The Importance of a Strategic Plan for Learning Abroad Programs
The recent changes in the New Colombo Plan (NCP) funding have sparked significant conversation within the learning abroad (LA) sector. For many within the sector, this shift has highlighted a crucial point: relying solely on government grants (NCP funding or other) is not a sustainable approach for running successful learning abroad programs – to Asia and the Pacific, or anywhere.
Last week, I had the opportunity to present to staff at Western Sydney University (WSU) on developing a long-term, sustainable learning abroad strategy, proposing an alternative to the traditional ‘no NCP funding, no program’ mindset – which has perpetuated post-COVID.
Having collaborated with all 41 Australian universities and observed a variety of strategies—some more successful than others—we are passionate about this topic. A well-planned strategy is essential to developing a sustainable, high-quality learning abroad program. Below are our key recommendations for creating a long-term learning abroad strategy that fosters consistent program delivery, enhances student engagement, and ensures institutional buy-in.
1. Consistency is Key
One of the most important elements of a successful learning abroad program is consistency. Providing consistent program options for three plus years enables students to plan participation well in advance. 
With most degrees in Australia spanning 3 years, the country is at a disadvantage compared to places like the USA, where degrees typically last four years, when it comes to planning learning abroad experiences. Students really need to hear about learning abroad opportunities in the first year (or ideally in year 12), so they can plan to go abroad in year two, or possibly year 3 of their degree. Here at CISaustralia we have seen a clear trend over the years for students to be planning 12 months in advance for the time abroad. It makes sense, considering the logistics involved, both in preparing for the overseas experience and planning what happens at home while your away. We find most students start planning to go abroad 6-12 months in advance. Offering pre-approved with less administrative and promoting programs 12-24 months in advance, gives students the confidence and time to incorporate these learning abroad opportunities into their academic plans.
2. Plan Ahead
A long-term strategy should not just focus on the present year, but plan for the future. Program structures should be designed to operate consistently across multiple academic years. This forward-thinking approach facilitates smoother coordination, effective marketing and ensures that students, faculty, and administrators are aligned in their expectations.
3. Develop an Elective or Shell Course
Developing an elective or shell course accessible to all students within a school or college can serve as the foundation for your learning abroad program. These courses should include clear learning outcomes, assessment requirements, and administrative support, with a designated staff member as the point of contact. This provides a standardised framework through which students can participate in learning abroad experiences, while ensuring academic rigour and consistency across programs.
4. Embedded International Learning Abroad Courses
Even more effective than user-friendly electives or shell courses are core international learning abroad courses embedded directly into degree structures. These courses allow students to plan their overseas experience from the outset of their studies—or even earlier when choosing their degree in Years 11 and 12. By integrating these programs into the core curriculum, students are encouraged to view learning abroad as a natural and expected part of their academic journey, ensuring greater participation and alignment with their academic goals.
5. Articulate the Benefits Clearly
The benefits of learning abroad need to be clearly communicated at both the student and institutional levels. For students, the transformative experiences of cultural immersion, global networking, and enhanced employability must be emphasised. Meanwhile, university staff and senior leadership must see the strategic value of learning abroad in terms of significant retention upside, employability, institutional prestige and global brand awareness, institutional rankings and ratings, student satisfaction, domestic recruitment opportunities and alignment with broader educational goals – Learning Abroad may not be on the balance sheet, but it is in the triple bottom line.
6. Utilise OS-HELP as “the” LA Funding Mechanism
OS-HELP should be recognised as the primary funding source for learning abroad programs. Instead of relying on unpredictable government grants (NCP funding or other), universities can utilise OS-HELP loans as the core financial mechanism. This provides consistent financial support for students, reducing reliance on external grants and minimising the risk of program cancellations due to fluctuations in funding availability. By making OS-HELP the central funding strategy, institutions can create a more stable and reliable foundation for their learning abroad offerings.
7. Secure Support from Senior Management
For any learning abroad program to thrive, it is essential to have strong backing from senior management. Programs should be built into the university’s overarching strategic plan with clear objectives and outcomes that align with broader institutional goals. This ensures that learning abroad is not viewed as an optional or peripheral activity, but as a central component of the university’s mission to develop globally competent graduates. Its not maybe or if I will go abroad, its when and where
8. Integrate Learning Abroad into the University’s Strategic Plan
Perhaps most importantly, learning abroad should be woven into the fabric of the university’s strategic vision. When the benefits of learning abroad are acknowledged at the highest levels of the institution, and clear objectives are established, these programs are more likely to receive the necessary resources, attention, and support to succeed. This means integrating learning abroad into curriculum design, assessment planning, and institutional reporting structures.
In summary, a well-thought-out strategic plan is the foundation for a sustainable and successful learning abroad program. The Learning Abroad Sector needs to move beyond a reliance on government grants (NCP funding or other) which can be here today and gone tomorrow, and encourage short term thinking and are counterproductive to longer term engagement and ultimate programming success. Instead, a focus on consistency, planning, and broad-based institutional support are the keys to achieving long-term learning abroad success. By embedding learning abroad into the university’s culture, its fabric via a strategic framework, universities can create programs that are accessible, well-supported, and valuable to both students and the institution.
Senior Manager, University Relations and Business Development
September 2024
