International Education Market Research

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Recently there have been articles about international students’ motivations and well-being on their journey of discovery through international education, a significant industry.

Such articles are relevant in that they do not criticise or dog whistle international students by describing them as ‘immigrants’ or suggesting they purposely short visa and immigration systems for long term or permanent residency.

In addition to reflecting increased international mobility and prosperity in developing nations, such insights should be imperative for all service-based marketing, especially digital carrying word of mouth or WOM.

Word of mouth is the most influential marketing channel as it is based upon experience of friends, family and peers with a product or service, the most trusted channel.

The message for marketers in any industry, especially services, is never make assumptions or rely upon headline or indirect data, but your customers too.  Marketing brand, reputation etc. requires constant feedback, monitoring of well-being and word of mouth while leveraging the same authentic feedback via social media, couched within a digital marketing strategy.

 

What we know about why Chinese students come to Australia to study

Hannah Song in The Conversation:

In 2016-17 Australia’s third largest export, international education, leapt from A$23.6 billion to a record high of A$28 billion. Within the higher education sector, the highest intake of international students is of Chinese origin.

Behind these statistics are the individual stories and aspirations of Chinese students’ parents who provide them the financial resources and emotional support. Yet, we know so little about why it matters so much to their parents, and what long-term impacts overseas study has on them and their families when they return home…

….Focusing on a shifting landscape of education in Shanghai, I undertook a longitudinal pilot case-study of four bilingual kindergarten-secondary schools to investigate the aspirations Chinese middle-class parents have for their children’s education.

….If Australia is to remain a destination for world-class education, we need to be far more self-reflective and long-sighted about what Australian international education offers: global citizenship and transnational mobility. We need to listen to the voices of an increasing middle-class in China.’

Student journey through international education

International Students (Image copyright Pexels)

‘’It’s stressful being an other’: The mental health woes of international students

Emily Baker in The Conversation:

Moving to Australia has, in Daniel Kang’s words, been a mix of challenges and little blessings. The Australian National University student has found room to breathe and develop. Walks through the abundant bush help clear his head. Generally, the experience has exceeded his expectations.

But moving from Singapore to Canberra has also carried difficulties. It can be stressful being an “other”, he said. The 22-year-old has at times been very lonely…

The most recent student experience survey from the federal government’s Quality Indicators for Learning and Teaching found undergraduate international students rated their experience at Australian universities 75 out of 100 per cent – slightly below the 79 per cent awarded by domestic students.

But separately, many international students report stress. They report social isolation. The very fact of being an international student in Australia – the experience of being alone in a new country, subject to financial pressures, navigating a new culture, and adjusting to a new academic system – is considered to make an individual at greater risk of mental ill-health.’

 

Any institution, business or organisation that neglects its existing customers to inform quality and marketing strategy development, maybe asking for trouble while relying upon PR and sales?

In the case of international education the most valuable resources are accessible onshore and on campus, i.e. enrolled students and their networks.

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Focus Group Research then Survey for Digital e-Marketing Strategy Development

Featured

Digital or e-Marketing Research for Strategy Development

 

Conducting Qualitative and Quantitative Feedback – Focus Respondent Interviews for Survey Instrument Development

 

Following outlines steps in applying research techniques for marketing using a MBA cohort of professionals of diverse backgrounds mostly based in Europe.

Limited interviews, both face to face and email based, were conducted with selected former students and industry stakeholders for experiential feedback to ascertain or confirm important factors.  After analysis of feedback, this led onto the development of a simple survey instrument with the factors or clusters of elicited, making up dimensions or phases (Saunders et al., 2009).  One could then measure or relate the importance of each factor in the information search amongst a related population or student cohort, then drawing inferences, but neither correlations nor causal relationships.

 

While optimal language and communication skills are important for questionnaires, there must be a process of researching, identifying and forming the questions to be included in a survey, that leads to valid and reliable data for analysis; one cannot go back after collecting survey data.

 

Ordinal Likert scales can be used to assess the strength of perceptions on relevant factors, on a three, five or seven-point range and can indicate order e.g. not very important through neutral to very important.  Ideally scales are applied to many factors or questions leading to inference of a construct explaining the research focus.  In this study, simply assessing relevance of each factor grouped as phases or dimensions for inclusion e.g. if deemed to be important or very important by students (Bell, 2005).

 

While the quantitative data collection or survey was a ‘probability sample’ or ‘representative sampling’ i.e. all from the same online MBA cohort, to allow inferences to be made about the population, the ‘Focus Respondents’ informing the survey development represented ‘non-probability’ sampling for convenience or streamlining.

 

By accessing ‘Focus Respondents’ and gaining input from potential population, also including informed input from industry personnel, industry and scholastic research; a valid survey instrument could be developed (Saunders at al., 2009).

 

The sample population of university students surveyed represent the population’s ‘information seeking’ behaviour, through collecting quantitative data from this representative sample of enrolled European University students in online MBA program.

 

Ideally this could have been expanded further amongst other sample populations for comparison and cross tabulation, but the scope of this study precluded inclusion, however actual colleges, public organisations and SME business workplaces can replicate the process.

 

Reference List:

 

Bell, J. (2005) Doing Your Research Project. (4th Ed.). Maidenhead: Open University Press.

 

Saunders, M., Lewis, P. & Thornhill, A. (2009) Research Methods for Business Students. (5th Ed.) Harlow UK: Pearson Education Ltd.

 

 

NOM Net Overseas Migration – Immigration – Population Growth

Population, Immigration and Net Overseas Migration NOM

Interesting article on immigration and NOM net overseas migration by former Australian Department of Immigration Deputy Secretary Abul Rizvi endeavouring to insert some understanding and clarity round the ‘immigration’ debate when most misunderstand, misinterpret or misrepresent immigration and population data.

 

 

This is manifested in media, political and public narratives that focus upon the NOM and the false notion that it is both unusually high and can be micromanaged; underpinned by lack of detail or ‘solution’ to lowering the NOM (without assessment of broader societal impacts).

 

NATIONAL AFFAIRS: Putting the numbers back into the immigration debate

ABUL RIZVI 20 FEBRUARY 2018

Drastically reducing net migration would be neither easy nor wise, says a former senior official.

How governments manage migration is a big deal. A perception of too many arrivals drove the Brexit result in Britain, helped define the Trump presidency, and fuelled the rising populist vote in Europe. Japan’s ageing population is driving its government to increase immigration — but ever so cautiously, recognising the likely backlash from its largely homogeneous population. And the same demographic forces have driven China to try to attract back part of its huge diaspora.

Yet, despite our long immigration tradition, Australia’s immigration debate is tortured and surprisingly poorly informed. Until very recently, this was not helped by the Turnbull government’s eerie silence on immigration levels and population policy. Immigration minister Peter Dutton’s tentative foray late last week should therefore be welcomed.

Given the complexities, immigration ministers have an obligation to be accurate with the data and honest about the range of issues to be considered in significantly reducing the intake. Dutton was neither.

 

Issues and Critique of Net Overseas Migration Statistics and Data

 

The NOM is a measure of movements, not designed as an ‘immigration’ target but merely measures numbers of people (irrespective of nationality, visa status and includes Australians) who enter Australia with the intention of remaining longer than 12/16+ months (ABS, 2017).

Rizvi cites several variables or inputs that would be required to control or lower the NOM.  This would include restricting rights of Australians marrying foreigners, restricting numbers of international students, preclude second year visas for working holiday makers doing agricultural work, close the refugee program, limit New Zealanders and seek out overstayers.

Other issues or features neither understood nor highlighted:

  1. Few nations use the same NOM as a measure to estimate resident population apart from Australia, UK and NZ then e.g. in the EU Schengen Zone it’s impossible due to free movement and that most nations appear to estimate from e.g. residency registration or census data (UN, 2015).
  2. Rizvi also fails to mention the cumulative statistical impact of an ageing population of citizens and permanent residents (includes significant numbers of British subjects) who were already in country 2006 when line was drawn in the sand on population; many have neither departed nor returned to Australia long term and have two impacts upon the data (and census). First is longevity due to better health hence staying in the data longer (though invisible) being attributed to ‘immigration’.  However, this will change when the baby boomer demographic starts departing this earth in the medium long term in about five years onwards i.e. deaths will outnumber births for long term thus impacting the estimated resident population significantly.  This is also set against already declining fertility rates and global population ex. Sub Saharan Africa, expected to peak by mid-century as explained by development, medical and statistics expert Professor Hans Rosling (Gapminder, 2013).
  3. A significant financial reason for encouraging temporary residents with no likelihood of permanent residency outcomes, whether students, backpackers etc., is as net financial contributors paying taxes without future access to state services. In other words, they support or subsidise increasing numbers of retirees needing pensions, health care etc. dependent upon healthy state budgets (with decreasing dependency ratio of workforce tax payer numbers to retirees).
  4. Further, statistical analysis has found that not only is the NOM very confusing, it may over estimate Australia’s population significantly, through double counting those not in country but not outside for more than 12/16+ months:

Except on migration. On this single metric, it’s as if the entire world converges into a deafeningly silent consensus. Population! At last a hard number. Something tangible, physical, consistent. The cacophony of economic debate subsides as everyone gather’s around to pay homage at the altar of the purest, simplest driver of demand, production, and everything else. The one undisputed back-stop to debate…Trying to find a simple and defensible explanation of a complex issue isn’t easy. But for migration, I think there is one. I’ll describe it here in prose, and in a later post gather some of the graphs and data that support it. There has been a level shift. But it hasn’t been in ‘migration’, as everyone actually intends and understands the word. The shift that we should be talking about has been in mobility.’ (Quixotic Quant, 2017a).

 

The alternative story is that sometime in the mid-2000s the Australian Bureau of Statistics changed the definition of an official statistic called “Net Overseas Migration”. The arbitrary definition they had at the time was malfunctioning, and the next arbitrary one they changed to has been malfunctioning even worse. A blithely ignorant press didn’t even notice the change, let alone query the disfunction that inspired it, so the entire country has been putting their faith soaring population figure that has the integrity of custard. The harder alternative figure shows that our migration rate is actually flat’ (Quixotic Quant, 2017b).

 

  1. By using ‘Migration’ in NOM to describe the definition may simply be a linguistic coincidence, however, it is highly suggestive of a direct correlation with permanent immigration and long-term population growth, which does not exist (except by some indirect correlation set amongst other factors).
  2. The local and global NGOs, think tanks, institutes, commentators, ‘ecologists’, media and politicians who constantly highlight supposed negative aspects of immigration and ‘sustainable’ population growth have been influenced or manipulated by the US white nativist movement, with the latter being influential amongst Republican Party and Trump (SPLC, 2001) in turn influenced by Darwin’s cousin Galton’s ‘science of eugenics and racial hygiene’ (Das, 2015).
  3. Post WWII prior to the formation of the UN Population Council the Rockefeller Foundation (Standard Oil/Exxon Mobil) co-opted the American Eugenics Society (AES) which had become discredited by the Nazis and their ‘research’ at The Kaiser Wilhelm Institutes in Germany, to then form the UN Population Council (Kurbegovic, 2005 & Novielli, 2017).
  4. Also, to emerge with support of same and similar oligarchs’ (fossil fuels and auto) foundations were Zero Population Growth (ZPG) (Bentley Historical Library – University of Michigan, 2018), Zero Economic Growth (ZEG) (Daly, 1980) and the Club of Rome ‘limits to growth’, etc. constructs (Green Agenda, 2018) to popularise negative perceptions of population growth and immigration as ‘liberal and environmental’ concerns (Stern, 2005).
  5. Demographically it is now coming to a head for many whether middle Europe or the ‘Anglosphere’ with the refrain, ‘brown people, Moslems etc. are going to outnumber white people or WASPs leading to demographic suicide….’.

 

Reference List:

 

ABS – Australian Bureau of Statistics (2017) 3412.0 – Migration, Australia, 2015-16 Available at: http://www.abs.gov.au/ausstats/abs@.nsf/exnote/3412.0 (Accessed on: 25 February 2018).

Bentley Historical Library – University of Michigan (2018) John Tanton Papers: 1960-2007. Available at: https://quod.lib.umich.edu/b/bhlead/umich-bhl-861056?byte=53770321;focusrgn=bioghist;subview=standard;view=reslist (Accessed on: 27 February 2018).

Daly, H. (1980) Why the Industrial World Needs Zero Economic Growth (Recording). Available at: https://trove.nla.gov.au/work/34007423?selectedversion=NBD22971101 (Accessed on 27 February 2018).

Das, S. (2015) Francis Galton and the History of Eugenics at UCL.  Available at: https://blogs.ucl.ac.uk/museums/2015/10/22/francis-galton-and-the-history-of-eugenics-at-ucl/

Gapminder (2013) Don’t Panic – The Facts About Population. Available at: https://www.gapminder.org/videos/dont-panic-the-facts-about-population/ (Accessed on: 25 February 2018).

Green Agenda (2018) The First Global Revolution. Available at: http://www.green-agenda.com/globalrevolution.html (Accessed on: 27 February 2018).

Kurbegovic, C. (2013). Kaiser Wilhelm Institute of Anthropology, Human Heredity, and Eugenics (KWI-A). Available at: http://eugenicsarchive.ca/discover/connections/5233cdc25c2ec500000 Accessed on 25 February 2018).

Novielli, C. (2017) The Population Council has a shocking 65-year history, and it’s nothing to celebrate. Available at: https://www.liveaction.org/news/population-council-founded-eugenicists-promoting-abortion-turns-65/ (Accessed on: 25 February 2018).

Quixotic Quant (2017a) The state of debate: A bird’s-eye on migration. Available at: https://www.quixoticquant.com/post/the-state-of-debate-a-bird-s-eye-on-migration/  (Accessed on: 27 January 2018).

Quixotic Quant (2017b) The Missing Million: Is Australia’s migration rate actually high? Available at: https://www.quixoticquant.com/post/the-missing-million/ (Accessed on: 27 January 2018).

SPLC Southern Poverty Law Center (2010) Anti-Immigration Groups. Available at: https://www.splcenter.org/fighting-hate/intelligence-report/2001/anti-immigration-groups (Accessed on 25 February 2018).

Stern, M. (2005) Eugenic Nation: Faults and Frontiers of Better Breeding in Modern America. California: University of California Press.

UN – United Nations – Department of Economic and Social Affairs Population Division (2015) International Migration Flows to and From Selected Countries: The 2015 Revision. Available at: http://www.un.org/en/development/desa/population/migration/data/empirical2/docs/migflows2015documentation.pdf (Accessed on: 25 February 2018).

Technology in Higher Education – Innovation Policy – Skills – Digital Literacy

Following is an article by Rogoff in Project Syndicate on the adoption, or not, of technology in universities and higher education whether MOOCS, flipped learning model, online or e-learning etc.

From Project Syndicate:

When Will Tech Disrupt Higher Education?

Feb 5, 2018 KENNETH ROGOFF

Universities pride themselves on producing creative ideas that disrupt the rest of society, yet higher-education teaching techniques continue to evolve at a glacial pace. Given education’s centrality to raising productivity, shouldn’t efforts to reinvigorate today’s sclerotic Western economies focus on how to reinvent higher education?

CAMBRIDGE – In the early 1990s, at the dawn of the Internet era, an explosion in academic productivity seemed to be around the corner. But the corner never appeared. Instead, teaching techniques at colleges and universities, which pride themselves on spewing out creative ideas that disrupt the rest of society, have continued to evolve at a glacial pace.

Sure, PowerPoint presentations have displaced chalkboards, enrolments in “massive open online courses” often exceed 100,000 (though the number of engaged students tends to be much smaller), and “flipped classrooms” replace homework with watching taped lectures, while class time is spent discussing homework exercises. But, given education’s centrality to raising productivity, shouldn’t efforts to reinvigorate today’s sclerotic Western economies focus on how to reinvent higher education?…

…Universities and colleges are pivotal to the future of our societies. But, given impressive and ongoing advances in technology and artificial intelligence, it is hard to see how they can continue playing this role without reinventing themselves over the next two decades. Education innovation will disrupt academic employment, but the benefits to jobs everywhere else could be enormous. If there were more disruption within the ivory tower, economies just might become more resilient to disruption outside it.

 

Issues for higher education may emanate from teaching and/or learning tradition or habits, physical size and complexity e.g. silos, self-perception of being leaders not followers, older generations lacking digital literacy making strategic decisions, interests of permanent versus temporary personnel, slow moving and long communication lines both top down vertical, and lateral.

 

Tradition versus Innovation?

 

One could argue that traditional university lectures, religious preaching and political propagation have centred round expert or influencer communicating physically to non-experts in familiar formats that have not been challenged since the time of Gutenberg, duplicator and photocopiers?

 

Further, underlying issue is may be existing personnel, hence processes and systems, preclude taking on new digital technology (optimally) as observed in other sectors due to perceived disruption or lack of encouragement, or even discouragement.

 

Digital or e-Marketing and Communications

 

Marketing and communications in international education was a case in point whereby strategy informed by faculty attendance at international events was replicated in ‘international marketing’ with focus upon events including professional development and networking opportunities, versus marketing grounded in enrolled students on campus (customer journey, relationship management, satisfaction, testimonials, peer influence and word of mouth).

 

Digital or e-marketing arrived by early noughties but at best was used by universities etc. for international marketing as modest ‘budget allocation’ through traditional advertising and promotional channels. Described by some technophobes as something for the domestic ‘web marketing team’ when in fact digital behaviour upends traditional channels requiring bottom up analysis and strategy development, plus KPIs and ROI.

 

Architecture of Higher Education and Policy

 

Another concern with the focus now upon effective, efficient or economic education delivery and digital technology is the specialisation and/or atomisation of those working in all levels of education versus well rounded professionals with skills of content, teaching, learning, design, delivery, assessment, evaluation, administration and technology.

 

Rather than expecting or commissioning sub-contractors to consult with subject matter experts (SMEs), doing ‘instructional design’ (possibly lacking knowledge pedagogy and andragogy), narrow evaluation e.g. of course design only, using doctorate qualified temporary instructors for blended learning or flipped model but lacking skills of teaching; why not multi-skilled educators delivering based upon customer or student learning needs?