Branch Campus Models and Trends - Free Samples to Students

Question: Discuss about the Branch Campus for Models and Trends. Answer: Introduction: A recent study conducted by a select committee on the Australian education system and curriculum appointed by the minister of higher education noted that there is a tremendous increase in the number of enrollment by international students. The committee indicated an increase of 2.3% as compared to the last 10 years (Lamb, 2015). This leads to a ratio of 1:50 students; where we have one international student per every 50 local students. Bond University, University of Divinity, Edith Cowan University and Griffith University are the leading university with the highest number of international student enrollment per year. La Trobe University, Charles Darwin University and the University of Technology Sydney are low on the ranking list with the least number of International student enrollment (Norton, 2013). According to the study, the international students are most likely to be satisfied with the Australian universities and their curriculum. According to a study done by an American based educational organization, Australian curriculum is one of the most renowned and one that exposes the student to not only the theoretical part of the study but also the social and practical part of the study. The curriculum in itself it appreciates diversity which could be another key reason for high number international students (Devlin, 2013). In a close check of the reasons why the student has the most prevalence list of universities, the universities had embraced the power of technology. The university has the best libraries and computer lab is the world. These pose as the best place for the students to research their assignments even in their countries through the online library in their blackboard portal (Harry, 2013). Several surveys have indicated that the overseas students who migrate to Australia have been highly satisfied with the studies in Australia. Approximately 88 percent of the abroad students who study at tertiary level in the nation have been highly satisfied with the studies. More than 80 percent of the international students who have been studying in the VET institutes of Australia have reported that among the other nations, their first preference is to study in Australia (Devlin, 2013). The satisfaction of the international students in Australia has risen in the past few years. Several surveys have also indicated that the level of satisfaction among the international students studying in Australia has been much higher when compared to the satisfaction level of the international students in other countries. The major reasons behind the satisfaction of the students have been the excellent learning support and the technology. The several academic benefits that the international students studying in Australia receive involve excellent vocational as well as technical training and the latest innovative technologies used in the institutes. Another major benefit is the recognition of the qualification provided by the Australian institutes by the employers all around the globe. The Australian institutes provide superior quality of education along with high level of financial protection to the international students. Australia has a safe, harmonious and multicultural society that offers a friendly environment to the international students. The cost of living in Australia is comparatively cheaper than US and UK that helps the international students in getting value for money. Australia offers a higher number of scholarships to the international students when compared with US and UK. Additionally, Australia provides greater job opportunities to the students that too in several disciplines that enables the internat ional students to seek job opportunities more easily (Verbik, 2015). The Australian universities provide well- paid employment opportunities to the international students studying in Australian universities. The educational degree offered by these institutes are recognized by the employers all over the world, which enables the students to obtain job in any part of the world. These institutes have their links with several reputed organizations across the globe that helps them in providing placements to the international students with lucrative salary packages (Marginson, 2014). The insinuate facilities provided by Australian educational institutes involves consumer protection framework that protects the international students studying in the country. Australia has an Overseas Students Ombudsmen that investigates the issues and complaints raised by the international students regarding their institute. These services are free of costs and are impartial. The country also provides Tuition Protection Service that assists the international students in case their institute is unable to provide them with the proper course of study. It also provides several other support services that ensure that the international students are safe and commence their studies properly (Tedick, 2013). All these facilities are useful in attracting the international students by ensuring them the quality of education and their safety. The job opportunities provided by the Australian institutes help in attracting a large number of international students every year that helps in improving the economy of the country. References: Barcan, A., 1980. A history of Australian education. Oxford University Press. Devlin, M., 2013. Bridging socio-cultural incongruity: Conceptualising the success of students from low socio-economic status backgrounds in Australian higher education. Studies in Higher Education, 38(6), pp.939-949. English, L.D. and Kirshner, D. eds., 2015. Handbook of international research in mathematics education. Routledge. Harry, K., John, M. and Keegan, D. eds., 2013. Distance education: new perspectives. Routledge. Kaiser, F., Maassen, P., Meek, L., van Vught, F., de Weert, E. and Goedegebuure, L. eds., 2014. Higher education policy: An international comparative perspective. Elsevier. Lamb, S., Jackson, J., Walstab, A. and Huo, S., 2015. Educational opportunity in Australia 2015: Who succeeds and who misses out. Centre for International Research on Education Systems, for the Mitchell Institute. Marginson, S., 2014. Student self-formation in international education. Journal of Studies in International Education, 18(1), pp.6-22. Norton, A. and Cakitaki, B., 2013. Mapping Australian higher education 2016. Melbourne: Grattan Institute. Tedick, D.J. ed., 2013. Second language teacher education: International perspectives. Taylor Francis. Verbik, L., 2015. The international branch campus: Models and trends. International Higher Education, (46).