In January 2024, there were approximately *** thousand international students enrolled at universities in Victoria, in Australia. Universities in New South Wales had the highest number of international student enrollments in this period, with around *** thousand students.

Higher education is an important export economy for Australia, with international students paying significantly higher fees for their tertiary studies than domestic students in the country. According to Times Higher Education, the Federation University Australia ranked the highest in terms of share of international students in 2023. During that period, around ** percent of the students enrolled at Federation University Australia were international students. International tertiary education sector An internationally recognized qualification from an Australian university is appealing to many foreign students. Chinese students made up the largest proportion of international students in Australia. In 2017, of the *** thousand foreign students studying at higher education institutions, around ***** thousand originated from China. Management and commerce courses were the most popular courses for international students to study, followed by engineering, society and culture, and information technology. Economic contribution International education activity is a significant export income source for Australia. In 2017, around ** billion Australian dollars were generated from intentional student expenditure – a value that has been increasing consistently over the past years. Chinese students studying onshore on student visas contributed over ** billion Australian dollars in that year alone. Australia’s major competitors in this sector include its neighbor New Zealand, Canada, the United States and the United Kingdom. Factors affecting student enrolments include increasing tuition fees, visa application costs as well as the comparatively high cost of living in Australian cities.

In 2020, the number of overseas students enrolled in Australian universities rose significantly making the country one of the top global destinations for quality education. The largest share of international students hailed from North East Asia who figured over *** thousand, followed by the share of students from Southern and Central Asia.

Australia Number of Enrolments: Year to Date: Higher Education: International Students: Thailand: National data was reported at 0.000 Person in Dec 2024. This stayed constant from the previous number of 0.000 Person for Nov 2024. Australia Number of Enrolments: Year to Date: Higher Education: International Students: Thailand: National data is updated monthly, averaging 0.000 Person from Jan 2002 (Median) to Dec 2024, with 276 observations. The data reached an all-time high of 1.000 Person in Dec 2014 and a record low of 0.000 Person in Dec 2024. Australia Number of Enrolments: Year to Date: Higher Education: International Students: Thailand: National data remains active status in CEIC and is reported by Department of Education. The data is categorized under Global Database’s Australia – Table AU.G120: Education Statistics: Number of Enrolments.

As of June 2021, approximately **** thousand Brazilian students were enrolled in Australian educational institutions. There has been a decline in total international student enrollments across Australian institutions compared to previous years due to the Coronavirus pandemic.

Australia Number of Enrolments: Year to Date: Higher Education: International Students: Japan: National data was reported at 0.000 Person in Dec 2024. This stayed constant from the previous number of 0.000 Person for Nov 2024. Australia Number of Enrolments: Year to Date: Higher Education: International Students: Japan: National data is updated monthly, averaging 0.000 Person from Jan 2002 (Median) to Dec 2024, with 276 observations. The data reached an all-time high of 0.000 Person in Dec 2024 and a record low of 0.000 Person in Dec 2024. Australia Number of Enrolments: Year to Date: Higher Education: International Students: Japan: National data remains active status in CEIC and is reported by Department of Education. The data is categorized under Global Database’s Australia – Table AU.G120: Education Statistics: Number of Enrolments.

As of June 2021, approximately **** thousand Indonesian students were enrolled in Australian educational institutions. There has been a decline in total international student enrollments across Australian institutions compared to previous years due to the Coronavirus pandemic.

Forecast: International Students at Doctoral Level in Australia 2023 - 2027 Discover more data with ReportLinker!

Forecast: International Students in Tertiary Education in ICT in Australia 2023 - 2027 Discover more data with ReportLinker!

Please Note: As announced by the Minister for Immigration and Border Protection on 25 June 2017, the Department of Immigration and Border Protection (DIBP) retired the paper-based Outgoing Passenger Cards (OPC) from 1 July 2017. The information previously gathered via paper-based outgoing passenger cards is now be collated from existing government data and will continue to be provided to users. Further information can be accessed here: http://www.minister.border.gov.au/peterdutton/Pages/removal-of-the-outgoing-passenger-card-jun17.aspx.

Due to the retirement of the OPC, the Australian Bureau of Statistics (ABS) undertook a review of the OAD data based on a new methodology. Further information on this revised methodology is available at: http://www.abs.gov.au/AUSSTATS/abs@.nsf/Previousproducts/3401.0Appendix2Jul%202017?opendocument&tabname=Notes&prodno=3401.0&issue=Jul%202017&num=&view=

A sampling methodology has been applied to this dataset. This method means that data will not replicate, exactly, data released by the ABS, but the differences should be negligible.

Due to ‘Return to Source’ limitations, data supplied to ABS from non-DIPB sources are also excluded.

Overseas Arrivals and Departures (OAD) data refers to the arrival and departure of Australian residents or overseas visitors, through Australian airports and sea ports, which have been recorded on incoming or outgoing passenger cards. OAD data describes the number of movements of travellers rather than the number of travellers. That is, multiple movements of individual persons during a given reference period are all counted. OAD data will differ from data derived from other sources, such as Migration Program Outcomes, Settlement Database or Visa Grant information. Travellers granted a visa in one year may not arrive until the following year, or may not travel to Australia at all. Some visas permit multiple entries to Australia, so travellers may enter Australia more than once on a visa. Settler Arrivals includes New Zealand citizens and other non-program settlers not included on the Settlement Database. The Settlement Database includes onshore processed grants not included in Settler Arrivals.

These de-identified statistics are periodically checked for privacy and other compliance requirements. The statistics were temporarily removed in March 2024 in response to a question about privacy within the emerging technological environment. Following a thorough review and risk assessment, the Department of Home Affairs has republished the dataset.

The University and Other Higher Education industry is grappling with the post-pandemic landscape. The COVID-19 outbreak significantly shifted the industry's demand and delivery methods. Social distancing requirements and operational constraints caused most universities to pivot online. Remote learning has remained embedded into teaching post-pandemic, providing convenience for students and profitability benefits for universities. A heightened focus on research during the pandemic offset revenue lost from declines in tuition fees. This trend has been slowing and is under additional threat from a US Government that appears intent on reducing its funding for foreign-based research, to the detriment of Australian institutions. The industry's labour market has been volatile as the pandemic pushed universities to increasingly casualise their workforces. Controversies over underpayment have led to reputational damage and strikes among major Australian universities. Melbourne University's enforceable agreement with the Fair Work Ombudsman to pay more than $72.0 million to over 25,000 staff highlights the magnitude of these disputes. Economic and demographic factors have aided the industry's post-pandemic recovery despite these pressures. A depreciating Australian dollar has benefited returning international students, while growth in the population of people aged 18 to 25 has bolstered domestic enrolments. Lower secondary school retention rates, slipping during the pandemic, are dampening this growth. Overall, revenue is expected to drop at an annualised 1.9% to an estimated $38.8 billion over the five years through 2024-25. This trend includes a 0.6% drop in revenue anticipated for 2024-25. The outlook for the industry is promising, driven by changing labour market conditions and demographic trends. Stricter visa requirements to control migration will pose challenges. However, the industry will face these constrictions by constructing new student accommodation facilities, allowing institutions to enrol international students beyond their designated cap. The consolidation of the University of Adelaide and the University of South Australia into Adelaide University in 2026 will intensify competition for enrolments, particularly from international students, given its ambitious ranking goals. These factors mean revenue is forecast to climb at an annualised 2.1% to $43.1 billion through the end of 2029-30.

In 2024, international students living and studying in Australia originating from China contributed over ** billion Australian dollars to the Australian economy. Indian students, with education export income of over * billion Australian dollars, were the second-biggest contributors to the Australian economy.

Abstract

The OECD’s Programme for International Student Assessment (PISA) is a collaborative effort among OECD member countries to measure how well 15-year-old young adults approaching the end of compulsory schooling are prepared to meet the challenges of today’s knowledge societies. The assessment is forward-looking: rather than focusing on the extent to which these students have mastered a specific school curriculum, it looks at their ability to use their knowledge and skills to meet real-life challenges. This orientation reflects a change in curricular goals and objectives, which are increasingly concerned with what students can do with what they learn at school.

In addition to the assessments, PISA 2003 included Student and School Questionnaires to collect data that could be used in constructing indicators pointing to social, cultural, economic and educational factors that are associated with student performance. Using the data taken from these two questionnaires, analyses linking context information with student achievement could address: - Differences between countries in the relationships between student-level factors (such as gender and social background) and achievement; - Differences in the relationships between school-level factors and achievement across countries; - Differences in the proportion of variation in achievement between (rather than within) schools, and differences in this value across countries; - Differences between countries in the extent to which schools moderate or increase the effects of individual-level student factors and student achievement; - Differences in education systems and national contexts that are related to differences in student achievement across countries; and - Through links to PISA 2000, changes in any or all of these relationships over time.

Through the collection of such information at the student and school level on a cross-nationally comparable basis, PISA adds significantly to the knowledge base that was previously available from national official statistics, such as aggregate national statistics on the educational programs completed and the qualifications obtained by individuals.

Geographic coverage

The second PISA survey was conducted in 41 countries: Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Luxembourg, Mexico, Netherlands, New Zealand, Norway, Poland, Portugal, Slovak Republic, Spain, Sweden, Switzerland, Turkey, United Kingdom, United States, Brazil, Hong Kong-China, Indonesia, Latvia, Liechtenstein, Macao-China, Russian Federation, Serbia and Montenegro, Thailand, Tunisia, Uruguay.

Analysis unit

The international target population is defined as all students aged from 15 years and 3 (completed) months to 16 years and 2 (completed) months at the beginning of the assessment period. The students had to be attending educational institutions located within the country, in grades 7 and higher. This meant that countries were to include 15-year-olds enrolled full-time in educational institutions, 15-year-olds enrolled in educational institutions who attended on only a part-time basis, students in vocational training types of programmes, or any other related type of educational programmes, and students attending foreign schools within the country (as well as students from other countries attending any of the programmes in the first three categories). It was recognised that no testing of persons schooled in the home, workplace or out of the country would occur and therefore these students were not included in the international target population.

Kind of data

Sample survey data [ssd]

Sampling procedure

More than a quarter of a million students, representing almost 30 million 15-year-olds enrolled in the schools of the 41 participating countries, were assessed in 2003.

The sampling design used for the PISA assessment was a two-stage stratified sample in most countries. The first-stage sampling units consisted of individual schools having 15-year-old students. In all but a few countries, schools were sampled systematically from a comprehensive national list of all eligible schools with probabilities that were proportional to a measure of size. This is referred to as probability proportional to size (PPS) sampling. The measure of size was a function of the estimated number of eligible 15-year-old students enrolled. Prior to sampling, schools in the sampling frame were assigned to strata formed either explicitly or implicitly.

The second-stage sampling units in countries using the two-stage design were students within sampled schools. Once schools were selected to be in the sample, a list of each sampled school's 15-year-old students was prepared. From each list that contained more than 35 students, 35 students were selected with equal probability, and for lists of fewer than 35, all students on the list were selected. It was possible for countries to sample a number of students within schools other than 35, provided that the number sampled within each school was at least as large as 20.

In two countries, a three-stage design was used. In such cases, geographical areas were sampled first (called first-stage units) using probability proportional to size sampling, and then schools (called second-stage units) were selected within sampled areas. Students were the third-stage sampling units in three-stage designs.

For additional information on sample design, refer to chapter 4 in the document "PISA 2003 Technical Report" provided as an external resource.

Mode of data collection

Face-to-face [f2f]

Research instrument

PISA 2003 was a paper-and-pencil test. The test items were multiple choice, short answer, and extended response. Multiple choice items were either standard multiple choice with a limited number (usually four) of responses from which students were required to select the best answer, or complex multiple choice presenting several statements for each of which students were required to choose one of several possible responses (true/false, correct/incorrect, etc.). Short answer items included both closed-constructed response items that generally required students to construct a response within very limited constraints, such as mathematics items requiring a numeric answer, and items requiring a word or short phrase, etc. Short-response items were similar to closed-constructed response items, but for these a wider range of responses was possible. Open-constructed response items required more extensive writing, or showing a calculation, and frequently included some explanation or justification. Pencils, erasers, rulers, and in some cases calculators, were provided. The consortium recommended that calculators be provided in countries where they were routinely used in the classroom. National centres decided whether calculators should be provided for their students on the basis of standard national practice.

Two core questionnaires were used: - Student Questionnaire: In the main study the student questionnaire was administered after the assessment and it took students about 35 minutes to complete. - School Questionnaire: The main study school questionnaire was administered to the school principal and took about 20 minutes to complete.

As in PISA 2000, additional questionnaire material was developed and offered as international options to participating countries. In PISA 2003, two international options were available: the ICT Familiarity questionnaire and Educational Career Questionnaire.

• Educational Career Questionnaire: The inclusion of an optional Educational Career questionnaire was due to the fact that not all of the participating countries expressed interest in this particular research area. National centres were allowed to select any of the items included in this questionnaire for inclusion without having to administer all of the questions.
• Information Communication Technology Questionnaire: The Information Communication Technology (ICT) questionnaire consisted of questions regarding the students’ use of, familiarity with, and attitudes towards ICT. ICT was defined as the use of any equipment or software for processing or transmitting digital information that performs diverse general functions, whose options can be specified or programmed by its user.

National centres could decide to add national items to the international student or school questionnaire. Insertion of national items into the student questionnaire had to be agreed upon with the international study centre during the review of adaptations, due to context relatedness. Adding more than five national items was considered as a national option. National student questionnaire options, which took less than ten minutes to be completed, could be administered after the international student questionnaire and international options. If the length of the national options exceeded ten minutes, national centres were requested to administer their national questionnaire material in follow-up sessions.

Cleaning operations

National project managers (NPMs) were required to submit their national data in KeyQuest, the generic data entry package developed by consortium staff. The data were verified at several points starting at the time of data entry. Validation rules (or range checks) were specified for each variable defined in KeyQuest, and a datum was only accepted if it satisfied that validation rule. To prevent duplicate records, a set of variables assigned to an instrument were identified as primary keys. For the student test booklets, the stratum, school and student identifications were the primary keys. After the data entry

The Private Schools industry has grown minimally over the past five years, with rising government funding and elevated tuition fees managing to keep revenue growth slightly above the inflation rate. Government funding initiatives are a crucial revenue stream for private schools, while tuition fees remain the primary funding source for staff salaries, facility upkeep and extracurricular programs. The industry’s enterprise count has expanded, boosting employment numbers. This trend, alongside sectorwide pay rises, has led to an uptick in the industry's wage bill. Elevated purchase expenses have also weighed on the Private Schools industry, contributing to weaker surplus margins, which the industry states in place of profit margins. Private schools' esteemed reputation and perceived pathways to top-tier universities continue to fuel enrolment growth. In 2025, enrolments are set to surpass 1.5 million students. However, a marginal dip in the number of Catholic primary schools symbolises evolving societal attitudes towards religiosity and the impact of this on education choices. Revenue is expected to have inched upwards at an annualised 0.1% over the five years through 2024-25. This includes an anticipated drop of 1.3% in 2024-25 due to inflation, as the unadjusted revenue figure of $37.1 billion exceeds the revenue figure recorded in 2023-24. Increased federal government funding, which is slated to surpass $21.0 billion by 2027-28, is set to drive significant growth in industry revenue over the coming years. However, private schools will likely face greater scrutiny surrounding funding policies, which could lead to variations in funding structures. A forecast boost in the school-age population presents an opportunity for industry expansion. At the same time, legislation capping international student numbers at Australian universities may harm international student enrolment trends at private schools. While this would apply downwards pressure on revenue, high demand for domestic enrolments could partly offset potential reductions in demand from international students. Overall, industry revenue is forecast to rally at an annualised 2.3% over the five years through 2029-30 to $41.6 billion.

Abstract

The OECD Programme for International Student Assessment (PISA) is a collaborative effort undertaken by all member countries and a number of non-member partner countries to measure how well students, at age 15, are prepared to meet the challenges they may encounter in future life. Age 15 is chosen because at this age, in most OECD countries, students are approaching the end of compulsory schooling, and so, some measure of the knowledge, skills and attitudes accumulated over approximately ten years of education is gained from an assessment at this time. the PISA assessment takes a broad approach to assessing knowledge, skills and attitudes that reflect current changes in curricula, moving beyond the school based approach towards the use of knowledge in everyday tasks and challenges. the skills acquired reflect the ability of students to continue learning throughout their lives by applying what they learn in school to non-school environments, evaluating their choices and making decisions. the assessment, jointly guided by the participating governments, brings together the policy interests of countries by applying scientific expertise at both national and international levels.

PISA combines the assessment of domain-specific cognitive areas such as science, mathematics and reading with information on students' home background, their approaches to learning, their perceptions of their learning environments and their familiarity with computers. A high priority in PISA 2006 is an innovative assessment of student attitudes towards science - questions about this were contextualised within the cognitive part of the test. Bringing the attitude items closer to the cognitive questions allowed questions to be targeted at specific areas, with the focus on interest in science and students' support for scientific enquiry. Student outcomes are then associated with these background factors.

PISA uses: i) strong quality assurance mechanisms for translation, sampling and test administration; ii) measures to achieve cultural and linguistic breadth in the assessment materials, particularly through countries' participation in the development and revision processes for the production of the items; and iii) state of the art technology and methodology for data handling. the combination of these measures produces high quality instruments and outcomes with superior levels of validity and reliability to improve the understanding of education systems as well as students' knowledge, skills and attitudes.

PISA is based on a dynamic model of lifelong learning in which new knowledge and skills necessary for successful adaptation to a changing world are continuously acquired throughout life. PISA focuses on things that 15-year-old students will need in the future and seeks to assess what they can do with what they have learned. the assessment is informed, but not constrained, by the common denominator of national curricula. thus, while it does assess students' knowledge, PISA also examines their ability to reflect, and to apply their knowledge and experience to real world issues. For example, in order to understand and evaluate scientific advice on food safety an adult would need not only to know some basic facts about the composition of nutrients, but also to be able to apply that information. the term "literacy" is used to encapsulate this broader concept of knowledge and skills.

PISA is designed to collect information through three-yearly cycles and presents data on the reading, mathematical and scientific literacy of students, schools and countries. It provides insights into the factors that influence the development of skills and attitudes at home and at school, and examines how these factors interact and what the implications are for policy development.

PISA 2006 is the third cycle of a data strategy defined in 1997 by participating countries. the results allow national policy makers to compare the performance of their education systems with those of other countries. Similar to the previous cycles, the 2006 assessment covers the domains of reading, mathematical and scientific literacy, with the major focus on scientific literacy. Students also respond to a background questionnaire, and additional supporting information is gathered from the school authorities. Fifty-six countries and regions, including all 30 OECD member countries, are taking part in the PISA 2006 assessment. together, they comprise almost 90% of the world's economy.

Since the aim of PISA is to assess the cumulative yield of education systems at an age where compulsory schooling is still largely universal, testing focused on 15-year-olds enrolled in both school-based and work-based educational programmes. Between 5 000 and 10 000 students from at least 150 schools will typically be tested in each country, providing a good sampling base from which to break down the results according to a range of student characteristics.

The primary aim of the PISA assessment is to determine the extent to which young people have acquired the wider knowledge and skills in reading, mathematical and scientific literacy that they will need in adult life. the assessment of cross-curricular competencies continues to be an integral part of PISA 2006. the main reasons for this broadly oriented approach are: • Although specific knowledge acquisition is important in school learning, the application of that knowledge in adult life depends crucially on the acquisition of broader concepts and skills. In science, having specific knowledge, such as the names of plants and animals, is of less value than understanding broad topics such as energy consumption, biodiversity and human health in thinking about the issues under debate in the adult community. In reading, the capacity to develop interpretations of written material and to reflect on the content and qualities of text are central skills. In mathematics, being able to reason quantitatively and to represent relationships or dependencies is more apt than the ability to answer familiar textbook questions when it comes to deploying mathematical skills in everyday life. • In an international setting, a focus on curriculum content would restrict attention to curriculum elements common to all or most countries. this would force many compromises and result in an assessment too narrow to be of value for governments wishing to learn about the strengths and innovations in the education systems of other countries. • Certain broad, general skills are essential for students to develop. they include communication, adaptability, flexibility, problem solving and the use of information technologies. these skills are developed across the curriculum and an assessment of them requires a broad cross-curricular focus.

PISA is not a single cross-national assessment of the reading, mathematics and science skills of 15-year-old students. It is an ongoing programme that, over the longer term, will lead to the development of a body of information for monitoring trends in the knowledge and skills of students in various countries as well as in different demographic subgroups of each country. On each occasion, one domain will be tested in detail, taking up nearly two-thirds of the total testing time. the major domain was reading literacy in 2000 and mathematical literacy in 2003, and is scientific literacy in 2006. this will provide a thorough analysis of achievement in each area every nine years and a trend analysis every three. Similar to previous cycles of PISA, the total time spent on the PISA 2006 tests by each student is two hours, but information is obtained on about 390 minutes worth of test items. the total set of questions is packaged into 13 linked testing booklets. each booklet is taken by a sufficient number of students for appropriate estimates to be made of the achievement levels on all items by students in each country and in relevant sub-groups within a country (such as males and females, and students from different social and economic contexts). Students also spend 30 minutes answering questions for the context questionnaire.

The PISA assessment provides three main types of outcomes: • Basic indicators that provide baseline profile of the knowledge and skills of students. • Contextual indicators that show how such skills relate to important demographic, social, economic and educational variables. • Indicators on trends that emerge from the on-going nature of the data collection and that show changes in outcome levels and distributions, and in relationships between student-level and school-level background variables and outcomes.

Geographic coverage

OECD countries - Australia - Austria - Belgium - Canada - Czech Republic - Denmark - Finland - France - Germany - Greece - Hungary - Iceland - Ireland - Italy - Japan - Korea - Luxembourg - Mexico - Netherlands - New Zealand - Norway - Poland - Portugal - Slovak Republic - Spain - Sweden - Switzerland - Turkey - United Kingdom - United States

Partner countries/economies - Argentina - Azerbaijan - Brazil - Bulgaria - Chile - Colombia - Croatia - Estonia - Hong Kong-China - Indonesia - Israel - Jordan - Kyrgyzstan - Latvia - Liechtenstein - Lithuania - Macao-China - Montenegro - Qatar - Romania - Russian Federation - Serbia - Slovenia - Chinese Taipei - Thailand - Tunisia - Uruguay

Analysis unit

• Individuals
• Schools

Mode of data collection

Face-to-face [f2f]

Research instrument

The questionnaires seek information about: • Students and their family backgrounds, including their economic, social and cultural capital • Aspects of students' lives, such as their attitudes towards learning, their habits and life inside school, and their family environment • Aspects of schools, such

Visa Service Market Outlook

The global visa service market size was valued at approximately USD 15 billion in 2023, and it is anticipated to reach around USD 25 billion by 2032, exhibiting a CAGR of 5.5% during the forecast period. This market growth can be attributed to the increasing global travel and tourism industry, rising international student enrollments, and the growth of multinational corporations necessitating work-related travel.

One of the primary growth factors of the visa service market is the rapid expansion of the global travel and tourism industry. With increasing disposable incomes, a growing middle class, and the availability of budget travel options, more people are traveling internationally for leisure. Consequently, the demand for tourist visas has surged, providing a significant boost to the overall visa services market. Moreover, the rise of internet penetration and digitalization has made it easier for individuals to access visa services, further propelling market growth.

Another significant driver of the visa service market is the increase in international student enrollments. Countries like the United States, Canada, Australia, and the United Kingdom are popular destinations for higher education, attracting students from all over the world. Educational institutions and students rely on visa services to ensure smooth application processes and compliance with immigration laws. As the demand for quality education continues to rise, so will the demand for student visas, contributing to the market's growth.

The growth of multinational corporations and the global economy has also played a crucial role in the expansion of the visa service market. Companies operating in multiple countries often require their employees to travel internationally for business purposes, necessitating business and work visas. The increasing number of international business conferences, meetings, and collaborations has further driven the demand for visa services, especially for business visas. The rise of remote work and digital nomadism is also expected to fuel the demand for work visas, as professionals seek opportunities to work from different countries.

Regionally, North America and Europe are expected to dominate the visa service market due to their strong economies, high levels of international travel, and the presence of numerous multinational corporations and educational institutions. The Asia Pacific region is anticipated to exhibit the highest growth rate, driven by increasing outbound tourism from countries like China and India, rising international student enrollments, and the expansion of regional businesses. The Middle East & Africa and Latin America regions are also expected to contribute to market growth, albeit at a slower pace compared to other regions.

Type Analysis

The visa service market can be segmented based on the type of visa, which includes tourist visa, business visa, student visa, work visa, and others. The tourist visa segment is expected to hold the largest market share, driven by the increasing popularity of international travel for leisure purposes. The growth of budget airlines, improvement in global connectivity, and the rise of travel influencers have all contributed to the surge in demand for tourist visas. Additionally, the simplification of visa application processes and the introduction of e-visas by many countries have further fueled the growth of this segment.

The business visa segment is also expected to witness significant growth, owing to the increasing globalization of businesses and the rise in international business travel. Multinational corporations, startups, and small and medium enterprises (SMEs) alike require business visas for their employees to attend meetings, conferences, and other business-related activities abroad. The growing number of international business events and trade shows has also contributed to the demand for business visas. As the global economy continues to integrate, the business visa segment is anticipated to expand further.

The student visa segment is another crucial component of the visa service market. With the increasing emphasis on higher education and the desire for quality education, more students are seeking to study abroad. Countries like the United States, Canada, the United Kingdom, and Australia are popular destinations for international students, leading to a high demand for student visas. The growth of international student exchange programs and scholarships also plays a significant role in this segment's expansion. Moreover, t

As of June 2021, approximately **** thousand Colombian students were enrolled in the Australian Vocational education and training sector. There has been a decline in total international student enrollments across Australian institutions compared to previous years due to the Coronavirus pandemic.

ObjectiveWe explored e-cigarette use, e-cigarette knowledge, attitudes, intentions to use and access to e-cigarette health information among young adults enrolled at an Australian university.MethodsRespondents completed a survey about e-cigarette use and health resources about vaping. Data were analyzed using SPSS Version 28.0.ResultsResponses were received from n = 1,094 students aged 18–25 years. Current e-cigarette use was reported by 13.1% of respondents, daily use 7.6% and ever use 26.8%. Prevalence was greater among men, those reporting more psychological distress, alcohol use and worse academic performance. More than half (51.2%) perceived e-cigarette use as common among their peers and one-third were curious to try an e-cigarette in the future. Domestic and international student e-cigarette use was similar, however, international students tended to access less reputable sources for health information about vaping.ConclusionTailored strategies for domestic and international student groups are needed to address e-cigarette use among university cohorts. Universities provide a setting in which health information and cessation support can be provided to a well-defined group, by dedicated and well-resourced health and wellbeing teams. These results provide a rich resource to guide health promotion, prevention and cessation activities on campus.

This dataset is about universities in Australia. It has 39 rows. It features 5 columns: city, ranking, foundation year, and international students.

This dataset contains information from Study 1 and Study 2 for this project including interviews, journal transcriptions, audio recordings, Excel & SPSS Output. Study 1 relates to the first part of this mixed-methods study, i.e. quantitative data analysis component including audio recordings, Excel and SPSS output, which investigated the cross-cultural adaptation (CCA) experiences of Chinese international students (CIS) studying in Australia. Data collection for the quantitative component took place during the Autumn semester (February to April) of 2015, whereby 133 CIS from the same university in the Sydney metropolitan area participated in this study (whereby the was 30 partial completions and 103 fully completed responses). The dataset comprised of SPSS Data (with corresponding pdf printoout) regarding Chinese students' L2 motivation, identity change, academic & sociocultural adjustment obtained from main Excel dataset. There was also audio recordings as well as a an excel spreadsheet of a modified Myers-Briggs responses from Study 2, i.e., the qualitative study, which was added as raw data, whereby the interview transcriptions of the audio recordings is found in the dataset for Study 2. Attached data is from Study 2, i.e., the qualitative component, of the mixed methods study investigating the cross-cultural adaptation (CCA) experiences of Chinese international students (CIS) in Australia. The data collection for this component of the study was conducted between 2017 to 2019, and involved 15 CIS who resided in mainland China who embarked on their first year residing and studying in Australia. These participants came from the same university in the Sydney metropolitan area. The dataset comprises of the interviews (derived from audio recordings) and diary journal entries of their CCA experiences as part of this short-term (3-month) longitudinal study. The dataset contains sensitive data that cannot be published. To discuss the data, please contact Dennis Lam 11165141@student.westernsydney.edu.au ORCID 0000-0002-7199-4378