DAVINA POTTS | THE UNIVERSITY OF MELBOURNE
RESEARCH REVIEW E M P L O Y A B I L I T Y A N D L E A R N I N G A B R O A D
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD
A QUICK OVERVIEW
What is employability? How do we study employability? What do we know? Research results What does this mean? Future research directions
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD www.ieaa.org.au/research
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD
10 STUDIES
AUSTRALIA CRITERIA UK
RESEARCH USA
• Graduates, their perspective EUROPE • Learning abroad • Variety of countries ITALY • Scope of study • Telling us something interesting JAPAN
GERMANY
SINGAPORE
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD
EMPLOYABILITY
...a set of achievements – skills, understandings and personal attributes – that make graduates more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy
Professor Mantz Yorke (2004)'Employability in Higher Education: what it is- what it is not', Higher Education Academy/ESECT
Source: University of Edinburgh
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD EMPLOYABILITY
Employability is Employability is not
Ongoing success now and in the future whatever career or careers a student Simply getting a job chooses A list of skills that can be taught Drawing on a range of skills, abilities The sole responsibility of career and attributes that are developed in a services whole range of settings and that vary The same as personal development from individual to individual Something new A university-wide responsibility An ongoing development process that benefits from active reflection Source: University of Edinburgh
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD MEASUREMENT
E m p l o y m e n t r a t e
S a l a r y
J o b s e a r c h t i m e
S k i l l s e t s
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD QILT- FULL-TIME EMPLOYMENT
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD MEASURING MOBILITY OUTCOMES
Growth
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD
Graduate Outcomes Survey (GOS) Australia 2016
M O B I L E N O T M O B I L E A L L F T E m p l o y m e n t 7 4 % 7 0 %
M A L E 7 6 % 7 2 %
F E M A L E 7 4 % 7 3 %
N=104,208 Mobile = 10,548
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD
Graduate Outcomes Survey (GOS) Australia 2016
M O B I L E N O T M O B I L E
S T E M 7 1 % 6 6 %
M a n a g e m e n t 7 2 % 7 3 %
H e a l t h 9 0 % 8 1 %
N=104,208 Mobile = 10,548
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD
Gone International 2016 UK
M O B I L E N O T M O B I L E U n e m p l o y m e n t r a t e 5 . 4 % 6 . 6 % L o w S E S u n e m p l o y m e n t 6 . 2 % r a t e 5 . 0 % F u r t h e r s t u d y 2 1 . 3 % 1 7 . 9 % A v e a n n u a l s a l a r y 2 1 , 3 4 9 2 0 , 5 1 9 1 s t C l a s s o r u p p e r 2 n d d e g r e e 8 1 % 6 2 %
N=245,620 Mobile = 13,355
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD
ERASMUS Impact Study (2014) Europe
M O B I L E N O T M O B I L E U n e m p l o y m e n t r a t e 5 5 % 9 % y e a r s a f t e r g r a d u a t i o n M o v e t o a n o t h e r c o u n t r y 4 0 % 2 3 % L i f e p a r t n e r d i f f e r e n t 1 3 % n a t i o n a l i t y 3 3 % H o l d s n o n - m a n a g e r i a l 2 3 % 4 1 % p o s i t i o n H o l d s C E O p o s i t i o n 6 % 1 0 % Non-mobile = approx. 4,000 Mobile = approx. 14,000
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD
ERASMUS Impact Study (2014) Europe
E I S M E M O f a c t o r s
1 . C o n f i d e n c e to gain in confidence, have a stronger conviction of my own abilities 2 . T o l e r a n c e o f a m b i g u i t y to learn to be more tolerant towards other people’s values, behaviour, to adapt to new situations 3 . V i g o u r to be better able to solve problems 4 . C u r i o s i t y to be more open and more curious about new challenges 5 . S e r e n i t y to be more aware of my own strengths and weaknesses 6 . D e c i s i v e n e s s to know better what I want and reach decisions more easily
Non-mobile = approx. 4,000 Mobile = approx. 14,000
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD
ERASMUS Impact Study (2014) Europe
T o p s k i l l s d e v e l o p m e n t A g r e e 1 . F o r e i g n l a n g u a g e s k i l l s 9 6 % 2 . K n o w l e d g e o f t h e h o s t c o u n t r y ’ s c u l t u r e , 9 6 % s o c i e t y a n d e c o n o m y
3 . B e i n g a b l e t o w o r k a n d i n t e r a c t w i t h p e o p l e f r o m o t h e r b a c k g r o u n d s a n d c u l t u r e s 9 4 % 4 . I n t e r c u l t u r a l c o m p e t e n c e 9 4 % 5 . T o a d a p t a n d a c t i n n e w s i t u a t i o n s 9 4 %
Non-mobile = approx. 4,000 Mobile = approx. 14,000
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD
Global Personal Development and Long-term Impact of Study Abroad Japan
Workplace abilities M o b i l e N o n - m o b i l e ( A g r e e ) ( A g r e e ) Communicative ability 8 8 % 4 6 % Leadership 5 5 % 2 7 % Positive attitude/ take action 8 2 % 4 3 % Resilience to stress 7 7 % 3 6 % Flexibility 8 2 % 4 9 % Perseverance 7 7 % 4 3 %
Mobile male = 381 (4,489) Non-mobile male = 334 (1,298)
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD
Global Personal Development and Long-term Impact of Study Abroad Japan
Workplace abilities M o b i l e N o n - m o b i l e ( A g r e e ) ( A g r e e ) Helpful planning career 7 0 % 3 6 % Helpful gaining current job 6 2 % 4 2 % Helpful obtaining higher salary 4 5 % 2 8 % I use knowledge and skills gained abroad in current job 6 0 % 3 0 %
Mobile male = 381 (4,489) Non-mobile male = 334 (1,298)
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD
The Impact of Study Abroad on Career Skill and Job Attainment for the University of Minnesota Alumni
USA (Anderson), Australia (Potts)
Career outcome s U S A A u s t r a l i a
( A g r e e ) ( A g r e e ) Securing first job 5 3 % 6 6 % Long-term career prospects 6 6 % 6 3 % Career direction 4 6 % 6 9 % Current work tasks 4 9 % 3 5 % Interpersonal and communication skills 8 4 % 8 7 % Maturity and personal development 9 1 % 9 4 % Critical and analytical thinking 5 9 % 6 4 % N = 712 USA N = 226 AUS
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD
Gilman Evaluation Report 2016 USA
M a j o r f i n d i n g s • 8 3 % i n d i c a t e d t h a t s c h o l a r s h i p e n a b l e d t h e m t o u n d e r t a k e a c a d e m i c a c t i v i t i e s t h a t t h e y c o u l d n o t h a v e t a k e n a t t h e i r h o m e i n s t i t u t i o n • 8 4 % m a i n t a i n e d r e l a t i o n s h i p s w i t h p e o p l e f r o m t h e i r h o s t c o u n t r y , • 6 6 % r e p o r t e d t a k i n g o n b r i d g i n g r o l e s b e t w e e n p e o p l e f r o m d i f f e r e n t c u l t u r e s
“ S c h o l a r s s a i d t h a t t h e G i l m a n S c h o l a r s h i p p r o v i d e d a n o p p o r t u n i t y f o r t h e m t o d e v e l o p a n a n a l y t i c f r a m e w o r k t h r o u g h w h i c h t o o b s e r v e t h e w o r k a n d s c r u t i n i z e i n f o r m a t i o n a b o u t i t . ” ( p . 5 ) . N = 1,580
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD
Gilman Evaluation Report 2016 USA
M a j o r f i n d i n g s • 6 7 % o f r e s p o n d e n t s a s p i r e d t o w o r k i n a n i n t e r n a t i o n a l o r c r o s s - c u l t u r a l f i e l d a s a r e s u l t o f t h e i r s c h o l a r s h i p e x p e r i e n c e . • 5 9 % a c t u a l l y a p p l i e d t o w o r k i n c o m p a n i e s w i t h a n i n t e r n a t i o n a l o r c r o s s - c u l t u r a l f o c u s . • 3 0 % o f r e s p o n d e n t s a c c e p t e d p o s i t i o n s w h e r e t h e y c o u l d t r a v e l a b r o a d .
“ c h o s e a c a d e m i c a r e a s t h a t w o u l d d e v e l o p t h e s k i l l s n e e d e d t o a d d r e s s g l o b a l c h a l l e n g e s i n c l u d i n g f o o d s e c u r i t y , m e d i c a l s e r v i c e s f o r t h e p o o r , a n d t h e i n t e r n a t i o n a l i z a t i o n o f h i g h e r e d u c a t i o n ” ( p . 2 4 ) . N = 1,580
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD
Gilman Evaluation Report 2016 USA
I n f l u e n c e a t h o m e 53%
o f r e s p o n d e n t s i n f l u e n c e d s o m e o n e e l s e t o p a r t i c i p a t e i n s t u d y a b r o a d o r a n o t h e r t y p e o f i n t e r n a t i o n a l e x c h a n g e p r o g r a m
N = 1,580
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD
Learning Abroad’s role in leveling the playing field in terms of the labour market (Di Pietro 2013)
ITALY
M a j o r f i n d i n g s L e a r n i n g a b r o a d h a d a m e a n i n g f u l i m p a c t o n t h e p r o b a b l y o f b e i n g e m p l o y e d t h r e e y e a r s a f t e r g r a d u a t i o n i n a d i f f i c u l t l a b o u r m a r k e t
T h e i m p a c t w a s d r i v e n p r i m a r i l y b y t h e i m p a c t o f l e a r n i n g a b r o a d o n t h o s e f r o m d i s a d v a n t a g e d b a c k g r o u n d s
T h i s g r o u p i n g r e p r e s e n t e d g r a d u a t e s i n t h e s e c o n d - l o w e s t s o c i o - e c o n o m i c g r o u p i n g r a t h e r t h a n v e r y d i s a d v a n t a g e d g r a d u a t e s .
N = 30,015
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD Occupational status benefits of studying abroad and the role of occupational specificity (Waibel et al 2018)
GERMANY
M a j o r f i n d i n g s 1 . L e a r n i n g a b r o a d i s p o s i t i v e l y r e l a t e d t o g r a d u a t e s ’ o c c u p a t i o n a l s t a t u s t h r e e y e a r s a f t e r g r a d u a t i o n . H o w e v e r , t h i s a p p l i e s o n l y t o g r a d u a t e s o f o c c u p a t i o n a l l y u n s p e c i f i c f i e l d s ( s u c h a s A r t s & S c i e n c e )
2 . S t u d e n t s w i t h t h e l o w e s t p r o p e n s i t y t o p a r t i c i p a t e a r e l i k e l y t o b e n e f i t m o r e . L e a r n i n g a b r o a d m a y p r o v i d e a n o p p o r t u n i t y t o d e v e l o p s o c i a l , i n t e r c u l t u r a l a n d l a n g u a g e s k i l l s t h a t h i g h e r p r o p e n s i t y s t u d e n t s a l r e a d y p o s s e s s . H o w e v e r , t h i s m a y r e f l e c t s e l f - s e l e c t i o n – t h e y s t u d y a b r o a d b e c a u s e t h e y b e l i e v e i n t h e p r o f e s s i o n a l v a l u e o f t h e e x p e r i e n c e
N = 1708; 219 in matched analysis
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD
The impact of study abroad programs on graduate employment outcomes (Lim et al 2019 Forthcoming)
SINGAPORE
M a j o r f i n d i n g s 1 . S a l a r y – L e a r n i n g a b r o a d i n c r e a s e d s t a r t i n g s a l a r y b y 6 % , p a r t i c u l a r l y p r o n o u n c e d f o r h i g h a c h i e v i n g ( 4 . 5 a n d a b o v e ) a n d a v e r a g e a c h i e v i n g s t u d e n t s ( 3 . 5 - 4 ) . V a r i a t i o n s b y d i s c i p l i n e , p r o g r a m t y p e , d e s t i n a t i o n
2 . J o b s e a r c h d u r a t i o n – n o i m p a c t
3 . A c a d e m i c p e r f o r m a n c e – s i g n i f i c a n t b u t a m o d e r a t e m a g n i t u d e ( 0 . 0 4 1 o u t o f 5 ) .
N = 7,652
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD
SUMMARY
M a j o r f i n d i n g s L e a r n i n g a b r o a d i s h e l p f u l i n o b t a i n i n g a j o b a f t e r g r a d u a t i o n L e a r n i n g a b r o a d p r o m o t e s i n t e r e s t i n a n i n t e r n a t i o n a l c a r e e r E m p l o y e r s a s s o c i a t e l e a r n i n g a b r o a d w i t h k e y e m p l o y a b i l i t y s k i l l s F o r m e r p a r t i c i p a n t s r e c o g n i z e t h e v a l u e o f l e a r n i n g a b r o a d i n t h e d e v e l o p m e n t o f e m p l o y a b i l i t y s k i l l s L e a r n i n g a b r o a d m a y p r o m o t e c a r e e r a d v a n c e m e n t a n d l e a d t o i n t e r n a t i o n a l l y - f o c u s e d w o r k a s s i g n m e n t s L e a r n i n g a b r o a d p r o m o t e s p r o f e s s i o n a l m o b i l i t y a f t e r g r a d u a t i o n L e a r n i n g a b r o a d g r a d u a t e s f i n d a j o b m o r e q u i c k l y a n d a r e l e s s l i k e l y t o b e u n e m p l o y e d L e a r n i n g a b r o a d c a n l e a d t o j o b o f f e r s L e a r n i n g a b r o a d m a y f o s t e r e n t r e p r e n e u r s h i p L e a r n i n g a b r o a d m a y l e a d t o a h i g h e r s t a r t i n g s a l a r y F o r m e r p a r t i c i p a n t s a s s o c i a t e l e a r n i n g a b r o a d w i t h p o s i t i v e l o n g - t e r m c a r e e r p r o s p e c t s L e a r n i n g a b r o a d c o n t r i b u t e s t o t h e d e v e l o p m e n t o f c a r e e r c a p i t a l I n t e r n a t i o n a l e x p e r i e n c e c a n p r o v i d e a b o o s t t o l o w S E S s t u d e n t s i n t h e e m p l o y m e n t m a r k e t
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 EMPLOYABILITY AND LEARNING ABROAD EMERGING HYPOTHESES
1.Learningabroadmaypromotethemostgain,intermsofcareers andemployability,forthestudentsleastlikelytoparticipate. 2.Learningabroadmaypromotethemostgain,intermsofcareers andemployability,forstudentsundertakinggeneralistdegrees. 3.Learningabroadmaypromoteacademicgainsforaveragestudents, makingthemmorecompetitiveinthejobmarket.
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 IEAA CAREER OUTCOMES OF LEARNING ABROAD newresearch
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 CAREERS OF LANGUAGE STUDY ABROAD ALUMNI - USA newresearch
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 CASSIE - USA
newresearch
WESTERN SYDNEY UNIVERSITY MOBILITY FORUM 2019 Western Mobility Program Overview Mr Rohan McCarthy-Gill (Manager, International Mobility) NATIONAL CONTEXT ‘Whatever else this century brings, it will bring Asia’s rise. In this century, the region in which we live will become home to most of the world’s middle class. History teaches us that as economic weight shifts, so does strategic weight.’ Julia Gillard, Australia in the Asian Century White Paper 2012.
Investment and Aspiration: to deliver national economic and strategic agendas. Top five Indo-Pacific destination countries for New Colombo Plan (NCP) $100M, 5 years, 2013 Australian UG learning abroad experiences 2017 By 2020, the Program will have supported Destination Number of experiences around 20,000 students to complete China 2,354 (17%) overseas experiences through scholarships or Japan 1,429 (11%) India 1,277 (9%) mobility programs in 40 Indo-Pacific locations. Indonesia 1,181 (8%) Cambodia 856 (6%) OUTBOUND MOBILITY IN AUSTRALIA
TOTAL NUMBER OF STUDENTS LEARNING ABROAD (TOTAL EXPERIENCES)
60,000 1,200
49,263 50,000 1,000 1019 44,045
40,000 38,144 870 800 812 31,912 29,487 The participation rate of domestic 30,000 600 24,763 undergraduate students at 20,906 Western Sydney University was 20,000 18,340 400 12% in 2017. 382
10,000 200 204 219 163 119 0 0 2010 2011 2012 2013 2014 2015 2016 2017 AUSTRALIA WSU
4/15/2019 Source: International Mobility of Australian university students, Australian Universities International Directors' Forum (AUIDF) PAGE 3 INSTITUTIONAL CONTEXT Securing Success Global Futures 2018-2020 STRATEGIC PLAN INTERNATIONALISING WESTERN SYDNEY 2015 - 2020 GO GLOBAL STUDENT MOBILITY
A total 1,019 students participated in TOTAL INTERNATIONAL STUDENT EXPERIENCES outbound mobility 1,200 1019 programs in 2017. This 1,000 870 represents an 812 increment of 17% 800 against last year. 600
400 304
200
0 2014 2015 2016 2017
4/15/2019 PAGE 5 GO GLOBAL STUDENT MOBILITY
From this total, 76% TOTAL INTERNATIONAL STUDENT EXPERIENCES BY STUDY LEVEL (2017) were undergraduate Postgraduate Research students and 18% were 18% Undergraduate enrolled in postgraduate 76% research programs. Postgraduate Coursework 7%
4/15/2019 PAGE 6 GO GLOBAL STUDENT MOBILITY ACCESS AND EQUITY CREDIT STATUS During 2017, again a significant number of students were identified under access74% ofand students equity categories. From the total of 1,019 experiences: participating in an •outbound446 are mobility 1st in family (43% of total) program undertook a •program192 arefor Low-credit. SES status (19% of total)
• 277 non-English speaking backgrounds (27% of total)
• 24 indigenous students (2.4% of total)
4/15/2019 PAGE 7 STUDENT DEMOGRAPHICS STUDENT MOBILITY Female participation in outbound mobility programs is higher than participation by male students at 62% (in comparison with 57% in 2016)
This figure is higher for female students participating in undergraduate programs at 64%. GO GLOBAL STUDENT MOBILITY
The top three fields of study for outbound mobility students in 2017 TOTAL INTERNATIONAL STUDENT EXPERIENCES were Health, Society and Culture and Management and Commerce. Other fields of study 419
59% of the students who Management & Commerce 119 participated in an outbound mobility program undertook a Society & Culture 211 59% of program in one of these three the total fields of study in 2017. Health 270
0 100 200 300 400 500
4/15/2019 PAGE 9 WHERE ARE THEY GOING? DESTINATION Total 2015 Total 2016 Total 2017 1 China 95 157 147 TOP DESTINATIONS FOR OUTBOUND 2 United States of America 79 84 79 MOBILITY 3 South Africa 38 36 65
4 United Kingdom 62 62 64 The most popular destinations for students 5 Japan 31 28 50 undertaking outbound mobility programs at 6 Canada 32 39 43 Western Sydney University in 2017 were China, 7 Vietnam 40 36 38
United States and South Africa (Table 1). 8 Taiwan 18 9 36
9 Thailand 21 12 35
10 Ireland 1 38 27 There was an important increase in the number of 11 India 46 62 25 students undertaking programs in South Africa, 12 Netherlands 19 20 23 13 Japan, Taiwan and Thailand. New Zealand 14 30 18 14 Singapore 35 21 14
15 Hong Kong SAR 44 39 6
Other destinations 237 197 349
Total 812 870 1,019
4/15/2019 PAGE 10R PROGRAM TYPE STUDENT MOBILITY
INTERNSHIPS AND PRACTICAL PLACEMENTS 25%
CONFERENCE 19%
FACULTY LED STUDY TOUR 14%
In Australia the average is Internships (25%) and Faculty-led study tour (24%) *
*AUIDF (2017) GO GLOBAL STUDENT MOBILITY
CREDIT STATUS PERCENTAGE OF EXPERIENCES BY CREDIT STATUS In 2016, 74% of students participating in an outbound AVERAGE IN Total 2015 Total 2016 mobility program undertook AUSTRALIA * a program for-credit. 1 Credit 62% 74% 77%
2 Non-Credit 12% 15% 11%
3 For recognition 12% 3% 8%
4 Unknown / Other 3% 8% 4%
*AUIDF (2017)
4/15/2019 PAGE 12 GO GLOBAL STUDENT MOBILITY FUNDING AND SUPPORT CREDIT STATUS AMOUNT OF FUNDING PER STUDENT (WESTERN SYDNEY UNIVERSITY AND AUSTRALIA IN 2017) 74% of students participating in an TYPEoutbound OF FUNDING mobility WESTERN SYDNEY UNIVERSITY AVERAGE IN AUSTRALIA *
programTotal funding fromundertook university sources a (per student) $1,733 $1,734 program for-credit. Total funding from government sources (per student) $3,483 $5,145
Total funding from OS-HELP (per student) $3,621 $6,486
Total funding from government, external and $3,089 $3,598 university sources (per student)
* AUIDF (2017)
4/15/2019 PAGE 13 GO GLOBAL STUDENT MOBILITY
CREDIT STATUS 74% of students participating in an outbound mobility Qprogram & A undertook a program for-credit.
* AUIDF (2017)
4/15/2019 PAGE 14 INTERNATIONAL STUDENT MOBILITY POLICY AND PROCEDURES GuidingCREDIT STATUS principles and operational requirements74% of students •participatingdefines international in an student mobility; •outboundeligibility andmobility selection; •programconditions undertook of participation; •a programthe application for- of overseas academic credit; •credit.withdrawal , deferment, and cancellation; • roles and responsibilities in relation to student international mobility; and • risk management assessment and processes: What’s new?
PAGE 1 ZIKA
EARTHQUAKES IN INDONESIA EVOLVINGHOTEL ATTACK, US POLICY BURKINA FASO
TENSIONS ON KOREAN NAIROBI HOTEL ATTACK PENINSULA
RECENT GLOBAL CHALLENGES
HELPING WSU MANAGE HEALTH AND TRAVEL SAFETY RISKS
CHRISTCHURCH SHOOTING BOTTLED WATER CAUTION IN JORDAN
2 GENDER REASSIGNMENT CIVIL PARTNERSHIP DENGUE TRAVEL-RELATED INFECTIONS WAR NATURAL DISASTERS PIRACY OPPORTUNISTIC CRIME MEDICAL AND IMMIGRATION & VISAS GASTRO SECURITY ISSUES HIJACKING FACING AIRLINE CATASTROPHES LAWLESSNESS TRAVELLERS TERRORISM MEDICAL ILLNESS IMPRISONMENT LANGUAGE & CULTURAL BARRIERS AIR QUALITY RACE & ETHNICITY PREGNANCY & MATERNITY AGE SEXUAL ORIENTATION GENDER DISABILITY
3 WHO IS INTERNATIONAL SOS? A NETWORK THAT WORKS AROUND-THE-CLOCK FOR YOU
AT A GLANCE
A presence in 92 countries across five continents
26 Assistance Centres
Over 11,000 employees and 92 offices
99 languages supported
1,400 doctors
56 international clinics
200 full-time security specialists
5 Regional Security Centres
Internal travel tracking team OUR EDUCATION SECTOR SUPPORT WORLDWIDE
53 13,946
EDUCATION INSTITUTIONS ACROSS SCHOLASTIC CASES GLOBALLY AUSTRALIA AND NEW ZEALAND IN 2018 AVERAGES OUT TO BE TRUST US WITH 34,000 38
STUDENTS CASES PER DAY WHAT INTERNATIONAL PRE- SOS SERVICES ARE DEPARTURE AVAILABLE TO YOU THROUGH YOUR MEMBERSHIP? WHILST ABROAD
IN AN INCIDENT WHAT ARE THE SERVICES PRE-DEPARTURE AVAILABLE TO YOU?
2 UNDERSTAND THE MEDICAL AND SECURITY RISKS AT 1 DESTINATION.
COUNTRY GUIDES 1. Visit www.internationalsos.com 2. Type in WSU’s membership number (TEMPORARY CODE 274311) 3. Access Medical and Security information for the countries you are travelling to via the drop down menu. 3 PRE-DEPARTURE EMAIL ALERTS 4. You can choose to receive a number of email alerts to keep you up to date with the latest developments around the 4 world via subscribing to pre-trip email alerts. WHAT ARE THE SERVICES PRE-DEPARTURE AVAILABLE TO YOU?
ANYTIME. ANYWHERE.
2 Download your Assistance App
Call an Assistance Centre for:
MEDICAL SECURITY QUESTIONS AND/OR QUESTIONS
Do you need Which district to ...vaccination? ...avoid? Do you have to bring Which taxi ...medicine? ...company is safe?
You can access the nearest Assistance Centre phone number via the Assistance App or on the back of your Membership Card. PREPARATION CASE STUDY PRE-DEPARTURE
TRAVEL TO DIFFICULT REGION MADE EASIER WITH PRE-DEPARTURE ASSISTANCE
Logged into member section on International SOS website
In country guide to health and safety issues TARA, A MEDICAL STUDENT Clear guidance as a female traveller BASED IN AUSTRALIA, NEEDED ASSISTANCE Two months prior received vaccinations TO PLAN HER FIRST TRIP TO Pre-travel briefing from assistance centre PAPUA NEW GUINEA Advice on hotels, drivers and local logistics
In country usage of membership app for mobile 24/7 MEDICAL OR WHILST ABROAD SECURITY ADVICE AND ASSISTANCE coups lost wallet common travel problems
extreme weather threats immigration & visas routine issues typhoid fever toothache flu medical illness doctor referral can I drink the water? vehicle accidents hotel referral travel-related infections directions lost wallet air quality diarrhoea airline delays rural isolation civil unrest language and cultural barriers can I use the local taxis? CRITICAL INCIDENT IN AN INCIDENT MANAGEMENT | BACKGROUND
• Three professors, one with language experience, and 14 students • Three students are missing at breakfast • One in room, but other two unaccounted for LESS THAN 1% OF ALL WHILSTIN AN INCIDENT ABROAD OUR CASES RESULT IN AN EMERGENCY BUT IF THE UNTHINKABLE HAPPENS
WE MONITOR YOUR CONDITION AND GIVE ADVICE.
WE HANDLE ALL LOGISTICS. WE EVACUATE YOU TO A CENTRE OF MEDICAL EXCELLENCE. WE EVACUATE YOU TO A SAFE AREA. WE HELP YOU STAY IN TOUCH WITH YOUR FAMILY. WE KEEP YOU INFORMED EVERY STEP OF THE WAY.
WE COORDINATE PAYMENT OF MEDICAL FEES WHEN APPROVED. WE ORGANISE REPATRIATION OF MORTAL REMAINS. TAKE AWAY TIPS
INTERNATIONAL SOS MEMBERSHIP CARD 1 ALWAYS HAVE IT IN YOUR WALLET. INTERNATIONAL SOS ASSISTANCE APP ONE CLICK ACCESS TO THE NEAREST 2 ...... ASSISTANCE CENTRE.
WHEN TO CALL THE ASSISTANCE CENTRE? IF YOU HAVE ANY MEDICAL OR SECURITY RELATED QUESTIONS. 3 Pre-departure Whilst abroad In an incident
EMAIL ALERTS KEY INFORMATION ON SPECIFIC 4 .....DESTINATIONS YOU ARE TRAVELLING TO.
Overview
• No promises
• What is the NCP?
• NCP Application Criterion
• Submitting an Application
• The Academy India Lucknow Trip – An NCP student experience Importance of early planning
• Signature initiative of Aus. Gov. to lift knowledge of the Indo-Pacific
• Supports undergrad Australian citizens for study/work experience
• Initial commitment $100 million
• Round 2020 approx. $28.7 million for new projects
• WSU $1.3 million 2018 (40% of projects funded) Host Locations 40 eligible Indo-Pacific Host Locations:
Bangladesh, Bhutan, Brunei Darussalam, Cambodia, China, Cook Islands, Federated States of Micronesia, Fiji, French Polynesia, Hong Kong SAR, India, Indonesia, Japan, Kiribati, Laos, Malaysia, Maldives, Marshall Islands, Mongolia, Myanmar, Nauru, Nepal, New Caledonia, Niue, Pakistan, Palau, Papua New Guinea, Philippines, Republic of Korea, Samoa, Singapore, Solomon Islands, Sri Lanka, Taiwan, Thailand, Timor-Leste, Tonga, Tuvalu, Vanuatu and Vietnam.
Consider the risks of travel to all Host Locations and regions carefully Student Eligibility Students receiving a grant must be: • An Australian citizen • Undertaking a Bachelor Degree or Bachelor Honours Degree • At least 70 per cent of students must be aged 18 to 28 years old • Indigenous students are exempt from age requirements • Students cannot be awarded the same type of grant twice Study Options • Eligible study options include: – Short-term study – Internships – Clinical placements – Practicums – Short-term research – Semester based study of one or two semesters (up to 12 months)
• Study options must be at least two weeks (14 days) or more in duration
• Majority of projects are Short-term Instructor-Led Programs Example of NCP funded projects • A two-week experience for 10 engineering students collaborating with Khmer (Cambodian) organisations – 10 x $3,000 = $30,000 student grants – Plus 5% for administration = $1,500
• A four-week experience for 20 law students to study at a Chinese Uni and gain legal experience in law firms – 20 x $3,000 = $60,000 – Plus 5% for administration = $3,000 Project Funding
• Must attract course credit or fulfil mandatory course requirements
• Short-term grant: $1,000 and $3,000 per Student
• Semester grant: $3,000 and $7,000 per Student
• Internship grant (additional to semester grant): $1,000 per Student
• Language grant (additional to semester grant): $1,500 per Student
• Projects must have a minimum duration of two weeks Administration Funding
10% of the total grant funding sought
5% is retained by International Office – central resource ensures compliance with policies – distribution of funds – monitoring expenditure – Government reporting – Advice and support
5% of the Administration funding for project leaders – staff flights and accommodation – Engaging third party providers – General administration costs Admin Funding – is it enough?
• Some activities can take up to 400 hours to administer
• Do not intentionally reduce the cost of a project, if it diminishes the quality and puts at risk the safety of participants and the reputation of the University.
• The International Office provides limited support, however is not responsible for the direct administration of projects
• Outsourcing and increasing the cost
• Deposits and admin fees (One Stop)
• OS-HELP and private sponsorship
• Some successful projects cost over $5000 per person
• Project Design and logistics (discussed later) NCP Application Criterion Scoring Well
Project applications that have scored well in the past have:
• been clear and concise
• addressed all elements of each individual criterion
• provided concrete examples
• have developed partnerships with Private Sector Organisations
• been ambitious joint projects from disciplines across the University that have common interests (not always possible) Project Name & Description
Although the summary does not contribute to the project’s weighted score: • the Government assesses thousands of NCP applications • the assessors are non-specialists and will judge a book by the title and description
TIPS • Name - a title to catch the assessors attention • Description • clear and concise • make them want to find out more • Make it exciting Criterion 1
40 per cent weighting; maximum 200 words
How will the Mobility Project:
(a) increase Student knowledge of the Indo-Pacific and Host Location?
(b) increase Student mobility to the Indo- Pacific and the Host Location? Criterion 2
30 per cent weighting; maximum 200 words
How will the Mobility Project:
(a) support new and/or strengthened people to people and institutional partnerships in the Indo-Pacific region?
(b) be sustainable over time?
(c) ensure a diverse range of students are attracted to and participate in the Mobility Project? Criterion 3 10 per cent weighting; maximum 200 words
How will the Mobility Project promote the New Colombo Plan in Australia and the Host Location? Criterion 5 5 per cent weighting, maximum 200 words
Will in-country language training be provided to Students in the Host Location? Yes/no Criterion 6 5 per cent weighting, maximum 200 words
Will the Mobility Project involve an Internship component? Yes/no Criterion 7
5 per cent weighting; maximum 200 words
•Is the Mobility Project supported by a Mobility Partnership?
Mobility Partnership = Private Sector Organisation
Written evidence must be provided for: (a) financial sponsorship as a cash contribution to a Mobility Project offered and/or (b) in-kind sponsorship through the provision of a good or service free of charge (c) a multi-year partnership, supported by a memorandum of understanding (MOU)
Host institutions and Third Party Providers are not considered Mobility Partners Criterion 10
Criterion 10 Additional Selection Criterion for Multi-term Funding (if sought)
How will Multi-term Funding support the Applicant to deliver a long-term and sustainable increase in student mobility to the region that could not be facilitated by a Single-term Mobility Project?
Note: Multi-year applications will be considered as single year projects as well. Submitting an Application How to Apply for Project Funding
STEP 1: Complete the simple Registration Form in 1 minute
STEP 2: Download Project Application Worksheet
STEP 3: Create and Edit Online Application - Opens 19 March
STEP 4: Submit the Online Application - Deadline 29 April ISEO Online Platform Timeline
20 February Initial Registration Form opens
19 March Online applications for New Colombo Plan Mobility Program open
21 April Initial Registration Form closes
29 April Online applications for New Colombo Plan Mobility Program close
30 April NCP Project Applications are forwarded to the Schools for ranking
9 May Schools return ranked applications to WSI by the 9 May deadline
9 May NCP Project Applications will be forwarded to the PVC-I and DVC for consideration.
Final submission to the Australian Government. 16 May NCP Mobility Program closed
May - August Applications assessed and reviewed by the Australian Government.
August Funding decisions formalised and offer to Applicants made by the Australian Government. The Truth about Ranking
PROJECT RANKING JOINT PROJECT RANKING Taiwan A – 10 students 1 TAIWAN ABC – 30 students 1 Taiwan B – 15 students 10 Taiwan C – 5 students 20
• 9 Schools and some institutes submit project applications (Approx. 50 projects)
• Each School is requested to rank their projects e.g. 1, 2, 3, 4
• Taiwan B is ranked by their School at # 2, however potentially gets pushed down to ranking #10 or further, due to other projects across the University
• This process is also repeats at a national level with approx. 2000 applications
• Advantage - joint projects are more likely to be ranked higher and receive funding
• Disadvantage – government may reduce the numbers and funding Before Submission
Prior to submission, I welcome the opportunity to read drafts and provide advice
Consider innovative sustainable programs Designing & Managing an Instructor-Led Program
Project Design and Logistics Instructor-Led Programs
• Instructor-Led Program (ILP)
• Also known as 'faculty-led programs' or Study Tours
• Customised short-term experience for students
• Popular alternative to traditional semester studies
• Could incorporate units at overseas unis, lectures, research, work experience, site visits, and more
• The number of weeks, students, and type of experience varies (less than a semester)
• Planning can take up to 24 months to deliver a good program
• Up to 400 hours to administer each program Learning Abroad Program Management
Instructor-Led Programs can exist without NCP funding and have a number of complex processes
NCP Project OS-HELP or Funding? HECS OS-HELP • A deferred HELP debt loan • For undergraduate Australian students • Loans up to $8,149 are available • Academic Approval is required
Must have: • completed 80 credit points before departure • have 10 credit points remaining on return
Criterion 2 • ‘Be sustainable over time?’ Key elements to a good project
• Good planning • Enthusiasm • Dedication Initial Considerations
Country and Will the type of project? Will the How much students stay students be are the in one place interested? students or travel prepared to around? pay?
How many I’ve heard these students will I programs are lot take? of work. Is there any help?
Is there a mobility Who is doing policy? the administration? Program Models • The program model affects the administrative support, cost, risk and reputation
Partner • A 'pure' Instructor-Led model Program – Administered by trip leader – Staff to student ratio = 10:1. – Programs should have a minimum of 2 project leaders, a leader and a deputy Pure Third Party – Up to 400 hours and limited support from Instructor- Provider university Led • Partner programs are organised and managed by another university
• The Third Party Provider (TPP) model utilises an external company to manage program logistics and much more A Snapshot of WSU Program Models Most programs at Western Sydney University are a combination of these models. Provided below is a snapshot of 82 programs funded by the Government since 2016 (this does not include non-funded projects)
Partner Program 2
Third Party Provider 7
Pure Instructor-Led (No provider) 14
Combination Instructor-Led/Partner Program 38
Combination Instructor-Led/Third Party Provider 19
Student organised* 2
TOTAL 82
*has an instructor, however the students organise most of the program logistics Processes for an Instructor-Led Program
Provided below is a simplified diagram of processes that are used in developing and managing an Instructor-Led Program (ILP)
New Colombo and Flights & Initial Consultation Paying Grants Endeavour Reporting Accommodation (if relevant)
Student Travel Returning Home and Agreements Collecting Payments Registration Program Evaluation
Risk Assessment Emergencies and In-Country Logistics & Selecting students Critical Incidents Program Approval
Student Training and Promoting and On-Site Program Trip Leader Training Pre-Departure Recruiting students Management Sessions Consultation with IO
• Initial Consultation is not about NCP – Learning Abroad Models – Itinerary – Budget – Logistics – Risk Assessment and Approval
• Get the ILP concept right for NCP
• Download templates on NCP webpage
• Follow up support from IO – webpages and online EOIs Handy Document and Links
Handy Documents and Links NCP Related •Registration Form •Project Application Worksheet •Government online Application platform ISEO
Managing an Instructor-Led Program •Learning Abroad Questionnaire (Consult with International) •Basic Itinerary template •Basic Budget Template •Learning Abroad Timeline •Learning Abroad Logistics Tool Worksheet •Learning Abroad Proposal (combines documents above)
Agreements • Establishing New Institutional Agreements • Establishing New Third Party Provider Agreements
Contact • Steven McDonald, Manager, Short Term Mobility • Nancy Go, Administrative Assistant, Government Programs Expressions of Interest for Hong Kong AustCham Internship Program
Designed this program to align with the NCP and existing WIL principles. AustCham will provide support to universities and students throughout the entire internship journey including application, visas, accommodation solutions, on-ground support, placement and creating an alumni network to foster ongoing relationships. AustCham are seeking interested university partners and global mobility departments to strengthen international ties and help promote Australian universities and talent in Hong Kong and the region
WSU has providers in most countries – will support applications New Colombo Plan
India Immersion Tour to Lucknow, Uttar Pradesh November to December 2018
Presented by Andra Cazamir, Erin Brown and Michelle Boyle
Acknowledgements to Simone Kaldas and Laura Donnan
37 The Overview
• India Immersion Tour + NCP • Background • Sustainable Development Goals • Experiences • Outcomes • Innovations • Recommendations • Benefits
38 International Certificate Course Water and Health for Sustainability
India Immersion Tour
• Centre for Environment Education • Farming Community • United Nations SDG’s • University of Lucknow
39 New Colombo Plan
• Why Academics need to attend these trips • Our perspective and how it has changed • What we have the power to do from our position in Australia • NCP Funded & Western Sydney Mobility • Staff and Academics - we need their specialities on the trip
40 Background Location & Environment
Week One Lucknow University Urban Communities
• Hosted by the University of Lucknow • Visited local Slum • Visited local Primary Schools varying between public and private • Discussed the SDG relationship between India and Australia
41 Background Location & Environment
• Visited an Eco-Tourism Farm • Visited local Village Slum • Explored different Medical Centres Meeting with the Mayor of Uttar Pradesh • Week Two and discussed his ideas for the area Rural communities Uttar Pradesh and Nepal • Walked into Nepal and visited a Nepalese school • Visited Agra, Taj Mahal
42 Sustainable Development Goals (SDGs)
• Major focus of the India Immersion • Explored the similarities and differences between Australia and India with fulfilling SDG’s
43 The Gomti River
Water Issues
• Religious Idols • Washing complexities • Drinking water • Sewerage • Aquatic Life – Dr Michelle Ryan
44 Ambedkar Memorial Park
Inequality between Rich and Poor
• Mayawati, Chief Minister of Uttar Pradesh • 100 acres • Built in 2008 • 7 billion rupees
45 Taj Mahal, Agra
Pollution
• In 2015, about 75% of deaths caused by pollution were in rural areas • 10 Uttar Pradesh cities are among India’s most-polluted (where we stayed during week one)
46 Our Experiences
● Erin Brown
● Michelle Boyle
● Andra Cazamir
47 Erin’s Experience
WELCOMING
COMMUNITY
BELONGING
48 1 Minute in India (Video) 49 Michelle’s Experience
• As a mature student • As a mother • As an immigrant • Studying Psychology / Counsellor • Community Advisor for The Academy
50 Michelle’s Experience
• What can I do? • What charities can help me achieve this? • How can academics help me achieve this? • My plan moving forward • New Colombo Alumni representative
51 Andra’s Experience
• Accessible to students, in an educational context • Fascinated by Indian culture • Particular interest in rural communities • Occupational Therapy – how do people in other countries define ‘health’? ‘No book you read, no movie you watch and no story your hear can compare to a first hand travel experience’
52 Andra’s Experience
• You will not find two similar stories • Sensory experience (people, crowds, sounds, smells) • A short walk to the supermarket can be a survival experience
53 Andra’s Experience
• Empathy • Responsibility towards others • Better understanding of my role in society
54 Experience Supervisors
The experience builds a strong group dynamics among participants, as will as between participants and local hosts, which contributes to interprofessional learning.
Such a trip generates ideas for collaboration in the future, both within WSU and between WSU and host institutions.
Dr. Brahm Marjadi Dr. Michelle Ryan
55 Outcomes from the Immersion
• Friendship • Leadership and Teamwork • Relationships with The Academy and Academics • Lasting memories • Cultural Experience
56 Outcome Leadership & Teamwork
• Humour • Understanding different characters • Overcoming internal issues • Working together • Showing initiative • Problem solving
57 Outcome Relationships
With The Academy and Academics • This book represents the lasting memories we have created as a group • A copy has been sent to Lucknow
58 Outcome Donations
● Michelle Boyle: ● Raised monies and stationary before the trip. ● Ongoing funds ● Public school we visited ● Retaining and building contacts.
59 Outcome Personal
• Cultural competence is a journey – fundamental for a career in health • I challenge myself to get more out of my comfort zone – Oxfam Trail
60 Oxfam
The World is a small place
• Different organisations WSU India Trip • Different contexts • Common issues • We are connected
61 Outcome Active Citizen
• Our perspective and how it has changed • How privileged we are and what we have the power to do from our position in Australia • NCP funded and Western Sydney Mobility • Staff and Academics – we need their specialities on these trips
62 Outcome Innovations
‘I strongly believe that the first step and the most important tools towards women empowerment is education. The right education will ensure that women are more competent and confident in taking up bigger challenges and raising the bar in any field.’
- Kirthiga Reddy, Facebook India
63 Equality Program - EQUAL Outcome
Innovation: Emerging The Program would address Solutions • Challenges stereotypes, cultural and socio-economic discrimination and expectations of women and men • Empowering girls and educating boys to prevent them contributing to gender inequalities in the future
Why is the program innovative? • The syllabus runs in co-educational schools • Receive and question information with both genders and separately • more space and time for ideas and discussion from both sides 64 Outcome RCE SDG Challenge Water & Sanitation Universities within the Indo-Pacific Region Goal 6
• Access to sanitary products • Men mainly buying wholesale goods • Interlinked with multiple other SDGs • Shame, guilt, disgust Using state-of-the-art technology and new materials. I am creating an • Lack of education innovation which could help to keep Indian girls in education after reaching • Health concerns menstruation age.
65 Recommendations for the Experience
• With all of these disciplines involved our achievement is limitless • Preparation is key • Raise money • Shoe/clothing/stationary drives • Marketing projects • Creating tools to educate groups within your host country to maximise our continuous contribution 66 Benefits Students will Benefit
• Prepare for the future • Bring new ideas, contribute to their environment If teachers can provide opportunities for students to travel and • Opportunity to reflect on personal values can encourage them to take a brave leap into the unknown, I can confidently say they have offered them the best opportunity to prepare them for the future, however that might turn up to be.
67 Benefits Students will Benefit
• Change your students lives • Different perspectives on their Australian education • Motivate them to do more within their community • Give them direction and focus • Become a Global Citizen • Receive both a degree and receive the power to change and become a leader
68 Agriculture
Disciplines Arts which would Benefit Communication
Engineering
Marketing
Medicine
Psychology
Science
Social Work 69 Thank You
Helen, David, Brahm, Michelle, Beate, Robert, Johnathan, Jen Dollin, Brittany Hardiman, Western Sydney University
70 Questions? UNLIMITED. [email protected] westernsydney.edu.au/international
WESTERNSYDNEY.EDU.AU
GLOBAL ENGAGEMENT AND CITIZENSHIP The 21C Curriculum Project
Prof Felicity Blackstock School of Science and Health 21 C Project
Decreasing demand for existing qualifications Workforce need hybrid capabilities Need courses that can be unbundled and re-bundled to provide hybrid skills sets
Curriculum Design Principles
Future Thinkers Innovative Entrepreneurs Citizen Scholars GO GLOBAL – Becoming a Global Citizen……..
I want to broaden my understanding of Who else is my world doing this, and how can I connect with I have found this them? experience but I cannot get credit for it…..
4/15/2019 PAGE 4 301218 Global Engagement and Citizenship
4/15/2019 PAGE 5 Learning Outcomes
Analyse the sociocultural practice of a community and evaluate its impact on the people working in that environment, including self
Identify social, cultural or technical challenges associated with international travel and engagement, and articulate implement strategies to address them either collaboratively in a team or as an individual
Contribute to the productivity of an international community
Analyse the contribution of global engagement for an organisation and community
Evaluate the impact of global connections on the outcomes for the community, your team and one’s professional development
Critically reflect on global engagement experiences to discuss self-learning and how this learning informs has supported personal and professional development
Seek support and assistance as relevant to the international engagement, and working in the global world more generally
Provide support and assistance to peers as relevant to international engagement, and working in the global world more generally.
4/15/2019 PAGE 6 Learning Journey
1. Cultural responsive behaviours, attitudes and actions for development of cultural competency. 2. Ethical challenges related to international travel and aid 3. World political geography and how this intersects for global engagement 4. Unit Nations Sustainable Development Goals 5. Risk management
4/15/2019 PAGE 7 Learning Journey
•Online classroom - Pre travel preparation - Community of practice connecting learning - Post travel structured reflection
4/15/2019 PAGE 8 Learning Journey
•Forums - Four occasions - Workshop at week 2 - Workshop at week 11
Peer learning
Breadth of learning - students across schools
4/15/2019 PAGE 9 Assessment
Assessment Item Type of Assessment
1 Preparing for Global Engagement Learning Contract
2 Reflection on International Experience ePortfolio
3 Partnerships for learning Participation
Cultural Responsiveness and Global 4 Essay Citizenship
4/15/2019 PAGE 10 Global Engagement and Citizenship
•Benefits: - Increased opportunities for outbound mobility - Streamline enrolment - Explicit development of global citizenship - Student support pre and post travel - Connection with industry partners overseas
4/15/2019 PAGE 11