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2024-11-01
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Travel horizon:September-December 2024Long-Haul Travel Barometer 3/2024ContentsTravel Intentions and BarriersPage 04Planning DetailsPage 10Attitudes Towards Responsible Choices Page 17MethodologyPage 03MethodologyMethodologyData collection period5-18 August 2024Travel horizon:September-December 2024Analysed samplesTotal respondents:7,000Respondents likely to travel to Europe:2,737Australia(324),Brazil(502),Canada(398),China(820),Japan(190),St.Korea(266),US(237)Respondents likely to travel long-haul but not to Europe:1,501Australia(319),Brazil(189),Canada(220),China(89),Japan(146),St.Korea(336),US(202)Long-Haul Travel Barometer 3/2024Significant changesThe significant changes,indicating year-on-year increases or decreases,are marked with the following symbols:Increase Decrease TargetPotential travellers from Australia,Brazil,Canada,China,Japan,South Korea(new market)and the US.Method1,000 online interviews with national representatives(18-70 years old),per market,per wave.FrequencyInterviews are conducted 3 times per year and provide insights into the travel horizons:January-December,January-April,May-August and September-December.The survey is meant to gauge travellers attitudes and intentions and not to quantify demand levels.Travel intentionsand barriers01Travel horizon:September-December 2024Sample size per market 1,00040H93#%523 A395Wp%Totalsample*CHINABRAZILCANADAAUSTRALIAST KOREAUSJAPANDo not intend to travellong-haulIntend to travel long-haul,not EuropeIntend to travel long-haul to EuropeTravel sentiment to Travel sentiment to E Europe softens in the final urope softens in the final months of 2024months of 2024 40%of prospective travellers in overseas markets plan to visit Europe between September and December 2024,reflecting a notable 4cline compared to the same period last year.The sharpest drops in interest are seen in the US and Japan.In the US,intentions to visit Europe have fallen dramatically from 41%in autumn 2023 to 23%now,while Japan has experienced a smaller,but still significant,decline from 25%in September-December 2023 to 17%now.In contrast,travel enthusiasm from China has surged,with 84%of respondents planning to visit Europe,a 10%rise over last autumn.Brazil remains steady,showing no significant change in travel sentiment.South Korea,a new addition to the research,reveals a relatively modest interest in European travel,while Canada and Australia continue to approach travel cautiously,with no notable shifts compared to last year.Intentions for long-haul travel in Autumn 2024 Horizon:September-December-4%*The total sample excludes the intention in the St Korean market,which was not part of the 2023 autumn research wave 9%-18%-8%Evolution of longEvolution of long-haul travel haul travel intentions in selected marketsintentions in selected marketsSentiment for travel to Europe on the rise in ChinaThe intention for overseas travel from China has seen a significant increase for the upcoming September-December period,with a strong focus on Europe.An impressive 83%of surveyed Chinese travellers express a desire to visit Europe,reflecting a 9%increase compared to last autumn.One key driver of this strong interest may be the Golden Week(October 17),offering a convenient 7-day window for international travel.The reintroduction of direct flights between China and Europe is also fuelling travel interest,as expanded routes make travel more accessible.Survey data indicates strong intentions from a broad range of demographics,with both younger travellers and those aged 50 showing high enthusiasm.Cost sensitivity shapes Brazilian travel intentions for EuropeThe intention for overseas travel among Brazilians this autumn closely mirrors the trend seen last autumn.Nearly 48%of respondents plan to visit Europe between September and December 2024,with younger and wealthier travellers leading the way in terms of enthusiasm.The majority of Brazilians planning to visit Europe in the next months have never travelled to the region before(61%),while 29%are repeat visitors,highlighting both fresh interest and loyalty.Despite the growing consumer optimism and confidence in household finances,Brazil still faces challenges.Rising inflation and high youth unemployment pose a risk for the future evolution of the travel sentiment.1 The survey reveals that cost is a key consideration for many Brazilians.63%of those not planning overseas trips cited the high cost as a major deterrent.ChinaBrazil40$443!%6D033%0 0%Unlikely to trave long-haulLikely to travel long-haul,not EuropeLikely to travel to EuropeVery likely to travel to EuropeBrazilRespondents are asked to use a slider ranging from 1 to 100(1-definitely not,100-definitely yes)to express their intention to travel to Europe in the next four months.The category very likely comprises the share of people who place the slider between 70 and 100,indicating a high level of confidence in their travel plans.465PUr%67%7%9%5%0 0%Unlikely to trave long-haulLikely to travel long-haul,not EuropeLikely to travel to EuropeVery likely to travel to Europe83% 9$ !#2AC5%0 0%Unlikely to trave long-haulLikely to travel long-haul,not EuropeLikely to travel to EuropeVery likely to travel to EuropeCanadian travel intentions for Europe stagnateRegardless of expanded connectivity between Europe and Canada over the past months2,Canadian sentiment for overseas travel between September and December 2024 remains largely unchanged from 2022 and 2023.39%of respondents express a desire to visit Europe during this period,with the strongest interest seen among younger travellers(18-27)and middle-aged groups(35-49).Up until the summer 2024,Canadian travel to European destinations showed a mixed picture,with some destinations reporting declines in arrivals or nights compared to the previous period,while others reported growth.3 In June,however,the Canadian government updated travel advisories for several European countries due to an increased terrorism threat,potentially reducing travel interest for the summer and autumn months.4 Additionally,high travel costs,preferences for closer destinations,and limited vacation time remain significant factors that deter Canadians from visiting Europe.Australians cautious about Europe due to cost concernsIn the final four months of 2024,one-third of Australians plan to travel to Europe,reflecting the same level of hesitance seen in September-December 2023,potentially caused by growing fears about the economy and rising unemployment.5 Despite this cautious enthusiasm,Europe retains strong loyalty among Australian travellers,as 64%of those planning a visit are repeat visitors.In the meantime,the interest in destinations beyond Europe has grown( 9%)since the same period last year,with 32%of respondents wishing to visit other regions.This shift is largely driven by the high cost of travel to Europe(37%)and a growing desire to explore other parts of the world(28%).Additionally,the September to December period aligns with Australias spring season,encouraging domestic travel due to favourable weather for outdoor activities.Of those not planning overseas trips in the next months,24%cited they have plans for domestic travel,instead.CanadaBrazilAustraliaEvolution of longEvolution of long-haul travel haul travel intentions in selected marketsintentions in selected marketsRespondents are asked to use a slider ranging from 1 to 100(1-definitely not,100-definitely yes)to express their intention to travel to Europe in the next four months.The category very likely comprises the share of people who place the slider between 70 and 100,indicating a high level of confidence in their travel plans. 9 !#VB99%0 0%Unlikely to trave long-haulLikely to travel long-haul,not EuropeLikely to travel to EuropeVery likely to travel to EuropeCanada and Australia were added to the survey later than other markets,which is why data prior to 2021 and 2022 is unavailable.9%3%3%4%9%7%7%8%8%9%5%5%6%9yxdp%0 0%Unlikely to trave long-haulLikely to travel long-haul,not EuropeLikely to travel to EuropeVery likely to travel to EuropeUSBrazilJapan24%$(%9%7%9 aaIHFW%0 0%Unlikely to trave long-haulLikely to travel long-haul,not EuropeLikely to travel to EuropeVery likely to travel to Europe23%-18%vs 2023-8%vs 202317%Cost and time barriers dampen US interest in long-haul travelSentiment for overseas travel from the US is weak for the September-December 2024 period,with an increasing number of respondents( 11%)not planning any long-haul trips.Interest in visiting Europe has also dropped sharply,from 41%in autumn 2023 to just 23%now,in autumn 2024.A significant 40%of respondents cite high travel costs as the primary reason for not considering Europe,while 23%prefer to explore other regions,and 17%mention insufficient vacation time as a key barrier.Additionally,the distractions and uncertainty associated with the upcoming election may also be a factor contributing to reduced travel enthusiasm.Among different demographic groups,Americans aged 35-49 show the strongest intention to travel,with 30%planning to take a trip to Europe in the last four months of 2024.In contrast,younger(18-34)and more mature travellers(50 )show less enthusiasm,with only 22%and 19%,respectively,expressing plans to visit the region by the end of the year.Pessimism about overseas trips persists in JapanReluctance to travel abroad remains strong in Japan,driven by several factors,including economic uncertainties,a weaker yen,stagnant wage growth,and limited vacation time.These challenges have kept outbound travel aspirations low,with 70%of respondents not considering any long-haul trips for the remainder of 2024.Interest in Europe is also notably low,with only 17%of respondents considering trips to the region,marking an 8crease compared to the same period last year(September-December 2023).Mature travellers in St Korea most eager to visit Europe this autumnSouth Korea is a new addition to this research,and data on travel intentions evolution is not yet available.However,this research wave reveals that 60%of Korean respondents are positive about long-haul travel in the coming months,with 27%specifically considering Europe.Interestingly,sentiment toward Europe is stronger among mature travellers*,contrasting with trends in other markets where younger groups typically show more interest.Evolution of longEvolution of long-haul travel haul travel intentions in selected marketsintentions in selected marketsRespondents are asked to use a slider ranging from 1 to 100(1-definitely not,100-definitely yes)to express their intention to travel to Europe in the next four months.The category very likely comprises the share of people who place the slider between 70 and 100,indicating a high level of confidence in their travel plans. 11%*30%of Koreans over the age of 50 intend to travel to Europe vs 24%among 18-34 years old respondents44%High travel costs that I cannot afford18%My vacation timeis limited17%I would like to visitanother world regionRising costs,time constraints and interest in other regions are cited most often as barriers to travel to EuropePer market:In markets like Canada,Brazil,Japan,and South Korea,the cost of travel remains the most significant deterrent,with nearly half of respondents(48-49%)in these countries highlighting it as their primary reason for not visiting Europe.While cost is still the main deterrent for travel to Europe in China and Australia,much fewer respondents in these markets(25%and 37%respectively)view it as a barrier compared to the other markets.Interest in exploring regions outside Europe is notably stronger among respondents from Australia(28%),the US(23%),and Brazil(20%).In contrast,this curiosity is less felt in markets like China,South Korea(7%both),Canada and Japan(13%both).Time constraints pose a challenge,particularly in South Korea,where 29%of respondents indicate limited vacation time as the main barrier to visiting Europe.Sample of respondents planning long-haul trips but not to Europe(N=1,501)Why not Europe?Why not Europe?Planningdetails02Travel horizon:September-December 2024Sample of respondents likely to travel to Europe(N=2,737)Most respondents plan leisure trips to Europe this autumn;Most respondents plan leisure trips to Europe this autumn;40%with a partner by their side40%with a partner by their side4%4%5%9x%OtherAttending an event for personal reasonsBusinessVisit friends and relativesLeisurePurpose of travelTravel party4%OtherWith friend(s)With family(adults only)With family(children 18 years)AloneWith partnerBy market:Visiting friends and family is the second most popular reason for travel to Europe among Australians and Canadians(both 16%),Brazilians(12%),and Americans(11%),versus 9%in the total sample.Business travel is more frequently cited by U.S.respondents(16%)compared to 5%for the total sample.Traveling to Europe to attend a non-business-related event(e.g.,sports,exhibitions,festivals)is notably higher among South Koreans(13%)than in any other market(4%in the total sample).Canadians show the strongest preference for solo travel to Europe this autumn(22%),compared to 18%in the overall sample.Traveling with family,including children under 18,is most common among Brazilians(24%)and Australians(22%),higher than the total sample average of 16%.The highest interest in traveling with friends comes from Japanese(18%)and South Korean(16%)respondents,in contrast to 10%in the total sample.46%Full package from a tour operator(flights,accommodation,food excursions,entrance fees,etc.)36%Separate bookings of different travel aspects(flights,accommodation,excursions,events,etc.)from various providers.34%Partial package from a tour operator(only flight tickets,flight tickets and accommodation only,etc.)Overseas travellers lean toward package deals for their next European holiday.yet many opt for independent planningPer market:70%of Chinese respondents prefer to book a full-package deal,making it the dominant choice in this market.In contrast,interest in full-package deals is much lower among Australians(24%),Americans and Canadians(29%both).54%of Chinese respondents plan to book a partial package deal,followed by Japanese(36%)and South Koreans(34%).In contrast,Canadians(17%),Australians(22%),and Brazilians(24%)show the least interest in this option.Australians(60%),Canadians(47%),and U.S.respondents(41%)are the most inclined to book travel services separately.In contrast,separate bookings are less favoured in the Asian markets,with only 28%of respondents from China,South Korea,and Japan considering this option.Multiple answer questionWhat are the most preferred booking options?What are the most preferred booking options?Where to?Where to?Preferred European destinations for holidays in autumn 20249%2%1%5%2!%Top 5 destination selection criteria41A%World-renowned sites to visitHigh-quality tourism infrastructure322%Stable weather conditions52R%The destination is safe to visit399%The destination takes action to preserve its natural and cultural heritage25%What drives the choice?What drives the choice?Luxembourg:3%Monaco:4C701 DA5&%7%Culture and heritage explorationCulinary discoveriesExploring the city-lifeEnjoying natural landscapesSlow travelRelax at the coastCreative art activities(e.g.music,film,literature)Luxury shoppingActive coastal break(e.g.surfing,diving)Go off the beaten trackActive adventure(e.g.,hiking,climbing,skiing)First-time visitorsRepeat visitorsEurope offers a captivating travel experience that entices many travellers to return53G%FIRST-TIMEVISITORSREPEATVISITORSCultural exploration,culinary experiences,and vibrant city life are key drivers for both first-time and repeat visitors53%of the respondents planning to visit Europe this autumn will be visiting the region for the first time and 47%will be repeat visitors.Most wanted activitiesBeyond the tourist trail travellers willingness to interact with localsFrom casual encounters to deep cultural immersion Casual Interaction(40%):The largest group of respondents prefers occasional interactions with locals to discover authentic spots like cafes and markets.They seek an interaction without prolonged cultural exchanges,enriching their journey through practical engagement.Deeper Cultural Understanding(36%):Close to the same proportion of travellers wishes to move beyond casual conversations and actively seek to understand local life and culture They are interested in how people live,their daily routines,traditions,and culture.This interest is likely to translate into activities that involve learning and observation,such as guided cultural tours,visits to local neighbourhoods,or participation in festivals and other cultural activities.Immersion and Meaningful Connections(15%):A smaller but dedicated group of respondents aims to fully immerse themselves by establishing meaningful relationships with locals.This suggests a drive toward slow travel,where the goal is not just to visit but to live like a local.These travellers may spend extended periods in a single location,volunteer,attend local gatherings,or even stay with local hosts to build genuine connections.I will not prioritise interacting with localsI will interact occasionally to enrich my experienceI will seek genuine opportunities to learn from locals about their cultureI will strive to build meaningful connections 36%9%To what extent do you plan to interact with locals?Spending caution growsamong overseas travellers to EuropeIntended daily budget*260!A 0(59%&D7601 E8#$1%9%9 %Total sampleAustraliaBrazilCanadaChinaJapanSt KoreaUSAI dont knowMore than 200 100-200 Up to100 6%-7% 8%-5% 14% 22%-30%-6% 5%As travellers plan their next European holidays,a trend of cautious financial management is emerging.While many respondents(66%)still intend to allocate between 100-200 per day,consistent with autumn 2023,there is a noticeable shift in spending patterns,particularly in key markets such as Australia,Canada,and China.In Australia and Canada,the percentage of respondents choosing to stick to tighter budgets of under 100 per day has increased by 6%and 8%,respectively.Meanwhile,China,typically characterised by its high-spending tourists,has seen the most dramatic change.A 14%increase in those opting for a lower daily budget(under 100 per day)has been accompanied by a 30cline in travellers planning to spend over 200 per dayWhats driving this shift?Whats driving this shift?While excitement for cultural exploration,dining,and city life remains high,the cost of indulging in these experiences continues to be a concern.Although inflation for tourism products and services is softening,it still presents a challenge,making European holidays less accessible than travellers may have hoped.As a result,many travellers will likely recalibrate their spending habits,choosing less costly options and prioritising essential experiences.*Expenditure is per person and includes accommodation,food and other activities-excluding flight tickets to EuropeAttitudes towards responsible choices 03Travel horizon:September-December 2024Respondents were presented with a series of statements and asked to select the option that best reflects their travel preferences and intentions for their upcoming trip to Europe.The results on the following slides disclose how prospective travellers balance their values with practical travel decisions.Sample of respondents likely to travel to Europe(N=2,737)74cvCcUd&7$W7E6%AustraliaBrazilCanadaChinaJapanSt.KoreaUSAI am more open to travelling during the shouldermonths for potentially better deals and fewer crowdsI prefer to travel during peak season when theres themost activity and guaranteed good weatherOff-seasonPeak seasonI am more open to travelling during the shoulder months for potentially better deals and fewer crowdsI prefer to travel during peak season when theres the most activity and guaranteed good weather59A%Off-peak travel to Europe appears as the preferred choice across all markets,except for ChinaComfort and speedLimiting CO2While environmental impact is a consideration,prioritising comfort and efficiency in transportation will be more important during my next tripLimiting my carbon footprint is a priority,so I am willing to choose eco-friendly transportation options like trains or buses,even if it takes longer646%Comfort and speed take precedence over environmental concerns67Tbbsvq3F88$)%AustraliaBrazilCanadaChinaJapanSt.KoreaUSAWhile environmental impact is a consideration,prioritisingcomfort and efficiency in transportation will be moreimportLimiting my carbon footprint is a priority,so I am willing tochoose eco-friendly transportation options like trains orbuses,even if it takes longerPopular destinationsOff-the-beaten-pathI prefer visiting large cities or smaller but popular destinations in the countries I visitI prefer visiting destinations outside the larger cities/tourism hotspots in the countries I visit637%Popular destinations lead,off-the-beaten-path trails lag far behind57WgvqYCC3$)A%AustraliaBrazilCanadaChinaJapanSt.KoreaUSAI prefer visiting large cities or smaller but populardestinations in the countries I visitI prefer visiting destinations outside the larger cities/tourism hotspots in the countries I visitChoose localChoose familiarI enjoy immersing myself in the local culture,so I prefer to support small and local businesses for accommodation,shopping,experiences,and foodWhen travelling long-haul,I prioritiseconvenience and familiarity,so I would rather stick with established brands for accommodation and other services 52H%Local vs Global:market-specific preferences are in play57IbP7ICQ8PcQ%AustraliaBrazilCanadaChinaJapanSt.KoreaUSAI enjoy immersing myself in the local culture,so I prefer to supportsmall and local businesses for accommodation,shopping,experiences,and foodWhen travelling long-haul,I prioritise convenience and familiarity,so I would rather stick with established brands foraccommodation and other servicesCopyright 2024European Travel Commission(ETC)Long-Haul Travel Barometer 3/2024All rights reserved.The contents of this report may bequoted,provided the source is given accurately andclearly.Distribution or reproduction in full is permitted forown or internal use only.While we encourage distribution via publicly accessiblewebsites,this should be done via a link to ETCscorporate website,www.etc-corporate.orgPublished by the European Travel CommissionRue du March aux Herbes,61,1000 Brussels,BelgiumWebsite:www.etc-corporate.orgEmail:ISBN No:978-92-95107-74-8Cover photo:Makasanaphoto on ShutterstockThis project is realised with the support ofSilverlining Research()This project is co-funded by the European Union.Views and opinions expressed are,however,those of the author(s)only and do not necessarily reflect those of the European Union or European Commission.Neither the European Union nor the 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2024-11-01
22页
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Resident Sentiment Survey Resident Sentiment Survey-Spring Spring 20242024Prepared for the:State of HawaiiDepartment of Business,Economic Development&TourismJuly 2024Fielded:March 5 through April 30,2024Fielded:March 5 through April 30,2024Davies Pacific Center 1250,841 Bishop Street,Honolulu,Hawaii 96813 Telephone:1-808-528-4050 Table of ContentsPagePageResearch ObjectivesResearch Objectives3 3Sample Plan and MethodologySample Plan and Methodology4 4Key Recommendations&TakeawaysKey Recommendations&Takeaways5 5Executive SummaryExecutive Summary7 7Detailed FindingsDetailed Findings2222Impact of the Visitor IndustryImpact of the Visitor Industry2323Destination Management Action Plans(Spring 2023Destination Management Action Plans(Spring 2023-2024)2024)109109Tax Revenues to Manage/Encourage Tourism(Spring 2023Tax Revenues to Manage/Encourage Tourism(Spring 2023-2024)2024)131131Tourism Worth the Issues(Spring 2023Tourism Worth the Issues(Spring 2023-2024)2024)142142General Perceptions of the Visitor IndustryGeneral Perceptions of the Visitor Industry148148Appendix A:Island SupplementAppendix A:Island Supplement201201Appendix B:Respondent ProfileAppendix B:Respondent Profile214214Appendix C:Resident Sentiment Drivers AnalysisAppendix C:Resident Sentiment Drivers Analysis2652652Research ObjectivesResidentResident sentimentsentiment towardtoward HawaiisHawaiis visitorvisitor industryindustry is is vitalvital toto maintainingmaintaining ResponsibleResponsible andand RegenerativeRegenerative GrowthGrowth in in thethe industryindustry andand in in thethe statesstates economyeconomy overalloverall.TheThe ResidentResident SentimentSentiment SurveySurvey (RSS)(RSS)hashas beenbeen conductedconducted 2222 timestimes sincesince 19991999,andand thethe currentcurrent surveysurvey waswas conductedconducted byby OmnitrakOmnitrak Group,Group,IncInc.TheThe primaryprimary objectivesobjectives ofof thethe RSSRSS researchresearch areare:ToTo tracktrack keykey residentresident attitudesattitudes towardtoward tourismtourism in in HawaiiHawaii overover timetime.ToTo identifyidentify perceivedperceived positivepositive andand negativenegative impactsimpacts ofof thethe visitorvisitor industryindustry onon locallocal residentsresidents.ToTo identifyidentify forfor thethe visitorvisitor industryindustry andand HTA,HTA,issuesissues oror concernsconcerns regardingregarding tourismtourism expressedexpressed byby residentsresidents.ToTo exploreexplore residentresident perceptionsperceptions onon ideasideas toto “manage”“manage”oror mitigatemitigate thethe negativenegative impactsimpacts associatedassociated withwith tourismtourism.StatisticalStatistical AnalysisAnalysis -WithinWithin thethe reportsreports graphsgraphs andand tables,tables,a a boxbox oror shadedshaded areaarea showsshows a a statisticallystatistically significantsignificant differencedifference acrossacross columnscolumns (e e.g g.islandsislands oror attributes)attributes)in in thethe samesame yearyear atat thethe 9595%levellevel ofof confidenceconfidence.AnAn arrowarrow oror indicatesindicates a a statisticallystatistically significantsignificant differencedifference whenwhen ratingsratings areare comparedcompared acrossacross yearsyears atat thethe 9595%confidenceconfidence levellevel.3Sample Plan and Methodology SampleSample PlanPlanOmnitrakOmnitrak usedused a a regionregion-basedbased stratifiedstratified samplingsampling forfor thethe study,study,thethe samesame approachapproach usedused in in earlierearlier ResidentResident SentimentSentiment SurveySurvey effortsefforts conductedconducted byby OmnitrakOmnitrak.TheThe samplingsampling planplan divideddivided thethe StateState intointo 1212 subsub-regionsregions withwith considerationconsideration toto populationpopulation proportion,proportion,andand allocatedallocated sufficientsufficient samplesample forfor eacheach areaarea toto achieveachieve anan acceptableacceptable samplingsampling errorerror.WithinWithin eacheach region,region,datadata waswas collectedcollected randomlyrandomly.TheThe resultingresulting samplesample ofof residentsresidents waswas weightedweighted proportionatelyproportionately toto populationpopulation distributiondistribution perper thethe latestlatest StateState CensusCensus fromfrom thethe StateState DepartmentDepartment ofof Business,Business,EconomicEconomic DevelopmentDevelopment&TourismTourism.StatewideStatewide samplingsampling producedproduced a a totaltotal ofof n n =19671967 respondentsrespondents asas followsfollows:OahuOahu:828828HawaiiHawaii IslandIsland:482482MauiMaui IslandIsland:321321,MolokaiMolokai:3737,LnaiLnai:9 9KauaiKauai:290290MethodologyMethodologyA A mixedmixed methodologymethodology waswas usedused forfor thisthis survey,survey,includingincluding a a combinationcombination ofof ComputerComputer AssistedAssisted TelephoneTelephone InterviewInterview (CATI,(CATI,2525%)andand onlineonline surveyssurveys (7575%).AllAll callscalls werewere placedplaced fromfrom OmnitraksOmnitraks continuouslycontinuously qualityquality-controlledcontrolled callingcalling centercenter in in thethe DaviesDavies PacificPacific CenterCenter buildingbuilding in in DowntownDowntown HonoluluHonolulu.FieldField DatesDates:MarchMarch 5 5 throughthrough AprilApril 3030,202420244Key RecommendationsKey Recommendations&Takeaways&Takeaways5Key Recommendations&Takeaways State OverallState Overall1 1KeyKey measuresmeasures ofof residentresident sentimentsentiment tickedticked upwardsupwards andand areare gaininggaining onon historichistoric levelslevels:After an extended period of weakening,which started in the early 2010s,Hawaii resident sentiment towards tourism is slowly gaining momentum with improvement in areas that tourism should be actively encouraged and that the industry is being better managed.Key Resident Sentiment Tracking StatementsKey Resident Sentiment Tracking StatementsHavingHaving a a voicevoice in in developmentdevelopment decisionsdecisions is is nownow a a mainmain driverdriver ofof residentresident sentimentsentiment.While numerous factors impact perceptions of the industry,having a Voice in development decisions has re-emerged as the single,top individual driver of sentiment,responsible for 15%of driver importance.Other key drivers relate to economic benefits such as Supporting local businesses(11%)and Creating jobs for residents(11%).As these areas extend beyond HTAs direct areas of authority,they will require an integrated effort between multiple public and private sector organizations.Mean ScoresMean ScoresFallFall20212021SpringSpring20222022FallFall20222022Spring Spring 20232023Spring Spring 20242024Tourism has brought more benefits than problems5.675.946.055.926.07Perceived impact of tourism on you and your family6.016.026.216.106.33Tourism is being better managed on my island5.065.335.445.345.65Tourism should be actively encouraged on my Island5.876.106.076.076.39My island is run for tourists at expense of local people6.986.936.926.876.93*Red font indicates questions where higher ratings are worse for tourism sentiment.3 3TheThe perceivedperceived balancebalance ofof tourismstourisms benefitsbenefits vsvs.challengeschallenges edgededged upwardsupwards:Perceptions that Tourism has brought more benefits than problems have regained ground to 56%,a similar level reported in 2022.The positive news is that overcrowding is less top of mind for residents.However,in its place,residents now worry about the industrys impact on cost of living,shifting a focus on the industrys economic benefits and challenges.Improved perceptions on the economic impacts of the industry is the result of a reduction in negative sentiment in these areas.Fewer residents are naysayers in these economic areas and are responsible for lifting overall sentiment.2 2Fall Fall 20222022Spring Spring 20232023Spring Spring 20242024Tourism BenefitsTourism Benefits(Mean Scores)Creates jobs for residents7.47.47.5Enhances residents quality of life5.55.45.7Tourism ChallengesTourism Challenges(%reporting)Higher cost of living70sumage to the environment71up%No respect for culture/ina70ii%Overcrowding73te%6Naysayers or Negative perceptions of the Naysayers or Negative perceptions of the industry 1industry 1-5 ratings (lower scores are better)5 ratings (lower scores are better)Spring 2023Spring 2023Spring 2024Spring 2024Tourism has more benefits than problems45%Creates job opportunities for residents23%Creates job opportunities for advancement340%Tourism should be encouraged436%Executive SummaryExecutive Summary7Executive Summary Key Resident Sentiment IndicatorsHigh-level key indicators of Hawaii resident sentiment towards tourism have improved slightly in Spring 2024,although remaining below historic levels.Across all major indicators,resident sentiment ticked upwards during this period,especially in the important area of Tourism bringing more benefits than problems.Perception of tourism Perception of tourism industry in Hawaii industry in Hawaii-FavorabilityFavorabilityPerceived impact of tourism Perceived impact of tourism on the Stateon the StatePerceived impact of Perceived impact of tourism on you and your tourism on you and your familyfamilyTourism has brought more Tourism has brought more benefits than problemsbenefits than problemsRatings 6-1067ieiGPRV%Spring 2023Spring 2024Spring 2023Spring 2024Spring 2023Spring 2024Spring 2023Spring 2024Top Box(9-10)25&%( %Mid-Range(6-8)42CA2236%Bottom Tier(1-5)30)2(72E%No Impact0%0%1%0%0%0%DK/Rf4%2%2%3%2%3%3%4se19601967196019671960196719601967MEAN6.76.86.66.86.16.35.96.102468100 0=High10=High1=Low1=LowQ1.Using a 10Q1.Using a 10-point scale where 10 means Extremely Favorable and 1 means Not point scale where 10 means Extremely Favorable and 1 means Not Favorable at All,please give me your opinion of tourism as an industry in Hawaii.Favorable at All,please give me your opinion of tourism as an industry in Hawaii.Q2a/b.Using a 10Q2a/b.Using a 10-point scale where 10 means Extremely Positive and 1 means Extremely point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall impact tourism has onThe State as a whole/You Negative,how would you rate the overall impact tourism has onThe State as a whole/You and Your Family?and Your Family?Q.4.Im going to read you some statements about Q.4.Im going to read you some statements about tourism,andtourism,and ask you to please tell me how much ask you to please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.8“Tourism has brought more benefits than problems”ticked upwards in 2024%strongly/somewhat agree tourism has brought more benefits than problems(Rating of 6-10 on 10-Point Scale)Annual Visitor Arrivals975iswqtqxgdfcaYXTSITWRV%1,000,0002,000,0003,000,0004,000,0005,000,0006,000,0007,000,0008,000,0009,000,00010,000,00011,000,0000 0Pp%Strongly/Somewhat AgreeVisitor Arrivals(by Air)Q.4.Im going to read you some statements about Q.4.Im going to read you some statements about tourism,andtourism,and ask you to please tell me how much you agree or disagree with each statement using a ask you to please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.Executive Summary Economic Impact IndicatorsEconomic impact indicators also improved slightly,reporting positive perceptions regarding the contribution of tourism to job creation for residents and opportunities for advancement.Slight gains are apparent across these indicators,as negative sentiment in these areas has lessened from the prior year.Creates job opportunities Creates job opportunities for residentsfor residentsCreates job Creates job opportunities with opportunities with paths for advancementpaths for advancementSupports our local Supports our local businesses like businesses like retail,dining,etc.retail,dining,etc.Supports other industries Supports other industries important to residents like important to residents like agriculture&technologyagriculture&technologyRatings 6-1075ydgwY%Spring 2023Spring 2024Spring 2023Spring 2024Spring 2023Spring 2024Spring 2023Spring 2024Top Box(9-10)37&8!%Mid-Range(6-8)3898979%Bottom Tier(1-5)2340!76%DK/Rf1%2%2%3%1%2%4%4se19601967196019671960196719601967MEAN7.47.56.66.77.47.56.26.302468100 0=High10=High1=Low1=LowQ.4.Im going to read you some statements about Q.4.Im going to read you some statements about tourism,andtourism,and ask you to please tell me how much you agree or disagree with each statement using a ask you to please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.10Executive Summary Economic Impact(continued)/Quality of LifeTourisms impact on quality of life also improves slightly with modest gains in all indicators.Here too,reductions in negative sentiment help to lift the overall mood in these areas.All of these slight improvements have lifted the mood such that an improvement is noted in those who say tourism should be actively encouraged on their island,albeit below historic levels.Economic ImpactEconomic ImpactTourism should be actively Tourism should be actively encouraged on my islandencouraged on my islandQuality of LifeQuality of LifeEnhances residents Enhances residents quality of lifequality of lifeCreates shopping,dining&Creates shopping,dining&entertainment opportunitiesentertainment opportunitiesSponsors festivals,activities&Sponsors festivals,activities&sports events for residents and sports events for residents and visitorsvisitorsRatings 6-1055aGRfhaf%Spring 2023Spring 2024Spring 2023Spring 2024Spring 2023Spring 2024Spring 2023Spring 2024Top Box(9-10)23&)#&%Mid-Range(6-8)335267999%Bottom Tier(1-5)436PE2)61%DK2%3%3%4%2%3%3%3se19601967196019671960196719601967MEAN6.16.45.45.76.66.86.46.702468100 0=High10=High1=Low1=LowQ.4.Im going to read you some statements about Q.4.Im going to read you some statements about tourism,andtourism,and ask you to please tell me how much you agree or disagree with each statement using a ask you to please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.11Executive Summary Native Hawaiian Cultural&Sustainability IndicatorsResidents strongly agree on the importance of Authentic presentation of the Native Hawaiian culture/language and that Visitors need to be educated on protecting Hawaiis natural environment and cultural resources.On the other hand,residents remain neutral in their assessment that Tourism contributes to the perpetuation of the Native Hawaiian culture and are only slightly positive that Tourism helps to fund stewardship of Hawaiis resources.Similarly,residents are neutral on the newly added indicator that Tourism contributes to natural resources in the community.Native Hawaiian Cultural IndicatorsNative Hawaiian Cultural IndicatorsAuthentic presentation of Authentic presentation of Native Hawaiian language Native Hawaiian language and culture is importantand culture is importantTourism contributes Tourism contributes to the perpetuation of to the perpetuation of Native Hawaiian Native Hawaiian culture and languageculture and languageSustainability and Natural ResourcesSustainability and Natural ResourcesTourism helps fund the Tourism helps fund the stewardship of Hawaiis stewardship of Hawaiis natural resources,parks natural resources,parks and cultural sitesand cultural sitesVisitors need to be Visitors need to be educated about protecting educated about protecting the natural environment the natural environment and cultural resourcesand cultural resourcesNEWNEW:Tourism contributes to:Tourism contributes to the improvement and the improvement and maintenance of the natural maintenance of the natural resources in the communityresources in the communityRatings 6-1087CCUWF%Spring 2023Spring 2024Spring 2023Spring 2024Spring 2023Spring 2024Spring 2023Spring 2024Spring 2024Top Box(9-10)61b!pq%Mid-Range(6-8)26#(176!0%Bottom Tier(1-5)11SQ96%7%6I%DK/Rf2%2%5%6%6%7%1%2%5se196019671960196719601967196019671967MEAN8.48.55.25.26.06.28.99.05.402468100 0=High10=High1=Low1=LowQ.4.Im going to read you some statements about Q.4.Im going to read you some statements about tourism,andtourism,and ask you to please tell me how much you agree or disagree with each statement using a ask you to please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.12Executive Summary Safety and SecurityNewly added in Spring 2024,residents are asked if they feel safe in visitor destinations in Hawaii here there was moderately strong agreement that most destinations in the state are safe,with only 20 percent in disagreement.NEWNEW:I feel safe when I travel to visitor:I feel safe when I travel to visitor destinations in Hawaiidestinations in HawaiiRatings 6-1077%Spring 2024Top Box(9-10)38%Mid-Range(6-8)39%Bottom Tier(1-5)20%DK/Rf3se1967MEAN7.502468100 0=High10=High1=Low1=Low13Q.4.Im going to read you some statements about Q.4.Im going to read you some statements about tourism,andtourism,and ask you to please tell me how much you agree or disagree with each statement using a ask you to please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.Problems Created by Tourism in Hawaii(Trends Spring 2023-2024)(According to residents saying Hawaii tourism creates more problems than benefits)Among residents who say that the benefits of tourism do not outweigh the problems,the top perceived problems created by tourism are High prices/higher cost of living(75%),Damage to the environment(70%),and a Lack of respect(69%).Noteworthy,Overcrowding dipped sharply this year a reason for slightly higher sentiment and a positive sign that tourism management efforts are paying off.75uppiieeddBBAA)%1%1%1%1ssuuiittppbbAAFF22%1%1%1%1%HIGH PRICES/HIGHER COST OF LIVING(NET)DAMAGE TO THE ENVIRONMENT(NET)No respect for culture/tradition/inaOVERCROWDING(NET)Traffic problemsToo dependent on tourism/should diversifyLocals dont benefit from tourism moneyHealth concerns,viruses,potential epidemicsCRIME(NET)Loss of cultural/community sensitivityTourism/Tourists are given prioritySpring 2024Spring 2023Base:Spring 2023(902),Spring 2024(821).Base:Spring 2023(902),Spring 2024(821).Q5.In your opinion,what problems do you think tourism has created in Hawaii?Q5.In your opinion,what problems do you think tourism has created in Hawaii?14Opportunities for Improving Opinion of Tourism(Spring 2023-2024)(According to residents not favorable toward tourism in Hawaii)Among residents who did not express a favorable opinion of tourism in Hawaii,the top actions cited for improving their opinions are Managing/controlling/capping tourism(18%),Educating tourists regarding the states land and people(14%)and Addressing visitors lack of respect for locals/culture/ina(11%).18%9%9%7%7%7%7%5%5%3%3%4%4%3%3%2%2%2%2%9%9%8%8%4%4%3%3%7%7%4%4%3%3%2%2%1%1%1%1%Manage/Control/Cap tourismEducate tourists regarding land and peopleBe more cautious of/address lack of respect for locals/culture/inaHelp locals/tourism caters to touristsDiversify economy/too dependent on tourismTourism money should benefit localsCharge fees for tourists/increase taxes for touristsLower cost of living/costs/taxesAddress influx of newcomers purchasing propertyProtect our environmentAddress road/traffic issuesCreate stricter laws for tourists/set rules for touristsLimit places tourists can goSpring 2024Spring 2023Base:Spring 2023(623),Spring 2024(579)Base:Spring 2023(623),Spring 2024(579)Q6a.You said that you do not have a favorable opinion of tourism.What would it take to improve your opinion?Anything else?Q6a.You said that you do not have a favorable opinion of tourism.What would it take to improve your opinion?Anything else?15Executive Summary Balance:Negative Impacts/Managed TourismApart from specific perceived problems created by tourism,the number of residents who thought their Island is run for tourists at the expense of local people(67%)and that their Islands economy is too dependent on tourism(80%)held steady since 2022.Residents assessment of managed tourism measures,such as Tourism being better managed and having a Voice in tourism development decisions rose sharply this year due to a reduction in negative sentiment.Negative ImpactsNegative ImpactsManaged TourismManaged TourismIsland is run for Island is run for tourists at expense tourists at expense of local peopleof local peopleIsland economy Island economy is too dependent is too dependent on tourismon tourismMore effort is made to More effort is made to balance economic benefits balance economic benefits of tourism and quality of of tourism and quality of life for residentslife for residentsTourism is being Tourism is being better managed on better managed on my islandmy islandI have a voice in my I have a voice in my islands tourism islands tourism development decisionsdevelopment decisionsRatings 6-1067gyGGEH#%Spring 2023Spring 2024Spring 2023Spring 2024Spring 2023Spring 2024Spring 2023Spring 2024Spring 2023Spring 2024Top Box(9-10)301AB%7%Mid-Range(6-8)38682234%Bottom Tier(1-5)29)GEGDpe%DK4%4%3%3%6%8%8%9%7%8se1960196719601967196019671960196719601967MEAN6.96.97.87.75.65.65.35.63.84.202468100 0=High10=High1=Low1=LowQ.4.Im going to read you some statements about Q.4.Im going to read you some statements about tourism,andtourism,and ask you to please tell me how much you agree or disagree with each statement using a ask you to please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.16Executive Summary Tax Dollars Should be Spent to Manage TourismSimilarly,public support for utilizing tax revenues to manage the impacts of tourism on communities continued to lean favorably.Approximately two-thirds(65%)of respondents continued to express strong or somewhat agreeable opinions on this idea.Perceptions,however,remain divided among those who say tax revenue should be used to encourage tourism,with about half expressing positive and negative support.Tax dollars should be spent to MANAGE the Tax dollars should be spent to MANAGE the impacts of tourism in my communityimpacts of tourism in my communityTax dollars should be spent to ENCOURAGE Tax dollars should be spent to ENCOURAGE tourism in my communitytourism in my communityRatings 6-1066eAB%Spring 2023Spring 2024Spring 2023Spring 2024Top Box(9-10)30(%Mid-Range(6-8)367&%Bottom Tier(1-5)30)US%DK/Rf4%6%4%5se1960196719601967MEAN6.86.85.05.102468100 0=High10=High1=Low1=LowQ13.Q13.Using a scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All,how much do you agree or disagreUsing a scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All,how much do you agree or disagree that.INSERT e that.INSERT 17Executive Summary Tourism is Worth the Issues,Benefits Outweigh Problems by Island/Area At the community level,residents most critical of Tourism being worth the issues associated with it resided in Waianae,while the North Shore of Oahu reversed and now shows positive support.On the other hand,Lnai residents now show the weakest support on this particular measure.“Tourism is worth the issues associated with it”(Rating 6-10)62cgcDdrXSgRSYcbbb%“Tourism has brought more benefits than problems”(Rating 6-10)56WcX4XYDIYERsVTTRW%Q3.In 2023,visitors spent nearly$Q3.In 2023,visitors spent nearly$2121 billion in Hawaii,which produced more than$2 billion in state tax revenues to support local schools,hospitals,and billion in Hawaii,which produced more than$2 billion in state tax revenues to support local schools,hospitals,and infrastructure.Do you think tourism is worth the issues associated with the industry?infrastructure.Do you think tourism is worth the issues associated with the industry?Q.4.Im going to read you some statements about Q.4.Im going to read you some statements about tourism,andtourism,and ask you to please tell me how much you agree or disagree with each statement using a ask you to please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.18StatewideOahu Oahu Honolulu Ewa/Leeward Waianae Windward No.Shore Central Maui Maui CountyCountyWest Maui Central/E.Maui Molokai Lnai NEKauai Hawaii Hawaii West Hawaii East Hawaii SWKauai Kauai Kauai Key Indicators by Island/Area(continued)At the community level,residents least likely to feel that Tourism is mostly positive for their family reside in the Central,Windward,and Ewa/Leeward areas of Oahu and on Molokai.“Tourism has been mostly positive for you and your family”(Rating 7-10)40F7A4H(AT81PFGCA5H%“This island is being run for tourists at the expense of local people”(Rating 6-10)67gidhyctqwAWqrpaTi%Q2a/b.Using a 10Q2a/b.Using a 10-point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall impact tourism has onYou and Your Family?impact tourism has onYou and Your Family?Q.4.Im going to read you some statements about Q.4.Im going to read you some statements about tourism,andtourism,and ask you to please tell me how much you agree or disagree with each statement using a ask you to please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.19Statewide Oahu Oahu Honolulu Ewa/Leeward Waianae Windward No.Shore Central Maui Maui CountyCountyWest Maui Central/E.Maui Molokai Lnai NEKauai Hawaii Hawaii West Hawaii East Hawaii SWKauai Kauai Kauai Awareness of HTA Destination Stewardship InitiativesNearly six-out-of-ten(58%)Hawaii residents are aware that the Hawaii Tourism Authority is working on destination stewardship initiatives.Awareness among Lnai residents was the highest in the State,with 64 percent of residents aware of at least one of the HTA Destination Stewardship initiatives referenced in the research.20Percent of residents aware of at least one specific HTA destination stewardship initiativeState Overall58%Oahu 59%Pre-and post-arrival visitor communications programStewardship plans for key hotspots on OahuCurated experiences for residents and visitorsHawaii Island57%Preservation of culturally significant hotspotsResources to perpetuate authentic Hawaiian culturePlan to facilitate positive community-visitor relationsMaui Island58%Responsible tourism communications programCultural education and training programsRegenerative tourism strategiesMolokai48%Responsible visitor behaviors communications programProduct development focused on Regenerative tourismEnhance interisland transportation optionsLnai64%Lnai City promotionsEncourage meaningful day trips or stays on LnaiImplement the Mlama Maui County PledgeKauai56%Focus policy efforts on visitor and resident behaviorAddress overtourism by managing Kauai visitorsLocal culture educational materials for visitorsAre you aware that the HTA is working on.?Examples of HTA destination stewardship programs by islandQ10A.Q10A.Are you aware that the HTA is working on.?Are you aware that the HTA is working on.?Awareness of HTA Destination Stewardship Initiatives(continued)Residents aware of Destination Stewardship initiatives are significantly more apt to feel that such efforts are working,and that the balance between tourisms positive and negative impacts,weigh more toward the positive.Awareness of Awareness of Destination Destination Stewardship initiatives Stewardship initiatives positively impacts positively impacts resident sentiment resident sentiment Mean ScoresAware*UnawareTax dollars should be spent to manage the impacts of tourism in my community7.07.06.46.4Tourism is being better managed on my island6.26.24.84.8More effort is being made to balance economic benefits of tourism and quality of life for residents6.16.14.94.9Tourism has brought more benefits than problems6.56.55.55.5Tourism is worth the issues associated with the industry7.07.06.26.221Destination Destination StewardshipStewardshipDestination Destination BalanceBalance*Note:Aware of at least one Hawaii Tourism Authority destination stewardship initiative.*Note:Aware of at least one Hawaii Tourism Authority destination stewardship initiative.Q10A.Q10A.Are you aware that the HTA is working on.?Are you aware that the HTA is working on.?DETAILED FINDINGSDETAILED FINDINGS22Impact of the Visitor IndustryImpact of the Visitor Industry23Impact of Tourism on the State Impact of Tourism on the State-OverallOverallYr 2020Yr 2021SpringYr 2021 FallYr 2022SpringYr 2022 FallYr 2023SpringYr 2024SpringTop Box(9-10)31%$%(%Mid-Range(6-8)34887A%Bottom Tier(1-5)3346432(%No Impact0%0%1%1%1%1%0%DK/Rf2%2%2%2%3%2%3se1709177920071955194919601967MEAN6.86.66.56.66.76.66.802468100 0=High10=High1=Low1=LowQ2a.Using a 10Q2a.Using a 10-point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall impact tourism has onThe State as a whole?overall impact tourism has onThe State as a whole?24Impact of Tourism on the State Impact of Tourism on the State By CountyBy CountyOVERALL2023SpringOVERALL2024SpringOahu 2023 SpringOahu 2024 SpringHawaii Island 2023 SpringHawaii Island 2024 SpringMauiCounty2023SpringMauiCounty2024SpringKauai 2023 SpringKauai 2024 SpringTop Box(9-10)25(%$)&()%Mid-Range(6-8)40AACA776A2%Bottom Tier(1-5)32(2206206%No Impact1%0%1%0%1%0%0%0%0%0%DK/Rf2%3%2%2%1%4%1%3%2%2se19601967816828453482401367290290MEAN6.66.86.76.86.76.86.46.56.76.602468100 0=High10=High1=Low1=LowQ2a.Using a 10Q2a.Using a 10-point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall impact tourism has onThe State as a whole?overall impact tourism has onThe State as a whole?25Impact of Tourism on the State Impact of Tourism on the State By Area(Oahu)By Area(Oahu)UrbanHonolulu2023SpringUrbanHonolulu2024SpringEwa/Leeward Oahu 2023 SpringEwa/Leeward Oahu 2024 SpringWaianae 2023 SpringWaianae 2024 SpringWindward Oahu 2023 SpringWindward Oahu 2024 SpringNorthShore2023SpringNorthShore2024SpringCentral Oahu 2023 SpringCentral Oahu 2024 SpringTop Box(9-10)28)%0(!0#!%Mid-Range(6-8)45F7A25G%5R9%Bottom Tier(1-5)25#7Q82S4&7%No Impact0%0%2%1%0%0%0%1%0%0%0K/Rf2%1%1%5%5%4%2%2%1%0%0%2se300300150152798412512580828285MEAN7.07.16.56.75.66.46.66.85.76.76.96.302468100 0=High10=High1=Low1=LowQ2a.Using a 10Q2a.Using a 10-point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall impact tourism has onThe State as a whole?overall impact tourism has onThe State as a whole?26Impact of Tourism on the State Impact of Tourism on the State By Area(Maui County)By Area(Maui County)West Maui2023 SpringWest Maui2024 SpringCentral/EastMaui 2023SpringCentral/EastMaui 2024SpringMolokai 2023 SpringMolokai 2024 SpringLnai 2023 SpringLnai 2024 SpringTop Box(9-10)36&$)&(%Mid-Range(6-8)31996#&b%Bottom Tier(1-5)28171QE%56%No Impact2%1%0%0%0%3%0%0%DK/Rf3%2%0%3%0%0%5%9se1501251761965037259MEAN7.16.86.36.56.16.18.06.402468100 0=High10=High1=Low1=LowQ2a.Using a 10Q2a.Using a 10-point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall impoint scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall impact pact tourism has onThe State as a whole?tourism has onThe State as a whole?27Impact of Tourism on the State Impact of Tourism on the State By Area(Hawaii Island&By Area(Hawaii Island&KauaiKauai)East Hawaii Island 2023 SpringEast Hawaii Island 2024 SpringWest Hawaii Island 2023 SpringWest Hawaii Island 2024 SpringNorth/East Kauai 2023 SpringNorth/East Kauai 2024 SpringSouth/West Kauai 2023 SpringSouth/West Kauai 2024 SpringTop Box(9-10)24$3(0$&%Mid-Range(6-8)439931B4%Bottom Tier(1-5)310400419%No Impact0%0%2%1%0%0%0%1%DK/Rf1%4%1%3%2%4%2%0se228254225228145149145141MEAN6.86.76.56.96.76.76.66.502468100 0=High10=High1=Low1=LowQ2a.Using a 10Q2a.Using a 10-point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall impoint scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall impact pact tourism has onThe State as a whole?tourism has onThe State as a whole?28Impact of Tourism on the State Impact of Tourism on the State Visitor Industry Household vs NonVisitor Industry Household vs Non-Visitor Industry HouseholdVisitor Industry HouseholdVisitorIndustryHousehold2021 FallVisitorIndustryHousehold2022SpringVisitorIndustryHousehold2022 FallVisitorIndustryHousehold2023SpringVisitorIndustryHousehold2024SpringNon-VisitorIndustryHousehold2021 FallNon-VisitorIndustryHousehold2022SpringNon-VisitorIndustryHousehold2022 FallNon-VisitorIndustryHousehold2023SpringNon-VisitorIndustryHousehold2024SpringTop Box(9-10)28%)0$!%Mid-Range(6-8)34888AA7CC%Bottom Tier(1-5)35511(7343(%No Impact1%1%1%0%0%1%0%1%1%0%DK/Rf2%2%1%2%2%3%2%4%2%4se10631028113710681124944927812892843MEAN6.66.56.86.86.96.36.66.56.56.702468100 0=High10=High1=Low1=LowQ2a.Using a 10Q2a.Using a 10-point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall impact tourism has onThe State as a whole?overall impact tourism has onThe State as a whole?29Impact of Tourism on the State Impact of Tourism on the State By DemographicsBy DemographicsAgeIncome18-3435-5455-6465 $75K$75-$100K$100K Top Box(9-10)23(02%5%Mid-Range(6-8)35CCC7CH%Bottom Tier(1-5)38&!50%No Impact1%0%0%1%0%0%0%DK3%2%2%3%3%1%0se360697389498899264585MEAN6.16.96.97.36.46.87.502468100 0=High10=High1=Low1=LowQ2a.Using a 10Q2a.Using a 10-point scale where 10 means Extremely Positive and 1 means Extremely Negative how would you rate the point scale where 10 means Extremely Positive and 1 means Extremely Negative how would you rate the overall impact tourism has onthe state as a whole?If tourism has no impact,please just tell me.overall impact tourism has onthe state as a whole?If tourism has no impact,please just tell me.30Impact of Tourism on You&Your Family Impact of Tourism on You&Your Family Overall TrendOverall Trend%saying Tourism has been“mostly positive”for you and your family 44BAADEACIA436676%0 0P%Yr 2006 Yr 2007 Yr 2009 Yr 2010 Yr 2012 Yr 2014 Yr 2015 Yr 2017SpringYr 2017FallYr 2018 Yr 2019 Yr 2020 Yr 2021SpringYr 2021FallYr 2022SpringYr 2022FallYr 2023SpringYr 2024SpringIn order toIn order to track the data(change in rating scale)from 2009,a rating of 7track the data(change in rating scale)from 2009,a rating of 7-10 was used to approximate the percent that felt 10 was used to approximate the percent that felt positively about this statement.positively about this statement.Q2b.Using a 10Q2b.Using a 10-point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall impact tourism has onyou and your family?overall impact tourism has onyou and your family?31Impact of Tourism on You&Your Family Impact of Tourism on You&Your Family OverallOverallYr 2020Yr 2021SpringYr 2021 FallYr 2022SpringYr 2022 FallYr 2023SpringYr 2024SpringTop Box(9-10)15%Mid-Range(6-8)27&)0(22%Bottom Tier(1-5)37A9772%No Impact20%DK/Rf1%3%2%2%3%2%3se1709177920071955194919601967MEAN6.15.96.06.06.26.16.302468100 0=High10=High1=Low1=LowQ2b.Using a 10Q2b.Using a 10-point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall impact tourism has onyou and your family?overall impact tourism has onyou and your family?32Impact of Tourism on You&Your Family Impact of Tourism on You&Your Family-By CountyBy CountyOVERALL2023SpringOVERALL2024SpringOahu 2023 SpringOahu 2024 SpringHawaii Island 2023 SpringHawaii Island 2024 SpringMauiCounty2023SpringMauiCounty2024SpringKauai 2023 SpringKauai 2024 SpringTop Box(9-10)15!%Mid-Range(6-8)32233(2)0)%Bottom Tier(1-5)37291651762%No Impact14%DK/Rf2%3%2%4%3%2%2%1%3%3se19601967816828453482401367290290MEAN6.16.36.06.36.16.36.56.26.46.602468100 0=High10=High1=Low1=LowQ2b.Using a 10Q2b.Using a 10-point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall impact tourism has onyou and your family?overall impact tourism has onyou and your family?33Impact of Tourism on You&Your Family Impact of Tourism on You&Your Family By Area(Oahu)By Area(Oahu)UrbanHonolulu2023SpringUrbanHonolulu2024SpringEwa/Leeward Oahu 2023 SpringEwa/Leeward Oahu 2024 SpringWaianae 2023 SpringWaianae 2024 SpringWindward Oahu 2023 SpringWindward Oahu 2024 SpringNorthShore2023SpringNorthShore2024SpringCentral Oahu 2023 SpringCentral Oahu 2024 SpringTop Box(9-10)13!#!%7%Mid-Range(6-8)39632372&%Bottom Tier(1-5)33&C1R6B&eD(E%No Impact13!%6%6%DK/Rf2%2%1%6%5%5%3%6%1%0%1%7se300300150152798412512580828285MEAN6.26.75.86.35.26.16.06.04.86.16.75.702468100 0=High10=High1=Low1=LowQ2b.Using a 10Q2b.Using a 10-point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall impact tourism has onyou and your family?overall impact tourism has onyou and your family?34Impact of Tourism on You&Your Family Impact of Tourism on You&Your Family By Area(Maui County)By Area(Maui County)West Maui2023 SpringWest Maui2024 SpringCentral/EastMaui 2023SpringCentral/EastMaui 2024SpringMolokai 2023 SpringMolokai 2024 SpringLnai 2023 SpringLnai 2024 SpringTop Box(9-10)33(2%Mid-Range(6-8)28000%81%Bottom Tier(1-5)27039%5P%No Impact10P1$%0%DK/Rf3%0%2%1%0%0%0%0se1501251761965037259MEAN7.06.86.46.16.15.78.15.502468100 0=High10=High1=Low1=LowQ2b.Using a 10Q2b.Using a 10-point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall impoint scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall impact pact tourism has onyou and your family?tourism has onyou and your family?35Impact of Tourism on You&Your Family Impact of Tourism on You&Your Family By Area(Hawaii Island&By Area(Hawaii Island&KauaiKauai)East Hawaii Island 2023 SpringEast Hawaii Island 2024 SpringWest Hawaii Island 2023 SpringWest Hawaii Island 2024 SpringNorth/East Kauai 2023 SpringNorth/East Kauai 2024 SpringSouth/West Kauai 2023 SpringSouth/West Kauai 2024 SpringTop Box(9-10)18 (%Mid-Range(6-8)29(6$2(%Bottom Tier(1-5)37862421%No Impact15%9%DK/Rf2%2%5%2%5%4%1%0se228254225228145149145141MEAN6.26.26.16.46.56.76.26.402468100 0=High10=High1=Low1=LowQ2b.Using a 10Q2b.Using a 10-point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall impoint scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall impact pact tourism has onyou and your family?tourism has onyou and your family?36Impact of Tourism on You&Your Family Impact of Tourism on You&Your Family-Visitor Industry Household vs NonVisitor Industry Household vs Non-Visitor Industry HouseholdVisitor Industry HouseholdVisitorIndustryHousehold2021 FallVisitorIndustryHousehold2022 SpringVisitorIndustryHousehold2022 FallVisitorIndustryHousehold2023 SpringVisitorIndustryHousehold2024 SpringNon-VisitorIndustryHousehold2021 FallNon-VisitorIndustryHousehold2022 SpringNon-VisitorIndustryHousehold2022 FallNon-VisitorIndustryHousehold2023 SpringNon-VisitorIndustryHousehold2024 SpringTop Box(9-10)22 $#%Mid-Range(6-8)300041)0&04%Bottom Tier(1-5)35642C98A2%No Impact11%9%9%DK/Rf1%1%1%3%3%2%2%6%2%4se10631028113710681124944927812892843MEAN6.36.26.56.36.55.75.95.85.86.102468100 0=High10=High1=Low1=LowQ2b.Using a 10Q2b.Using a 10-point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the point scale where 10 means Extremely Positive and 1 means Extremely Negative,how would you rate the overall impact tourism has onyou and your family?overall impact tourism has onyou and your family?37Impact of Tourism on You&Your Family Impact of Tourism on You&Your Family-By DemographicsBy DemographicsAgeIncome18-3435-5455-6465 $75K$75-$100K$100K Top Box(9-10)19!$%Mid-Range(6-8)25574067%Bottom Tier(1-5)4020%73%No Impact9#%DK7%2%1%3%4%0%3se360697389498899264585MEAN6.06.56.26.56.06.46.902468100 0=High10=High1=Low1=LowQ2b.Using a 10Q2b.Using a 10-point scale where 10 means Extremely Positive and 1 means Extremely Negative how would you rate the point scale where 10 means Extremely Positive and 1 means Extremely Negative how would you rate the overall impact tourism has onyou and your family?If tourism has no impact,please just tell me.overall impact tourism has onyou and your family?If tourism has no impact,please just tell me.38“Tourism has brought more benefits than problems”“Tourism has brought more benefits than problems”Overall TrendOverall Trend%strongly/somewhat agree tourism has brought more benefits than problems71tqxgdfcaYXTSITWRV%0 0Pp%Yr2005Yr2006Yr2007Yr2009Yr2010Yr2012Yr2014Yr2015Yr2017SpringYr2017FallYr2018Yr2019Yr2020Yr2021SpringYr2021FallYr2022SpringYr2022FallYr2023SpringYr2024SpringIn order toIn order to track the data(change in rating scale)from 2009,a rating of 6track the data(change in rating scale)from 2009,a rating of 6-10 was used to approximate the percent that felt 10 was used to approximate the percent that felt positively about this statement.positively about this statement.Q4.1.Using a 10Q4.1.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?or disagree that?39“Tourism has brought more benefits than problems”“Tourism has brought more benefits than problems”OverallOverallYr 2020Yr 2021SpringYr 2021FallYr 2022SpringYr 2022FallYr 2023SpringYr 2024SpringTop Box(9-10)19 %Mid-Range(6-8)35633736%Bottom Tier(1-5)42DHDE%DK4%3%3%3%3%3%4se1709177919991955194919601967MEAN6.05.95.75.96.15.96.102468100 0=High10=High1=Low1=LowQ4.1.Using a 10Q4.1.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?or disagree that?40“Tourism has brought more benefits than problems”“Tourism has brought more benefits than problems”By CountyBy CountyOVERALL2023 SpringOVERALL2024 SpringOahu 2023 SpringOahu 2024 SpringHawaii Island 2023 SpringHawaii Island 2024 SpringMaui County2023 SpringMaui County2024 SpringKauai 2023 SpringKauai 2024 SpringTop Box(9-10)20 ! $%Mid-Range(6-8)33637160)82%Bottom Tier(1-5)45D8HBEHDA%DK3%4%3%5%4%4%4%4%3%3se19601967816828453482401367290290MEAN5.96.16.06.15.75.95.95.75.86.202468100 0=High10=High1=Low1=LowQ4.1.Using a 10Q4.1.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?or disagree that?41“Tourism has brought more benefits than problems”“Tourism has brought more benefits than problems”By Area(Oahu)By Area(Oahu)UrbanHonolulu2023SpringUrbanHonolulu2024SpringEwa/Leeward Oahu 2023 SpringEwa/Leeward Oahu 2024 SpringWaianae 2023 SpringWaianae 2024 SpringWindward Oahu 2023 SpringWindward Oahu 2024 SpringNorthShore2023SpringNorthShore2024SpringCentral Oahu 2023 SpringCentral Oahu 2024 SpringTop Box(9-10)24# !(&%Mid-Range(6-8)359780911)%Bottom Tier(1-5)394F6cbD4pAAI%DK/Rf1%3%4%5%5%4%5%8%1%0%2%7se300300150152798412512580828285MEAN6.36.45.86.14.74.95.96.14.46.36.35.802468100 0=High10=High1=Low1=LowQ4.1.Using a 10Q4.1.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?or disagree that?42“Tourism has brought more benefits than problems”“Tourism has brought more benefits than problems”By Area(Maui County)By Area(Maui County)West Maui2023 SpringWest Maui2024 SpringCentral/EastMaui 2023SpringCentral/EastMaui 2024SpringMolokai 2023 SpringMolokai 2024 SpringLnai 2023 SpringLnai 2024 SpringTop Box(9-10)26%$#A%Mid-Range(6-8)3640)0I%Bottom Tier(1-5)355GQYH)%DK/Rf3%6%5%3%0%0%0%0se1501251761965037259MEAN6.46.35.85.65.56.07.46.302468100 0=High10=High1=Low1=LowQ4.1.Using a 10Q4.1.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagreepoint scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?that?43“Tourism has brought more benefits than problems”“Tourism has brought more benefits than problems”By Area(Hawaii Island&Kauai)By Area(Hawaii Island&Kauai)East Hawaii Island 2023 SpringEast Hawaii Island 2024 SpringWest Hawaii Island 2023 SpringWest Hawaii Island 2024 SpringNorth/East Kauai 2023 SpringNorth/East Kauai 2024 SpringSouth/West Kauai 2023 SpringSouth/West Kauai 2024 SpringTop Box(9-10)19 &!%Mid-Range(6-8)3457(79%Bottom Tier(1-5)44CS9CR9%DK/Rf3%4%4%4%4%3%1%1se228254225228145149145141MEAN5.85.85.56.15.96.35.76.102468100 0=High10=High1=Low1=LowQ4.1.Using a 10Q4.1.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagreepoint scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?that?44“Tourism has brought more benefits than problems”“Tourism has brought more benefits than problems”Visitor Industry Household vs NonVisitor Industry Household vs Non-Visitor Industry HouseholdVisitor Industry HouseholdVisitorIndustryHousehold2021 FallVisitorIndustryHousehold2022SpringVisitorIndustryHousehold2022 FallVisitorIndustryHousehold2023SpringVisitorIndustryHousehold2024SpringNon-VisitorIndustryHousehold2021 FallNon-VisitorIndustryHousehold2022SpringNon-VisitorIndustryHousehold2022 FallNon-VisitorIndustryHousehold2023SpringNon-VisitorIndustryHousehold2024SpringTop Box(9-10)18! %Mid-Range(6-8)32174235719%Bottom Tier(1-5)48EBBGBG7%DK2%3%2%3%3%5%3%5%3%6se10621028113710681124937927812892843MEAN5.75.96.16.06.15.66.06.05.86.102468100 0=High10=High1=Low1=LowQ4.1.Using a 10Q4.1.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?or disagree that?45“Tourism has brought more benefits than problems”“Tourism has brought more benefits than problems”By DemographicsBy DemographicsAgeIncome18-3435-5455-6465 $75K$75-$100K$100K Top Box(9-10)17 %!)%Mid-Range(6-8)239A44%Bottom Tier(1-5)54761FD)%DK7%4%4%3%4%1%2se360697389498899264585MEAN5.36.26.36.65.66.16.802468100 0=High10=High1=Low1=LowQ4.1.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Q4.1.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.46Problems Created by Tourism in Hawaii(Trends Spring 2023-2024)(According to residents saying Hawaii tourism creates more problems than benefits)75uppiieeddBBAA)%1%1%1%1ssuuiittppbbAAFF22%1%1%1%1%HIGH PRICES/HIGHER COST OF LIVING(NET)DAMAGE TO THE ENVIRONMENT(NET)No respect for culture/tradition/inaOVERCROWDING(NET)Traffic problemsToo dependent on tourism/should diversifyLocals dont benefit from tourism moneyHealth concerns,viruses,potential epidemicsCRIME(NET)Loss of cultural/community sensitivityTourism/Tourists are given prioritySpring 2024Spring 2023Base:Spring 2023(902),Spring 2024(821).Base:Spring 2023(902),Spring 2024(821).Q5.In your opinion,what problems do you think tourism has created in Hawaii?Q5.In your opinion,what problems do you think tourism has created in Hawaii?47Opportunities for Improving Opinion of Tourism(Spring 2023-2024)(According to residents not favorable toward tourism in Hawaii)18%9%9%5%5%7%7%3%3%7%7%4%4%3%3%2%2%2%2%9%9%8%8%7%7%4%4%4%4%3%3%3%3%2%2%1%1%1%1%Manage/Control/Cap tourismBe more cautious of/address lack of respect for locals/culture/inaEducate tourists regarding land and peopleHelp locals/tourism caters to touristsDiversify economy/too dependent on tourismLower cost of living/costs/taxesTourism money should benefit localsAddress influx of newcomers purchasing propertyCharge fees for tourists/increase taxes for touristsProtect our environmentAddress road/traffic issuesCreate stricter laws for tourists/set rules for touristsLimit places tourists can goSpring 2024Spring 2023Base:Spring 2023(623),Spring 2024(579)Base:Spring 2023(623),Spring 2024(579)Q6a.You said that you do not have a favorable opinion of tourism.What would it take to improve your opinion?Anything else?Q6a.You said that you do not have a favorable opinion of tourism.What would it take to improve your opinion?Anything else?48“Creates job opportunities for residents”*“Creates job opportunities for residents”*-OverallOverallYr 2021 FallYr 2022SpringYr 2022 FallYr 2023SpringYr 2024SpringTop Box(9-10)25B87%Mid-Range(6-8)356889%Bottom Tier(1-5)38!#%DK2%1%2%1%2se19991950194919601967MEAN6.37.67.47.47.502468100 0=High10=High1=Low1=LowQ4.Im going to read you some ways tourism may affect your island,please tell me how much you agree or disagree with Q4.Im going to read you some ways tourism may affect your island,please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 being Do Not Agree At All?each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 being Do Not Agree At All?*Note:Changed in Spring 2022 fielding from“Tourism creates many well*Note:Changed in Spring 2022 fielding from“Tourism creates many well-paying jobs for residents.”paying jobs for residents.”49“Creates job opportunities for residents”“Creates job opportunities for residents”By CountyBy CountyOVERALL2023 SpringOVERALL2024 SpringOahu 2023 SpringOahu 2024 SpringHawaii Island 2023 SpringHawaii Island 2024 SpringMaui County2023 SpringMaui County2024 SpringKauai 2023 SpringKauai 2024 SpringTop Box(9-10)37676CCCF%Mid-Range(6-8)38995B4555%Bottom Tier(1-5)23# !%DK1%2%1%2%1%1%2%3%1%2se19601967816828453482401367290290MEAN7.47.57.37.57.17.47.67.67.77.902468100 0=High10=High1=Low1=LowQ4.Using a 10Q4.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?disagree that?50“Creates job opportunities for residents”“Creates job opportunities for residents”By Area(Oahu)By Area(Oahu)UrbanHonolulu2023SpringUrbanHonolulu2024SpringEwa/Leeward Oahu 2023 SpringEwa/Leeward Oahu 2024 SpringWaianae 2023 SpringWaianae 2024 SpringWindward Oahu 2023 SpringWindward Oahu 2024 SpringNorthShore2023SpringNorthShore2024SpringCentral Oahu 2023 SpringCentral Oahu 2024 SpringTop Box(9-10)38B17%29C0EC6%Mid-Range(6-8)43CA)697767%Bottom Tier(1-5)17$ T6#1!%DK/Rf1%1%2%3%2%2%1%3%2%0%1%2se300300150152798412512580828285MEAN7.67.77.37.55.76.67.47.77.07.77.77.302468100 0=High10=High1=Low1=LowQ4.Using a 10Q4.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?disagree that?51“Creates job opportunities for residents”“Creates job opportunities for residents”By Area(Maui County)By Area(Maui County)West Maui2023 SpringWest Maui2024 SpringCentral/EastMaui 2023SpringCentral/EastMaui 2024SpringMolokai 2023 SpringMolokai 2024 SpringLnai 2023 SpringLnai 2024 SpringTop Box(9-10)51PAB70dG%Mid-Range(6-8)27)56(87%Bottom Tier(1-5)17#52%9%DK/Rf4%2%1%3%0%0%0%0se1501251761965037259MEAN8.07.87.57.67.26.58.68.302468100 0=High10=High1=Low1=LowQ4.Using a 10Q4.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?that?52“Creates job opportunities for residents”“Creates job opportunities for residents”By Area(Hawaii Island&Kauai)By Area(Hawaii Island&Kauai)East Hawaii Island 2023 SpringEast Hawaii Island 2024 SpringWest Hawaii Island 2023 SpringWest Hawaii Island 2024 SpringNorth/East Kauai 2023 SpringNorth/East Kauai 2024 SpringSouth/West Kauai 2023 SpringSouth/West Kauai 2024 SpringTop Box(9-10)3737ADFBF%Mid-Range(6-8)34E78337%Bottom Tier(1-5)28 % %DK/Rf1%2%2%1%1%3%1%2se228254225228145149145141MEAN7.07.37.37.67.77.87.77.902468100 0=High10=High1=Low1=LowQ4.Using a 10Q4.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?that?53“Creates job opportunities for residents”“Creates job opportunities for residents”By DemographicsBy DemographicsAgeIncome18-3435-5455-6465 $75K$75-$100K$100K Top Box(9-10)29EFA49Q%Mid-Range(6-8)359B6EA%Bottom Tier(1-5)33%8%DK4%2%1%1%3%0%0se360697389498899264585MEAN6.87.97.97.77.17.78.202468100 0=High10=High1=Low1=LowQ4.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Q4.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.54“Creates shopping,dining,and entertainment“Creates shopping,dining,and entertainment opportunities for residents”opportunities for residents”-OverallOverallYr 2021 FallYr 2022SpringYr 2022 FallYr 2023SpringYr 2024SpringTop Box(9-10)291&)%Mid-Range(6-8)395879%Bottom Tier(1-5)31232)%DK1%2%2%2%3se19961955194919601967MEAN6.76.76.66.66.802468100 0=High10=High1=Low1=LowQ4.Im going to read you some ways tourism may affect your island,please tell me how much you agree or disagree with Q4.Im going to read you some ways tourism may affect your island,please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 being Do Not Agree At All?each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 being Do Not Agree At All?55“Creates shopping,dining,and entertainment“Creates shopping,dining,and entertainment opportunities for residents”opportunities for residents”By CountyBy CountyOVERALL2023 SpringOVERALL2024 SpringOahu 2023 SpringOahu 2024 SpringHawaii Island 2023 SpringHawaii Island 2024 SpringMaui County2023 SpringMaui County2024 SpringKauai 2023 SpringKauai 2024 SpringTop Box(9-10)29)(1&)15%Mid-Range(6-8)3797A858542%Bottom Tier(1-5)32)1(412441%DK2%3%2%3%1%2%3%2%1%3se19601967816828453482401367290290MEAN6.66.86.76.96.56.76.56.66.66.902468100 0=High10=High1=Low1=LowQ4.Using a 10Q4.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?disagree that?56“Creates shopping,dining,and entertainment opportunities“Creates shopping,dining,and entertainment opportunities for residents”for residents”By Area(Oahu)By Area(Oahu)UrbanHonolulu2023SpringUrbanHonolulu2024SpringEwa/Leeward Oahu 2023 SpringEwa/Leeward Oahu 2024 SpringWaianae 2023 SpringWaianae 2024 SpringWindward Oahu 2023 SpringWindward Oahu 2024 SpringNorthShore2023SpringNorthShore2024SpringCentral Oahu 2023 SpringCentral Oahu 2024 SpringTop Box(9-10)342# 0$17%Mid-Range(6-8)39DB956D$9)6%Bottom Tier(1-5)2541QC1U046%DK/Rf2%3%1%4%5%2%3%5%0%0%0%2se300300150152798412512580828285MEAN7.07.26.56.85.35.86.66.75.66.76.96.602468100 0=High10=High1=Low1=LowQ4.Using a 10Q4.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?disagree that?57“Creates shopping,dining,and entertainment opportunities for“Creates shopping,dining,and entertainment opportunities for residents”residents”By Area(Maui County)By Area(Maui County)West Maui2023 SpringWest Maui2024 SpringCentral/EastMaui 2023SpringCentral/EastMaui 2024SpringMolokai 2023 SpringMolokai 2024 SpringLnai 2023 SpringLnai 2024 SpringTop Box(9-10)306%5!(P%Mid-Range(6-8)45875(GG%Bottom Tier(1-5)24#4672%&%DK/Rf1%3%4%2%1%0%0%5se1501251761965037259MEAN6.87.16.46.56.46.27.17.402468100 0=High10=High1=Low1=LowQ4.Using a 10Q4.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?disagree that?58“Creates shopping,dining,and entertainment opportunities for“Creates shopping,dining,and entertainment opportunities for residents”residents”By Area(Hawaii Island&Kauai)By Area(Hawaii Island&Kauai)East Hawaii Island 2023 SpringEast Hawaii Island 2024 SpringWest Hawaii Island 2023 SpringWest Hawaii Island 2024 SpringNorth/East Kauai 2023 SpringNorth/East Kauai 2024 SpringSouth/West Kauai 2023 SpringSouth/West Kauai 2024 SpringTop Box(9-10)291&22504%Mid-Range(6-8)436144)57%Bottom Tier(1-5)271B2345%DK/Rf1%2%2%2%1%3%0%3se228254225228145149145141MEAN6.76.76.26.76.86.96.47.002468100 0=High10=High1=Low1=LowQ4.Using a 10Q4.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?disagree that?59“Creates shopping,dining,and entertainment opportunities for“Creates shopping,dining,and entertainment opportunities for residents”residents”By DemographicsBy DemographicsAgeIncome18-3435-5455-6465 $75K$75-$100K$100K Top Box(9-10)240)3#)%Mid-Range(6-8)31BBB7CB%Bottom Tier(1-5)40%(#8(%DK5%2%2%2%3%0%1se360697389498899264585MEAN6.27.07.17.16.36.97.602468100 0=High10=High1=Low1=LowQ4.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Q4.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.60“Creates job opportunities with paths for“Creates job opportunities with paths for advancement”advancement”-OverallOverallYr 2021 FallYr 2022SpringYr 2022 FallYr 2023SpringYr 2024SpringTop Box(9-10)25(&%Mid-Range(6-8)36778%Bottom Tier(1-5)362440%DK3%3%3%2%3se19991955194919601967MEAN6.46.76.66.66.702468100 0=High10=High1=Low1=LowQ4.Im going to read you some ways tourism may affect your island,please tell me how much you agree or disagree with Q4.Im going to read you some ways tourism may affect your island,please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 being Do Not Agree At All?each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 being Do Not Agree At All?61“Creates job opportunities with paths for“Creates job opportunities with paths for advancement”advancement”By CountyBy CountyOVERALL2023 SpringOVERALL2024 SpringOahu 2023 SpringOahu 2024 SpringHawaii Island 2023 SpringHawaii Island 2024 SpringMaui County2023 SpringMaui County2024 SpringKauai 2023 SpringKauai 2024 SpringTop Box(9-10)26&%)()%Mid-Range(6-8)38974868%Bottom Tier(1-5)3403)813131%DK2%3%2%3%3%4%3%2%3%3se19601967816828453482401367290290MEAN6.66.76.76.76.36.76.76.66.76.702468100 0=High10=High1=Low1=LowQ4.Using a 10Q4.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?disagree that?62“Creates job opportunities with paths for advancement”“Creates job opportunities with paths for advancement”By Area(Oahu)By Area(Oahu)UrbanHonolulu2023SpringUrbanHonolulu2024SpringEwa/Leeward Oahu 2023 SpringEwa/Leeward Oahu 2024 SpringWaianae 2023 SpringWaianae 2024 SpringWindward Oahu 2023 SpringWindward Oahu 2024 SpringNorthShore2023SpringNorthShore2024SpringCentral Oahu 2023 SpringCentral Oahu 2024 SpringTop Box(9-10)31) &%$&$00$%Mid-Range(6-8)41EA5 %5F2E92%Bottom Tier(1-5)26#84RF7%H$)%DK/Rf2%3%1%4%4%5%1%5%1%1%2%3se300300150152798412512580828285MEAN7.07.06.36.75.75.86.66.75.76.97.06.302468100 0=High10=High1=Low1=LowQ4.Using a 10Q4.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree tpoint scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?hat?63“Creates job opportunities with paths for advancement”“Creates job opportunities with paths for advancement”By Area(Maui County)By Area(Maui County)West Maui2023 SpringWest Maui2024 SpringCentral/EastMaui 2023SpringCentral/EastMaui 2024SpringMolokai 2023 SpringMolokai 2024 SpringLnai 2023 SpringLnai 2024 SpringTop Box(9-10)306)%)i%Mid-Range(6-8)4243A1$4%0%Bottom Tier(1-5)25)518C$1%DK/Rf4%1%3%2%7%4%2%0se1501251761965037259MEAN7.07.06.66.56.46.07.77.902468100 0=High10=High1=Low1=LowQ4.Using a 10Q4.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?disagree that?64“Creates job opportunities with paths for advancement”“Creates job opportunities with paths for advancement”By Area(Hawaii Island&Kauai)By Area(Hawaii Island&Kauai)East Hawaii Island 2023 SpringEast Hawaii Island 2024 SpringWest Hawaii Island 2023 SpringWest Hawaii Island 2024 SpringNorth/East Kauai 2023 SpringNorth/East Kauai 2024 SpringSouth/West Kauai 2023 SpringSouth/West Kauai 2024 SpringTop Box(9-10)23!(02&%Mid-Range(6-8)37A7546E%Bottom Tier(1-5)3739(0071%DK/Rf3%4%3%4%4%4%1%2se228254225228145149145141MEAN6.36.66.36.86.86.86.66.502468100 0=High10=High1=Low1=LowQ4.Using a 10Q4.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?disagree that?65“Creates job opportunities with paths for advancement”“Creates job opportunities with paths for advancement”By DemographicsBy DemographicsAgeIncome18-3435-5455-6465 $75K$75-$100K$100K Top Box(9-10)23)6%Mid-Range(6-8)35D8A%Bottom Tier(1-5)38%054!%DK5%2%4%3%3%1%2se360697389498899264585MEAN6.16.96.87.06.46.77.302468100 0=High10=High1=Low1=LowQ4.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Q4.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.66“Is an industry that enhances residents quality of life”“Is an industry that enhances residents quality of life”-OverallOverallYr 2021 FallYr 2022SpringYr 2022 FallYr 2023SpringYr 2024SpringTop Box(9-10)15%Mid-Range(6-8)294226%Bottom Tier(1-5)54IIPE%DK2%2%3%3%4se19991955194919601967MEAN5.35.45.55.45.702468100 0=High10=High1=Low1=LowQ3.6.Im going to read you some ways tourism may affect your island,please tell me how much you agree or disagree with Q3.6.Im going to read you some ways tourism may affect your island,please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 being Do Not Agree At All?each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 being Do Not Agree At All?67“Is an industry that enhances residents quality of life”“Is an industry that enhances residents quality of life”By CountyBy CountyOVERALL2023 SpringOVERALL2024 SpringOahu 2023 SpringOahu 2024 SpringHawaii Island 2023 SpringHawaii Island 2024 SpringMaui County2023 SpringMaui County2024 SpringKauai 2023 SpringKauai 2024 SpringTop Box(9-10)14%Mid-Range(6-8)32647()054(%Bottom Tier(1-5)50EIDUGRFGG%DK3%4%3%4%2%4%3%4%2%3se19601967816828453482401367290290MEAN5.45.75.55.75.35.75.25.55.75.702468100 0=High10=High1=Low1=LowQ3.6.Using a 10Q3.6.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?or disagree that?68“Is an industry that enhances residents quality of life”“Is an industry that enhances residents quality of life”By Area(By Area(OahuOahu)UrbanHonolulu2023SpringUrbanHonolulu2024SpringEwa/Leeward Oahu 2023 SpringEwa/Leeward Oahu 2024 SpringWaianae 2023 SpringWaianae 2024 SpringWindward Oahu 2023 SpringWindward Oahu 2024 SpringNorthShore2023SpringNorthShore2024SpringCentral Oahu 2023 SpringCentral Oahu 2024 SpringTop Box(9-10)17%7%8!%Mid-Range(6-8)38A44#0735%Bottom Tier(1-5)437RIibTCpBGE%DK/Rf2%2%4%5%9%4%5%6%0%0%1%6se300300150152798412512580828285MEAN5.96.15.45.44.04.65.15.43.85.85.65.402468100 0=High10=High1=Low1=LowQ3.6.Using a 10Q3.6.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?or disagree that?69“Is an industry that enhances residents quality of life”“Is an industry that enhances residents quality of life”By Area(Maui County)By Area(Maui County)West Maui2023 SpringWest Maui2024 SpringCentral/EastMaui 2023SpringCentral/EastMaui 2024SpringMolokai 2023 SpringMolokai 2024 SpringLnai 2023 SpringLnai 2024 SpringTop Box(9-10)16#5%Mid-Range(6-8)39(61ST%Bottom Tier(1-5)42SUFSA!%DK/Rf3%1%3%5%4%5%0%0se1501251761965037259MEAN5.75.55.05.45.35.97.86.802468100 0=High10=High1=Low1=LowQ3.6.Using a 10Q3.6.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?or disagree that?70“Is an industry that enhances residents quality of life”“Is an industry that enhances residents quality of life”By Area(Hawaii Island&By Area(Hawaii Island&KauaiKauai)East Hawaii Island 2023 SpringEast Hawaii Island 2024 SpringWest Hawaii Island 2023 SpringWest Hawaii Island 2024 SpringNorth/East Kauai 2023 SpringNorth/East Kauai 2024 SpringSouth/West Kauai 2023 SpringSouth/West Kauai 2024 SpringTop Box(9-10)14!#%Mid-Range(6-8)29(&14(4)%Bottom Tier(1-5)55IUEEHQF%DK/Rf2%6%3%2%2%3%1%2se228254225228145149145141MEAN5.35.55.25.85.85.75.45.702468100 0=High10=High1=Low1=LowQ3.6.Using a 10Q3.6.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?or disagree that?71“Is an industry that enhances residents quality of life”“Is an industry that enhances residents quality of life”By DemographicsBy DemographicsAgeIncome18-3435-5455-6465 $75K$75-$100K$100K Top Box(9-10)14%Mid-Range(6-8)265CB45A%Bottom Tier(1-5)53DA9PF5%DK7%3%3%2%5%0%2se360697389498899264585MEAN5.05.85.96.05.35.76.302468100 0=High10=High1=Low1=LowQ3.6.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Q3.6.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.Completely Agree and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.72“Sponsors festivals,activities,&sports events for“Sponsors festivals,activities,&sports events for residents&visitors”residents&visitors”-OverallOverallYr 2021SpringYr 2021 FallYr 2022SpringYr 2022 FallYr 2023SpringYr 2024SpringTop Box(9-10)20 %#&%Mid-Range(6-8)3655599%Bottom Tier(1-5)395561%DK6%5%5%5%3%3se177919991955194919601967MEAN6.16.16.46.56.46.702468100 0=High10=High1=Low1=LowQ3.7.Im going to read you some ways tourism may affect your island,please tell me how much you agree or disagree with Q3.7.Im going to read you some ways tourism may affect your island,please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 being Do Not Agree At All?each statement using a scale of 1 to 10 with 10 being Completely Agree and 1 being Do Not Agree At All?73“Sponsors festivals,activities,&sports events for“Sponsors festivals,activities,&sports events for residents&visitors”residents&visitors”By CountyBy CountyOVERALL2023 SpringOVERALL2024 SpringOahu 2023 SpringOahu 2024 SpringHawaii Island 2023 SpringHawaii Island 2024 SpringMaui County2023 SpringMaui County2024 SpringKauai 2023 SpringKauai 2024 SpringTop Box(9-10)23&$&!)!$0%Mid-Range(6-8)399AA25763%Bottom Tier(1-5)3613)C4C9F4%DK3%3%3%3%4%3%3%4%3%3se19601967816828453482401367290290MEAN6.46.76.66.86.16.65.76.25.96.602468100 0=High10=High1=Low1=LowQ3.7.Using a 10Q3.7.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?or disagree that?74“Sponsors festivals,activities,&sports events for residents“Sponsors festivals,activities,&sports events for residents&visitors”&visitors”By Area(Oahu)By Area(Oahu)UrbanHonolulu2023SpringUrbanHonolulu2024SpringEwa/Leeward Oahu 2023 SpringEwa/Leeward Oahu 2024 SpringWaianae 2023 SpringWaianae 2024 SpringWindward Oahu 2023 SpringWindward Oahu 2024 SpringNorthShore2023SpringNorthShore2024SpringCentral Oahu 2023 SpringCentral Oahu 2024 SpringTop Box(9-10)28)$&)#0!%Mid-Range(6-8)46DAA#17$75B%Bottom Tier(1-5)23#A3UB0(Q624%DK/Rf3%4%1%2%5%4%5%5%2%0%3%2se300300150152798412512580828285MEAN7.07.16.16.65.26.36.86.75.46.46.86.302468100 0=High10=High1=Low1=LowQ3.7.Using a 10Q3.7.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?or disagree that?75“Sponsors festivals,activities,&sports events for residents&visitors”“Sponsors festivals,activities,&sports events for residents&visitors”By Area(Maui County)By Area(Maui County)West Maui2023 SpringWest Maui2024 SpringCentral/EastMaui 2023SpringCentral/EastMaui 2024SpringMolokai 2023 SpringMolokai 2024 SpringLnai 2023 SpringLnai 2024 SpringTop Box(9-10)270#Q%Mid-Range(6-8)3247 1B%Bottom Tier(1-5)353DHE01%DK/Rf6%3%3%5%8%2%7%0se1501251761965037259MEAN6.56.65.66.05.75.96.77.802468100 0=High10=High1=Low1=LowQ3.7.Using a 10Q3.7.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?or disagree that?76“Sponsors festivals,activities,&sports events for residents&visitors”“Sponsors festivals,activities,&sports events for residents&visitors”By Area(Hawaii Island&Kauai)By Area(Hawaii Island&Kauai)East Hawaii Island 2023 SpringEast Hawaii Island 2024 SpringWest Hawaii Island 2023 SpringWest Hawaii Island 2024 SpringNorth/East Kauai 2023 SpringNorth/East Kauai 2024 SpringSouth/West Kauai 2023 SpringSouth/West Kauai 2024 SpringTop Box(9-10)22(01)%Mid-Range(6-8)34613()$%Bottom Tier(1-5)413E4A7T)%DK/Rf3%3%5%2%4%4%3%2se228254225228145149145141MEAN6.16.66.16.66.16.45.66.802468100 0=High10=High1=Low1=LowQ3.7.Using a 10Q3.7.Using a 10-point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree point scale where 10 means Completely Agree and 1 means Do Not Agree at All,how much do you agree or disagree that?or disagree that?77“Sponsors festivals,activities,&sports events for residents&visitors”“Sponsors festivals,activities,&sports events for residents&visitors”By DemographicsBy DemographicsAgeIncome18-3435-5455-6465 $75K$75-$100K$100K Top Box(9-10)17()2!%6%Mid-Range(6-8)35BC99C%Bottom Tier(1-5)44($&75%DK4%3%4%3%3%1%2se360697389498899264585MEAN5.96.87.07.16.36.57.502468100 0=High10=High1=Low1=LowQ3.7.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely AgrQ3.7.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree ee and 1 and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.meaning Do Not Agree At All.You can choose any number between 1 and 10.78“Authentic presentation of Native Hawaiian language and culture is“Authentic presentation of Native Hawaiian language and culture is important”important”By CountyBy CountyOVERALL2023 SpringOVERALL2024 SpringOahu 2023 SpringOahu 2024 SpringHawaii Island 2023 SpringHawaii Island 2024 SpringMaui County2023 SpringMaui County2024 SpringKauai 2023 SpringKauai 2024 SpringTop Box(9-10)61bXgdagtp%Mid-Range(6-8)26#($!#%!%Bottom Tier(1-5)11%9%8%8%DK2%2%2%3%2%2%3%2%2%2se19601967816828453482401367290290MEAN8.48.58.38.48.68.68.58.89.08.902468100 0=High10=High1=Low1=LowQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely AgrQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree ee and 1 meaning Do and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.Not Agree At All.You can choose any number between 1 and 10.79“Authentic presentation of Native Hawaiian language and culture is“Authentic presentation of Native Hawaiian language and culture is important”important”By Area(Oahu)By Area(Oahu)UrbanHonolulu2023SpringUrbanHonolulu2024SpringEwa/Leeward Oahu 2023 SpringEwa/Leeward Oahu 2024 SpringWaianae 2023 SpringWaianae 2024 SpringWindward Oahu 2023 SpringWindward Oahu 2024 SpringNorthShore2023SpringNorthShore2024SpringCentral Oahu 2023 SpringCentral Oahu 2024 SpringTop Box(9-10)56YXYtbahhyWQ%Mid-Range(6-8)29(2 !$ !3&%Bottom Tier(1-5)14%9%8%4%8%DK/Rf2%2%1%3%5%3%1%3%1%0%2%4se300300150152798412512580828285MEAN8.18.48.58.28.88.58.38.88.79.18.47.902468100 0=High10=High1=Low1=LowQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely AgrQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree ee and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.80“Authentic presentation of Native Hawaiian language and culture“Authentic presentation of Native Hawaiian language and culture is important”is important”By Area(Maui County)By Area(Maui County)West Maui2023 SpringWest Maui2024 SpringCentral/EastMaui 2023SpringCentral/EastMaui 2024SpringMolokai 2023 SpringMolokai 2024 SpringLnai 2023 SpringLnai 2024 SpringTop Box(9-10)67xXetpeS%Mid-Range(6-8)24&$%Bottom Tier(1-5)7%6%9%7!%DK/Rf1%3%4%2%0%0%0se1501251761965037259MEAN8.89.28.48.78.98.68.58.802468100 0=High10=High1=Low1=LowQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely AgrQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree ee and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.81“Authentic presentation of Native Hawaiian language and culture“Authentic presentation of Native Hawaiian language and culture is important”is important”By Area(Hawaii Island&Kauai)By Area(Hawaii Island&Kauai)East Hawaii Island 2023 SpringEast Hawaii Island 2024 SpringWest Hawaii Island 2023 SpringWest Hawaii Island 2024 SpringNorth/East Kauai 2023 SpringNorth/East Kauai 2024 SpringSouth/West Kauai 2023 SpringSouth/West Kauai 2024 SpringTop Box(9-10)68eecustd%Mid-Range(6-8)19!%&%Bottom Tier(1-5)11%9%8%6%7%DK/Rf2%2%3%1%3%3%0%0se228254225228145149145141MEAN8.68.68.78.59.09.09.08.702468100 0=High10=High1=Low1=LowQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely AgrQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree ee and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.82“Authentic presentation of Native Hawaiian language and culture is“Authentic presentation of Native Hawaiian language and culture is important”important”By DemographicsBy DemographicsVisitor IndustryAgeIncomeVisitorIndustry HHNon-VisitorIndustry HH18-3435-5455-6465 $75K$75-$100K$100K Top Box(9-10)66WbdXbacc%Mid-Range(6-8)21&0&%Bottom Tier(1-5)11%9%9%DK2%3%4%1%1%3%3%1%0se1124843360697389498899264585MEAN8.68.38.38.68.38.68.48.58.502468100 0=High10=High1=Low1=LowQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely AgrQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree ee and 1 meaning Do and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.Not Agree At All.You can choose any number between 1 and 10.83“Tourism contributes to the perpetuation of Native Hawaiian culture“Tourism contributes to the perpetuation of Native Hawaiian culture and language”and language”By CountyBy CountyOVERALL2023 SpringOVERALL2024 SpringOahu 2023 SpringOahu 2024 SpringHawaii Island 2023 SpringHawaii Island 2024 SpringMaui County2023 SpringMaui County2024 SpringKauai 2023 SpringKauai 2024 SpringTop Box(9-10)14%Mid-Range(6-8)281)2&%)%$%Bottom Tier(1-5)53QRPUTWUTT%DK5%6%5%6%4%5%4%5%3%4se19601967816828453482401367290290MEAN5.25.25.35.35.15.14.94.95.15.202468100 0=High10=High1=Low1=LowQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely AgrQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree ee and 1 meaning Do and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.Not Agree At All.You can choose any number between 1 and 10.84“Tourism contributes to the perpetuation of Native Hawaiian culture“Tourism contributes to the perpetuation of Native Hawaiian culture and language”and language”By Area(Oahu)By Area(Oahu)UrbanHonolulu2023SpringUrbanHonolulu2024SpringEwa/Leeward Oahu 2023 SpringEwa/Leeward Oahu 2024 SpringWaianae 2023 SpringWaianae 2024 SpringWindward Oahu 2023 SpringWindward Oahu 2024 SpringNorthShore2023SpringNorthShore2024SpringCentral Oahu 2023 SpringCentral Oahu 2024 SpringTop Box(9-10)17%7%9%8!%6%Mid-Range(6-8)34602&% %6%Bottom Tier(1-5)45EUQsWVUtWCT%DK/Rf4%6%5%6%7%5%4%2%2%4se300300150152798412512580828285MEAN5.75.65.15.44.04.75.24.83.85.45.75.102468100 0=High10=High1=Low1=LowQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely AgrQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree ee and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.85“Tourism contributes to the perpetuation of Native Hawaiian culture“Tourism contributes to the perpetuation of Native Hawaiian culture and language”and language”By Area(Maui County)By Area(Maui County)West Maui2023 SpringWest Maui2024 SpringCentral/EastMaui 2023SpringCentral/EastMaui 2024SpringMolokai 2023 SpringMolokai 2024 SpringLnai 2023 SpringLnai 2024 SpringTop Box(9-10)20 %8C%Mid-Range(6-8)31!$0!A0%Bottom Tier(1-5)47RWR&%DK/Rf3%7%4%4%2%3%0se1501251761965037259MEAN5.45.24.74.74.74.97.76.802468100 0=High10=High1=Low1=LowQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely AgrQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree ee and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.86“Tourism contributes to the perpetuation of Native Hawaiian culture“Tourism contributes to the perpetuation of Native Hawaiian culture and language”and language”By Area(Hawaii Island&Kauai)By Area(Hawaii Island&Kauai)East Hawaii Island 2023 SpringEast Hawaii Island 2024 SpringWest Hawaii Island 2023 SpringWest Hawaii Island 2024 SpringNorth/East Kauai 2023 SpringNorth/East Kauai 2024 SpringSouth/West Kauai 2023 SpringSouth/West Kauai 2024 SpringTop Box(9-10)14 %Mid-Range(6-8)29&$ !1%Bottom Tier(1-5)53UWRIWbH%DK/Rf4%4%5%6%4%5%2%3se228254225228145149145141MEAN5.25.14.85.25.35.04.95.502468100 0=High10=High1=Low1=LowQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely AgrQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree ee and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.87“Tourism contributes to the perpetuation of Native Hawaiian culture“Tourism contributes to the perpetuation of Native Hawaiian culture and language”and language”By DemographicsBy DemographicsVisitor IndustryAgeIncomeVisitorIndustry HHNon-VisitorIndustry HH18-3435-5455-6465 $75K$75-$100K$100K Top Box(9-10)14%9%9%Mid-Range(6-8)301052(8%Bottom Tier(1-5)51RVRPFVcA%DK5%6%7%3%6%7%6%2%4se1124843360697389498899264585MEAN5.35.24.95.25.15.64.94.95.902468100 0=High10=High1=Low1=LowQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely AgrQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree ee and 1 meaning Do and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.Not Agree At All.You can choose any number between 1 and 10.88“Tourism helps fund the stewardship of Hawaiis natural resources,“Tourism helps fund the stewardship of Hawaiis natural resources,parks and cultural sites”parks and cultural sites”By CountyBy CountyOVERALL2023 SpringOVERALL2024 SpringOahu 2023 SpringOahu 2024 SpringHawaii Island 2023 SpringHawaii Island 2024 SpringMaui County2023 SpringMaui County2024 SpringKauai 2023 SpringKauai 2024 SpringTop Box(9-10)18! $#%Mid-Range(6-8)376873274)3%Bottom Tier(1-5)3968597BC7%DK6%7%5%7%8%8%7%8%9%7se19601967816828453482401367290290MEAN6.06.26.16.35.96.35.66.05.86.202468100 0=High10=High1=Low1=LowQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely AgrQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree ee and 1 meaning Do and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.Not Agree At All.You can choose any number between 1 and 10.89“Tourism helps fund the stewardship of Hawaiis natural resources,“Tourism helps fund the stewardship of Hawaiis natural resources,parks and cultural sites”parks and cultural sites”By Area(Oahu)By Area(Oahu)UrbanHonolulu2023SpringUrbanHonolulu2024SpringEwa/Leeward Oahu 2023 SpringEwa/Leeward Oahu 2024 SpringWaianae 2023 SpringWaianae 2024 SpringWindward Oahu 2023 SpringWindward Oahu 2024 SpringNorthShore2023SpringNorthShore2024SpringCentral Oahu 2023 SpringCentral Oahu 2024 SpringTop Box(9-10)22$# %Mid-Range(6-8)41960540693%Bottom Tier(1-5)331A5PQD3R9)A%DK/Rf4%5%4%6%6%9%6%7%6%6se300300150152798412512580828285MEAN6.56.65.96.35.15.05.86.24.85.96.56.002468100 0=High10=High1=Low1=LowQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely AgrQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree ee and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.90“Tourism helps fund the stewardship of Hawaiis natural resources,“Tourism helps fund the stewardship of Hawaiis natural resources,parks and cultural sites”parks and cultural sites”By Area(Maui County)By Area(Maui County)West Maui2023 SpringWest Maui2024 SpringCentral/EastMaui 2023SpringCentral/EastMaui 2024SpringMolokai 2023 SpringMolokai 2024 SpringLnai 2023 SpringLnai 2024 SpringTop Box(9-10)21%31%Mid-Range(6-8)3318521GT%Bottom Tier(1-5)37DF01%DK/Rf9%4%6%9%6%2%0se1501251761965037259MEAN6.06.35.55.95.46.57.16.702468100 0=High10=High1=Low1=LowQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely AgrQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree ee and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.91“Tourism helps fund the stewardship of Hawaiis natural resources,“Tourism helps fund the stewardship of Hawaiis natural resources,parks and cultural sites”parks and cultural sites”By Area(Hawaii Island&Kauai)By Area(Hawaii Island&Kauai)East Hawaii Island 2023 SpringEast Hawaii Island 2024 SpringWest Hawaii Island 2023 SpringWest Hawaii Island 2024 SpringNorth/East Kauai 2023 SpringNorth/East Kauai 2024 SpringSouth/West Kauai 2023 SpringSouth/West Kauai 2024 SpringTop Box(9-10)20$&%9%Mid-Range(6-8)3541)0)%Bottom Tier(1-5)365B89R3%DK/Rf10%7%5%8%7%9se228254225228145149145141MEAN6.06.35.86.36.16.15.36.402468100 0=High10=High1=Low1=LowQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely AgrQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree ee and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.92“Tourism helps fund the stewardship of Hawaiis natural resources,“Tourism helps fund the stewardship of Hawaiis natural resources,parks and cultural sites”parks and cultural sites”By DemographicsBy DemographicsVisitor IndustryAgeIncomeVisitorIndustry HHNon-VisitorIndustry HH18-3435-5455-6465 $75K$75-$100K$100K Top Box(9-10)23 !$1%Mid-Range(6-8)3570A74578%Bottom Tier(1-5)366B255A7%DK7%7%9%6%6%7%8%3%4se1124843360697389498899264585MEAN6.36.25.86.46.36.45.96.16.902468100 0=High10=High1=Low1=LowQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely AgrQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree ee and 1 meaning Do and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.Not Agree At All.You can choose any number between 1 and 10.93“Visitors need to be educated about protecting Hawaiis natural“Visitors need to be educated about protecting Hawaiis natural environment and cultural resources”environment and cultural resources”By CountyBy CountyOVERALL2023 SpringOVERALL2024 SpringOahu 2023 SpringOahu 2024 SpringHawaii Island 2023 SpringHawaii Island 2024 SpringMaui County2023 SpringMaui County2024 SpringKauai 2023 SpringKauai 2024 SpringTop Box(9-10)70qipusiq%Mid-Range(6-8)21! $ %Bottom Tier(1-5)7%6%7%6%6%6%8%5%3%DK1%2%1%3%2%1%1%1%0%2se19601967816828453482401367290290MEAN8.99.08.89.08.99.08.98.99.29.302468100 0=High10=High1=Low1=LowQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely AgrQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree ee and 1 meaning Do and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.Not Agree At All.You can choose any number between 1 and 10.94“Visitors need to be educated about protecting Hawaiis natural“Visitors need to be educated about protecting Hawaiis natural environment and cultural resources”environment and cultural resources”By Area(Oahu)By Area(Oahu)UrbanHonolulu2023SpringUrbanHonolulu2024SpringEwa/Leeward Oahu 2023 SpringEwa/Leeward Oahu 2024 SpringWaianae 2023 SpringWaianae 2024 SpringWindward Oahu 2023 SpringWindward Oahu 2024 SpringNorthShore2023SpringNorthShore2024SpringCentral Oahu 2023 SpringCentral Oahu 2024 SpringTop Box(9-10)61gpgyqrxi%Mid-Range(6-8)29&!%7#%Bottom Tier(1-5)8%5%8%8%4%2%4%2%4%6%DK/Rf2%2%1%4%4%2%1%3%2%0%0%3se300300150152798412512580828285MEAN8.68.98.88.99.08.79.09.39.49.49.38.902468100 0=High10=High1=Low1=LowQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely AgrQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree ee and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.95“Visitors need to be educated about protecting Hawaiis natural“Visitors need to be educated about protecting Hawaiis natural environment and cultural resources”environment and cultural resources”By Area(Maui County)By Area(Maui County)West Maui2023 SpringWest Maui2024 SpringCentral/EastMaui 2023SpringCentral/EastMaui 2024SpringMolokai 2023 SpringMolokai 2024 SpringLnai 2023 SpringLnai 2024 SpringTop Box(9-10)69hitdv%Mid-Range(6-8)22$%5%Bottom Tier(1-5)8%4%6%8%4%0%9%DK/Rf1%0%2%1%3%0%0%0se1501251761965037259MEAN8.89.38.98.99.28.49.39.002468100 0=High10=High1=Low1=LowQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely AgrQ3.5.Please tell me how much you agree or disagree with each statement using a scale of 1 to 10 with 10 being Completely Agree ee and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.and 1 meaning Do Not Agree At All.You can choose any number between 1 and 10.96“Visitors
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Autumn&Winter2024/2025 Monitoring Sentiment for Intra-European Travel Travel IntentionsPage 08Planning DetailsPage 30Travel ConsiderationsPage 40MethodologyPage 45Highlights&RecommendationsPage 03ContentsResearch highlightsWAVE 20 This report tracks intentions and short-term plans for domestic and intra-European travel.It represents the 20th update of an ETC research project initiated in September 2020.The findings are based on data collected in September 2024 from respondents in ten key European markets,focusing on travel plans from October 2024 to March 2025.TRAVEL INTENTIONSEuropean travel intentions remain high,with 73%of respondents planning to travel between October 2024 and March 2025,an increase of 6%compared to last year.Travel intention is strong across all generations;the most notable yearly increase is among Europeans aged under 45,with those aged 35-44 being the most likely to travel(78%).39%of Europeans plan to travel between October and November 2024,and 33%consider visiting a neighbouring country.October(23%)and December(23%)are the most popular travel months.Half of Europeans(51%)plan to explore less-touristic destinations in the countries they will visit.Among those planning to travel in the next six months,68%intend to take a leisure trip,15%will visit friends or relatives,and 8%will travel for business.As autumn arrives,Culture&Heritage(18%)and City Break(17%)trips take the lead,while Sun&Beach trips(14%)have dropped to the third place.TRIP PLANNINGIn the upcoming months,38%of Europeans will take a single trip,while a significant 56%plan to travel multiple times.Younger Europeans(18-24 years old)are most likely to embark on several journeys(60%vs.42%for those 55 ).Research highlightsTRIP PLANNING44%of Europeans have fully or partially booked their next trip,same as last autumn and 12low the pre-summer booking rush recorded in May 2024(56%).Trips lasting 4-6 nights remain the most popular choice of Europeans(43%,up by 3%compared to last year)while travel budgets increase,with 39%of travellers planning on spending over 1,500 euros( 5%).Air travel remains in high demand(53%),while car travel has dropped to its lowest recorded level(26%)since September 2020.Hotels are the top choice for 54%of Europeans,and short-term rentals steadily hold the second place(17%).The leading digital touchpoints for planning trips are travel websites(21%),search engines(21%),and online maps(15%).Meanwhile,the share of travellers using AI tools and platforms has grown to 7%,since spring 2024( 3%).TRAVEL CONCERNSDestination safety is the top consideration for Europeans when choosing a travel destination(18%),followed by stable weather and attractive bargains or deals(12%for both).The cost of travel remains the leading concern for European travellers(19%),although decreased for three consecutive research waves(-3%compared to last year).Almost 4 out of 5 Europeans(79%)reported making some adjustments to their travel habits due to the changing climate.The most common habit is checking weather forecasts before finalising the travel plans(18%).WAVE 20 Recommendations Recommendations for destinationsfor destinations Travel intention has increased among travellers aged 18-24( 8%),along with the interest in taking multiple trips.This should encourage Sun&Beach and City Break destinations to target this demographic segment,attracting 17%and 16%,respectively.Despite being labelled as the“TikTok Generation”,focus should be placed on their preferred digital platforms:search engines(40%),travel websites(33%),and online maps(29%).The high level of interest in lesser-known destinations(51%)and concerns about overtourism(9%)brings a great opportunity for off-the-beaten-path locations to highlight(and use as key marketing assets)both their welcoming local community and cultural uniqueness.Car travel is particularly popular for Nature&Outdoor holidays(41%).To reduce the need for personal vehicles,destinations could offer efficient shuttle services that run between key locations,popular nature sites,and trailheads.Safety is a key factor for travelers when choosing a destination(18%),and destinations should improve safety by implementing and reinforcing health regulations,training employees on safety measures well as developing crisis management plans.Equally important is communicating these measures through the destinations website and social media,ensuring travelers are informed and feel reassured when deciding to visit.WAVE 20 Recommendations Recommendations for businessesfor businesses Two out of five Europeans have chosen their destination but have not yet booked it( 3%compared to a year ago).Travel businesses should target this segment by offering limited-time attractive deals,exclusive benefits that require advance registration,and other incentives for early-bird bookings.As Europeans increase their travel budgets,businesses can further develop premium sustainable experiences,such as buy-local luxury shopping,farm-to-table fine dining,upscale eco-lodges,or glamping in remote natural reserves.In response to unpredictable climate events and travellers sensitivity to such conditions,businesses can implement flexible cancellation policies,offering full or partial refunds in the event of extreme weather.Among Europeans who prefer LGBTQ friendly destinations,53%have a travel budget exceeding 1,500 euros.Businesses catering for these high-value travellers can strengthen their LGBTQ profile by fostering a welcoming and inclusive environment,offering LGBTQ sensitivity training for staff,and partnering with LGBTQ organizations and travel influencers.WAVE 20 Reading the data Reading the data Data collection periodsAnalysed samples Total respondents:6,001 Respondents most likely to travel in the next six months:4,399 Respondents planning to travel internationally within Europe(not necessarily in the next six months):4,901WAVE 20Wave 17 8 May-4 June 2023Wave 182-17 April 2024Wave 1925 May-7 June 2024Wave 207-23 September 2024Significant changesChanges are assessed with a 2.5%thresholdfor significance and marked with the following symbols:Travel timings for Wave 20 The following time periods should be used as a reference when interpreting the desired travel periodIn 1-2 months:October-November 2024In 3-4 months:December 2024-January 2025In 5-6 months:February-March 2025Increase Decrease All data and insights refer to domestic andintra-European travel unless otherwise stated.Travel intentions01Europeans travel intention is up by 6%Europeans travel intention is up by 6%over September 2023over September 202369.4g.6u.4u.7s.3.8.8%9.9%9.3.6.8.6.7.0.1%May 23surveySept 23surveyApril 24surveyMay 24surveySept 24surveyLikely/Very LikelyNeutralUnlikely/Very Unlikely*Statistically significant difference vs a year ago(September 2023)Top three markets most likely to travel in the next six monthsUKUK84%GERMANYGERMANY79y%FRANCEFRANCE78x%No.of respondents:6,001Q6.Do you plan to take an overnight trip domestically or within Europe in the next six months,either for personal or professional purposes?6%*Intention to travel in the next six months15%*4%*15%*11%*Travel sentiment is strong across all generations,Travel sentiment is strong across all generations,withwith the most the most notable yearly increase among Europeans aged below 45notable yearly increase among Europeans aged below 45Intention to travel in the next six months by age group22.0.0.6.5.3.1%9.4%9.3.0.1c.9t.6x.1r.5t.6-2425-3435-4445-5455Very unlikely/unlikelyNeutralLikely/very likelyQ6.Do you plan to take an overnight trip domestically or within Europe in the next sixmonths,either for personal or professional purposes?*Statistically significant difference vs a year ago(September2023)No.of respondents:6,0018%*7%*4%*9%*6%*6%*5%*71%of Europeans will travel by the end of the year71%of Europeans will travel by the end of the year3884E992D92 !%8%9%5%5%9%May 23surveySept 23surveyApril 24surveyMay 24syrveySept 24surveyDo not know yetIn 5-6 monthsIn 3-4 monthsIn 1-2 monthsOctober-NovemberDecember-JanuaryFebruary-MarchNo.of respondents:4,399Q9.When are you most likely to go on your next trip either in your country or within Europe?*Statistically significant difference vs a year ago(September 2023)23#%9%8%9%OctoberNovemberDecemberJanuaryFebruaryMarchDo not know yetTravel periodTravel monthVisiting a neighbouring country is Visiting a neighbouring country is the most popular choice(33%)the most popular choice(33%)Where will Europeans travel within the next 6 months?Q10.Where do you plan to travel in the next 6 months?26&(%02213)()(%4%4%3%4%3%May 23surveySept 23surveyApril 24surveyMay 24surveySept 24surveyWithin my countryTo a neighbouring countryTo a non-neighbouring European countryTo destinations outside EuropeDo not know yet61,4%Intend to travelwithinEuropeNo.of respondents:4,399*Statistically significant difference vs a year ago(September 2023)Intentions to visit the Mediterranean and Eastern Europe Intentions to visit the Mediterranean and Eastern Europe this autumn and winter slightly dropthis autumn and winter slightly drop53 %4%3D%9A%7%7%Southern/Mediterranean EuropeWestern EuropeNorthern EuropeCentral EuropeEastern EuropeAutumn 2022Autumn 2023Autumn 2024No.of respondents:4,901Statistically significant difference vs the previous year3finitions of the regions can be seen in the Methodology3%Preferred countries for the next Preferred countries for the next intraintra-European tripEuropean trip Horizon October 24-March 25Spain6.9%France6.8%Italy6.2%Germany4.8%Austria4.7%Greece4.5%Croatia4.1%United Kingdom3.9%Portugal3.8lgium3.4%TOP 10 COUNTRIES No.of respondents:4,560*Please use this map as a reference onlyQ11.To which country(ies)do you plan to travel next?No.of respondents:4,901Over half of Europeans plan to Over half of Europeans plan to explore lesserexplore lesser-known destinations known destinations within the countries they will visitwithin the countries they will visitQ12.Thinking of the next country you intend to visit,in what type of destination,within it,do you plan to spend most of your time?No.of respondents:4,399Type of destination for the coming trip48.68.4.0%A major tourist destinationwith well-known attractionsA destination which is lesspopular among touristsA remote or off-the-beaten-path destination 51,4%Top 5 marketsfavouring tourism hotspotsItalyItaly59Y%UKUK56V%SwitzerlandSwitzerland48H%Top 5 markets favouring lesser-known or remote locationsPoland Poland 64d%Austria Austria 57W%Netherlands Netherlands 56V%FranceFrance48Hlgium Belgium 48H%Germany Germany 54T%Spain Spain 53S%Q1.Which European countries have you visited in the past three years(2022-2023-24)?Q11.To which country(ies)do you plan to travel next?NOTE:The sample includes respondents with past experience or future intentions to visit the destinations.It excludes domestic travellers.Total No.of cases:7,428 17%8psitwssrpp %SpainFranceAustriaBelgiumGermanyItalyUKGreecePortugalCroatiaRepeat visitorsVisited in the past but not nowNew visitorsCroatia,Portugal,and Greece draw new travellers,while Spain,France,Croatia,Portugal,and Greece draw new travellers,while Spain,France,and Austria maintain interest among the repeat visitorsand Austria maintain interest among the repeat visitorsPast and future visitors per destination-Top 10 most popular destinations68%of Europeans plan leisure 68%of Europeans plan leisure trips trips in the next in the next 6 months,while 6 months,while onlyonly 8%8%will travel for business will travel for business 67.6i.1s.8p.2h.1.7.6.9.6.1%8.7%7.8%6.0%8.4%7.6%9.6%7.8%8.1%7.3%8.6%May 23surveySept 23surveyApril 24surveyMay 24surveySept 24surveyOtherFor an event(sports,festival,etc.)For businessTo visit friends/relativesFor leisureTop 3 markets to take a leisure tripItalyItaly79y%UKUK78x%FranceFrance77w%Q8.For what reason are you most likely to travel within Europe next?No.of respondents:4,399Results for business trip per country are indicative due to small sample bases*Statistically significant difference vs a year ago(September2023)Top 3 markets to take a business tripSwitzerlandSwitzerland13lgiumBelgium12%AustriaAustria10%5%*Purpose of travel4%*As autumn arrives,As autumn arrives,c cultureulture&heritage&heritage and city break trips take the leadand city break trips take the leadEuropeans desire to enjoy nature,gastronomy and culture remains stable compared to September 2023Q16.What type of leisure trip within Europe are you most likely to undertake next?Q5.Which of the following travel experiences will you look for during your next trip to Europe?No.of respondents:4,39916.6.3.7.6.5%7.9%4.8%3.6%3.0%2.7%2.6%Enjoy natural landscapesGastronomic experiencesDive into local cultureSightseeingLearn about history andcultureActive experiencesSPA&WellnessAcquire new skillsPartake in a live music eventAttend a sports eventA spiritual experiencePreferred travel experiences in the next 6 monthsPreferred type of leisure trip in the next six monthsPopular types of trips and experiencesPopular types of trips and experiencesCulture&HeritageCity BreakSun&BeachNature&OutdoorsAGE GROUPS MOST INTERESTED IN THIS TYPE OF TRIPMOST COMMON LENGTH OF STAY&BUDGETTOP EXPERIENCESTO TRY TOP DESTINATIONS23U22%-34&35-4430U225-4431U225-4427U20%-3451%4-6 nights50%4-6 nights35%7-9 nights40%4-6 nights34P0-1000 26P0-1000 28P0-1000 28P0-1000 18%Sightseeing 16%Gastronomic experiences16%Enjoy natural landscapes16%Dive into local culture18%Enjoy natural landscapes16%Gastronomic experiences14%Dive into local culture14%Sightseeing25%Enjoy natural landscapes15%Gastronomic experiences13%Dive into local culture12%Learn about history 21%Learn about history 18%Sightseeing17%Dive into local culture15%Gastronomic experiences20%up to 3 nights33%up to 3 nights34%4-6 nights25%7-9 nights2001-1500 22%up to 500 2401-1500 2001-1500 Analysis of preferred types of leisure trip by age,length of stay,budget,types of experiences and preferred destinationsNo.of respondents:4,39911%France 8%Italy 8%Germany5%Spain15%Spain9%Greece6%Italy6%Trkiye6%Austria5%France5%Germany5%Croatia8%France7%Italy6%Spain5%UKAustrians travel plansAustrians travel plansTravel horizon:October 2024-March 2025*Based on total sample,without reference to domestic tripsNo.of respondents:500(total sample of respondents per country)63#%Sept 23Sept 24Likely/Very LikelyNeutralUnlikely/Very UnlikelyINTENTION TO TRAVELTrip fully bookedTrip partially bookedDestination not chosenDestination chosen but trip not booked yetTRAVEL READINESSPOPULAR TRAVEL PERIODSWHERE TO?NEIGHBOURING COUNTRYWITHIN MY COUNTRYOUTSIDE EUROPENON-NEIGHBOURING COUNTRYINTENDED LENGTH OF STAY AND BUDGET2641%9%Up to 3 4-6 7-12More than1216$P0501-1.0001.001-1.5001.501-2.5002.501 TRAVELLING WITH?TOP 3 TYPES OF TRIPSTOP EUROPEAN DESTINATIONS*PLAN TO VISITHAVE VISITED BEFOREGermany 8%4%Italy 7%4%Croatia 5%4%Greece 5%4%France 4%3!%0$%3%*34%October-November 2426cember 24-January 2521bruary-March 2516%City Break16%Wellness&Relaxation15%Nature&OutdoorsNumber of nightsTotal budget per person 29(%With familyWith partnerSolo*Based on total sample,without reference to domestic tripsNo.of respondents:500(total sample of respondents per country)4%*3%3%3%3%*5%*3%*31%*Statistically significant difference vs a year ago(September 2023)6%6%6%3%9%3%*5%5%4lgians travel plansBelgians travel plansTravel horizon:October 2024-March 2025*Based on total sample,without reference to domestic tripsNo.of respondents:500(total sample of respondents per country)65h!%Sept 23Sept 24Likely/Very LikelyNeutralUnlikely/Very UnlikelyINTENTION TO TRAVELTrip fully bookedTrip partially bookedDestination not chosenDestination chosen but trip not booked yetTRAVEL READINESSPOPULAR TRAVEL PERIODSWHERE TO?NEIGHBOURING COUNTRYWITHIN MY COUNTRYOUTSIDE EUROPENON-NEIGHBOURING COUNTRYINTENDED LENGTH OF STAY AND BUDGET2044%Up to 3 4-6 7-12More than1213!(P0501-1.0001.001-1.5001.501-2.5002.501 TRAVELLING WITH?TOP 3 TYPES OF TRIPSTOP EUROPEAN DESTINATIONS*PLAN TO VISITHAVE VISITED BEFOREFrance 12%6%Italy 7%4%Germany 5%4%Spain 5%4%Netherlands 5%3%12%October-November 2427cember 24-January 2519bruary-March 2518%Nature&Outdoors13%Culture&Heritage13%Sun&BeachNumber of nightsTotal budget per person 32(%With partnerWith familySolo*Based on total sample,without reference to domestic tripsNo.of respondents:500(total sample of respondents per country)3%*28) %6%3%*Statistically significant difference vs a year ago(September 2023)4%6%3%3%3%*5%5%*4%*3%3%5%Britons travel plansBritons travel plansTravel horizon:October 2024-March 2025*Based on total sample,without reference to domestic tripsNo.of respondents:500(total sample of respondents per country)73%9%7%Sept 23Sept 24Likely/Very LikelyNeutralUnlikely/Very UnlikelyINTENTION TO TRAVELTrip fully bookedTrip partially bookedDestination not chosenDestination chosen but trip not booked yetTRAVEL READINESSPOPULAR TRAVEL PERIODSWHERE TO?WITHIN MY COUNTRYOUTSIDE EUROPEANOTHER EUROPEAN COUNTRYINTENDED LENGTH OF STAY AND BUDGET2356%7%Up to 3 4-6 7-12More than12161#%7P0501-1.0001.001-1.5001.501-2.5002.501 TRAVELLING WITH?TOP 3 TYPES OF TRIPSPLAN TO VISITHAVE VISITED BEFORESpain 14%France 9%9%Italy 8%7%Greece 7%7%Germany 6%405%5%*41%October-November 2427cember 24-January 2526bruary-March 2531%City Break24%Sun&Beach9%Culture&HeritageNumber of nightsTotal budget per person 403%With partnerWith familySolo*Based on total sample,without reference to domestic tripsNo.of respondents:750(total sample of respondents per country)10%*8%4%*9%9%*62#%3%*Statistically significant difference vs a year ago(September 2023)4%7%5%7%*TOP EUROPEAN DESTINATIONS*Dutch travel plansDutch travel plansTravel horizon:October 2024-March 2025*Based on total sample,without reference to domestic tripsNo.of respondents:500(total sample of respondents per country)62e#%Sept 23Sept 24Likely/Very LikelyNeutralUnlikely/Very UnlikelyINTENTION TO TRAVELTrip fully bookedTrip partially bookedDestination not chosenDestination chosen but trip not booked yetTRAVEL READINESSPOPULAR TRAVEL PERIODSWHERE TO?NEIGHBOURING COUNTRYWITHIN MY COUNTRYOUTSIDE EUROPENON-NEIGHBOURING COUNTRYINTENDED LENGTH OF STAY AND BUDGET1729%Up to 3 4-6 7-12More than1214) #P0501-1.0001.001-1.5001.501-2.5002.501 TRAVELLING WITH?TOP 3 TYPES OF TRIPSPLAN TO VISITHAVE VISITED BEFORESpain 7%3%Germany 7%6lgium 6%6%Austria 6%4%UK 6%2!($%9%*33%October-November 2424cember 24-January 2523bruary-March 2519%Sun&Beach17%City Break16%Nature&OutdoorsNumber of nightsTotal budget per person 30(%With partnerWith familySolo*Based on total sample,without reference to domestic tripsNo.of respondents:500(total sample of respondents per country)3%*3%7%3%5%*207%*Statistically significant difference vs a year ago(September 2023)8%4%5%3%TOP EUROPEAN DESTINATIONS*French travel plansFrench travel plansTravel horizon:October 2024-March 2025*Based on total sample,without reference to domestic tripsNo.of respondents:500(total sample of respondents per country)63x%9%Sept 23Sept 24Likely/Very LikelyNeutralUnlikely/Very UnlikelyINTENTION TO TRAVELTrip fully bookedTrip partially bookedDestination not chosenDestination chosen but trip not booked yetTRAVEL READINESSPOPULAR TRAVEL PERIODSWHERE TO?NEIGHBOURING COUNTRYWITHIN MY COUNTRYOUTSIDE EUROPENON-NEIGHBOURING COUNTRYINTENDED LENGTH OF STAY AND BUDGET12D6%7%Up to 3 4-6 7-12More than1212#!1P0501-1.0001.001-1.5001.501-2.5002.501 TRAVELLING WITH?TOP 3 TYPES OF TRIPSPLAN TO VISITHAVE VISITED BEFOREItaly 8%7%Spain 7%8%Croatia 7%5%Greece 5%4%UK 5%4$&%October-November 2432cember 24-January 2525bruary-March 2524%Culture&Heritage18%Nature&Outdoors14%Sun&BeachNumber of nightsTotal budget per person 354%With partnerWith familySolo5%*Based on total sample,without reference to domestic tripsNo.of respondents:750(total sample of respondents per country)39)%4%*Statistically significant difference vs a year ago(September 2023)8%6%*3%5%*8%5%8%*8%4%4%4%*6%*4%TOP EUROPEAN DESTINATIONS*Germans travel plansGermans travel plansTravel horizon:October 2024-March 2025*Based on total sample,without reference to domestic tripsNo.of respondents:500(total sample of respondents per country)62y%8$%Sept 23Sept 24Likely/Very LikelyNeutralUnlikely/Very UnlikelyINTENTION TO TRAVELTrip fully bookedTrip partially bookedDestination not chosenDestination chosen but trip not booked yetTRAVEL READINESSPOPULAR TRAVEL PERIODSWHERE TO?NEIGHBOURING COUNTRYWITHIN MY COUNTRYOUTSIDE EUROPENON-NEIGHBOURING COUNTRYINTENDED LENGTH OF STAY AND BUDGET1788%7%Up to 3 4-6 7-12More than1214$ 1P0501-1.0001.001-1.5001.501-2.5002.501 TRAVELLING WITH?TOP 3 TYPES OF TRIPSPLAN TO VISITHAVE VISITED BEFOREAustria 10%8%Spain 7%5%Italy 6%6%Trkiye 5%4%France 5%70(4%8G%October-November 2433cember 24-January 2517bruary-March 2520%Sun&Beach14%Nature&Outdoors13%Wellness&RelaxationNumber of nightsTotal budget per person 385%With partnerWith familySolo8%*Based on total sample,without reference to domestic tripsNo.of respondents:750(total sample of respondents per country)11%*55(%3%*Statistically significant difference vs a year ago(September 2023)7%6%6%5%3%*5%8%*4%9%4%*8%6%7%6%*4%*TOP EUROPEAN DESTINATIONS*Italians travel plansItalians travel plansTravel horizon:October 2024-March 2025*Based on total sample,without reference to domestic tripsNo.of respondents:500(total sample of respondents per country)75w%Sept 23Sept 24Likely/Very LikelyNeutralUnlikely/Very UnlikelyINTENTION TO TRAVELTrip fully bookedTrip partially bookedDestination not chosenDestination chosen but trip not booked yetTRAVEL READINESSPOPULAR TRAVEL PERIODSWHERE TO?NEIGHBOURING COUNTRYWITHIN MY COUNTRYOUTSIDE EUROPENON-NEIGHBOURING COUNTRYINTENDED LENGTH OF STAY AND BUDGET25Q%2%Up to 3 4-6 7-12More than12183 !%9P0501-1.0001.001-1.5001.501-2.5002.501 TRAVELLING WITH?TOP 3 TYPES OF TRIPSPLAN TO VISITHAVE VISITED BEFOREFrance 12%Spain 9%8%UK 6%5%Germany 6%6%Austria 5%4G&%October-November 2435cember 24-January 2521bruary-March 2541%Culture&Heritage10%Nature&Outdoors8%Sun&BeachNumber of nightsTotal budget per person 414%7%With partnerWith familySolo4%*Based on total sample,without reference to domestic tripsNo.of respondents:750(total sample of respondents per country)282%7%3%*Statistically significant difference vs a year ago(September 2023)5%4%*4%4%3%*3%TOP EUROPEAN DESTINATIONS*Poles travel plansPoles travel plansTravel horizon:October 2024-March 2025*Based on total sample,without reference to domestic tripsNo.of respondents:500(total sample of respondents per country)73p%8 %Sept 23Sept 24Likely/Very LikelyNeutralUnlikely/Very UnlikelyINTENTION TO TRAVELTrip fully bookedTrip partially bookedDestination not chosenDestination chosen but trip not booked yetTRAVEL READINESSPOPULAR TRAVEL PERIODSWHERE TO?NEIGHBOURING COUNTRYWITHIN MY COUNTRYOUTSIDE EUROPENON-NEIGHBOURING COUNTRYINTENDED LENGTH OF STAY AND BUDGET1597%9%Up to 3 4-6 7-12More than1216# )P0501-1.0001.001-1.5001.501-2.5002.501 TRAVELLING WITH?TOP 3 TYPES OF TRIPSPLAN TO VISITHAVE VISITED BEFOREItaly 7%5%Germany 6%5%Spain 6%3%Czech Republic 5%5%Croatia 5%5 A$)%October-November 2424cember 24-January 2523bruary-March 2519%City Break16%Culture&Heritage11%Coast&SeaNumber of nightsTotal budget per person 37(%With familyWith partnerSolo*Based on total sample,without reference to domestic tripsNo.of respondents:500(total sample of respondents per country)3%3%*240%*Statistically significant difference vs a year ago(September 2023)4%4%6%TOP EUROPEAN DESTINATIONS*Spaniards travel plansSpaniards travel plansTravel horizon:October 2024-March 2025*Based on total sample,without reference to domestic tripsNo.of respondents:500(total sample of respondents per country)75v%Sept 23Sept 24Likely/Very LikelyNeutralUnlikely/Very UnlikelyINTENTION TO TRAVELTrip fully bookedTrip partially bookedDestination not chosenDestination chosen but trip not booked yetTRAVEL READINESSPOPULAR TRAVEL PERIODSWHERE TO?NEIGHBOURING COUNTRYWITHIN MY COUNTRYOUTSIDE EUROPENON-NEIGHBOURING COUNTRYINTENDED LENGTH OF STAY AND BUDGET23I$%4%Up to 3 4-6 7-12More than12180!P0501-1.0001.001-1.5001.501-2.5002.501 TRAVELLING WITH?TOP 3 TYPES OF TRIPSPLAN TO VISITHAVE VISITED BEFOREFrance 13%Italy 12%Portugal 9%UK7%4%Germany 5%6S %4%*28%October-November 2433cember 24-January 2520bruary-March 2533%City Break25%Culture&Heritage10%Nature&OutdoorsNumber of nightsTotal budget per person 443%7%With partnerWith familySolo5%*Based on total sample,without reference to domestic trips6%No.of respondents:500(total sample of respondents per country)5%*546%6%*Statistically significant difference vs a year ago(September 2023)4%5%6%3%*4%TOP EUROPEAN DESTINATIONS*Swiss travel plansSwiss travel plansTravel horizon:October 2024-March 2025*Based on total sample,without reference to domestic tripsNo.of respondents:500(total sample of respondents per country)64c%Sept 23Sept 24Likely/Very LikelyNeutralUnlikely/Very UnlikelyINTENTION TO TRAVELTrip fully bookedTrip partially bookedDestination not chosenDestination chosen but trip not booked yetTRAVEL READINESSPOPULAR TRAVEL PERIODSWHERE TO?NEIGHBOURING COUNTRYWITHIN MY COUNTRYOUTSIDE EUROPENON-NEIGHBOURING COUNTRYINTENDED LENGTH OF STAY AND BUDGET1792%Up to 3 4-6 7-12More than1214$&P0501-1.0001.001-1.5001.501-2.5002.501 TRAVELLING WITH?TOP 3 TYPES OF TRIPSPLAN TO VISITHAVE VISITED BEFOREBelgium 6%4%France 6%4%Austria 5%4%Germany 5%4%Italy 5%3$3(9%October-November 2430cember 24-January 2518bruary-March 2513%City Break12%Sun&Beach11%Wellness&RelaxationNumber of nightsTotal budget per person 30&%With familyWith partnerSolo*Based on total sample,without reference to domestic tripsNo.of respondents:501(total sample of respondents per country)3%*29%4%6%*Statistically significant difference vs a year ago(September 2023)8%3%4%8%5%*8%3%4%*6%3%*TOP EUROPEAN DESTINATIONS*Planning the details02386A336#!%5%7 24202320221 trip2 trips3 tripsOther56%of Europeans plan to take56%of Europeans plan to takemultiple trips in the coming 6 monthsmultiple trips in the coming 6 monthsNumber of intended trips within Europe in the next six months*Statistically significant difference vs a year ago(September 2023)No.of respondents:4,399Q7.How many trips do you plan to take in the next 6 months,within Europe?The younger generation plans to take trips more often than older travellers:60%of travellers aged 18-24 plan to take multiple trips.This drops to 42%among Europeans over 55.56%Number of intended trips within Europe by preferred travel companion*Statistically significant difference vs a year ago(September 2023)No.of respondents:4,39942.2A.00.83.65.93.93.1).5.0 .90.10.3%3.2%3.0%3.7%4.1%With my partnerWith my familyWith friendsBy myselfDo not know yet3 trips2 trips1 trip34%of travellers37%of travellers13%of travellers11%of travellersQ7.How many trips do you plan to take in the next 6 months,within Europe?3%*4%*4%*3%4%*4%*More Europeans plan to travel with familyMore Europeans plan to travel with family,and,and 55%of families are planning to take multiple trips55%of families are planning to take multiple trips55D%of Europeans have fully/partially booked their trip 44%of Europeans have fully/partially booked their trip 12low this years pre12low this years pre-summer booking rushsummer booking rushQ19.Please select a response which best describes the planning for your next tripNo.of respondents:4,399Planning status for the next trip29.7!.90.13.0$.4.1.8%9.9%9.7%9.5.5.5.4.4.4(.97.14.50.7.1.7.7.0.2.6%May 23surveySept 23surveyApril 24surveyMay 24surveySept 24surveyI have not yet chosen where I will travel next I have chosen where I want to go but not yet booked/arranged my tripI have booked/arranged the accommodation for my next tripI have booked/arranged the transportation for my next tripI have booked/arranged all travel and accommodation components for my next trip52Vvanced booking is often linked to longer trips:38%of travellers planning a trip of up to 6 nights have fully/partially booked their trip,compared to 56%among those planning a trip of over 12 nights45V%*Statistically significant difference vs a year ago(September 2023)3%*44%A growing number of Europeans are planning trips of 4A growing number of Europeans are planning trips of 4-6 nights( 3%)6 nights( 3%)and the share of travellers planning to spend over 1,500 euros rises by 5%and the share of travellers planning to spend over 1,500 euros rises by 5%Intended length of stayTotal planned budget per person2192%8!# C2%6 &%Up to 3 nights4-6 nights7-12 nightsOver 12 nightsUp to 500 501-1,000 1,001-1,500 1,501-2,500 Over 2,500 September 23 surveySeptember 24 surveyQ17.What would be the length of your next overnight trip?Q18.How much do you intend to spend on your next overnight trip(per person,including accommodation,transportation and travel activities)?No.of respondents:4,3993%*3%*3%*Statistically significant difference vs a year ago(September 2023)Budget allocation by length of trip Budget allocation by length of trip The budget is per person,per trip,including accommodation,transportation and travel activitiesNo.of respondents:4,399Q17.What would be the length of your next overnight trip?Q18.How much do you intend to spend on your next overnight trip(per person,including accommodation,transportation and travel activities)?3 nights4-6 nights7-12 nights 54Over 12 nights7-12 nights4-6 nightsUp to 3 nights16.4.2.5.9.7(.9.2&.5(.8(.4.8.9.0.5#.8#.2).8%.8%.9&.0.7.0.2.9%9.1-2425-3435-4445-54 54Over 2,500 euros1,501-2,500 euros1,001-1,500 euros501-1,000 eurosUp to 500 eurosNo.of respondents:4,3994557BD7%Q17.What would be the length of your next overnight trip?Q18.How much do you intend to spend on your next overnight trip(per person,including accommodation,transportation and travel activities)?photoAir travel remains in high demand,Air travel remains in high demand,while car twhile car travel drops to its lowestravel drops to its lowest-recorded level(26%)recorded level(26%)Preferred modes of transport for intra-European travel50.3U.1S.5S.0(.6(.2.9%.8.1%9.6.6.0%4.4%3.4%3.8%3.9%3.9%3.2%3.6%4.0%Sept 23surveyApril 24surveyMay 24surveySept 24surveyBy ship or ferryBy busBy trainBy carBy airQ13.Which of the following modes of transport would you most consider using during your next trip within Europe?Statistically significant difference vs a year ago(September 2023)No.of respondents:4,399Austria Austria 42B%GermanyGermany388%NetherlandsNetherlands355%UKUK74t%SpainSpain71q%ItalyItaly65e%Top driving marketsTop marketsto take a plane54%of Europeans prefer hotels,while short54%of Europeans prefer hotels,while short-term rentals maintain steady demand at 17%term rentals maintain steady demand at 170.0(.40.0.9&.2$.4$.1%.5%.0#.3.7.2.0.4.2.3%9.9%8.9.1.3%8.4%8.6%7.7%8.6%9.4%5.9%4.7%4.2%6.1%5.9%3.5%5.5%5.1%4.6%6.4%0.8%1.5%1.6%1.3%1.3%Hotel chain or resortIndependent hotel/resortShort-term rental via online platformFriends and/or familyOther paid serviced accommodationHostel/motelCamping/caravanOther54%May 23 surveySept23 surveyApril 24 surveyMay 24 surveyPreferred type of accommodationQ14.Which of the following types of accommodation would you most consider staying at during your next trip within Europe?No.of respondents:4,508Of those travelling to visit friends and relatives,55%will choose paid accommodation and 39%will stay with friends/family.*Statistically significant difference vs a year ago(September 2023)Sept24 surveyTravel websites and search engines are top digital tools Travel websites and search engines are top digital tools for Europeans planning tripsfor Europeans planning tripsQ20.Which digital tools have you used(or will use)to plan your trip within Europe in the next 6 months?No.of respondents:4,399Online search enginesOnlinemapsTravelwebsites12!%SocialMediaDestination/Service website7%5%4%VideosInfluencers/blogsGenerative AI platformsAI for itinerary planningPreferred digital tools for planning the next trip3%AI for trip planning appeals more to Millennials:53%of travellers using AI tools for trip planning are aged 25-44.Travel considerations 03Destination safety is crucial for 18%of Europeans,Destination safety is crucial for 18%of Europeans,while 21%prioritise bargains and costs at destinationswhile 21%prioritise bargains and costs at destinationsEuropeans top criteria in choosing a travel destinationQ4 What criteria will play the most important role in choosing your next holiday destination?*This question was changed from W18 onwardsNo.of respondents:6,00117.5.3.3%9.9%8.9%8.6%8.2%7.8%7.2%3.8%2.6%The destination issafe to visitPleasant andstable weatherBargains andattractive dealsFriendly andwelcoming localsThe destination isnot crowdedDestinations withlower cost of livingInfrastructure fortravellers withdiverse needs anddisabilitiesPreserved naturaland culturalheritageDirect transportroutesPossibility toaccess by trainThe destinationpromotes equalrights for LGBTQ Low travel costs:21.8.8onomic situation and personal finances13.2.2%The ongoing conflict between Russia and Ukraine9.8%9.8%Extreme weather events9.2%9.2%Too many visitors at the destinations I want to visit8.8%8.8%Disruptions in transport options due to strikes or under-staffingWhat do European travellers worry about?What do European travellers worry about?Concerns about travel price inflation decreased(-3%)for the third straight wave18.8.8%Rise in the overall cost of my trip due to inflation8.68.6%Potential impacts on travel safety due to tensions in the Middle East6 6.4%.4%Booking and cancellation policies(refunds,etc.)5.2%5.2%The environmental footprint of my travelNo.of respondents:6,001Q3.What currently concerns you the most about travelling within Europe?3%5.05.0monstrations and protests against tourism*Statistically significant difference vs a year ago(September 2023)4%Europeans are adjusting their travel habits Europeans are adjusting their travel habits according to climate changeaccording to climate change18.0.4.2.7%9.6%8.4!y%Have not changed anyhabitsHave adopted at leastone changeEuropeans who changed their behaviours due to climate changeMost popular changes of habits due to climate changeQ21.How has the changing climate(heavy rains,heatwaves,wildfires,lack of snow,etc.)have been influencing your travel habits?No.of respondents:6,001Travel habits of older Europeans tend to be less affected by the climate:36%of Europeans aged over 55 have not changed their habits due to climate change,vs.12%among travellers aged 18-24As autumn arrives,concerns about extreme temperatures cool down,and travellers focus more on checking weather forecasts.27%Monitor weather forecasts before finalising plans Avoid destinations with extreme temperaturesChoose destinations with milder temperaturesOpt for activities not reliant on weatherChange in holiday monthsLook for activities with weather guaranteeProjected travel behaviours of Projected travel behaviours of EuropeansEuropeans for their next holiday for their next holiday Q22.Which of the following actions are you most likely to take during your next trip in Europe?No.of respondents:6,00119.6.6.6%9.3%8.2%8.0%6.1%4.7%4.6%3.9%3.5%Try locally sourcedfood and cuisineShop from smalllocal storesEnjoy populartourist attractionsand entertainmentLive like a local,interact with localsParticipate in localevents andfestivalsIndulge ininternationalcuisine from well-known restaurantchainsUse tourist servicesand avoid localinteractionsTake reusablepackagingActively minimizethe environmentalimpact of the tripTake single-usepackagingShop forinternationallyrenowned brandsBehaviours that can be considered responsibleBehaviours without a sustainable characterMethodologyMethodologyMethodology The report is the result of online market research of Europeans who took at least two overnight trips during the last three years(2021-2023/24)Distribution/data collection period:Wave 16:8 May-4 June 2023;sample=6,002/Wave 17:11-26 September 2023;sample=5,993/Wave 18:2-17 April 2024;sample=5,859/Wave 19:25 May-7 June 2024;sample=5,955/Wave 20:07-23 September 2024,sample=6,001 Countries:Germany,United Kingdom,France,Netherlands,Italy,Belgium,Switzerland,Spain,Poland and Austria Languages:English,French,German,Italian,Spanish,Polish and Dutch Research themes examined:travel personas(one question),travel concerns and impact of external shocks on travel(eight questions),and travel intentions,preferences and trip planning(fourteen questions)48%of the Wave 20survey respondents are male,and 52%are female.Sample size and age groups are listed below:AgeCountryTotalUKITESATFRDEPLBECHNL18-248870441049692568512512988925-34136112731141281521061251121801,23835-44126134103109140150120103109861,18045-5413816810572146168927582661,1125526226617510124018812611273391,582Total7507505005007507505005005015006,001 European regions:Southern/Mediterranean Europe:France,Croatia,Cyprus,Greece,Italy,Malta,Monaco,Montenegro,Portugal,San-Marino,Slovenia,Spain,Trkiye.Western Europe:Austria,Belgium,Germany,Luxembourg,Netherlands,Switzerland Northern Europe:Denmark,Finland,Iceland,Ireland,Norway,Sweden,the UK Central Europe:Czech Republic,Hungary,Poland,SlovakiaAlbania,Bosnia-Herzegovina,North Macedonia,Belarus and Moldova are excluded from the regional analysis for comparability reasons since they were introduced in 2024Copyright 2024European Travel Commission(ETC)Study on Monitoring Sentiment for Intra-European TravelAll rights reserved.The contents of this report may bequoted,provided the source is given accurately andclearly.While we encourage distribution via publicly accessiblewebsites,this should be done via a link to ETCscorporate website,www.etc-corporate.orgData sources:This report is based on research conductedby MINDHAUS(www.mindhaus.gr)and should be interpreted by users according to their needs.Please note that while every possible effort has been made to ensure the data in this report is accurate,it is not possible to eliminate every margin of error.Published by the European Travel CommissionRue du March aux Herbes,61,1000 Brussels,BelgiumWebsite:www.etc-corporate.orgEmail:ISBN No:978-92-95107-75-5Cover photo:bbernard on Shutterstock Photo ID:2167789421This project is co-funded by the European Union.Views and opinions expressed are,however,those of the author(s)only and do not necessarily reflect those of the European Union or European Commission.Neither the European Union nor the European Commission can be held responsible for them.
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JULY 2024 Franchise governance framework FRANCHISE GOVERNANCE FRAMEWORK 1 Contents Introduction 2 Overarching principles 4 A principles-based approach to identifying and responding to risk 6 Ongoing risk management throughout the franchised partnership lifecycle 10 FRANCHISE GOVERNANCE FRAMEWORK 2 Introduction Universities are committed to offering high-quality higher education that delivers value to students and taxpayers.This means ensuring students can access higher education,whatever their background,circumstances or location.It also means delivering courses that develop the skills and knowledge our economy needs to drive local and national growth.Franchised provision is one way in which universities are doing this.A franchised programme,as defined by the Student Loans Company(SLC),is one that is fully or partly designed,approved and owned by a provider with degree-awarding powers(the lead provider)but is delivered by another provider(delivery partner).There is a formal,contractual relationship between the two providers,but the lead provider retains overall responsibility for the quality of the provision.Franchised provision is frequently found in locations that would otherwise be under-served by higher education.As a National Audit Office(NAO)report found,59%of students from England studying with franchised providers are from areas of high deprivation,compared with 40%at all providers.It often delivers skills provision that is linked to specific local needs and that can help address public-sector skills gaps.Franchised partners can be more agile,with a lower cost base,while also benefiting from the quality assurance and expertise of universities.This enables them to deliver courses flexibly,locally and responsively to student demand.In some cases,universities are even supporting franchise partners to work towards Office for Students(OfS)registration or to secure their own degree-awarding powers.This supports the kind of innovation and sector diversification envisaged by the Higher Education and Research Act(HERA)2017.We believe franchised provision plays an important role in supporting growth and opportunity.However it is critical that these partnerships are stable,of high quality and provide good value for money.This framework,developed by Universities UK(UUK),GuildHE and the Committee of University Chairs(CUC),has been designed to support universities in achieving this.Franchised arrangements are not the only types of partnership in higher education.For example,many universities will also have validation agreements,courses delivered in partnership with employers,and programmes delivered through FRANCHISE GOVERNANCE FRAMEWORK 3 transnational education(TNE).A 2024 report by Independent HE provides definitions of some of these variations.While this framework is tailored to addressing areas of risk in domestic franchised arrangements at English institutions,the principles and good practice it sets out will be applicable and adaptable to other partnership contexts and could provide useful lessons for institutions across the rest of the UK.We will continue to consider how this framework can be developed and applied to different kinds of partnership provision.This framework aims to support universities to:strengthen governance arrangements in the management of franchised partnerships and demonstrate effective practice deliver high-quality,stable education by identifying and mitigating risk when entering into,maintaining and exiting franchised partnerships deliver good value for money by identifying and mitigating risks to public funds through monitoring partner and student activity throughout the partnership lifecycle with the same level of rigour as they apply to their core business Universities must provide assurance to external stakeholders,including students,taxpayers and government,that franchise partnerships are well governed.Following this framework will help them to do so.The framework will also support external stakeholders to develop an improved understanding of common approaches to the management of franchised partnerships in order for them to hold this kind of provision to account.This framework is designed to work alongside the range of existing guidance that supports universities in managing their partnerships,including the advice and guidance issued by the Quality Assurance Agency for Higher Education(QAA)on partnerships in its UK Quality Code for Higher Education,the QAA Quality Compass on anticipating risk in partnerships and the guidance of the Office of the Independent Adjudicator(OIA)on the delivery of learning opportunities with others.FRANCHISE GOVERNANCE FRAMEWORK 4 Overarching principles Partnerships should be developed and overseen by a governance culture of leadership,communication and engagement,and proactive action.Leadership Governing bodies and executive teams should be proactively engaged with the development and maintenance of a franchise partnership policy,as appropriate for their distinct oversight roles.This includes maintaining strategic alignment between partners throughout the relationship.It is important that these arrangements are managed to be as stable as possible and that sudden change is avoided.This is in the best interests of both providers and students as sudden termination may have detrimental impacts on students and wider access to higher education in the local community.Governing bodies should agree the policy framework within which franchised partnerships will be developed.Executive teams and academic boards should be free both to operate within the agreed framework and to seek approval for any possibilities outside it.Governing bodies should receive regular assurance that the agreed framework is operating effectively.Universities should consider their scheme of delegation and be clear about the decision making parameters of the Executive Board and Governing body.Communication and engagement There should be a culture of open communication and engagement between franchised partners.This means that there is consistent and clear communication of expectations and responsibilities.This will support the longevity of the partnership and open opportunities for stronger strategic alignment.A clear framework for ongoing communication and risk management will inform the appropriate level of engagement,and this in turn can enable a deeper understanding of potential problems or where there are examples of particularly good practice.Where data or observations of the franchised partnership flag up inconsistencies or elements of risk,the university should be confident challenging this with the partner at an early stage.There should be space for an open dialogue between partners to either reach a resolution or escalate the issue further.This is important not only to maintain the quality of the student experience,but also to meet the regulatory FRANCHISE GOVERNANCE FRAMEWORK 5 standards for student outcomes(OfS B3 conditions),as these relate to franchised provision.Communication and engagement plans should also be in place internally,ensuring that any issues are escalated to appropriate levels as soon as possible,even if this is outside normal monitoring cycles.Proactive action Leadership should take steps to actively design an approach that requires regular engagement and review of both data and the partnership relationship.Doing so can mitigate risk by being responsive to indications of issues arising before they become problematic.This means having ways of spotting problems,analysing the risk,including identifying the type of risk(eg,financial,commercial,student or regulatory),and having a clear escalation plan with well-defined assignment of roles and responsibilities.Recognising risk includes having robust data collection and verification methods that are used at multiple points over the year and an understanding of how to incorporate data with contextual information from communication and engagement in order to focus further action proportionately,while also adhering to the same quality assurance processes used for university-delivered provision.FRANCHISE GOVERNANCE FRAMEWORK 6 A principles-based approach to identifying and responding to risk Universities will have their own individual structures and processes to manage franchised partnerships.These could include wider developmental activities to support partners in providing accurate information that will contribute to the overall assurance of the quality of provision.The principles in this framework are intended to support management and governing bodies to assess their existing approach specifically to manage risk and to ensure that there are the right checks and balances in place to assess,assure and respond to risk in these partnerships.Governance Good governance in franchise arrangements will clearly allocate responsibility for decisions and outcomes at appropriate levels.It sets a culture that embraces openness,enables challenge and rejects complacency and will provide external assurance of the good use of public funds.It will set clear roles and responsibilities in the organisation to identify and to report and act on risk through the oversight and implementation of good governance.This can be demonstrated through:a common understanding and acceptance of each partners objectives an established approach to risk that aligns with the strategic direction of the institution governance structures at both the lead and partner institutions that establish mutual understanding of roles and responsibilities from the start,supported by robust oversight opportunities for governing bodies to hold regular and substantive discussions about partnerships in order to assess and challenge the information presented FRANCHISE GOVERNANCE FRAMEWORK 7 Oversight Effective oversight is underpinned by robust policies and procedures that are adhered to and that enable continuous monitoring of franchised partnerships.Oversight should include high-level engagement with senior leaders of both the university and partner institution.Those responsible for oversight should consider the level of risk involved in individual partnerships,based on systematic reviews of data and observation.Actions should be taken to mitigate risks or put action plans in place to address issues and ensure that these are resolved quickly.Questions to consider:Is there regular review that the partnership remains aligned with the strategic direction of both providers?Does your governing body have sufficient and appropriate information and data to be assured about the risk level of the partnership(both at the outset and on an ongoing basis)?Do members have the right skills and knowledge to make informed judgements about risk?If not,what support can be offered?Do reports to the governing body take account of the various boards and committees that are involved in franchised partnerships?Does your governing body challenge and ask questions?Are these followed up systematically until they are resolved?Is this process recorded?This can be demonstrated through:an agreed quality assurance system that is regularly reviewed and discussed at high levels of decision-making multiple opportunities for reviews and reporting,outside the annual cycles,and as and when required maintaining and reviewing risk registers established processes to share learning from complaints,appeals and internal processes embedded,systematic approaches to self-assurance of data,including processes to confirm attendance and engagement and fulfil statutory reporting requirements independent and internal audits to check that controls continue to be effective and appropriate FRANCHISE GOVERNANCE FRAMEWORK 8 Transparency Franchised partnerships can work best when they are built and managed in the spirit of collaboration,cooperation and communication.This means that it should be clear what the mutual objectives are,how partnerships are managed and where responsibilities lie,both internally and within the partnership.There should be room for open conversations and honesty between partners.Evaluation and lessons learned should be captured and embedded in new processes.Information about the partnership arrangements should also be clear to students.Students should know what to expect from who(including what is expected of them as students),clarity about who awards the degree,and where to go for support or to raise complaints.There should be mechanisms in place to respond where students or stakeholders raise concerns about the partners provision or actions.If this changes as the partnership develops,contracts and student information should be amended.Questions to consider:Do oversight bodies,such as executive boards and groups,review a range of dimensions of the partnerships,including(but not limited to)financial,academic and strategic elements?Is there a clearly identified senior executive responsible for regularly reporting on the state of partnerships?Does your risk register enable you to investigate and escalate risks?Are roles and responsibilities for managing and mitigating risks clear within the oversight structure?This can be demonstrated through:published policies and procedures related to partnerships(eg,on attendance and engagement,admissions,complaints,monitoring etc)records of reviews and decisions regarding policies,and ongoing evaluation of the partnerships efficacy consulting with the OIA if partner providers are required to be a member of the OIA scheme or have clear timeframe for joining oversight and discharge of the lead providers statutory responsibilities as these relate to franchised provision(eg,freedom of speech)observation of the learning,teaching and student experience environment including student voice in regular and ongoing engagement FRANCHISE GOVERNANCE FRAMEWORK 9 Questions to consider:Is there a shared understanding of what each side of the partnership wants to achieve through the relationship?Is this established at the start?Do you regularly have open and honest conversations with your franchise partners?Are there sufficient opportunities for the partner to raise concerns or questions?Are there effective mechanisms to deal with complaints and whistleblowing?Are student complaints and appeals visible in committee reports?FRANCHISE GOVERNANCE FRAMEWORK 10 Ongoing risk management throughout the franchised partnership lifecycle This section will look at the establishment,maintenance and exit stages of a partnership and suggest ways in which universities can mitigate risk to ensure partnerships are delivering on both the institutional mission and value for money.Establishing a partnership Universities should ensure that due diligence is thoroughly undertaken before entering into a partnership.While this is not an exhaustive list,universities may wish to consider the following in carrying out due diligence:ownership and company structures of partners potential staff conflicts of interest and separation of the ownership from quality and admissions-related decisions staffing,including turnover,particularly of senior staff in partner institutions the experience of previous institutions in working with the potential franchisee track record of delivering higher education or expertise in specific subjects rapid growth or declining student numbers partner plans for oversight and management of academic quality extent of international student recruitment legal status and details of any previous or ongoing legal proceedings financial position and stability how the partners objectives and mission align with those of the lead institution accreditation status Universities should establish whether the partner intends to use recruitment agents.If the use of agents is proposed or in place:FRANCHISE GOVERNANCE FRAMEWORK 11 Due diligence should be undertaken to understand the relationship between recruitment agents and partner providers and in what capacity,in particular where there are any conflicts of interest,such as ownership or shared parent companies.There should be a clear and sound rationale that furthers the mission of the university or is aligned with the strategic aims of the partnership.There should be processes in place to ensure agents do not use high-pressure sales tactics or misuse funds.The use of agents and how these are managed should be clearly set out and agreed at the start of the partnership.The university should have mechanisms for the oversight of recruitment and information materials intended to be used for student recruitment.Partnership agreements should be clear about the roles and responsibilities for both the university and partner institution.These should be established in relation to both the quality of provision and student protection.This includes ensuring providers are aware of consumer rights legislation and having contracts or agreements that are clear about:what students are entitled to and which partner is responsible for providing specific services(eg library access,student support,careers services etc)which institution is awarding the degree the processes and responsibilities for collecting student data,including the provision of training to ensure data quality and how data will be protected and verified obligations and responsibilities of each partner for the handling of student complaints,academic appeals and other internal processes and setting clear expectations about the information that can be shared about these processes the specific,named personnel attached to the roles and responsibilities,with prompt updating when required prospective teach-out arrangements should the partnership end,including how the universitys Student Protection Plan will apply to students on franchised provision Universities retain a proportion of the student tuition fees in franchised arrangements.While a standardised fee is not being proposed,given that each partnership will be distinct in what each partner brings to it and provides to the student,fees should be:FRANCHISE GOVERNANCE FRAMEWORK 12 proportionate,with contracts that are transparent about what is being provided for the fee reviewed periodically and remain in line with the original aims and objectives of the partnership Ongoing management Both the leadership and governing body should ensure the university has mechanisms in place to confirm student eligibility before students are confirmed to the SLC and their funding is released.This will mean seeking assurances on the existence and robustness of processes that could include:entry criteria that are comparable to those for directly taught applicants on the same programmes(see UUK and GuildHE Fair admissions code of practice for guidance on ensuring fair and transparent admissions processes that are in the best interests of applicants)Questions to consider:What is the governing bodys risk appetite for partnerships?How does the partnership align with the institutions strategy?Does the institution have a clear due diligence process covering financial,academic and quality systems,and staff and student support resources?Are the partners plans for growing student numbers realistic and do they pose any questions for the institution?If partners are new entrants to the market,how will you assure yourself of due diligence without a track record of information?Has the partner delivered higher education before and in all the subject areas in which it is proposing to deliver courses?If your institution does not deliver provision in these subject areas,what additional assurance might you need?Is your institution able to teach out the students if required?How should your Student Protection Plan be amended?Does the partner use domestic agents?If yes,are appropriate management control processes in place?Does the partner have other franchise agreements and how do your academic regulations and student support arrangements align with these?Are you aware of any reputational risks connected to issues that are or have been in the public domain,and are you satisfied that these have been addressed and considered in the agreement?FRANCHISE GOVERNANCE FRAMEWORK 13 mechanisms to confirm each students identity and validity,and processes to investigate where concerns are raised monitoring and recording attendance and engagement(see Department for Education definition)mechanisms to verify partner data,for example by periodic audits,data verification exercises and on-site visits data-sharing agreements to formalise the data required and in compliance with SLC and regulatory body deadlines(at a minimum,continuation and completion data and data for the Teaching Excellence Framework(TEF)and National Student Survey(NSS)results)Academic quality should be monitored and reviewed regularly through university quality assurance processes.This should include:processes to recognise academic misconduct(eg,processes that review the consistency of submitted written work)periodic reviews of teaching on site as well as through annual/cyclical reports ensuring partner staff have relevant qualifications and expertise in any new or existing course offer Exiting a franchised partnership Partnerships may end for a number of reasons,and we would not expect that termination of a partnership necessarily means that there has been an issue related to quality or misconduct.However,it is important to have an exit strategy from the outset should the partnership end for any reason.Agreements should:Questions to consider:Are franchise partnerships reflected on your institutional risk register?What information would the board want to see about the partner on an ongoing basis?How is information about multiple franchised partnerships considered together?What triggers do you consider when assessing risk and what is the threshold for bringing these issues to the board?How is your institution ensuring an ongoing relationship based on trust?FRANCHISE GOVERNANCE FRAMEWORK 14 stipulate the minimum amount of time required to formally end the partnership establish when SLC will be informed about a change in students circumstances due to the ending of the partnership consider how ending the partnership will affect the overall stability of delivery ensure that mechanisms to operate complaints,appeals and other internal processes continue to exist for a period after the delivery of teaching,learning and research activities has ended for students include a plan to communicate with students and stakeholders once a decision has been taken It is important that students are protected in the event of a partnership ending.Universities should:consider how the end of the partnership will affect students,including how students will be taught out or transferred and how complaints,disciplinary procedures or fitness to practice procedures will be expedited for students ensure that student protection plans cover arrangements for students in partnerships arrangements Questions to consider:What is the notice period for ending a partnership,and is this appropriate for both partners to ensure stability and an opportunity to exit?When would you expect the partner to inform you if they are at risk of market exit?When would you tell your partner if you were at risk of market exit?How will students be taught out or transferred?Are there strong contingency plans in place?Woburn House 20 Tavistock Square London,WC1H 9HQ 44(0)20 7419 4111 infouniversitiesuk.ac.uk universitiesuk.ac.uk July 2021 UniversitiesUK ISBN:978-1-84036-421-7 Woburn House 20 Tavistock Square London,WC1H 9HQ 44(0)20 7419 4111 infouniversitiesuk.ac.uk universitiesuk.ac.uk July 2024 UniversitiesUK Universities UK is the collective voice of 142 universities in England,Scotland,Wales and Northern Ireland.Our mission is to create the conditions for UK universities to be the best in the world;maximising their positive impact locally,nationally and globally.Universities UK acts on behalf of universities,represented by their heads of institution.
2024-10-29
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SEPT 2024Opportunity,growth and partnershipA blueprint for change from the UKs universitiesContentsForeword 1Executive summary 31.Expanding opportunity 112.More responsive and collaborative tertiary education 283.Generating local growth 414.A world-leading research and innovation system 565.Global reach,reputation and impact 766.Putting universities on firm financial footing 897.Better regulation 1048.Improving how the impact of universities is assessed 118Conclusion 127Summary of recommendations 128Acknowledgements 137Foreword by Professor Dame Sally Mapstone DBE FRSE,Principal and Vice-Chancellor of the University of St Andrews and President of Universities UKWe stand at a fork in the road in the history of the UKs universities.There is now a clear choice.We can allow our distinguished,globally competitive higher education system to slide into decline.Or we can act together,as institutions and with government,to ensure that higher education is able to deliver for the nation into the 2030s.Our universities are among the key agents of change the UK needs in order to transform and thrive over the next 10 years.They are critical to economic growth.Properly supported,they have the track record and potential to create and share knowledge,stimulate creativity and offer lifelong opportunities for future generations.But the UK faces significant challenges,and so does our university system.This is the right moment to consider what needs to change so that both can thrive.The most effective forms of change involve retaining what is good and having the courage to reinvent and refresh where necessary.At their best,universities function in a culture of enquiry and debate that pursues the common good while championing innovative forms of delivery alongside tested models.The pace of change in the past decade brings both tremendous challenges and manifest opportunities.Universities have a responsibility to prioritise engagement with the key drivers of our era,of which climate change,artificial intelligence and bioscience are at the forefront.Universities are also fundamentally about people.They create transformative opportunities:they are diverse communities of all ages and backgrounds,from freshers to world-leading professors.And education is increasingly a lifelong experience,available to a wider range of individuals than ever before,with the potential to be sustained across one persons lifetime by many different sources,including institutions,workplaces and online delivery.The skills and knowledge that learners require are also changing,and our universities must change too.Universities UKs members are the temporary custodians of a precious and vital national asset,but we can also see where our system has weaknesses and needs to improve.We have a duty to champion and defend our 1OPPORTUNITY,GROWTH AND PARTNERSHIP|FOREWORDuniversities,but also a responsibility to be honest and unafraid to deal with those things that can be better,where we have the means to achieve that.As a new government takes office in the UK,the time is ripe for both a stock-take and the creation of a blueprint for the future.To produce this report,Universities UK worked with a group of 10 commissioners,largely drawn from outside the higher education sector,and consulted closely with its members and stakeholders in related sectors,to make the case for a reset in the way in which universities serve our society and country over the next decade and beyond.The eight chapters of this blueprint together characterise what we already do in respect of education,research,knowledge exchange and innovation,and examine what works,what should change and what we need from government to achieve still more.The UKs universities are one of the countrys immediately identifiable strengths.They have global recognition and reach,while acting as key anchor institutions in their localities.But we cannot rest on our laurels and we must not be afraid of change.The worst thing we as institutions and our partners in government could do is to become complacent.In a world where current success is no guarantee for the future,and where other higher education and research systems are leaping ahead,we need to show that we can revitalise ourselves for the remainder of the current century.This blueprint is offered in a spirit of both ambition and humility.It combines realism with excitement,as we stretch towards what our universities could be in the future,and what we could achieve together.Our students and staff,present and future,and the wider communities that we are here to serve,deserve no less.Professor Dame Sally Mapstone DBE FRSE Principal and Vice-Chancellor of the University of St Andrews and President of Universities UK2OPPORTUNITY,GROWTH AND PARTNERSHIP|FOREWORDExecutive summaryThe UKs universities are a source of unique advantage to the country.They contribute over a quarter of a trillion pounds per annum to its economy and open doors to opportunity for an increasingly wide range of people and places.They are,in short,crucial to the UKs future prosperity.This report,Opportunity,growth,and partnership:a blueprint for change from the UKs universities,sets out a bold package of reform to stabilise,mobilise and then maximise the contribution of UK universities to economic growth and widening opportunity for all.It has a single aim:to create a UK university sector that is better in ten years time than it is today.This blueprint is evidence-based,action-oriented and consciously reform-driven.It aims to consider what our country needs from its universities and undertakes a thorough assessment of where we are performing well,and where we could improve.It reaffirms the mission of our university sector,delivering education and research for the public good.It considers what universities can do themselves,individually and collectively,as much as it articulates the actions needed from government.We prioritise a future focused on:narrowing gaps in opportunity and increasing the pool of highly skilled and capable talent available for the labour market;encouraging more collaboration and coordination across regions and the tertiary sector;delivering the knowledge and skills needed to support sustainable local and national growth and fostering a bigger role for innovation in addressing societal challenges;and a coherent international strategy.These outcomes can only be secured if universities are suitably funded by government.We posit a two-phase approach to funding and business models for universities.In the first phase we seek to secure a more reliable financial foundation for teaching,student maintenance and research.In the second phase,we put forward an agenda for transformation,led by universities themselves,and supported by government,that will enable universities to better meet the needs of students,the economy and society.We outline a complementary,proportionate and quality-based approach to the regulation and governance of higher education.Finally,we argue for the development of a stronger and more consistent evidence base to understand universities contribution to public as well as private benefits,as a basis for better public policy.3OPPORTUNITY,GROWTH AND PARTNERSHIP|EXECUTIVE SUMMARYWhile the focus of this blueprint is primarily on England,we have been careful to set out its relevance and extension to the devolved administrations where it makes best sense to do so,including where the government has UK-wide responsibilities.Similarly,although the higher education sector in the UK consists of many types of provider,we focus on universities and those institutions which make up the membership of Universities UK,which accounts for 94%of all students undertaking higher education.Each chapter offers recommendations for universities and for government.Through the actions set out here,we aim to achieve five big shifts:expand opportunity improve collaboration across the tertiary sector generate stronger local growth secure our future research strength establish a new global strategy for our universities.To enable these shifts,we need to:put universities on a firm financial footing streamline regulation improve how the impact of the universities is assessed.Summary of chaptersChapter 1:Expanding opportunity Commissioner:Professor Nick Pearce,FAcSS HFRIBA This chapter sets out the evidence of inequalities in access to higher education,which varies significantly according to personal characteristics and geography.It also examines differences in outcomes for students from different backgrounds,and inequalities in progression beyond university.These challenges cannot be addressed by universities acting alone.We must work with schools and colleges too.We argue for a concerted,system-wide effort to increase access,and to improve student success and progression into the labour market.KEY RECOMMENDATIONS A whole-of-tertiary sector participation target of 70%of the population aged 25 4OPPORTUNITY,GROWTH AND PARTNERSHIP|EXECUTIVE SUMMARYstudying at level 4 or above by 2040,with a particular focus on increasing access in low participation neighbourhoods.A Tertiary Education Opportunity Fund to support collaborative programmes to respond to the needs of learners in low participation areas.Action by universities and government to increase teacher supply and extend the National Tutoring Programme.Reinstate maintenance grants for students from the most disadvantaged backgrounds,and increase maintenance loans in line with inflation.A more consistent approach by universities to contextual admissions,and a more consistent offer of support to students and graduates across the sector,including five years access to careers services,post-graduation.Chapter 2:More responsive and collaborative tertiary education Commissioners:Professor David Phoenix,OBE,DL,FREng FAcSS and Dame Ann Limb,DBE DL FRSAThis chapter extends the argument for a whole-system approach to education to address wasted talent across society.It argues that labour market changes,evolving skills needs and demographic pressures mean that it is necessary for universities,colleges and other parts of the tertiary system to work more closely together to provide opportunities which allow learners to:make choices to meet their ambitions;progress through tertiary education easily with no dead ends;study flexibly,and develop skills throughout their lives.KEY RECOMMENDATIONS Encourage more collaborative approaches including by improving regulation to remove requirements for duplicate reporting to different regulators.Reconsider the policy design of the Lifelong Learning Entitlement to ensure that it is a success,including minimum credit requirements and whether it can be used by employers to support the cost of employee study on a modular basis.Chapter 3:Generating local growth Commissioner:Rain Newton-Smith The UK needs to address low productivity,local inequalities,and increase private investment across regions.Universities underpin growth.They are often one of the largest local employers and are powerful economic actors as one of the UKs largest 5OPPORTUNITY,GROWTH AND PARTNERSHIP|EXECUTIVE SUMMARYexport sectors,as large-scale purchasers and attractors of inward investment.This chapter considers how universities can play a greater role through responding to the current and future skills needs of local employers,and supporting local economic actors to adopt new knowledge and technology to drive innovation and growth.KEY RECOMMENDATIONS Universities should be critical partners in Local Growth Plans,and should ensure that they have a dedicated local growth function to act as a single point of contact for key partners.Where Mayoral Combined Authorities do not exist,government should establish Local Growth Partnerships to support the development of Local Growth Plans.Government should create stable and effective incentives for universities to work with each other and with business and the public sector to meet skills needs.Skills England should look to capitalise on the central role that universities have in tackling skills shortages at higher levels.Government should make a long-term commitment to the Higher Education Innovation Fund,and the consolidation and expansion of the Regional Innovation Fund,with counterpart funds of sufficient scale in the Devolved Administrations.Universities should work with the NHS to strengthen their partnerships with Integrated Care Boards and help deliver the capacity expansion the NHS needs.Chapter 4:A world-leading research and innovation system Commissioner:The Rt.Hon.the Lord Mandelson,PC This chapter argues that the UK is at an inflection point in our ambition to be genuinely world-leading in research and innovation.We can no longer take UK universities research and development(R&D)activities for granted.Universities face intensifying financial pressure and rapidly increasing global competition.The current system relies on a disproportionate and growing cross-subsidy from universities to make research viable.The stop-start nature of government funding creates abrupt breaks in projects.This prevents the development of a critical mass of infrastructure and expertise,and disincentivises research across disciplines and collaboration with industry.For the UK to retain its international competitiveness and deliver on the governments economic growth ambitions,it requires a stable and sustainable approach to R&D.KEY RECOMMENDATIONS Funders should review incentives and requirements that demand in-kind or matched contributions to research grants and other mechanisms,so that universities are not expected to contribute more than 20%of the costs of research.6OPPORTUNITY,GROWTH AND PARTNERSHIP|EXECUTIVE SUMMARY Government should provide a sustained real-terms increase in quality related funding and an additional uplift in the Charitable Research Support Fund in line with charitable investment.Universities should aim for closer to 100%cost recovery for industry-sponsored research,unless engaging with small or emerging businesses.Government should set an ambitious GDP-based R&D intensity target,covering both public and private investment,to match that of the most competitive and innovative countries in the world.Government should create a Missions Innovation Fund,in addition to the existing research budget,to stimulate research and innovation orientated towards addressing the priorities set out in the governments missions and its industrial strategy.Universities should build in strategies to mobilise their own and/or venture capital to support the commercialisation of research,IP and scaling up of university spin-outs.The British Business Bank has the potential to scale up funding and further mobilise capital through a dedicated spin-out venture capital fund.Chapter 5:Our universities global reach,reputation,and impact Commissioner:The Rt Hon.the Lord Willetts,FRS International collaboration is a cornerstone of UK universities success,fostering the capability,capacity and influence that gives the sector a truly global reputation.Internationalisation in universities encompasses a wide range of activities and benefits,including collaboration in research;hosting international students;and delivering programmes overseas through transnational education.This chapter argues for a more holistic approach,through the creation of a new global strategy for universities,underpinned by a new Compact between the sector and government to ensure stable and sustainable growth in international student numbers.KEY RECOMMENDATIONS Government should develop a Global Strategy for Universities.The objective should be to harness the global reach,reputation and impact of universities to create opportunity,foster prosperity and develop knowledge both for the UK and our international partners.Universities and government should develop a new Compact whereby each takes action to secure sustainable levels of international student recruitment and well managed growth.7OPPORTUNITY,GROWTH AND PARTNERSHIP|EXECUTIVE SUMMARY Government should review and benchmark immigration costs for academics,entrepreneurs and technical staff to ensure that the UK attracts talented people.Government should commit to the Turing Scheme for the lifetime of this Parliament and introduce two or three year funding allocations;alongside this it should consider the case for association to the next Erasmus scheme.Government should engage positively with the development of the next European Framework Programme for Research and seek early agreement on the UKs association.Government should create a substantial research security fund and further invest in the Research Collaboration Advisory Team to support universities capacity and capability to manage international risk.Chapter 6:Putting universities on a firm financial footing Commissioners:Professor Shitij Kapur and John Rushforth The funding of universities is structurally unsustainable across all four nations in the UK.Universities are already making very significant cuts to balance their budgets and will need to continue to find better and more streamlined ways of working,but we need further action from both universities themselves,and from government.For England,we propose a two phased approach to this.In the first phase government and the sector should work to stabilise the sectors finances.In the second phase government could support university led transformation.KEY RECOMMENDATIONSAs a first phase,government should support the sector to take immediate steps to move to a more solid foundation by:Increasing funding for teaching to meet the real costs through a combination of linking fees to inflation and restoring the teaching grant.Ensure policy stability in relation to international students in order to achieve sustainable,managed growth.Reverse the decline in quality related funding for research.Working with the sector establish a sustainable solution for universities in relation to the significant increase in contributions to the Teachers Pension Scheme.Develop,with the sector,a clear plan to implement should an English university find itself in severe financial distress.8OPPORTUNITY,GROWTH AND PARTNERSHIP|EXECUTIVE SUMMARYIn phase two:Universities UK commits to leading a transformative programme of work which will bring our members together to share learning and good practice in relation to efficiency,transformation and income generation;and explore options for additional regional or national shared services.Universities should look to boost philanthropic giving building on substantial growth in recent years.Government could support the sector in growing a culture of giving to universities,including by exploring the potential to repeat previously successful matched funding schemes and introduce tax efficient vehicles for legacy giving.Government can support universities to work in more efficient and effective ways by removing VAT on shared services;introducing a transformation fund to enable and accelerate university led-change,and by supporting sustainable and well managed growth in international recruitment.Chapter 7:Better regulation Commissioner:Professor Julia Black,PBA CBE This chapter argues that an effective regulatory framework and regulator in England is essential to support a thriving higher education and research sector and uphold public and political trust and confidence in our universities.To retain its earned autonomy,the sector must demonstrate the quality of its offer as it adapts to the needs and wants of a changing society.This also means being open to the scrutiny of regulation and acting on concerns.KEY RECOMMENDATIONS Streamline the priorities of the Office for Students(OfS)to focus on quality,access,international competitiveness and financial sustainability;and only introduce new regulatory requirements where the public benefits are clear and the costs justified.Consider changes to legislation to allow the OfS to evolve into an enabler of innovation and to bolster its independence.The OfS should establish a transparent risk-monitoring and assessment process to guide its engagement with providers.The quality assurance system should be realigned with the European Standards and Guidelines,as a priority.Strengthen the student panel and introduce a provider panel with representation which reflects the diversity of the sector and embed this within the OFS governance structures.9OPPORTUNITY,GROWTH AND PARTNERSHIP|EXECUTIVE SUMMARYWork with providers,regulators and funders to develop a coordinated strategy andapproach to financial sustainability.The Committee of University Chairs should review the HE Code of Governance toensure it remains fit for purpose.Chapter 8:Improving how the impact of universities is assessed Commissioner:Andy Haldane,CBE FAcSS FRS FRSA Universities deliver both private and public benefits.The latter are poorly understood and often overlooked by policy makers.This chapter argues that universities and government should do a better and more consistent job of measuring the benefits which flow from higher education,research and innovation.Human,intellectual,physical,natural,social and cultural capital needs to be captured.We are not currently able to do this in a systematic way.Public policy decisions,including spending,should be based on a comprehensive understanding of the impact of higher education and research,including non-economic benefits.KEY RECOMMENDATIONS Government should more rigorously and consistently measure the private andpublic benefits of universities-both economic and social.Universities can support this effort by producing more consistent andcomprehensive assessments of their own impact,assisted by Universities UKsdevelopment of a robust and effective methodology to do so.Acknowledgements Each of the eight chapters in the blueprint were led by commissioners,supported by a set of advisory groups.They defined the challenges and shaped the solutions you will read in here.The recommendations they make are set out in bold.Universities UK would like to publicly thank our commissioners for giving freely of their expertise,insight and time.10OPPORTUNITY,GROWTH AND PARTNERSHIP|EXECUTIVE SUMMARY11OPPORTUNITY,GROWTH AND PARTNERSHIP|EXPANDING OPPORTUNITY1.Expanding opportunity49%of school leavers in England access higher education at level 4 and above by age 2568%of young people say they plan to attend university1 in 3students eligible for free school meals progress to higher educationThe expansion of higher education in recent decades has enabled access to universities to be widened significantly.However,part-time and mature participation has fallen,maintenance support has been eroded,and social class and other inequalities persist in access,achievement and graduate employment.In the future,expansion should focus on tertiary education,with opportunities opened up across the country,maintenance grants should be restored,and better support made available to students with mental health and other needs.In a democracy,it is important for social integration and equality to educate people from diverse backgrounds together in our institutions of higher learning.Professor Nick Pearce,Director of The Institute for Policy Research,University of BathSummaryIf the UK is to thrive and its economy to grow,we need to deploy all available talent.Tertiary education should be a realistic option for all those with the potential to succeed,regardless of background and geography.While university may not be the right choice for everyone,the overwhelming majority of graduates benefit,both through higher earnings and in a range of non-financial ways.More young people from disadvantaged backgrounds now go to university,but entry rates for more affluent students have also increased,leaving a stubborn gap in progression between the two groups.Different geographical areas also see significant differences in participation rates.Students from disadvantaged and under-represented backgrounds with associated lower social capital often need greater academic and personal support to enable them to succeed,leaving significant variations in outcomes depending on background.Real-terms cuts in maintenance support have meant students increasingly undertake long hours of paid work to cover their living costs,intensifying the burden on their mental health and well-being.Although demographic trends predict rising numbers of 18-year-olds up to 2030,which coupled with continued progress to widen access should The shiftExpand opportunity by increasing participation in tertiary education by those from the least advantaged backgrounds and neighbourhoods,with a target for England of 70%of the population aged 25 having studied at level 4 or above by 2040.12OPPORTUNITY,GROWTH AND PARTNERSHIP|EXPANDING OPPORTUNITYlead to strong growth in demand for university places,falling demand from mature and part-time students and reduced interest in public-sector roles such as nursing and teaching could work against this.Our primary focus is to increase participation in higher education by under-represented students.We know higher education can be a transformational experience for individuals.However,access to higher education is contingent upon the prior attainment of students and achieving our ambitions will require a whole-system approach to raise attainment at earlier education levels.Close and effective partnerships between universities,schools,colleges and government is required to support opportunities for all by improving access,success and progression.Our focus cannot be on university education alone however,as the country needs a highly skilled workforce developed through both colleges and universities:this belief underpins our tertiary participation target of 70%by 2040 in England.This chapter focuses on England.The challengesAccess to higher educationThe UKs higher education system,Level 4 and above,has expanded significantly in the last two decades,in common with those of other advanced economies.In 200102,there were 2 million students in higher education,which had increased to 2.9 million by 202223.The proportion of people accessing higher education in England by age 25 was 38.8%for the 200102 cohort,increasing to 41.8%for the 200607 cohort,and at 48.6%for the 201112.1There has been considerable progress in widening participation in England.In 200910,only 18.0%of students from the bottom quintile of areas least likely to progress to higher education did so.This had increased to 31.7%by 202122.Using free school meals(FSM)as a measure,Figure 1 shows that while only around one in five FSM-eligible students progressed to higher education in 201314 in England,by 202122 this had improved to around one in three.However,while all groups have seen increased progression,the gap between the most and least advantaged has not closed:a stubborn participation gap remains.1 This data reflects the percentage of the population by age 25 participating in higher education.The measure covers level 4 and above higher education courses at UK higher education institutions,alternative providers and English further education colleges.13OPPORTUNITY,GROWTH AND PARTNERSHIP|EXPANDING OPPORTUNITYFIGURE 12013/142014/152015/162016/172017/182018/192019/202020/212021/22Disadvantaged 22.2$.6&.4.4.7(.4(.80.72.5%All other pupils 41.3C.7E.5F.3G.4G.7H.4I.3Q.7%0 0P%HE progression rate(by age 19)Higher education progression rate by disadvantaged status(defined as eligibility for free school meals at age 15)DisadvantagedAll other pupilsSource:GOV.UK,Widening participation in higher educationFor wider context,the UK is in a group of high-skilled economies,and we need to keep pace with them.At 52.7%2 the UK currently ranks above average in the OECD behind countries such as Canada,Ireland and Korea for the proportion of the population educated to tertiary level.Looking to the future,we need to develop higher levels of tertiary skills in our economy,and ensure that these are more equally spread across regions and demographic groups.See figure 2(overleaf).2 This OECD data reflects the proportion of the working population between 25-64 with tertiary level education attain-ment.This is different to the DfE data,of 48.6%,which relates to the current likelihood of cohorts accessing higher education at level 4 and above by age 25.14OPPORTUNITY,GROWTH AND PARTNERSHIP|EXPANDING OPPORTUNITYFIGURE 20 0Pp0ucational attainment of 25-64-year-olds(OECD countries)TertiaryUpper secondary or post-secondary non-tertiaryBelow upper secondaryView full-size version Source:OECD,Education at a glance 2024GEOGRAPHYIn 2023,49.7%of 18-year-olds entered higher education from London,compared with 29.7%in the North East and 30.2%in the South West.In Wales,participation rates are falling.This cannot just be explained by disadvantage:while over half of FSM-eligible pupils from Inner London progressed to higher education in 202122,fewer than a fifth did so from the South West.Cold spots in higher education provision are particularly prevalent in rural and coastal areas,where a lack of transport links and high levels of attachment to local areas mean young people are less likely to travel long distances to attend higher education.Where a child lives and goes to school therefore greatly affects their opportunities.ATTAINMENT GAPS AND ASPIRATIONPrior attainment is a key determinant of whether a pupil goes on to higher education and where they choose to go.The attainment gap in pre-16 education has widened between pupils at different school types since the pandemic.The percentage of students achieving A grades and above at A level in independent schools increased between 2019 15OPPORTUNITY,GROWTH AND PARTNERSHIP|EXPANDING OPPORTUNITYand 2024 by 4.5 percentage points to reach 49.4%,while for academies,the increase was only 2.5 percentage points to reach 26.5%.In state-funded further education,the rate fell by 1.4 percentage points to 14.8%(See Figure 3 overleaf).Worryingly,there has been a decline,driven in part by older pupils and resits,in the proportion of grades 4 or above awarded in GCSE maths and English and an 85 score-point difference in maths performance between the most and least advantaged students in England.Showcasing the voices of first-generation students and graduatesOur 100 faces campaign in early 2024 showcased 100 stories of how going to university changed the lives of first-generation students.Throughout this report,weve included quotes from some of the students and graduates we featured.FIND OUT MORE ABOUT OUR 100 FACES CAMPAIGN16OPPORTUNITY,GROWTH AND PARTNERSHIP|EXPANDING OPPORTUNITYFIGURE 30 0Pp 18201920202021202220232024Percentage YearPercentage of results awarded A and above,at A level,in all subjects combined by centre typeAcademiesFree schoolsFurther education establishmentIndependent school including city training colleges(CTCs)OtherSecondary comprehensive or middle schoolSecondary modern school/high schoolSecondary selective schoolSixth form collegeView full-size version Source:Ofqual,A level outcomes by centre typeFIGURE 4680,000700,000720,000740,000760,000780,000800,000820,000840,000860,000880,000202320242025202620272028202920302031203220332034203520362037203820392040YearUK 18-year-old population,202340Source:ONS 2021 based interim national population projections 17OPPORTUNITY,GROWTH AND PARTNERSHIP|EXPANDING OPPORTUNITYDEMOGRAPHIC CHANGES AND DEMANDBy 2030,there will be around 9.7%more 18-year-olds than in 2023(Figure 4).This demographic bulge is likely to create increased demand for university places and accommodation supply,which could put pressure on opportunities for students from less advantaged backgrounds.After 2030,the number of 18-year-olds is set to decline,and a falling birth rate may contribute to a shortage of highly skilled employees in the labour market in the mid-to late 2030s.This decline could be partially offset by increased participation among students from backgrounds currently under-represented in higher education.DEMAND FOR HIGHER EDUCATIONInterest in traditional degrees remains high,with 68%of young people saying they plan to attend university,and around half of parents of children aged 1117 saying it is important their child goes to university.For the 2023 entry,UCAS processed 554,465 acceptances,an increase on 541,240 in 2019.However,recent years have seen a decline in part-time and mature applicants,with UK mature candidate acceptances at their lowest level since 2019.These declines disproportionately impact nursing and teaching subjects,since approximately a third of applicants to these subjects are aged 30 or over.This fall may be driven by greater debt aversion from mature students,cost-of-living pressures,the pro-cyclical nature of demand for part-time study,and a diminished appeal of careers in nursing and education.We are also seeing a decline in acceptances from White males,with 128,415 applicants in 2023,the lowest since 2014.These trends must be reversed if we are to widen access to tertiary education.LIVING COSTS AND MAINTENANCEInadequate student maintenance funding stops many students fully benefiting from higher education.The current system forces low-income students domiciled in England,who are typically more debt averse,into taking on higher levels of student loans.Frozen household-income thresholds and a failure to adequately uprate the maintenance package with inflation mean the average students maintenance loan now falls 582 short of covering their living costs every month.Accommodation costs are a key pressure on students:average rents rose by over 8%in 2023.There is a risk that students increasingly make application choices based on the affordability of available accommodation,including choosing to commute,over course suitability.For providers,accommodation supply also dictates and constrains student places,and there are examples of institutions developing analysis models to monitor the availability of accommodation.18OPPORTUNITY,GROWTH AND PARTNERSHIP|EXPANDING OPPORTUNITYMENTAL HEALTH AND WELLBEINGUnder these financial pressures,a greater proportion of students are working during term time,rising from 35%of students in 2015 to 56%in 2024.This amounts to an average of 14.5 paid hours a week,up from 11.9 hours in 2020.This reduces the time available for study,as well as for socialising,presenting a greater risk of declining mental health.The number of young people with poor mental health is rising:in 2020,one in six(16.0%)of children aged 516 years were identified as having a probable mental disorder,an increase from one in nine in 2017,and the likelihood of a mental health disorder increases as young people reach the age range of 1722 years.The number of accepted English applicants declaring a mental health condition increased by 126.4tween 2019 and 2023,though this figure partially reflects changes to data collection.It is increasingly difficult for universities to support students with mental health conditions at this scale,especially given the complexity of cases.This has critical implications for academic success,with mental and emotional health being the number one reason given by students considering leaving their course.Disabled students,including those with mental health conditions,report lower levels of satisfaction with their course and are less likely to achieve good degree outcomes compared with their non-disabled peers.As the size and diversity of the student body continue to change,universities have found that they need to invest a growing proportion of their income in supporting students,including in their mental health and well-being.Given funding pressures,this is increasingly unsustainable.Inequalities in outcomes and progressionSuccessful degree outcomes can be bolstered by addressing student maintenance and mental health needs,but there is more to be done to equalise the opportunity for all students.For example,the ethnicity degree-awarding gap between UK-domiciled White students and their Black,Asian and minority ethnic(BAME)counterparts stood at 8.8%for 202021.GRADUATE PREMIUMEarnings are not the only measure of the value of a degree:there are non-financial,social and civic benefits to a university education,and educating people from a variety of backgrounds together in higher education institutions is important for democratic equality and social cohesion.That said,achieving a university degree significantly improves lifetime earnings for the vast majority of graduates.19OPPORTUNITY,GROWTH AND PARTNERSHIP|EXPANDING OPPORTUNITYEstimating the net lifetime benefits of higher education is challenging and subject to several sources of uncertainty as it requires making assumptions about earnings trajectories,retirement patterns and economic fluctuations up to 40 years in the future.In its 2020 report,the Institute for Fiscal Studies(IFS)estimated that a university education could be worth up to 100,000 for women and 130,000 for men,based on economic measures at the time.A more conservative appraisal by London Economics estimates that the average net graduate premium achieved by a UK-domiciled student in the 202122 cohort completing a full-time first degree was 77,000 but at 94,000 when using similar assumptions to the IFS analysis for inflation,earnings and repayments based on the different economic conditions when the IFS analysis was conducted.This is all after the direct and indirect costs of obtaining a degree compared such as loan repayments,lost earnings during study and higher tax contributions resulting from higher earnings are taken into account.It remains clear that,on average,there is a substantial premium for those who choose to go to university,and that this has remained broadly stable despite a substantial increase in participation over the last three decades.Government data on actual earnings(as opposed to projected lifetime earnings)shows that,taking into account local labour market conditions,graduate earnings are 3237%higher by age 31 than earnings for those who did not attend university:this holds true across all regions of England.Equally significant,the gap in income between graduates and non-graduates continues to widen in the years after graduation across all regions of England(See Figure 5,overleaf).Outcomes for individual graduates also vary for a range of characteristics,including ethnicity,subject of study,gender,prior attainment and institution attended,socioeconomic background and region.For example,by age 31,on average,British Pakistani graduates are earning 46%more than their non-graduate counterparts.Similar premiums exist for British Bangladeshi students( 32%),British Indian students( 37%)and British Black African students( 32%).NATIONAL INCOME INEQUALITIESIncome inequality remains a pervasive problem in the UK.Following an increase in income inequality during the 1980s,which saw a greater proportion of income held by the top 10%of earners,there was a marginal improvement between 1991 and 2010,aligned with increased participation in higher education.However,income inequality in the UK remains high compared with other countries,with the UK ranked seventh highest in terms of inequality among OECD member states.Higher education can help with equalising opportunity.FSM-eligible graduates are more likely to enter the top 20%of earnings at age 30 than FSM-eligible students who did 20OPPORTUNITY,GROWTH AND PARTNERSHIP|EXPANDING OPPORTUNITYnot attend university.However,according to Longitudinal Education Outcome(LEO)data,the gap in earnings between graduates who were eligible for FSM and those who were not increases from 1,800 more for non-FSM-eligible graduates after three years,to 2,900 after five years.Data produced by the Office for Students(OfS)for 2021-22 shows a gap in the percentage of graduates who progressed to professional employment or further study by level of advantage.Using the Index of Multiple Deprivation as an indicator,77.2%of the most advantaged achieved a positive outcome,but only 67.2%of the least advantaged did the same.Disadvantaged graduates face barriers in entering the labour market,such as a lack of social capital or unequal recruitment practices.My scholarship paid my fees and helped with living costs.Knowing someone believed in and wanted to invest in me meant so much.Kenny Murray|100 faces campaignGoing to university made it possible to build a valuable skilled network and opened the door to future opportunities.James Dornor|100 faces campaign21OPPORTUNITY,GROWTH AND PARTNERSHIP|EXPANDING OPPORTUNITYFIGURE 5:GRADUATE PREMIUM COMPARED TO NON-GRADUATES ACHIEVING LEVEL 3 OR ABOVE,BY REGION AND YEARS SINCE FINISHING GCSES BETWEEN 200102 AND 200607Note:line shows typical age of graduation and entry into labour market for university graduates on three-year degreeView full-size versionSource:UUK Graduate employment outcomes,based on DfE Longitudinal Education Outcomes(LEO):post-16 education and labour market activities and outcomesSolutionsThe inequalities described above affect not only who goes to university,but what happens to them while they are there and the outcomes that follow.These challenges have deep roots.Universities can contribute to narrowing opportunity gaps in society,but they cannot do so in isolation.The major barrier to widening access in higher education is prior attainment in schools.A whole-society approach is needed,underpinned by a whole-system approach in the education sector.Expand participationHistory has shown that to widen participation in higher education,we must expand participation proportionally.The removal of number caps in England has facilitated diversification of the student population,enabling more under-represented students to benefit from higher education than ever before.The shift we want to achieve is to expand opportunity further by increasing the proportion of students from the least advantaged backgrounds and neighbourhoods who participate in higher education.To achieve this,government and universities and colleges in England should work together to ensure that by 2040,70%of the population achieve tertiary attainment at level 4 or above by the age of 25,up from 48.6%currently.This is not a university 22OPPORTUNITY,GROWTH AND PARTNERSHIP|EXPANDING OPPORTUNITYparticipation target:it is one that would expand participation in all forms of education at level 4 and above,for example on sub-degree courses,such as Higher National Diplomas(HNDs)at level 4 or Higher Technical Qualifications at levels 4 and 5.To meet this target,we recommend that by 2035,we aim to increase the rate of participation of 18-and 19-year-olds from low-participation neighbourhoods(TUNDRA Q1&2)from 30.5%to 50%,taking them level with their peers from high-participation neighbourhoods.We acknowledge,however,that you cannot raise participation at level 4 and above without addressing the barriers to achieving earlier qualifications.Collaborate across the tertiary sector We also have to meet the needs of potential learners who are already in the workforce and need more flexible routes into and through higher education.This will become more pressing as the population of the UK ages,and the labour market changes with the advent of technological disruption.As we discuss in chapter 2,collaboration and partnership across all parts of the tertiary system could help learners by presenting clear choices and pathways at every stage in their education.Fresh attention should be paid to the barriers to part-time and mature candidate participation in higher education in particular.Stronger partnerships between tertiary education providers could open up opportunities for such learners by finding ways to provide greater flexibility,driven in part by Lifelong Learning Entitlement(LLE)reforms.The LLE is potentially a powerful tool in addressing the decline in part-time and mature students.A new Tertiary Education Opportunity Fund(TEOF)should be established and awarded to HEFE partnerships that create collaborative programmes that respond to local needs and target learners in low-participation areas or groups through outreach activity.The TEOF will:incentivise strong,place-based networks to promote access to tertiary education,whether higher or further education or apprenticeships reduce duplication and unproductive local competition between providers,thus encouraging efficiency savings when delivering on access and local skills needs encourage collaborative provision among tertiary providers to create a more diverse offer for learners.improve signposting to this diverse range of learning opportunities for learners and employers.23OPPORTUNITY,GROWTH AND PARTNERSHIP|EXPANDING OPPORTUNITYIncrease the supply of qualified teachersEnsuring sufficient,high-quality teacher supply is one long-term and systemic solution to addressing pre-16 inequalities at scale.However,the workforce challenge is stark:the Institute for Government reports that only 61.7%of the initial teacher training(ITT)recruitment target has been reached,and this at a time of growing need,particularly at secondary level.Government and universities should work together to increase interest in careers in teaching,promoting the profession and leveraging universities marketing capacity.Government should also expand the supply of teacher-training providers by revisiting ITT commissioning decisions made by the previous government.Support attainment in schoolsBeyond contributing to the teaching workforce,there are undoubtedly ways that universities can do more of their current sustained work to expand opportunity by working with schools,colleges and communities,and with local and national government.Universities in England who want to charge undergraduate tuition fees at the highest level(approved fee cap providers)must have access and participation plans,agreed with the OfS,that set out how the university will work to expand opportunity.Universities routinely work with schools and colleges on considerable scale to raise aspiration and support attainment.There is already a strong what works culture in this area,which provides a firm foundation for progress.Universities can also have a positive impact by collaborating with schools to raise performance in maths and English.As Ofsted has found,tutoring can be particularly helpful for children and young people from disadvantaged backgrounds,a fact also evidenced in the NAO report into the National Tutoring Programme.Building on existing access and participation plans,universities should look to expand on the most successful interventions to support attainment in schools,drawing on the evidence produced by the Centre for Transforming Access and Student Outcomes in Higher Education(TASO).One solution would be for government to extend the National Tutoring Programme to enlist(and fund)university students to provide targeted tutoring support for disadvantaged pupils in the school system(see box below).24OPPORTUNITY,GROWTH AND PARTNERSHIP|EXPANDING OPPORTUNITYRaising academic attainment in schoolsThe University of Exeter Tutoring model is a successful,university-led tutoring programme that offers value to school pupils and to their undergraduate tutors.Undergraduate tutors are trained in a credit-bearing module to deliver tutoring in literacy skills to Year 8 pupils in partner schools.In return,attainment is raised to improve pupil progress,while the undergraduate tutors gain experience in their community that can support them to consider a career in teaching.Work to raise attainment requires significant investment by universities from their own resources.This means using tuition-fee income from current students to fund outreach work to raise aspiration and attainment in potential future students effectively a cross-subsidy from current to future students.If government wants universities to go further,the funding model for this work should be revisited.Without this,universities may have to prioritise using stretched fee income on the teaching and support they provide to current students,and scale back their work to support aspiration and attainment in other parts of the education sector.Adopt a consistent contextual admissions approachWhile the biggest differences will be made by narrowing prior attainment gaps,universities can partly mitigate the impact of pre-higher education inequalities through contextual admission processes.The practice is currently inconsistent across the sector and not well understood by applicants.A more transparent approach,led by universities in Scotland,achieved a significant increase in participation by students from Scotlands 20%most deprived data zones.Together,Universities UK,UCAS and universities can support a more consistent approach to contextual admissions,building on the principles of our well-established Fair Admissions Code of Practice.Facilitate informed choicesWhile the overwhelming majority of graduates benefit through higher earnings,these are an incomplete measure of graduate success.A better and more rounded understanding of the benefits of higher education should go beyond earnings to account for benefits such as personal growth and improved well-being in order to help prospective students make well-informed choices.Outcomes also vary by student characteristic,location and subject studied and change over an individuals lifetime.The current metrics used by the OfS to assess course success only go up to 15 months after graduation and do not take future progression 25OPPORTUNITY,GROWTH AND PARTNERSHIP|EXPANDING OPPORTUNITYinto account.The OfS should use longer term data to consider the lifelong impact and value of university degrees for individuals,and develop regulatory metrics that account for the growing diversity of the student population.The government should provide equally detailed information on other post-18 educational routes,so students can evaluate different pathways on a comparable basis.Support student successThere is an urgent need to address the shortfall in maintenance funding available to support students while they are studying.Government should increase maintenance loans in line with inflation and reinstate grants for students from the most disadvantaged backgrounds.This would help reduce the pressure on students to work while they are studying,and address the current inequity that sees students from the lowest income backgrounds graduating with the largest debts.As mental health services are expanded,the government should ensure the NHS can respond to increased student mental health needs.In particular,as current pressures on services are alleviated,the NHS should consider establishing a dedicated student pathway and ensuring that Child and Adolescent Mental Health Services(CAMHS)are available for students up to the age of 25.Universities should continue to engage with the University Mental Health Charter and Disabled Student Commitment.Effective partnerships with the NHS can help close gaps in services and support for students and staff.Universities should also continue to work to address the UKs stark degree-awarding gaps by implementing guidance from the UUK Closing the Gap report.Make clear the expectations for quality and valueRecent years have seen a decline in reported levels of confidence in the value of a degree;fewer people believe that getting a degree is worth it.Left unchecked,this could erode demand for higher education,which would have damaging effects both for the individuals who would stand to benefit from gaining a degree,and for the nation,which needs a growing pool of highly skilled people in order to secure necessary economic growth.It is fundamentally the responsibility of universities to address the causes of this ebbing confidence and to act where necessary to uphold public trust and confidence in the quality and value of higher education.This is an issue we return to in chapter 7,where we examine the balance between the sectors responsibilities and those of its regulators.We also believe that a clear,consistent offer from universities is important,so that students have a good understanding of what they can expect during and after their studies.26OPPORTUNITY,GROWTH AND PARTNERSHIP|EXPANDING OPPORTUNITYTo this end,the commission has set out the features that we believe all students should be able to expect from their university:an environment where every student can be inquisitive,intellectually challenged and benefit from the diversity of different perspectives high-quality courses to provide students with the necessary skills and knowledge for further study or professional careers,both in the UK or internationally transparent information on the typical hours of in-person instruction,online instruction and independent study expected on a course,including the factors that may affect this student services covering academic skills support and advice on navigating the wider student experience employability and careers support,including work-experience opportunities accessible to all students,and dedicated careers support for students while they are at university and for a total of five years post-graduation clear processes and points of contact for students to use within universities for addressing issues and providing feedback accommodation availability that is informed by the size and shape of the student population,and engagement with local partners to meet demand this can include working with other local universities,local authorities,and the private rented sectorAddress labour market inequalitiesIncreased social capital is a substantial benefit of attending higher education,providing social networks and connections that significantly improve social mobility.Research in the US shows this can lead to a 20%increase in the likelihood of individuals moving from the bottom to the top of income distribution.Educating people from diverse backgrounds together in higher education institutions also helps to ensure social integration and promotes democratic equality.In order to go further in bridging gaps in social capital,universities could offer careers support to graduates for a longer period of time,positing a five-year,sector-wide offer.Universities should also build partnerships with employers to integrate the work-experience offer part of their courses,responsiveness to skills needs is a factor that is considered in more depth in chapter 3.27OPPORTUNITY,GROWTH AND PARTNERSHIP|EXPANDING OPPORTUNITY28OPPORTUNITY,GROWTH AND PARTNERSHIP|MORE RESPONSIVE AND COLLABORATIVE TERTIARY EDUCATION11 million graduates are needed to fill graduate jobs by 20351 in 5reported having no qualifications in the 2021 census36%of job vacancies were hard to fill due to skills shortages in 20222.More responsive and collaborative tertiary education The shiftImprove collaboration between schools,colleges,and universities to develop the flexibility and responsiveness of tertiary education.Creating an effective tertiary skills system is not only crucial in ensuring that the UKs education model is sustainable,it is also central to improving regional economic growth and upward social mobility.The new governments key economic,social,and education policy drivers all point to placing greater value on collaboration and connectedness-across nations and regions,education and training providers,regulators and employers.A strong and engaged tertiary system lies at the heart of delivering this ambition.Professor David Phoenix,OBE,DL,FREng FAcSS,Chief Executive,London South Bank University and Dame Ann Limb,DBE DL FRSA,Pro Chancellor,University of Surrey and Chair,City&Guilds SummaryEducation and skills needs are rapidly changing with technological advances.As set out in chapter 1,there are large disparities in participation rates in higher education across England,based on barriers related to geography and social background.This represents a waste of talent.Talent is wasted across other parts of the education system too:we need a whole-system approach to tackling these challenges,underpinned by a whole-of-tertiary participation target.If our aim is to get more people into better jobs,to fuel sustainable economic growth and remain internationally competitive,we will require strong,place-based networks that reduce local competition,duplication and complexity.All parts of the tertiary system universities,other higher education providers and further education colleges need to work closely together to provide opportunities that allow learners to make informed choices that meet their ambitions so they can progress in tertiary education successfully.This means making it easy for learners to study flexibly in the best learning environment for them,and to develop skills throughout their lives.In this chapter,which focuses on England,we propose actions to remove barriers to collaboration,innovation and integration between further and higher education,and 29OPPORTUNITY,GROWTH AND PARTNERSHIP|MORE RESPONSIVE AND COLLABORATIVE TERTIARY EDUCATIONaction to increase the likelihood that the lifelong learning entitlement(LLE)will succeed in increasing the availability of modular and flexible study options.We argue against wholesale,top-down restructuring and in favour of re-setting the incentives to support collaboration rather than encouraging competition.ChallengesPolicy debates often present the countrys skills needs in binary terms,suggesting that we need more people to be qualified with lower and intermediate skills and that too many people go to university.The reality is that the labour market is likely to need both:a greater number of people progressing beyond level 2 and an increase in the proportion of the population with qualifications at level 4 and above.Over 11 million graduates are needed to fill graduate jobs by 2035,in areas including STEM,healthcare and education.For example,to deliver on the Labour Partys manifesto commitment to building 1.5 million new homes,skills at every level are needed,from bricklayers to planners and architects.The same is true of many other growing industries,from life sciences to clean energy.The language of skills tends to disguise this reality.Gaps in participation and attainmentTertiary education covers a diverse range of opportunities post-16:it includes education delivered by sixth forms academies,colleges and alternative providers,such as those offering foundation and gateway courses that can lead to qualifications at level 4.These are not only for 1619-year-olds,but also for adults re-engaging with education.To increase the proportion of learners qualified to level 4 and above,developing the pipeline between further and higher education providers will be crucial.This chapter focuses on tertiary education that is generally understood as higher education,learning at level 4 and above that provides a regulated qualification,but we must always be mindful of how this interacts with prior education opportunities.30OPPORTUNITY,GROWTH AND PARTNERSHIP|MORE RESPONSIVE AND COLLABORATIVE TERTIARY EDUCATIONQUALIFICATIONS FRAMEWORK,ENGLANDSource:Types of level 4 qualification,As noted in chapter 1,the UK is not alone among advanced economies in having widened and increased participation in higher education over the last two decades.Indeed,OECD data shows that high innovation and productivity economies,such as South Korea,Japan and Canada,have increased higher education participation rates to 60 70%per cent,while the Australian Government has recently set a target of 80%participation in tertiary education.Participation in tertiary education presents a complex and evolving picture.According to Census 2021 data,three in 10 people in England and Wales aged 16 and over are 31OPPORTUNITY,GROWTH AND PARTNERSHIP|MORE RESPONSIVE AND COLLABORATIVE TERTIARY EDUCATIONqualified to level 4 and above.However,almost one in five(18.2%)reported having no qualifications at all.There are widespread regional variations in educational attainment across England.While participation in higher education at level 6 across the UK has increased,there has been a decline in the proportion of students studying for other undergraduate qualifications at levels 4 and 5(such as HNDs,HNCs,DipHE,CertHE etc)over the longer term,although this trend has recently been reversed.(Figure 6).FIGURE 6050,000100,000150,000200,000250,000300,000350,000400,000450,000500,000Amount of qualificationsYearHE qualifications obtained by level of qualificationPostgraduate(research)Postgraduate(taught)First degreeOther undergraduateSource:Higher Education Statistics Agency(HESA)32OPPORTUNITY,GROWTH AND PARTNERSHIP|MORE RESPONSIVE AND COLLABORATIVE TERTIARY EDUCATIONWe have also seen a decline in mature participation in higher education over the last decade,which has been strongly associated with falling enrolments in education and healthcare courses in recent years.FIGURE 7 010,00020,00030,00040,00050,00060,00070,00080,00090,0002015/162016/172017/182018/192019/202020/212021/22Mature learner entrantsYearUK mature learner entrants to undergraduate courses,201213 to 202122(UK-wide)First degreeFoundation DegreeOther undergraduateSource:Higher Education Statistics Agency(HESA),Whos studying in HE?Although demand for traditional degrees remains high,there has also been a growth in interest in alternative forms of learning.For example,apprenticeships starts at levels 6 and 7 increased by 6.6%to 44,060 in 202324 compared with the previous year.Structural barriers to learner choice and progressionOutside the traditional academic route,a students path beyond school is neither linear nor straightforward.It can be more difficult for learners who choose a vocational path or who are returning to learning to make the right choices to meet their aspirations.This is partly because of the multitude of options available as part of the technical education 33OPPORTUNITY,GROWTH AND PARTNERSHIP|MORE RESPONSIVE AND COLLABORATIVE TERTIARY EDUCATIONlandscape,much of which is incongruent with other parts of the system.A learner wishing to study a technical qualification at level 3 might be offered a choice between T levels,Advanced Apprenticeships and BTECs,for example,but not have adequate information on which to base their decision.They may not be able to access easily comparable information about the outcomes of previous students on each route(especially since T levels are a new qualification),or guidance on what progression routes might be open to them,depending on their qualification choice.For instance,progression pathways are sometimes poor for standalone apprenticeships at levels 4 and 5,and some students may not realise that not all universities accept T-level qualifications for entry to undergraduate courses,or that progression opportunities may be more limited.Likewise,many employers do not understand T levels,deterring participation in the technical route.Meanwhile,the previous governments decision to defund BTECs risks removing a qualification that has historically provided a strong pathway into higher education for many learners,especially in healthcare professions,and one often taken in combination with A levels.Greater collaboration between schools,colleges and universities can start to address some of these structural issues that create barriers for progression to and from level 4 education.This might include supporting colleges to focus on level 3 gateway activity to engage adult learners or those who take a less linear path to level 4 and above.Constraints on progressionMany of our universities,colleges and other higher education providers work closely together to coordinate their provision locally.However,this is not always the case.For example,a learner may complete a level 4 HNC at their local college only to find that their local university does not offer suitable follow-on qualifications at levels 5 and 6,leading to qualification dead-ends.Meanwhile,some universities have tailored their provision to specifically lead to an award at level 4 or level 5,as well as gateway provision leading to entry to higher qualifications.This includes foundation years,often provided as a means of widening participation.There has been corresponding growth in the provision of higher education(at level 4 and above)in further education colleges,up to and including level 7(postgraduate),generally in partnership with higher education institutions or universities.The use of franchise and validation agreements is widespread in England:currently,131 colleges deliver validated provision on behalf of a university partner.These initiatives have had positive impacts,such as in addressing higher education cold spots.They can also enable new higher education providers to enter the landscape,34OPPORTUNITY,GROWTH AND PARTNERSHIP|MORE RESPONSIVE AND COLLABORATIVE TERTIARY EDUCATIONwhich was actively encouraged by the previous government.However,while delivering HE in FE can be beneficial,especially in opening opportunities for certain regions and learners,it can result in colleges and universities in the same area offering similar courses.Moreover,these partnerships are not always stable,and further education providers may be disadvantaged by the sudden withdrawal of a validating or franchising higher education partner.There is also concern that competition around level 4 provision is creating increased homogenisation in this part of tertiary education in three main respects:duplication of courses in local areas,with threats to viability loss of choice for students between distinct further and higher education environments reduced focus on underfunded gateway courses vital to tackling the 27.8%of the population not qualified to level 2 and on courses that address particular local needsWhile we do not call for prescriptive distinctions between university and college provision based on the level of study,there is a clear need for greater coherence across the sector to minimise the negative consequences of competition and to develop clear pathways for different students and regions.Lack of cohesion in response to local,regional and national skills gapsThe paucity of frameworks or incentives to encourage collaboration between local tertiary education providers also contributes to the homogenisation of provision described above.Local skills improvement plans(LSIPs)go some way towards identifying and addressing local skills priorities,but are generally limited in their focus and variable,and higher education is often an afterthought.The mayoral combined authorities(MCAs)have a devolved adult skills budget that is used to assess regional needs and to identify how best to fill local skills gaps up to level 3.Although the government has committed to further devolution,there are currently only 11 MCAs(plus Greater London Authority),meaning that significant parts of England that do not currently have(and are perhaps unlikely to have)a viable MCA.The changing labour market,with growing demand for higher level skills,combined with rapid changes to many industries as a result of transformative technologies such as AI,together with the falling birth rate and ageing population,means that lifelong learning is now an essential component of any strategy to fulfil the UKs future skills needs.In 2022,35.5%of job vacancies in the UK were reported as being hard to fill due to skills shortages.This was an increase on 22.4%in 2017,a factor exacerbated by declining employer investment in employee development since 2011.35OPPORTUNITY,GROWTH AND PARTNERSHIP|MORE RESPONSIVE AND COLLABORATIVE TERTIARY EDUCATIONThe decline in part-time and mature participation in higher education seems to be taking us in the wrong direction.To address this,the LLE needs to be designed so both learners and universities can engage with and benefit from it as much as possible,although drawbacks in the current policy risk it not reaching its full potential.Regulatory complexityThe current regulatory system includes several oversight bodies that interact and overlap with each other in the tertiary space.Depending on the qualification type offered and the regulatory body responsible for quality assurance,a provider may be subject to one or more regulatory requirements.A good example is the quality regime for higher(levels 4 and 5)apprenticeships,where universities will be subject to regulation by both Ofsted and the OfS,as well as the Institute for Apprenticeships and Technical Education(IfATE)with the intention being this will transfer to Skills England in the future.Lack of alignment creates overlapping and duplicative demands and regulatory burdens for providers.This can be off-putting for institutions wanting to enter partnerships as it requires additional resources to meet the increase in regulatory requirements.The complexity of the regulatory landscape is covered further in chapter 7.SolutionsAdopt a principle-based approachWith nearly one in five people over 16 having no qualifications at all and participation at levels 4 and 5 falling behind our competitors,it is clear we need to look at tertiary education in the round rather than to continue to develop models of provision in isolation.This means addressing the partial market environment and moving towards greater cooperation and collaboration.In thinking about these challenges,we established seven policy principles for the tertiary system to be:learner focused:There needs to be a strong focus on coherence and flexibility throughout a learners lifetime.This requires clear,navigable routes through different qualification levels,straightforward access to funding,and greater flexibility and choice for learners.Widening participation will continue to be fundamental.future facing:The tertiary system should recognise student choice,and lifelong learning must evolve quickly to respond to the workforce needs of a growth economy.Qualifications must remain relevant,and providers receptive to recognising prior achievement so students can progress coherently from their previous qualifications to new learning.36OPPORTUNITY,GROWTH AND PARTNERSHIP|MORE RESPONSIVE AND COLLABORATIVE TERTIARY EDUCATION regionally engaged,within a national framework:To help close skills gaps,tertiary providers should be incentivised to work together to meet local needs.This will need support from a national framework that provides direction for the development of tertiary partnerships and innovations regionally.collaborative:Policy should focus on incentivising and facilitating closer working and collaboration between the parts of the tertiary system,rather than encouraging competition.diverse and distinct:The tertiary sectors valuable diversity should be protected and encouraged.It will be important to avoid a universal approach and instead to encourage specialisation,allowing all parts of the sector to flourish,including education,research and innovation.value for money:Policies must improve efficiency and extract maximum value from public funds without creating unnecessarily regulatory complexity.Learn from existing models of collaborationThere is already a rich landscape of collaboration between providers in the tertiary system,and much can be learned from these approaches.A key feature of the models is that local institutions have agreed areas of focus to enable effective collaboration.INSTITUTES OF TECHNOLOGYThere are currently 12 institutes of technology(IoTs)in operation.Funded by the government,IoTs are designed to support collaboration and partnership between further and higher education providers and employers to deliver STEM skills at levels 4 and 5 in a local area.IoTs have the advantage of facilitating pathway development and help to define the respective roles of providers but are limited in scale and can only be a minor priority for larger partners.HIGHER EDUCATION CENTRES A higher education centre(HEC)is situated in an existing further education college and supplements the colleges offer with a selection of higher education courses.An example of this is Nottingham Trents Universitys(NTU)partnership with Vision West Nottingham College where NTUs University Centre is based.This model provides a practical solution to providing integrated pathways for local students and tackling higher education cold spots in rural areas.If the higher education institution can provide the staff resourcing and the college provides the space,HECs have the potential to be developed at speed.37OPPORTUNITY,GROWTH AND PARTNERSHIP|MORE RESPONSIVE AND COLLABORATIVE TERTIARY EDUCATIONGROUP STRUCTURESA group structure provides the most comprehensive model for tertiary collaboration with a principal organisation such as a university or college owning a further education or higher education subsidiary.London South Bank University is an example of this approach.This model ensures that there is no competition for resources and thus enables the development of aligned education pathways across separate specialist bodies,each with its own distinct further or higher education environment.It is designed to be sustainable in the long term and can support innovation though joint leadership across the group structure.However,current regulation means that such structures are complex and expensive to set up.Depending on the approach,they may require ministerial approval and secondary legislation.They are also complex to manage from an assurance point of view,with oversight by OfS,the Education and Skills Funding Agency(ESFA)and Ofsted,among others.If this model were to gain in popularity,it would require greater recognition from the Department for Education in terms of how it sits within the regulatory landscape.Regulators should not require duplicate reporting for aspects such as financial health when there is a single accounting officer.The movement of colleges into the public sector when they are subsidiaries of private-sector bodies can also generate additional,unwarranted burdens.There would be a particular concern if these structures increased the likelihood of some universities being classed as public authorities as this could act as a further disincentive to the creation of collaborative group structures.Make a success of the lifelong learning entitlementLIFELONG LEARNING ENTITLEMENT The LLE opens up a potential solution to the twin challenges of meeting skills needs and expanding opportunity to a broader range of learners.More specifically,the LLE could address the issue of falling participation among part-time and mature students in higher education by providing opportunities for more flexible study options,particularly through modular funding.It will also create a single student funding system for levels 46,so that learners can move between providers more easily.38OPPORTUNITY,GROWTH AND PARTNERSHIP|MORE RESPONSIVE AND COLLABORATIVE TERTIARY EDUCATIONWhat is the LLE?The lifelong learning entitlement(LLE)will create a single post-18 student finance system to help people in England pay for their college and university courses.It will fund the delivery of higher education at a modular level,offering learners an alternative to the traditional full-time undergraduate model of study.LLE will allow people to develop new skills and gain new qualifications at a time that is right for them,and to train,retrain and refresh their skills flexibly throughout their lives.The LLE presents a real opportunity to open up tertiary education to people who currently cannot participate.If successful,it could encourage universities to think differently about education delivery and opportunities for collaboration with further education providers.It could provide a new mechanism for employers to support the development of their employees on a flexible basis,and perhaps even to support them financially to do so.It could enable learners to move between different providers of tertiary education,taking credits with them and building a portfolio that matches their individual needs and aspirations.However,the OfS HE short course trial suggests that there is uncertain demand from learners and doubts about whether they would be willing to take out tuition-fee loans for modular study.There are also a number of barriers to offering standalone modules,including the current minimum 30-credit structure.Students and employers still consider this a significant investment in time and resources.Finally,intended flexibility for students to move between different education providers could lead to increased competition between those institutions,exacerbating some of the existing downsides of a highly competitive system.Given the current disparities in participation,the decline in part-time and mature applicants,the UKs ageing population and the rapidly evolving needs of a labour market undergoing a technological and sustainability revolution,increasing the flexibility of the tertiary system must be the right direction of travel.We see the opportunities associated with the LLE,described above,as fundamental to achieving the flexibility needed to meet the needs of a diverse range of learners at different life stages.The new government has a chance to adjust the policy design of the LLE to ensure its success by considering:how the LLE can be used to facilitate greater collaboration between tertiary providers the issues of supply and demand for more modular courses how we might encourage employer involvement and funding contributions the lessons from the current delivery of microcredentials in many universities and 39OPPORTUNITY,GROWTH AND PARTNERSHIP|MORE RESPONSIVE AND COLLABORATIVE TERTIARY EDUCATIONcolleges,which are small enough for students to commit time to and for employers to quickly see the benefits of investment in the workforceTo make the LLE a success,government should amend policy in the light of the learning from the short-course pilot,reconsider the minimum credit requirements,and explore whether the LLE can be used to encourage employers to support the cost of employee study on a modular basis.Learning from other nations of the ukHigher education policy is devolved to the four nations of the UK.In each system,consideration is increasingly being given to how to achieve better coordination between different education providers in the tertiary sector.In Wales,the 2016 Hazelkorn Review laid the path for the Tertiary Education and Research(Wales)Act 2022,which established the Commission for Tertiary Education and Research(previously CTER,now Medr).Medr will deliver funding,regulation and oversight of all post-16 education,including sixth forms,apprenticeship and further and higher education providers,and research and innovation bodies.The Scottish Government is considering a similar approach.While this may be appropriate in the context of the smaller higher education systems in Scotland and Wales,this approach is not without its disadvantages.In particular,universities do much more than provide higher education.Integrating actors in the tertiary landscape should not be achieved at the expense of further disconnects with universities role in research and innovation.This is arguably already a drawback of the current policy structure in England,and while Medr has a prominent role in funding research and innovation,the scale of the tertiary sector in England could make a similar arrangement more challenging and would take many years to implement.Given that the English sector has very recently undergone a significant change in the way it is funded and regulated,and that it is just reaching a stage at which a mature relationship between itself and its principal regulator is emerging,it would be inadvisable to embark upon further wholesale reform.Taking a bottom up approachIn sum,Englands university system has developed organically,shaped largely by the demands of students in a marketised and competitive environment.While this has some disadvantages,such as incentivising universities to do similar things,the institutional autonomy that accompanies this model is a source of the sectors greatest strengths.Government and the sector should work together to develop a framework in which the right enablers and incentives are in place to encourage and allow universities to build on their existing strengths and evolve in ways that would be beneficial to the country as a whole.40OPPORTUNITY,GROWTH AND PARTNERSHIP|MORE RESPONSIVE AND COLLABORATIVE TERTIARY EDUCATION41OPPORTUNITY,GROWTH AND PARTNERSHIP|GENERATING LOCAL GROWTH3.Generating local growth100 university incubation spaces,innovation centres and science parks in the UK1 in 6students in England needed to train as NHS clinical professionals in 203132600k interactions between universities,businesses and partners since 2019The shiftGenerate stronger local growth by forming an ambitious,evidence-based partnership between universities,business and local,regional,and national governments.Universities are a key growth sector,enabling wider economic growth across other sectors,local communities and helping to drive exports.We need to supercharge and maximise the university contribution to growth.Through stimulating greater partnership with business,embedding the potential of universities across government policy and investing in local partnerships and col-laboration we can drive inclusive,sustainable growth.Rain Newton-Smith,Chief Executive of the CBI and Louise Hellem,Chief Economist of the CBISummaryGrowth isnt just a government mission.Its a shared mission,in which universities can and must play an active role.There is consensus that the UK needs to address low productivity and local inequalities and create the conditions for increased private investment across regions.This is critical not only to sustaining public services,but also to addressing societal inequalities effectively.We all need growth to flourish.Universities underpin growth in many ways.They are often one of the largest local employers and powerful economic actors in their own right.They constitute one of the UKs largest export sectors,purchase extensive goods and services,and attract inward investment.In this chapter,we focus on England and consider the role universities can play through responding to the current and future skills needs of local employers and how universities might play a stronger role in supporting the ability of local economic actors to adopt new knowledge and technology to drive innovation and growth.We consider how we might strengthen business engagement and universities wider civic role in England.We also consider what contribution national and local government can make in unlocking universities capacity to work with local business,Mayoral Combined Authorities and local government.42OPPORTUNITY,GROWTH AND PARTNERSHIP|GENERATING LOCAL GROWTHChallengesStalled productivity and private investmentThe UK economy has experienced a sustained period of low levels of productivity and private investment.Between 2007 and 2019,productivity in the UK averaged a 0.2%annual growth rate,compared with a 2.1%average annual increase in the previous three decades,although the cumulative annual growth rate increased to 0.5tween 2019 and 2024.This is well below what is needed to achieve sufficient economic growth.Private investment has stalled since 2016,lagging behind other G7 economies,and the average spending by employers on training has decreased by 27%per trainee since 2011.This combination holds back growth and innovation and limits the capacity of business to assimilate and apply new knowledge for commercial ends.Regional and local disparities are particularly strong in England and represent a major structural hurdle to achieving inclusive growth.The UK remains the worlds most spatially unbalanced advanced economy,being the most unequal country among OECD member states in terms of productivity(Gross Value Added(GVA)per worker)and regional disposable household income per capita.As just one example,the productivity gap between London and Manchester is nearly 60%larger than the gap between Paris and Lyon.Chapter 1 demonstrated that these disparities are mirrored by striking differences in the participation of students in higher education and in the proportion of graduates in the workforce in different regions of England.Skills gaps and a changing technological environment A capable and agile local workforce is key to boosting the competitiveness of local businesses,attracting foreign direct investment and providing high-quality public services.According to government research,increased student numbers have played a pivotal role in preventing a steeper decline in productivity.Better alignment of skills supply and demand is also a crucial ingredient in reducing the nations reliance on immigration to fill skills gaps.However,anticipating and meeting employers skills needs is becoming more challenging as rapid technological change reshapes various industries in ways that are difficult to predict.The Unit for Future Skills(UFS)predicts that 11 million new graduates will be required by 2035.In the North West,for example,the requirement for managers and directors through to associate professionals will be 251,000 higher in 2035 than in 2020.In Tees Valley MCA alone,the figure is 140,000.43OPPORTUNITY,GROWTH AND PARTNERSHIP|GENERATING LOCAL GROWTHAs Figure 8 shows,graduates represent a significantly higher share of the workforce in high-performing and fast-growing sectors compared with the rest of the economy.FIGURE 812%7e%9%0 0Pp%GCSE or belowA level or equivalentLevel 4 or 5Graduate(level 6 orabove)Percentage of workers aged 1864Highest qualification achievedProportion of workers aged 1864 by their highest qualification,strategic sectors and the rest of the economy,UK,201119Strategic sectorsRest of the economySource:Resolution Foundation,Learning to growIt will be important to ensure our approach is future facing.Recently there has been an over-emphasis on STEM subjects over others,while,paradoxically,employers recognise that arts and humanities subjects equip graduates with a valuable and versatile set of skills skills that are expected to become even more essential as technology,automation and AI continue to transform traditional professions.A report from SKOPE Oxford highlighted the crucial narrative skills that arts and humanities disciplines bring to the business world.The research,based on interviews with business leaders,found that narrative and storytelling skills are fundamental and indispensable to modern business,with arts and 44OPPORTUNITY,GROWTH AND PARTNERSHIP|GENERATING LOCAL GROWTHhumanities graduates particularly noted for their expertise in these areas.More recently,the World Economic Forums Future of Jobs Report 2023 stated:Analytical thinking is considered a core skill by more companies than any other and makes up,on average,9%of the core skills companies report.Creative thinking ranks second,followed by self-efficacy skills such as resilience,flexibility and agility;motivation and self-awareness;and curiosity and lifelong learning all reflecting the growing need for workers to adapt to changing workplaces.It is therefore critical that we look to ensure that arts and humanities provision continues to be accessible to prospective students.Worryingly,we are already seeing declines in humanities subjects:between 2019 and 2023,accepted applicants declined for English studies(-17.2%),history(-11.4%)and French studies(-33.0%),rendering some courses vulnerable to cuts and closures,reducing the options available to students.Low employer investment in workplace skills Employer voices routinely shape degrees and contribute to regular processes such as curriculum reviews and the work of industry advisory boards.Employers are also involved in providing placement opportunities to students or offering real-life case studies as a basis for student project work.Universities also provide training for students to enter specific careers by working closely with professional,statutory and regulatory bodies(PSRBs).Indeed,estimates suggest that about half of university students are studying on programmes that could be described as vocational,from architects to nurses.Despite this,we hear from employers that universities need to act faster to respond and fulfill immediate and future workforce requirements.However,university course provision is fundamentally driven by student demand,since the majority of funding for higher education follows students through the fees they pay.We also know that university engagement with local and national skills planning is inconsistent:data may be contested,and skills initiatives are rarely backed by long-term funding.Degree apprenticeships allow employers the freedom to shape higher education to their needs.Numbers on this route have expanded from 75,060 students in 201819 to 112,930 in 202223.However,demand for degree apprenticeships currently outstrips supply for several reasons,including the costs to universities of delivering degree apprenticeships,where provision is bespoke and student numbers low,and the costly and burdensome regulatory barriers that smaller employers face when engaging with apprenticeships at higher levels.The new governments planned changes to the skills levy will also have a significant impact on universities which have moved to offer 45OPPORTUNITY,GROWTH AND PARTNERSHIP|GENERATING LOCAL GROWTHapprenticeships at Level 7,which the government has annouced the intention to defund.For our skills system to be responsive,the government will need to exercise caution when setting controls on how employers spend their training budgets.Putting degree apprenticeships at risk could also affect public sector recruitment pipelines,such as the nursing degree apprenticeship,and improvement of management and leadership capacity which is crucial to productivity.An overstretched public sector workforceLocal communities rely on effective public services,which are currently stretched in all regions.Access to local,high-quality healthcare and school education is a prerequisite both to boosting productivity and to ensuring that every individual has the opportunity to fulfil their potential.However,as we saw in chapter 1,applications for public sector courses such as in nursing,midwifery and teacher education have fallen since 2021.In healthcare,a step change is needed to deliver the NHS long-term workforce plan(LTWP).The Health Foundation estimates that the proportion of first-year higher education students in England training to be NHS clinical professionals would need to increase by 50 per cent,from one in nine of the total first-year student intake in 202223(76,300 students)to one in six(125,700 students)in 203132.Strong university and integrated care board(ICB)engagement will be necessary to ensure that the education and training costing structure and placement capacity can support growth in the healthcare workforce pipeline.But concerted action by government,the health service and the university sector will also be needed to boost demand for courses leading to these careers.University support for businessThe relationship between universities and businesses is more complex than a linear model,where universities simply respond to the needs of companies.In cities across the UK,the agglomeration of talented people produces a gravitational pull,attracting high-growth companies to co-locate with universities,producing a largely unplanned but symbiotic relationship in which academics draw on industry insights and challenges,and process and apply these in their research.Meanwhile,companies draw on talent and collaborate with research teams in deep partnerships.Some advances are made by planned,strategic investments to stimulate existing clusters and pockets of expertise,while others occur though these agglomeration effects.46OPPORTUNITY,GROWTH AND PARTNERSHIP|GENERATING LOCAL GROWTHUniversity of Cambridge and local economic impactsThe University of Cambridge has a significant local and national economic impact,supporting 52,000 jobs in the East of England(out of 86,000 across the UK)and 13.6 billion in economic impact(out of 29.8 billion).Much of this is driven by the universitys position as the most successful cluster and local ecosystem in the UK and the most innovative Science and Technology cluster,by intensity,in the world,with 178 spin-outs and 213 start-up companies,combined with research and commercial activities generating 23 billion of economic impact.This has been built on a long-term commitment to embedding and encouraging innovation,enterprise and business engagement,including establishing the UKs first science park.Recently,Innovate Cambridge has been established joint work with more than 100 partners to develop an ambitious and broad-ranging vision of innovation for the Greater Cambridge area.Rolls-Royce and university partnershipsStrategic universitybusiness partnerships are found in universities of all shapes,sizes and levels of research intensity,although they vary in nature.For example,Rolls-Royce has developed university technology centres(UTCs)with 14 universities in the UK and partnered with many others in initiatives ranging from blue-skies and applied research to addressing immediate business challenges and developing critical skills.Cranfield UTC is hosted by the Centre for Propulsion and Thermal Power Engineering and supports Rolls-Royce System Design,including through work on aerodynamics,engine installation and more sustainable and cleaner aviation.At the University of Derby Nuclear Skills Academy,Rolls-Royce is again a key partner,working to create a dedicated pipeline of talent for the nuclear industry through apprenticeships in engineering,manufacturing and business,all supported by bespoke training equipment and IT facilities.Meanwhile,the Rolls-Royce Technology Hub allows experts from the Rolls-Royce Central Technology Group to co-locate with staff and students to identify applications for technologies in robotics,metrology and sensor technology.Since 2019,there have been nearly 600,000 interactions between universities,businesses and non-commercial partners,with more than 20,000 active spin-outs,start-ups and social enterprises emerging from UK universities,often supported initially through university incubation spaces,innovation centres and science parks,of which there are more than 100 located in universities across the UK.Universities often support 47OPPORTUNITY,GROWTH AND PARTNERSHIP|GENERATING LOCAL GROWTHbusiness growth through their students skills,one example being through knowledge transfer partnerships(KTPs),which connect pioneering businesses with universities and other research institutions organisations.Every KTP is managed by a talented graduate or postgraduate acting as KTP associate,and there are currently 800 KTP associates connected with over 100 universities and research institutions.Every 1 of public and private money invested in the scheme generates a return of between 4.20 and 5.50 in net economic benefits.Case studies:collaboration between universities and businessesUniversity of Coventry institute for Advanced Manufacturing and Engineering was born out of a collaboration between the university and Unipart.This faculty on the factory floor boasts state-of-the-art equipment and new teaching and research facilities.It allows students to work and learn on real projects that are being run by businesses in the city.Birmingham City Universitys STEAMHouse is a centre for technology,innovation,creative thinking,prototyping and business development.It provides new teaching and learning spaces for computing and digital technology students alongside facilities and space for businesses and the opportunity to collaborate on projects.Launchpad Ventures Studio at Falmouth University is a new research and knowledge exchange hub sited at the heart of Cornwalls growing creativity and technology cluster.Its initiatives include an award-winning business incubation and acceleration programme,a micro-internships scheme and an immersive business lab that recently supported Cornwalls Spaceport project.In many parts of the country,the business landscape is dominated by small-and medium-sized enterprises(SMEs),for which access to expensive equipment and facilities are a real barrier to improving processes,reducing waste and increasing productivity.Many universities have facilities dedicated to supporting SMEs to explore what new technologies could do for them or to provide extensive skills development opportunities,for example through schemes such as Help to Grow.However,the National Centre for Universities and Business(NCUB)found no consistent regional pattern of universitybusiness interactions.For example,the percentage of companies with at least one interaction related to commercialisation with a university ranged from 29%in the North East to 45%in the West Midlands.48OPPORTUNITY,GROWTH AND PARTNERSHIP|GENERATING LOCAL GROWTHDespite huge growth in the capacity of the university system to support business,business organisations still report that companies sometimes find it hard to know whom to talk to in their local universities.Although universities do often have dedicated teams focused on business engagement,and Higher Education Innovation Funding(HEIF)funding in England has underpinned business engagement,this may not be obvious from the outside,or accessible to time-poor entrepreneurs.There may be ideas,technologies,techniques and facilities available to companies that would enable them to be more productive,but companies may be unaware of or unable to adopt these because of obstacles to accessing the right expertise.Policy instability and loss of European fundingThese are not new challenges.However,policy and funding designed to remove these barriers has been subject to instability over the last 15 years.Innovation funding has often been short term and stopstart,creating cliff-edges to projects and impacting the extent to which universities can act strategically to develop and retain capacity,work with businesses over long periods,share expertise and secure investment.The ability to work well with local business fundamentally comes down to relationships.Staff in university innovation teams need to build networks with local businesses,and the leaders of those businesses need to get to know what universities can offer.These relationships take time to build and are easily lost.The loss of European Structural and Investment Funds(ESIF),including European Regional Development Funding(ERDF),without a suitably funded replacement led to a cliff-edge for over 100 university local innovation,skills and business support projects across the UK.The 60 million Regional Innovation Fund(RIF)pilot in England was a welcome attempt to replace some of that lost funding,but the quantum was less than half of what was available to universities via the ERDF,which amounted to an average of 135 million a year between 2014 and 2020.This led to many people with industry-facing roles in universities being made redundant.Furthermore,the RIF was a one-year pilot fund,and there is no current commitment to providing follow-on funding,presenting another cliff-edge.There is a particular challenge in the devolved nations,where replacement funding has been either non-existent or inadequate,in part due to the distribution methods chosen by the previous UK government.ESIF supported skills and innovation interventions across local enterprise partnerships(LEPs)in the regions of greatest need.ERDF funding had a strong focus on research and innovation,as well as supporting SMEs to innovate and grow in key sectors such as digital,tech and net zero.Universities used these funds to support SMEs with business a
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Australias International Education and Skills Strategic Framework Draft for Consultation The Australian Government acknowledges the Traditional Owners of the lands and waters throughout Australia and acknowledges their continuing connection to land,water and community.Australias First Nations peoples are the custodians of the worlds oldest continuous cultures of learning and the passing down of knowledge.We pay our respects to them,their Elders past and present,and the continuation of cultural,spiritual and educational practices of Aboriginal and Torres Strait Islander peoples.With the exception of the Commonwealth Coat of Arms,the Departments logo,any material protected by a trade mark and where otherwise noted all material presented in this document is provided under a Creative Commons Attribution 4.0 International(https:/creativecommons.org/licenses/by/4.0/)licence.The details of the relevant licence conditions are available on the Creative Commons website(accessible using the links provided)as is the full legal code for the CC BY 4.0 International(https:/creativecommons.org/licenses/by/4.0/legalcode)The document must be attributed as Australias International Education and Skills Strategic Framework:Draft for Consultation.Australias International Education and Skills Strategic Framework|3 ContentsContents A Future Direction.4 Changes and Challenges.5 Charting a Way Forward.6 Objective 1:A Sector Built on Quality and Integrity.8 Implementing integrity reforms.9 Integrity measures timeline.11 A sustainable and diverse sector.12 Experienced and ethical providers.12 Best interests of the student.13 Enhanced monitoring.13 Questions for sector consultation.14 Objective 2:A Managed System to Deliver Sustainable Growth Over Time.15 Implementing a managed system to deliver sustainable growth over time.15 Stewardship of the sector.17 Diversification.18 Student experience.19 Graduates ready for work.20 Promoting regional Australia.21 Meeting Australias skills needs.22 Alumni engagement and researcher networks.23 Working with our region.25 Domestic success and global influence.26 Questions for sector consultation.27 Objective 3:Taking Australian Education and Training to the World.28 Transnational Education.28 New and strengthened transnational education partnerships.31 Government encouragement of innovation.31 Expanding recognition of Australian qualifications internationally.32 Spotlight:Australia-India International Education Relationship.33 Questions for sector consultation.36 Next Steps.37 Appendix A:Recent reviews and reforms with strategic implications for the international education and training sector.38 Australias International Education and Skills Strategic Framework|4 A A F Future uture D Directionirection International education in Australia is a valuable asset that has delivered significant economic and social benefits for our community.It can boost our future prosperity,help meet current and future skills needs,and strengthen our relationships across the world.Aligning international education with these objectives will build community support for this important sector and reinforce benefits for Australia over the long term.A range of pressures on this sector have emerged in recent years:serious integrity and quality challenges have been identified as students have returned to Australia unpredictable international student numbers onshore have the potential to undermine the sectors social licence,and in the context of new directions in migration policy,there is renewed pressure for international education to contribute to Australias skills needs.Alongside these challenges,there are significant opportunities for the sector to thrive,including through innovative approaches to delivery.To support its quality,integrity and long-term sustainability,the Australian Government is taking an active and engaged approach to the management of the sector.Embracing these opportunities and responding to these challenges will require government,providers and business to work together so that international education and training can continue to generate economic productivity and social vibrancy,with the support of the Australian community.Australias International Education and Skills Strategic Framework(Strategic Framework)sets out a future direction for the international education and training sectorone that is sustainable,high-quality,diverse and founded on integrity.This vision can be achieved through clear actions aligned to our national objectives.Australias International Education and Skills Strategic Framework|5 Changes and ChallengesChanges and Challenges In 2021 the sector came together to develop the Australian Strategy for International Education 2021-2030.It was a starting point for post-pandemic recovery for the sector.While much of this work remains relevant,Australias national and global environment has fundamentally changed since then and further work is needed to position the international education and training sector for the future.This new Strategic Framework sets clear expectations for a high quality and high integrity system.Unmanaged growth in international education has seen a rise in integrity issues,compounded infrastructure pressures with insufficient purpose-built student accommodation for international students,and threatened the sectors social licence and Australias reputation.Recent reviews have identified integrity issues within Australias international education sector including the Review of the Migration System Final Report 2022(Migration Review),The Rapid Review into the Exploitation of Australias Visa System(Nixon Review)and the Joint Standing Committee on Foreign Affairs,Defence and Trade Inquiry into Australias tourism and international education sectors Quality and Integritythe Quest for Sustainable Growth:Interim Report into International Education.International students have been exposed to a range of exploitative practices,and our education and migration systems have been subverted by unscrupulous actors to the detriment of student experience,graduate employability,and meaningful progress towards meeting skills needs.These reviews identified unscrupulous education agents,education providers and students exploiting the migration and education systems for profit.The Government has zero tolerance for the manipulation of the international education and migration systems to exploit vulnerable international students.All international students deserve a safe and high-quality education.This intention is reflected throughout this Strategic Framework.Australia cannot accept poor practices and unscrupulous providers that exploit students and undermine Australias reputation.The Government has taken early action to protect students and ensure such providers have no place in our education and training systems.There is more to be done over the coming years.The Government will carefully manage onshore student numbers and maintain a balanced system underpinned by strong and effective compliance action.The Migration Strategy sets a direction for managed growth through policy changes that support quality and integrity in the international education sector.These include increased English language levels and financial requirements for student visa applicants and improved ability for the Immigration Minister to suspend international recruitment by unscrupulous providers.The Government is also ensuring the quality and integrity of Australias education system by supporting the sector to mitigate the risk of foreign interference.Through mechanisms including the University Foreign Interference Taskforce,the Government is continuing to support the sectorwho work at the leading edge of policy,research and scientific developmentto ensure it continues to build awareness and resilience to foreign interference risk.Over-reliance at a sector level,or provider level,on international students from one country or a small number of countries is an unacceptable risk in this environment,making diversification a key objective.The Government,the community,and the international education and skills sector need these challenges to be navigated well.Balancing community sentiment,student expectations of a quality education,increasing international competition for skills,meeting infrastructure pressures and anticipated technological shifts,all require careful calibration.The positives if we do this well are immensefor individuals,communities,partner countries and regions,and for Australia.Australias International Education and Skills Strategic Framework|6 Charting a Way ForwardCharting a Way Forward There are significant opportunities for the international education sector now and into the future in Australia in providing high quality onshore and offshore education and training.This Strategic Framework reflects the shared commitment of the sector and Government to embracing these opportunities,and maintaining high standards and integrity.To chart a way forward and build on its strengths,Australias international education and training sector needs to continue addressing challenges to its reputation and operations as they arise.The Strategic Framework is focused on maximising opportunities for the sector.It sets overarching priorities for international education in Australia,highlighting our focuses on responsibly managing growth to support a thriving education sector,supporting Australia to meet its skills needs,and strengthening and deepening our international relationships.Managing the system to deliver sustainable growth over timeManaging the system to deliver sustainable growth over time To ensure the long-term sustainability of the sector,the Government is committed to implementing a managed system to deliver sustainable growth over time for onshore international education.This builds on measures already underway,including through the Migration Strategy,to improve the quality and integrity of the sector.Australia has one of the highest per-capita rates of international students.The Government and sector need to work together with creative solutions and innovative approaches to address integrity and infrastructure pressures,and ensure international and domestic students have access to an education system that delivers high-quality learning experiences.Supporting Australia to meet its skills needsSupporting Australia to meet its skills needs Over 3 million international students have gained an Australian education or training qualification,supporting economic growth for Australia and our key partner countries,as well as building lasting ties between Australia and countries in the region.Like other countries,Australia faces challenges in meeting current skills shortages and those of the future.International students often contribute to Australias labour market while they study,and some go on to contribute to Australia permanently by building our skills base.A longer-term approach that better aligns Australias onshore education and training offerings with our skills needs will deliver benefits to Australia and to graduates alike.It will provide clearer opportunities for graduates with the skills we need to help meet Australias future workforce requirements.Strengthening and deepening our international relationshipsStrengthening and deepening our international relationships The Government embraces the important role education plays in advancing Australias global interests beyond our borders.By strengthening people-to-people links and increasing access to Australias education systems,we are contributing to a more informed,peaceful,prosperous,and resilient region.Australia is a global leader in the delivery of transnational education;there are more than 10 Australian universities operating International Branch Campuses across 10 countries,with 3 further branch campuses expected to be opened by late 2024.Australian providers are supporting a range of innovative transnational education pilots across key regions,assisted by Government efforts working closely with partner governments to address regulatory barriers and expand transnational delivery.These efforts are taking Australias education and training system to the world.Our key strategic interests will advance through greater education engagement with the Pacific,Southeast Asia,China and India in particular.Aligning with Invested:Australias Southeast Asia Economic Strategy to 2040 and A Partnership for the Future:Australias Education Strategy for India is an opportunity for the international education sector to contribute to the implementation of these important objectives.Australias support to education and training outcomes for the Pacific helps to build a peaceful,resilient and prosperous region.Australias International Education and Skills Strategic Framework|7 Collaboration continues to strengthen,deepening connections between Australia and our key partners.For example:The opening of a Monash University campus as the first foreign university campus in Indonesia.The University of Western Sydney and Deakin University will establish campuses in Indonesia in 2024.In 2023,the establishment of Deakin University and University of Wollongong campuses in GIFT City,India,as well as 16 new partnership agreements between Australian and Indian institutions.The Bendigo-Kangan Institute has partnered with Indias Government of Gujarat and automaker Maruti Suzuki as a knowledge partner to establish the International Automobile Centre of Excellence in Gujarat.In 2024 Murdoch University opened an offshore campus with a local partner in Malaysia and has been operating in a branch campus in Singapore since 2013.When a student studies in Australia or when an Australian student goes overseas to study,they get more than an education.When they return home they take friendships,experiences,and a cultural understanding with them,forming a bridge between Australia and the rest of the world.International education should not be a one way street.It is not only about international students coming to Australia to study increasingly,its about taking Australian providers to the world.Establishing offshore campuses and other types of transnational education helps more students have a high quality education in their own or another country,deepening our international relationships.This Strategic Framework sets a new directionfor a sustainable,high-quality,and diverse international education and training sector,founded on integrity This Strategic Framework establishes clear actions for Australias international education sector:Maintaining high-quality providers and high-quality courses underpinned by a strong and transparent regulatory framework.Implementing a managed system to deliver sustainable growth over time.Ensuring offerings have strong alignment to our skills requirements for a prosperous future-Australia.Carefully considering challenges in the sector as they arise to deliver outcomes for the national interest.Advancing Australias foreign policy,economic and development interests,particularly in the Pacific and Southeast Asia.Ensuring the system is free from exploitation.Expanding offshore,online,other innovative arrangements to diversify the sector.Contributing to global skills needs.Advancing Australias strategic interests.Australias International Education and Skills Strategic Framework|8 Objective 1:A Objective 1:A S Sector ector B Built uilt on on Q Quality and uality and I Integrityntegrity Australias global reputation is built on our high quality education and training systems.Action is needed to ensure it remains that way.The actions of a small number of unscrupulous providers undermine Australias reputation and exploited students.Work to strengthen the integrity of the sector is in the best interests of students and of our many high-quality providers.Australias economy then benefitswith the sector attracting high performing genuine students and delivering quality graduates who can contribute to Australias skills needs.Strengthening the integrity and quality of international education must be calibrated to target risk and ensure only those providers who meet Australias quality standards are able to operate.The capacity and composition of the international education sector needs careful management.It can be better focussed on how and where high-quality courses are delivered and their relevance to Australias skills needs,and thereby support a social licence that ensures the sectors sustainability.A focus on integrity is embedded across the international education sector,from the recruitment of students,through visa application processes to the delivery of courses.Prospective providers must be thoroughly assessed to ensure genuine intention and capacity to deliver to international students without risk of exploitation.Integrity in the system is evidenced by the delivery of a high-quality product and experience to international students.Through quality in product and delivery,trust in the sector will increase and reinforce Australias reputation as an education destination of choice.This will have flow on benefits for Australias economy.The Government is focused on ensuring integrity in the student recruitment process.The Migration Strategy places additional scrutiny on high-risk student applications.Additional work across government is underway tackling unscrupulous education provider.Case Study:National Foundation for AustraliaCase Study:National Foundation for Australia-China Relations and Charles Darwin University Indigenous China Relations and Charles Darwin University Indigenous Immersion ProgramImmersion Program The Foundations Charles Darwin University(CDU)Indigenous Immersion Program enriches the educational experience of Chinese international students by introducing them to First Nations culture.Through experiential trips and conversations with Indigenous elders in the Northern Territory,the program connects Chinese international students with Indigenous culture,history,and contemporary issues.The Foundation created a video featuring Niki Chen who is a Chinese international student with CDU,and highlighted her positive experiences with the Program and with living and studying in Darwin.Australias International Education and Skills Strategic Framework|9 Implementing integrity reformsImplementing integrity reforms The Government has,and will continue to,undertake reform across the international education and migration systems to embed robust,agile,and fit for purpose regulatory and risk frameworks to address emerging integrity and quality issues.Strong regulation of the sector disrupts and deters those who seek to exploit Australias international education system and ensures a quality student experience.Several reviews,including the Review of the Migration System announced in September 2022 with the Final Report delivered in March 2023(Migration Review),and The Rapid Review into the Exploitation of Australias Visa System,announced in January 2023 with final report delivered in March 2023(Nixon Review)found more needs to be done to ensure the integrity of the international education sector.Changes to the Education Services for Overseas Students Act 2000(ESOS Act)and associated instruments,known collectively as the ESOS framework,have increased the accountability of education providers and their agents.These changes complement reforms from the Australian Governments Migration Strategy,released 11 December 2023,which outlines the Governments vision for a better targeted migration system.Following release of the Migration Strategy,Government acted quickly to implement reforms to ensure the quality and integrity of the international education sector and student visa program.On 24 August 2023,the Government closed the concurrent study function in the Provider Registration and International Student Management System(PRISMS).This followed identification of unscrupulous practices by providers to poach international students within the first six months of their course.Government will consider if further change is needed to prevent poaching,including through lengthening the six month no-transfer period to 12 months.From 1 July 2023,Government reintroduced the working hours cap for student visa holders at an increased level of 48 hours per fortnight,and from 1 October 2023,the savings requirements for obtaining a student visa increased by 17%to$24,505,with a further increase to$29,710 occurring on 10 May 2024.Additionally,in a suite of changes implemented as part of the Migration Strategy in March 2024,the English language requirement for a student visa was raised,a Genuine Student requirement replaced the Genuine Temporary Entrant requirement,and the Minister for Home Affairs announced the use of powers under section 97 of the ESOS Act to suspend high-risk providers from recruiting international students.The measures to recalibrate student and graduate visa settings support both the education sector and Australias migration needs through clearer pathways to residency for genuine students in areas of skills shortage,and ensures graduates do not become permanently temporary.These reforms improve onshore students educational experience in Australia.They provide pathways for students with the skills Australia needs to transition to the workforce and help drive economic productivity while making clear that all students need to abide by their visa conditions.Not all students will be able to remain in Australia,but they will contribute to the development of the workforce regionally and around the world,enhancing Australias international people-to-people linkages.They strengthen the alignment of the composition of the onshore student cohort with Australias national interests.Through the use of quality agents,providers can have confidence that students they enrol are genuine and studying courses appropriate to their needs.Provider-agent business relationships that seek to undermine the migration and education systems will not be tolerated.The Government will not support exposing students to exploitation.The entry of non-genuine or high-risk providers to the international education sector affects the reputation and quality of the overall sector.Discount providers looking for a quick return by offering lower fees and shorter durations,compete against genuine providers who charge appropriately for quality education products.These providers focus on recruiting students who are already in Australia and poach students from genuine providers.These Australias International Education and Skills Strategic Framework|10 behaviours create unfair competition,may put genuine providers out of business,and negatively affect the experience of international students.Providers seeking to enter the international education market will be required to have delivered courses to domestic students for 24 months in most circumstances.This demonstrates their commitment to quality education and closes a loophole for those providers seeking to solely target international students,often of a single nationality for profit and potentially to channel them into employment rather than study.Where a provider has not delivered a course to international students for a period for 12 months,their registration will be cancelled.The Government will enact a stronger fit and proper provider test,to prevent collusion between education agents and providers,protecting vulnerable international students from exploitation and coercion.Providers found not to be fit and proper will have an automatic condition applied so they cannot enrol any more international students.A ban on agent commissions for onshore student transfers between providers removes incentives for unscrupulous agents and providers to poach students and reaffirms the providers key role to support and advise their students.Strengthening integrity ensures the Australian public can have confidence that the international education sector is operating in the best interests of students and the economy,including through contributing to Australias critical skills needs.Legislative changes will provide Government with the power to prevent providers from delivering courses which have significant quality and integrity issues,or which have limited value to Australias skills needs.Overseas students bring a diversity of perspectives and cultures,enriching the experience of domestic students and the broader community.Many overseas students seeking to remain in Australia have also found themselves in a state of being permanently temporary as they had no pathway to a permanent visa.To support changes outlined in the Migration Strategy,the Government will also introduce the ability for the Minister for Education to stop accepting or processing applications for registration of new providers and new courses.Legislative changes address persistent integrity concerns by raising the English language requirement for a student visa,and introducing the Genuine Student requirement to replace the Genuine Temporary Entrant requirement.Switching off the concurrent study function On 26 August 2023,the Australian Government took action to close a loophole that was identified with facilitating poaching of international students and other non-genuine student activity.The concurrent study function that allowed students to hold concurrent enrolments was identified as an avenue to avoid transfer restrictions under the National Code of Practice for Providers of Education and Training to Overseas Students 2018(National Code).In practice,this provision had allowed education providers to shift international students who had been in Australia for less than 6 months from genuine study to an arrangement designed to facilitate access to work in Australia.Prior to this Government action,there had been a sharp uptake in the use of the concurrent function in 2023.In the first half of 2023,17,000 concurrent enrolments were created,compared to approximately 10,500 for the same period in 2019 and 2022 combined.Following the changes,students can still study courses concurrently once they have passed 6 months with their original provider,or if their provider agrees to their release.Australias International Education and Skills Strategic Framework|11 Integrity measures timelineIntegrity measures timeline Australias International Education and Skills Strategic Framework|12 A sustainable and diverse sectorA sustainable and diverse sector A robust and sustainable sector is one that is diverse and able to withstand and respond to changes in demand from students and in Australias economic and skills needs.There are currently over 1,400 registered providers across all sectors.Historically providers have been allowed to request the number of enrolments they want to offer overseas students,with limits on their capacity to deliver determined by their premises and teaching capacity.The number of enrolments has not been considered at a strategic level to determine the appropriate size and composition for a sustainable international education sector.Under this Strategic Framework,the Government will work with the sector to consider the optimal make-up of the onshore international education sector.This will take into account integrity and quality issues at a provider,location and course enrolment level and determine whether the composition of the sector is optimised to deliver the skills Australia needs.Experienced and Experienced and ethical providersethical providers The ESOS Act and the National Code set standards to ensure education services meet the needs and expectations of international students who come to Australia and satisfy the objectives of the ESOS Act.This includes outlining the responsibilities of providers in recruiting students,provider-agent relationships and supporting students,but the Nixon Review1 found that some education providers and their agents are exploiting the visa and education systems.To address these concerns,greater scrutiny is required at the point of entry to the market.Prospective providers will need to demonstrate to a higher level that they are ready to deliver courses to overseas students.This includes an assessment that they are fit and proper and have relevant experience and capacity to deliver quality products and support the best interests of the student.Provider relationships with agents will be scrutinised to disrupt and deter the potential exploitation of students.1 Rapid Review into the Exploitation of Australias Visa System Report(homeaffairs.gov.au),p15.Australias International Education and Skills Strategic Framework|13 Best interests of Best interests of the studentthe student As noted in the Australian Strategy for International Education 2021-2030,promoting students best interests leads to positive outcomes.Keeping the student at the centre of the international education system will focus agent and provider behaviours on delivering quality and acting with integrity.Education agents are the face of the provider in the student recruitment process.It is imperative that providers are supported to select the agents who will operate in the best interests of the student as well as the provider and apply due diligence when assessing the genuineness of a prospective student.Increasing transparency of agent commissions and performance data will enable providers to better act on their responsibility under the National Code to ensure that their agents act ethically,honestly and in the best interests of students.It will also empower students through greater consumer awareness.Actions of providers must reflect a commitment to the best interests of the student.This includes facilitating changes in their courses where appropriate and supporting students in their broader interactions with the Australian community,whether socially or through employment.Enhanced monitoringEnhanced monitoring It is critical for Australias reputation that relevant agencies respond quickly and effectively to combat emerging integrity or compliance issues and act against unscrupulous education providers.Strong,whole of system data sharing activities and robust risk indicators will enable the regulators to address integrity concerns.This includes the development of evidence-based risk indicators for the international education sector to inform a robust whole-of-system risk architecture and to drive targeted compliance activity by education regulators.The Australian Skills Quality Authority(ASQA)recently announced an uplift in their systems and resources to address quality and integrity concerns in the Vocational Education and Training(VET)sector.The Department of Education will continue to work with ASQA and the Tertiary Education Quality and Standards Agency(TEQSA)to identify and address issues and behaviours of concern.Australias International Education and Skills Strategic Framework|14 Questions for sector consultationQuestions for sector consultation 1.Are there further reforms governments should consider that will improve the quality and integrity of the sector?2.What more can providers do to improve the integrity of the international education sector?Australias International Education and Skills Strategic Framework|15 Objective 2:A Managed System to Deliver Sustainable Objective 2:A Managed System to Deliver Sustainable Growth Over TimeGrowth Over Time There is a promising future for the international education and training sector aligned to Australias national interests.Actively managing the growth of the sector will protect its reputation for excellence,and maintain its social licence for a long-term,sustainable future.Building on a longstanding reputation for high-quality course offerings,strong relationships with alumni cohorts and strategic partners,the sector is well placed to continue to innovate and transform for the future.Implementing a Implementing a managed system to deliver sustainable growth over timemanaged system to deliver sustainable growth over time International education is a significant national asset for Australia.The sectors significant growth has been accompanied by challenges unscrupulous providers,unpredictable growth,and exploitation of international students.These challenges require careful response from the sector,led by the Government,to ensure the long-term sustainability of the sector.In recent years,and most acutely since the post-pandemic return of international students,unmanaged growth in international education has seen a rise in integrity issues and threatened the sectors social licence and Australias reputation.The Government is committed to managing the system to deliver sustainable growth over time.The Government announced several policies in the Migration Strategy that have impacted on growth in international education.These changes have had positive impacts on integrity and have helped return growth in international education back to sustainable levels,but a longer-term approach is needed to ensure this is managed across the sector.Further work is required to ensure regional and outer metropolitan universities are appropriately supported in any change,and to ensure providers attempts to diversify markets can be encouraged.A managed system to deliver sustainable growth over time will build on measures already underway to improve the quality and integrity of the sector.This will provide clarity to providers and students,help preserve the sectors social licence,support Australias skills needs,and advance the viability of regional providers.This approach will be enabled by legislative amendments to manage growth in the number of enrolments in courses and at providers,giving crucial certainty to education providers about the size of the sector.Amendments to the ESOS Act will enable this approach,giving Government the power to:limit or cease the ability of providers to deliver courses which the ESOS agencies determine have persistent quality and integrity issues,or those in areas which the Government determines have limited value to Australias critical skills needs.allow Government to set limits on enrolments at a provider level,including within specific courses or locations.These powers will enable Government to implement a managed system to deliver sustainable growth over time,in consultation with the sector.This approach will apply across higher education and VET.Growth in both sectors will be carefully managed through separate approaches to reflect structural differences between the sectors.Within a plan for managing the system:Australias International Education and Skills Strategic Framework|16 Public and private higher education provider enrolment levels will be determined by the Minister for Education.Enrolment levels for VET providers will be determined by the Minister for Skills and Training Government will consult with both the higher education and VET sectors on approaches to implementing a managed system to deliver sustainable growth over time that maximise opportunities and mitigate risks unique to each sector,while supporting a common set of policy objectives for government.Government will establish a process to set international student profiles with individual universities that limit how many international students can be enrolled over a set time period,supported by changes to the ESOS Act.A range of considerations will influence the profiles allocated to universities,including the universitys supply of purpose-built student accommodation,and the contribution of enrolments to meeting Australias skills needs.Government will allow universities to enrol additional students above their international student profile where the university establishes additional,newly built supply of purpose-built student accommodation.Government will work closely with the sector to implement this policy and establish transitional arrangements that support the sector to manage this change effectively.Implementation of this approach will consider the need to provide particular support to regional delivery and regional universities.As the sector transitions into these settings,international student profiles will be included as an element of mission-based compacts agreed between universities and the Australian Government.For VET providers,Government will consult with the sector on a mechanism to distribute VET international student enrolments in accordance with the Governments objectives for managing the system.Policy development relevant to the VET sector will consider the complexity of the sector,particularly its size and scale as well as the close engagement needed with states and territories in managing the system.Government is mindful of the disproportionate impacts that managing the system to deliver sustainable growth may have on key student cohorts such as those from China and India.A focus of this approach will be to support the need for diversity across the international education sector.International student enrolments in postgraduate research degrees add significant value to Australias broader innovation and skilled migration objectives,and are a small component of the international student cohort(3 per cent).Schools,short courses,non-packaged short English courses,and non-award courses enrolments are small,have manageable housing and infrastructure impacts and are substantially lower than in other areas of the sector.As a further part of this consultation,Government will consider settings for postgraduate research enrolments,schools,short courses,non-packaged short English courses,and non-award courses,and the appropriateness of excluding these from new settings to manage growth.The Government will work closely with the international education sector in developing a plan for a managed system to deliver sustainable growth over time,and to align objectives for the sector with other areas of government policy such as those determined for domestic students through the Australian Universities Accord Final Report.Australias International Education and Skills Strategic Framework|17 Stewardship of the sectorStewardship of the sector National assets require care.With careful stewardship,the sectors value can be enhanced long into the future.Stewardship requires all stakeholders to participate in the management of the sector.A cohesive policy and regulatory ecosystem is necessary to usher the sector into the future.Australia provides rigorous protection for international students through a robust legislative framework(the ESOS Act and related legislation),which protects and enhances Australias reputation for quality education,provides tuition protection and supports the integrity of the student visa program.The Department of Education is responsible for the Commonwealth Register of Institutions and Courses for Overseas Students(CRICOS).Only education institutions registered under the ESOS Act and listed on CRICOS can enrol overseas students to study in Australia on a student visa.The Government continues to work with the sector to ensure the legislative framework remains fit for purpose.Stewardship also includes strong connections to visa settings and appropriate pathways to permanency for those interested in sharing the skills we need,improved graduate outcomes tied to national skills needs,and a flourishing network of relationships.This includes people-to-people and institution-to-institution relationships,aligned to our national interests.It is based on Australian education and training providers being of the highest quality and with unshakeable integrity.Stewardship of the sector should be underpinned by formal avenues for advice and decision-making.It must actively engage with the composition of the sector,align the sector with the national interest,and support actions that enhance the sectors social licence to operate.The Council for International Education(the Council),comprising Commonwealth Ministers and sector experts,is a key vehicle for sector stewardship.It brings the international education and skills sector and student voice to the development of policy and implementation of innovative solutions to pressures.The Council is effectively positioned to advise the government,convey the views of the sector,and help inform policy and regulatory decision-making.Stewardship of the sector includes the maintenance of strong relationships with international partners across the world.Australias overseas networks based across Europe,Latin America,and North,South and Southeast Asia,build confidence in the quality of Australian education and support new and existing partnerships.Combined with ongoing dialogue between government and the sector,these mechanisms provide valuable advice to inform policy and operations for all parties.Australias International Education and Skills Strategic Framework|18 DiversificationDiversification Opportunities in Latin America Latin America is a region primed to engage more strongly with Australia in international education and training opportunities.With high-quality students looking to study in areas of priority skills for Australia,matching these students to regional locations can deliver long-term benefits for students,their source countries,and Australia.Latin American students in Australia have stronger employability outcomes than other international student cohorts,with a study last year finding Colombians and Brazilians were most likely to be working in a study-related field.Australia is renowned for our world-class education system,with universities consistently ranking among the top globally.International students are an invaluable part of Australian communities,bringing new ideas and skills to enrich the fabric of our society,and a diversity of perspectives and experiences that are highly valued in our classrooms,and in the community.We provide a high-quality education,cutting-edge research,and state-of-the-art facilities to international students including those from our largest source markets:China,India and Nepal.We value the experience and skills our international students gain through studying in Australia,which can contribute to communities and workforces in both Australia and across the region.The connections between people bring us closer to our region and embed greater understanding in all our graduates of many cultures and ways of thinking.Regardless of country of origin,concentrations of students in courses and locations have been a persistent issue in the Australian international education sector.The overwhelming majority of onshore international students study in Sydney,Melbourne and Brisbane(approximately 70 per cent of 2023 enrolments).There is work to be done to alleviate current pressures on accommodation,transport and other infrastructure.Governments at all levels will continue to provide leadership as the sector collaborates on implementing long term solutions.Improved market diversity is one of those solutions.Students from our five largest source markets make up over half of all international enrolments in Australia.At a provider level,concentration is often even higher.High demand for Australian education from these countries is expected to persist.These students will continue to receive a high-quality education in Australia,and contribute extensively to the Australian community.Within the bounds of international population shares and demand for international education,there is more we can do to improve our source market diversity.Demonstrating the value of Australias offerings more broadly can encourage more balanced patterns of student enrolments regardless of their country of origin.While international students are an important source of potential skilled migrations,student enrolments have not always been aligned with our national skills interests.In 2023,for example,35 per cent of tertiary level international students studied business and managementskills not generally in shortage in Australiaand only 8.7 per cent studied in areas of health and education.Similarly,there is work to do to overcome barriers to the professional recognition of qualifications in areas of skills shortage,in partnership between providers,employers,professional bodies and governments.Australias policy settings must help the international education sector to remain flexible and innovative,able to grasp opportunities and respond positively to emerging trends,and support the broader economy through strong alignment to our national priorities.Australias International Education and Skills Strategic Framework|19 Student experienceStudent experience Providers have a central role in supporting the international student experience.A positive student experience improves student outcomes and promotes Australia as a destination of choice for the worlds best students.The sector works collaboratively with states,territories and federal governments to ensure a quality student experience for international students and enhanced community engagement.States and territories also celebrate the contribution that international students make to Australian society through annual international student awards.The role of providers in ensuring student safety and supporting student welfare was emphasised in the Australian Universities Accord Interim and Final Reports.The Government has shown its commitment to student safety through its implementation of key measures such as the Support for Students Policy,an agreement to establish a National Student Ombudsman and the implementation of the Action Plan Addressing Gender-based Violence in Higher Education.Providers need to consider how they can support international students under these policies to ensure student safety and wellbeing.The size of the international student cohort each provider enrols should be considered against the capacity of the provider to support students to have a positive and safe student experience.Education providers need to consider how they will ensure the international students they enrol are set up to succeed,including having a positive experience.Factors which need to be considered include:availability of suitable accommodation which an education provider can offer to international students the ability for the student to receive a quality education where they can seek additional learning support they may need support services which the provider can offer or refer the international student to which helps them to flourish during their time studying and living in Australia.A sector that promotes opportunities for international students to engage with domestic students in and out of their classrooms will improve sector sustainability and enhance Australias reputation as a destination of choice.It will also support the continued development of English language skills and broader cultural skills,and provide a solid foundation for international students to transition into the Australian workforce,and succeed using the skills theyve developed.Case Study:National Foundation for Australia-China Relations Dr Stephen Fitzgerald Scholars Program The Foundations Dr Stephen Fitzgerald Scholars Program is designed to build a cohort of Chinese international students at the Honours,Masters and PhD levels with increased understanding of,and connection to,Australia.The program was named after Australias first Ambassador to China and aims to fosters lasting relationships through the next generation of Chinese leaders.The inaugural program took place in November 2023 and 30 high-performing Chinese international students from 20 Australian universities were nominated by their universities to participate in this prestigious program.Planning is underway for the 2024 program.Australias International Education and Skills Strategic Framework|20 Graduates ready for workGraduates ready for work Good employment outcomes are one of the most important factors for prospective international students when choosing a study destination,and important for Australia in seeking to attract and retain international students as skilled migrants.Providing international students with access to work integrated learning prepares them for the workforce.It supports Australias reputation for high-quality education.Through participation in work integrated learning,international students increase their capacity to find employment after graduation,build community networks,and improve their study experience.Education and training providers play a vital role in promoting international students to prospective employers and providers of work placements.Institutions should strengthen their partnerships with employers and industries to create more internship and job opportunities suitable for international students and their visas.Institutions should provide training and support to international students to participate in work integrated learning or internships,noting that there may be cultural differences and expectations within an Australian workplace which students may not be familiar with.Through the Migration Strategy,graduate visas have changed to ensure more graduates are working at their skill level,addressing skills needs,and not becoming permanently temporary.Consistent with the Migration Review,Government has adjusted the length and eligibility of post study work rights.These changes give graduates sufficient time to demonstrate their ability to succeed in the skilled labour market and establish their careers,while setting boundaries for others with low prospects of becoming permanent residents.Where a graduate is working in a skilled job in the labour market,the graduate can apply for the new Skills in Demand visa or a permanent skilled visa,rather than requiring a two-year extension.Stronger pathways from graduate visas to temporary skilled visas give employers more certainty about a graduates ongoing work rights and pathways to permanent residence.Ensuring international students have access to work integrated learning and other work experience during their studies means students gain skills beyond those available in the classroom.The experience also sets students up for better outcomes post-graduation.Through these experiences,international students build networks,develop their English language skills,and build the skills and attributes necessary to find suitable work in their field of study.Innovation through Critical Skills Courses in Agriculture The Developing Critical Skills Courses in India project,due for completion in 2024,piloted a new model for Australian and Indian VET providers to collaborate on course development and delivery in the agriculture sector.The project built partnerships between Australian and Indian education providers and industry through the development of courses that meet Indias skills needs and are aligned to Australian standards.It offers a replicable collaborative solution to skills needs through building consortia of universities,vocational institutions and industry,aligned with Australias geopolitical strategic interests.Australias International Education and Skills Strategic Framework|21 Promoting regional AustraliaPromoting regional Australia To support greater sector sustainability and onshore diversification,government and education providers need to work more closely together to support the growth of the sector in regional areas of Australia.The familiarity and amenities of major Australian cities have led to high concentrations of international students in metropolitan locations.However,regional Australia has much to offer international students in the way of unique experiences,opportunities for strong people-to-people connections on campus and in the community,and employment outcomes.The benefits are two-way:international students bring social,cultural,and economic benefits to regional Australia.They help support local jobs and industries,and internationalise regional education providers.However,in 2023,fewer than 10 per cent of international students resided and studied in regional Australia.Australian communities and international students each have much to gain from increasing the share of regional Australias international student enrolments.For example,many of the employability barriers faced by international students are due to a broader struggle to connect with local communities.Studying in regional locations provides international students with more opportunities to engage with local communities,on and off campus.Engagement in these regional settings can help build professional networks,improve English language skills,and foster the broad range of soft skills that provide the foundation for employability.Regional Australian higher education institutions are well positioned to deliver professional education in areas of acute skills needs in their regions,including nursing and teaching.Regional providers also often excel in specialist field of study rankings,for example James Cook University for marine sciences.The needs of providers in regional areas are particularly important in ensuring they are fully integrated into the system and not disadvantaged by their location or size.More can be done to promote regional Australian university rankings at a field of study level,rather than institutional level,which could help grow regional Australias share of international education enrolments,and contribute to diversifying international students field and location of study,including in areas that align with Australias skills shortages and source country priorities.Promoting regional Australia abroad In Latin America,the Australian Government has worked with the Regional Universities Network(RUN)to promote the quality education and research produced in regional Australia and facilitate international collaboration in areas of shared strategic interest,such as agriculture and energy.Following a series of online events with government and institutional partners in the region,RUN worked with the Department of Education to support a research mission to Brazil,Colombia and Chile in March 2024 to promote engagement on sustainability and the clean energy transition.This has increased awareness and strengthened the profile of regional Australia in Latin America,creating new opportunities to attract international students,academics and researchers,and strengthen international education linkages in areas of mutual benefit aligned with Australias geopolitical strategic interests.Australias International Education and Skills Strategic Framework|22 Meeting Australias skills needsMeeting Australias skills needs Like other countries,Australia faces challenges in meeting current skills shortages and those of the future.International students often contribute to Australias labour market while they study,and some go on to contribute to Australia permanently in building our skills base.International students with the skills Australia needs have the potential to make a strong contribution to the economy.Where they study courses that align with our skills needs,it can deliver benefits to Australia and to graduates alike.It would provide clearer opportunities for graduates with the skills we need to help meet Australias future workforce requirements and help avoid circumstances where some become permanently temporary.More can be done to encourage study in areas of persistent and critical skills shortage such as in teaching and nursing.International student enrolments in areas of critical skills shortage can be supported through a managed approach to student growth.Innovation in research collaboration The Australian Governments Offshore Counsellor Network proposed a Virtual PhD Internship Program(Internship)to the Malaysian Ministry of Higher Education as an innovative solution to impacted research collaboration activities during global travel restrictions in the pandemic.The Internship offered an opportunity for Malaysian PhD students at public universities to undertake an international research collaboration experience with world-class Australian researchers.This venture was the first of its kind in the region.The key objectives of the Internship were:To hone critical skills in an international academic research setting To build collaborative partnerships with Australia To foster ongoing collaboration between Australian host institutions and Malaysian home institutions.Ten PhD candidates in the fields of humanities,education and social sciences were selected from a competitive field to undertake a 2-month virtual internship with an Australian university,commencing in June 2022.Throughout the Internship,participants met online with their Australian supervisors and actively participated in the host research teams activities,including through seminar participation,peer group discussions and team journal clubs.The Internship concluded with a hybrid academic symposium,where each PhD candidate presented their research findings.Candidates and supervisors reported an overwhelmingly positive experience of the Internship and candidates also fed back that their research and communication skills had improved greatly over the duration of the internship.Every participant of the inaugural program has developed ongoing research collaborations with their Australian host university.A second cohort of 12 Malaysian PhD students completed the Internship in 2023-2024,with 2022 participants acting as mentors for the new participants.A third cohort will commence in late 2024.Australias International Education and Skills Strategic Framework|23 Alumni engagement and researcher networksAlumni engagement and researcher networks International students enhance our innovation,economic growth,and global competitiveness.For international students and their families,a return on investment means more than a quality education.Alumni of Australian institutions and our scholarship and fellowship programs are critical to Australias relationships in the region.International students enhance our innovation,economic growth,and global competitiveness.Ensuring meaningful alumni engagement into the future will strengthen Australias positive reputation and geostrategic policy.There is more that can be done in building the awareness and consideration of,and grow preference for,Australian services among learners,industry,and governments in key offshore markets.In particular,the Australian government invests heavily in engagement with outbound and inbound scholarships program participants.Since the 1950s,Australia Awards and predecessor scholarships programs have produced an estimated 100,000 alumni a diverse and talented group who contribute to positive development outcomes in our region and act as a vital diplomatic asset to help advance Australias regional and global influence.This is balanced by over 43,000(Australian)alumni of the New Colombo Plan since 2014,with experience and connections in the region.We will continue to build on and refocus existing programs to bolster on-award engagement with students and alumni engagement by posts.These efforts will ensure we continue to attract the best candidates and retain connections that underpin our strategic and development objectives across the region.In addition to deepening connections between Australia and the Awardee(s),alumni engagement also provides opportunities for government and key partners to connect with our programs,highlight Australian policy,priorities and excellence,lay the foundations for long-term connections and strengthen bilateral relations.Our delivery partners play a crucial role in building and enhancing connections,including creating and delivering activities.Existing funding for Australian alumni engagement is used for activities such as exhibitions,small grant projects,professional development workshops and seminars.Australias International Education and Skills Strategic Framework|24 Alumni Profile-Namgyal Dorji Minister for the Ministry of Industry,Commerce,and Employment,Bhutan Masters of International Relations,from the Coral Bell School of the Asia-Pacific College at the Australian National University At the age of 39,the youngest member of the Bhutanese Cabinet,Australia Awards alumnus Namgyak Dorji provided welcoming remarks to the Australia Awards South Asia&Mongolia Regional Alumni Workshop on 22 April 2024.He expressed his gratitude to the Australia Awards Scholarship,the potential and support that the program provides.“Australia has empowered 1200 Bhutanese leaders through Australia Awards As Bhutans representative to the UN,I translated the theoretical foundations of my study at ANU into practical action.What a journey it has been.My Australia Awards experience has driven positive changeand reaffirmed my belief in creating a more just and equitable world.”Case Study:Australia Awards Women Leading and Influencing(WLI)Pacific The Australia Awards Women Leading and Influencing program provides leadership training,coaching and mentoring for Pacific scholars studying at Australian universities.Together,scholars build skills,networks and readiness and forge enduring person-to-person links with alumni in Australia and the Pacific.This network consists of almost 200 alumni and the 2024 cohort commenced their 18-month program with a leadership intensive at Outward Bound,Canberra.Scholars also met with Australias Minister for International Development and Pacific and other Ministers at Parliament House.Each cohort brings together diverse expertise and experience to explore leadership in practice,gender and inclusion,and deepen higher education networks to contribute to resilience and prosperity in the Pacific region.Australias International Education and Skills Strategic Framework|25 Working with our regionWorking with our region Australia is committed to working with the Pacific and Southeast Asia to address our shared climate,economic,environment and security priorities.In addition to making an important social and economic contribution to the Pacific and Southeast Asia,international education and training can play a larger role in building the regions prosperity and security,as well as building connections between Australia and our regional partners.Australias world class education and skills systems are highly valued in the Pacific and Timor-Leste where skills development is a powerful driver of economic and social growth.Pacific partners value Australias longstanding investments in education and training,including through the Australia Pacific Training Coalition(APTC),partnership with the University of the South Pacific(USP)and bilateral education programs.Commitment to the Pacific Regional Education Framework(PacREF)promotes the shared benefits of education for the region including economic development,social inclusion,and building climate resilience.The Australia Awards is the Governments primary bilateral program enabling emerging leaders across the Pacific region to study in Australia,the Pacific and Papua New Guinea(PNG).They offer high-potential scholars the opportunity to undertake study,research,and professional development in Australia,the Pacific and PNG,building lifelong connections to Australia and between countries in the region.Australia has longstanding connections with Southeast Asiathrough ties between our people,economies,and support for an open,stable,and prosperous region.The Southeast Asia Economic Strategy to 2040(SEA Strategy)sets out a pathway to increase Australias two way trade and investment with the region including in education and skills.The Strategy highlights research collaboration,expanded offshore delivery,increased scholarships and mobility programs as potential mechanisms to increase engagement in the region.The New Colombo Plan(NCP)further delivers against Government priorities to connect Australians with the Pacific and Southeast Asia.In 2023,398 Australian undergraduates undertook NCP scholarships in 30 host locations,and 7,734 Australian undergraduates were supported by NCP grants to participate in mobility projects(for shorter-term study and work-based experiences)in 35 host locations.Quality education is central to achieving Australias human development objectives in the region,in line with Australias International Development Policy.Australias international development program is bolstering these efforts,with almost$200 million in Official Development Assistance(ODA)in 2023-24 supporting education in this region.Our partnership activities range from policy reform to skills development,alongside our longstanding scholarships,fellowships and alumni programs.The ASEAN Scholars Leadership Program(ASLP)The ASLP provides a transformative 10-month leadership enrichment program for Aus4ASEAN scholars completing a masters level scholarship at an Australian university.With the opportunity to engage at an intensity that suits their interest and availability,scholars have had access to a combination of online facilitated learning sessions,face-to-face leadership retreats and one-on-one leadership coaching.Through a merit-based process,5 of the scholars have also been supported to undertake an internship relevant to their field of study.Beyond enhancing scholars skills,networks,and readiness to take on leadership roles in their workplaces,communities and countries,the ASLP aims to forge links between leaders in the ASEAN region and Australia,strengthening people-to-people connections.Australias International Education and Skills Strategic Framework|26 Domestic success and global influenceDomestic success and global influence International education plays an important role in advancing Australias global interests beyond our borderscontributing to a more informed,peaceful,prosperous and resilient region.International education helps to train the researchers of the future,contributing to closer trade and investment through enhanced people-to-people links and bolstering the research collaborations needed to pursue a clean energy future and ensure Australias sovereignty.Moreover,international education is a powerful tool for regional influence.As a key player in the region,Australia needs to leverage our education,skills and research partnerships to ensure regional cohesion and stability.As the Southeast Asia Economic Strategy to 2040 outlines,“Australias education sector is a national asset in our engagement integral to building enduring relationships and economic prosperity with the region.”This is because international education creates“connections between people,institutions,and governments that can be used as building blocks for further cooperation”.International education also forms a core part of strategic engagement in the Pacific.Commencing in 2024,the Pacific Engagement Visa will increase permanent migration from the Pacific and Timor-Leste,growing the diaspora in Australia,strengthening people-to-people links,and encouraging greater cultural,business and educational exchange.Those selected will be able to apply for permanent residence to live,work and study in Australia.International education therefore remains fundamental in advancing not only closer people-to-people links through student exchange,but by offering a crucial lever for achieving Australias foreign policy goals.Case Study:Australia-Vietnam international education relationship Australia is a leading education destination for Vietnamese students,with more than 38,000 Vietnamese students studying in Australia in 2023.Vietnam is also Australias fifth largest market for international student enrolments.We collaborate bilaterally on many education and training initiatives,including in quality assurance,qualification recognition,research collaboration and vocational education;facilitating institution-to-institution partnerships;and supporting vibrant Australian alumni associations.The new Comprehensive Strategic Partnership between Vietnam and Australia will further bolster education cooperation and we continue to support efforts to build enduring relationships between our universities,especially in relation to increasing exchange of students and staff,and collaboration in research and innovation,as well as supporting Vietnams university governance and internationalisation reform agenda.We are also working with Vietnam to enable more Australian universities to have a presence in Vietnam and a joint Working Group has been established to support this particular objective.To further strengthen collaboration in knowledge and innovation,Australia and Vietnam have established the Vietnam-Australia Centre at the Ho Chi Minh National Academy of Politics in Hanoi.The Centre draws on Australian expertise to support Vietnams future leadership,while enabling Vietnam and Australia to pursue solutions to shared national and regional challenges and deepen people-to-people and institutional links.It brings together influential Vietnamese and Australian leaders,government officials,experts and academics.Through Aus4Innovation,Australia and Vietnam are together exploring emerging areas of technology and digital transformation,trialling new models for partnerships between public and private sector institutions,and strengthening Vietnamese capability in digital foresight,scenario planning,commercialisation,and innovation policy.Aus4Innovation is a collaboration between the Department of Foreign Affairs and Trade,CSIRO and Vietnams Ministry of Science and Technology.It is funded through Australias development program.Australias International Education and Skills Strategic Framework|27 Questions for sector consultationQuestions for sector consultation 1.What factors should inform governments approach to allocating international student enrolments across sectors,providers,and locations in Australia?2.What considerations for government should inform the overall level of international students in Australia?3.How will this approach to managing the system affect individual providers?4.Should sectors other than higher education and vocational education and training,such as schools,ELICOS and non-award be included in approaches to manage the system for sustainable growth?5.How should government determine which courses are best aligned to Australias skills needs?6.How should government implement a link between the number of international students and an increased supply of student housing?7.What transition arrangements would support the implementation of a new approach?Australias International Education and Skills Strategic Framework|28 Objective 3:Taking Australian Education and Training to Objective 3:Taking Australian Education and Training to the the WWorldorld The Australian Government is focused on building Australias economic prosperity and social wellbeing by creating opportunities and driving positive outcomes through access to high-quality education and training.Australia is embracing the opportunities to build a sustainable and diverse international education sector through high-quality and innovative delivery models,including transnational education(TNE).International education is a key enabler for Australias strategic partnerships and plays a key role in advancing our foreign policy objectives in our region and beyond.Education is a cornerstone of Australias global reputation and government-to-government relationships,and it underpins our engagement in key global fora.As a world leader in the delivery of high-quality education,Australia must look to maximise high-quality and sustainable offshore TNE market opportunities and take our education and training to the world.Transnational EducationTransnational Education Australia is seen as an attractive destination for students seeking an international education.In charting a new course for Australias international education sector and managing future growth,it is well placed to capitalise on market opportunities and take Australian education and training to the world through diverse and innovative TNE delivery modes.TNE further provides students with an alternative and flexible option to reap the benefits of an international degree.Now more than ever,students are studying offshore with Australian providers.The flexibility of TNE programs makes them particularly attractive to mature students,students in employment and students who may not be able to travel for health reasons.In a post-pandemic world,TNE stands out as being a transformative force in shaping a more inclusive and culturally diverse society.Australia is a desirable international education destination within the Indo-Pacific region due to its geographic positioning,strong quality offerings,high rates of student satisfaction and close neighbourly ties.Within our region and beyond,there is untapped potential to support both capacity development and local demand for education.Latin America is another diversification region outside our immediate neighbourhood that has seen long-standing investment in market development from the Australian Government.The Governments Education and Research Offshore Counsellor Network,through the Department of Education,plays a leading role in advancing the policy settings and international relationships providers require in key regions to deliver in a global market.Ensuring recognition of Australias qualifications and supporting other countries alignment with our policy frameworks helps remove barriers to TNE for Australian providers and opens new market opportunities.Marketing and promotion are integral to enabling increased offshore delivery of Australian education and skills.As the Australian Government agency with responsibility for marketing and promoting Australian education and skills globally,the Australian Trade and Investment Commission,known as Austrade,helps Australian education and training providers to grow and diversify their export markets.Austrade promotes Australian education and training to prospective international students in their home countries.There is strong groundwork and experience with Australian universities already establishing branch campuses overseas and a growing body of collaborative partnerships reflecting diverse TNE delivery modes.We can build Australias International Education and Skills Strategic Framework|29 on the strength of Australias education and training system with our key partner countries and leverage the alignment of our respective education systems to address critical skill needs and common objectives.Australian providers have demonstrated records of innovation and creativity.During the COVID-19 pandemic,providers rapidly expanded their delivery options to offer students the flexibility to study at home,with the support of their family,whilst borders were closed.Building on this innovation,the sector continues to embrace opportunities to expand the international education and training market.Australia has long been a leader in TNE delivery,with the focus shifting from one of early growth and adoption,to one centred around sustaining impact.Leveraging the lessons learned historically,as well as those more recently through the COVID-19 pandemic,Australian education and training providers are in an enviable position and well-primed to take the benefits of a high quality educational experience to the world.There is no internationally accepted definition of TNE.In Australia,it refers to the delivery of programs and courses to students living outside of Australia.Broadly,there are two overarching models by which Australian providers can deliver TNE:the traditional offshore TNE(i.e.offshore campus and joint delivery partner models)and the more recently embraced online TNE.Other hybrid models exist and will continue to emerge as academics and providers experiment and test new technologies and methods to facilitate education delivery in this fast-moving space.Snapshot of some TNE delivery modelsSnapshot of some TNE delivery models Branch Campus Franchise Arrangement Twinning Arrangement Online An Australian provider establishes a bricks and mortar campus in another country to offer programs and qualifications.Branch campuses may be fully or jointly owned by the Australian institution.An Australian provider authorises a foreign provider to offer,either as a whole or in part,an approved program of study.The Australian provider supplies the syllabus to be delivered by the foreign provider.An Australian provider and foreign provider partner to offer arrangements where students complete the first component of the qualification offshore before completing their studies in Australia.This may result in a joint or double degree.An Australian provider delivers education directly to students anywhere in the world through the internet.Australias International Education and Skills Strategic Framework|30 Case Study:RMIT collaboration on cyber security and digital skills in Indonesia RMIT is delivering the digital skills of tomorrow in Indonesias Nongsa Digital Park in Batam,through a strategic partnership signed in 2021 with local partner Infinite Learning.Through the partnership,RMIT has been delivering intensive cyber security short courses to the local workforce in Batam since 2022.In August 2023,the partnership was expanded to deliver a games design and development short course.Case study:Monash University helping meet education demand in the region Monash Universitys campus in Jakarta(Monash University International)was established in 2021 as Indonesias first international,foreign-owned university.In addition to Masters and PhD programs,Monash Jakarta partners with industry on training and research to help address pressing challenges facing Indonesias economic and technological development.The campus is a prime example of how Australian TNE can support the global innovation needs of tomorrow.For example,in response to Indonesias plans to build the new capital city Nusantara,Monash University International will deliver courses in public policy and management,business innovation,cyber security and public health to Indonesian scholars as part of the Australia Awards Nusantara Scholarships.TNE Pilot Collaborative Online International Learning(COIL)in Colombia A cultural shift has occurred with online learning in Latin America.There are new models of international education collaboration which create new opportunities for Australian providers to develop and foster relationships in Latin America,deepening mutual understanding and enabling long-term diversification.Australia is actively engaged with Brazil and Colombia to share expertise in quality assurance of online learning,paving the way for Australian providers to increase delivery in the region.To encourage stronger higher education partnerships between Australia and Colombia,the Department of Education has supported a pilot project to connect providers in both countries to develop and deliver a COIL project for their students.COIL is a means to accelerate the TNE journey,embedding TNE-like approaches into the mainstream and providing a platform for TNE development.The pilot has facilitated six new partnerships and early feedback has highlighted how the online model can be leveraged to overcome distance and to support provider collaboration.Through the pilot,providers are able to offer international education experiences as part of the curriculum and develop linkages that open the door to longer term collaboration.Australias International Education and Skills Strategic Framework|31 New and strengthened transnational education partnershipsNew and strengthened transnational education partnerships Australia is a leader in international education and is widely recognised for the quality of its education providers across higher education,vocational education and training,English language and schools.The quality of our education sector means it is well placed to capitalise on opportunities for online delivery.Australias proximity to key markets and shared time zones with Asia are advantages for enabling synchronous communication,service and support to students.Australia can advance beyond establishing international branch campuses and partnerships,to embrace innovative TNE models underpinned by quality,integrity and sustainable impact.For some markets,the establishment of international branch campuses may still be the best option to address skills shortages and benefit respective economies.Government encouragement of innovationGovernment encouragement of innovation In the past two decades,Australian education providers have developed sophisticated and successful approaches to the provision of education to students located outside of Australia.The scale and scope of TNE delivery,including the range of partnerships and types of delivery models,is diverse and continues to evolve.The Government is also ensuring the quality and integrity of Australias education system by supporting the sector to mitigate the risk of foreign interference.Foreign powers continue to seek to interfere in the sector in pursuit of commercial or strategic interests.In 2023,the Transnational Education Working Group of the University Foreign Interference Taskforce developed guidance for universities engaging in TNE arrangements.This guidance established a range of counter foreign interference considerations that universities may consider when assessing the complexity of operating offshore,online or through international partnerships(including multi-party and commercial arrangements).The Government is continuing to ensure the sector builds awareness of and resilience to foreign interference risk.Australias International Education and Skills Strategic Framework|32 Expanding recognition of Australian qualifications internationallyExpanding recognition of Australian qualifications internationally Australian qualifications are increasingly recognised all over the world.Qualifications recognition is a fundamental enabler of student,graduate,academic and worker mobility.It underpins partnerships,linkages and collaborations both regionally and globally.Certain modes of TNE delivery are also affected by a lack of recognition,requiring greater cross-border dialogue and cooperation.The Government actively leads engagement with our strategic partners to promote best principles and practices for qualifications recognition.This minimises barriers to the recognition of Australian qualifications,which in turn promotes student and graduate mobility.By continuing to work with strategic partners,Australia is influencing recognition systems to align with international best practice.Australia is also addressing the policy settings which impede the recognition of Australian qualifications and the expansion of Australian education delivery offshore.Engagement in this field also increases education cooperation more broadly.This includes supporting strategic partners to develop qualifications frameworks and quality assurance systems,which underpin our education and training system.Australia was a key champion in the development and adoption of the United Nations Educational,Scientific and Cultural Organization(UNESCO)Global Convention on the Recognition of Qualifications concerning Higher Education 2019(Global Convention),helping to secure ambitious provisions for the recognition of quality assured online learning,offshore campus delivery and joint degrees,as well as other innovative forms of education delivery,vital to the new era of education.The UNESCO recognition conventions remain Australias preferred mechanism for cooperation on qualifications recognition.They offer an effective,efficient,and sustainable treaty level framework based on best principles and practices to support the recognition of overseas qualifications and student mobility.Mining in Latin America The Government is working with the training sector to pilot vocational training courses and micro-credentials based on occupational standards for in-demand mining jobs in Argentina,Chile and Mexico.The pilot will deliver products that are broadly aligned to the Australian system.This will facilitate both offshore delivery by Australian VET providers as well as recognition of skills for migration purposes to Australia or across Latin America.The pilot will also support Australian mining companies to access the skills they need to operate developed through trusted providers.Australias International Education and Skills Strategic Framework|33 Spotlight:AustraliaSpotlight:Australia-India International Education RelationshipIndia International Education Relationship A Partnership for the Future:Australias Education Strategy for India In November 2023,Minister Clare released A Partnership for the Future:Australias Education Strategy for India.The strategy builds on our strong bilateral relationship and demonstrates to India that Australia is a committed education partner with deep ties and a clear vision for the partnership.Working together,Australia and India can be leaders in education,research,and technology in the region and beyond.The three pillars of the strategy are:Delivering mutual benefits through education Strengthening institutional partnerships and research collaboration Enhancing people-to-people links,mobility and employability.The strategy is an opportunity to build partnerships and deliver quality education that contributes to Indias economic growth while also educating Australias and Indias future workforces.Australia India Research collaboration Australia has a diverse span of research partnerships with India,with ever increasing research outputs in biomedical and clinical sciences,engineering,biological sciences,health sciences,and information technology.A long-term,high-quality,and impactful research collaboration between our two countries ensures a strong research workforce prepared to tackle humanitys future challenges,such as climate change and food and water security.The Australian Government continues to support research capacity building,with the Department of Education funding two important programs:The Australia India Research Student(AIRS)Fellowships were announced at the sixth Australia India Education Council(AIEC)during Minister Pradhans visit in August 2022 and implemented in 2023.The program supported Australian and Indian research students and early career researchers to undertake short-term placements.It enhanced researcher networks,broaden collaboration,and strengthen academic mobility between Australia and India,further deepening the research excellence of both countries.A total of 59 fellowships were awarded to research students and early-career researchers:33 Indians and 26 Australians.The Australia India Unnati Research Collaboration Grants Program,announced at the sixth Australian International Education Conference(AIEC)during Minister Pradhans visit in August 2022,enhanced existing research projects or provided seed funding to promote new opportunities and encourage collaboration with India in four targeted sectors.The Australia India Unnati Research Collaboration Grants boosted and deepened research collaboration between Australia and India.Twelve Australian researchers across nine universities were awarded grants of up to AUD$30,000.They were supported by Indian partners from more than 20 higher education institutions,research centres and industry.Australias International Education and Skills Strategic Framework|34 Mechanism for the Mutual Recognition of Qualifications between Australia and India On 2 March 2023,Minister Clare and Minister Pradhan,Minister for Education and Skill Development and Entrepreneurship in the Government of India,signed the Mechanism for the Mutual Recognition of Qualifications between Australia and India(the Mechanism).The Mechanism is the most comprehensive qualification recognition agreement India has ever announced,and has been well received by stakeholders in both countries.The Mechanism commits Australia and India to recognise secondary and post-secondary education qualifications to facilitate access to higher education and for general employment.Australias education sector benefits through greater diversification and optimised mobility outcomes.For Indian nationals,the Mechanism will deliver greater confidence that they can study at Australian institutions and use their Australian qualification in India to pursue further study and public sector employment.Importantly,it secures the recognition of qualifications gained through transnational delivery,paving the way for streamlined entry of Australian providers to India.Skills Strategy for India In November 2023,Minister OConnor announced the Governments commitment to develop a Skills Strategy for India,at the inaugural Australia India Education and Skills Council(AIESC)meeting.This Strategy will provide a roadmap for deepening skills engagement with India,informed and supported by the Australian and Indian VET sectors.Australias International Education and Skills Strategic Framework|35 TNE innovation-Australia and India Australia is committed to supporting the Indian Governments National Education Policy 2020 agenda to have 50 per cent of its learners through school and higher education,including vocational education and training,by 2035.Collaboration between our two nations continues to move from strength to strength with India implementing transformational regulations,allowing for the first time joint delivery of degrees by Australian higher education providers and the establishment of foreign campuses.In May 2022,the University Grants Commission(UGC)approved regulations that allow Indian and foreign universities to offer twinning,joint and dual degrees:Twinning programs final qualification is awarded by the Indian university,but part of their program is undertaken offshore with a foreign university.Joint degree program the curriculum is designed by both the collaborating Indian and foreign universities.Upon completion of the course,a single joint degree qualification is awarded.Dual-degree programs programs offered by both the Indian and foreign university in the same subject area and at the same qualification level.Two qualifications are awarded one by the foreign university and one by the Indian university.In November 2023,the UGC also approved regulations that allow the establishment and operation of foreign university branch campuses in India.The regulations also regulate the entry and operations of foreign universities/institutions in India to conduct certificate,diploma,degree,research,and other programs at the undergraduate,postgraduate,doctoral,and post-doctoral levels.In 2022,India allowed foreign universities to establish in Gujarat International Finance Tec-City(GIFT City)to provide skilling solutions for companies in the area.Campus developments demonstrate Australias higher education sector is a committed partner for Indian industry in developing skilled workforces.Now Australian universities will be able to establish branch campuses in other areas of India.The University of Wollongong and Deakin University were not only the first Australian universities,but the first foreign universities to establish campuses in India.The University of Wollongong GIFT City campus will offer postgraduate courses in computing,finance and financial technology in 2024,and undergraduate courses in business and computing science in 2025.The University of Wollongong has strong and ongoing relations with India through strategic research collaborations in the fields of 3D bioprinting,transportation,and advanced medicine solutions.Deakin University has been a leader in building Australia-India relations over the past 30 years.Deakins GIFT City campus will start teaching in 2024 and initially offer postgraduate courses in cybersecurity and business analytics.It will then expand to other degrees from the faculties of Science,Engineering&Built Environment and Business&Law.The opportunity for Australian providers to establish campuses in India both in and beyond GIFT City will further strengthen bilateral relationships.The first-mover response from Australian providers to opportunities in GIFT City,the development of joint programs,and establishment of foreign branch campuses in India,has seen Australia move ahead as Indias key partner of choice in education.Australias International Education and Skills Strategic Framework|36 Questions for sector consultationQuestions for sector consultation 1.What are the barriers to growth in offshore and transnational delivery of Australian education and training?2.Where can government direct effort to support transnational education?Australias International Education and Skills Strategic Framework|37 Next Next S Stepsteps This Strategic Framework marks a significant shift for Australias international education sector.Government invites views from the sector and interested parties on the issues raised ahead of finalising the Strategic Framework later in 2024.Australia is a highly sought after destination for international education for students from all over the world.This reflects the quality of our education providers,teaching and learning facilities,and the varied and unique experiences available for students in Australia.The Government is committed to the careful management of Australias international education sector,and to strengthening its quality,integrity and reputation.We seek to shape a sector which is sustainable in the long-term and which plays a leading role in delivering on Australias national objectives.Enhancing the quality and integrity of the sector,strongly aligning education outcomes with areas of skills needs,and continuing to build our innovative delivery models are just some of the key measures that will help advance Australias position as a world leader in education.We are dedicated to supporting international students,and to acknowledging the significant contributions they make to our nations cultural and social fabric.The perspectives and diversity that onshore students bring to Australia are valued,which is reflected in the initiatives aimed at ensuring they have a high-quality student experience and access to safe and affordable housing.By keeping the student at the centre of the international education system,we can focus agent and provider behaviours on delivering quality services and acting with integrity.Australias international education and training sector is a success story.The Strategic Framework identifies some of the remarkable partnerships,agreements,and broader strategic outcomes we have generated with educational partners and students worldwide.That many of these outcomes were achieved during the pandemic amidst a rapidly changing and unpredictable environment highlights our capacity for collaboration,exchange and innovationqualities that will continue to shape the sector into the future.Australias International Education and Skills Strategic Framework|38 Appendix A:Recent reviews and reforms with strategic Appendix A:Recent reviews and reforms with strategic implications for the international education and training implications for the international education and training sectorsector Review and Reforms Implication for International Education Quality and Integrity the Quest for Sustainable Growth:Interim Report into International Education.Joint Standing Committee on Foreign Affairs,Defence and Trade Parliamentary Inquiry into Australias Tourism and International Education Sectors The interim report focuses on the challenges and opportunities presented to the international education sector.The report highlights:The value of international education students beyond just economic value.The importance of soft power diplomacy and workforce skills.How international education can source the best and brightest international graduates to support solutions for Australias skills shortages.The future of skilled work pathways including work integrated learning.The international student experience and the benefits that these students bring to Australia,including the importance of their cultural diversity.The cost-of-living pressures and options for student accommodation.Challenges around data sharing between agencies and organisations.Challenges for the registration of education agents and how it could be improved.Australian Universities Accord Final Report Strengthening Australias international education sector was an important focus for the Australian Universities Accord,with the Panel recognising the significant contribution international students make to the economy as well as Australias relationships with key partners.The Final Report provided recommendations to:Address issues with quality and integrity of the sector and ensure that international education providers maintain their social licence to operate.Better align courses to the national skills agenda and migration initiatives.Support growth of international education in regional and remote areas.Explore opportunities to support diversification of student markets,including transnational education.Enhance alumni engagement.Australias International Education and Skills Strategic Framework|39 Review and Reforms Implication for International Education Working Future:The Australian Governments White Paper on Jobs and Opportunities(Employment White Paper)The Employment White Paper sets out the Governments roadmap for the Australian labour market.It lays the foundation for a more robust and equitable labour market,poised to meet the evolving demands of the future for the benefit of all Australians.For Australias national training system in particular,the White Paper highlights the importance of:an adaptable VET system that responds to emerging skills needs,ensuring that the VET,higher education and migration systems are working together to tackle skills challenges in a co-ordinated way,the critical role of Jobs and Skills and Australia in providing labour market forecasting to support education and training policy for the future,and the importance of foundation skills,high quality careers advice,and breaking down barriers to lifelong learning.The White Paper supports the key role that Australias training system plays in supporting labour market outcomes for priority cohorts,such as First Nations people,women,and students with disability,by reducing barriers to workforce participation.Invested:Australias Southeast Asia Economic Strategy to 2040 The strategy outlines a practical pathway to significantly increase two-way trade and investment between Australia and Southeast Asia,including through education and skills to deepen our engagement.Recommendations from the strategy focus on:Promoting and raising awareness of Australias education offerings across Southeast Asia to attract more Southeast Asian students Removing blockages and maintaining Australias position as an education destination of choice Building capability and enhancing enduring linkages between Australia and the region,including economic and people-to-people connections Deepening investment in research collaboration with Southeast Asian countries,including research grants.A Partnership for the Future:Australias Education Strategy for India This strategy demonstrates the committed education partnership between India and Australia and a clear vision for the partnership going forward,including:Delivering mutual benefits through education.Strengthening institutional partnerships and research collaboration.Enhancing people-to-people links,mobility and employability.The strategy was developed to complement and build on the education recommendations of the India Economic Strategy 2018 and the Update to the India Economic Strategy 2022.Australias International Education and Skills Strategic Framework|40 Review and Reforms Implication for International Education National Defence:Defence Strategic Review 2023 The strategic direction and key findings from the Defence Strategic Review will s
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威科 Wolters Kluwer中国科学院文献情报中心NATIONAL SCIENCE LIBRARY,CHINESE ACADEMY OF SCIENCESConsensus,Responsibility,GuardianshipConsensus ResponsibilityGuardianshipQUESTIONSTEN QUESTIONS ON GLOBAL RESEARCH INTEGRITY中国科学院文献情报中心NATIONAL SCIENCE LIBRARY,CHINESE ACADEMY OF SCIENCES威科 Wolters Kluwer中国科学院文献情报中心NATIONAL SCIENCE LIBRARY,CHINESE ACADEMY OF SCIENCESEXECUTIVE SUMMARYThe National Science Library,Chinese Academy of Sciences(NSLC)is dedicated to providing comprehensive scientific and technological informa-tion services.It has long supported national scientific decision-making and promoted innovation.Wolters Kluwer is a leading global provider of pro-fessional information and software solutions in law,taxation,finance,and healthcare.In 2020,the NSLC and Wolters Kluwer established the“Medi-cal Evaluation and Data Intelligence”Joint Laboratory to foster a responsi-ble research ecosystem.Currently,the global research environment faces significant challenges,with academic misconduct being a widespread issue.In 2021,to address these challenges,the Joint Laboratory identified key issues related to research integrity and initiated the development of the report“Ten Ques-tions on Global Research Integrity.”This report employs a question-driven approach,combining statistical data on academic misconduct worldwide,results from a questionnaire survey of the Chinese research community,and expert opinions from the research and publishing sectors to analyze the current state of academic misconduct.Questions 8-10 of this report focus specifically on the life sciences,an area closely tied to human health,pro-viding valuable insights for further exploration and solutions.Due to space constraints,this report does not cover research ethics.Generally,research integrity refers to the principles of truthfulness,trans-parency,and fairness in scientific research,ensuring the accuracy and reliability of results.In contrast,research ethics addresses interpersonal relationships,social responsibilities,and the ethical standards that should guide research involving subjects such as animals.The main findings of this report are as follows:Rising trend of academic misconduct:The number of exposed academic misconduct cases has significantly increased globally.Approxi-mately 12%of respondents indicated a serious issue of scientific dishonesty in their fields.Universality of academic misconduct:Misconduct is not confined to a specific discipline;it is prevalent across many fields.The life sciences are a hotspot for misconduct due to the volume and impact of research,while the computer science field has also seen a rise in misconduct cases,presenting new governance challenges.Accelerated handling of misconduct cases:The speed of addressing academic misconduct cases has improved,but there is a greater need for a responsible and transparent retraction process.Misunderstanding of retractions:Retraction does not equate to academic misconduct.About 16%of retractions arise from honest errors,which should be acknowledged and accepted.The questionnaire indicates that many researchers mistakenly equate retractions with misconduct,high-lighting the need for better guidance on the reasons for retractions.Ongoing impact of retractions:Even after retraction,some miscon-duct papers continue to be cited and negatively influence the field.Approx-imately 43%of respondents indicated they would not verify whether their references included retracted papers,which may exacerbate the spread of academic misconduct.Governance challenges and response strategies:Addressing both traditional and emerging academic misconduct requires effective govern-ance through tools and technology to establish monitoring and early warn-ing systems.Collaboration among multiple stakeholders is essential,as no single entity can take the lead.Long non-coding RNAs is particularly affected by academic mis-conduct in the life sciences,with a surge in misconduct cases since their emergence:Paper mills is the main misconduct issue in this research topic.The“Ten Questions on Global Research Integrity”report analyzes these issues from multiple perspectives and incorporates insights from var-ious stakeholders.The aim is to provide comprehensive information for the research community,publishing industry,and policymakers.By enhancing mutual understanding and collaborative governance,we hope to promote a more responsible,transparent,and sustainable research ecosystem,ensur-ing the integrity and reliability of scientific research and advancing global research integrity governance.The AMEND 1 platform integrates three types of infor-mation:(1)concerns,corrections,and retraction state-ments published on journal websites;(2)peer comments reported in internationally recognized academic commu-nities such as PUBPEER;and(3)instances of academic misconduct reported by Chinese research management departments,including the Ministry of Science and Tech-nology,the Ministry of Education,the National Natural Science Foundation of China,and the National Health Commission.To effectively utilize this information,the AMEND platform accurately categorizes the reasons for retractions,peer comments,and investigation reports,along with their sources.A questionnaire was distributed to researchers nation-wide through the WeChat official account of the CAS Jour-nal Ranking,resulting in 1,005 responses from researchers and research managers.Experts from the medical,scientific integrity and pub-lishing fields comment on data,and publish opinions.BIBLIOGRAPHIC DATAQUESTIONNAIREEXPERT OPINIONS1.AMEND(official website:https:/ an academic warning platform including retractions and misconduct papers,constructed by NSLC.For more information,please refer to:Li,M.,Chen,F.,Tong,S.,Yang,L.,Shen,Z.Amend:An integrated platform of retracted papers and concerned papers.Journal of Data and Information Science,9(2),41-55(2024).METHODOLOGYExploration of the current state of academic misconductPractice:challenges and approachesExperiences and insights from the life sciences01020608131417212532333437Q8:Where are the“hot spots”of academic miscon-duct in the life sciences?Q9:Are positive and negative outcomes interde-pendent?The challenges of long non-coding RNA.Q10:What lessons can we learn from repeated inci-dents of misconduct in significant events within the life sciences?010203Q1:Is academic misconduct increasingly serious on a global scale?Q2:Is the process for addressing misconduct cases accelerating?Q3:Is academic misconduct only an issue in certain disciplines?Q4:Is retraction synonymous with academic mis-conduct?Q5:Does the negative impact of a retracted miscon-duct paper cease after retraction?Q6:Who should take the lead in the governance of academic misconduct?Q7:What are the fundamental issues in governing academic misconduct?CONTENTSchapterCHAPTER 01Q1:Is academic misconduct increasingly serious on a global scale?Q2:Is the process for addressing misconduct cases accelerating?Q3:Is academic misconduct only an issue in certain disciplines?Exploration of the current state of academic misconduct102Is academic misconduct increasingly serious on a global scale?Q1 Academic misconduct is gaining increasing attention,with the number of reported misconduct cases rising globally.Over the past three years,this trend has accelerated significantly(see Figure 1).Academic Concerns:A questionnaire revealed that 12.2%of respondents perceive a serious lack of trust in research within their field.Emergence of misconduct and the crisis of trust in scientific research:Figure 1.Number of academic misconduct papers worldwide from 1980 to 2022Note:The years shown in the figure indicate when the papers were published.2022,58332021,29962020,1949Number of misconduct papers2.The average annual growth rate referenced here is the compound annual growth rate(CAGR).19801983198519901992199419961998200020022004200620082010201220142016201820202022198870006000500040003000200010000Since 1980,the number of academic misconduct papers reported worldwide has steadily increased(see Figure 1).Notably,since 2020,this figure has grown at an average annual rate of 73%,reaching 5,833 in 2022 2.In light of the overall increase in scientific publications,it is imperative to enhance oversight of academic misconduct,ensure the reliability of scientific research,and foster a responsible and healthy research ecosystem.03 12.2%of respondents believe there is a serious lack of trust in research in their field.Only 16.4%of respondents feel that the lack of trust is minimal.The trend toward open access has led to a significant increase in the volume of scientific papers.On one hand,the publication of research papers that have not undergone rigorous peer review has resulted in a mix of quality,while on the other hand,issues of academic misconduct have become more easily exposed,leading to a rise in these troubling phenomena.Zejun Jia，Zhongshan HospitalIn my mind,the term“academic misconduct”does not only refer to articles,but also to journals and publishers,for instance when talking about so-called“predatory journals”,to commit-tees that judge scientists by the number of publications,instead of the scientific value of their results,or that misuse peer review to favor certain research lines.Ronald Rousseau,Katholieke Universiteit LeuvenCurrently,most retractions we observe are derived from inter-national publication databases,such as Web of Science,Scopus,and PubMed,which primarily catalog English-language journal articles.However,we must not overlook the issues of academic misconduct that can occur in articles published in native lan-guages in local journals across various countries.Li Tang,Fudan UniversityAs a major scientific power transitions to a leading techno-logical nation,the overall increase in the number of scientific papers is a natural occurrence.However,this rise in publications AcademiaVOICE FROM“Note:The survey assessed the degree of trust in research on a scale of 1 to 5,with 1 indicating almost none and 5 indicating very serious concerns.Questionnaire results:04On the surface,there has indeed been an increase in global academic misconduct cases in recent years.This phenomenon is closely related to the overall rise in research output and reflects the heightened awareness and detection capabilities of the aca-demic community and publishers,leading to the exposure of more misconduct.This indicates that the academic community is actively engaging in self-purification.It is important to note that many of the cases exposed in recent years have been orchestrated by so-called paper mills,which engage in misconduct such as buying and selling papers,manip-ulating peer reviews,and manipulating citations.These actions pose a significant threat to the academic ecosystem,and the aca-demic community must take them seriously.All relevant parties should collaborate closely to combat these organized forms of misconduct.Jason Hu,COPE,United2ActA hypothesis could be that growth in scientific research and article output leads to a growth in research misconduct and prob-lematic scientific articles.It seems reasonable to assume that advances in technology and the emergence of papermills may have led to an increase in misconduct that is beyond the growth in research and article output.It is also reasonable to assume that advances have also helped discover more misconduct than was previously apparent 3.Ian Burgess,Wolters KluwerIn the past 20 years,it has become apparent that virtually any Publishing industryVOICE FROM 3.Xie,Y.,Wang,K.,&Kong,Y.(2021).Prevalence of Research Misconduct and Questionable Research Practices:A Systematic Review and Meta-Analysis.Science and engineering ethics,27(4),41.https:/doi.org/10.1007/s11948-021-00314-9“is also accompanied by an increase in academic misconduct,which brings greater negative consequences.We have developed a strong awareness of the growing prominence of academic mis-conduct.Zui Zou,Navy Medical University05institution or individual can establish an academic publishing entity or launch an academic journal globally.This is a con-cerning issue.While commercial companies can participate in academic publishing,it should not be treated merely as a typ-ical business endeavor.The lack of comprehensive oversight throughout the entire academic publishing process makes the increase in misconduct unsurprising.Shuai Yan,Independent Consultant for Academic Publishing“06Q2Is the process of handling misconduct papers speeding up?The process for addressing misconduct papers has significantly accelerated.Emphasis must be placed on responsible retractions.Note:There is a time lag between the discovery and retraction of academic misconduct papers.As the exact discovery dates are often unavailable,the difference between the year of retraction and the year of publication is used here to partially illustrate the time lag in the retraction process.Over the past 20 years,the time taken to retract papers due to misconduct has decreased markedly worldwide.The average time from publication to retraction has dropped from 9.3 years in 2003 to just 0.9 years in 2022(see Figure 2).While it is important to improve the efficiency of the retraction process,we must also advocate for responsible withdrawals to ensure fairness and transparency,and to prevent potential harm and a one-size-fits-all approach.The handling of academic misconduct cases should be both efficient and responsible.Time lag(years)Year publishedFigure 2.Time lag between publication and retraction of academic misconduct papers worldwide from 2003 to 20221086422003200420052007200820092010201120122013201420152016201720182019202020212022200607“The improved efficiency of processing cases of misconduct reflects the increased attention that publishers are paying to these issues and the investments they are making to uphold standards of quality,ethics,and integrity.In recent years,pub-lishers have invested heavily in new systems and expanded research integrity teams to manage cases.We also see that publishers are collaborating more closely today to share expe-riences,knowledge,and build collective solutions to more accurately and swiftly identify and deal with research integrity breaches.We have also seen a shift towards proactively seek-ing out potential misconduct and to move from remediation to preventing issues at the gate.Caroline Sutton,International Association of Scientific,Technical and Medical Publishers(STM)Publishing IndustryVOICE FROM“08Q3Is academic misconduct only an issue in certain disciplines?The life sciences produce a substantial volume of research and have a higher total number of academic misconduct cases com-pared to other fields(see Figure 3 and Table 1).Because this area is closely linked to human health,incidents of misconduct can have particularly widespread and significant impacts when exposed.In recent years,the field of computer science has experienced a high frequency of retractions due to misconduct,with the propor-tion of retracted papers being the highest among all disciplines.This presents a new challenge for the governance of academic misconduct(see Table 1).Academic misconduct occurs across all fields,not just in spe-cific disciplines.Hotspots and New challenges:Biomedical and health sciencesLife and earth sciencesSocial sciences and humanitiesMathematics and computer sciencePhysical sciences and engineeringFigure 3.Science map of academic misconduct papers across all fields(2003-2022)4Note:The color of each circle represents the corresponding field,and the area of the circle indicates the number of academic misconduct papers in each research topic.4.For more information,please refer to:Li,M.,&Shen,Z.(2024).Science map of academic misconduct.The Innovation,5(2).09Biomedical and health sciencesPhysical sciences and engineeringLife and earth sciencesMathematics and computer scienceSocial sciences and humanities1147547683014064613545230787620624151095134351343368315510.10%0.04%0.03%0.16%0.08%Percentage of misconduct paperTable 1.Number and proportion of papers on academic misconduct across various fields The proportion of academic misconduct papers in each field ranges from 0.04%to 0.16%(see Table 1).Although these proportions are low,academic misconduct still exerts a significant impact on scientific research.For instance,12.2%of respondents indicated that there is a very serious lack of trust in scientific research within their field.Small proportion and Big impact:Research field Number of total papersNumber of misconduct papers Medicine,biology,and materials science are identified as hot-spots for academic misconduct.The negative effects of academic misconduct warrant atten-tion,as researchers perceptions of scientific integrity far exceed the low proportion of misconduct papers.Specifically,12.2%of respondents believe there is a very serious lack of integrity in scientific research within their field.Note:The questionnaire assessed perceptions of scientific research integrity on a scale of 1 to 5,with 1 indicating almost none and 5 indicating very serious con-cerns.Questionnaire results:10Academic misconduct has permeated various disciplines,becoming a systemic issue within the academic community.It is particularly concerning that the number of misconduct papers in the life sciences far exceeds that in other fields,posing poten-tial threats to health and well-being.Therefore,we need to focus on the identified cases of academic misconduct to prevent them from misleading subsequent research and practice.Additionally,we call on all stakeholders in academia to strengthen their review processes to prevent the publication of new problematic papers and to identify and correct existing issues,thereby mitigating the impact of unreliable knowledge on the academic community and the public.Menghui Li，National Science Library,Chinese Academy of SciencesIn the broader context,hospitals,as healthcare entities,need to achieve outcomes in research.However,evaluation metrics such as rankings,physician promotions,and admissions are often depend-ent on the number of funded projects and published papers.This pressure compels clinicians to engage in basic research alongside their clinical work.Even in affiliated hospitals directly managed by the National Health Commission and the Ministry of Educa-tion,the support for basic research,including available platforms and equipment,is limited.Given these constraints on research conditions and personal energy,clinical doctors may opt to out-source experiments,making it difficult to verify the accuracy of results and data interpretation.Furthermore,there is currently a lack of clear guidelines regarding the extent of outsourcing exper-iments,raising questions about accountability when third-party institutions may be involved in academic misconduct without the doctors knowledge.Yang Xiao,The Second Xiangya Hospital of Central South UniversityFrom the perspective of the proportion of academic misconduct papers,it may not adequately reflect the severity of misconduct in the life sciences.However,when we consider the visibility and impact of these incidents,academic misconduct in this field often leads to significant public outcry and severe consequences.Thus,from this standpoint,the issue of academic misconduct in the life sciences is quite serious.AcademiaVOICE FROM“11“Publishing industryVOICE FROM AcademiaVOICE FROM Wentao Yue，Beijing Maternal and Child Health Care Hospital,Beijing Obstetrics and Gynecology Hospital,Capital Medical UniversityIn the life sciences,is the current evaluation system for clinical doctors unreasonable?Promotion often requires a National Natural Science Foundation project and the publica-tion of a certain number of papers.However,clinical doctors invest significant time and energy in surgeries and outpatient care,and research funding is time-limited.This situation leads many doctors to choose to outsource experiments due to lim-ited research conditions and personal capacity.Yet,it remains uncertain whether third-party institutions,as businesses,can replicate experiments according to rigorous research standards and produce reliable data.This uncertainty can compromise the quality of publications,potentially resulting in academic misconduct and creating a vicious cycle.To fundamentally address issues such as ghostwriting and paper mills,a more reasonable professional evaluation system must be established.Zui Zou,Naval Medical UniversityTherefore we should be vigilant.As the data of this study shows,we are dealing with a perva-sive problem,and indeed publishers are seeing concentrations in some disciplines.Research integrity breaches can take dif-ferent forms,and we are beginning to see patterns of differ-ent types of misconduct in different subject areas,for example image manipulation in fields where imagining is an important means of reporting data.Despite the concentrations we are see-ing,publishers do report cases across all subject areas.In this dynamic environment it is important that publishers and institu-tions remain vigilant.Caroline Sutton,International Association of Scientific,Technical and Medical Publishers(STM)12“Academic misconduct is not confined to a specific discipline.While the forms and severity of misconduct may vary across fields,it occurs in the natural sciences,social sciences,and humanities alike.In some highly competitive or resource-in-tensive areas,academic misconduct may be more prevalent.However,the underly-ing causes of misconduct across disciplines are often similar.We should strive to enhance awareness of academic misconduct,improve academic evaluation mech-anisms,and increase accountability for misconduct to uphold academic integrity.Jason Hu,COPE,United2Actchapter13CHAPTER Practice:challenges and approachesQ4:Is retraction synonymous with academic misconduct?Q5:Does the negative impact of a retracted misconduct paper cease after retraction?Q6:Who should take the lead in the governance of academic misconduct?Q7:What are the fundamental issues in governing academic misconduct?214Q4Is retraction synonymous with academic misconduct?83!#xti%0 0 03-20222018-20222013-20172008-20122003-2007 Retractions are not equivalent to academic misconduct:Over the past 20 years,approximately 16%of retractions were due to hon-est errors and not related to academic misconduct(see Figure 4).The challenge of reshaping the concept of circumstances alter cases:More than half of the respondents do not understand the reasons for retractions,and many researchers equate retraction with academic misconduct.Handling retractions cannot be one size fits all:Honest errors are difficult to avoid in scientific research.When researchers retract their work after identifying such errors,it reflects the scientific com-munitys spontaneous corrective actions.Reassessing our understanding of retractions and reshaping the concept of circumstances alter casesAcademic misconduct:subjective malice,such as fabrication,falsification,plagiarism,etc.UnknownHonest error:no subjective malice,i.e.,honest error.Figure 4.Distribution of reasons for retraction15Questionnaire results 46.7%of respondents reported understanding the various rea-sons for retractions.About 10.0%of respondents directly equated retractions with academic misconduct.Often a correction suffices to take care of honest mistakes.Ronald Rousseau,Katholieke Universiteit LeuvenScientific governance is a critical issue in academia that cannot be merely discussed without action.We must combat intentional fraud while also providing opportunities to correct scientific errors.It is essential to enhance our governance capabilities and systems to avoid being unjustly“stigmatized.”Xiaoming Zhou,Shandong Provincial Hospital,Dongying Peoples Hospital“AcademiaVOICE FROM“Authors and publishers promptly issue corrections or retract publications,if necessary,the retraction processes are clear and the reasons stated,and authors are given credit for issuing corrections post-publication.ALLEA,The European Code of Conduct for Research Integrity 5PracticesGOOD RESEAECHHow can we address misunderstandings,accurately interpret retractions,and evaluate and manage them based on specific circumstances?This question raises important considerations for all stakeholders in the research ecosystem.For exam-ple,there is an urgent need for publishers to ensure that retraction statements provide accurate and transparent information for researchers,management,and the media.Additionally,it presents a significant challenge for research management to investi-gate,evaluate,and handle retractions appropriately.Furthermore,it emphasizes the need for the scientific community to prioritize research integrity and actively correct honest errors.5.ALLEA(2023)The European Code of Conduct for Research Integrity Revised Edition 2023.Berlin.DOI 10.26356/ECOC16“Per COPE Retraction Guidelines:Retraction is a mechanism for correcting the literature and alerting readers to articles that contain such seriously flawed or erroneous content or data that their find-ings and conclusions cannot be relied upon.Unreliable content or data may result from honest error,nave mistakes,or research mis-conduct.The main purpose of retraction is to correct the literature and ensure its integrity rather than to punish the authors.Journals are responsible for maintaining the integrity of the sci-entific record.Retractions are sometimes needed to correct honest errors and nave mistakes.Retractions are not solely used as a result of the discovery of academic misconduct.Research institutions should always conduct their own investigations into the research practice of their researchers and not rely on the fact that a retraction has been published as an indication of misconduct.Ian Burgess,Wolters KluwerIs retraction synonymous with academic misconduct?The pri-mary goal of retraction is to ensure the integrity and reliability of scientific records.According to Retraction Watch,the earliest recorded retraction occurred in 1756 when Benjamin Franklin pub-lished a flawed paper in the Philosophical Transactions of the Royal Society.The second key point is to determine whether the incomplete-ness of the research was due to unintentional errors during the research process or intentional academic misconduct.A 2022 arti-cle in Nature noted that at least one in every 50 retracted papers violates the guidelines set by the Committee on Publication Ethics(COPE).This encompasses various issues,including data fabrica-tion,plagiarism,fraudulent peer review,and significant errorssuch as contaminated cell lines or other non-fraudulent mistakes.All these factors indicate that the research findings are unreliable.Thus,the reasons for retraction can be categorized into two types:honest errors and academic misconduct.Both lead to the incompleteness of scientific records,rendering them unreliable and necessitating retraction.Yuehong Zhang,Zhejiang University,Bio-Design and Manufacturing(BDM)“Publishing industryVOICE FROM 17Q5Does the negative impact of a retracted misconduct paper cease after retraction?Retraction serves as a mechanism to withdraw and correct problematic papers.However,does the impact of these papers cease immediately upon retraction?Fig-ure 5-1 illustrates that retraction does not fully eliminate the influence of these papers;notably,12.5%are still cited 20 years after retraction.Ongoing Impact of Retracted Papers:The influence of retracted papers persists long after the retraction.Over time,a significant proportion of these papers continue to be cited,with many receiv-ing positive citations,thereby unreliably supporting subsequent research.Limited Attention to Retractions:A considerable 42.5%of respondents indicated that they do not check whether a retracted paper is included in the reference list.Limited attention to retractions and their continued aca-demic impact:Year difference between the year of citation and the year of retractionPercentage(%)Figure 5-1.Proportion of academic misconduct papers still cited after retraction83.155.746.942.838.235.833.130.429.226.825.723.525.126.425.127.926.028.324.918.112.501020304050607080900123456789101112131415161718192018020406080100120-15-10-5051015202530Figure 5-2 presents three examples of academic misconduct papers in the life sciences,showcasing their relatively stable citation status before and after retrac-tion over an extended period.Consistent with findings from several studies6-10,we observed that,aside from a few negative citations,there were many positive cita-tions of these three papers,where they were used as part of the research background.Figure 5-2.Citations of three misconduct papers in the life sciences before and after retractionYear difference between the year of citation and the year of retractionNumber of citationsMeasles,Lancet,1998,2010Chronic Kidney Disease,Lancet,2003,2009Aldose Reductase,J.Clin.Invest,1989,1992 42.5%of respondents do not actively check whether their refer-ences include retracted papers.21.9lieve that current research integrity education is inef-fective.Questionnaire results:This attitude,combined with the prevailing situation,may further exacer-bate the dissemination of questionable research findings.The retraction of problematic papers is not a magic bullet.The scientific com-munity must strictly adhere to academic norms and continuously monitor the relia-bility of references.Enhancing education on academic ethics and norms in research 19“6.Tzu-Kun Hsiao,Jodi Schneider;Continued use of retracted papers:Temporal trends in citations and(lack of)awareness of retractions shown in citation contexts in biomedicine.Quantitative Science Studies 2022;2(4):11441169.doi:https:/doi.org/10.1162/qss_a_001557.Bordignon,F.(2020).Self-correction of science:A comparative study of negative citations and post-publication peer review.Scientometrics,124(2),12251239.https:/doi.org/10.1007/s11192-020-03536-z8.Budd,J.M.,Coble,Z.,&Abritis,A.(2016).An investigation of retracted articles in the biomedical literature.Proceedings of the Association for Information Science and Technology,53(1),19.https:/doi.org/10.1002/pra2.2016.145053010559.Schneider,J.,Ye,D.,Hill,A.M.,&Whitehorn,A.S.(2020).Continued postretraction citation of a fraudulent clinical trial report,11 years after it was retracted for falsifying data.Scientometrics,125(3),28772913.https:/doi.org/10.1007/s11192-020-03631-110.van der Vet,P.E.,&Nijveen,H.(2016).Propagation of errors in citation networks:A study involving the entire citation network of a widely cited paper published in,and later retracted from,the journal Nature.Research Integrity and Peer Review,1,3.https:/doi.org/10.1186/s41073-016-0008-511.Mott,A.,Fairhurst,C.,&Torgerson,D.(2019).Assessing the impact of retraction on the citation of randomized controlled trial reports:An interrupted time-series analysis.Journal of Health Services Research&Policy,24(1),4451.https:/doi.org/10.1177/1355819618797965AcademiaVOICE FROM Although retracted papers are cited,one may wonder if these retracted papers,although mentioned positively,are essential for the citing paper.If so,then this citing paper must also be retracted.Yet,this situation should never occur as three lay-ers of scientists are at fault:the authors,the reviewers,and the editors.There may or may not be a negative impact on innocent stu-dents(maybe even co-authors)of fraudulent authors.Ronald Rousseau,Katholieke Universiteit LeuvenThe issue of academic misconduct can have lasting reper-cussions even after a paper has been retracted,primarily due to the lack of accessible platforms for querying retracted articles and insufficient education on research integrity.To address this challenge,it is recommended to create a global,open platform for marking retracted articles,enabling scholars to clearly iden-tify them.This platform could categorize retracted papers by 44.1%of respondents expressed a desire to actively promote the monitoring and early warning functions of third-party platforms.Questionnaire results：institutions,strengthening information dissemination by publishers and the media11,and developing early warning and monitoring tools for academic papers are all essential for effectively implementing retraction practices in the governance of sci-entific research integrity.20“discipline and sub-discipline,helping researchers worldwide to recognize which articles have been withdrawn.Additionally,educational platforms should enhance training on research integ-rity,particularly for early-career scholars.By providing accurate guidance and eth-ical standards,we can help young researchers uphold the principles of academic integrity,thus fostering high-quality research.These initiatives will contribute to building a more trustworthy and reliable academic environment,promoting the healthy development of scientific research.Huixia Yang,Peking University First HospitalEven after retraction,academic misconduct papers can continue to exert influ-ence,such as through negative citations that criticize,point out deficiencies,or refute the work.However,we should pay more attention to the adverse effects of positive citations.Currently,a major issue is the absence of direct detection tools,such as tagging retracted papers with special labels to prevent their citation in sub-sequent positive contexts.Xian-En Zhang,Institute of Biophysics,Chinese Academy of SciencesAt present,information about retractions is scattered across various platforms,making it difficult for researchers and journals to promptly identify whether they have cited papers with academic misconduct.It is advisable to develop software or platforms that allow direct querying of retracted papers,consolidating retraction information into a database to assist researchers in screening their references and reducing the negative impact of academic misconduct papers.Zui Zou,Naval Medical UniversityPublishing industryVOICE FROM Typically,when a paper is retracted,journals permanently mark the retraction on the paper,often using watermarks and retraction statements to inform readers.However,retraction does not sig-nify the end of negative impacts.Retracted papers may continue to be cited,potentially influencing subsequent research and public perception.Therefore,authors should carefully review their ref-erences before submission.The academic community should also enhance the dissemination and transparency of retraction infor-mation to mitigate ongoing negative effects.Jason Hu,COPE,United2Act“21Q6Who should take the lead in the governance of academic misconduct?Persistent publishing challenges:nearly 47%of issues related to academic misconduct arise during the review process(see Figure 6),often due to fake peer-review.The missing first party:the scientific community is the primary entity responsible for addressing academic misconduct.Statistics indicate that misconduct is often rooted in the research production process,with issues such as duplicate publications(27%),paper mills(10%),and plagiarism(10%).In contrast,the scientific com-munity tends to place higher expectations on publishers while neglecting its own role in maintaining and regulating integrity,as shown by the questionnaire results.Importance of integrity education:a considerable proportion of misconduct arises from unethical behavior.Collaboration as a sustainable approach to addressing aca-demic misconduct:50.2%of respondents have high expectations of publishers regarding the governance of academic misconduct.Only 35.4%of respondents recognized the role of the scien-tific community in promoting self-regulation and integrity,with 16.3lieving it is ineffective.21.9%of respondents felt that research integrity education has not been effective.Questionnaire results:22The increased reliance on bibliometric indicators has resulted in a culture of playing the indicators,influencing scientists to prioritize quantity over quality.At worst this reliance on bibliometric indica-tors may be an incentive for fraudulent behavior.Ronald Rousseau,Katholieke Universiteit LeuvenFrom the perspective of researchers subjective intentions,a paper may be retracted for various reasons,including misconduct such as fabrication,falsification,or plagiarism.It may also be due to honest errors,such as contamination of experimental materials or statistical mistakes,which can lead to unreliable results.Additionally,papers can be retracted for ethical violations.Regardless of the reason,retractions have a negative impact on both science and society.It is essential to raise public awareness about unreliable research findings to prevent the use of such results,which could lead to a chain of secondary harms.In terms of responsibilities related to academic publishing,retrac-tions can arise from the authorship,publisher errors,or third-party“AcademiaVOICE FROM Fake?Peer-review，47%Duplication,?27%Plagiarism,?10%AIGC,?5%Ethical?Violations,?4lsification,?7brication,?6%Inappropriate?Authorship,?6%Paper?Mill,?10%Figure 6.Distribution of issues related to academic misconduct papers23“involvement.Currently,the focus in academia and society is primarily on retrac-tions due to authors responsibility.However,the influence of third-party paper mills has become increasingly significant in promoting misconduct.While authors should bear primary responsibility,the prevalence of these fraudulent organizations greatly spawns the problem.Unfortunately,there is currently a lack of comprehen-sive legal frameworks to address paper mills,resulting in lower costs for these third-party entities and making it easier for them to disrupt the academic ecosys-tem.Junpeng Yuan,National Science Library,Chinese Academy of SciencesThe concept of governance inherently involves multiple stakeholders and centers of authority.Addressing academic misconduct is a complex systemic endeavor that requires the collaborative participation of various parties;relying on a single entity to take the lead is unrealistic.With the rapid advancement of science and technol-ogy,the number and complexity of academic misconduct issues continue to grow.The traditional model of the scientific community relying on self-monitoring and self-purification is increasingly challenged,which may explain why many individ-uals express disappointment in the communitys ability to self-correct.The identifi-cation,verification,and handling of academic misconduct issues are highly complex and specific.Regulatory bodies must not only be familiar with research integrity standards and processes but also possess sufficient expertise in relevant research fields.In the future,it may be necessary to establish a specialized research integ-rity monitoring team to enhance professional capabilities and ensure that efforts to address academic misconduct are more systematic and standardized.Yandong Zhao,Renmin University of China“Institutions should play the pivotal role in academic misconduct governance.Publishers can help detect problem research outputs,but the misconduct has occurred during the research process,well before the publisher is involved.Researchers and their research should be governed by research institutions.Ian Burgess,Wolters KluwerBroadly defined,academic misconduct encompasses both aca-demic misconduct and publishing misconduct,which can occur at any stage of scientific research and dissemination.Addressing academic misconduct requires collaborative efforts from all par-ties;it cannot be managed solely by one entity.Government mon-24“Publishing industryVOICE FROM itoring agencies,research funding bodies,researchers,research institutions,publishers,editors,reviewers,and academic associ-ations must all assume their responsibilities and strengthen com-munication and cooperation to collectively establish and maintain research integrity.Jason Hu,COPE,United2ActPublishers are playing an increasingly vital role in address-ing academic misconduct.First,they must continuously improve the peer review and editing processes to ensure that problematic papers are halted before publication,rather than retracting them after issues arise.Irresponsible publishing practices(such as pred-atory journals)only exacerbate integrity problems.Second,we must continuously enhance collaboration within the industry and promote integrity by sharing information resources,ensuring that there is no place for dishonest behavior to hide.Third,we need to improve the content and quality of integrity education and training,which will benefit the academic community and alleviate the pres-sure on publishers.Tieming Zhang,Society of China University JournalsCan publishers take the lead in addressing academic miscon-duct?From the publishers perspective,they must recognize the issue.As Academician Jiaxi Lu stated,In scientific research,the work of scientific journals serves both as the tail and the head.However,from the viewpoint of the scientific community,the responsibility for combatting academic misconduct is shared by all members of the community.It is not simply a matter of one party leading;rather,each participant in the scientific process has the obligation to take initiative,and all parties must collaborate.Coordination and consistency,from systems to practices,form the backbone of scientific integrity,ensuring a seamless chain that pre-serves the integrity of scientific records for the benefit of humanity.Yuehong Zhang,Zhejiang University,Bio-Design and Manufacturing(BDM)25AcademiaVOICE FROM A key challenge in addressing academic misconduct is that prominent scholars who commit academic misconduct do not face severe penalties.Cong Cao,University of Nottingham-NingboThe development of a scientific and technological evaluation system and the establishment of research integrity are mutually reinforcing.A rational and effective evaluation system is essential for fostering a responsible environment.In medical institutions,scientific and technological evaluation serves as a key driver of medical innovation.Guided by the principles outlined in the states initiatives Q7What are the fundamental issues in governing academic misconduct?Ongoing issues:traditional academic misconduct problems,such as duplication,falsification,fabrication,and plagiarism,continue to plague the production and publication of scientific research.Emerging challenges:new challenges,such as paper mills and Artificial Intelligence Generated Content(AIGC),have rapidly increased in recent years and have been frequently exposed(see Figure 7).Protecting the review process:a significant increase in fake peer reviews was observed in 2022(see Figure 7),raising concerns about the integrity of the review process.A path forward:strengthening academic communities and developing monitoring and early warning tools may provide a way for effectively addressing academic misconduct.New and old problems are intertwined,and building an aca-demic community along with monitoring and early warning tools may offer a solution:“26Fake Peer-review5450（2022）Paper Mills583（2019）AIGC498（2021）Figure 7.Trends in various types of academic misconduct from 2003 to 2022to break the five-only and set new standards,the evaluation should focus on quality,contribution,efficiency,and impact.It should adhere to the principles of high-standard evaluation,quantitative assessment,representative work evaluation,and third-party evaluation.The goal is to establish an evaluation system that supports the high-quality development of hospitals.This system should be comprehensively applied to vari-ous areas,including scientific and technological incentives,discipline assessments,promotions,personnel evaluations,tutor selection,and merit assessments related to medical innovation.Such a framework can effectively encourage honest and trust-worthy research practices among medical staff.Hua Guo,Xiangya Hospital of Central South UniversityThere is a pressing need to improve education for young researchers and ear-ly-career clinicians,enhancing the quality of training.Although numerous national policies and regulations exist,there are still deficiencies in educational programs,particularly in research ethics and misconduct.Many scholars do not have a deep understanding of these policies and regulations.We need to rigorously reorganize and optimize this area to improve the quality and effectiveness of education and training,ensure that researchers have a clear understanding of policies and regu-lations,enhance research ethics and academic integrity,and promote the healthy Paper Mills27AcademiaVOICE FROM development of scientific research.Shan Gao,Tianjin University of Traditional Chinese MedicineThe professionalization of scientific research has intensi-fied competition for promotion among scientists.With limited resources,some scholars may resort to academic misconduct,making it challenging to regulate such behavior.Additionally,the academic publishing industry faces its own issues.For instance,the widespread publication of papers involving misconduct may stem from collusion between researchers and journals or publish-ers.If this were not the case,the rigorous peer review process and existing mechanisms would function effectively.Therefore,implementing pre-publication control measures,such as requir-ing the submission of research process data,could be an effective solution to address issues related to data fabrication.Zejun Jia,Zhongshan HospitalThe roots of academic misconduct primarily lie in the current evaluation standards and promotion criteria for doctors,espe-cially in university-affiliated hospitals.To date,promotions for doctors are still closely tied to their publication records,with those who have published papers being prioritized for promo-tion.Many doctors,lacking other resources,choose to pay for solutions,leading to a market for buying and selling papers.This is a pressing issue that needs to be addressed,as it is critical to the governance of academic misconduct.Furthermore,some research management departments are lax in their monitoring and do not enforce strict standards for research integrity.Addi-tionally,the legal framework for research integrity in our country is not yet fully developed.While serious action is taken against papers withdrawn from publication due to their origin in a paper mill,there is no accountability or legal consequences for the staff involved in these operations.This complicates the govern-ance of academic misconduct,highlighting the need for relevant laws to close the loopholes.We must also consider the challenges posed by AI technologies,such as ChatGPT,to the integrity of research.Therefore,it is essential to rigorously reorganize and optimize evaluation systems,strengthen monitoring by research management departments,improve the legal framework for research integrity,and proactively address the challenges posed by AI technologies.Siyu Sun,China Medical University28Publishing papers has become a necessary requirement for promotion,but it is worth discussing whether the same evaluation system should be applied to profes-sionals at different levels.For instance,chief physicians in county and municipal departments should not be required to produce scientific papers.Is it realistic to expect county-level and township-level practitioners to write high-quality research articles?China invests heavily in scientific research and has ample case resources,so we should focus on conducting high-quality research.Therefore,it is essential to systematically reorganize and optimize the evaluation system,assess practitioners at different levels fairly,and encourage them to make meaningful contributions in their respective roles.Huixia Yang,Peking University First HospitalAfter more than 20 years,China has established an initial legal,institutional,policy,and standards framework for research evaluation.However,there is still no consensus on how to evaluate the results and effectiveness of scientific research activities and researchers across different fields.For example,in the life sciences,there is a lack of reasonable classification guidelines or mechanisms to determine which basic scientific research achieve-ments should be measured by high-level publications,and which,such as clinical research,should not rely solely on this single indicator.This reliance on a one-size-fits-all evaluation based on publications has contributed to the problem of academic misconduct in the life sciences.To address these issues,it is essential to focus not only on the life sciences but also to implement a classification evaluation mechanism that prioritizes quality,contribution,and performance.Establishing reasonable evaluation indicators and methods will enable a scientific and effective assessment of the five key values of research and development activities:scientific,technological,social,economic,and cultural.Yun Yang,National Center for Science&Technology EvaluationTo address academic misconduct in the field of life sciences,it is essential to improve the research integrity system.This includes explicitly prohibiting com-pletely outsourced experiments and ghostwriting.Additionally,responsibilities must be clearly defined,distinguishing the roles of third-party institutions and the doctors themselves.Furthermore,since clinical hospitals are primarily responsible for clinical research and translational applications,we should consider adjusting to a more scientific promotion mechanism that allows doctors to focus on their core work in clinical research.This approach could significantly reduce instances of academic misconduct in the life sciences.Yang Xiao,The Second Xiangya Hospital of Central South UniversityThe construction of research integrity is increasingly important,and it is essen-tial to consider public sentiment in the fight against academic misconduct.Cur-29AcademiaVOICE FROM rently,the attitude towards academic misconduct in our country is overly lenient;it should be regarded as a serious error or even a criminal act,with a focus on strengthening post-incident pen-alties and accountability to reduce misconduct at its source.Fur-thermore,we need to establish our own academic community to publicly disclose articles and scholars suspected of misconduct,similar to PubPeer,urging researchers and academic institutions to respond promptly to address issues and engage in self-regu-lation.Additionally,one of the main drivers of academic mis-conduct is the existence and rampant activity of paper mills.Addressing these issues requires clear accountability;not only should hospital researchers be penalized,but paper mills and ghostwriting organizations should also be publicly exposed and placed on a blacklist to deter such behavior and reduce the like-lihood of collaboration,thereby promoting the governance of research integrity.Wentao Yue,Beijing Maternal and Child Health Care Hospital,Beijing Obstetrics and Gynecology Hospital,Capital Medical UniversityAcademic misconduct reflects a fundamental issue within the entire scientific system.Despite the call to breaking the five-only criteria,current assessments,such as promotions and selection for honorary titles,still place significant emphasis on quantity.This focus can contribute to various problems related to academic misconduct.Additionally,Chinas current punishment mechanism is inadequate;researchers suspected of misconduct may only face demotion and are barred from applying for grants for three to five years.These penalties are insufficient for address-ing such serious ethical issues.In the long term,this situation may lead to a lack of basic scientific literacy among researchers,making subsequent research susceptible to scrutiny.Therefore,it is crucial to strengthen penalties for academic misconduct to uphold the integrity and credibility of scientific research.Xian-En Zhang,Institute of Biophysics,Chinese Academy of SciencesDespite the emphasis from the Ministry of Science and Tech-nology and the Ministry of Education on breaking the five-only criteria,the implementation of this initiative has not met expecta-tions.Evaluations appear to assess the research environment and capabilities,yet they still focus heavily on funding projects and 30the number of publications.Consequently,publications remain a critical indicator for evaluating researchers,making them vital for their careers.In this context,doc-tors and medical institutions also become victims.The research ecosystem needs to be collaboratively built,using evaluations to promote development and clarify-ing the pathways for medical institutions to prevent academic misconduct,thereby facilitating high-quality development in hospitals.Xiaoming Zhou,Shandong Provincial Hospital,Dongying Peoples HospitalAs a major inducer of academic misconduct,paper mills have severely dam-aged the academic ecosystem.From experimental data to result interpretation and final manuscript preparation,the one-stop production chain is alarming.The covert nature of paper mill operations has increasingly formed a vested interest among researchers,even leading to deep cooperation with various academic jour-nals,making it difficult to enforce against these illegal transactions.Zui Zou,Naval Medical University“Misconduct will always happen,some people will always be tempted to cheat to get ahead.However perverse incentives can increase the numbers of people willing to cheat.Those incentives may be well intentioned,but have unintended consequences.Researchers are incentivised to publish and this can result in mis-conduct 12.Ian Burgess,Wolters KluwerThe challenge of governing academic misconduct lies in effectively preventing and addressing misconduct while pro-tecting academic freedom and creativity.Current governance mechanisms often emphasize post-hoc responses rather than proactive prevention.The diversity and complexity of the global research environment and regulatory systems further complicate the implementation of uniform governance standards.Addition-ally,some researchers lack self-discipline,the research evalua-tion system is flawed,the research environment is unhealthy,and long-term monitoring and accountability mechanisms are often Publishing industryVOICE FROM“12.Le Maux,B.,Necker,S.,&Rocaboy,Y.(2019).Cheat or perish?A theory of scientific customs.Research Policy,48(9),103792.31The intertwined old and new problems pose serious challenges to the research ecosystem.Academic communities,such as For Better Science and Retraction Watch,along with various early warning monitoring tools,like the Early Warning Journal List and Problematic Paper Screener,have been increasingly utilized in governance practices in recent years,yielding positive results 13.This result is highly concerning:36%do not want such serious inves-tigations.Note that is just about an investigation,not(yet)about personal consequences.Ronald Rousseau,Katholieke Universiteit Leuven“inadequate or nonexistent.Academic misconduct is a complex social issue that requires collaboration among multiple stakeholders and a multi-dimensional approach.Key strategies for governance include strengthening research integrity education,fostering a research culture that respects integrity,improving the research evaluation system,increasing penalties for misconduct,and establishing a more transparent and forward-looking regulatory framework.Jason Hu,COPE,United2ActAcademic misconduct can occur in various aspects of scientific research.In the realm of academic publishing,one of the main reasons for the frequent occurrence and persistence of misconduct is inadequate publication practices.Many journals still publish only short papers and lack requirements or mechanisms for sharing associated data.If publications were more comprehensive,there would be less opportunity for misconduct to go unnoticed,and individuals would be less likely to engage in it.Additionally,biased research evaluations,superficial integrity education,and weak prevention and punishment measures contribute to the prevalence of aca-demic misconduct and hinder effective management.Shuai Yan,Independent Consultant for Academic Publishing63.9%of respondents believe that violations of scientific research integrity should be thoroughly investigated.Questionnaire results:13.Jeffrey Brainard.(2023).Fake scientific papers are alarmingly common.Science.chapter32CHAPTER Experiences and insights from the life sciencesQ8:Where are the“hot spots”of academic misconduct in the life sciences?Q9:Are positive and negative outcomes interdependent?The challenges of long non-coding RNA.Q10:What lessons can we learn from repeated incidents of misconduct in significant events within the life sciences?333Q8Where are the“hot spots”of academic misconduct in the life sciences?Figure 8 illustrates the proportion of academic misconduct in various fields over the past twenty years.By using the percentage of misconduct papers relative to total scientific research output,we can assess the severity of academic misconduct across different research topics.Notably,in the field of life sciences,the research topic of long non-coding RNAs stands out,with 2%of papers in this area being classified as misconduct,drawing significant attention.Note:In the figure,the color of the circle indicates the percentage of misconduct papers within the total number of papers for each topic.A deeper blue color signifies a higher percentage of academic misconduct.The size of the circle represents the total number of academic misconduct papers within each research topic.lncRNA 840 misconduct papers,2%(Percentage of misconduct papers relative to total papers)Percentage of misconduct papers relative to total papers 2iomedical and health sciencesLife and earth sciencesSocial sciences and humanitiesMathematics and computer sciencePhysical sciences and engineeringFigure 8.Science map:percentage of academic misconduct across various fields over the past two decades(2003-2022)34Q9Are positive and negative outcomes interdependent?The challenges of long non-coding RNA.11251436122240256778605010015020025030020112013201420152016201720182019202020212022Figure 9-1.Volume of academic misconduct papers on long non-coding RNAs Over the past decade,the volume of scientific research on long non-coding RNAs has steadily increased(see Figure 9-2).During this time,incidents of academic misconduct have also risen,with the pro-portion of misconduct papers showing an upward trend(see Figures 9-1 and 9-2).The influence of paper mills poses significant risks and challenges to the field of long non-coding RNAs.Paper mills represent the most prominent issue of academic misconduct in this area,with over half(51.3%)of the misconduct papers linked to this issue(see Table 2).Rising paper outputs,increasing academic misconduct,and the stronghold of paper mills:Number of misconduct papersNote:The earliest reported academic misconduct papers related to long non-coding RNAs date back to 2011.51.3C.5.7.6%6.5%4.2%3.2%3.1%2.9%0.10000000.6%0.0%0.3%0.3%0.5%0.8%1.4%3.1%4.1%3.2%1.0%1.2%0.00%0.50%1.00%1.50%2.00%2.50%3.00%3.50%4.00%4.50000200030004000500060007000800090002003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022总发文学术不端论文不端占比35Figure 9-2.Percentage of misconduct papers in the total number of papers on long non-coding RNAsTable 2.Percentage of each type of academic misconduct related to long non-coding RNAsTotal papersMisconduct papersPercentage of misconduct papers relative to total papersNumber of papersPercentagePaper MillDuplicationFake Peer-reviewFalsificationEthical ViolationsPlagiarismOtherInappropriate AuthorshipFabricationAIGCAcademic misconduct typeAcademic misconduct typePercentagePercentage36Why have many paper mills not been shut down?What are the underlying interests at play?These questions deserve careful con-sideration.Cong Cao,University of Nottingham-NingboLong non-coding RNA(lncRNA)is currently a prominent research area,and many journals prioritize articles that can generate citations over the innovation of the research.This focus can create an environment where certain topics or fields become hotspots for aca-demic misconduct.Additionally,the staff at paper mills often pos-sess expertise in the field and receive professional training,enabling them to mass-produce papers that involve misconduct.These factors have contributed to a significant amount of academic misconduct in the lncRNA domain.Siyu Sun,China Medical UniversityLong non-coding RNAs(lncRNAs)are often referred to as the dark matter of the genome,as over 95%of the human genome consists of non-coding RNA.Despite this,our understanding of the mechanisms by which lncRNAs regulate cell function remains limited,making this field a promising area for further exploration.While it is challenging to assess academic misconduct in this field from a professional standpoint,the data from recent cases suggest that the misconduct may be organized and group-based.This may result from personnel at paper mills being familiar with the publish-ing rules and peer review processes in this area.These issues under-score the need for enhanced supervision and measures to safeguard research integrity.Xian-En Zhang,Institute of Biophysics,Chinese Academy of Sciences“AcademiaVOICE FROM 37Q10What lessons can we learn from repeated incidents of misconduct in significant events within the life sciences?Misguide Research Efforts:Wasting Valuable Research Resources:Causing Serious Public Health Consequences:Controversies Involving Prominent Scientists:The Hwang Woo-suk Scandal The STAP Cell Fraud Case Involving Haruko Obokata The Sato Epic Academic Fraud The Lancet Vaccine-Autism Academic Fraud The Joachim Boldt Paper Fraud Scandal The Swedish Artificial Trachea Death Incident The Baltimore Case The Academic Misconduct Scandal Involving the President of Stanford University The Mass Retraction Incident in the Field of Cardiac Stem Cells The Fraudulent Foundational Paper on Alzheimers DiseaseProduced byThe National Science Library,Chinese Academy of Sciences-Wolters Kluwer Joint Laboratory of Medical Evaluation and Data Intelligence中国科学院文献情报中心NATIONAL SCIENCE LIBRARY,CHINESE ACADEMY OF SCIENCES威科 Wolters KluwerConsensus,Responsibility,GuardianshipTEN QUESTIONS ON GLOBAL RESEARCH INTEGRITYDirector,National Science Library,Chinese Academy of SciencesSenior Vice President of Wolters KluwerNational Science Library,Chinese Academy of SciencesOrganization and ImplementationFramework DesignData PlanningData AnalysisQuestionnaire SurveyReport WritingPromotion and OutreachReport ReviewExecutive ResponsibilitiesConsulting AdvisorPromotion and OutreachReport ReviewExpert LiaisonXiwen Liu Rafael SidiSichao TongFuyou Chen,Menghui Li Menghui LiLi Li,Jiandong Zhang,Menghui Li,Zhesi ShenYahui Liu,Yu Liao,Zhesi ShenSichao Tong,Yahui Liu,Ting Yue,Ping MengYu Zhao,Ying Lou,Zhengyi Zhou,Xinyue LuLiying YangLiying YangXue Zhang,Jian LiXingtao AiWei Zhao,Zizhang WangIan BurgessJian LiExecutive Director of the Joint LaboratoryWorking Group of the National Science Library,Chinese Academy of SciencesWorking Group of Wolters KluwerDirector of the Joint LaboratoryContent PlanningUniversity of Nottingham-NingboWolters KluwerTianjin University of Traditional Chinese MedicineXiangya Hospital,Central South UniversityCOPE,United2ActZhongshan HospitalNational Science Library,Chinese Academy of SciencesKatholieke Universiteit LeuvenChina Medical UniversityInternational Association of Scientific,Technical and Medical Publishers(STM)Fudan UniversityThe Second Xiangya Hospital of Central South UniversityIndependent Consultant for Academic PublishingPeking University First HospitalNational Center for Science&Technology EvaluationNational Science Library,Chinese Academy of SciencesBeijing Maternal and Child Health Care Hospital,Beijing Obstetrics and Gynecology Hospital,Capital Medical UniversitySociety of China University JournalsInstitute of Biophysics,Chinese Academy of SciencesZhejiang University,Bio-Design and Manufacturing(BDM)Renmin University of ChinaShandong Provincial Hospital,Dongying Peoples HospitalNaval Medical UniversityCong CaoIan BurgessShan GaoHua Guo Jason HuZeju
2024-10-29
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Navigating the future of higher education with AI:2024 ICDE Leadership Summit policy dialogue reportThis page was generated automatically upon download from the Globethics Library.More information on Globethics see https:/.Data and contentpolicy of Globethics Library repository see https:/ TypeBookDOI10.58863/20.500.12424/4316083PublisherGlobethics Publications;International Council for Open andDistance Education;UNESCO-ICHEIRights2024 Globethics Publications;Attribution-NonCommercial-NoDerivatives 4.0 InternationalDownload date24/10/2024 08:32:28Item Licensehttp:/creativecommons.org/licenses/by-nc-nd/4.0/Link to Itemhttp:/ policy report is the outcome of the ICDE leadership Summit hosted by Globethics in Geneva,from 5 to 7 June 2024,in partnership with UNESCO-ICHEI,under the title:Ethical Leadership in the Age of AI:Rethinking Futures of Education.Throughout the three days,126 participants and 60 speakers from 35 countries contributed to enriching the reflection,from theoretical and practical perspectives,about the future of higher education in the fourth industrial revolution era.The report aims at capturing the outcomes from the presentations and discussions and presents them under five titles:1)Ethical Implications of AI in Higher Education,2)A Culture of Innovation,3)Equitable Leadership,4)Social Justice,and 5)Future Praxis.Hence,the report aims to be“an accessible tool to shine a light on some of the key challenges and opportunities that are before us,”ensuring a critical engagement with AI in educational spaces,that fosters accessibility,equity,and quality.NAVIGATING THE FUTURE OF HIGHER EDUCATION WITH AI 2024 ICDE LEADERSHIP SUMMITPOLICY DIALOGUE REPORT2024 ICDE LEADERSHIP SUMMITPOLICY DIALOGUE REPORTNAVIGATING THE FUTURE OF HIGHER EDUCATION WITH AI 2POLICY SERIES Globethics Policy No.2 Navigating the Future of Higher Education with AI 2024 ICDE Leadership Summit Policy Dialogue Report Globethics Policy Series Director:Prof.Dr Fadi Daou,Executive Director of Globethics Globethics Policy Series 2 Navigating the Future of Higher Education with AI 2024 ICDE Leadership Summit Policy Dialogue Report Geneva:Globethics Publications,2024 DOI:10.58863/20.500.12424/4316083 ISBN 978-2-88931-605-2(online version)ISBN 978-2-88931-606-9(print version)2024 Globethics Publications Managing Editor:Ignace Haaz Globethics International Secretariat Chemin du Pavillon 2 1218 Grand-Saconnex,Geneva,Switzerland Website:https:/ Email: All web links in this text have been verified as of August 2024.The electronic version of this book can be downloaded for free from the Globethics website:.The electronic version of this book is licensed under the Creative Commons At-tribution-NonCommercial-NoDerivatives 4.0 International License(CC BY-NC-ND 4.0).See:https:/creativecommons.org/licenses/by-nc-nd/4.0/.This means that Globethics Publications grants the right to download and print the electronic version,to distribute and to transmit the work for free,under the following condi-tions:Attribution:The user must attribute the bibliographical data as mentioned above and must make clear the license terms of this work;Non-commercial.The user may not use this work for commercial purposes or sell it;No derivative works:The user may not alter,transform,or build upon this work.Nothing in this license impairs or restricts the authors moral rights.Globethics Publications retains the right to waive any of the above conditions,especially for reprint and sale in other continents and languages.TABLE OF CONTENTS Foreword.5 I.Introduction:The Nexus of AI and Education.7 II.Ethical Implications of AI in Higher Education.10 III.A Culture of Innovation.16 IV.Equitable Leadership.20 V.Social Justice.27 VI.Future Praxis.33 VII.Recommendations.37 ACKNOWLEDGEMENT This policy report is the outcome of the International Council for Open and Distance Education(ICDE)Leadership Summit,hosted by Globeth-ics in Geneva on 5-7 June 2024,in partnership with UNESCO-ICHEI (International Centre for Higher Education Innovation under the auspices of UNESCO).Editor:Erin Green Editorial Team:Maha Bali,Santiago Bellomo,Xiaohan Bi,Ratna Selvaratnam FOREWORD This policy report is the outcome of the ICDE leadership Summit hosted by Globethics in Geneva,from 5 to 7 June 2024,in partnership with UNESCO-ICHEI,under the title:Ethical Leadership in the Age of AI:Rethinking Futures of Education.Throughout the three days,126 partici-pants and 60 speakers from 35 countries contributed to enriching the re-flection,from theoretical and practical perspectives,about the future of higher education in the fourth industrial revolution era.The report does not mirror the Summits programme,but captures the outcomes from the presentations and discussions and presents them under five titles:1)Ethical Implications of AI in Higher Education,2)A Culture of Innovation,3)Equitable Leadership,4)Social Justice,and 5)Future Praxis.Hence,the report aims to be“an accessible tool to shine a light on some of the key challenges and opportunities that are before us,”ensuring a critical engagement with AI in educational spaces,that fosters accessi-bility,equity,and quality.Furthermore,the Summit demonstrated how much the context is critical for this type of reflection.There is no one roadmap or plan that applies everywhere.The inextricable relationship between artificial intelligence and higher education is reshaping policies and practices in very diverse ways.This reality invites those who are in leadership roles to be mindful of both their own situation and the experiences of others.Engaging with AI in higher education requires one to be contextually and culturally sit-uated,globally connected and informed,and ethically anchored.The four types of component of the report guide towards this attitude,combining 6 Navigating the Future of Higher Education with AI policy reflection with case studies,recommendations,and questions for further reflection.I.INTRODUCTION:THE NEXUS OF AI AND EDUCATION 1.The International Council for Open and Distance Education Summit 2024,hosted by Globethics,brought together leaders,ed-ucators,ethicists,and technologists to explore ethical leadership and artificial intelligence(AI)in education.This policy dialogue report captures the key discussions,themes,and outcomes from the summit and provides you with insight as you and your institu-tion navigate the impact of AI on education.Soon,if not already,AI and education will be inextricable,and this report provides an accessible tool to shine a light on some of the key challenges and opportunities that are before us.Here you will find case studies and recommendations for critical engagement with AI in educa-tional spaces,including how to improve accessibility,equity,and quality of education overall.2.Naturally,open and distance education are particularly sensitive to changes brought about by digital technologies and exacerbated by the mass movement towards online learning brought about by the global pandemic of 2020 to 2023.Application of AI in open and distance education will potentially cut across every aspect of educationfrom pedagogy,evaluation,curriculum development,learning platforms and more.Negotiating a way forward remains very much undetermined,perhaps as we are all somewhat out-paced by the changes brought about by AI and related 8 Navigating the Future of Higher Education with AI technologies.What remains certain,however,that charting a course for ethical leadership in education in the age of AI is only improved through the building of strong and diverse networks.3.A small but critical step in this direction was taken collectively by the participants of the Summit and the institutions the represented.Many who came to Campus Biotech in June 2024 felt that they were already immersed in the AI revolution,while others felt that they were still on the cusp of it.Levels of optimism or receptivity towards AI also varied.Some felt AI holds the potential to im-prove access to education,provide personalised learning experi-ences and support,and boost institutional efficiency.Others ex-pressed caution,pointing to the potential of AI to exacerbate ine-qualities,widen digital divides,and further enforce harmful power imbalances.Holding this variety of perspectives in tension,par-ticipants did converge on the necessity of fostering ethical leader-ship in the deployment of AI in education.The Summit showed that there is strength in diversity as participants challenged each other,brought different ideas and concerns from their respective contexts,and built-up relationships that will help carry the dia-logue forward.4.The case studies,reflections,and recommendations of this report seek to provide all stakeholders with a compass to orient their own work on AI and education.We provide this with a view of har-nessing AIs capabilities while upholding ethical standards in an evolving,global educational landscape.We hope that this will in-spire more conversations and more connections to help build up the capacity to use AI ethically in a variety of educational con-texts.There is also a clear need for social justice and equity within both AI and education,which was brought into sharp relief by the Introduction:The Nexus of AI and Education 9 concerns participants shared from around the world.We hope that the contents of this report will inspire all readers to take up critical engagement with AI in education and contribute to growing and necessary global awareness.5.This report seeks to be a contribution to an already ongoing and rich dialogue.It is far from exhaustive,though we do hope you will find that it speaks to your questions and challenges regarding the implementation and use of AI in your institute of higher edu-cation.Each chapter shines a spotlight on a critical area of dis-course,and,though interlinked,do not necessarily have to be read in order.We have also provided some questions for your own re-flection at the end of each section to help you pause and integrate the contents of this policy dialogue report.We hope you enjoy engaging with it as much as we enjoyed preparing it for you.6.As you reading through this policy dialogue report,we invite you to reflect on how you and your institution might benefit from these practices and recommendations.Consider what you could adopt,what does not apply to your context,and how you might extend or adapt the use of AI in your institute of higher education.You may also wish to consider what resources and professional development required to realise the appropriate strategic vision for AI within your institution.II.ETHICAL IMPLICATIONS OF AI IN HIGHER EDUCATION Ethical Use of AI 7.The ethical implementation and use of AI in education was one of the primary themes emerging from the Summit.Leaders from ed-ucational institutions around the world wrestle with the challenges of maintaining ethics standards that pre-date AI,and therefore do not anticipate some of the unique challenges precipitated by AI and related digital technologies.This pressure to adapt quickly and appropriately to these new realities was also made more diffi-cult by the seeming urgency to innovate in education and benefit from AI,as well as pressures to mitigate potential threats and risks related to AI.Contributors varied in their contexts and approaches,but overall,there was unifying concern for ethical leadership,transparency,inclusivity,accountability,and data privacy.Ethical Leadership 8.AI and related technologies are increasingly prevalent in class-rooms,university administration,online learning,and personal-ised learning environments.This makes the need for ethical lead-ership with expertise in these new technologies critical for the fu-ture of education.But how this leadership is understood and exer-cised remains open for discussion.We observed that throughout the Summit participants used similar words and phrases but hav-ing radically different meanings.Therefore,a casual observer may Ethical Implications of AI in Higher Education 11 gain a sense of greater agreement than is really there.Experts in online and distance education repeatedly return to notions of fair-ness,equity,and transparency in ethical leadership,but such val-ues-oriented language varies in interpretation and expression from context to context.Similarly,there was repeated calls for inclusiv-ity,accountability,and data security as part of expressing ethical leadership in the age of AI.We should take this not as an exhaus-tive list of criteria for ethical leadership,rather as emerging points of convergence where we can cultivate broader and deeper discus-sion,drawing on the diversity of networks like Globethics and ICDE.Transparency 9.Ethical implementation and use of AI demands that decision mak-ing around AI is open and understandable to all stakeholders.This includes human decision making such as assessing tech partner-ships,data privacy policies,and where AI is being used through-out educational institutions.This also includes AI-driven deci-sions,where AI takes over some functions traditionally held by humans.Institutes of higher education have a significant role to play in educating themselves and members of their community about how,why,and when AI is used.Technology companies,however,also have a critical role to play in developing a culture of transparency around AI.Clear communication is important about the functioning of AI systems,the data they use,and their place in making decisions.10.This transparency is necessary to foster trust and confidence among administrators,educators,students,and all institutional stakeholders and partners.It is also necessary for broader critical institutional engagement with AI,including the development of clear and useful guidelines around AI,to assess its congruency 12 Navigating the Future of Higher Education with AI with institutional mission and values.Openness around AI also allows for the development of clear and useful guidelines around its deployment throughout educational systems and institutions.11.It is also necessary for critical institutional engagement with AI,to assess its functioning,effectiveness,and its appropriateness for each institute of higher education.Openness around AI also al-lows for critical discourse around how,when,and why AI is used throughout institutes of higher education.Clear institutional com-munication about how AI systems work,what data they use,and how decisions are made to foster trust and understanding among all stakeholders.This requires building up AI-literacy throughout education and seeking transparency from the technology compa-nies providing AI technologies and solutions.Inclusivity 12.Ethical implementation and use of AI also requires inclusivity.This helps ensure that AI is developed and implemented for the benefit of everyone,especially those from traditionally marginal-ised and underserved groups.AI should enhance accessibility and educational equity,help overcome digital divides rather than ex-acerbate existing or create new ones.All those who participate in the development of AI,including large technology companies,start-ups,universities and other institutes of higher education,should strive for inclusivity in the development of AI.This should be accomplished by diversifying development and ethics teams and ensuring that those from marginalised and underserved com-munities are better represented in all phases of development.In terms of AI and education,inclusivity should consider linguis-tic and cultural needs,and adaptability to different learning needs.Ethical Implications of AI in Higher Education 13 Accountability 13.There are clear risks associated with using AI in education.Accountability is required from all stakeholders,including lead-ers,teachers,and students,to mitigate problems like bias,privacy breaches,plagiarism,and more.Institutional leadership must en-sure that AI systems are fair and used transparently,and have mechanisms in place to address problems that may arise from their use.Teachers using AI,whether for course design,grading,or cre-ating online learning environments,must be vigilant in using AI to create equity not further marginalise already vulnerable stu-dents.Students must also be held accountable in their use of AI through clear guidelines and policies relating to academic integ-rity.All of this requires that institutions invest in AI literacy for every member of an educational community.14.Throughout the summit,participants discussed the convenience and effectiveness of regulations concerning AI use for academic purposes.They explored the possibility of developing new proc-toring AI-based tools for preventing fraud or plagiarism.This sub-ject proved to raise more questions and debate than clairvoyant agreements and statements.Data Privacy 15.The increasing use of AI in education implies that educational in-stitutions will deal with an increasing amount of personal data.Using AI in administrative,research,and teaching activities all raise important questions about data privacy and related concerns for the ethical implementation and use of AI in education.Strin-gent data handling and protection measures must be in place from day one.Institutional policies and practices should follow local legislation and regulation and go beyond these when insufficient.Each country or legal jurisdiction will require different responses.14 Navigating the Future of Higher Education with AI Institutes of higher education will have to assess if their regulatory environments provide sufficient safeguarding of data or whether more robust institutional safeguards should be put in place that go beyond local laws and regulations.Human-centric Design 16.This aspect of ethical implementation and use of AI in education is one that many are grappling with to ensure that AI technologies augment human capabilities rather than replace them.AI systems should be designed and used with the needs and values of the ed-ucational community in mind,supporting the role of educators ra-ther than undermining them.This has specific implications for the rise of generative AI and academic integrity,where students,edu-cators,and researchers may be easily seduced by the promises of AI shortcuts at the expense of their own learning or professional endeavours.A human-centric approach focusses on providing AI experiences that are intuitive,accessible,and aligned with the goals and values of the educational institution.It also includes ac-tively involving users in the design process,understanding their contexts,and ensuring that the technology adapts to their behav-iours and preferences,rather than the other way around.Questions for further reflection What mechanisms can be put into place to promote trans-parency in AI decision-making processes in educational in-stitutions?In what ways can AI be implemented and used in ways that promote inclusivity and address existing inequalities in edu-cation?Do you have a data management policy in the institution and a team responsible for its implementation and compli-ance?Ethical Implications of AI in Higher Education 15 Case Study:Ethical Leadership Universitas Terbuka:Technological Infrastructures for Inclusive Education Universitas Terbuka(UT)in Indonesia is a pioneer in using AI to enhance educational access and equity.UT is an open university serving more than 525,000 students in Indonesia and abroad.Its diverse student population is spread across remote and under-served regions,making equitable access a primary concern.The University has implemented several AI-driven initiatives aimed at improving the educational experience of its students.One of the key AI innovations is the MyUT application,which uses Single Sign-On(SSO)technology to streamline academic and ad-ministrative processes.MyUT allows students to register for courses,access digital libraries,and manage their academic affairs through unified platform.Additionally,UT has integrated AI voice chatbots to assist students during the registration process,which provide real-time support,answer questions,and guide students.The provision of both printed and digital interactive course materi-als helps reach more students.Digital course materials are equipped with text-to-speech technology,enabling visually im-paired students to access educational content.The university also leverages AI in online learning tutorials,using AI to facilitate dis-cussion forums,and support students throughout their learning journey.III.A CULTURE OF INNOVATION 17.Participants demonstrated a keen interest in innovation in educa-tion alongside innovation in technology.Participants mentioned the potential for AI to develop personalised learning,adaptive and learning paths,and intelligent tutoring systems.There was also measured enthusiasm for the potential of AI to tailor educational processes and systems more broadly,including from registration and support services,using AI chatbots and voice assistants in ad-ministrative functions,evaluation,and more.Innovation in Education 18.Education is innovating alongside AI.Personalization is one of the main areas where some claim that AI could be used to trans-form education throughout the world,although participants may not share a common understanding of this concept,its meaning and scope.Some clear statements were made,concerning AI con-tributions to higher education:AI tools and platforms may help educational institutions adapt to the learners time,pace and style.These technologies can potentially provide personalised support and help students understand complex concepts through interac-tive and engaging learning experiences.In some educational insti-tutions running pilot programmes,AI is also being used to create personalised learning paths that aim to provide learners with indi-vidualised practice problems and instructional content.Many summit participants expressed the expectation that,through A Culture of Innovation 17 continuous analysis of student data,including evaluation results and engagement,AI can adjust learning paths to offer more tar-geted testing and content.Also,that personalised AI learning as-sistants can generate recommended resource lists,manage digital conversations,and combine relevant study materials.In some uni-versities,these assistants are actually being used to help answer student questions,provide resource recommendations,and sup-port personalised learning paths by preliminary integrating AI technologies.The personalization embedded in these AI-facili-tated environments promise to foster more inclusive and equitable learning environments.Care must be taken,however,to account for interpersonal and collaborative pedagogies that might be dis-placed.Safeguards must also be in place should AI facilitation hallucinate or potentially mislead.Intelligent Learning Communities 19.AI is also starting to play a role in the development of intelligent learning communities.Here,AI is deployed to foster collaboration and engagement within educational environments.One such ap-plication of AI is the use of intelligent segmentation and labelling in course resources.This involves multimodal information pro-cessing,including image,audio,and text recognition,to create a more interactive learning experience.Technologies like OCR,speech and facial recognition are currently used in some educa-tional institutions to segment videos,generate summaries,extract key concepts.All of these advances could make it easier for stu-dents to navigate and understand course materials.Participants agreed that the development of intelligent learning communities can support students around-the-clock and also identify students who may benefit from extra human support,as well as facilitate real-time collaboration among learners.Monitoring student par-ticipation and engagement,when used judiciously,can be used to 18 Navigating the Future of Higher Education with AI support all students in accessing the resources they need to suc-ceed.Questions for further reflection How can institutions foster a culture of innovation that re-spects the unique contexts and starting points of different uni-versities?What are the benefits of adopting an incremental approach to AI innovation in education?How can the effectiveness of AI pilot projects be systemat-ically assessed,documented,and disseminated?Case Study:Innovation Innovation in Education in the Age of AI-Jiangsu Open University,China Jiangsu Open University(JSOU)is a pioneering institution in China that is leveraging AI to revolutionise its educational frame-work.Located in the economically developed Jiangsu Province,JSOU has embraced AI and related technologies to enhance learn-ing,teaching,and administration.In 2023,JSOU launched its new vision of becoming a“Digital Intelligence Innovation Uni-versity”,emphasising deep integration of digital technologies within education to create integrated educational environments combining virtual and“real”elements.The university has effec-tively integrated MOOCs(Massive Open Online Courses)into its educational offerings,enhancing accessibility and quality of edu-cation.JSOU leverages MOOCs to provide flexible learning op-portunities,allowing students to access high-quality resources re-gardless of their location.A Culture of Innovation 19 JSOU focuses on digital intelligence leadership,which goes be-yond traditional information technology by incorporating AI and related technologies.This approach seeks to advance the digital transformation within the university,systematically improving education across all disciplines.Integral to this approach is the use of personalised learning paths for students.Here,AI analyses student needs and performance data to offer resource recommen-dations and learning strategies.Achieving the vision outlined above also requires a transfor-mation for the way teachers teach.Effective integration of AI re-quires ensuring teachers have the necessary digital literacy and technical skills,and so JSOU provides ongoing professional de-velopment and encourages the adoption of new technologies.While AI has the potential to enhance education,it can also exac-erbate digital divides if not implemented equitably.JSOU focuses on providing access to digital tools and resources for all students,including those from disadvantaged backgrounds.IV.EQUITABLE LEADERSHIP 20.While the above sections looked broadly at the implementation and use of AI throughout educational institutions,here we sharpen our focus to look at the role of leadership specifically.Ethical leadership is a transformative force in open education.The ethical principles discussed above,including inclusivity,equity,and accessibility,can all help guide the development and govern-ance of Open Educational Resources(OER)and AI,fostering global approaches to lifelong learning and educational equity.However,the equitable integration of AI in education faces re-sistance,necessitating robust leadership models grounded in ethi-cal foundations.21.A significant gap exists between theorising AIs potential in edu-cation and achieving concrete progress.Initiatives are often lim-ited to small-scale pilots and face slow implementation due to a lack of supportive culture,capacity,and resources.While experi-mentation within implementation provides a space for theoretical exploration,rigorous evaluation is crucial and is often lacking in many initiatives.Universities heterogeneity,including differ-ences in size,location,program diversity,delivery modes,and data cultures,underscores the necessity of discussing the futures of education,moving away from rigid,one-size-fits-all solutions.Concerns about AI widening existing gaps,especially regarding the accessibility of open-source AI tools,extend beyond cost and necessitate collaborative innovation.Equitable Leadership 21 Emerging Challenges 22.AI and OER can act as catalysts for change and lifelong learning,enabling leaders to remain creative and current.However,signif-icant infrastructure limitations,particularly in emerging econo-mies,pose a considerable challenge.Many countries struggle with inadequate bandwidth,connectivity,and a lack of computing hardware,which hampers the effective implementation of AI tech-nologies.There is a notable opportunity for personalised and ac-cessible learning experiences through intelligent teaching sys-tems,which can support autonomous learning and provide mean-ingful analytics.However,leaders need to foster an environment where data-driven policies and data-driven decision-making are a common ground for institutional performance.Changing the mindset of staff,teachers and even students remains one of the core challenges that universities from emerging countries face in order to develop digital transformation.Leaders should engage with cultural transformation while struggling with technical de-mands concerning AI implementation.Institutional Strategies and Integration 23.Various institutional strategies can help students and faculty nav-igate the integration of AI in higher education,including setting up task forces,issuing statements on AI use,providing online re-sources and training,and facilitating town hall discussions and symposia.The goal is to support staff and students with the nec-essary knowledge and skills to effectively utilise AI.Institutions can also focus on creating supportive partnerships and collabora-tion opportunities with industry to guide future developments.However,the integration of AI is uneven across different regions,and there is a need for a new leadership approach to accompany AI adoption,ensuring alignment with effective change manage-ment and quality assurance.22 Navigating the Future of Higher Education with AI Assessment and Curriculum Innovation 24.AI has completely changed testing and evaluation within educa-tional settings.Authentic assessments that encourage students to explore learning and develop critical skills rather than simply completing prescribed tasks will be increasingly essential across all disciplines.This approach requires a significant redesign of as-sessment,and institutions are increasingly focusing on developing holistic approaches that guide staff and students to become ethical digital citizens.This involves balancing the complexity of AI in-tegration with comprehensive training,learning experiences,and curriculum considerations.The goal is to foster critical thinking and ensure that students can navigate AI tools responsibly and with academic integrity.The challenges here are immense.Global Perspectives and Regional Initiatives 25.There are varying levels of AI readiness across different regions of the world.In Southeast Asia,for instance,the readiness for AI integration is uneven,with significant global concerns about eth-ics,privacy,technical barriers,and regulatory frameworks.In Ma-laysia,efforts are being made to strengthen the Silicon Valley of the East by supporting semiconductor firms and establishing cen-tres of excellence in AI.Similarly,Hong Kong universities are fo-cusing on safety,effective monitoring,and AI literacy for both students and staff,though more work is needed in pedagogy and assessment redesign.The adoption of AI in higher education in Africa focuses on enhancing personalised learning,administrative efficiency,and accessibility through tools like intelligent tutoring systems and MOOCs.However,challenges such as infrastructure,skill gaps,and ethical concerns need to be addressed to fully lev-erage AIs potential in transforming education.In North America,AI adoption in higher education focuses on enhancing personal-ised learning and improving administrative efficiency,with Equitable Leadership 23 applications ranging from adaptive learning platforms to AI-pow-ered chatbots that assist with student services.In Latin America,AI adoption faces challenges relating to digital divides,particu-larly disadvantaged communities and different regulatory frame-works across the continent.Additionally,there are concerns about exacerbating existing gender inequalities and uneven access to technology.Human Centred AI Governance 26.As AI becomes ubiquitous,the importance of developing human-centred approaches to the governance of AI in higher education will become more important.In general,such an approach empha-sises transparency,justice,fairness,non-maleficence,responsibil-ity,privacy,beneficence,autonomy,assurances of outcome,and explicability.Presenters proposed a framework for AI governance that is grounded in human consciousness and wisdom,promoting well-being and humanistic education.Ethical principles are ide-ally aimed at ensuring that AI is developed and used in ways that enhance the human condition,encouraging decision-makers to put humans first.Over-representation of values and world views from dominant cultures poses significant challenges to defining human-centred AI,human-centred governance,and even human-centred education.Notions of human flourishing,values,and world views inform how we approach the concept of human-centred,resulting in differing outcomes.Questions for further reflection What qualities and skills are essential for leaders to effec-tively manage the integration of AI in education?What strategies can be employed to support educators in upskilling and adapting to AI tools?24 Navigating the Future of Higher Education with AI How might you preserve and enhance the human-centric approach when implementing AI technologies in your organization?Case Study:Equitable Leadership IIOE Micro-certification project to upskill and reskill higher edu-cation workforce:International Centre for Higher Education Inno-vation under the auspices of UNESCO(UNESCO-ICHEI)While AI,especially Generative AI presents both challenges and opportunities for the higher education system,HEIs worldwide are increasingly harnessing the potential of AI for diverse purposes,reshaping the perspectives of students,teachers,and the institutions themselves.Implementation of AI in higher education must be paired with thoughtful strategies for reskilling and upskilling of higher education workforce(including teachers,leaders and sup-port staff),ensuring that human oversight is integrated into the de-ployment and management of these tools.The International Centre for Higher Education Innovation under the auspices of UNESCO(hereafter“UNESCO-ICHEI”)and the International Institute of Online Education(hereafter“IIOE”)is taking action to develop a flexible mechanism that empowers Higher Education Institutions(HEIs)to plan for its workforce to upskill and reskill.The IIOE Micro-certification Project for Higher Education Workforce is designed to address multifaceted chal-lenges and propose possible solutions for HEIs.From institutional strategy planning,recognition advocacy,course content develop-ment and implementation,and competency framework recommen-dation,a comprehensive support system is assembled to facilitate the effective and ethical application of AI in higher education.Equitable Leadership 25 The IIOE Micro-Certification Project aims to:Offering flexible and customised solutions for the higher ed-ucation workforce to upskill and reskill with AI capacities;Set transferable definitions of digital competencies and eval-uation criteria as a reference for teaching personnel,HEI leadership,and learning support staffs professional develop-ment;To form a content repository that gathers courses,case stud-ies,and guidance that allow exchange and peer learning;Encourage recognition of digital competency building as an important part of professional development through policy discussions,guidelines,and opportunities for expert consul-tancy.More broadly,the project aims to propose a new approach to the continuous growth of upskilling and reskilling,more effectively providing quality,just-in-time learning in a joint force engaging relevant higher education stakeholders,and advocating for formal recognition of the need for digital competency-building and life-long learning of the higher education workforce.For HEIs,micro-certification addresses the legitimate issues of recognising online and informal professional learning of the higher education work-force,and broadens the channels of content development and pol-icy update.At the current stage,UNESCO-ICHEI developed the IIOE Higher Education Teaching Personnel Digital Competency Reference Framework(hereafter Reference Framework),serving to offer clear definitions and evaluation criteria for competency-based learning.The framework offers a trajectory of integrating digital technology into the teaching cycle.Additionally,supplemental 26 Navigating the Future of Higher Education with AI guidelines for evaluation team setup,certification process,and course design and development guides are provided to facilitate HEIs to build a robust training,evaluation,recognition,and plan-ning process for implementing IIOE micro-certifications.Apart from empowering university teaching personnel,this project also sees HEI management team and supporting staff as key forces driving the digital transformation of higher education.Taking into account the development trajectories of its partner institutions,IIOE will further expand the reference frameworks catering to the needs of HEI leadership and learning support staff and other stake-holders.Additionally,IIOE will be offering more training courses in the context of facilitating the effective integration of Generative AI in Higher Education in the 1 X Generative AI Course Series.UNESCO ICHEI strongly encourages personalised and localised implementation in its project strategy.Based on the reference framework,the Micro-certification project starts with readiness analysis,identifying specific training needs of HEIs.UNESCO-ICHEI will work with HEIs to match resources,including policy references,expert consultancy,and course resources,to provide multiple channels for the higher education workforce to upskill and reskill.V.SOCIAL JUSTICE 27.AI has a critical role in advancing the UN Sustainable Devel-opment Goals(SDGs)through education.It underscores the im-portance of aligning AI in education with broader social justice and equity objectives for the greater good of humanity.It is cru-cial to recognise that social justice is multifaceted,it can be eco-nomic,cultural,or political.Within the educational context,so-cial injustice extends beyond economic issues such as access to education and technology.It encompasses other dimensions,in-cluding heteronormativity,white supremacy,physical disabil-ity,neuronormativity,and settler and cultural colonialism which can manifest as cultural injustices(problems of represen-tation)or political injustices(issues of power in educational design and leadership).Economic Injustice 28.Economic injustice exists in emerging economies with large,dispersed populations,where distance education and AI could scale educational access to otherwise unreachable groups;how-ever,emerging economies may also suffer from infrastructure inequality where some regions lack consistent electricity and high bandwidth internet,which would limit the potential of technological solutions.Injustice can also exist in predomi-nantly affluent nations,where economic disparities exist be-tween urban and rural locations and for some marginalised 28 Navigating the Future of Higher Education with AI communities.In affluent nations,non-economic injustices such as cultural underrepresentation or misrepresentation can exist,and there is a role for AI in supporting broader dimensions of social justice,but caution is also needed as AI platforms are not as well trained in minority languages and cultures.Practical ap-plications and aspirational practices can include building plat-forms and integrating AI to reduce economic inequality and ex-pand access to education across various age groups,including lifelong learning opportunities for older adults.29.Although AI has potential to enable personalised learning,it still functions within a structured system,requiring resilience and intelligent governance for adaptive innovation and equita-ble learning.The imperative to innovate often clashes with tra-ditional pedagogical practices,prompting a rethinking of as-sessments,content overload,teaching roles,and student em-powerment.This evolution demands both a shift in mindsets and technological advancements.Open and distance education 30.Open and distance education could facilitate lifelong learning with the flexibility needed in diverse locations,including in places where distance or access to internet present a challenge.AI has potential to provide adaptability and enhance teacher presence in contexts with insufficient educators for the student population.Specific applications of AI in teaching and learning included AI tutors,development of learning materials,adaptive learning,intelligent tutoring systems,AI chatbots for answering questions and participating in discussion forums,and AI-driven formative assessments and automated proctoring for summative assessments.Some institutions use AI collaboration tools and Social Justice 29 virtual and augmented reality to offer immersive learning expe-riences for online and distance learners.Challenges 31.There are manifest challenges associated with implementing and using AI in education.There is,for example,unequal ac-cess to the internet and related technological infrastructures.Some regions and households have access to good internet,al-lowing them to readily embrace AI.Others need to travel far distances to even access the internet,if they can afford it at all.Other challenges are linguistic and cultural,with English dom-inating online spaces.Many countries,and therefore educa-tional institutions,operate in multiple languages,minority lan-guages tend to not be well-served by AI and related technolo-gies,and indigenous languages are often held as sacred,and communities want to protect them from the commercialisation and misappropriation of AI.32.The advent of AI may also increase digital divides,especially those relating to digital skills development and AI literacy among students,teachers,and leaders.Lack of open source and open access AI tools create exclusivity around its adoption,counter to the expectation of inclusion that is grounded in the promises of AI.33.Further to this,issues of academic integrity could diminish stu-dent and teacher performance and outcomes,compromising overall educational quality and the prestige of traditional insti-tutes of education.30 Navigating the Future of Higher Education with AI Opportunities 34.Conversely,AI offers opportunities for learners to translate content into their own languages and learn about different cul-tures through AI translation.Some institutions use AI to pro-vide multilingual support,delivering content in various lan-guages.Developing digital competence and literacy among teachers and administrators is also facilitated by the advent of AI.Open and distance education,combined with digital intelli-gence leadership,can be applied in student support services,learning resource construction,social services,scientific re-search management,and systematic collaborative innovation.AI as digital intelligence leadership can provide cognitive in-sights,strategic guidance,transformation drive,coordination,innovative governance,and cultural cultivation.The combina-tion of digital intelligence leadership and transformation can impact people,time,distance,and society.Mechanisms to eval-uate the impact and track concerns regarding fairness,privacy,and security are crucial.Linguistic Diversity 35.Summit discussions underscored that certain languages are un-derrepresented online and in AI applications,hindering cultur-ally responsive teaching.English is especially dominant in online spaces and therefore in the training data used in some AI.Learning in ones mother tongue is crucial,raising questions about AIs role in countries with many minority and tribal lan-guages lacking sufficient written texts.Additionally,integrat-ing Indigenous languages,often considered sacred,into AI raises concerns about the participation paradox,where in-cluding such data could undermine rhetorical and cultural sov-ereignty.Social Justice 31 Non-Economic Injustice 36.The Sustainable Development Goals(SDGs)are helpful in con-sidering the purpose of education and AI.To advance the greater good,discussions around AI in education should focus on building AI for the betterment of the world,for which the 17 SDGs provide a detailed and useful template.This approach provides a new perspective for evaluating the inclusion of AI in education by considering its effects on climate change,gender inequality,reducing overall inequality,hunger,economic growth,health and well-being,and peace,justice,and strong institutions.As above,when considering the concept of human-centric AI,we must also interrogate the notions of“better”and“development”,especially considering the perspectives of mar-ginalised and excluded peoples and groups.Questions for further reflection How can AI be leveraged to advance the UN Sustainable Development Goals(SDGs)in education?What steps can be taken to ensure that AI implementa-tions do not exacerbate digital divides and other forms of inequality?How can institutions balance the need for technological advancement with the preservation of cultural and linguistic diversity?Case Study:Equipping Teachers Can AI Support Inclusive and Accessible Learning?Dominique Scheffel-Dunand from Canada presented a case study on her institutions research into AIs impact on inclusive and ac-cessible learning.Inclusivity here refers to accommodating di-verse student needs and promoting equity,while accessibility 32 Navigating the Future of Higher Education with AI focuses on improving usability for all,particularly through adap-tive technologies for learners with disabilities.Her university implemented a model where all teachers experi-mented with integrating AI and conducting small-scale research,reflection,writing,and dissemination to iterate on best practices.This model emphasised teachers experiences and reflections on applying AI to support non-native learners in translating texts to their native languages or improving their writing in the target lan-guage.Teachers were given the agency to navigate this complex landscape,supported by a community,and granted the freedom and responsibility to innovate,experiment,and learn.VI.FUTURE PRAXIS 37.Emerging trends in education and AI point to the role these new technologies will have in transforming education,especially open and distance learning.AI holds promise for enhancing the quality of education and access to it,including in remote and underserved regions.The proliferation of AI,especially generative AI,will prompt institutions of higher education to rethink their reasons for existing and continuing on as they have historically done.The very nature and meaning of higher education is called to ques-tion by advances in AI and related technologies.Personalised Learning 38.One of the great hopes for AI in education is the development of personalised learning.AI can contribute to this by designing cus-tomised itineraries that adapt to each students time constraints,preferred learning paces,and individual learning goals.This could foster greater autonomy in learning by empowering students to take ownership of their educational experience.AI also holds po-tential for distance education through AI-powered tutors,scalabil-ity in online education by providing support to a large number of students simultaneously,and making education more accessible to a wider range of learners.AI can also advance research through the analysis of vast amounts of data collected from online learning environments,therefore providing valuable insights for improving teaching and learning strategies.34 Navigating the Future of Higher Education with AI 39.Further to this,AI can develop competency-based programs that focus on the acquisition of specific skills and knowledge,aligning with the growing trend toward micro-credentials.Other applica-tions of AI in teaching include supporting lesson planning with tailored resources,providing virtual assistants powered by AI to act as learning companions,and streamlining administrative tasks.Monitoring and assessment tools such as speech monitoring and facial recognition are being explored to gain insights into student engagement and learning progress,though ethical considerations need careful attention here,given the history of bias in facial recognition,for example,in other contexts.Universities are build-ing AI-powered learning processes.These include AI-powered video summarization,chapter extraction,and personalised learn-ing resource recommendations.AI-powered search engines are also emerging,allowing students to navigate vast repositories of educational resources efficiently,though attention to privacy is important here.Ethical Considerations and Ontological Principles 40.Interaction is vital for education,and AI should enhance,not replace,student-student and student-teacher interactions.Technosolutionism,the belief that technology can solve every-thing,was challenged during the Summit.Critical engagement with technology is crucial.Personalist pedagogies,which are ones that emphasise the irreplaceability of interpersonal engagement for the development of the whole person as an individual,advo-cating for active consideration of the learners moral compass and social context.The concept of Bildung(or comprehensive educa-tion)was also mentioned,offering a broader perspective than the technical training often associated with AI in education.There was good agreement that,while AI can handle some tasks,humans do have an irreplaceable role in education.Future Praxis 35 41.AI can empower students and create a flourishing learning envi-ronment mediated by the teacher.However,the specifics of these irreplaceable roles remain unclear.Guidelines are needed on how to use AI effectively,including identifying green lines for fos-tering academic integrity and essential cognitive capabilities,as well as red lines for when AI should not be used in education.AI could democratise learning,but also enable unethical behav-iours or practices that hinder adequate intellectual development,potentially hijacking educations purpose.Developing wisdom,epistemic competencies,critical thinking and collaborating with academic integrity teams are crucial to navigate these challenges.Questions for further reflection What role should AI play in developing personalised learn-ing experiences for students?How might we ensure that the implementation of AI in higher education does not replace or reduce human-human in-teraction,but rather creates more opportunities for valuable student-instructor and student-student collaboration?How can leaders avoid techno-solutionism while promoting the ethical use of AI?What guidelines are needed to ensure the ethical use of AI in education,particularly regarding academic integrity and critical thinking?Case Study:Future Praxis Enhancing Student Engagement through Emotionally Intelligent Feedback The Smart Feedback project at Tec de Monterrey,led by Professor Lilia Carolina Rodrguez Galvn,explores the integration of AI and Natural Language Processing(NLP)in enhancing educational 36 Navigating the Future of Higher Education with AI feedback.By analysing students emotional states through text-based feedback,the project aims to improve both cognitive and emotional engagement in the learning process.Implemented across several campuses,the initiative impacted 908 students,showing significant improvements in motivation and emotional well-being.The Smart Feedback project demonstrates how AI can be used to personalise and enhance learning experiences by addressing stu-dents emotional needs alongside their academic progress.How-ever,it also highlights the need for transparency in how AI anal-yses and uses personal data to ensure students trust.The project also underscores the importance of ongoing evalua-tion and refinement of AI tools in educational settings.The use of pre-and post-tests,as well as thematic text analysis,proved cru-cial in assessing the impact of the AI-driven feedback.The Smart Feedback project provides insight into the responsible use of AI in higher education.It emphasises the potential of AI to enhance educational outcomes when used thoughtfully and ethi-cally,with a focus on both cognitive and emotional aspects of stu-dent learning.VII.RECOMMENDATIONS 42.For each of these five major areas of concern ethics,innova-tion,leadership,social justice,and future praxis discussions repeatedly returned to the importance of developing AI that is in-clusive and accessible.Against the backdrop of the enormous po-tential of AI is the ever-present concern for it to be a force for good in education.This especially revolves around concerns on linguistic,ethnic,gender,economic and cultural marginalization.Necessary concerns about data privacy,bias,and the potential for AI to perpetuate existing inequalities are also major problems receiving too little attention from both regulators and Big Tech.43.Emerging themes include that infrastructure limitations are signif-icant in many developing regions and countries,especially band-width and connectivity,coupled with a lack of computing hard-ware.However,there are opportunities for personalised and free learning experiences through intelligent teaching systems.Student consultations are important.Their digital literacies can be culti-vated to use and evaluate variety of AI tools to support personal-ised and autonomous learning experiences,and providing valua-ble insight into the learning experience.Therefore,it is important to design governance of AI from,and for,human consciousness and wisdom,and to ensure that AI-based systems offer quality ed-ucation not second-rate education to the less privileged.38 Navigating the Future of Higher Education with AI 44.Some key recommendations include:1.Promoting situated innovation involves recognising and val-uing the initial conditions of an institution and setting inno-vation expectations that align with its real possibilities and aspirations,as there is no“one-size-fits-all”approach to in-novation in higher education.2.Promoting an incremental approach to AI innovation in ed-ucation emphasises gradual advances to sustain motivation and avoid frustration caused by the gap between AIs theo-retical potential and the current experiences of institutions.3.Developing a risk map and implementing small-scale pilot projects before scaling up AI use in academic programs en-sures core mission elements are preserved and allows for as-sessing the effectiveness of AI implementations.4.Identifying existing gaps in infrastructure,accessibility,language,digital skills,and student self-regulation and cre-ating conditions to overcome these gaps is essential for ad-vancing inclusion and promoting equity through AI in edu-cation.5.Establishing a data-driven ethical culture requires clear pol-icies around data management and adherence to ethical standards such as security,transparency,privacy,and ac-countability to guide AI implementation in higher educa-tion.6.Navigating the complexities of AI implementation requires leaders with training in organizational change management Recommendations 39 to ensure that digital transformation affects all aspects of the organization without succumbing to techno-solutionism.7.Promoting institutional strategies to support educators in upskilling and adapting to AI tools,while rethinking curric-ular designs and traditional assessment practices,is crucial for effectively integrating AI into education.8.Fostering discussions and community-wide agreements about academic integrity emphasises ethical awareness and student ownership over their learning process while devel-oping guidelines for the use of AI.9.Promoting consensus-building and deep reflection on insti-tutional values focuses on student autonomy,equity,diver-sity,well-being,and sustainability to ensure coherence and adherence to ethical guidelines in AI implementation.10.Safeguarding and promoting a model of hybridization between technology and human teaching ensures that inter-personal interaction remains a priority in student-centered approaches to education that foster enhancing learner agency and criticality.Globethics is an international non-governmental organisation working for ethical leadership through the integration of academic and public engage-ments.Registered in Geneva,Switzerland,as an independent,not-for-profit foundation with an international Board,and affiliated centres across the globe,Globethics seeks to be inclusive of diverse cultural,religious,philo-sophical,and humanist ethical wisdoms,and to be the bridge between the different world views on ethical issues.We strive for a world in which people,and especially leaders,are educated in,informed by and act according to ethical values and thus contribute to building sustainable,just and peaceful societies.The founding conviction of Globethics is that having equal access to knowledge resources in the field of applied ethics enables individuals and institutions from developing and tran-sition economies to become more visible and audible in the global discourse.In order to ensure access to knowledge resources in applied ethics,Globethics has developed four resources:Globethics Library The leading global digital library on ethics with over a million documents specially curated Globethics Publications A publishing house for authors interested in ethics with over three hundred publications in series Globethics Academy Online and offline courses and training for all on ethics both as a subject and within specific sectors Globethics Network A global network of experts and institutions in-cluding a Pool of experts and a Consortium Globethics provides an electronic platform for dialogue,reflection and action.Its central instrument is the website:https:/ Globethics Publications The list below is only a selection of our publications.To view the full collection,please visit our website.All products are provided free of charge and can be downloaded in PDF form from the Globethics library and at https:/ print copies can be ordered from at special rates for those from the Global South.Prof.Dr Fadi Daou,Executive Director.Prof.Dr Aml Adamavi-Aho ku,Academic Dean,Dr Ignace Haaz,Managing Editor.M.Jakob Bhlmann Quero,Editor Assistant.Find all Series Editors:https:/ Contact for manuscripts and suggestions: Policy Series Inclusive AI for a Better Future.Policy Dialogue Report,2024,27p.ISBN 978-2-88931-563-5Indigenous Statements for Environmental Justice 2008-2023,2023,50p.ISBN 978-2-88931-558-1 Interfaith Statements for Environmental Justice 2008-2023,2023,62p.ISBN 978-2-88931-556-7Navigating the Future of Higher Education with AI 2024 ICDE Leadership Sum-mit Policy Dialogue Report,2024,39pp.ISBN 978-2-88931-605-2 Co-Publications Series You Bin,Christian Liturgy,Chinese Catechism 4,2023,222pp.ISBN:978-2-88931-509-3 You Bin,Die Zehn Gebote:Eine chinesischer Katechismus des Lebens,2024,195pp.,ISBN 978-2-88931-604-5 Ignace Haaz/Jakob Bhlmann Quero/Khushwant Singh(Eds.),Ethics and Over-coming Odious Passions Mitigating Radicalisation and Extremism through Shared Human Values in Education,2023,270pp.ISBN 978-2-88931-533-8 Rudolf von Sinner(Eds.),Ethics in Higher Education for Better Lives and Socie-ties Governance,Cyber Ethics and Sustainability,2024,245pp.ISBN 978-2-88931-601-4 Higher Education Series Christoph Stckelberger,Joseph Galgalo and Samuel Kobia(Eds.),Leadership with Integrity:Higher Education from Vocation to Funding,2021,280pp.ISBN:978-2-88931-389-1 Jacinta M.Adhiambo and Florentina N.Ndeke(Eds.),Educating Teachers for Tomorrow:on Ethics and quality in Pedagogical Formation,2021,196pp.ISBN:978-2-88931-407-2Erin Green/Divya Singh/Roland Chia(Eds.),AI and Ethics and Higher Educa-tion Good Practice and Guidance for Educators,Learners,and Institutions,2022,324pp.ISBN 978-2-88931-442-3 Aml Adamavi-Aho Eku,Divya Singh,and Jane Usher(Eds.),Leading Ethical Leaders:Higher Education Institutions,Business Schools and the Sustainable Development Goals,2023,626pp.ISBN 978-2-88931-521-5 Bruno Frischherz&Gordon Millar,Digital Ethics.A Teaching Handbook,2024,121pp.ISBN 978-2-88931-578-9 Sustainability Series Philipp hlmann&Juliane Stork(Eds.),Religious Communities and Ecological Sustainability in Southern Africa and Beyond,2024,334pp.978-2-88931-548-2 Journal of Ethics in Higher Education The focus and scope of JEHE is to answer to the request made by many faculty members from Globethics Consortium of higher education institutions,Network,Partners,Regional Programmes and participants to Globethics International Conferences to have a new space on Globethics platform for the publication of their research results in a scientific Journal.https:/ ISSN:2813-4389 No.4(2022)/Ethical,Regulative and Legislative Perspectives on Emerging Technologies and Education This is only a selection of our latest publications,to view our full collection please visit:https:/ policy report is the outcome of the ICDE leadership Summit hosted by Globethics in Geneva,from 5 to 7 June 2024,in partnership with UNESCO-ICHEI,under the title:Ethical Leadership in the Age of AI:Rethinking Futures of Education.Throughout the three days,126 participants and 60 speakers from 35 countries contributed to enriching the reflection,from theoretical and practical perspectives,about the future of higher education in the fourth industrial revolution era.The report aims at capturing the outcomes from the presentations and discussions and presents them under five titles:1)Ethical Implications of AI in Higher Education,2)A Culture of Innovation,3)Equitable Leadership,4)Social Justice,and 5)Future Praxis.Hence,the report aims to be“an accessible tool to shine a light on some of the key challenges and opportunities that are before us,”ensuring a critical engagement with AI in educational spaces,that fosters accessibility,equity,and quality.NAVIGATING THE FUTURE OF HIGHER EDUCATION WITH AI 2024 ICDE LEADERSHIP SUMMITPOLICY DIALOGUE REPORT2024 ICDE LEADERSHIP SUMMITPOLICY DIALOGUE REPORTNAVIGATING THE FUTURE OF HIGHER EDUCATION WITH AI 2POLICY SERIES
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AgrifoodPatent Landscape ReportAgrifoodPatent Landscape ReportThe user is allowed to reproduce,distribute,adapt,translate and publicly perform this publication,including for commercial purposes,without explicit permission,provided that the content is accompanied by an acknowledgement that WIPO is the source and that it is clearly indicated if changes were made to the original content.Suggested citation:World Intellectual Property Organization(WIPO)(2024).Agrifood.Patent Landscape Report Series.Geneva:WIPO.DOI:10.34667/tind.49840Adaptation/translation/derivatives should not carry any official emblem or logo,unless they have been approved and validated by WIPO.Please contact us via the WIPO website to obtain permission.For any derivative work,please include the following disclaimer:“The Secretariat of WIPO assumes no liability or responsibility with regard to the transformation or translation of the original content.”When content published by WIPO,such as images,graphics,trademarks or logos,is attributed to a third-party,the user of such content is solely responsible for clearing the rights with the right holder(s).To view a copy of this license,please visit https:/creativecommons.org/licenses/by/4.0Any dispute arising under this license that cannot be settled amicably shall be referred to arbitration in accordance with Arbitration Rules of the United Nations Commission on International Trade Law(UNCITRAL)then in force.The parties shall be bound by any arbitration award rendered as a result of such arbitration as the final adjudication of such a dispute.The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of WIPO concerning the legal status of any country,territory or area or of its authorities,or concerning the delimitation of its frontiers or boundaries.This publication is not intended to reflect the views of the Member States or the WIPO Secretariat.The mention of specific companies or products of manufacturers does not imply that they are endorsed or recommended by WIPO in preference to others of a similar nature that are not mentioned.Cover:Getty Images/Ekkasit919,Azman WIPO,2024First published 2024World Intellectual Property Organization34,chemin des ColombettesP.O.Box 18CH-1211 Geneva 20SwitzerlandISBN:978-92-805-3668-3(print)ISBN:978-92-805-3669-0(online)ISSN:2790-7007(print)ISSN:2790-7015(online)Attribution 4.0 International(CC BY 4.0)This work is licensed under Creative Commons Attribution 4.0 International.3ContentsAcknowledgments 5Key findings 71 Introduction 12A contrasted worldwide situation for food security 13Diversity of regional policies as a prerequisite of an integrated food system 13The multicentric innovative sector of Agrifood 162 Global overview of Agrifood innovations 18Agrifood 20AgriTech 26FoodTech 33Emerging domains within Agrifood 403 Soil and fertilizer management 42Global overview 42Inventive regions 43Top players 46Emerging technologies:autonomous guidance and fertilizer formulations 47Deep dive:bacteria 504 Non-pesticide pest and disease management 53Global overview 53Inventive regions 54Top players 56Emerging technologies:microorganisms 57Emerging technologies:formulation technologies 60Deep dive 615 Alternative nutrient sources for human food 64Global overview 64Inventive regions 65Top players 67Emerging technologies:creative food solutions 69Deep dive:cell-based meat 716 Predictive models in precision agriculture 74Global overview 74Inventive regions 75Top players 78Emerging technologies:data collection,processing,and controlling 80Patent Landscape Report-Agrifood4 7 Autonomous devices in precision agriculture 83Global overview 83Inventive regions 84Top players 86Emerging technologies:controlling non-electric variables 87Acronyms 91Glossary 92Appendices 94Appendix A.Geographical and temporal coverage 94Appendix B.Search query and dataset construction 94 5This Patent Landscape Report on Agrifood was prepared under the stewardship of Marco Alemn(Assistant Director General,IP and Innovation Ecosystems Sector)and under the direction of Alejandro Roca Campaa(Senior Director,IP for Innovators Department)and Andrew Czajkowski(Director,Technology and Innovation Support Division),and was led by Christopher Harrison(Patent Analytics Manager,IP Analytics Section,Technology and Innovation Support Division)with the generous financial support by Funds-In-Trust Japan Industrial Property Global provided by the Japan Patent Office.The report was prepared by a project team led by Christopher Harrison that included Yoran Margaron,Liuba Berekelya,Priyanka Agrawal and Juliane Wissuwa(all from Questel)as well as Hong Kan(Patent Analytics Officer,IP Analytics Section,Technology and Innovation Support Division),Lakshmi Supriya(Patent Analytics Officer,IP Analytics Section,Technology and Innovation Support Division),Ekrem akay(Patent Analyst,IP Analytics Section,Technology and Innovation Support Division),Pooyan Piredeir(Young Expert,Technology and Innovation Support Division)and Aleksandr Belianov(former Young Expert,Technology and Innovation Support Division).The report draws on helpful input received during conceptualization of the project and in reviewing the data and report from Alessandro Cruvinel(Department of Support for Agricultural Innovation Ministry of Agriculture and Livestock,Brazil),Miguel Campo Dall Orto Emery de Carvalho,Natalia Semeria Ruschel,and Vivianne Cardoso Banasiak(all from the Ministry of Development,Industry,Trade and Services,Brazil)as well as Dr.Orakanoke Phanraksa,Asst.Prof.Dr.Suvaluk Asavasanti and Premsak Chaiwiwattrakul(all from TSRI-Thailand Science Research and Innovation,Thailand).Our thanks also go to Intan Hamdan-Livramento(Senior Economist,Innovation Economy Section)for reviewing the report and providing valuable input,as well as to Leontino Rezende Taveira(Director of Global Development and Technical Affairs,UPOV)and other UPOV colleagues,Andrew Michael Ong(Director,Division for Asia and the Pacific),Isabella Pimentel(Counsellor,WIPO Brazil Office)and Ryszard Frelek(Counsellor,External Relations Division)for additional support.Finally,our gratitude to the WIPO editorial and design team led by Charlotte Beauchamp(Head,Publications and Design Section).email:ip.analyticswipo.intAcknowledgments 7Patenting in the vast Agrifood super-domain is largely protected domesticallyThe Agrifood sector is vast and comprises over 3.5 million published patent families(inventions)over the past 20 years,which are split into two main categories:AgriTech,representing 60%of the total patent count(2.1m),and FoodTech,making up the remaining 40%(1.5m).Most Agrifood patents come from Asia,with China,Japan,the Republic of Korea and India as major contributors,followed by North America and Europe.Only 12%of patent families(450,000)are filed outside of their IP office of first filing.Notably,patent applications from Asia,specifically those from China,are more likely to seek patent protection only within their home countries.The United States has always been a dominant player,but recent increases in R&D investment by China and Japan appear to be changing the global patent landscape in the Agrifood sectorOf the 450,000 international Agrifood patent families,66%are in AgriTech and 34%in FoodTech.In recent years,both industries have experienced moderate annual growth rates,6.9%in AgriTech and 3.3%in FoodTech respectively.The United States has historically been a key player in Agrifood,but recent growth in R&D investments in China and Japan,with impressive annual growth rates,signal a possible shift in the global landscape of the Agrifood super-domain.More than 3.5 million patent families have been published in the Agrifood sector over the past 20 years,with around 12ing international patent families.Number of patent families and international patent families for the Agrifood super-domain,comprising the AgriTech and FoodTech domainsAgrifoodAgrifoodAgrifoodAgriTechAgriTechAgriTechFoodTechFoodTechFoodTechPatent familyInternational patent family3,510,494415,8192,150,691294,2811,506,407153,127Note:For complete notes,see Chapter 2,Figure 2.1 and 2.2.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.Key findingsPatent Landscape Report-Agrifood8 AgriTech patent growth is attributed to the increasing interest in agricultural automation and IoT technologiesAgriTech sub-domains with the most patents over the last two decades are Pest/disease management,Crop adaptation and genetics,Livestock management,and IoT-related areas such as Connectivity/sensors/smart farming,Precision agriculture and Mapping/imagery.Additionally,Planting/harvesting/storage,Robotics and drones,and Soil and fertilizer management have also seen significant developments since 2004.The top AgriTech inventor locations are the United States,followed by Asian countries such as China,Japan and the Republic of Korea.The top filing authorities show a focus on Pest/disease management and Crop adaptation and genetics,with Germany standing out in Connectivity/sensors/smart farming innovations.The top AgriTech patent applicants are industrial manufacturers of agricultural machines from the US,Japan and Europe,and agrochemical companies from Germany,China and Japan.Technology companies from Asia are prominent in IoT-related sub-domains.Supply chain and Food chemistry lead FoodTech research,with the United States as the primary R&D hubIn FoodTech,the top patenting sub-domain over the past 20 years relates to theSupply chain,followed by Food chemistry,Food technology,Consumer technology and Food services.The overall growth of FoodTech sub-domains has been relatively stagnant,with the exception of Food chemistry and Food services,which have benefited from increased investment in alternative and sustainable nutrition sources.The United States is the primary location for FoodTech patenting,with Asia and Europe also playing key roles in specific areas.When analyzing the top filing authorities,Supply chain,Food chemistry and Food technology are prevalent,with Asia leading in Food chemistry and Israel focusing on developing new alternative nutrient sources for human food.Different companies lead in each sub-domain,with Nestl,unsurprisingly,emerging as a significant player in FoodTech.Precision agriculture,soil and fertilizer management,non-pesticide pest and disease management,and alternative nutrients are key research hotspots in Agrifood industriesResearch hotspots can be categorized into four groups:1.Precision agriculture this is the most prominent segment,and includes advancements in robotic/autonomous agriculture vehicles and automation through artificial intelligence(AI)and software2.Soil and fertilizer management this has emerged as the second leading sub-domain,encompassing general soil management systems and innovative fertilizer formulations3.Non-pesticide pest and disease management,especially the use of microorganisms in fertilizer formulation and as pesticide alternatives4.The exploration ofAlternative sources of nutrients for sustainable human food this also stands out as a significant area of development within the Agrifood sector.Key findings 9Increasing interest in agricultural automation and IoT technologies has driven AgriTech patent growth,whereas FoodTech research is led by Supply chain and Food chemistry advancements.Number of international patent families in the AgriTech and FoodTech sub-domainsAgriTechFoodTechCase studyNumber ofinternationalpatent families9K9K9K35K35K35K90K90K90K1Pest/Diseasemanagement2Crop adaptationand genetics3Connectivity/Sensors/Smartfarming4Livestockmanagement5Mapping/Imagery6Precisionagriculture7Planting/Harvesting/Storage8Robotics anddrones9Soil and fertilizermanagement(casestudy 1)10Watermanagement11Carbon farming12Automation13Wastemanagement14EconomicManagement/Wholefarm managementsoftware15Education andtraining16Compliance/Trackability17Investment/Exchange platform18Supply chain19Food chemistry20Food technology21Consumertechnology22Food services23Delivery servicesCase study 2:non-pesticide pest and disease managementCase study 4:predictive models in precision agricultureCase study 5:autonomous devices in precision agricultureCase study 3:alternative nutrient sources for human foodNote:For complete notes,see Chapter 2,Figure 2.8 and 2.13.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.North America dominates patenting in the Soil and fertilizer management AgriTech sub-domainThe data collected from 23,736 international patent families in the Soil and fertilizer management sub-domain from 2017 to 2021 shows a moderate annual growth rate of 5.6%,reflecting increasing interest.North America leads in patent filings,followed by Europe and Asia.The United States is the primary R&D location forSoil and fertilizer management,but significant growth is seen in Asia,particularly in India and China.Autonomous guidance and fertilizer formulations are leading technology trends,with microorganism-enriched fertilizers and autonomous guidance booming.Top players in the segment are manufacturers of agricultural machineries and German chemical companies.Emerging technologies in the Soil and fertilizer management domain point towards autonomous guidance of agricultural machines and innovative soil analysis methods.Patent Landscape Report-Agrifood10 Flat growth in patent activity and high specificity of pest control methods reflect the challenges in Non-pesticide pest and disease managementOver the past decade,sustained patent filing activity has been observed in the field of non-pesticide pest and disease management,showcasing various innovative approaches to control crop pests without relying on chemical pesticides.These approaches include the use of living organisms,compositions,devices and genetic modification.Regional policies from countries such as China,Japan,the Republic of Korea,France,Spain and the United Kingdom support sustainable agriculture practices and reduction in pesticide usage.The top patent applicants in this domain are industrial actors such as BASF and Bayer,with a focus on diverse biocontrol technologies.A flat growth is characteristic to the whole sub-domain,with a slow trend identified in microorganism use.The absence of a disruptive technology that would stop the use of conventional pesticides,even under regulatory pressure from the state,probably reflects the nature of this pest protection approach characterized by very high specificity:one biocontrol agent can be used to prevent or treat only a very restrained group of closely related infections or pests.A semantic analysis of key concepts in pest control patents highlighted legume cultures and moths as the most targeted culture types and pests,respectively,with specific methods and compositions designed to target particular species of pests.Significant investments and strategic partnerships propel growth in patents for alternative nutrient sourcesIn recent years,there has been a notable surge in innovative solutions within the food industry aimed at providing alternative proteins to traditional animal products,driven by a growing interest in sustainable food options.This trend has attracted significant investments,with venture capital flowing into startups specializing in alternative meat products,as well as egg-free and dairy-free products.Patent filings in the field have shown a moderate growth rate,with North America leading but closely followed by Asia and Europe.Major players such as Nestl,Bayer and Cargill are broadening their portfolios to include insect-,algae-and plant-based proteins.Startups are forming partnerships with fast-food chains and retail stores to promote their alternative meat products,while traditional meat-processing companies are also investing in alternative protein innovations.The industry is embracing a range of technology groups,including plant-based alternatives,insect proteins,precision fermentation,biomass fermentation,cell-based meat and molecular farming,with a focus on creating sustainable and nutritious food products.Israel,for example,aims to reduce animal protein consumption and invest in innovative food companies to promote sustainable food systems.Predictive models in precision agriculture show huge growth,led by the United States and AsiaThe analysis of data from 1,500 international patent families in the Predictive models in precision agriculture field reveals a significant recent annual growth rate of 27.1%,indicating a surge in interest in the subject matter.North America,particularly the United States,leads in patent filings,followed closely by Asia,with China,Japan and the Republic of Korea showing significant growth.Various countries worldwide are investing in evidence-based science programs for effective conservation and climate-smart practices in agriculture.The top players in the predictive models sub-domain,dominated by corporate actors,include companies from the United States,Germany and Japan,focusing on innovative technologies for crop prediction and management.The application of predictive models within AgriTech is expanding globally,with a focus on soil management,plant culture and animal husbandry,while also showing potential for FoodTech applications.In addition,emerging technologies such as honey bee colony monitoring and flood discharge prediction are gaining momentum in the field.Key findings 11Autonomous devices in precision agriculture exhibit high patent growth,driven by China,the United States and GermanyThe Autonomous devices in precision agriculture field is experiencing a notable increase in interest,with a recent annual growth rate of 10.4%.China,the United States and Germany are the main providers of solutions for autonomous guidance,with Deere leading the way in the United States.Various strategies are being implemented globally to promote the digitalization of agriculture and increase sustainable productivity.The use of Autonomous devices in precision agriculture is growing rapidly,with a focus on soil management,crop harvesting and food processing to improve efficiency and productivity within the industry.12 This chapter outlines the research background,objectives,scope,and technical taxonomy of the Agrifood sector studied in this report.The Agrifood sector includes two domains:AgriTech and FoodTech,which are further categorized into 23 sub-domains.Maintenance of food security is a major concern worldwide and will be for decades to come.1 In the next 25 years,the global population is projected to increase by 20%,reaching an estimated 9.7 billion by 2050.2 This growth will present numerous challenges,particularly due to expanding urbanization that will impact the availability of natural resources and limited agricultural land.3 Furthermore,the effects of climate change on crop yield and livestock production will continue to pose significant challenges.Additionally,there is expected to be a growing demand for animal-protein food,such as meat,fish,eggs and dairy products,driven by rising incomes worldwide.It is estimated that by 2050,the demand for food will increase by 56%compared to the levels in 2013.4There is a growing necessity to implement efficient strategies to uphold worldwide food security.We have witnessed the contrasting effects on hunger and food insecurity over the last few years,particularly when the war in Ukraine disrupted global commodity and energy markets as the world was still recovering from the COVID-19 pandemic.5The investment in Agrifood technology has seen a substantial rise,growing from US$3 billion in 2012 to nearly US$30 billion in 2022.6 An increasing number of entrepreneurs and technology experts are entering the field as they explore potential technological solutions to tackle the challenges facing food security.Their goal is to enhance food production by making it more efficient,scalable,sustainable and resilient to various environmental conditions.Innovation in the Agrifood sector plays a pivotal role in advancing progress towards the achievement of the UN Sustainable Development Goals(SDGs),as discussed in WIPOs recent analytical publication Mapping Innovations:Patents and the SDGs.7 Fifteen of the seventeen SDGs can be improved by growth in the Agrifood sector,8 including the eradication of poverty,the promotion of sustainable agriculture,and the attainment of food security.Achievement of such initiatives will require coordinated actions on several fronts:synergic cross-sectoral investments and collaboration,as well as coherent policies at regional and international levels.1 Global Report on Food Crises-GRFC 2024(www.fsinplatform.org/report/global-report-food-crises-2024/2 United Nations(www.un.org/en/global-issues/population#:text=Our growing population&text=The worlds population is expected,billion in the mid-2080s).3 Chapter 3 of the World Intellectual Property Report(WIPR)2024 discusses the importance of local capabilities in the agricultural sector(https:/www.wipo.int/web/world-ip-report/2024-making-innovation-policy-work-for-development).4 World Resources Institute(www.wri.org/insights/how-sustainably-feed-10-billion-people-2050-21-charts).5 Food and Agriculture Organization of the United Nations(www.fao.org/publications/home/fao-flagship-publications/the-state-of-food-security-and-nutrition-in-the-world).6 AgFunder(https:/ https:/www.wipo.int/web/patent-analytics/mapping-innovations-patents-sustainable-development-goals8 Agrifood touches on 15 of the 17 UN SDGs,namely on standards of living,inequality and economic growth(SDGs 1,5,8,9,10 and 16),good health(SDGs 2,3,6),environmental stability(SDGs 6,7,11,12,13,14,and 15).See the 17 Goals of the UN SDGs at:https:/sdgs.un.org/goals.1 Introduction1 Introduction 13A contrasted worldwide situation for food securityThe current worldwide sentiment about food security is mainly steered by the inequality in accessing food,food waste and the impact of global trade policies on food prices and availability.Since 2019,FAOs Data Lab(Food and Agriculture Organization of the United Nations)has been monitoring indicators of food security,9 including sentiment and popularity of topics associated with food security.10According to FAO,over the past two decades,the global prevalence of undernourishment has decreased by 3.7%,from 2000 to 2022.However,recent data indicates a concerning trend with a 1.5%increase in barriers to food access over the past decade.This resurgence is particularly evident when examining global food security trends.In the last ten years,there has been a noticeable increase in the prevalence of moderate or severe food insecurity in Africa(16.4%),Latin America(13%),and Asia(6.5%).Of particular concern is the significant rise in food insecurity among female adults,with a 36%increase compared to males.Additionally,FAOs analysis of global national press coverage in 2024 reveals that the overall sentiment regarding food security is somewhat positive,with a sentiment score of 58%.11 This sentiment has remained relatively stable on a global scale over the past six months.However,there are notable discrepancies in certain regions,including recent reports of deteriorated food security situations in various Asian countries such as Myanmar,Philippines,Japan,Nepal,Islamic Republic of Iran,Israel and Trkiye.Concerns have also been raised in European countries such as Poland,Finland,Estonia,Bosnia and Herzegovina,North Macedonia and Hungary,as well as in Southern African nations such as Botswana and Zambia,and locations in Latin America and the Caribbean such as Argentina,Uruguay,Cuba and French Guiana.12Countries around the world are taking proactive steps to tackle food security issues by enacting policies and launching programs aimed at boosting agricultural productivity,enhancing access to nutritious food,and advocating for sustainable farming practices.International organizations,governments,and non-profit entities are collaborating on initiatives such as the SDGs and the World Food Program to address these challenges.13 This concerted effort is crucial,as statistics show that approximately 282 million people worldwide suffer from high levels of acute food insecurity.14Diversity of regional policies as a prerequisite of an integrated food systemUnderstanding the complex interactions between agriculture,food systems and the environment is crucial in ultimately ensuring sustainable practices which support relevant food system transformations that respond to local challenges.The World Intellectual Property Report 2024 underscores the importance of adapting agricultural innovation to local agroecological conditions,highlighting how regional specificities play a pivotal role in shaping effective policies.15 Reliability of food systems knowledge,tailored from these local specificities,is the cornerstone for effective policymaking,thus avoiding the guesswork in translating commitments into practice.9 Food and Agriculture Organization of the United Nations,FAOSTAT(www.fao.org/faostat/en/#data).10 Food and Agriculture Organization of the United Nations,FAOSTAT,Topics Explorer News(https:/foodandagricultureorganization.shinyapps.io/topics-explorer-news/).11 Food and Agriculture Organization of the United Nations,FAOSTAT,Topics Explorer News(https:/foodandagricultureorganization.shinyapps.io/topics-explorer-news/).12 Food and Agriculture Organization of the United Nations,FAOSTAT,Topics Explorer News(https:/foodandagricultureorganization.shinyapps.io/topics-explorer-news/).13 National Pathways Analysis Dashboard|UN Food Systems Coordination Hub(www.unfoodsystemshub.org/member-state-dialogue/national-pathways-analysis-dashboard/).14 Global Report on Food Crises-GRFC 2024(www.fsinplatform.org/report/global-report-food-crises-2024/).15 World Intellectual Property Report 2024(https:/www.wipo.int/web-publications/world-intellectual-property-report-2024/en/index.html).Patent Landscape Report-Agrifood14 Intense efforts from FAO and the United Nations Food Systems Coordination Hub16 have led to a regional quantification of policy and regulation themes related to food security worldwide.A list of 44 themes that emerged as recurrent areas of interest has been monitored since 2021(Figure 1.1).Although this metric does not take into account the degree of consideration of each policy for a location,the global quantification of regional policies remains representative of a national interest for a given thematic area.Overall themes associated with food security have been segmented into four main action areas:Nourish all people Boost nature-based solutions of production Advance equitable livelihoods,decent work and empowered communities Build resilience to vulnerabilities,shocks and stresses.16 See www.unfoodsystemshub.org/en.1 Introduction 15Food security policies differ across regions due to factors like climate,economic development and political priorities.Figure 1.1 Mapping of the relative number of regional policies associated with food security1:Nourish all people1:Nourish all people1:Nourish all peopleAfricaAfricaAfricaAsiaAsiaAsiaEuropeEuropeEuropeLatinLatinAmericaAmericaandandCaribbeanCaribbeanLatinAmericaandCaribbeanNorthNorthAmericaAmericaNorthAmericaOceaniaOceaniaOceaniaAchieving zero hungerAchieving zero hungerAchieving zero hunger679416117132Healthy diets from sustainable food systems for Healthy diets from sustainable food systems for children and allchildren and allHealthy diets from sustainable food systems for children and all3649327834Food quality and safetyFood quality and safetyFood quality and safety3294123812Social protection for food systems transformationSocial protection for food systems transformationSocial protection for food systems transformation272314010Sustainable consumptionSustainable consumptionSustainable consumption2266214100Family farmingFamily farmingFamily farming1711174600School meals:nutrition and health and education School meals:nutrition and health and education for every childfor every childSchool meals:nutrition and health and education for every child162063731Food loss and wasteFood loss and wasteFood loss and waste1255273111Different forms of malnutritionDifferent forms of malnutritionDifferent forms of malnutrition111753410The true value of foodThe true value of foodThe true value of food4327002:Boost nature-based solutions of production2:Boost nature-based solutions of production2:Boost nature-based solutions of productionAfricaAfricaAfricaAsiaAsiaAsiaEuropeEuropeEuropeLatinLatinAmericaAmericaandandCaribbeanCaribbeanLatinAmericaandCaribbeanNorthNorthAmericaAmericaNorthAmericaOceaniaOceaniaOceaniaSustainable productivity growthSustainable productivity growthSustainable productivity growth465132101163Aquatic/Blue foodsAquatic/Blue foodsAquatic/Blue foods3772847114AgroecologyAgroecologyAgroecology2912195103LandLandLand293354021WaterWaterWater2451133700Nature-positive innovationNature-positive innovationNature-positive innovation2052142905Restoring grasslands and shrublands and Restoring grasslands and shrublands and savannahssavannahsRestoring grasslands and shrublands and savannahs16521600Sustainable livestockSustainable livestockSustainable livestock1027291361Soil healthSoil healthSoil health8263151AgrobiodiversityAgrobiodiversityAgrobiodiversity52031610Halting deforestation and conversion from Halting deforestation and conversion from agricultural commoditiesagricultural commoditiesHalting deforestation and conversion from agricultural commodities44714213:Advance equitable livelihoods,decent work,3:Advance equitable livelihoods,decent work,and empowered communitiesand empowered communities3:Advance equitable livelihoods,decent work,and empowered communitiesAfricaAfricaAfricaAsiaAsiaAsiaEuropeEuropeEuropeLatinLatinAmericaAmericaandandCaribbeanCaribbeanLatinAmericaandCaribbeanNorthNorthAmericaAmericaNorthAmericaOceaniaOceaniaOceaniaFood systems for women and girlsFood systems for women and girlsFood systems for women and girls493057564Youth food systemsYouth food systemsYouth food systems312044233Decent work and living incomes and wages for all Decent work and living incomes and wages for all food systems workersfood systems workersDecent work and living incomes and wages for all food systems workers2433134251Vulnerable people food systemsVulnerable people food systemsVulnerable people food systems212233813Indigenous peoples food systemsIndigenous peoples food systemsIndigenous peoples food systems611122170Urban food systemsUrban food systemsUrban food systems2004004:Build resilience to vulnerabilities,shocks,4:Build resilience to vulnerabilities,shocks,and stressesand stresses4:Build resilience to vulnerabilities,shocks,and stressesAfricaAfricaAfricaAsiaAsiaAsiaEuropeEuropeEuropeLatinLatinAmericaAmericaandandCaribbeanCaribbeanLatinAmericaandCaribbeanNorthNorthAmericaAmericaNorthAmericaOceaniaOceaniaOceaniaClimate and disasters resilient development Climate and disasters resilient development pathways(CRDP)pathways(CRDP)Climate and disasters resilient development pathways(CRDP)39583910497Resilient food supply chainsResilient food supply chainsResilient food supply chains3856256010Resilience to shocks and violent conflicts and food Resilience to shocks and violent conflicts and food crisiscrisisResilience to shocks and violent conflicts and food crisis201112610Resilience to health crisesResilience to health crisesResilience to health crises317112631Source:United Nations Food Systems Coordination Hub.Patent Landscape Report-Agrifood16 Globally nourish all people is the most embodied group of policies for each continent.Solving hunger as well as developing sustainable and healthy food are the two main themes worldwide related to this group.The second predominant initiatives relate to boost nature-based solutions,with major representation in Oceania.It includes sustainable productivity growth worldwide,with marked regional specificities including aquatic foods in Oceania,Asia and Africa,and sustainable livestock and agro-ecology in North America and Europe.Remaining action areas(i.e.equitability,climate change resilience)are contrastingly represented depending on continents.It represents 50%of the total initiatives in North America,mostly due to indigenous peoples food systems and climate and disasters resilient development segments.Latin America and the Caribbean,Africa and Oceania share the same profile with close to 40%of the overall policies dedicated to equitability and resilience,mostly for women-dedicated food systems and climate-resilient developments.Europe and Asia only dedicate 30%of their policies to climate change themes and the improvement of work conditions.The multicentric innovative sector of AgrifoodBy exploring innovative technologies,policies and practices of Agrifood,the goal is to promote useful,efficient,sustainable and resilient initiatives supporting food security for future generations.Agrifood is a multifaceted and dynamic area of innovation that requires interdisciplinary collaboration and a holistic approach to address the opportunities,strengthening the production,processing and distribution of food and agricultural products.This WIPO Patent Landscape Report provides observations on patenting activity in the field of Agrifood technologies.Agrifood is depicted as the conjunction of AgriTech and FoodTech domains,both harnessing the power of data analytics,biotechnology and automation.AgriTech involves the application of cutting-edge technologies such as drones,sensors and artificial intelligence(AI)to enhance crop yields,optimize water usage and improve soil health.FoodTech focuses on developing new and innovative solutions for food production,processing and delivery,with a particular emphasis on sustainability,food safety and nutrition.The AgriTech domain is the convergence of the following seventeen sub-domains:Automation in agriculture is IT-related methods helping farmers to make data-driven decisions by providing real-time information on crop conditions,weather patterns and other factors that affect crop growth and yield.Carbon farming is a system of agricultural management that helps the land accumulate and store more greenhouse gases instead of releasing those gases into the atmosphere.Compliance/trackability refers to the ability to trace and track products or processes within the agricultural supply chain to ensure they meet regulatory requirements and industry standards.Connectivity/sensors/smart farming is built upon the foundation of interconnected devices and IoT sensors that synergize to usher in a transformational change in how farms are managed and operated.Crop adaptation and genetics support the heightened production of nutritional food and the reduction of crop losses imposed by extreme events like droughts,high temperatures,floods,diseases and pests.Planting/harvesting/storage relates to agricultural processes and machineries dedicated to crop management.Education and training is the instruction,teaching and training surrounding agriculture as well as the management of land and natural resources.Economic management/whole farm management software is used to optimize and manage farm operations and production activities,including forecasting and measuring profits,1 Introduction 17developing crop plans,measurement of field activities,and risk management:erratic weather conditions,diseases,pests and unpredictable market demands.Investment/exchange platform is a type of financial service that provides opportunities for investors to support sustainable farming practices,agribusinesses or agricultural technologies.Investors can typically browse through different projects,select ones that align with their investment goals and contribute funds towards the development and growth of the chosen projects.Livestock management involves the management of farm animals and supervision of farm workers.Mapping/imagery services refers to the use of aerial or satellite imagery to gather data and create detailed maps of agricultural fields.These maps can provide valuable information about the health,size and composition of crops,as well as identify areas of stress or disease.By analyzing this data,farmers can make more informed decisions about irrigation,fertilization and pest control,ultimately leading to improved crop yields and more sustainable farming practices.Pest/disease management through chemical pesticides,and biocontrol methods:environmentally friendly approaches involving the introduction of natural enemies,such as predators,parasites or pathogens,to control the population of harmful organisms.Precision agriculture encompasses auto steer,wireless telematics,variable rate technology,indoor agriculture,remote sensing and data collection as well as predictive yield analytics and monitoring.Robotics and drones automate slow,repetitive and dull tasks for farmers,allowing them to focus more on improving overall production yields.Soil and fertilizer management refers to solutions improving the health and fertility of soil,including crop rotation,cover cropping,organic fertilizers,with minimized use of chemical fertilizers and pesticides.Waste management refers to solutions that minimize negative environmental impacts and promote resource conservation.It includes composting and recycling of crop residues,animal manure and agricultural chemicals.Water management embodies installations for producing fresh water,for the treatment of water,wastewater,sewage or sludge,but also technics to improve land water use or availability as well as to control erosion.On the other hand,FoodTech can be split into the following six sub-domains:Consumer technology includes kitchen equipment for personal use and services,apps and devices that help users identify and access the best foods,along with providing background information such as recipes,nutrigenomics and food discovery.Delivery services are continually evolving to offer convenient options for ordering and delivering groceries and ready-to-eat meals to consumers or businesses,utilizing e-commerce,quick commerce(q-commerce)and delivery robotics.Food technology encompasses equipment and processes for food production,excluding waste management,animal feed and consumer technology.Food chemistry involves the development of new ingredients and food products,such as alternative proteins,functional foods,beverages and ready-to-eat meals.Food services are revolutionizing the hospitality industry by incorporating smart equipment and technologies like robotics and cloud kitchens.Supply chain solutions are being developed to optimize the food supply chain and food retail industry,with a focus on packaging,traceability and food waste management.Additional details and related search strategies can be found in Appendix B.18 This chapter begins with an overview of the patent landscape in the AgriTech and FoodTech domains.It then offers an in-depth and comprehensive analysis of the global patent trends,invention origins,top markets for the technologies,and key players within the 17 sub-domains of AgriTech and the six sub-domains of FoodTech.The Agrifood sector can be divided into two main categories:AgriTech,making up 60%of the total count,and FoodTech,accounting for 40%(Figure 2.1).With over 3.5 million Agrifood inventions(patent families)published over the past 20 years,Agrifood can be considered to be a super-domain.Agrifood is the conjunction of AgriTech(60%of patent families)and FoodTech(40%of patent families).Figure 2.1 Number of patent families for Agrifood,AgriTech and FoodTechAgrifoodAgrifoodAgrifoodAgriTechAgriTechAgriTechFoodTechFoodTechFoodTech3,510,4942,150,6911,506,407Note:The data statistics are based on the number of patent families published since 2004.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.Due to the vast size of the overall Agrifood super-domain,the following sections of this report focus on foreign-oriented patent families also referred to as international patent families or extended patent families from domestic-only ones.What is an international patent family?International patent families are a reliable and neutral proxy for inventive activity because they represent inventions that applicants deem important enough to seek international protection.This serves to highlight innovations with universal application,control for the difference in the propensity to file multiple patent applications for a single invention between patent offices and excludes singletons of very low value while including high-value domestic inventions.1 Analysis of the share of international patent families in the Agrifood super-domain shows that only 12%of Agrifood patent families have been extended beyond their original location of first filing.A significant number of non-international patent families originate from Asia,with 82%of 1 Dechezleprtre,Antoine&Mnire,Yann&Mohnen,Myra,2017.International patent families:from application strategies to statistical indicators,LSE Research Online Documents on Economics 69486,London School of Economics and Political Science,LSE Library.2 Global overview of Agrifood innovations2 Global overview of Agrifood innovations 19the total coming from this region,and the majority of them,65%,are from China,as illustrated in Figure 2.2.Utility models have been excluded from the patent analysis in this report because the regional differences and lower inventive threshold for utility models can affect the accuracy and relevance of the analysis.2 Utility models are not available in all countries and regions,so including them can create inconsistencies in global studies,such as this report,where comparability across countries and regions is essential.The requirements for obtaining a utility model are also less stringent than for a patent and they often cover incremental improvements rather than significant innovations,so including them can dilute the focus on more substantial technological advancements.Non-international patent families represent 86%of the overall AgriTech domain and 90%in FoodTech.Figure 2.2 Share of international patent families in Agrifood,AgriTech and FoodTechAgrifoodAgrifoodAgrifoodAgriTechAgriTechAgriTechFoodTechFoodTechFoodTechNon-international patent families from AsiaNon-international patent families from other regionsInternationalpatent families78y%Note:The data statistics are based on the number of patent families published since 2004.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.2 See https:/www.wipo.int/web/patents/topics/utility_modelsPatent Landscape Report-Agrifood20 A snapshot of the patent landscape in Agrifood,highlighting key innovations,dominant regions and top players.Figure 2.3 An overview of the patent landscape in Agrifood sectorNote:The number of patents in the first row(Agrifood,AgriTech,and FoodTech)is counted as the number of simple patent families.All other data are counted as the number of international patent families.The data covers patents published since 2004.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.AgrifoodThe 450,000 Agrifood international patent families can be split by 66%on AgriTech(294,281 international patent families)and 34%on FoodTech domains(153,127 international patent families).An examination of the patent publication trend reveals that both AgriTech and FoodTech industries are experiencing a moderate to steady compound annual growth rate(CAGR).AgriTech has a CAGR of 6.9%while FoodTech has a growth rate of 3.3%from 2017 to 2021(Figure 2.4).2 Global overview of Agrifood innovations 21The historical patenting trends show substantial growth in AgriTech but more moderate growth in FoodTech.Figure 2.4 Number of international patent families by first publication year in AgriTech and FoodTech5,00010,00015,00020,00025,00030,000201420142014201520152015201620162016201720172017201820182018201920192019202020202020202120212021202220222022202320232023AgriTechFoodTechNote:Data from 2022 are partial since non-international patent families(singletons)are excluded.2021 is the last year for which complete data are available.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.Publication countries associated to each patent family is a common metric for patent activity because it identifies the geographical area of interest for protection of an invention(Figure 2.5).In terms of patent filing,Asia leads as the continent with the highest number,with China,Japan,the Republic of Korea and India being the main contributors.Specifically,in the AgriTech sector,China leads with 137,035 international patent families,followed by Japan with 107,709,the Republic of Korea with 64,099 and India with 53,766.In the FoodTech sector,China also leads with 69,023 international patent families,followed by Japan with 53,480,the Republic of Korea with 30,559 and India with 22,434.3Following Asia,North America ranks second in patent filings,with the United States and Canada being the main contributors.In the AgriTech sector,the United States leads with 220,270 international patent families,followed by Canada with 80,414.In the FoodTech sector,the United States leads with 97,596 international patent families,followed by Canada with 37,166.Europe ranks third in patent filing,with the European Patent Office(EPO),Spain and Germany being the main contributors.In the AgriTech sector,the EPO leads with 156,843 international patent families,followed by Spain with 29,630,and Germany with 27,957.In the FoodTech sector,EPO leads with 79,172 international patent families,followed by Spain with 19,513,and Germany with 16,747.The filing of patent applications in multiple jurisdictions through the WIPO Patent Cooperation Treaty(PCT)pathway4 has become mainstream.In the AgriTech sector,73.8%of international patent families,totaling 217,409,were filed through the PCT process.Similarly,in FoodTech,70.5%of international patent families,amounting to 107,966,were PCT applications.3 The total number of patents published in each country is much higher than the number of international patent families counted.This is because,when counting international patent families,we count each patent family only once,regardless of how many jurisdictions the patents are published in.4 See www.wipo.int/pct/en/.Patent Landscape Report-Agrifood22 WIPO and the United States are the two major filing authorities of international patent families in AgriTech and FoodTech.Figure 2.5 Number of international patent families per filing authority in the AgriTech and FoodTech domainsAgriTechAgriTechAgriTechFoodTechFoodTechFoodTechWIPOWIPOWIPO217,409107,966United StatesUnited StatesUnited States220,27097,596European Patent OfficeEuropean Patent OfficeEuropean Patent Office156,84379,172ChinaChinaChina137,03569,023JapanJapanJapan107,70953,480CanadaCanadaCanada80,41437,166Republic of KoreaRepublic of KoreaRepublic of Korea64,09930,559AustraliaAustraliaAustralia65,40930,426BrazilBrazilBrazil53,86725,276IndiaIndiaIndia53,76622,434SpainSpainSpain29,63019,513MexicoMexicoMexico32,59417,507GermanyGermanyGermany27,95716,747Russian FederationRussian FederationRussian Federation21,82113,880Taiwan Province of ChinaTaiwan Province of ChinaTaiwan Province of China28,28312,178Note:The data statistics are based on the number of international patent families published since 2004.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.In patent data,the jurisdiction where the first patent application of each patent family was filed can be used as a proxy for the location of R&D,known as the“first priority jurisdiction”(Figure 2.6).North America,and specifically the United States,has a long history of involvement in the Agrifood super-domain.It has consistently been the main location for R&D in this field over the past decade,with 159,810 international patent families originating from this region.More recently,Japan and China have increased their R&D investments,with 49,679 and 35,091 international patent families respectively.It is important to note that only international patent families were considered in this analysis,which diminishes the impact of regional jurisdictions in Asia.Asia is experiencing rapid growth in this sector,with India and China showing impressive CAGRs of 11.2%and 8.5%respectively from 2017 to 2021.This growth is supported by the ability of Asian authorities to extend their patents globally,with Asia experiencing a CAGR of 3.6%during the same time period.In contrast,Europe is seeing a modestly negative trend,with the average CAGR for the top 5 jurisdictions being-2.2%.Similarly,North America is also experiencing a decline in growth,with a combined CAGR of-4.1%for the United States and Canada from 2017 to 2021.In Latin America and the Caribbean,there are a total of 2,388 international patent families related to Agrifood.Among these,2,056 are from Brazil and 332 from Mexico.The international patent families from this region have been experiencing steady growth,with a CAGR of 3.1%from 2017 to 2021.2 Global overview of Agrifood innovations 23The United States is a leader in Agrifood but faces a declines in growth,whereas India and China are experiencing rapid growth.Figure 2.6 Top first priority jurisdictions(a proxy for R&D location)in Agrifood by number of international patent families10 50510Number ofinternationalpatent families20,00020,00020,00080,00080,00080,000200,000200,000200,000United States,159,810,-4.2%China,35,091,8.5%France,10,954,-1.8%Japan,49,679,-4.1%Republic of Korea,21,445,8.1%European Patent Office(EPO),29,900,-2.9%India,5,182,11.2%Germany,25,070,-4.8%Brazil,2,056,2.8%Australia,4,703,-4.2GR,2017-2021(%)Note:The data statistics are based on the number of international patent families published since 2004.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.After careful analysis,we were able to identify the key players driving innovation in the Agrifood sector(Figure 2.7).The ranking of patent applicants revealed that the top 10 applicants accounted for a significant 40%of total filings in both AgriTech and FoodTech domains.In the AgriTech field,innovation is primarily spearheaded by agrochemical companies such as BASF and Bayer from Germany,and Sinochem from China.Additionally,technology giants like Sony,LG and Samsung from Asia,as well as Ericsson from Europe,play a crucial role in driving innovation.Manufacturers of agricultural machinery,including Deere from the United States and CNH Industrial from Europe,are also important contributors to the sector.On the other hand,the FoodTech sector is heavily dominated by European industries,particularly food and food chemistry companies from Switzerland/Netherlands(Nestl,DSM-Firmenich),Germany(BASF)and the United Kingdom(Unilever).Major players in the United States such as Mondelez also play a significant role in driving innovation in this sector.Industrial machinery manufacturers from Europe,such as SEB and Robert Bosch Stiftung,and Asia,including Kotobuki Realty and Samsung,are also actively involved in shaping the future of FoodTech.Patent Landscape Report-Agrifood24 Innovation in AgriTech is led by large agrochemical companies,tech companies,and agricultural machineries manufacturers,with FoodTech dominated by large food companies.Figure 2.7 Top applicants in AgriTech and FoodTechAgriTechBayer(Germany)BASF(Germany)Deere(United States)Sony Group(Japan)CNH Industrial(United Kingdom)Sinochem Holdings(China)Alphabet(United States)Ericsson(Sweden)LG Electronics(Republic of Korea)Samsung Electronics(Republic of Korea)EuropeNorth AmericaAsia4,2643,7903,0882,7292,4022,0551,9131,8351,7831,581FoodTechNestle(Switzerland)DSM Firmenich(Switzerland/Netherlands)SEB(France)Robert Bosch Stiftung(Germany)Kotobuki Realty(Japan)Unilever(United Kingdom)Samsung Electronics(Republic of Korea)BASF(Germany)Mondelez International(United States)International Flavors&Fragrances(United States)3,1151,2781,2751,177998931866842841810Note:The data statistics are based on the number of international patent families published since 2004.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.2 Global overview of Agrifood innovations 25Technology at a glance:MEAPLANT a bioinspired solution for quality food productionMEAPLANT is a new crop cultivation system developed by inventors Dr.Caterina Allera and Enrico Masella.MEAPLANT bridges the gap between traditional soil-based cultivation and advanced soilless techniques.Dr.Allera,a seasoned researcher at the Italian Council for Research in Agriculture(CREA),embarked on a mission to simplify soilless cultivation.Her journey led her to a critical realization:the complexity of existing systems stemmed from the interaction between cultivation substrates and nutrient solutions.The challenge lay in creating a substrate that could retain water without absorbing it a delicate balance that is set to revolutionize soilless agriculture.Nature often holds the key to innovation.Dr.Allera drew inspiration from dewdrops suspended on spider webs,water captured on cactus spines and droplets moving along plant fibers.These natural phenomena,studied for various applications,inspired the birth of MEAPLANT.MEAPLANTs substrate consists of a mesh of hydrophobic,chemically inert threads.Unlike traditional porous substrates,it doesnt absorb water;instead,it suspends droplets of nutrient solution.The balance between surface tension and gravity keeps these droplets in place,ensuring optimal hydration for plant roots.This water-saving system minimizes evaporation,promotes energy-efficient growth and prevents root asphyxiation.MEAPLANTs recyclable substrate contributes to a negative carbon footprint,making it a sustainable solution for nourishing communities worldwide.The Italian inventorsused WIPOs PCT system(WO2017/195009)to protect their idea globally and they have won a couple of international awards,including the Grand Prix awarded by the French Federation of Inventors(FFI)and the Gold Medal with Special Prize awarded by the Italian Delegation of the 49th International Exhibition of Inventions Geneva in 2024.Figure 2.8 MEAPLANT in actionSource:MEAPLANTPatent Landscape Report-Agrifood26 AgriTechAnalyzing the volume of patenting activity related to the individual AgriTech sub-domains reveals that over the last two decades,the sub-domains within AgriTech that has seen the most research and investigation isPest/disease management.Following closely behind are Crop adaptation and genetics,Livestock management,and IoT-related sub-domains such as Connectivity/sensors/smart farming,Precision agriculture and Mapping/imagery.Additionally,the areas of Planting/harvesting/storage,Robotics and drones,and Soil and fertilizer management have also seen a plethora of innovations since 2004.This general observation makes it difficult to directly detect any specific trends regarding the dynamic of AgriTech sub-domains by simply looking at the overall volume of innovations(Figure 2.9).Pest/disease management is the most popular sub-domain for patenting in AgriTech.Figure 2.9 Number of international patent families in AgriTech sub-domains1Pest/disease management1Pest/disease management1Pest/disease management2Crop adaptation and genetics2Crop adaptation and genetics2Crop adaptation and genetics3Connectivity/sensors/smart farming3Connectivity/sensors/smart farming3Connectivity/sensors/smart farming4Livestock management4Livestock management4Livestock management5Mapping/imagery5Mapping/imagery5Mapping/imagery6Precision agriculture6Precision agriculture6Precision agriculture7Planting/harvesting/storage7Planting/harvesting/storage7Planting/harvesting/storage8Robotics and drones8Robotics and drones8Robotics and drones9Soil and fertilizer management9Soil and fertilizer management9Soil and fertilizer management10Water management10Water management10Water management11Carbon farming11Carbon farming11Carbon farming12Automation12Automation12Automation13Waste management13Waste management13Waste management14Economic management/whole farm 14Economic management/whole farm management softwaremanagement software14Economic management/whole farm management software15Education and training15Education and training15Education and training16Compliance/trackability16Compliance/trackability16Compliance/trackability17Investment/exchange platform17Investment/exchange platform17Investment/exchange platform87,38953,40949,53647,06646,20044,31425,61924,99523,73613,5949,7227,4675,8772,5561,1791,016282Note:The data statistics are based on the number of international patent families published since 2004.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.Upon conducting a thorough analysis of patent publications,it becomes evident that each of the 17 AgriTech sub-domains possesses a unique profile.Specifically,the sub-domains of Investment/exchange platform and Economic management/whole farm management software both exhibit a CAGR of 21%.In contrast,both Robotics and drones and Mapping/imagery experienced a slightly lower CAGR of 15%during the same period.then Automation and Precision agriculture are up to 12%for a CAGR calculated in the same period.The growth rates of the above-mentioned sub-domains are quite significant when compared to the overall average CAGR of 6.9ross the broader AgriTech domain.This significant growth trend can be attributed to the increasing interest in IoT technologies that are designed to automate various tasks throughout the agricultural value chain(Figure 2.10).2 Global overview of Agrifood innovations 27Significant progress has been made in investments related to IoT-related technologies including Precision agriculture,Mapping/imagery,Connectivity/sensors/smart farming,Robotics and drones.Figure 2.10 Number of international patent families by first publication year in AgriTech sub-domains1Pest/disease management2Crop adaptation andgenetics3Connectivity/sensors/smart farming4Livestock management5Mapping/imagery6Precision agriculture7Planting/harvesting/storage8Robotics and drones9Soil and fertilizermanagement10Water management11Carbon farming12Automation13Waste management14Economicmanagement/whole farmmanagement software15Education and training16Compliance/trackability17Investment/exchangeplatform201420230 0 02,0002,0002,0004,0004,0004,000201420232014202320142023201420230 0 02,0002,0002,0004,0004,0004,000201420232014202320142023201420230 0 02,0002,0002,0004,0004,0004,000201420232014202320142023201420230 0 02,0002,0002,0004,0004,0004,000201420232014202320142023201420230 0 02,0002,0002,0004,0004,0004,000Note:Data from 2022 are partial since non-international patent families are excluded.2021 is the last year for which complete data are available.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.From the comparison of top priority jurisdictions and top protection jurisdictions across AgriTechs 17 sub-domains,it is evident that the international patent families related to these technologies primarily originate from the United States,Europe,China,Japan and the Republic of Korea.International patent families from these five regions account for 6789%of all international patent families in the various AgriTech sub-domains.Conversely,patents granted in these regions constitute 3055%of all granted patents in the field globally.This indicates that while innovation predominantly originates in these five regions,patents are subsequently secured in a broader range of markets worldwide(Figure 2.11).In all AgriTech sub-domains,the United States is the main location regarding each sub-domain,with more than 30%of patent corpuses associated as first priority,being up to 50%for Precision agriculture,Mapping/imagery,Investment/exchange platform.Patent Landscape Report-Agrifood28 Asia,including China,Japan or the Republic of Korea,are found second regarding the majority of the AgriTech sub-domains.Japan is the second inventor location for IoT-related technologies,including:Mapping/imagery Precision agriculture Robotics and drones Connectivity/sensors/smart farming Economic management/whole farm management software Livestock management Carbon farming.China is second worldwide for:Automation Education and training Investment/exchange platform Waste management Water management.The Republic of Korea is second worldwide for its impact on innovation related to:Compliance/trackability.The European Patent Office(EPO)and Germany are also key jurisdictions for AgriTech innovations,being second worldwide for sub-domains related to fields historically related to agriculture,including Crop adaptation and genetics,Pest/disease management,Planting/Harvesting/Storage,Soil and fertilizer management.2 Global overview of Agrifood innovations 29The United States is the most popular office of first filing for international AgriTech patent families.Figure 2.11 The top five first priority jurisdictions and top five protection jurisdictions in each AgriTech sub-domain by number of international patent families46%8#%1Pest/diseaseManagementFirst priority jurisdiction9%7p%1Pest/diseaseManagementProtection jurisdiction43%8%9#,rop adaptation andgeneticsFirst priority jurisdiction9%7%6i,rop adaptation andgeneticsProtection jurisdiction44%8$onnectivity/sensors/smart farmingFirst priority jurisdiction13%6%7Xonnectivity/sensors/smart farmingProtection jurisdiction37%92%4LivestockmanagementFirst priority jurisdiction11%9%6%7c%4LivestockmanagementProtection jurisdiction52%8%5Mapping/imageryFirst priority jurisdiction20%7%6E%5Mapping/imageryProtection jurisdiction63%9%6Precision agricultureFirst priority jurisdiction19%9%6I%6Precision agricultureProtection jurisdiction32%8%7Planting/harvesting/storageFirst priority jurisdiction12%6%9V%7Planting/harvesting/storageProtection jurisdiction44%7%8%6#%8Robotics and dronesFirst priority jurisdiction14%7T%8Robotics and dronesProtection jurisdiction32%90%9Soil and fertilizermanagementFirst priority jurisdiction12%6%7%9Soil and fertilizermanagementProtection jurisdiction35%8&Water managementFirst priority jurisdiction12%9%9Water managementProtection jurisdictionNote:The data statistics are based on the number of international patent families published since 2004.In each pie chart,only data from the top five jurisdictions are displayed;all other jurisdictions are grouped under“Other.”Due to variations in the top first priority jurisdictions and the top protection jurisdictions across each sub-domain,the composition of“Other”jurisdictions also varies.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.Patent Landscape Report-Agrifood30 It is crucial to analyze the top filing authorities in order to gain a deeper understanding of the key markets associated with AgriTech sub-domains(Figure 2.12).Upon examination,it becomes clear that the main filing authorities share similar profiles,with Pest/disease management and Crop adaptation and genetics being the two major areas represented in each jurisdiction.However,Germany stands out as having a distinct profile,focusing on Connectivity/sensors/smart farming innovations.This particular sub-domain ranks third in top authorities worldwide,with the exception of Canada,Australia,Mexico,Spain,Taiwan Province of China,Poland and Denmark,which are primarily targeted by innovations in Livestock management.These jurisdictions are major meat exporters globally,highlighting the specific market demands within each region.United StatesEPOJapanChinaRepublic of KoreaCanadaGermanyFranceIndiaWOOther44%7%9%Carbon farmingFirst priority jurisdiction11%8%7dCarbon farmingProtection country320Automation Firstpriority jurisdiction10%6dAutomationProtection country34%83Waste managementFirst priority jurisdiction10%8%7fWaste managementProtection jurisdiction39Economicmanagement/wholefarm managementsoftwareFirst priority jurisdiction16%8%8REconomicmanagement/wholefarm managementsoftwareProtection jurisdiction45%9%7%8!Education andtrainingFirst priority jurisdiction13%9%7aEducation andtrainingProtection jurisdiction45%7%7%80Compliance/trackabilityFirst priority jurisdiction15%7YCompliance/trackabilityProtection jurisdiction67%7Investment/exchangeplatformFirst priority jurisdiction22%9%7%6PInvestment/exchangeplatformProtection jurisdictionFigure 2.11 The top five first priority jurisdictions and top five protection jurisdictions in each AgriTech sub-domain by number of international patent families continued2 Global overview of Agrifood innovations 31Most of the main filing authorities share similar profiles,with significant representation in Pest/disease management and Crop adaptation and genetics.Figure 2.12 The technical field distribution of international patent families filed in the top filing authorities in AgriTechWIPOWIPOWIPOUnited StatesUnited StatesUnited StatesEuropean Patent OfficeEuropean Patent OfficeEuropean Patent OfficeChinaChinaChinaJapanJapanJapanCanadaCanadaCanadaAustraliaAustraliaAustraliaRepublic of KoreaRepublic of KoreaRepublic of KoreaBrazilBrazilBrazilIndiaIndiaIndiaMexicoMexicoMexicoSpainSpainSpainGermanyGermanyGermanyTaiwan Province of ChinaTaiwan Province of ChinaTaiwan Province of ChinaRussian FederationRussian FederationRussian FederationIsraelIsraelIsraelPolandPolandPolandDenmarkDenmarkDenmarkSingaporeSingaporeSingaporeArgentinaArgentinaArgentina1Pest/disease management2Crop adaptation and genetics3Connectivity/sensors/smart farming4Livestockmanagement5Mapping/imagery6Precision agriculture7Planting/harvesting/storage8Robotics anddrones9Soil and fertilizer management10Water management11Carbon farming12Automation13Waste management14Economic management/whole farm management software15Education and training16Compliance/trackability17Investment/exchange platform23%9%9%6!%9%6%9%9%9%6%6%9%9%7&%8%7(%5%7)%9%5%7$%9%70%9%7%6%60%9%7%7%85!%9%9%54%9%7%8%9%9%7(%7%9(%9%5%6%55!%8%6%52%9%7%7)!%9%51!%9%5%7%68 %7%5%6%Note:The data statistics are based on the number of international patent families published since 2004.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.Breaking down the AgriTech domain into 17 sub-domains allows for a more precise identification of the specific areas of interest for key players in this industry.By examining the top 5 patent applicants in each sub-domain,we can see that each sub-domain has its own unique characteristics and leading companies(Figure 2.13).Industrial manufacturers of agricultural machines from the United States(Deere,CLAAS),Japan(Kubota)and Europe(CNH Industrials)are leading most of the sub-domains,being within the top 5 categories as follows:Automation,Connectivity/sensors/smart farming(Deere,CLAAS,CNH Industrials)Mapping/imagery(Deere only)Pest/disease management,Planting/harvesting/storage,Precision agriculture(Deere only)Soil and fertilizer management(Deere,Kubota,CNH Industrials)Education and training(excluding CNH Industrials)Economic management/whole farm management software(excluding CNH Industrials).Agrochemical companies from Germany(BASF,Bayer),China(Sinochem)and Japan(Sumitomo)lead in the related Agrochemical sub-domains,including:Crop adaptation and genetics Pest/disease management Water management,and Patent Landscape Report-Agrifood32 Economic management/whole farm management software(excluding Sinochem and Sumitomo).Asian Companies from the tech domain(Sony,LG Electronics,Samsung,Qualcomm,Ericsson,Nvidia)are usually found within the top 5 of IoT-related sub-domains,such as:Connectivity/sensors/smart farming(Sony and LG Electronics)Mapping/imagery(Sony,Qualcomm,Samsung)Precision agriculture(Sony,Qualcomm,Ericsson)Robotics and drones(Nvidia,LG Electronics and Qualcomm).Finally,Carbon farming and Livestock management encompass distinct top players specialized in this field.Industrial manufacturers lead in Automation,and Precision agriculture,agrochemical companies in Crop adaptation and genetics and Pest/disease management,and tech companies in IoT sub-domains like Connectivity/sensors/smart farming and Mapping/imagery.Figure 2.13 Top 5 applicants in each sub-domain of AgriTechNovonesis(Danmark)Sinochem Holdings(China)Pioneer Hi Bred International(United States)Corteva(United States)Sumitomo Chemical(Japan)Sinochem Holdings(China)BASF(Germany)Bayer(Germany)1Pest/disease management3,3102,7171,8691,2701,2602Crop adaptation and genetic sBayer(Germany)BASF(Germany)2,3181,4241,1921,0318743Connectivity/sensors/smartfarmingDeere(United States)LG Electronics(Rupublic of Korea)CNH Industrial(United Kingdom)Sony Group(Japan)CLAAS(Germany)1,7501,2421,2091,0247174Livestock managementShimano(Japan)Delaval(Sweden)Globeride(Japan)Merck Sharp&Dohme(United States)Lely Holding(Netherlands)6184143292422375Mapping/imagerySony Group(Japan)Qualcomm(United States)Samsung Electronics(Rupublic of Korea)Alphabet(United States)Deere(United States)2,0921,0528668567446Precision agricultureEricsson(Sweden)Sony Group(Japan)Deere(United States)Qualcomm(United States)Alphabet(United States)1,4831,2921,0991,0388727Planting/harvesting/storageDeere(United States)CNH Industrial(United Kingdom)Kubota(Japan)CLAAS(Germany)AGCO(United States)2,4222,0891,3141,2056708Robotics and dronesLG Electronics(Rupublic of Korea)SZ DJI Technology(China)Qualcomm(United States)Nvidia(United States)Lam Research(United States)1,0197606245343799Soil and fertilizer managementDeere(United States)CNH Industrial(United Kingdom)Kubota(Japan)Amazone Werke H Dreyer(Germany)AGCO(United States)1,2051,08873673047410Water managementBayer(Germany)Qualcomm(United States)BASF(Germany)Sinochem Holdings(China)Corteva(United States)67344233326113411Carbon farmingGeneral Electric(United States)Exxonmobil(United States)BASF(Germany)Saudi Arabian Oil(Saudi Arabia)IFP Energies Nouvelles(France)1551451051018212AutomationDeere(United States)CLAAS(Germany)CNH Industrial(United Kingdom)Kubota(Japan)Bayer(Germany)42229528515814913Waste managementBASF(Germany)Xyleco(United States)Novonesis(Danmark)ENI(Italy)Koch Industries(United States)645143393814Economic management/wholefarm management softwareBayer(Germany)Deere(United States)Kubota(Japan)BASF(Germany)CLAAS(Germany)1029964544115Education and trainingCLAAS(Germany)Deere(United States)Bayer(Germany)Kubota(Japan)Huawei Investment&Holding(China)55312111916Compliance/trackabilityMerck Sharp&Dohme(United States)Delaval(Sweden)Sony Group(Japan)Fujitsu(Japan)AGCO(United States)North AmericaEuropeAsia26171511817Investment/exchange platformCME(United States)Bayer(Germany)Intercontinental Exchange(United States)Zhejiang E-Commerce Bank(China)CirclesX(United States)96644Note:The data statistics are based on the number of international patent families published since 2004.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.2 Global overview of Agrifood innovations 33FoodTechAn analysis of patent volumes within various sub-domains of FoodTech over the past 20 years shows that Supply chain has been the most extensively researched area with more than 60,000 international patent families already filed internationally.This is followed by Food chemistry encompassing close to 50,000 international patent families.Food technology and Consumer technology are both close to 30,000 international patent families.Food services have nearly 15,000 international patent families.Furthermore,Delivery services complete our ranking with nearly 2,500 international patent families(Figure 2.14).Novonesis(Danmark)Sinochem Holdings(China)Pioneer Hi Bred International(United States)Corteva(United States)Sumitomo Chemical(Japan)Sinochem Holdings(China)BASF(Germany)Bayer(Germany)1Pest/disease management3,3102,7171,8691,2701,2602Crop adaptation and genetic sBayer(Germany)BASF(Germany)2,3181,4241,1921,0318743Connectivity/sensors/smartfarmingDeere(United States)LG Electronics(Rupublic of Korea)CNH Industrial(United Kingdom)Sony Group(Japan)CLAAS(Germany)1,7501,2421,2091,0247174Livestock managementShimano(Japan)Delaval(Sweden)Globeride(Japan)Merck Sharp&Dohme(United States)Lely Holding(Netherlands)6184143292422375Mapping/imagerySony Group(Japan)Qualcomm(United States)Samsung Electronics(Rupublic of Korea)Alphabet(United States)Deere(United States)2,0921,0528668567446Precision agricultureEricsson(Sweden)Sony Group(Japan)Deere(United States)Qualcomm(United States)Alphabet(United States)1,4831,2921,0991,0388727Planting/harvesting/storageDeere(United States)CNH Industrial(United Kingdom)Kubota(Japan)CLAAS(Germany)AGCO(United States)2,4222,0891,3141,2056708Robotics and dronesLG Electronics(Rupublic of Korea)SZ DJI Technology(China)Qualcomm(United States)Nvidia(United States)Lam Research(United States)1,0197606245343799Soil and fertilizer managementDeere(United States)CNH Industrial(United Kingdom)Kubota(Japan)Amazone Werke H Dreyer(Germany)AGCO(United States)1,2051,08873673047410Water managementBayer(Germany)Qualcomm(United States)BASF(Germany)Sinochem Holdings(China)Corteva(United States)67344233326113411Carbon farmingGeneral Electric(United States)Exxonmobil(United States)BASF(Germany)Saudi Arabian Oil(Saudi Arabia)IFP Energies Nouvelles(France)1551451051018212AutomationDeere(United States)CLAAS(Germany)CNH Industrial(United Kingdom)Kubota(Japan)Bayer(Germany)42229528515814913Waste managementBASF(Germany)Xyleco(United States)Novonesis(Danmark)ENI(Italy)Koch Industries(United States)645143393814Economic management/wholefarm management softwareBayer(Germany)Deere(United States)Kubota(Japan)BASF(Germany)CLAAS(Germany)1029964544115Education and trainingCLAAS(Germany)Deere(United States)Bayer(Germany)Kubota(Japan)Huawei Investment&Holding(China)55312111916Compliance/trackabilityMerck Sharp&Dohme(United States)Delaval(Sweden)Sony Group(Japan)Fujitsu(Japan)AGCO(United States)North AmericaEuropeAsia26171511817Investment/exchange platformCME(United States)Bayer(Germany)Intercontinental Exchange(United States)Zhejiang E-Commerce Bank(China)CirclesX(United States)96644Figure 2.13 Top 5 applicants in each sub-domain of AgriTech-continuedPatent Landscape Report-Agrifood34 Supply chain is the most popular sub-domain for patenting in FoodTech,followed by Food chemistry and Food technology.Figure 2.14 Number of international patent families in FoodTech sub-domains18Supply chain18Supply chain18Supply chain19Food chemistry19Food chemistry19Food chemistry20Food technology20Food technology20Food technology21Consumer technology21Consumer technology21Consumer technology22Food services22Food services22Food services23Delivery services23Delivery services23Delivery services61,34649,16533,88028,07914,2472,451Note:The data statistics are based on the number of international patent families published since 2004.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.In contrast to the rapid growth seen in AgriTech,the sub-domains within FoodTech have experienced relatively stagnant growth over the past decade.The CAGR for the industry as a whole has been close to 3%from 2017 to 2021,indicating a lack of significant investment in these areas(Figure 2.15).However,it is worth noting that certain sub-domains,such asFood chemistry and Food services,have shown a stronger growth trajectory.These specific areas have achieved a CAGR of 5%and 6%respectively during the same period.This trend aligns with the current focus of food companies on developingalternative nutrient sources for human food,a topic that will be explored in more detail in a subsequent paragraph.The overall growth of FoodTech sub-domains has been relatively stagnant over the past decade,except for the significant growth seen in Food chemistry and Food services.Figure 2.15 Number of international patent families by first publication year in FoodTech sub-domains18Supply chain19Food chemistry20Food technology21Consumer technology22Food services23Delivery services201420230 0 02,0002,0002,0004,0004,0004,0002014202320142023201420230 0 02,0002,0002,0004,0004,0004,0002014202320142023Note:Data from 2022 are partial since non-internatioanl patent families are excluded.2021 is the last year for which complete data are available.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.R&D locations for each sub-domain within the FoodTech industry can be identified through an analysis of the number of international patent families in first priority jurisdictions(Figure 2.16).The United States is seen as the primary location for sub-domains such asFood services,and Delivery services.However,its dominance is less pronounced in Food chemistry,Food technology,and Consumer technology sub-domains.Asian countries including Japan,China and the Republic of Korea emerge as the second most important locations for the majority of FoodTech sub-domains.The EPO and Germany also play a significant role in FoodTech innovation.2 Global overview of Agrifood innovations 35The United States is generally the most popular location for FoodTech R&D,although Asia and Europe play key roles in some more specific areas.Figure 2.16 The top five first priority jurisdictions and top five protection jurisdictions in each FoodTech sub-domain by number of international patent familiesUnited StatesJapanEPOGermanyChinaCanadaFranceRepublic of KoreaTWWOOther31%8%73Supply chainFirst priority jurisdiction9%9eSupply chainProtection jurisdiction29%7%9Food chemistryFirst priority jurisdiction9%7%8%6fFood chemistryProtection jurisdiction28%7%73 Food technologyFirst priority jurisdiction9%9e Food technologyProtection jurisdiction22%8%87!Consumer technologyFirst priority jurisdiction10%7Y!Consumer technologyProtection jurisdiction51%7%9Food servicesFirst priority jurisdiction20%9%6EFood servicesProtection jurisdiction39%8%8$#Delivery servicesFirst priority jurisdiction14%7%8%8Y#Delivery servicesProtection jurisdictionNote:The data statistics are based on the number of international patent families published since 2004.In each pie chart,only data from the top five jurisdictions are displayed;all other jurisdictions are grouped under“Other.”Due to variations in the top first priority jurisdictions and the top protection jurisdictions across each sub-domain,the composition of“Other”jurisdictions also varies.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.In order to gain a deeper understanding of the key markets within the FoodTech sub-domains,it is essential to analyze the top filing authorities(Figure 2.17).When examining the main filing authorities,it becomes evident that they share similar profiles,withSupply chain,Food chemistry and Food technology being the most prevalent in each jurisdiction.However,Food chemistry is ranked first for Asian jurisdictions including Japan,the Republic of Korea,Singapore and Taiwan Province of China.This result is in line with the current position of Asia as key bio-ingredient production base worldwide.5 Additionally,it is of note that Food chemistry also ranked first for Israel,which is currently developing new alternative nutrient sources for human food.This specific topic will be further explored in chapter 5.5 Will Asia Play a Central Role in Sustainable Agrifood Biotech?(https:/milkeninstitute.org/article/asia-sustainable-agrifood-biotech-play-central-role).Patent Landscape Report-Agrifood36 The common key markets in FoodTech are Supply chain,Food technology and Consumer technology.Figure 2.17 The technical field distribution of international patent families filed in the top filing authorities in FoodTechWIPOWIPOWIPOUnited StatesUnited StatesUnited StatesEuropean Patent OfficeEuropean Patent OfficeEuropean Patent OfficeChinaChinaChinaJapanJapanJapanCanadaCanadaCanadaAustraliaAustraliaAustraliaRepublic of KoreaRepublic of KoreaRepublic of KoreaBrazilBrazilBrazilIndiaIndiaIndiaMexicoMexicoMexicoSpainSpainSpainGermanyGermanyGermanyTaiwan Province of ChinaTaiwan Province of ChinaTaiwan Province of ChinaRussian FederationRussian FederationRussian FederationIsraelIsraelIsraelPolandPolandPolandDenmarkDenmarkDenmarkSingaporeSingaporeSingaporeArgentinaArgentinaArgentina18Supply chain19Food chemistry20Food technology21Consumer technology22Food services23Delivery services33)%72(%84&%50(%702%731%531%5)2%761!%921 %672 %87& 8$01%67&35%58 51%914%874 %6%Note:The data statistics are based on the number of international patent families published since 2004.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.By breaking down the FoodTech domain into six sub-domains,we are able to more accurately pinpoint the specific areas of interest for key players within the industry.When analyzing the top 5 patent applicants within each sub-domain,we can observe that each sub-domain possesses its own distinct characteristics and is led by different companies(Figure 2.18).For instance,the Food chemistry sub-domain is primarily controlled by major multinational food and nutrition corporations such as Nestl from Switzerland,DSM-Firmenich from Switzerland/Netherlands,International Flavors&Fragrances from the United States,as well as Consumer Goods companies such as Kotobuki Realty from Japan and Unilever from the United Kingdom.On the other hand,the Food services sub-domain is dominated by technology companies from the United States(such as Microsoft,Alphabet owner of Google,and Apple)and the Republic of Korea(such as Samsung).Interestingly,Nestl emerges as a significant player in the FoodTech industry,leading in all sub-domains except for Food services.2 Global overview of Agrifood innovations 37Multinational food/nutrition corporations dominate Food chemistry,whereas tech companies lead in Food services.Figure 2.18 Top 5 applicants in each sub-domain of FoodTechDSM Firmenich(Switzerland/Netherlands)International Flavors&Fragrances(United States)DSM Firmenich(Switzerland/Netherlands)18Supply chainNestle(Switzerland)Unilever(United Kingdom)Mondelez International(United States)Pepsico(United States)Krones(Germany)1,51560254354054019Food chemistryNestle(Switzerland)Kotobuki Realty(Japan)Unilever(United Kingdom)1,25880168865756720Food technologyNestle(Switzerland)Unilever(United Kingdom)Kotobuki Realty(Japan)Mondelez International(United States)82351350842936921Consumer technologySEB(France)Nestle(Switzerland)Robert Bosch Stiftung(Germany)Midea Group(China)De Longhi(Italy)1,16488788338738522Food servicesSamsung Electronics(United States)Toyota Motor(Japan)Apple(United States)Alphabet(United States)Microsoft(United States)24420720420219123Delivery servicesNestle(Switzerland)Pepsico(United States)Philips(Netherlands)Panasonic Holdings(Japan)Coca Cola(United States)EuropeNorth AmericaAsia8329242220Note:The data statistics are based on the number of international patent families published since 2004.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.Plant variety protection under the UPOV ConventionPatents and plant varieties represent distinct forms of intellectual property that both play crucial roles in fostering innovation within the Agrifood sector.While patents provide protection for novel inventions and technological advancements,granting exclusive rights to inventors for a specific period,plant variety protection provide rights to breeders of new,distinct,uniform,and stable plant varieties,during the term of protection.This patent landscape report on Agrifood focuses exclusively on patents,highlighting technological progress,yet it is essential to recognize that plant variety protection also significantly contribute to agricultural innovation by encouraging the development of new plant breeds,which are vital for food security,sustainability,and adaptation to changing environmental conditions.New plant varieties:delivering solutions to farmers,growers and societyNew,improved varieties of plants are an important and sustainable means of achieving food security in the context of population growth and climate change.New varieties that are adapted to the environment in which they are grown increase the choice of healthy,tasty and nutritious food while generating a viable income for farmers.Promoting the development of new plant varieties:the UPOV systemThe International Union for the Protection of New Varieties of Plants(UPOV)is an intergovernmental organization based in Geneva,Switzerland.UPOV was established in 1961 by the International Convention for the Protection of New Varieties of Plants(the“UPOV Convention”).The mission of UPOV is to provide and promote an effective system of plant Patent Landscape Report-Agrifood38 variety protection,with the aim of encouraging the development of new varieties of plants,for the benefit of society.Most countries and intergovernmental organizations which have introduced a plant variety protection(PVP)system have chosen to base their system on the UPOV Convention to provide an effective,internationally recognized system.6 As of February 2,2024,(i)UPOV has 79 members,(ii)18 States and 1 intergovernmental organization have initiated the procedure for acceding to the UPOV Convention,and(iii)25 States and 1 intergovernmental organization have been in contact with the Office of the Union for assistance in the development of laws based on the UPOV Convention.Filing applications for PVPThe UPOV Convention provides the basis for UPOV members to encourage plant breeding by granting breeders of new plant varieties an intellectual property right:the breeders right.In order to obtain protection,the breeder needs to file individual applications with the authorities of UPOV members entrusted with the task of granting breeders rights.7The UPOV Convention specifies the acts that require the breeders authorization in respect of the propagating material of a protected variety and,under certain conditions,in respect of the harvested material.Under the UPOV Convention,the breeders right is only granted where the variety is(i)new,(ii)distinct,(iii)uniform,(iv)stable and has a suitable denomination.The breeders right does not extend to acts done(i)privately and for non-commercial purposes,(ii)for experimental purposes and(iii)for the purpose of breeding other varieties.Under the UPOV Convention,acts done for the purpose of breeding other varieties are not subject to any restriction by the breeder of a protected variety.Becoming a UPOV memberA state or intergovernmental organization that wishes to become a UPOV member needs to seek the advice of the UPOV Council in respect of the conformity of its laws with the provisions of the UPOV Convention.This procedure leads,in itself,to a high degree of harmony in those laws,thus facilitating cooperation between members in the implementation of the system.Guidance documents on how to develop legislation and become a UPOV member can be found on the UPOV website.8 The legislation of UPOV members can be consulted in UPOV Lex.9Trends and statisticsThe number of applications for PVP in UPOV members has been steadily increasing over the past years.Figure 2.19 indicates trends in applications filed(over 27,000 in 2022)and total number of titles in force(over 160,000 worldwide).Information is also provided on the top 10 UPOV members receiving the largest number of applications in 2012,2021 and 2022(Figure 2.20)and an analysis of applications by residence of applicants for the same years(Figure 2.21).6 See www.upov.int/members/en/.7 See www.upov.int/members/en/pvp_offices.html.8 See www.upov.int/members/en/upov_membership.html.9 See https:/upovlex.upov.int/en/legislation.2 Global overview of Agrifood innovations 39The number of PVP applications and the total number of titles in force among UPOV members have been steadily increasing.Figure 2.19 Total applications filed,titles issued and titles in forceSource:UPOV.In contrast to the patent landscape,the main countries receiving PVP applications include the Netherlands,Ukraine and Argentina.Figure 2.20 Top 10 UPOV members by number of PVP applications received(by residents and non-residents)Source:UPOV.Patent Landscape Report-Agrifood40 The main origins of plant variety innovation,similar to patent innovation,are China,Europe,the United States,Japan,and the Republic of Korea.Figure 2.21 Top 10 Countries of residence of applicants for PVPSource:UPOV.Information and trainingThe PLUTO Plant Variety Database10 contains information on plant varieties from UPOV members and the Organisation for Economic Co-operation and Development(OECD),including variety denominations.The database also features a similarity search tool for preliminary check on variety denominations.In 2024,UPOV has launched the UPOV PVP Certificate program to promote the acquisition of knowledge and recognition of expertise,as well as opportunities for continuous learning on PVP matters.The UPOV PVP Certificate provides international recognition of expertise in PVP matters.Further information is available at www.upov.int.Emerging domains within AgrifoodBased on calculating the CAGR across various sub-domains within the Agrifood super-domain,the data reveals significant trends.In the AgriTech domain,IoT-related technologies,such as Connectivity/sensors/smart farming,Mapping/imagery,Precision agriculture,and Robotics and drones exhibit an impressive average CAGR of 8%.Similarly,in the FoodTech domain,Food chemistry and Food services also show comparable growth rates.Furthermore,other areas of AgriTech such as Planting/harvesting/storage and Soil and fertilizer management demonstrate notable CAGRs.Drawing from previous research and expert interviews,the report has selected five highly regarded technology areas in the Agrifood super-domain for in-depth analysis,to be discussed extensively as case studies in the following chapters:Soil and fertilizer management:this includes solutions aimed at improving soil health and fertility,such as crop rotations,cover cropping,organic fertilizer usage and minimizing the use of chemical fertilizer and pesticides.Non-pesticide pest and disease management:this area focuses on alternative solutions to traditional pesticides,including the use of microbes in fertilizer formulations for biocontrol.10 See www.upov.int/pluto/en/.2 Global overview of Agrifood innovations 41 Alternative nutrient sources for human food:addressing the development and promotion of alternative nutritional sources to traditional foods,such as cultured meat and plant-based proteins,to tackle challenges posed by population growth and resource constraints.Predictive models in precision agriculture:this involves the development of predictive models using AI and software to help farmers forecast market demands and optimize planting and irrigation plans,thereby enhancing agricultural production accuracy and efficiency.Autonomous devices in precision agriculture:exploring the application of autonomous machinery and robotics technology in agriculture to improve efficiency in crop planting,management and harvesting.A snapshot of the case study technologies,highlighting patent growth,key locations and top players.Figure 2.22 An overview of the patent landscape in five case study technological areasNote:The data statistics are based on the number of international patent families published since 2004.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.42 Solutions aimed at improving soil health and fertility are critical in sustainable agriculture,to contribute to ecosystem biodiversity,and for water management and climate resilience reasons.This chapter summarizes the patent trends in the field of soil and fertilizer management,and discusses emerging technologies like autonomous guidance and fertilizer formulations.It also delves into the crucial role of bacteria in microbe-rich fertilizers.Global overviewInternational patent activity targeting North America and EuropeThe data collected from 23,736 international patent families in the Soil and fertilizer management sub-domain reveals a moderate CAGR of 5.6%from 2017 to 2021,as illustrated in Figure 2.22.This indicates a growing interest in the topic.North America leads in patent filings among all continents,with the United States contributing 13,612 patents and Canada adding 5,854 patents.Europe comes in second place with a total of 11,358 patents,with Germany contributing 4,218 patents and Spain adding 1,757 patents.Asia follows closely behind,with China contributing 7,464 patents,Japan adding 4,613 patents,and India contributing 2,510 patents.From a growth perspective,patents filed in Brazil,Argentina and India have exhibited significant growth,with CAGRs of 15.0%,12.8%,and 11.4%from 2017 to 2021,respectively.This trend reflects the increasing interest in these countries as key markets for global AgriTech innovation.Concurrently,the CAGRs from 2017 to 2021 of international patent filings in Australia,Japan,China,the Republic of Korea,Europe(EPO),the United States and Canada also demonstrate a positive growth trajectory,with CAGRs ranging between 5%and 10%during the same period(Figure 3.1).It is also important to mention that non-international patent families were not included in this analysis,which ultimately lowers the impact of regional jurisdictions from Asia.3 Soil and fertilizer management3 Soil and fertilizer management 43USPTO,WIPO and EPO are the major filing authorities of international patent families in the Soil and fertilizer management sub-domain.Figure 3.1 Top filing authorities in the soil and fertilizer management field10 50510Number ofinternationalpatent families1,0001,0001,0004,0004,0004,00010,00010,00010,000United States,13,612,5.9%China,7,464,8.5%Japan,4,613,9.1%Republic of Korea,2,537,7.6%India,2,510,11.4%Australia,3,918,9.9%Brazil,4,040,15.0%World Intellectual Property Organization(WIPO),12,172,5.3%EuropeanPatent Office(EPO),11,358,6.5nada,5,854,5.4GR,2017-2021(%)Note:The data statistics are based on the publication jurisdictions and the earliest publication year,encompassing the number of international patent families published since 2004.The CAGR is calculated using the number of international patent families published from 2017 to 2021.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.Inventive regionsInnovation equally originates from Asia,North America and EuropeThe United States leads as the primary R&D location for Soil and fertilizer management,with a total of 7,565 international patent families,followed by Germany with 3,352 patents,Japan with 2,642 patents,and China with 2,213 patents as shown in Figure 3.2.Significant growth in this field is being seen in Asia,with India experiencing a CAGR of 28.5%from 2017 to 2021,and China with a CAGR of 17.7%during the same period.Latin America and the Caribbean is also seeing rapid growth,with Brazil showing a CAGR of 28.1%from 2017 to 2021.Dynamics of international patent filing in Europe and North America are generally steady,with an average CAGR for 2017 to 2021 for top 5 jurisdictions in Europe of 2.7%,while the average CAGR for 2017 to 2021 for both the United States and Canada is 4.7%.Patent Landscape Report-Agrifood44 The United States leads in Soil and fertilizer management R&D,with significant growth in Asia and Latin America and the Caribbean.Figure 3.2 Top first priority jurisdictions in the Soil and fertilizer management field10 50510Number ofinternationalpatent families8008008003,0003,0003,0008,0008,0008,000United States,7,565,5.0%China,2,213,17.7%Germany,3,352,-1.3%France,8711.7%Japan,2,642,7.3%Republic of Korea,719,-1.3%European Patent Office(EPO)954,13.6%India,386,28.5%Australia,350,10.3%Brazil,232,28.1%World Intellectual Property Organization(WIPO),453,8.7GR,2017-2021(%)Note:The data statistics are based on the first priority jurisdictions and the earliest publication year,encompassing the number of international patent families published since 2004.The CAGR is calculated using the number of international patent families published from 2017 to 2021.Source:WIPO,based on patent data from Orbit Intelligence(Questel),March 2024.Regional innovative strategies for Soil and fertilizer managementNorth AmericaInnovation in the United States is supported by the National Aeronautics and Space Administration(NASA),which collaborates with the U.S.Department of Agriculture(USDA)to share and apply space-based measurements of soil moisture to strengthen predictions of agricultural and climate trends and support research on the carbon cycle.The United States is also supporting,with investments of US$330 million,85 locally driven,publicprivate partnerships to address climate change,improve the nations water quality,combat drought,enhance soil health,support wildlife habitat and protect agricultural viability.EuropeEurope supports partner locations to reduce their dependency on imported mineral fertilizers by investing in efficiency of use,alternative green and organic fertilizers,and sustainable agricultural practices and soil fertility management(e.g.agro-ecology),as highlighted in the Communication on fertilizers1 published on November 9,2022.Moreover,the Soil Strategy for 2030 and the announcement to propose a Soil Health Law aims to tackle the problem of continuing and aggravating soil degradation in the Europe and presents healthy soil as an important solution for biodiversity and climate crises as well as to prevent fresh-and seawater degradation,but also for other societal challenges such as food security and safety.The new strategy sets the vision that by 2050 all soils should be healthy and resilient in Europe,which will require decisive changes.Additional regional actions in the United Kingdom can be cited2:in order to meet the net zero carbon emissions target by 2050 and enhance soil health,there is a need to recycle nutrients more in the future.The United Kingdom is modernizing its domestic policy for fertilizer 1 European Commission.Food security:availability and affordability of fertilisers.(https:/ec.europa.eu/commission/presscorner/detail/en/ip_22_6564).2 National Pathways Analysis Dashboard|UN Food Systems Coordination Hub(https:/www.unfoodsystemshub.org/member-state-dialogue/national-pathways-analysis-dashboard/es).3 Soil and fertilizer management 45regulation which will be informed by expert analysis of existing policy,alongside up-to-date technical and scientific evidence on fertilizers and nutrient management.It is engaging with sector sounding boards,including industry representatives and other key stakeholders,to ensure its recommendations have practical merit.AsiaIn Asia,Malaysia promotes the adoption of technology,R&D and creative methods to help food producers better manage farm activities,minimize reliance on manual labor,promote natural resource conservation and adapt to climate change effects.These elements will improve the plant and animal stock,as well as the soil.The Republic of Korea will develop technologies to prevent the erosion of highland field topsoil and expand sewage treatment facilities to protect water designated for aquaculture.3AfricaIn Africa a large number of initiatives promotes sustainable soil management,a
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