INTERNATIONAL STUDENT SURVEY · and inform student recruitment strategies. We believe the ... Gen Z...
Transcript of INTERNATIONAL STUDENT SURVEY · and inform student recruitment strategies. We believe the ... Gen Z...
A U S T R A L I A / N E W Z E A L A N D / U N I T E D K I N G D O M /E U / U N I T E D S T A T E S 20
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INTERNATIONALSTUDENT SURVEYVolume 3 - Defining The Student Experience
2 2020 QS International Student Survey: VOLUME 3: Defining the Student Experience
Australia/New Zealand/United Kingdom/EU/United States International Student Survey 2020
Having run for eight years, the QS International Student
Survey has grown consistently to become the world’s
largest survey of pre-enrolled international students. The
2020 iteration of the survey was our largest ever, featuring
the responses of 78,578 respondents and 93 institutions
from 16 countries around the world. The survey continues
to focus on the decision-making process that prospective
students undertake, as well as looking at the range of
external influences and wider factors that will play a role
in their decision making.
This third volume of the International Student Survey
reports, entitled ‘Defining the Student Experience’, looks
at how prospective students will assess and measure
the experience provided by their chosen institution, and
what those institutions can do to maximise that student
experience.
The other volumes in the 2020 report series are titled:
L Volume 1: Destination Australia
L Volume 2: Information and Influence
L Volume 4: The Decade Head
Volume one includes Australian data only, volumes two
and three includes benchmarks between Australia, New
Zealand, United Kingdom, United States and the European
Union, and volume four will include benchmarks between
Australia and New Zealand.
At the time of publication, international education has been
profoundly disrupted by COVID-19, resulting in widespread
travel bans and campus closures. The full impact of the
virus on society and the higher education sector specifically
is still unfolding. During this time of rapid change, we
believe it is more important than ever to listen to the views
of students in order to plan for student demand dynamics
and inform student recruitment strategies. We believe the
insights included in this and subsequent volumes will shine
a light on the underlying drivers and core priority interests
of students, which will remain important throughout this
time of change.
About the International Student Survey
2020 QS International Student Survey: VOLUME 3: Defining the Student Experience 3
Key facts
Collected78,578 respondents
193 nationalities/territories represented
93 institutions participated
Report demographics
58%Male
42%Female
56% 39% 5%
UG PG Foundation or Vocational
33% 63% 4%
22%Business andManagement
16%Engineering
8%Computing
17%$10k-$25k
14%$25k-$75k
7%>$75k
42%<$10k
Gen Z Gen Y Gen X
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Australia European Union New Zealand United Kingdom United States
AgeGen Z – 55%Gen Y – 40%Gen X – 5%
Gen Z – 53%Gen Y – 42%Gen X – 5%
Gen Z – 38%Gen Y – 51%Gen X – 11%
Gen Z – 54%Gen Y – 40%Gen X – 6%
Gen Z – 63%Gen Y – 33%Gen X – 4%
Gender Male – 59%Female – 40%
Male – 61%Female – 38%
Male – 58%Female – 42%
Male – 54%Female – 46%
Male – 62%Female – 37%
Study Level
Undergraduate – 39%
Postgraduate (Coursework)– 36%
Postgraduate (Research)– 19%
Other– 7%
Undergraduate – 20%
Postgraduate (Coursework) – 48%
Postgraduate (Research)– 30%
Other– 3%
Undergraduate – 31%
Postgraduate (Coursework)– 36%
Postgraduate (Research)– 27%
Other– 6%
Undergraduate – 30%
Postgraduate (Coursework)– 47%
Postgraduate (Research)–21%
Other– 3%
Undergraduate – 42%
Postgraduate (Coursework)– 31%
Postgraduate (Research)– 25%
Other– 3%
Participate in the International Student Survey
Your participation helps ensure the research remains robust and representative of the market. And as a thank you, we will produce a benchmarking report specific to your institution, showing how your prospective international students compare against the rest of the market, offering useful insight that enables you to better attract international students.
For more information visitwww.internationalstudentsurvey.com/take-part
2020 QS International Student Survey: VOLUME 3: Defining the Student Experience 5
Contents
About the International Student Survey 2
Introduction from Edward Harcourt 6
Industry Comment from Lucy Evans 7
Key findings 8
Section 1 What is ‘Student Experience’ 10
Defining student experience 10
Measuring teaching quality 13
Defining ‘up-to-date’ technology 14
Section 2 The Importance of Support Services 16
Support services and mental health 16
Language skills 21
Section 3 Social Impact and Responsibility 25
About QS 29
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Introduction from Edward Harcourt
With COVID-19 precipitating extreme levels of disruption to
teaching and learning in universities around the world, including
a rapid shutdown of face-to-face teaching and transition to online
learning, it is important that we understand what challenges
students might be experiencing, and what types of information,
programs and support services universities can implement to
ameliorate their effects. The International Student Survey Volume
3: Defining the Student Experience provides insights to help us
better understand where the most common hurdles might be
and what we can do to minimise their impact on student success.
These challenges are not limited to those experienced by
international students in the classroom. Employment, housing,
and managing the costs of daily life are among the greatest
concerns for incoming students, and the capacity for many current
students to meet their own needs in these areas is being severely
tested by the pandemic.
While the current focus is understandably on how COVID-19 has
impacted student life and may continue to do so into the future, we
must not lose sight of the ultimate aim of international students
the world over – to gain a high quality educational experience. the
QS International Student Survey provides a roadmap for what that
experience should look like, with international students expecting
an education defined by high quality teaching; pedagogy shaped
by the latest technologies; a welcoming study environment; and
ultimately a degree that will help them get to where they want
to go in their career.
Universities around the world are currently grappling with how
best to maintain student safety in light of the challenges posed
by COVID-19, but we must be careful to not miss the forest for
the trees, and to remember that a positive student experience
is defined by an environment where students are made to feel
safe and welcomed.
Edward Harcourt
Managing Director – QS Enrolment Solutions
2020 QS International Student Survey: VOLUME 3: Defining the Student Experience 7
Industry Comment from Lucy Evans
Universities all over the world have been profoundly impacted
by COVID-19. The pandemic has not only impacted universities’
capacity to maintain their student recruitment pipelines for
the coming semesters, it has also necessitated a rapid and
fundamental shift in how we deliver teaching, communicate with
students, and conduct our day-to-day operations.
But whatever challenges universities are faced with during this
time, they pale in comparison to what the students themselves
are often contending with. International students are by their
very nature a highly resilient cohort – they have chosen to pursue
their studies in a foreign country, away from their friends and
families, and often in a secondary language. In doing so, they
demonstrate an appetite for challenge that has held them in
good stead for what has confronted them in 2020, and what
may await in the coming months.
I found the section on the importance of support services and
mental health particularly valuable. As the data shows, prospective
students are particularly worried about the economic challenges
of studying abroad – housing, employment and cost of living.
Universities can set our next generation of students up for future
success by providing a robust network of informational and
support services to help them navigate these sometimes-tricky
considerations, and allow our students to focus on what’s most
important: achieving academic success and having a fulfilling
international study experience.
The International Student Survey provides an insightful look at
how we can best assist our cohort of current students during this
difficult period, as well as how we can equip future students with
the tools and information they need to arrive, study, and flourish.
Lucy Evans
Chief Student Officer – University of Surrey
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Key findings
A positive student experience is defined by a high quality, modern teaching experience in an environment where students are made to feel safe and welcomed
‘Student Experience’ is a multi-faceted concept which means many different things to different students. In this
respect, it closely resembles the same types of considerations that prospects take into account when making decisions
about where and what to study. When choosing a university, prospective students place greatest importance in
the quality of the teaching staff and the technological capabilities of the university, when choosing a course, the
most important factors are that course’s ability to meet their career outcomes and help them establish a pathway
into their preferred industry, and when choosing a country to study in, the most important considerations are
whether that country can guarantee their physical safety and provide a welcoming and supportive atmosphere.
Recommendation: Focusing on the things that are most important to students – studying at a high-quality
course which will lead to their chosen career, while living in a welcoming, supportive community, will ensure
that the student experience is being prioritised.
Teaching quality is defined not only by the quality and capabilities of the teaching staff, but by the universities’ effective use of modern technology and teaching tools
Rather than being defined solely by the competency and capabilities of a university’s teaching staff, the availability
of the most up-to-date technology and ‘teaching and learning’ tools are of great importance when judging
the overall teaching quality of a university. In particular, prospective students are looking for fast, modern
IT infrastructure and internet capability, tool which can facilitate online, interactive and remote teaching, and a
curriculum which is constantly updated to reflect the latest technological development in their chosen field.
Recommendation: Promote the innovative and advanced ways that your institution has utilised technology
to enhance and augment the overall learning experience.
The greatest concerns about studying abroad typically relate to life outside of the classroom – housing, employment, and physical safety
Most prospective students are not particularly worried that they will struggle academically or be unable to adjust to
the cultural differences of living and studying in a different country. Rather, they are mostly concerned about material
conditions – managing the cost of living, finding a job and appropriate housing, and maintaining their physical safety.
Recommendation: One of the best way to help newly-arrived students adjust to their new life in a different
country is to reach out to with advice on how to find housing, how to secure a job, and how to manage
their daily expenses.
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Equipping students with ample knowledge about their destination country prior to arrival is essential to alleviating their worries
The most effective ways of reducing prospective students’ worries about studying abroad are to facilitate interactions
and discussions with existing students prior to travel (to answer questions and provide advice on the experience), and
to equip prospective students with ample information about the culture of their destination country prior to arrival.
Recommendation: To equip students with the confidence they need to succeed in their studies starts before
they arrive, universities should seek to provide as much information, and as many opportunities to talk
to current students as possible, and do so as early in the enrolment journey as possible.
Mental health is seen as a major issue facing young people today, and something which universities will be expected to help address
Mental health is a major – and growing – problem through society, with younger people particularly vulnerable In
addition, international students face additional pressures which may amplify the effect and impact of poor mental
health. The results show that there is a large appetite for on-campus resources to help prevent and treat mental
health issues, such as access to counselling session, help lines, and referral services to mental health specialists.
Recommendation: As well as providing cost-free mental health services and making them easily available,
they should be pro-actively promoted to students, as often those who are in greatest need are the least
likely to seek out help.
Most students are confident in their ability to manage English-language coursework, but many anticipate having more difficulty in public speaking in English
Most prospective students have a relatively high degree of confidence that they will be able to successfully
manage their English-language coursework. However, more anticipate challenges in delivering
presentations and publicly speaking in English, and in participating in group work with English-speaking
classmates. There is a large appetite for additional English support, particularly in the assignment of
an English-speaking ‘buddy’ to help international students with spoken and conversational English.
Recommendation: Look for opportunities to facilitate international students in developing their conversational
English skills, such as by pairing them with English-speaking ‘buddies’.
While universities are seen to be doing a reasonable job at promoting environmental sustainability, there is an appetite for greater action
Most students believe that universities are currently doing a reasonably good job in terms of environmental
friendless and sustainability, with over 80% believing the sector is ‘very’ or ‘somewhat’ friendly to the environment.
However, there is a very strong appetite for greater levels of sustainability from the university sector, with over
90% believing that universities ‘could do more’ than they are currently doing to be environmentally sustainable.
Recommendation: Given the importance of the environment to most prospective students, promotion of
your university’s commitment to environmental sustainability may be an effective marketing tool.
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Section 1 What is ‘Student Experience’
Defining student experience
While ‘student experience’ is a broad concept and different students may have very different conceptualisations of
the term, we will attempt to define the most important factors in the student experience by looking at how important
a range of factors are when choosing where and what to study.
Firstly, when deciding on a university to study at, the quality of teaching staff stands out as the most important
consideration, with 72% of prospects deeming it ‘very important’. Of similar importance was ‘up-to-date technology and
online learning’, which 61% deemed very important. In conjunction, these items suggest that the ‘student experience’
is in some ways analogous to ‘academic experience’ – a university provides a good student experience by providing a
high-quality education. Conversely, the ‘reputational’ aspects of a university, such as how well-known it is, how often it
is mentioned in the media, and how long it has been in existence for, are much less important considerations.
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Often mentioned in the media
Has a long history
Location
Globally well known
High rankings
Modern facilities
Up-to-date technology and onlinelearning
Teaching staff are highly qualified
Combined figures for all markets
Very important Important Neutral Not very important Not important at all
When thinking about choosing a university to study at, how important are the following:
2020 QS International Student Survey: VOLUME 3: Defining the Student Experience 11
In terms of choosing a course to study, the most important factors typically relate to graduate outcomes – 76% said it
was very important that the content was linked to their career, while 62% thought that industry networking opportunities
were very important. A majority also thought it was important that the course provided a pathway to further study
(59%) and that it provided close engagement with teaching staff (55%).
When thinking about choosing a course to study, how important are the following:
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13 8Small class sizes
Course content is linked to facultyresearch
Good reputation in home country
Close engagement with teaching staff
Pathways to further study
Industry networking opportunities
Course content is linked to career
Combined figures for all markets
Very important Important Neutral Not very important Not important at all
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When it comes to choosing a country to study in, there are many highly important factors that are taken into consideration,
but physical safety is of greatest importance, with 78% rating this very important. Similarly, 71% said it was very important
that international students were made to feel welcome in that country.
When thinking about choosing a country to study in, how important are the following:
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Outdoor environment and activities
Graduate salaries
People, food and culture
Studying there will improve jobprospects in home country
Cost of food and bills
Transport, accommodation and services
Welcoming to international students
Safety
Combined figures for all markets
Very important Important Neutral Not very important Not important at all
Aggregating each of these three questions, we can build an understanding of the types of things which may go into
judging the overall student experience. It appears that prospective students are most commonly looking for:
L A university which can provide a high level of teaching quality, with dedicated staff and modern facilities.
L A course which will help them reach their desired career outcomes and allows them to build on-the-job experience
through work-integrated learning.
L A location which can ensure their physical safety while provides a welcoming and supportive atmosphere.
This tendency is consistent across destination countries, with prospective students tending to value the same thing
regardless of where they are intending to study.
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Measuring teaching quality
It is clear that the quality of the teaching and learning experience is one of the more critical components of the overall
student experience, but how exactly is ‘teaching quality’ defined and measured?
Overall, the most important factor in defining the overall quality of a university’s teaching is the quality of the teachers
themselves – 43% placed the quality of the teaching staff in their top three, while ‘up-to-date’ technology was in the
top three of 42% of prospects.
Which three factors are most important to you when assessing a university’s teaching quality?
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Good online learning options
High graduate starting salaries
Quick responses to enquiries
Course includes work placements
High volume of F2F teaching
High graduate employment
Ranked well overall
Has received recognition via a measurement scheme
Up-to-date technology
Quality teaching staff
Destination Differences
European Union New Zealand United States
+6 quality teaching staff +5 quick response to enquiries
-5 work placements-7 quick response to enquiries
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Defining ‘up-to-date’ technology
Prospects were asked to define what ‘up-to-date technology’ meant to them, with some common responses mentioning
aspects like modern computing infrastructure:
As I come from a developing country, most of the technology we have here in institutions are not ‘up-to-date’. I prefer universities
that provide technologies that are more advanced than the ones provided in my country. Technologies that can run multiple data
at once and save time. Technologies that provide additional assessment without researchers having to spare time to conduct
simple data analysis.
The ability to use technology to augment traditional teaching methods: Availability to blend traditional teaching with technology
such as computer software which are modern and new
Keeping the curriculum up to date regarding the latest technologies:
For me, up-to-date technology means constantly changing and adapting the courses to the new scientific discoveries.
Ubiquitous access to high-speed internet:
Fast internet, ability to access information quickly. New computer systems.
And using technology to facilitate distance and off-campus learning:
Using best methods of distance learning. Facility provided in university. Visualizations facilities. Online library.
Prospects were given a series of statements concerning how they made judgements about teaching quality. The results
suggest that teaching quality is generally consistent across all areas of a university – 82% agree than a university with
good undergraduate teaching quality will also have good postgraduate teaching quality, while 68% agree that research
expertise is also an indicator of good teaching quality.
However, only 52% agreed that it is easy to assess a university’s teaching quality before studying there, while 26%
were neutral and 22% disagreed. This highlights the importance of a university being able to effectively and clearly
communicate the quality of teaching they can provide (most importantly, through the quality of its teaching staff and
technology).
There was also a mixed response in terms of the appetite to pay more for higher teaching quality – while 49% agreed
that they would pay a premium to study at a university with demonstrably superior teaching quality, 29% were neutral
and 22% disagreed.
2020 QS International Student Survey: VOLUME 3: Defining the Student Experience 15
Do you agree or disagree with the following statements about teaching quality?
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I would pay higher tuition fees for a university that provides the best teaching quality
It is easy to assess a university's teaching quality before you being studying there
A university's research expertise shows whether or not that university will have good teaching
I would expect a university with goodundergraduate teaching quality to also have good
postgraduate teaching quality
Combined figures for all markets
Strongly Agree Agree Neutral Disagree Strongly Disagree
Key Points
L The student experience is defined by:
• A high-quality teaching experience, featuring highly qualified and engaged teaching staff, and incorporating
the most up-to-date technologies.
• Coursework which will help them achieve their career aspirations and help them build professional experience
through links to their preferred industries and employers.
• An on- and off-campus environment where students are made to feel safe, welcome, and part of the community
in which they are living and learning.
L Despite the importance of teaching quality to the overall student experience, many prospects believe that it is
not always simple to assess the quality of a university’s teaching before studying there.
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Section 2 The Importance of Support Services
Support services and mental health
Mental health is an area of particular and growing importance, both in wider society and within educational institutions
in particular. Students often experience a range of challenges relating to achieving academic success, balancing study
with other aspects of life, and other potential stressors such as financial, social and relationship difficulties. These
issues can be amplified for international students, who are facing these challenges in a different country to the one
they are most familiar with, and away from their family and established support networks.
It is imperative that universities have in place appropriate and accessible support services to help students address
and overcome these challenges (both academic and non-academic), that will often arise over the student journey.
As the next chart shows, by far the greatest issue that most prospective students face when thinking about studying
in a different country is cost of living – three quarters cited this as a potential worry, while 64% were concerned with
the cost of their tuition and the availability of scholarships to offset this. The next three most important issues also
relate to physical and economic security, with 53% are concerned about their safety, 52% about finding appropriate
housing, and 48% about finding employment.
Comparatively, fewer prospective students believe they will have cultural adaption issues – only 21% were concerned
about communication in English, 22% about the food choices available to them, 27% about the climate of their
destination country, and 29% about experiencing cultural differences.
Overall, there is clear evidence that the worries that prospective students are most likely to have concern life outside
the classroom, and are often financially-based – will they be able to afford to study, find a place to live and a job, and
to remain safe in their destination country?
2020 QS International Student Survey: VOLUME 3: Defining the Student Experience 17
What worries you most about studying in a different country?
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Communicating and studying in English
Food choices
Ability to meet family expectations
Speaking the local language
Climate
Cultural differences
Missing home, family and friends
Doing well academically
Feeling unwelcome
Getting a job
Finding accommodation
Safety
Availability of scholarships
Cost of living
While those intending to study in Australia, New Zealand or the United Kingdom are broadly similar in terms of their
worries, those intending to study in the European Union are somewhat more likely to hold worries about speaking
the local language, meeting family expectations and finding accommodation. Those intending to study in the United
States were more likely to be worried about doing well academically and securing employment, but were less likely to
be worried about cost of living or finding accommodation.
Destination Differences
European Union United States
+8 speaking the local language+4 meeting family expectations+5 finding accommodation
+5 doing well academically+6 getting a job
-6 cost of living-8 finding accommodation
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In terms of what would make prospects feel less worried about international study, the two most effective measures are
to facilitate interactions between prospective and current students (who can provide advice on their own experience)1,
and to provide ample information about the culture of their destination country. As an example of how this might look
in practice, the New Zealand Government has developed a website called NauMai NZ which features details or what life
and study is like in New Zealand, and focuses specifically on many of the major concerns listed in the previous question.
It should be noted that both of these measures are things which can be done pro-actively – students can be equipped
with this knowledge during the application process, to help equip them with the tools they need to succeed before
they arrive.
What would make you feel less worried about studying abroad?
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Promotion of mental health services
Support services available in my preferred language
Could visit country beforehand
Confident there would be no language barriers
If I knew others at the institution
Heard from friends or family that int. students weresupported
Had family or friends in the country
If I knew a lot about the culture of the country
Could ask questions of existing int. students
Destination Differences
New Zealand United States
+5 having family or friends in the country
-7 having family or friends in the country-9 if I knew others attending the institution
1 For more on the role of P2P Recruitment, see “International Student Survey Volume 2: Information and Influence”
2020 QS International Student Survey: VOLUME 3: Defining the Student Experience 19
The most important support services that a university can provide to international students broadly reflect their greatest
concerns, with a majority of prospects believing it very important that their university offers a health and medical
centre (66%), a dedicated advice service for international students (64%), a careers advice service (63%), a visa advice
service (59%), and a housing advice service (50%).
How important is it to you that the university you choose offers the following support services?
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Disability advisory service
Sports services
English Language Centre
Money advice service
Mental health counselling
Support for mental wellbeing
Housing advice service
Visa advice service
Careers advice
Dedicated advice for international students
Health/medical centre
% 'Very important'
Looking more broadly at the challenges faced by young people in society, by far the biggest issue is a lack of employment
opportunities, which was selected by 58% of prospects. The next most prominent issues are drug abuse (42%), mental
health problem (41%), and pressures created by social media (36%).
The appetite for support services is strongest among those considering studying in Australia, who were on average
4% more likely to select each item. Conversely, those intending to study in the EU or UK were 3% less likely to select
each item on average.
Given the prominence of a lack of employment opportunities, and the fact that improving employment opportunities is
one of the most common reasons for choosing to study internationally2, universities should see themselves as having
a critical role in helping students to overcome this problem, and should acknowledge the importance of producing
job-ready graduates who will be competitive in an increasingly competitive job market.
2 For more on reasons for studying overseas, see “International Student Survey Volume 2: Information and Influence”
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What do you think are the top three most important issues facing young people today?
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Declining global biodiversity
Organised crime networks
Global terrorism
Negative stereotyping from older generations
Climate change
A lack of affordable housing
Family problems
The pressures of social networking
Mental health problems
Drug abuse
A lack of employment opportunities
Given that 41% of prospective students selected mental health problems as one of the key issues being faced young
people, it’s important for universities to consider what they can do to help protect and strengthen the mental health
of their students – domestic and international alike.
The availability of university-provided counselling sessions was the most commonly cited way of helping students with
their mental health (58%), followed by providing access to a mental health adviser (49%), promoting 24 hour help lines
for students (47%), and promoting access to specialist mental health support (41%).
While there are many different ways that universities can help support the mental health of their students, a holistic
approach which endeavours to promote good mental health in a preventative capacity, whilst also having specialist
mental health supports available for intervention where required, is likely to yield the best results.
Which of the following should universities be doing to help students with mental health?
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Restrict library opening hours to encourage sleep
Offering extra time in exams
Referring students to health services
Offering extensions of coursework deadlines
Establishing student-led support networks
Having healthy food in vending machines
Offering group therapy sessions
Promoting access to low-cost exercise classes
Promoting access to specialist mental health supports
Promoting 24 hour help lines for students
Offering access to a mental health adviser
Offering counselling sessions
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Language skills
For students who are not native English speakers, adjusting to life in an English-speaking country can be one of the
greatest challenges they will face as an international students, both in and outside the classroom. The ability to not
just communicate at a conversational level, but to synthesise complex academic texts, is an essential component of
academic success at all levels and areas of study.
This section looks at some potential ways to make sure that non-native English-speaking international students are
equipped with the skills they need to succeed academically, as well as socially.
Around two-thirds of prospects for each destination market report that English is not the main language they speak
at home, highlighting the importance of English language tuition for most prospective students.
% English is not their main language
Australia European Union New Zealand United Kingdom United States
67% 68% 67% 63% 63%
Sizeable proportions expect to experience challenges in adjusting to English-language teaching – 60% believe that
delivering presentations and speaking publicly in English would by very or fairly challenging, 56% believe the same
of engaging in group work, and 50% expect to experience some challenges making friends with English-speaking
students.
22 2020 QS International Student Survey: VOLUME 3: Defining the Student Experience
Australia/New Zealand/United Kingdom/EU/United States International Student Survey 2020
Fewer expected to have difficulties reading and comprehending course content in English – just 18% expected this to
be very challenging, and 25% expected it to be fairly challenging.
How challenging do you expect to find the following elements of international study?
18
21
24
28
25
29
32
32
32
30
28
24
25
21
17
16
Understand English coursework andreadings
Making friends with local English-speaking students
Participating in group work with nativeEnglish speakers
Delivering presentations and publicspeaking in English
Combined figures for all markets
Very challenging Fairly challenging Not very challenging Not challenging at all
% difference in ‘very challenging’
New Zealand United States
7 participating in group work-5 making friends with English speakers-5 understanding coursework
+6 delivering presentations in English+5 making friends with English speakers+5 understanding coursework
Considering this, it is understandable that English language courses are seen as a critical part of the learning experience
– 47% of non-native English speaking prospects think that holding English language classes alongside the regular
curriculum is very important, while 81% deem it ‘very’ or ‘somewhat’ important.
2020 QS International Student Survey: VOLUME 3: Defining the Student Experience 23
How important is it to you that English language classes are offered alongside the regular curriculum?
46
47
44
50
46
47
33
29
34
33
35
34
15
16
14
13
15 5
5
3
8
8
6
14
United States
United Kingdom
New Zealand
European Union
Australia
Total
Very important Somewhat important Not very important Not important at all
There are a range of specific types of classes and initiatives that universities can undertake to help international
students build their English skills. 61% said that being assigned an English-speaking ‘buddy’ to help them in a social
context would be very useful, while 58% would find group English language classes useful, and 53% would find one-
on-one tutoring in English useful.
How useful would you find the following services in helping you improve your English language skillswhile studying?
53
58
61
34
31
30
9
7
6 4
4
3
One-on-one English LanguageTutoring
Group English language classes
An English speaking 'buddy'
Combined figures for all markets
Very useful Somewhat useful Not very useful Not useful at all
24 2020 QS International Student Survey: VOLUME 3: Defining the Student Experience
Australia/New Zealand/United Kingdom/EU/United States International Student Survey 2020
Key Points
L Economic and material concerns dominate the greatest worries that prospective students have about studying
abroad, with finding appropriate housing, employment, and managing cost of living among their greatest worries.
L Mental health is perceived as a serious issue among younger people, and most prospects would expect a
university to provide services such as counselling, help lines, and access to mental health specialists in order
combat the risks of mental ill-health.
L Most prospective students have a language other than English as their primary language. They anticipate that
the greatest challenges on this front will be in public speaking and presentation and communicating verbally
with their classmates in English.
L There is a significant appetite for supplementary English teaching and mentoring to help students build confidence
in their written and spoken English.
2020 QS International Student Survey: VOLUME 3: Defining the Student Experience 25
Section 3 Social Impact and Responsibility
Corporate and Social Responsibility (CSR) (particularly in relation to the environment) is becoming increasingly scrutinised
among businesses and organisation of all kinds, with people looking towards large organisations with ample resources
to lead the way in taking action against climate change, as well as other issues of social, political, and environmental
concern.
Overall, most believe that universities are doing an acceptable job at being environmentally sustainable – 35% overall
said that universities were, in general, very environmentally friendly, while 47% said they were ‘somewhat’ environmentally
friendly.
This view was shared among prospects, regardless of their intended destination, although those intending to study
in Australia or New Zealand were slightly more likely to see universities as very environmentally friendly than those
intending to study in the northern hemisphere.
In general, how environmentally friendly do you think universities are?
Total
36
35
42
37
41
35
48
49
49
47
47
47
8
9
3
8
7
10
7
7
5
8
6
7
United States
United Kingdom
New Zealand
European Union
Australia
Very friendly Somewhat friendly Neutral Not very friendly Not at all friendly
The importance of climate change and the environment to an individual prospect appears to have an impact on how
they perceive the sustainability of universities - while 35% overall believe universities are very environmentally friendly,
only 27% of those who believe climate change is one of the top issues facing young people agree. Conversely, 30%
of those who believe climate change to be a top issue were neutral or critical of the sustainability of universities,
compared to 17% of the overall sample.
26 2020 QS International Student Survey: VOLUME 3: Defining the Student Experience
Australia/New Zealand/United Kingdom/EU/United States International Student Survey 2020
In general, how environmentally friendly do you think universities are? (By biggest issues)
27
36
35
45
43
47
15
12
10
13
8
7
Believe climate change isa top issue
Believe decliningbiodiveristy in a top issue
Total
Very friendly Somewhat friendly Neutral Not very friendly Not at all friendly
There is also a near-universal belief that universities should be doing more to improve their environmental sustainability
– 91% said this to be the case, include at least 90% of those looking at each destination market.
It seems that although most prospects believe universities are seen to currently be doing a reasonable job in terms
of environmental sustainability, there is clearly room for improvement.
Do you think universities could do more to be environmentally sustainable?
Total
91
91
94
90
94
91 7
6
8
5
7
7United States
United Kingdom
New Zealand
European Union
Australia
Total
Yes No Don't Know
Looking at corporate and social responsibility more broadly, there is a similarly strong appetite for universities to
demonstrate that their values align with those of their student and prospective student body. 53% of prospective
students believed this to be very important to them, and a further 32% said it was somewhat important – figures which
were very similar across each intended destination country.
2020 QS International Student Survey: VOLUME 3: Defining the Student Experience 27
How important to you is it that a university’s corporate and social responsibility values align with yourown?
51
52
54
52
53
53
32
32
33
32
32
32
14
14
12
13
13
14
United States
United Kingdom
New Zealand
European Union
Australia
Total
Very friendly Somewhat friendly Neutral Not very friendly Not at all friendly
In terms of communicating these CSR values, the most effective ways to do this are simply through the university
website and email campaigns, while 46% also said they would like CSR to be communicated within the coursework itself
via lecturers and teachers, 42% would like to see it in university marketing material like prospectuses, 41% through
student ambassadors, and 40% via on campus posters and signage.
How should universities communicate their corporate and social responsibility values to students?
23
24
25
27
29
35
40
41
42
46
55
65
University LinkedIn feed
University Twitter feed
University YouTube channel
In other university publications
University Instagram page
Unviersity Facebook page
On-campus posters
Via student ambassadors
In the university prospectus
Via lecturers and teachers
Email campaigns
Their own university website
28 2020 QS International Student Survey: VOLUME 3: Defining the Student Experience
Australia/New Zealand/United Kingdom/EU/United States International Student Survey 2020
Key Points
L Universities are broadly seen to be doing a reasonable job at being environmentally friendly, although the vast
majority would still like to see the university sector do more to improve their sustainability.
L It is highly important for most prospects that universities share their own values and demonstrate these through
their corporate and social responsibility programs. The most effective ways to advertise these values by promoting
them on their website and through email campaigns.
2020 QS International Student Survey: VOLUME 3: Defining the Student Experience 29
About QS
QS Quacquarelli Symonds is the world’s leading provider of services, analytics, and insights to the global higher
education sector. Our mission is to enable motivated people anywhere in the world to fulfil their potential through
educational achievement, international mobility, and career development.
Our QS World University Rankings portfolio, inaugurated in 2004, has grown to become the world’s most popular
source of comparative data about university performance. Our flagship website, www.topuniversities.com – the home
of our rankings – was viewed 149 million times in 2019, and over 94,000 media clippings pertaining to, or mentioning,
QS were published by media outlets across the world in 2019.
QS portfolio
� QS Digital and Events provides prospective undergraduate, graduate, and MBA applicants with independent
guidance throughout their search and decision making. Our world-class digital platforms include topuniversities.
com, topmba.com, and qsleap.com which support search and inform applications to programs matching their
profile and aspirations. In parallel, prospective students can meet, either virtually or face-to-face, with admissions
officers of international universities and business schools. For universities and business schools, it offers effective
and innovative digital and off-line student recruitment and branding solutions.
� QS Enrolment Solutions supports higher education institutions to maximize their student recruitment with a range
of specialist services, from data-driven insights and high-quality lead generation to optimized communications
and student conversion. With over 20 years of experience QSES has an unequalled understanding of international
student decision-making. Our international office locations (UK, Romania, India, Malaysia and Australia) enable us
to operate across time zones to deliver high value to our partners and exceptional services for applicants.
� The QS Intelligence Unit is a leading originator of institutional performance insight drawing on unique proprietary
datasets gathered in pursuit of its published research. Best known for the widely referenced QS World University
Rankings, today comprising variants by discipline and geography, the unit also operates a sophisticated, multi-
dimensional quality standard; a comprehensive analytics platform facilitating advanced benchmarking; and an in-
demand consulting team. Our insights both inform and are informed by frequent presence and digital conferences
for educators, university leaders, and policy makers.
� QS Unisolution is dedicated to developing saas technology solutions to increase the efficiency and effectiveness
of international mobility, relations, and recruitment functions within education, positively impacting the educational
experience for the students, staff, and partners we serve.
30 2020 QS International Student Survey: VOLUME 3: Defining the Student Experience
Australia/New Zealand/United Kingdom/EU/United States International Student Survey 2020
For more information about the QS services, please contact [email protected]
To continue empowering motivated individuals and institutions across the world alike during the coronavirus outbreak,
QS’s response has included:
� Moving its student recruitment events online, ensuring that universities and talented potential applicants across
the world are still able to achieve high-quality personalized engagement.
� Expanding its range of digital marketing offerings, empowering student recruitment teams as they seek to maintain
outreach and enrolment efforts.
� Launching a webinar series designed to enable university faculty and administrators alike to share best practices
as they transition their educational offerings into the virtual classroom.
� Ongoing surveys of prospective students and institutions globally to analyse how the COVID-19 crisis is impacting
them.
In 2019, as part of our commitment to sustainability, QS became a certified carbon neutral® Company, reflecting our
efforts to reduce our impact on the environment through a range of efficiency initiatives and offsetting unavoidable
emissions through a verified carbon offset forestry project in Brazil.
Acknowledgements and copyright notice
Research for this report was conducted in October 2019 – March 2020 and the report was published in July 2020.
Analysis and data visualization by Chris Strods, Market Research and Data Manager; layout and graphic design by
Izam Buhan and Jasreen Gill. With thanks to the many other contributors, the 93 participating universities, and all
who responded to our survey.
All information contained in this report is believed to be correct and unbiased, but the publisher does not accept any
responsibility for any loss arising from decisions made upon this information.
QS © 2020
All rights reserved. No part of this publication may be reproduced without prior permission of the publisher.
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