Please submit answers written on paper, each question carries equal marks and must have at least 200 words Q1. How can Australian Educsiior expand overseas by using these forms of interiational marketing: exporting, franchising and foreign direct investment? Q2. Which form of international marketing from Q1 can make the Australian dollar stronger? international education market De Radnez Arumberela, Deakin Univeraty The global demand for higher education is estimated to reach ncarly 100 millan br 2010 , more than double the level in 1990 (UNESCO, 1998). During the same period the Asian share of this demand is expected increase from a third at 17 milion to nerrly half at 45 million. These figures could rise eten higher as the incume fevels in the two major economies in the region, ransely Chin and folia, increbes roulting in further increases in demand for higher education. At the current lesels of infrastructure, the developing economies in Aria will not be able to absorb these increases forcing studeats to werk opportunities at the internationul level. Malavsia's experiment with home country institutions has had partial success so far and despite the considerable investment iato education infrastructure, Malaryian students continue to seck education abmad (Sohail \& Saeed, 2003). Exen if these countries wish to increase their physical capacity, incresing the number of trained academics will take considerable time and effort. It is very likely, therefore, at least in the short to medium term the internarional demand for higher education will rise considerably. Marketing education focusing on market driven strategies in the international context has therefore received considerable attention among univenities which has led to an increasingly competitive and dynamic educational environment. United States, U.K., Canada, Australu and New Zealand have taken the lead in this process targeting markets primarily in Asia such as China, India, Indoneria, Malarsa, Indonceia, Hong Kong and the Middle East. With cut backs on federal government funding. Australian univerities are heavily bent on expanding their international student market. According to UNESCO (2006) International students represented 18% of the Australia's tertiary enrolments during 2002/2003 - highest anvong all other international education service providers in the world. Currently Australia commands 7% market share of the globul education market behind the U.S. (23\%). U.K. (12\%), Germany (11\%), and France (10\%) (UNESCO, 2006), While Australia continued to maineain a steady growth in the international education market overall with increasing student enrolments from India (1+.5. increase between the years 2005-06) and China (1+.7%), a downsard trend in enrolments from some of the key traditional markets such as Indonesia (−8.2%), Singapore (−5.94) and Hong Kingg (−7.44) have been reported (AEl, 2006), It is also interesting to note that the rate of grow th in Indiand China has also fallen competitive environment. The rising expectation of students in relation to education outcomes, increasing cultural diversity together with varied learning styles and orientations of the student population have produced many challenges to universities. These include providing a high quality educational environment with changes in curricula and pedagogy (Coaldrake, 2001) to negotiate the cultural and linguistic diversity and the resulting expectations of students. Meeting student needs and expectations and delivering what is important to students therefore has become important for universities to influence student choice of university. Student satisfaction has become a key variable in the present competitive environment as it impacts on student motivation, student retention, recruiting efforts and the fund raiving capacity of the universities (Elliot \& Shin, 2002). Given the differences in social, cultural and educational backgrounds, these students have had exposure to a variety of learning styles which impact on their own learning wherever they continúe to study (Ramburuth $ McCormick, 2001).

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03-01-2024
Business

High School

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Please submit answers written on paper, each question carries equal marks and must have at least 200 words Q1. How can Australian Educsiior expand overseas by using these forms of interiational marketing: exporting, franchising and foreign direct investment? Q2. Which form of international marketing from Q1 can make the Australian dollar stronger? international education market De Radnez Arumberela, Deakin Univeraty The global demand for higher education is estimated to reach ncarly 100 millan br 2010 , more than double the level in 1990 (UNESCO, 1998). During the same period the Asian share of this demand is expected increase from a third at 17 milion to nerrly half at 45 million. These figures could rise eten higher as the incume fevels in the two major economies in the region, ransely Chin and folia, increbes roulting in further increases in demand for higher education. At the current lesels of infrastructure, the developing economies in Aria will not be able to absorb these increases forcing studeats to werk opportunities at the internationul level. Malavsia's experiment with home country institutions has had partial success so far and despite the considerable investment iato education infrastructure, Malaryian students continue to seck education abmad (Sohail \& Saeed, 2003). Exen if these countries wish to increase their physical capacity, incresing the number of trained academics will take considerable time and effort. It is very likely, therefore, at least in the short to medium term the internarional demand for higher education will rise considerably. Marketing education focusing on market driven strategies in the international context has therefore received considerable attention among univenities which has led to an increasingly competitive and dynamic educational environment. United States, U.K., Canada, Australu and New Zealand have taken the lead in this process targeting markets primarily in Asia such as China, India, Indoneria, Malarsa, Indonceia, Hong Kong and the Middle East. With cut backs on federal government funding. Australian univerities are heavily bent on expanding their international student market. According to UNESCO (2006) International students represented 18% of the Australia's tertiary enrolments during 2002/2003 - highest anvong all other international education service providers in the world. Currently Australia commands 7% market share of the globul education market behind the U.S. (23\%). U.K. (12\%), Germany (11\%), and France (10\%) (UNESCO, 2006), While Australia continued to maineain a steady growth in the international education market overall with increasing student enrolments from India (1+.5. increase between the years 2005-06) and China (1+.7%), a downsard trend in enrolments from some of the key traditional markets such as Indonesia (−8.2%), Singapore (−5.94) and Hong Kingg (−7.44) have been reported (AEl, 2006), It is also interesting to note that the rate of grow th in Indiand China has also fallen competitive environment. The rising expectation of students in relation to education outcomes, increasing cultural diversity together with varied learning styles and orientations of the student population have produced many challenges to universities. These include providing a high quality educational environment with changes in curricula and pedagogy (Coaldrake, 2001) to negotiate the cultural and linguistic diversity and the resulting expectations of students. Meeting student needs and expectations and delivering what is important to students therefore has become important for universities to influence student choice of university. Student satisfaction has become a key variable in the present competitive environment as it impacts on student motivation, student retention, recruiting efforts and the fund raiving capacity of the universities (Elliot \& Shin, 2002). Given the differences in social, cultural and educational backgrounds, these students have had exposure to a variety of learning styles which impact on their own learning wherever they continúe to study (Ramburuth $ McCormick, 2001).

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