,andcapacityforparticipationbyappropriateacademicunits

• Suggestionsofmeasurementsandbenchmarksforassessingthesuccessofshort‐termoperations

• Recommendationsofwaystheinstitutioncanbestimplementshort‐termoperations

• Criteriaforidentifyingpotentialpartnersorrelationshipsthatcanhelpachievetheobjectives(forappropriateprograms)

• Adescriptionofexistingshort‐termprogramsandresources

Thereportshouldbeforwardthinkingyetpractical.Itshouldprovideadministrativeandacademicunitswithaclearsenseofdirection,requiredresources,andactionsnecessarytofulfilltheinstitutionsobjectives.Insomeinstances,theteammaydeterminethatshort‐termoperationsandprogramsmaynotbeappropriatefortheinstitution.

AppendixA–ISelf‐AssessmentTemplate:StrategicPurpose

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InitialPhaseofSelfAssessmentStrategicPurpose

a. Thissectionhelpstheinstitutiondeterminethekeyrationalefordevelopingshort‐termprogramsatthestrategicandfunctionallevels.b. Eachunitinvolvedinshort‐termprogramsshouldaddresstheirrespectivegoals,objectivesandexpectationsofashort‐termstudy

abroadoperation.FactorID

Factorquery Indicators/benchmarks(includingsomeexamples)

Whoisresponsible?

Analysis/ProposedActions

P.1 Towhatextentdoestheuniversityseektoincreaseparticipationrates?

P.2 TowhatextentdoestheuniversitywanttodevelopconsistentandpredictableinflowofAmericanstudents?

(minimum,maximumnumbersofstudents)

P.3 Withinshort‐termprograms,towhatextentdoestheuniversityintendtohavecontactbetweenAustralianandAmericanstudents?

(e.g.requireUSstudenttotakeonecoursewithAustralianstudents,allcourseswithAustralians;none)

P.4 Towhatextentdoestheuniversityseektoutiliseexcesscapacity?

(Januaryterm,USsummerterm)

P.5 Whatshort‐termstudy‐abroadprogramattributesdoestheuniversityseektodevelop?

(studyabroad;disciplinary;fieldstudies;internships;overseastrips)

P.6 Towhatextentdoestheuniversityseektouseshort‐termprogramstocompetemoreeffectivelyforAmericanstudents?

P.7 Towhatextentdoestheuniversityseektouseshort‐termprogramsto

(aspectsofrelationships)

AppendixA–ISelf‐AssessmentTemplate:StrategicPurpose

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FactorID

Factorquery Indicators/benchmarks(includingsomeexamples)

Whoisresponsible?

Analysis/ProposedActions

developrelationshipswithUSuniversities?

P.8 Towhatextentdoestheuniversityseektouseshort‐termprogramstoencourageincreasedcollaborationbetweenAustralian&USfaculty?

(Areasofinterest)

P.9 Towhatextentdoestheuniversityseektouseshort‐termprogramstoexperimentandcreateinnovative,multi‐lateralglobalacademicprograms?

(Types,location)

AppendixAIIShortTermProgramQuestionnaire

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Purpose:• Whatistheprogram’smissionstatement?• Howwilltheprogramcontributetotheinstitution’srevenuegoals?• Howwilltheprogramfulfilthepartner’sgoalsandobjectives?• Whatinterestsdoeseachinstitutionhaveinusingtheprogramtobroaden

anddeepentherelationship?Program:

• Whattypeofprogram?• Whenandhowlongistheprogram?• Wherewilltheprogramtakeplace?• Doestheprogramincludeco‐curricularcomponents(e.g.,internships,field

orlabresearch)?• Doestheprogramincludeextra‐curricularcomponents(e.g.fieldtrips,local

excursions,volunteerorotheroutsideactivities,sports)?• Whatistheprogramcosttoindividualstudentsortoinstitutionswitha

groupofstudents?• Howwillthesuccessoftheprogrambemeasured?

StudentBody:• Whatistheminimum,optimalandmaximumnumberofstudents?• Whatlevelofstudents(e.g.firstyearormoreadvanced)willparticipatein

thisprogram?• Whatacademicpreparationshouldbeexpectedofstudents?• Howwillstudentsbeselectedfortheprogram?• Willthehostuniversity’sawardstudentsparticipateintheprogramfor

credit?• Willotherinternationalstudentsparticipateintheprogram?• WhatactivitiescanbeorganisedtohelptheAmericanstudentsintegrateinto

Australianlife?Instruction:

• Whichacademicunit(s)willbeinvolvedwiththecurriculum?• Whowilldelivertheacademicprogram?• Howwilltheacademicstaffbecompensatedfortheirwork?• IfUSacademicstaffisinvolved,howwilltheybeintroducedtoand

integratedwiththeAustralianacademicstaff?• Howwillstudentsbeevaluated?

Administration:• Whohasoverallresponsibilityfortheprogram?• Whoisresponsiblefordevelopingandmanagingtheprogrambudget?• Howwillbilling,paymentsandotherfinancialissuesbehandled?• Whataretheadministrativetimelinesfortheprogram?• Howwillstudentservicesbemanaged,including:registration,orientation,

co‐andextra‐curricularactivities,studentemergencies,records,etc.• Whatcontractsandotherformsofagreementarenecessary?• Whenandhowwillminimumenrolmentsbedetermined?Ifnecessary,how

willtheprogrambecancelled?

AppendixAIIShortTermProgramQuestionnaire

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• Howwillinformationandevaluationsbecollectedtoimprovefutureprograms?

PromotionandMarketing:• HowwillthemarketingandpromotionrelationshipswithUScampusesbe

managed?• Howwilltheprogram’smarketingandpromotionbecoordinated?• Howwillthisprogrambeincludedinothermarketingmaterials?• Whatmaterialswillbeproducedanddistributed?When?• Whowilldeveloptheworldwidewebresourcesandmaintaintimely,

accurateinformation?

AppendixA‐IIISelf‐AssessmentOperationsTemplate:Program

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Program:

a. Thissectionconsidershowdifferentmodelsofshort‐termstudyabroadprogramsfulfilltheinstitution’sobjectives.Itcanbeusedforeitherindividualprograms,orforagroupofsimilarprograms.Thisworksheetincludestwosections;queries1‐11relatetoprogramobjectives;queries12–15addressimplementationissues.

b. Eachunitinvolvedindesigningandimplementingshort‐termprogramsshouldaddresstheirrespectivegoals,objectivesandexpectationsofashort‐termstudyabroadoperation.

FactorID Factorquery Indicators/benchmarks(includingsomeexamples)

Whoisresponsible?

Analysis/ProposedActions Index

PG.1 Canthemissionandgoalsbeclearlyarticulated?

TheprogramwillleadtocloserrelationshipswithinstitutionsintheMidwestregionoftheUS.

PG.2 Whatis/aretheprimaryacademicfocioftheprogram?

PG.3 Howareourgoalsforshort‐termprogramsfulfilledbyorganisingthisprogram?

PG.4 Howwillourshort‐termprogramobjectivesbeenhancedbythisprogram?

EnrolmentofasetnumberofstudentsinJanuaryprograms.

Usingunder‐utilisedresourcesinJanuary

PG.5 Howdotheprogramgoalsofthesendinginstitutionarticulatewithourgoals(whereapplicable)?

Toencouragegreatercollaborationofacademicstaff

PG.6 Howdoestheprogrameffectivelyusetheuniversityandenvironstoenhancelearning?

PG.7 Howwillthesuccessandanyareasofimprovementbeevaluatedandincludedinfuturedevelopment?

Programevaluationprocess

AppendixA‐IIISelf‐AssessmentOperationsTemplate:Program

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Whoisresponsible?


PG.9 Howdowedeterminewhetherornottocontinueofferingthisprogram?

Evaluationfromallparties

PG.10 Towhatextentisintegrationofshort‐termprogramstudentswithAustralianstudentspossible?

CreditavailableforlocalstudentsinJanuaryorWinterterm

PG.11 Towhatextentdoestheuniversityseekreciprocalshort‐termprogramstosendstudentstheUS?

PG.12 Whatformofavailableaccommodationbestsuitstheprogramandisitavailable?

PG.13 Outsidecurrentsalarywillacademicstaffbecompensatedandbenefitfromthisprogram?

Optionofateachingassistantprovidedtosupportacademicswithadditionalteaching

PG.14 Willexistinguniversityresourcesbeavailableandhavethecapacitytosupportthisprogram?

PG.15 Whatadditionalresourceswillberequiredtoeffectivelyimplementtheprogram?

AppendixSA–CSelf‐AssessmentOperationsTemplate:Instruction

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Instruction:Note:Thefactorsneedingtobeaddressedwilldependonthetypeofprogrambeingconsidered.Forexample,inacustomisedpartnershipprogram,whereallteachingwillbedonebytheUSuniversity,thefirstthreequestionsmaynotbeapplicable.

a. Thissectionconsidersthestructureofinstruction,curriculum,co‐curricularactivities,andthedeliveryoftheacademicprogram.b. Eachunitinvolvedintheacademicdeliveryofshort‐termprogramsshouldaddresstheirrespectivegoals,objectivesandexpectationsofa

short‐termstudyabroadoperation.FactorID Factorquery Indicators/benchmarks

(includingsomeexamples)Whoisresponsible?


I.1 Whichacademicunitswanttobeinvolvedinshort‐termprogramdelivery?

Tableofinterestedunitswithanticipatedlevelofparticipation

I.2 Whichacademicunitsmaybebetterequippedtoteachshort‐termprograms?

Tableofunitswithelementsofparticipation

I.3 Howcanacademicstaffandunitscontributetoandbenefitfromshort‐termprograms?

Timetable,staffandunit

I.4 Doacademicunitswishtohostvisitingfaculty?

I.5 Issufficientclassroom,laborotherlearningspaceavailabletohosttheprogram?

I.6 Isthereappropriateoffice/labspacetohostavisitingfacultymember?(ifapplicable)

I.7 Canthecurriculumallowourstudentstoparticipatewiththevisitingstudentsintheacademicprogram?

I.8 Howwillacademicgoalsandobjectivesbeevaluatedandreported?

AppendixSA–CSelf‐AssessmentOperationsTemplate:Instruction

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Whoisresponsible?


I.9 Whatprotocolsmustbeestablishedtoensureappropriatecolleaguesareawareoftheinstitution’sguests?

Describerealisticrolesforacademicstaff

I.10 Canadjunctfaculty,recentlyretiredfacultyandadvancedPh.D.studentscontributetotheshort‐termprograms?

I.11 Cantheseshort‐termprogramscontributetotheresearchobjectivesofthedepartment?

AppendixSA–CSelf‐AssessmentOperationsTemplate:Administration

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Administration:Note:Asthesearebroaderquestionsitmaynotbenecessarytocompletethistemplateforeachprogram.

a. Thissectionhelpsassessexistingadministrativeresources,wheretheinstitutionisoverextended,whereitmustinvest.b. Eachunitinvolvedintheadministrationofshort‐termprogramsshouldaddresstheirrespectivegoals,objectivesandexpectationsofa

short‐termstudyabroadoperation.FactorID Factorquery Indicators/benchmarks



A.1 Towhatextentdoestheuniversityseektodevelopnewshort‐termacademicprogramsthatmayspanacrossregions(jointwithotheruniversitiesorcountries,offshorecampuses)?

Strategicplanforinternationalactivities

A.2 Whichexistingadministrativeunit(s)workwithshort‐termprograms?

A.3 Whenarethestudy‐abroadstaffworkloadandcalendarparticularlyintense?

Reviewofcalendar,travel

A.4 Whatpoliciesandproceduresneedtobedevelopedormodifiedtoaccommodateshort‐termenrolledstudents?

Healthcareprovision,accesstoUniversityservices

A.5 Whatresourcesexisttohandlestudentaccommodation?Canthesemanageshort‐termaccommodation?

Inventoryofaccommodationandcalendars

A.6 Whatresourcesexisttohandlestudenttravelandextra‐curricularactivities?

A.7 Whatresourcesexistforhandlingasignificantincreaseinfinancial

Comparisonofcurrenttransactionswithanticipated

AppendixSA–CSelf‐AssessmentOperationsTemplate:Administration

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Whoisresponsible?


transactions? transactions

A.8 Doemergencyprotocolsneedtobemodified?

A.9 Howwillgoalsandobjectivesbeevaluatedandreported?

AppendixSA–CSelf‐AssessmentOperationsTemplate:PromotionandMarketing

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PromotionandMarketing:

a. Thissectionconsidersthestrategy,processesandvehiclesformarketingandrecruitingshort‐termprograms.b. Eachunitinvolvedinpromotingandmarketingshort‐termprogramsshouldaddresstheirrespectivegoals,objectivesandexpectationsof

ashort‐termstudyabroadoperation.FactorID Factorquery Indicators/benchmarks



PM.1 Whatmarketingandpromotionresourcesarecurrentlyusedforstudy‐abroad/exchangeprograms?

Inventory

PM.2 Whatchannels,suchasprofessionalcontacts,conferenceparticipation,etc.,mightbeeffectivelyused?

Listofchannels

PM.3 Howmightexistinginstitutionalpartnershipssupportmarketingefforts?

PM.5 Whatcharacteristicsofrelationshipswiththird‐partyproviderssupporttheuniversity’smarketingefforts?

Identifyandprioritisequalities

PM.6 WhatlevelofrepresentationdoestheuniversityhaveintheUS?Howmighttheybeinvolved?

ListanystaffrepresentingtheinstitutionintheUSorotherrepresentation

PM.7 Whatlevelofcommitmenttomarketingandpromotionsistheinstitutionpreparedtoaccept?

Websiteonly,publications,personalvisits

PM.8 Whatwebdevelopmentresourcesarerequired?

Cancurrentwebsiteaccommodatetheseprograms?

AppendixSA–CSelf‐AssessmentOperationsTemplate:PromotionandMarketing

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Whoisresponsible?


PM.9 Cancurrentadmissions/enquirymanagementprocessesbeusedtorespondtoindividualstudents?

Contrastwithexistingprocedures

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AppendixBSampleTimetablesforShortTermProgramsJanuaryTermProgramstartdate:Jan.12010

• Oct–Nov.‘08Meetwithstudyabroadstafftodiscussprogram.• December12,‘08Proposaldue• January15,‘09Proposalacceptance• February10,09ScheduletwoInformationsessions• March1,‘09

o ProgramBudgetdueo Groupflightbooking

• March–April–May‘09o Promoteprogramo Monitorapplicationso Interviewstudentso Encouragegrantapplications

• June–July–August‘09o Confirmpassportvalidityo Scheduletwoorientationmeetingso Scheduletwointerestmeetingso Confirmflightarrangementso Finaliseprogramcostswithoverseaspartners

• September12,’09FinalBudgetdue• September–October–November‘09

o Depositandpaymentinstructionstooverseaspartnerso Acceptstudentso Ordertextbookso Remindstudentstoregisterforclasseso Assignroommateso PlanOrientationmeetingsandmaterials

• October2,’09Mandatoryliabilitymeeting• November24,’09:

o FinalItinerarydueo Submitoverseascontactlisto Submitfinalsyllabus,etc

• December6,’09FinancialMeeting• December’09RegistergroupwithUSembassy• January1,2010Depart• Withinonemonthofreturning:

o Submitgradeso ReturnstudentevaluationstoStudyAbroadOfficeo Reconcilecashadvanceo Writeandsubmitaprogramreport

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USSummerShortTermProgramJune2010

• April–June‘09‐Meetwithstudyabroadstafftodiscussprogram• July15,‘09–Summerprogramproposaldeadline• August15,’09–Programproposalapproved• September1,’09–Scheduletwointerestmeetings• September15,’09–

o Prepareandsubmitestimatedprogrambudgeto Reservegroupflighto Startrecruitingstudents

• September–October–Novembero Promoteprogramo Monitorapplicationso Interviewstudentso Encouragegrantapplications

• January–o Confirmpassportvalidityo Scheduletwoorientationmeetingso Scheduletwointerestmeetingso Confirmflightarrangementso Finaliseprogramcostswithoverseaspartners

• February–Marcho Depositandpaymentinstructionstooverseaspartnerso Acceptstudentso Ordertextbookso Remindstudentstoregisterforclasseso Assignroommateso PlanOrientationmeetingsandmaterials

• March13,’09Mandatoryliabilitymeeting• April1,’09Programapplicationdeadline• ByMay1,‘09

o FinalItinerarydueo Submitoverseascontactlisto Submitfinalsyllabus,etco Submitcashadvanceo Preparenextyear’sproposalo RegisterwithUSembassy

• June1,’09Depart• Withinonemonthofreturning:

o Submitgradeso ReturnstudentevaluationstoStudyAbroadOfficeo Reconcilecashadvanceo Writeandsubmitaprogramreport

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AppendixCKeytoFieldsofStudy

Field DescriptionAG Agriculture,animalscience,etc.ART Studioandperformingart,music,sculpture,photography,painting,some

theatreBIO Biology,marinebiology,bio/premednotenvironmentalBUS Allbusiness,finance,internationalbusiness,accounting,economics,

management,alsoincludes:merchandising,fashionmerchandising,recreationalmanagement,sportsmanagement,

COMM Communication,journalism,mediastudies,advertising,digitalmediaED Education,includingcounsellingENG EngineeringofalldescriptionsENV EnvironmentalsciencesorstudiesEXP Experientiallearning,includingresearchandinternshipFLCULT

Foreignlanguageandculture.Alwaysthelanguageofthecountryandregional,nationalculture.

HEAL HealthSciencesandrelated,includesnursing,publichealth,pre‐med(notbiology)

HUM Humanities,literature,Englishtaughtculturalstudies,history,theatre(notperformance),theology,classics,philosophy,etc.

MULTI Multipledisciplines,e.g.twoormorefromthislist,“Interdisciplinarystudies”

NS NaturalSciences–chemistry,physics,geology,nutrition,math,etc.NOTbiologicalsciences,engineering,orenvironmentalsciences.

SS Socialsciences,politicalscience,internationalrelations,sociology,psychology,publicpolicy,etc.Nothistory.

AustraliaOnly:AB AboriginalstudiesAUS AustralianstudiesSPORT Sportsmanagement

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AppendixDIGEContactInformationTheInnovationsinGlobalEducationResearchTeam:

JohnSunnygard,MIM,istheprincipalresearcherforthisproject.Johnhasextensiveexperienceinallaspectsofshort‐termprogramdesign,development,marketing,implementationandevaluation.OverthecourseofasixteenyearcareerinEducationAbroad,JohnhasservedasDirectoroftheCenterforGlobalEducationalOpportunitiesattheUniversityofTexasatAustin;AssistantVice‐PresidentforProgramDevelopmentwithIES,theInstitutefortheInternationalEducationofStudents;Director,IESLondonProgramme;andDirectorofAdmissionsandFinancialAidwithIES.Hehasbeeninvolvedwithdevelopingover100short‐termprogramsatalllevels,includinghostingprograms.Hehaswrittenandpresentedinternationallyoncross‐culturaldevelopment,studyabroadprogramevaluation,andengagingfacultyinshort‐termstudyabroadprograms.HehastaughtintheUK,JapanandMorocco.

SarahAngulo,Ph.D.socialandpersonalitypsychology.SarahhasworkedasaresearcherattheUniversityofTexasatAustin’sCenterforGlobalEducationalOpportunities,whereshehasdesignedshort‐termprogramevaluations,andresearchedstudentsatisfactionandinterpersonalgrowth.HerPh.D.dissertationexaminedhowstudentschangeduringstudyabroad.Sheidentifiedpersonalcharacteristics,behaviors,andlivingarrangementsabroadthatarelinkedwithpositivestudy‐abroadoutcomes.Shehasalsotaughtundergraduatecoursesinpsychologyandstatistics.Herwebsiteishttp://homepage.psy.utexas.edu/homepage/students/Hammes/website.html

ForfurtherinformationonthisresearchIGEmaybemaybecontactedat:Website:www.innovationsglobaled.netJohnSunnygard,Presidente‐mail:[email protected].(+1)512.577.0129Dr.SarahAngulo,SeniorAssociateResearchere‐mail:sarah@innovationsglobaled.comAssistanceprovidedbyTheUniversityofMelbourne:CarmelMurphy,DeputyPrincipal,NationalMarketsandGlobalScholarse‐mail:[email protected],Manager,MelbourneGlobalMobilitye‐mail:[email protected]

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AppendixEResourcesIIEOpenDoors2007.InstituteforInternationalEducation,2007NewYork,USAIIEPassportShort‐TermStudyAbroad2008(58thEdition)InstituteforInternationalEducation,2007NewYork,USATheGuidetoSuccessfulShort‐TermProgramsAbroad,2ndEd.NAFSA2002,2006Washington,DCStrengtheningStudyAbroad:RecommendationsforEffectiveInstitutionalManagement.NAFSAon‐linepublications,2008Washington,DCUSANeedsandAssessmentsOfCurrentandProspectiveUSStudentsInAustralianGraduatePrograms.May2007AEINorthAmericapublication

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AppendixF:Glossary

TheglossaryhelpsdefinetermsasusedinthisreportandtoclarifysomeusagedifferencesbetweenAustralianandUSEnglish.

Co‐curricularactivities–Learning‐basedactivitiesthatlinkintoacredit‐basedacademicprogram.Examplesincludeinternships,servicelearning,fieldresearchandco‐ops.

Co‐op–Aformalisedrelationshipbetweenanacademicunitandindustrytoenablestudentstogainpracticalworkexperienceduringtheirdegreeplan.Co‐opsaregenerallyfulltimeandalmostalwayspaid.USengineeringprogramsfrequentlymakeuseofco‐ops.

Course–asubject.IntheUS,acourseisorganisedseriesofacademicactivitiesincludinglectures,writtenassignments,andexaminationsthatconstituteadefinedareaofstudy.“TheHistoryofAustralia”mightbeacourseofferedonastudy‐abroadprogram.IntheUS,courseshaveacoursedescriptionthatgivesageneraloverviewofthecourse.Acoursesyllabusisanofficialdocumentdetailingthestructure,timing,gradingpoliciesandrequirementsforthecourse.

Credit–IntheUS,degreeplansrequireasetnumberofacademiccredits(expressedashours,orunits)thatmustbesuccessfullyaccumulated(generallybetween120and148credits)tocompleteadegree(Award).Coursesconsistofaspecifiednumberofcredits.MostUSinstitutionsawardonecreditper15classroomhours.Mostcoursesarethreecredits,or45classroomhours.Inthecontextofstudyabroad,“credit”mayhavetwomeanings:1)ThenumberofUSunitsrecognisedforaspecifiedamountofacademicworkcompletedataforeignuniversity(i.e.acourse).Or2)whetherornottheacademicworkcompletedatorthroughaforeigninstitutionwillbeacceptedtowardstheinstitution’sdegree.Generally,creditisdeterminedbyaprofessorfromanacademicdepartment.RegistrarsoradmissionsofficersmayalsobeinvolvedwiththetransferofacademiccreditataUSinstitution.Institutionsmayrestrictthenumberofcreditsstudentsmaytransferfromanoutsideinstitutiontowardstheirdegree.

Degreeplan–Thestructureofacademicrequirementstocompleteadegree,e.g.BA,BSc.Thedegreeplandictatestheexactcoursesandnumberofcreditsnecessarytosatisfytherequirementsforadegree.

Extra‐curricularactivities–Social,fun,ornon‐academiclearningactivitiesorganisedtoenhanceastudent’sexperienceinanewcountry.Examplesincludehikes,citytours,participationinsportingevents(withexplanationsoftherules,cultureandlore),andparticipationinculturalevents(withexplanations).

Experientiallearning–learningopportunitiesthatincludepracticalexperiences,e.g.amarketingstudentinternsinthemarketingdepartmentofabusinessornon‐profit

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tolearntheday‐to‐dayrealitiesofapplyinganacademicsubjecttoreallifeproblems.

FinancialAid–Loans(mostcommon),scholarships,grantsorothermonetaryawardsthathelpastudenttopayforeducation.USinstitutionshaveofficeswithstrictpoliciestoassiststudentswiththisoftencomplexprocess.USfederalfinancialaidlawsrequirethatfederalfinancialaidbeawardedtostudentsparticipatinginstudy‐abroadprogramsapprovedbytheirhomeinstitutions.

Faculty(USusage)–1)anindividualprofessor(withorwithouttenure)ataUShighereducationinstitution2)thecollectiveofprofessorsataUShighereducationinstitution,usuallyresponsiblefortheacademicdirectionofaninstitution.

Fieldresearch–Academicallysupervisedresearchcomponentsorprojectsconductedinthefieldtoapplyandlearnresearchmethods,tools,techniques,andresearchprojectmanagement.

Grade–Formalnotationofastudent’sacademicperformancebyher/hisprofessor.IntheUSthelettersarecommonlyused:A(excellent),B(good),C(average),D(marginallyacceptable),F(fail).IntheUS,externalexaminersarenotused;gradesarestrictlydeterminedbytheprofessorteachingthecourse.

Internship–Anorganisedandstructuredworkexperienceinabusinessororganisationthatmaywarrantacademiccredit.Internshipsmaybepaidorunpaid.Visarestrictionsoftenapplytopaidinternships.ManyUSinstitutionsrequireanacademiccourse,writtenwork,orotherdocumentationofstudentlearningtoearnacademiccreditfromaninternship.Oftenindividualacademicdepartmentshavespecificpoliciesandrequirementsforinternshipcredit.

Inter‐session–AlsocalledaMaymester,J‐term,orwinterim.Anofficiallyrecognisedacademiccoursethatoccursbetweenregularsemesters.Forexample,mayinstitutionshaveMaymestersthatbeginimmediatelyfollowingtheendoftheUSspringsemesterinMaybutbeginbeforeofficialsummersessionbeginsinmid‐June.SomeUSinstitutionsestablishinter‐sessionsspecificallytoenablestudentsandfacultytostudyabroad.

Pre‐session–Atermofonetothreeweeksindurationthatoccursimmediatelypriortoanacademicsemesteroryear.Pre‐sessionsmayormaynotincludeanacademiccourseforcredit,butaremostcommonlyledbyafacultymemberfromthesendinginstitution.Pre‐sessionsareincreasinglyconductedoverseas.

Servicelearning–Studentsworkinanon‐profitorstart‐uptoapplythetheoryandtechniqueslearnedinanacademicsubject.Particularattentionisgiventoservingthelocalcommunitywithalevelofexpertisetheymaynotbeabletoafford.Studentsarerequiredtotakeanacademicsubjectconcurrentwiththeworkplacement.Studentsarenotpaid.Studentsareevaluatedinboththesubjectandplacementfortheirgraspoftheissuesandunderstandingoftheoryandpractice.

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Transcript–Aformaldocumentofficiallystatingthecoursestakenbyastudent,theamountofcreditpercourse,andthegradeawardedforthecourse.Thetranscriptalsoincludesthestudent’sgradepointaverage(GPA).Transcriptsarenecessarytotransferacademiccreditfromoneinstitutiontoanother.

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