How can institutions use their data to collaborate and enhance their outbound mobility strategies? In this session, we will share the successful journey experienced by 7 leading institutions from around the globe to effectively count and benchmark more than 10,000 international student experiences across institutions in order to improve their outbound mobility strategies. The presentation will provide a rare insight in the world’s largest mobility programs and how they are managed and promoted. In this session, the presenters will outline the benchmark findings in the areas of student demographics, learning program types, access to student mobility programs, program management and funding and support to increase participation in learning abroad programs. Finally we will describe how sharing data will assist institutions to enhance their already successful strategies. This session will be of value to delegates who have already had experience in promoting and managing study mobility and learning abroad programs and whose role it is to influence future policies and strategies in this area.

1. Sharing Data
for Successful Collaborations Across Institutions
Lead Host: Co-Hosts:
Davina Potts
University of Melbourne
Gianluca Samsa
Università Cattolica del Sacro Cuore
Keri Ramirez
Studymove
The Impact of the Fourth Industrial Revolution
on Higher Education in the Asia Pacific
APAIE 2018 Conference & Exhibition | 25 to 29 March 2018
www.apaie2018.org

2. Sharing data for
successful
collaborations across
institutions
Keri Ramirez
MARCH 2018

4. BACKGROUND

5. BACKGROUND

6. 1. INTERNAL BENCHMARK
2. VS. COMPETITORS
3. OTHER INDUSTRIES

7. Sharing data for successful collaborations across
institutions
www.studymove.com

8. Sharing data for successful collaborations across
institutions
www.studymove.com

9. WHY?
1
2
3
BIGGER PICTURE
BEST PRACTICE & DEEPER COLLABORATION
NATIONAL POLICIES

10. DATASET
1
2
3
SIZE
DISTRIBUTION
QUALITY
50% of the total in Australia
5% of the total in Open Doors

11. International Mobility Benchmark
www.studymove.com
1. STUDENT DEMOGRAPHICS

12. International Mobility Benchmark
www.studymove.com
1. STUDENT DEMOGRAPHICS
• GENDER
• PROGRAM DURATION
• STUDY LEVEL
• CREDIT VS NON CREDIT
• PROGRAM TYPE

13. www.studymove.com
Percentage of female and male students in Learning Abroad Programs –
2015
International Mobility BenchmarkGENDER
Source: Huckel, D., Ramirez, K. (2017). International Mobility Benchmark, 2017. Sydney, Australia: Studymove.
62% 61% 61% 56%
55% 49%
47%
59% 59% 63%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
University 1University 2University 3University 4University 5 Average University 6 Australia
(ALL)
New
Zealand
(ALL)
Big Ten
(USA)
MALE FEMALE DONT KNOW

14. www.studymove.com
Chart 4
Percentage of students on Learning Abroad Programs by fields
of study
International Education BenchmarkFIELDS OF STUDY
Note: due to data limitations, this table is likely to understate the actual participation levels in non-credit programs
Society and
Culture 31%
Management
and
Commerce
19%Health 11%Natural and
Physical
Sciences 9%
Do Not Know
6%
Other 6%

15. www.studymove.com
Chart 4
Percentage of students on Learning Abroad Programs by fields
of study
International Education BenchmarkFIELDS OF STUDY
Note: due to data limitations, this table is likely to understate the actual participation levels in non-credit programs
Society and
Culture 31%
Management
and
Commerce
19%Health
11%
Natural and
Physical
Sciences
9%
Do Not
Know 6%
Other 6%
Society and
Culture
22% Management
and
Commerce
3%
Health
26%
Natural and
Physical
Sciences
20%
Engineering
and Related
Technologie
s
23%
ALL UNIVERSITIES UNIVERSITY OF AUCKLAND

16. STUDENT MOBILITY
All seven universities
reported an average of
83.7% students in Learning
Abroad Programs for credit
in 2015.
CREDIT VS NON-CREDIT

17. www.studymove.com
Chart 3
Percentage of students on Learning Abroad Programs for credit
International Education BenchmarkCREDIT VS NON-CREDIT
Note: due to data limitations, this table is likely to understate the actual participation levels in non-credit programs
83.7% 90.6%
0% 20% 40% 60% 80% 100%
Series1
Average
Median

18. ABOUT US2. Destination
Asia
17%
Central
America
and
Caribbean
2%
Europe
45%
Oceani
a 6%
South
Americ
a 4%
MEN
A 2%
Sub-
Saharan
Africa 2%
North
America
17%

19. International Mobility Benchmark
www.studymove.com
3. NATIONAL POLICIES
• Country targets or goals
• National programs to support
participation
• Limitations

20. CHALLENGES - LESSONS
1
2
3
CHOOSE YOUR PARTNERS
DATA LIMITATIONS
IT TAKES TIME

21. Sharing Data
for Successful Collaborations Across Institutions
Lead Host: Co-Hosts:
Davina Potts
University of Melbourne
Gianluca Samsa
Università Cattolica del Sacro Cuore
Keri Ramirez
Studymove
The Impact of the Fourth Industrial Revolution
on Higher Education in the Asia Pacific
APAIE 2018 Conference & Exhibition | 25 to 29 March 2018
www.apaie2018.org

22. University of Melbourne: Overseas study profile
Institutional target: 25% of
undergraduates by 2020
Total participation 2012-2016Undergraduate students:
approximately 1 in 5 studies
overseas (2016)

23. Sharing data for successful collaborations across
institutions
www.studymove.com
Chart 1
Total number of learning abroad students (All students) – 2015
2,284
2,208
0 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500
Average
Median

24. Sharing data for successful collaborations across
institutions
www.studymove.com
Chart 5
Total number of learning abroad students (All students) – 2015
26.3%18.7%
0% 10% 20% 30% 40% 50% 60%
Average
Median

25. Sharing Data
for Successful Collaborations Across Institutions
Lead Host: Co-Hosts:
Davina Potts
University of Melbourne
Gianluca Samsa
Università Cattolica del Sacro Cuore
Keri Ramirez
Studymove
The Impact of the Fourth Industrial Revolution
on Higher Education in the Asia Pacific
APAIE 2018 Conference & Exhibition | 25 to 29 March 2018
www.apaie2018.org

26. SHARING DATA
FOR SUCCESSFUL
COLLABORATIONS
ACROSS INSTITUTIONS
Gianluca Samsa – Associate Director, Education Abroad
APAIE Conference, Singapore – March 27, 2018
UNIVERSITÀ CATTOLICA DEL SACRO CUORE - ITALY

27. Università Cattolica del Sacro Cuore - Italy
Largest non-state
University in Europe
4 campuses:
• Milan
• Rome
• Piacenza-Cremona
• Brescia
12 Schools
• 41 Bachelor degrees
• 6 Single-cycle degrees
• 42 Master degrees
• 100 Specializing Masters
• 16 Double Degrees
Students
• 40.000 students
• 10.000 new graduates every year
Faculty
1,650 faculty members
Postgraduate &
Research
• 17 Doctoral
programs
• 27 Departments
• 43 Institutes
• 85 Research
centers
• 7 Spin-offs

28. Before 2013
• No active education
agency/consortium providing
HE institutions with guidelines
• Public vs Private
• No consistent data collection
process
The Italian Higher Education System

29. Then the strategic
reform came up…
Source: The Simpson’s

30. Accreditation process in 2017
Set of indicators
 Benchmarking
ANVUR – Italian government agency for evaluation of
universities and research
MIUR – Italian Ministry of Universities

32. 32
Accreditation process
A
Autovalutazione
SELF ASSESSMENT
(UNIVERSITIES)
Monitoring of
programmes and
campuses
V
Valutazione
ASSESSMENT
(ANVUR)
Periodic assessment
by Universities of
efficiency and
outcomes of academic
activities and research
A
Accreditamento
Iniziale e periodico
ACCREDITATION -
initial and periodic
(MIUR)
Authorisation to
activate campuses and
programmes, and
checking whether
prerequisites are
constant over time

33. ACCREDITATION PROCCESS
University vision,
strategies and policies
regarding quality of
academic activities and
research
University
Intial
Accreditation
Effectiveness of
University QA
policies
Quality of
academic
programmes
Quality of
research and
third mission
activities
 Indicators on
Internationalization

34. Indicator R3.B
What & Why Where & How
R3.B indicator – The academic program encourages student-centred academic activities and the
use of methodologies which are up-to-date, flexible and can correctly identify acquired
competencies.
Il CdS è chiamato ad attivare un servizio di orientamento e tutorato che segua l’intero percorso di
studio degli studenti, dal momento dell’iscrizione al conseguimento del titolo. In particolare, in
entrata il CdS assicura che siano chiaramente comunicate le conoscenze necessarie per
intraprendere gli studi, che siano rilevate le conoscenze in possesso degli studenti e che siano
proposte iniziative volte al recupero delle carenze. Il CdS assicura anche un’organizzazione
flessibile della didattica, in cui gli studenti possano trovare assistenza, tutoraggio e accesso a
percorsi adatti alle proprie specifiche esigenze, intese non soltanto come limiti, ma anche come
potenzialità (e/o eccellenze) da valorizzare. Il CdS, inoltre, garantisce e promuove l’accesso a
opportunità di studio e tirocinio all’estero. Infine, il CdS dichiara in maniera trasparente i criteri di
verifica dell’apprendimento, le modalità di attribuzione degli esiti delle prove finali e intermedie e
le modalità di comunicazione agli studenti.
R3.B.4 Point to note – Internationalisation of academic activities
The academic programme encourages initiatives intended to stengthen student mobility for
periods of study or internships abroad (including alongside the Erasmus Program) and, with
particuar regard to international courses and Universities for Foreigners, ensures that the
international aspect of academic activities are effectively addressed by ensuring that a satisfactory
number of teaching hours is delivered by foreign experts and that there is a suitable number of
international students on the programme.

35. Benchmarking on...
Percentage of students
enrolled on the first year
of an undergraduate
programme (Bachelor’s)
and Master’s (including
single-cycle Master’s
programme) who
obtained their previous
qualification abroad
Credits acquired abroad by
enrolled students as a
percentage of total credits
acquired within the
prescribed programme
length
Percentage of graduates (with Bachelor’s degrees,
Master’s degrees, and single-cycle Master’s
degrees) who have acquired at last 12 credits
abroad within the prescribed programme length
Tables released annually
MIUR
• Additional indicators

36. 01
02
Universities of the North West
Piemonte, Valle d’Aosta, Liguria, Lombardia
Avarage in Italy
NB In the future:
Individual Institution to Individual
Institution
Benchmarking with...
...on each and every
Academci program

38. UCSC International Outreach
INTERNATIONAL OUTREACH
3,460 International Students (100 different
nationalities)
2,300+ students per year go on study or wo
abroad programs
More than 100 types of programs
iInrz
Exchnage
Short-
Term
Int’l
Volun-
teering
LaTE
Intern-
ships

39. • Outbound Student Mobility
22642172
1101
2008/09 2012/13 2014/152010/11
1585
2308
2017/2018
Students with
credits
Students without
credits

40. WHY INTERNATIONAL MOBILITY BENCHMARK?
Benchmark with Universities which have similar internationalization agenda
 i.e. % of the Graduating cohort

41. Average
Median
Average
Median

42. WHY INTERNATIONAL MOBILITY BENCHMARK?
Benchmark with Universities which have similar internationalization agenda
 i.e. % of the Graduating cohort
Benchmark on indicators more relevant to inform policies
i.e. Credit VS not for credit
Short-term VS Long-term

43. 72% 68%
58%
46%
46%
44% 39%
23%
0%
26% 30%
34%
5%
34%
35%
35% 72%
44%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
University 1 University 2 Università
Cattolica del
Sacro Cuore
University 4 Median Average University 5 University 6 University 7
SHORT TERM MID-LENGTH LONG TERM DO NOT KNOW

44. WHY INTERNATIONAL MOBILITY BENCHMARK?
Benchmark with Universities which have similar internationalization agenda
 i.e. % of the Graduating cohort
Benchmark on indicators more relevant to inform policies
i.e. Credit VS not for credit
Short-term VS Long-term
Discover Regional strategies adopted by other Unis
 i.e. UoM, UoA strong engagement in Asia

46. WHY INTERNATIONAL MOBILITY BENCHMARK?
Benchmark with Universities which have similar internationalization agenda
 i.e. % of the Graduating cohort
Benchmark on indicators more relevant to inform policies
i.e. Credit VS not for credit
Short-term VS Long-term
Discover Regional strategies adopted by other Unis
 i.e. UoM, UoA strong engagement in Asia
Compare staffing ratios
 # FTE
 Conversion rates
Institutional support
Fund raising for scholarships

47. Workload – Number of FTE staff required to service 1,000 applications (SAO only) - 2015
Conversion Rates of Applications to Participants
Workload – Number of FTE required to service 1,000 participants (SAO only) – 2015

48. Questions?
Gianluca Samsa
Associate Director, Education Abroad
Università Cattolica del Sacro Cuore
Global Engagement & International Education
gianluca.samsa@unicatt.it