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zWOMEN IN CHARGELatest Trends among the Worlds Largest Travel Spenders and Decision MakersJuly 2024TABLE OF CONTENTSForewordKey TakeawaysHow Women Think About Travel Today Definition of luxury Travel motivationsThe Way They Travel Companions Decision makers and influencers Destinations Slow travel versus fast travelThe Luxury Travel Wish ListExperiencesDestinationsHotels&accommodationTravel advisorsArchetypes of Todays Affluent Chinese Female TravellersDaring DragonCurious DeerMama TigerMagnificent PhoenixSpirited DolphinAbout the Survey and Respondents358132429402FOREWORDare in charge they make 80%of travel decisions and account for 6 out of 10 Chinese tourists last year.With China reclaiming its position as the top spender on international travel in 2023,not only has Chinese outbound travel bounced back,it is roaring forward.Suffice to say,Chinese women play a pivotal role in shaping the future of travel.Like the changes observed in travel behaviour and attitudes globally,Chinese travellers,especially women,have undergone notable transformations in recent years.The typical image of affluent Chinese female travellers shopping at Louis Vuitton in Paris,or having a buffet with her multi-generation family has shifted.While many still hold on to traditional values and strive to harmonise travel with family responsibilities,most Chinese women are harnessing their expanding economic and social influence,using travel as a means of self-discovery,cultural immersion and personal growth.This shift signifies that affluent affluent Chinese female travellers are embracing a Chinese female travellers are embracing a new era of travel,marked by greater new era of travel,marked by greater boldness and explorationboldness and exploration.3Despite the growing significance of Chinese female travellers,there remains a dearth of studies specifically dedicated to understanding the outbound travel behaviour of this demographic.Hence,the objective of this research is to dive into the prevailing and emerging trends that resonate with this dynamic and discerning market.Through our analysis,we also present archetypes that capture the values,attitudes and behaviours of this increasingly diverse segment.Produced in association with ILTM Asia Pacific,we hope that the research findings will be a valuable resource for you and your teams in 2024 and beyond.Affluent Chinese female travellers are defying expectations and reshaping traditional norms.A newfound sense of empowerment is driving them to embrace greater levels of adventurousness.4THE MEANING OF LUXURY HAS CHANGEDLuxury is no longer about buying material things.Instead,the definition has shifted from mostly external validation to self-contentment.Travel fits very well into the new luxury narrative as a rewarding experience that brings personal fulfilment,me time,joy and a reward to achievement.TRAVEL TO ENRICH,NOT ESCAPETravel was once viewed as an escape from the daily routine or family obligation.While traditional family values and societal expectations persist,luxury female travellers in China today represent a generation of women who are ready to be inspired,empowered and transformed by travel.To them,travel is an opportunity to broaden their horizons,challenge themselves,learn new skills and become more well-rounded individuals.A NEED FOR NICHEIt may not be an exaggeration to say that Chinese women are now travel pioneers.While most Chinese tourists typically visit well-known and popular destinations,nearly 90%of luxury female travellers are attracted to niche destinations renowned for their natural beauty and landscapes.There is a keen interest in exploring destinations before they gain mainstream popularity.These travellers are also willing to invest in unique local journeys and once-in-a-lifetime experiences.KEY TAKEAWAYS5123THE BEST TRAVEL COMPANION IS MYSELFWhile there remains a strong desire to travel with family,both immediate and extended,there is also a notable interest and rise in solo travel among Chinese women,regardless of their marital or parental status.For some,solo travel is a means to foster independence;while for others,it is a path to self-empowerment.DECISIONS ARE INFLUENCED BY MYSELF,TOOThe growing financial independence of Chinese women empowers them to make independent travel decisions.Regardless of age or other demographics,women are primarily guided by their own preferences when making travel choices.Their personal opinions carry significantly more weight,even in the context of family vacation planning,neither husband nor children wield as much influence.HOTELS ARE MEASURED BEYOND THEIR STAR RATINGSAffluent Chinese female travellers are willing to invest extra in hotels and accommodations,but they are looking for more than just a 5-star rating.They are interested in partnerships with well-known fashion,luxury and lifestyle brands for themed accommodations and unique,memorable guest touchpoints that align with their personal style and preferences.They also value interior design and bespoke experiences that incorporate local cultural elements to help them establish a stronger connection to the destination.6456PURSUE WELLNESS EXPERIENCES TO REJUVENATE WELLBEINGWhile wellness has traditionally been linked with pampering,the concept has evolved to encompass a more holistic approach that emphasises a balanced pursuit of both physical and mental well-being.There is also a growing interest in adventurous experiences as part of this holistic wellness trend.Overall,wellness continues to be a significant travel motivation for rejuvenation,particularly among the older generation who are twice as likely to invest in health-inspired aspects to enhance their luxury travel experiences compared to other age groups.CONVENIENCE POWERED BY TECHNOLOGY IS ULTIMATE LUXURYFor time-poor,high-value travellers,convenience is the ultimate luxury.In a digitally-savvy country like China,travellers of all ages are looking for enhanced integration of technology to facilitate efficient travel planning,address logistical challenges and elevate overall travel experience.778HOW CHINESE WOMEN THINK ABOUT TRAVEL TODAYChanging attitudes towards luxury are reshaping the way affluent Chinese female travellers approach their journeys.Travel now carries a deeper significance than ever before,leading to a shift in how they perceive and engage with the experiences.8The definition of luxury has shifted from solely acquiring material possessions to achieving contentment.Rather than external validation,luxury now revolves around things or experiences that bring satisfaction and contentment and travel does just that.having total privacy and me time,while 56%see luxury as things or experiences that bring joy.For 37%,luxury is an expression of identity,and 36%see it as a symbol of independence.Additionally,44%see luxury as a recognition of their own hard work and achievement,making luxury a symbol of personal success and ambition.THE DEFINITION OF LUXURY HAS BECOME MUCH MUCH MORE INTIMATEMORE INTIMATE63PD76!%9.4%0%Pu%To be able to enjoy total privacy and me timeThings or experiences that bring joyRecognition of hard work and achievementAn expression of identity,taste and individualityA symbol of independenceA sense of confidence or pridePrestige and statusTimelessnessSense of belongingSomething to show off to other people957CPWtYf3GCD(&%8.80$eQWV%0%Pu0%I travel to feel liberated from obligations in lifeTravel is a way for me to express my independenceI am grateful to be able to travel because it reminds me of my achievementsI can be my true self when I am exploring a new place with friends or myself,rather than familyI see it as my responsibility to take my family/parents on tripsI need to find new challenges for myself to make me more well-roundedHaving overcome previous limitations in life,I now travel when I canI think it is important to treat myselfIt is important that I define happiness for myself,not for society to define it for meTravel brings me profound joyI need to see the world to expand my horizons and perspectivesAgreeStrongly agreeToday,affluent Chinese female travellers are seeking more meaningful travel experiences for themselves.Instead of seeing travel as just getting away or escaping,it is now seen as opportunities for enrichment,new learnings and personal fulfillment.98%of women agree that travel is a way to treat themselves.An overwhelming 99lieve that travel brings profound joy,and over 99%see it as essential for expanding their horizons.HOW CHINESE WOMEN THINK ABOUT TRAVELA SENSE OF PERSONAL EMPOWERMENT IS MAKING TRAVEL MORE MAKING TRAVEL MORE MEANINGFULMEANINGFUL10Travel has emerged as a conduit for self-determination and personal evolution among Chinas affluent female population.98lieve in defining happiness and satisfaction for themselves,rather than letting society dictate it,and 71lieve that travel is a way to express their independence.Newly identified travel motivations,such as recharging for personal well-being and doing something out of the ordinary,are gaining traction and will become stronger travel motivators in the future.On the other hand,traditional motivations that drove travel previously,such as traveling with family out of duty,will persist.The most significant disparities between the motivations for future and past travel stem from the increasing trend of travelling to fulfill personal desires or needs.EMERGENT TRAVEL MOTIVATIONS ARE COEXISTING WITH COEXISTING WITH TRADITIONAL ONESTRADITIONAL ONES11MOTIVATIONS FOR TRAVEL IN THE NEXT 1-3 YEARS7.4%6.5%5.9%4.0%2.6%2.5%2.3%1.4%1.1%0.3%-1.9%-3.9%-5.4%-5.5%-6.0%-10%-8%-5%-3%0%3%5%8%I want to celebrate a milestone or a personal achievementI want to rechargeI need to take my family on a tripI want to go somewhere before it gets popularI want to immerse myself in a new experienceI want to challenge myself with new experiencesI am looking for adventure and excitement not available at homeI want to treat myself to something luxurious or extravagantI want to return to a place I love or is special to meI will attend a cultural event,concert or festivalI want to,or have to,visit friends or relativesI want to shop thereI will finally have the time or resources to travelI need a break from the daily grindI want to check off my travel bucket listThe graph illustrates the changes(increase or decrease)in reasons for travel expected in the near future,compared to the past 12 monthsConversely,motivations like seeing specific landmarks(-6.0%),escaping daily obligations(-5.5%)and shopping(-4.9%)are decreasing.More participants are embarking on journeys to commemorate personal accomplishments( 7.4%),rejuvenate themselves( 6.5%)and seek out new experiences( 2.5%).These motivations are complemented by traditional reasons such as spending time with family( 5.9%).12THE WAY THEY TRAVELTRAVELSolo travel is on the rise in popularity,as luxury female travellers are increasingly empowered to make their own decisions.Looking ahead,they are planning to take more leisure trips,immersing in local experiences and once-in-a-lifetime adventures.13Chinese luxury female travellers indicate a very strong desire for solo travel,with 72%of respondents stating that they will maintain or increase solo travel in the future.69%of respondents express a preference for travelling with friends over travelling with family.Even among those with children,nearly half(46%)intend to travel less,or not at all,with their children.However,that does not mean extended family travel is going away.The expectation to take family trips remains strong with over 60%still expecting to increase or maintain the number of family trips.These women are likely balancing their family commitment by maintaining their regular family trips,while adding more solo and friend-only trips to cater to their personal interests and need for independence.SOLO TRAVELSOLO TRAVEL IS ON THE RISE-56%-46%-37%-32%-28%-25DTchru%-80%-60%-40%-20%0 0%ColleaguesMy child(ren)Extended familyFriendsMyself only(solo)My partnerLess or noneSame or morePREFERRED TRAVEL COMPANIONS IN THE NEXT 1-3 YEARSIF YOU HAD TO CHOOSE,WOULD YOU RATHER TRAVEL WITH FAMILY OR FRIENDS?69i1milyFriendsFriends14THEIR OWN OPINIONS OWN OPINIONS ON TRAVEL DECISIONS COME FIRST AND MATTER THE MOST9%956A%0vertisementsTravel advisors or concierge servicesCelebrities or social media influencersTravel bloggersMy parentsMy child(ren)My friends or peersMy partnerMyselfDECISION INFLUENCERS FOR FUTURE TRAVELWomen have been widely recognised as the primary decision makers for travel,and this trend will only increase going forward.Empowered by financial autonomy and the rising desire for solo travel,affluent Chinese female travellers are expected to make even more self-expressive travel choices in the future.That does not mean they do not listen to anyone other than themselves,however.While 82%say their own opinions are the most influential in planning travel,partners(60%),friends(41%)and others are still playing secondary roles.15Across all age groups,family and friends continue to be the primary source of influence for non-solo travel,with other sources of influence remaining comparatively low.However,there are notable differences among age groups.Older affluent travellers are more likely to use travel advisors,seeing them as trusted sources for personalised guidance.Specifically,of those who use travel advisors,only 16%are aged 25-34.WORDWORD-OFOF-MOUTHMOUTH REMAINS THE MOST IMPORTANT,BUT DIFFERENT AGE GROUPS RELY ON DIFFERENT EXTERNAL INFLUENCES16TRAVEL ADVISORS232(%0 U and older45-54 years old35-44 years old25-34 years oldOf those that selected travel advisors,83%are 35 or older.15&1(%0 U and older45-54 years old35-44 years old25-34 years oldTRAVEL BLOGGERSOf those that selected travel bloggers,85%are under 55 years old.Of those that selected celebrities or influencers,46%are 25-34 years old.10%F%0%PU and older45-54 years old35-44 years old25-34 years oldCELEBRITIES OR INFLUENCERSAmong those who are influenced by celebrities or influencers,46%are aged 25-34,decreasing as age increases.Additionally,only 15%of those who use travel bloggers are 55 or older.The younger segment is much more influenced by travel bloggers and social media celebrities,though travel bloggers have more widespread age appeal.17Affluent Chinese female travellers are excited to start new adventures and travel further away from home.They are shifting their focus from domestic travel to exploring regions like Australia and New Zealand( 35%),Korea and Japan( 22%),Europe( 30%)and North America( 14%).In 2023,regions like mainland China,Hong Kong,Taiwan,Macau and even Southeast Asia were relatively easier to get to.Now that travel restrictions are effectively gone and confidence is largely restored,they are rapidly pivoting to farther destinations.THEY ARE GOING TO VENTURE OUT FAR AND WIDEFAR AND WIDE18PREFERRED DESTINATIONS-19%-13%-5%3%6%605%-20%-10%0 0%Mainland China(domestic)Hong Kong,Macau,or TaiwanSouth AsiaSouth AmericaMiddle EastSoutheast AsiaUnited States or CanadaKorea or JapanEuropeAustralia or New ZealandThe graph illustrates the changes in preference(increase or decrease)between near future(next 1-3 years)and the past 12 months.Australia or New ZealandEuropeKorea or JapanUnited States or CanadaSoutheast AsiaMiddle EastSouth AmericaSouth AsiaHong Kong,Macau or TaiwanMainland China(domestic)SLOW TRAVEL IS NOT OVERTAKING NOT OVERTAKING FAST TRAVELWhile the trend towards travel motivated by personal enrichment is clear,our findings also show that this can be expressed through both fast and slow travel.In fact,our respondents are fairly split between preferring fast-paced itineraries(52%)and slow,immersive experiences(48%).This indicates that there is still space for both travel styles among these travellers,with each catering to their own personal preferences and decisions.PREFERENCE BETWEEN SLOW AND FAST TRAVEL48.5Q.5%0 0Pp%Slow&immersive travelFast&packed travel19THEY ARE GOING TO TAKE MORE LEISURE TRIPS IN MORE LEISURE TRIPS IN THE FUTURETHE FUTURESHORT HAULUnder 5-hour flight time3.5 trips1.2 tripsLONG HAUL5 hours or more flight time98%Will take the same Will take the same number or increase number or increase their trips in the futuretheir trips in the future20FUTURE CHANGEIn 2023,amidst fluctuations in visa issuance and airline recovery rates,Chinese female travellers averaged-BLEISURE85%Will decrease Will decrease bleisurebleisure travel or keep the sametravel or keep the sameEmpowered by greater financial independence and propelled by a desire for self-enrichment,54%of Chinese females intend to embark on more leisure trips in the upcoming years.This projected uptick in travel frequency reflects their escalating enthusiasm for discovering new destinations and participating in experiential travel.Conversely,bleisure travel does not emerge as a prominent trend among these travellers,with 69%not currently engaging in it,and 86%indicating that this trend will either remain the same or decrease in the future.The anticipated increase in travel frequency is likely to be concentrated in leisure travel specifically.CHINESE WOMEN ARE PLANNING TO SPEND MORE ON EXPERIENCES MORE ON EXPERIENCES THAN MATERIAL GOODS THAN MATERIAL GOODS When asked to choose,71%of respondents prefer to spend more on travel and experiences,compared to just 29%who would likely spend more on material things.In addition,while 44%of respondents enjoy bringing home tangible reminders from their trips,56%value the memories more.This indicates that while souvenirs still hold some importance,the creation of lasting memories through travel is becoming a more significant factor in their travel decisions.71%prefer to spend on travel&experiences56%prefer to collect memories during travel21Over 60%of affluent Chinese female travellers intend to spend more on travel,including hotels and accommodation,56%on travel experiences,and 53%on flights.This surpasses the allocation for health and wellness experiences(50%)or fine dining(38%).Less than 30%anticipate increasing expenditure on material goods like fashion,jewellery or art.Luxury is evolving beyond mere material possessions or the pursuit of social validation.Chinese female luxury travellers now view luxury travel expenditures as a means to achieve personal fulfillment.WHEN IT COMES TO WORTHWHILE INVESTMENTS,TRAVEL EXPERIENCES TAKE TRAVEL EXPERIENCES TAKE THE LEADTHE LEADEXPECTED LUXURY SPENDING IN THE NEXT 1-3 YEARS7.5)68IPSVa%0 0Pp%Art&collectiblesJewellery and watchesLuxury fashion and accessoriesFine dining or culinary experiencesLive or cultural eventsHealth,wellness or fitnessTravel-flights and transportationTravel experiencesTravel-hotels and accommodation22When asked about the essential element they would be willing to splurge on to ensure a luxurious travel experience,the majority of affluent female travellers indicate a preference for investing in immersive local experiences.This is closely followed by once-in-a-lifetime experiences,and hotels and accommodations.Younger travellers(25-34 years old)are particularly inclined to spend on top-ranked restaurants(12%),compared to older travellers(6%).Shopping and retail spending is more significant among older travellers,with 9.3%of those aged 55 and older willing to spend extra,compared to 6.1%of younger travelers.ESPECIALLY IMMERSIVE,LOCAL AND ONCEONCE-ININ-A A-LIFETIME EXPERIENCESLIFETIME EXPERIENCESTHE ESSENTIAL ELEMENT FOR A LUXURIOUS TRAVEL EXPERIENCE4.9%7.3%7.6%8.0%8.6%0%5 %0%VIP access to exclusive eventsPersonalised servicesShopping and retailTop ranked restaurantsWellness and self-careHotels&accommodationOnce-in-a-lifetime experienceImmersive local experience23THE LUXURY TRAVEL WISH LISTWISH LISTLuxury female travellers are increasingly seeking unique and extraordinary experiences,leading to a growing preference for niche destinations.As travellers now prioritise factors beyond traditional star ratings,hotels are challenged to differentiate themselves creatively.Additionally,travel advisors are highly valued for their ability to provide inspiration and assurance.24They want more authentic,personalised,and niche travel experiences that go beyond typical tourist activities.There is a strong desire for more authentic local experiences that go beyond tourist hotspots(51%)and semi-structured trips with flexible,customisable itineraries(48%).I WANT A TRULY UNIQUE AND UNIQUE AND EXTRAORDINARY EXTRAORDINARY EXPERIENCEWHAT MAKES A GOOD EXPERIENCE?WISH 13.6%5.0!(179EHQ%Fitness bootcamps or challengesCost-effective packages for solo travellersMicro-vacation packagesInformation on cosmetic medical servicesSustainable travel optionsSafe evening activities or nightlifeOpportunities for educational travelWellness travel for emotional and/or physical healthCultural exchange and interaction with localsAccommodation designed for femalesBetter integration of technology to streamline travel logisticsFamily-friendly travel optionsAccess to travel for special interests,hobbies or passionsSemi-structured trips with flexible,customisable itinerariesMore authentic local experiences that go beyond tourist hotspotsThey are also looking for trips tailored to their hobbies or passions(45%),and seek more family-friendly travel options that cater to their family needs(39%).Technology plays a crucial role in enhancing their travel experiences,with 37%seeking better integration of technology into transportation arrangements and check-ins for more streamlined travel logistics.While traditional luxury elements such as accommodations remain important,31%want more amenities and services that are thoughtfully-designed for females,believing that such elements will make their travel experiences much more meaningful and enriching.Wellness as a sole travel priority is important,but less so compared to other desires.This suggests that wellness is being redefined as a broader concept that not only encompasses physical health,but is also tied to mental and emotional wellbeing.Wellness elements are expected to be integrated into travel,rather than it being the primary focus of any journey.25Chinese female travellers are increasingly drawn to niche,off-the-beaten-path destinations.Our data reveals that 67%of affluent travellers are interested in both popular and niche destinations,with 22%exclusively preferring niche destinations.I WANT TO VISIT MORE NICHE DESTINATIONSNICHE DESTINATIONSWISH 258f%0 0%Unique local experiencesNatural beauty62dgw%0 0%InfrastructureAccessibilitySafety and securityInterested in both niche and popular destinations Only interested in niche45%both niche and popular22%NICHE VERSUS MAINSTREAM DESTINATIONSAPPEAL OF NICHE DESTINATIONSAPPEAL OF POPULAR DESTINATIONS26The appeal of niche destinations lies in their natural beauty(89%),the unique local experiences they offer(66%)and cultural or historical significance(58%).In the future,these travellers are likely to balance their itineraries between the comfort of popular destinations and the allure of hidden gems,which reflects a trend driven by the desire for both familiarity and new discoveries.Meanwhile,popular destinations still attract due to their safety and security(77%),ease of access(67%)and well-known landmarks(62%).These travellers can get a nice mattress anywhere.They want more.Affluent Chinese female travellers are seeking hotels that offer more than just high star ratings they are looking out for how hotels differentiate themselves from others.Collaborations with fashion,design,or lifestyle brands for themed accommodations(45%),enhanced room amenities such as spa baths,sleep rituals,etc.(44%),and more integration of local or cultural features in the property(43%)are the most preferred differentiators.I WANT MY HOTELS TO BE MORE THAN MORE THAN THEIR STAR THEIR STAR RATINGSRATINGSWISH 36.5%8.4%8.6%8CDE%Digital detox options or experiencesPackage deals designed for longer stays at a better valueWellness programs designed by health experts and specialistsSocial events and meet-upsPersonal shopping conciergeGourmet health&wellness dining optionsTravel chaperonesMore integration of local features and ultural elements throughout the propertyEnhanced room amenities and in-room experiencesBrand partnership for themed accommodation and other experiencesMOST PREFERRED HOTEL SERVICES AND EXPERIENCES27Notably,guest services such as personal shopping concierges(18%),healthy dining options(25%)and wellness programmes designed by experts(8.6%)are comparatively lower-ranked.While these aspects are still important,they may now be seen as an expected component of their luxury hotel stays rather than a unique selling point.Affluent Chinese female travellersturn to travel advisors for advice and inspiration.However,more than anything,they rely on travel advisors to help provide assurance and resolve uncertainties.This is the indispensable value of travel advisors for this demographic travel inspiration can be found from many sources,but assurance and confidence is rarer.As they embark on their adventures,they will look to travel advisors to provide assurance and an insider view of destinations.They look for travel advisors who are reliable and experienced,those who can ensure flexibility in travel planning(50%)and provide confidence that they are getting the best value(33%).I WANT MY TRAVEL ADVISOR TO INSPIRE MEINSPIRE ME,BUT ALSO GIVE ME MORE ASSURANCEMORE ASSURANCEEXPECTATION OF TRAVEL ADVISORSWISH 45.8%8.4$&()3P%Responsible and sustainable travel supportBetter support for more complicated itinerariesGoing above and beyond with bespoke services during my tripAssistance with travel documentationKnowledge of new travel opportunities or experiencesTried-and-tested experienceA strong network of trusted local guidesAccess to exclusive and hard-to-get experiencesConfidence that I am getting the most value out of my tripBetter support for changes or flexibility in itinerary28Access to exclusive,hard-to-get and once-in-a-lifetime experiences is a significant draw for these travellers(29%).Through travel advisors,they seek unique moments unavailable to others.Moreover,they value travel advisors with strong networks of trusted local people(28%),who can offer a more authentic and assured travel experience.Knowing that their advisor has personally experienced the destination(27%)also adds to their trust and satisfaction.ARCHETYPESARCHETYPES OF AFFLUENT CHINESE FEMALE TRAVELLERStravellers are not a monolithic group,but rather a diverse demographic with varied motivations,attitudes and travel behaviours.29ARCHETYPE 1:DARING DRAGONI live on my own terms.Travelling solo allows me to truly be myself and achieve personal growth.In a manner reminiscent of the auspicious cultural symbol in China,Daring Dragons embody a pioneering spirit.They exude confidence,independence and ambition,unafraid to embark on solo travel adventures.They value autonomy and relish the freedom to make their own choices.These trailblazers are known for their authenticity as voracious explorers.They are often among the first to venture to new destinations and embrace novel experiences,fuelled by a quest for personal growth and enrichment.“30ARCHETYPE 1:DARING DRAGONPROFILEAGE RANGE35-54 years oldSTATUSSingle or divorced In a relationship Married without childrenCITY DISTRIBUTIONTier 1 citiesNew tier 1 citiesLUXURYDEFINITION Symbol of independenceJoy and contentmentBespoke and uniqueWILLINGNESS TO SPEND MORE ON TO ENSURE A LUXURY EXPERIENCEHotels and accommodationVIP access to exclusive eventsMeaningful,once-in-a-lifetime experienceWELLNESS&SUSTAINABILITYWELLNESSWellness as a holistic experienceSeek activities that challenge their physical and mental limits(adventure)SUSTAINABILITYPrefer eco-friendly optionsSupport sustainable travel practices that allow them to explore responsiblyTRAVELCOMPANIONSMyselfSpouse or partnerWISH LISTMostly niche destinationsSustainable and responsible travel Authentic local experiences that go beyond tourist hotspotsNew,out-of-ordinary experiencesMOTIVATIONSExpand horizonsEnrich lifeSelf-challenge,personally or professionallySTYLEFree and independent,venture and explore on my ownSpontaneous and unplanned experiences31ARCHETYPE 2:CURIOUS DEERI want to see more,do more and travel to the places everyone is talking about.While Curious Deer display a strong desire to explore the world,they may not exhibit the same level of ambition and independence as the Daring Dragons.They are inclined towards visiting popular destinations that offer a variety of experiences,seeking comfort in the safety and familiarity of well-established tourist spots.As inquisitive and sensitive as deer,Chinese female travellers in this archetype possess a strong curiosity and a keen awareness of trends and popular culture.They exhibit open-mindedness towards novel experiences,influenced significantly by marketing,social media,key opinion leaders,and mainstream culture.They actively track emerging trends and readily adopt them.Their travel aspirations are often inspired by the travel content they encounter across various media platforms.“32ARCHETYPE 2:CURIOUS DEERPROFILEAGE RANGE25-44 years oldSTATUSSingle or divorced In a relationship Married,with or without childrenCITY DISTRIBUTIONTier 1 citiesNew tier 1 citiesTier 2 citiesLUXURYDEFINITION Sense of belonging WILLINGNESS TO SPEND MORE ON TO ENSURE A LUXURY EXPERIENCEShopping and retail Cultural experiences Wellness and self-careWELLNESS&SUSTAINABILITYWELLNESSWellness as a pampering,self-indulgence experienceSUSTAINABILITYValue sustainable practices but prioritise convenienceTRAVELCOMPANIONSSpouse or partner Family FriendsWISH LISTPrimarily interested in popular destinations Instagrammable landmarks Iconic filming locationsMOTIVATIONSCheck off bucket list of destinations or landmarks Attend a cultural event,concert or festivalSTYLEWell-researched,receptive to advices and recommendations Prefer semi-structured trips,open to spontaneous experiences,but still prefer planning trips to greater detail33ARCHETYPE 3:MAMA TIGERTravel is not only an essential part to enrich my childs education,it is also an opportunity for me to get away.Mama Tigers are deeply committed to fostering their childrens success,viewing travel as a means to enhance their learning by exposing them to diverse cultures and experiences.Expect frequent family trips and enrollment in overseas study camps as part of their proactive approach.However,this segment has evolved beyond the conventional image of self-sacrificing tiger moms.They now prioritise self-care,using family travel opportunities to explore and unwind.“34ARCHETYPE 3:MAMA TIGERPROFILEAGE RANGE35-44 years oldSTATUSMarried with childrenCITY DISTRIBUTIONTier 1 citiesNew tier 1 citiesTier 2 citiesLUXURYDEFINITION To be able to enjoy total privacy and Reward for working hard and achievementWILLINGNESS TO SPEND MORE ON TO ENSURE A LUXURY EXPERIENCEDeep-dive into local experiences Once-in-a-lifetime experiences Hotels&accommodationWELLNESS&SUSTAINABILITYWELLNESSWellness is self-care,a way to recuperate from the daily demands of life,a reward for the hard workSUSTAINABILITYEmbrace sustainability to ensure a better future for their childrenTRAVELCOMPANIONSPrimarily with family,especially childrenWISH LISTPopular destinations but open to niche recommendationsEducation and learning tours Authentic local experiences that go beyond tourist hotspots Family-friendly travel options Self-care,pampering experiences for themselvesMOTIVATIONSAs a responsibility to take family on trips Reward and reminder of achievements and success Seek new challenges and growth opportunities for familySTYLEPreference for detailed and advance planning Schedules run in parallel-while the children are studying,the mum is sight-seeing35ARCHETYPE 4:MAGNIFICENT PHOENIXI am young at heart.I am not slowing down.I am taking every opportunity to explore the world with my friends because I deserve it.The Magnificent Phoenix are independent,adventurous,and eager to embrace life to the fullest.These older travellers,typically in their mid-50s and above,are exploring the world and seizing opportunities that were previously out of reach.Much like the awe-inspiring and dazzling rebirth of the phoenix,travel symbolises a luminous journey towards rejuvenation for this archetype.Rather than relying on family members for travel companionship,they choose to explore the world with friends.This demographic has emerged as a substantial and growing segment of travellers in recent years.“36ARCHETYPE 4:MAGNIFICENT PHOENIXPROFILEAGE RANGE55 years oldSTATUSMarried or widowed 70%with childrenCITY DISTRIBUTIONTier 1 citiesNew tier 1 citiesLUXURYDEFINITION Sense of belonging Joy Reward for working hard and achievementWILLINGNESS TO SPEND MORE ON TO ENSURE A LUXURY EXPERIENCEPersonalised service Wellness and self-careWELLNESS&SUSTAINABILITYWELLNESSWellness is travel that prioritises physical healthSUSTAINABILITYThey prioritise comfort and safety over sustainabilityTRAVELCOMPANIONSFriendsWISH LISTPopular destinations with must-try experience Safe evening activities Instagrammable landmarks for memoriesMOTIVATIONSSeize the opportunity,live life to the fullness Check off bucket list of destinations or landmarks Be my true self when traveling with myself or friends,rather than familySTYLEPrefer to bring home a tangible souvenir Usually travel in a group of four or more Safety and familiarity are important37ARCHETYPE 5:SPIRITED DOLPHINWork Hard,Travel Often is my motto.Travel offers a mental reset that I desperately need.Dynamic and well-informed millennial travellers are hedonistic in their approach to travel.Bold,curious and active like dolphins,they actively seek self-enriching and thrilling experiences,driven by a desire to indulge themselves,broaden their horizons,and take a break from routine.They prioritise immersive experiences and are significantly influenced by social media and current trends.While wellness remains a top priority for both this generation and older travellers,Spirited Dolphins specifically emphasise mindfulness mental wellbeing.“38ARCHETYPE 5:SPIRITED DOLPHINPROFILEAGE RANGE25-34 years oldSTATUSSingle In a relationshipCITY DISTRIBUTIONTier 1 citiesNew tier 1 citiesTier 2 citiesLUXURYDEFINITION An expression of identity,taste and individuality Sense of confidence or prideWILLINGNESS TO SPEND MORE ON TO ENSURE A LUXURY EXPERIENCETop-ranked restaurants Personalised servicesWELLNESS&SUSTAINABILITYWELLNESSWellness is travel that addresses emotional and mental health(for example,temple getaway)SUSTAINABILITYExpect sustainable practices to be integrated into their travelTRAVELCOMPANIONSFriendsMyselfWISH LISTOpen to both popular and niche destinations Wellness activities that addresses emotional and mental health The newest and the latest Out-of-the-ordinary experiencesMOTIVATIONSRecharge or take care of my physical,mental or emotional health Personal enrichment and self-discovery Attend a cultural event,concert or festivalSTYLEIntense,bootcamp style to make the most of itSemi-structured trips with flexible,customisable itinerariesFollow trends and recommendations from social media influencers and travel blogs3940ABOUT THE SURVEY AND RESPONDENTSWe surveyed 800 affluent Chinese female travellers through a 20-minute online questionnaire between 26 April and 15 May 2024.Respondents were shortlisted through a pre-qualification screening to ensure data quality.Among the 800 travellers,there are 150 aged between 25 and 34,200 aged 35-44,200 aged 45-54 and 150 aged 55 or above.The respondents are from 12 cities with the highest GDPs in China in 2023,including the tier-one cities Shanghai,Beijing,Guangzhou and Shenzhen,new tier-one cities Chengdu,Chongqing,Hangzhou and Wuhan,and tier-two cities Nanjing,Tianjin,Suzhou and Ningbo.METHODOLOGY41USD 12,000 average spend perlong-haul trip;USD 5,100 average spend per short-haul trip100%stay in five-star hotels at least half of the time87%employed fulltime100%fly first-or business-class at least half of the time74%USD 96,000 annual personal income71%USD 700,000 personal assetsAged25-55 87%USD 140,000 annual household incomeRESPONDENT PROFILE73%married;57%with at least one child84grees or above4212China cities with the highest GDP in 2023About FINN PartnersFounded in 2011 on the core principles of innovation and collaborative partnership,FINN Partners has grown to almost USD 200 million in fees during the past 10 years,becoming one of the fastest-growing independent agencies in the world.The full-service marketing and communications companys record-setting pace results from organic growth and integrating new companies and new people into the FINN world through a common philosophy.With more than 1,400 professionals across 35 offices,FINN provides clients with global access and capabilities in the Americas,EMEA and Asia.In addition,FINN provides its clients with access to top-tier agencies worldwide through its membership in the global network PROI.Headquartered in New York,FINN has offices in Abu Dhabi,Bangalore,Beijing,Boston,Chicago,Delhi,Denver,Detroit,Dublin,Fort Lauderdale,Frankfurt,Guam,Hong Kong,Honolulu,Jerusalem,Kuala Lumpur,London,Los Angeles,Manila,Mumbai,Munich,Nashville,Orange County,Paris,Portland,San Diego,San Francisco,Seattle,Shanghai,Singapore,Vancouver and Washington D.C.FINN Global Travel Practice works with boutique hotels,tour operators,luxury hotel brands,in-demand destinations,cruise lines,airlines,and other travel products on a breadth of communications services,including consumer and trade media relations,media intelligence,trendspotting,content development and storytelling,brand partnerships,social media strategy and advertising,influencer marketing,content marketing,digital marketing,experiential and thought leadership.The Greater China travel practice is located in Shanghai,Beijing and Hong Kong.Find us at and follow us on LinkedIn,Twitter and InstagramAbout ILTMILTM is a global collection of invitation-only events that bring together leading international buyers to meet and discover the most luxurious travel experiences.Each event introduces an unrivalled selection of luxury travel brands to extensive network of hand-picked luxury Travel Advisors through bespoke appointment programmes and networking sessions.Alongside global flagship events in Cannes and Asia-Pacific,ILTM has three core local events;ILTM Latin America and ILTM North America,as well as one specialist event,ILTM Africa.Find us at and follow us on LinkedIn and InstagramJenny LoManaging Partner,China,FINN PartnersJenny.LJoshua WangAssociate VP,Research and Insights,FINN PartnersJoshua.WSpecial thanks to Paul Calder,Debbie Flynn,Taylor Frommelt,Alison Gilmore,Alvin Huen,Ray Kwok,Mark Ledgerwood,Damon Li,Daniel ODonnell,Vivian Pau,Megan Tse,Rosi Viljoen and Amanda Wu for their valuable contribution.FINN PARTNERS TRAVEL PRACTICEMainland ChinaJenny LoManaging PartnerJenny.LHong Kong,Macau,TaiwanAnnouchka BehrmannManaging PartnerAnnouchka.B43GlobalDebbie FlynnManaging Partner&Global Travel Practice LeaderDebbie.FLEAD RESEARCHERSSENIOR ADVISORCathy Feliciano-ChonManaging Partner,FINN PartnersCathy.C
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Co-authored by the British Council and Universities UK InternationalManaging risk and developing responsible transnational education(TNE)partnershipsMay 2024Table of contentsForeword.3Executive Summary.4Introduction.5Methodology.6Partnership scoping and relationship-building.7Understanding areas of risk in transnational education(TNE).11Financial risk management.11Reputational risk management.12Academic freedom and freedom of speech.13Security considerations.15Relationship and personnel management.16Cyber,intellectual property and data management.17Monitoring and winding down partnerships.18Conclusion.22Annex A:TNE risk and security management maturity curve.23Annex B:Risk management checlist for TNE providers.24Annex C:Case studies.282British Council&Universities UK InternationalGrowth in UK Transnational Education has been enormous in the last five years.This growth is to be celebrated,as it testifies to the enduring appeal of high-quality education institutions across the UK that have much to offer the world through a vast range of subjects and types of provision.In 2019 the UK Department for Business and Trade,and Department for Education launched the UKs International Education Strategy,which placed a significant focus on the growth of UK TNE.Through my role as International Education Champion,I have worked with governments around the world to help open up new opportunities for UK TNE providers and I am proud of the rapid growth we have subsequently seen.The UK is one of the worlds major TNE providers.As UK TNE continues to grow across the world and as we adapt to changing geopolitical contexts where TNE is well-established,its vital that every institution has a robust and flexible risk framework.This report outlines many of the key areas in which these risks occur,from financial risk to research security,to academic freedom and other areas.A key strength of this report is that it focuses not only on the beginning stages of a partnership,when initial due diligence checks are made,but explores what appropriate risk management looks like as a partnership evolves and eventually winds down.Appropriate monitoring measures,as well as attention to ongoing relationships and shifting political contexts,is crucial to maintaining partnerships in the longer term.Another important aspect of this work is the emphasis it places on understanding and communicating with overseas institutions as equal partners in transnational partnerships.Genuine understanding and transparency between partners must form a part of effective risk management,in addition to the contribution that these qualities make to the equitable partnerships we continually strive for.In this sense,this report is very much an extension of the aims of the British Councils new TNE strategy,as well as the policy work that UUKi leads on for the sector.ForewordI would like to thank the British Council and Universities UK International for producing this excellent report,which helps us give the sector tools to consider and implement the measures needed for risk-literate TNE engagement.I look forward to continuing to work with them and the sector to support responsible and sustainable TNE provision.Sir Steve Smith UK International Education Champion3British Council&Universities UK InternationalThis research aims to offer guidance to UK universities on mitigating risk in transnational education(TNE).Delivering UK programmes overseas is a key part of the UK university communitys approach to internationalisation and global engagement,and plays an important role in supporting economic,development,and soft power ambitions of the UK and our partners.To help maximise the benefits that flow from TNE,this report positions effective risk mitigation as a key enabler in delivering responsible,secure,and sustainable partnerships.Acknowledging both the key role TNE plays in the international activities of the UK sector,as well as to economic,developmental and soft power goals of the UK more generally,it imagines effective risk mitigation as a key enabler in sustainable and responsible TNE partnerships.TNE is a strategic priority area for Universities UK International(UUKi)and the British Council,who both work to support the development of responsible,sustainable and scalable TNE globally.UUKi works closely with partners on research and insight to provide university leaders with the evidence they need to make strategic decisions on TNE,whilst also monitoring and identifying barriers in priority markets and working with key stakeholders including UK government towards removing these.Similarly,the British Council works with governments and regulators overseas in-country,as well as the UK sector,to understand priorities,remove barriers,and help international stakeholders achieve common goals.The choice to engage in TNE will involve carefully weighing up potential risks of a partnership with its potential benefits.This research shows that at the outset of a partnership,relationships must be built on a good understanding of the local regulatory and political environment,as well as of how that environment is subject to change.This relationship should be further underpinned by a thorough understanding of the priorities of a potential partner,as shared goals must be central in any partnership.Defining risk appetite and red lines from the outset will help set parameters for deciding which opportunities to develop and establish clear boundaries and expectations for all parties.Executive summaryOpen,frank conversations between partners at the start are vital for partnerships to evolve.All phases of a TNE partnership from inception to winding down,teaching out,or termination must be underpinned by an integrated approach to managing risk across six key areas,including:financial risk reputational risk academic freedom and freedom of speech security considerations relationship and personnel management cyber,intellectual property(IP)and data management.The salience of these six dimensions will vary depending on the nature of the partnership,the region or country in which it operates,and the specific subject and teaching level mix.This report draws on sector advice and British Council expertise on developing sustainable partnerships,with a focus on managing risk holistically across a TNE partnership life cycle.While the risk and security challenges that UK TNE providers encounter may be increasing in quantity and broadening in scope,this research shows that there are practical steps universities can take to create partnerships built on trust and mutual understanding.Through robust risk management,UK universities can enhance their TNE activity,expand their TNE offering,and grow in their capacity for widening access to higher education internationally while ensuring that partnerships are responsible,sustainable and secure.4British Council&Universities UK InternationalUK higher education Transnational Education(TNE)has been growing steadily over the last decade and has been particularly strong since 2019-20( 22.0%).Numbers grew by 9.3tween 2020-21 and 2021-22 to 558,085 UK higher education TNE students across 230 countries and territories,making TNE not only an important part of UK providers international higher education activity,but also the UKs education-related exports and efforts at achieving the Sustainable Development Goals(SDGs).1,2 UK universities provide TNE for a variety of reasons,including income generation and diversification,brand promotion,capacity building and knowledge sharing,and widening access to high-quality tertiary education.The scale and significance of TNE for both UK universities and partners makes comprehensive risk management and responsible internationalisation increasingly important as universities strive to develop financially viable,secure,trusting and resilient partnerships.While risk management in international research collaboration has become increasingly sophisticated in recent years,especially in the context of security-related challenges,there has been less focus on understanding and implementing best practice when developing,maintaining and exiting TNEpartnerships.3,4Through interviews with UK universities and British Council staff,this research builds on UUKs guidance Managing risks in Internationalisation:Security related Introductionissues(see here)and draws together insights from British Council staff as well as experts in the UK higher education community.This report is designed to enhance awareness of the broad nature of risks in TNE and to build capacity within the sector to develop effective risk management strategies so that TNE partnerships may thrive for the long term.It positions effective risk management as a key enabler of sustainable and responsible partnerships,rather than a barrier or limiting factor.This report is aimed at a wide audience.It will be of use both to UK universities who are at an early stage of developing TNE partnerships and to UK TNE providers with greater experience.The report may also be of interest and use to the international community.The first section looks at partnership scoping and development;section two explores specific dimensions of risk and how universities might work to mitigate against those;and section three highlights good practice when monitoring and winding down partnerships.The report concludes with key takeaways for universities when developing TNE partnerships and outlines areas for support from sector bodies andgovernment.UUKi and the British Council are grateful to interviewees of the UK higher education sector and the British Council,who shared their experiences and expertise.1 According to data collected by the Department for Education(DfE),the UKs total revenue of education-related exports and transnational education(TNE)activity in 2020 was 25.6 billion,an increase of 57.5%since 2010.UK higher education providers contributed an approximate 130 billion contribution to the UK economy in 2021-2022 and were able to do so due to TNE,international activity and investments.Universities UK,The impact of the higher education sector on the UK economy,2023.Available at:www.universitiesuk.ac.uk/what-we-do/policy-and-research/publications/impact-higher-education-sector-uk2 British Council,The Value of Transnational Education Partnerships,October 2022.www.britishcouncil.org/education/he-science/knowledge-centre/transnational-education/value-transnational-education3 See work and guidance from the National Protective Security Agency(NPSA),National Cyber Security Centre(NCSC),Research Collaboration and Advice Team(RCAT),Universities UK,and the Association for Research Managers and Administrators(ARMA).4 Universities UK,Managing risks in internationalisation:security related issues,2022.Available at:www.universitiesuk.ac.uk/what-we-do/policy-and-research/publications/managing-risks-internationalisation;Universities UK International,Case studies:how universities are managing risk in internationalisation,2022.Available at:www.universitiesuk.ac.uk/universities-uk-international/insights-and-publications/uuki-insights/case-studies-how-universities-are;National Security Protective Authority(NPSA),Trusted Research Guidance for Academia,2023.Available at:www.cpni.gov.uk/trusted-research-guidance-academia.5British Council&Universities UK InternationalThis publication is based on desk research and semi-structured interviews with twelve UK universities that provide TNE across all world regions,and five members of staff from different British Council in-country offices.The aim is to capture,consider and articulate the experiences of risk management in TNE from the perspectives of both UK TNE providers and those supporting partnerships overseas.Universities were selected for interview using the Higher Education Statistics Agency(HESA)Aggregate Offshore record(AOR)2021-2022.To get a broad and balanced picture,providers were selected based on:Scale:10,000 students,5000-10,000 students,1000-5000 students,and 100-1000 students.Types of TNE provision:based on HESA AOR definitions 2021-22,categories are Distance,flexible or distributed learning;Other arrangement including collaborative provision;Overseas campusof reporting HEP;and Overseas partnerorganisation.Location and focus:providers were included from each of the four nations of the UK Scotland,England,Wales and Northern Ireland;a mixture of research-intensive and teaching-focused universities;and collectively delivering TNE in partnership with stakeholders across all world regions(as defined by HESA AOR 2021-22).This research provides a snapshot involving a small number of providers,intended to provide an evidence-informed stimulus for the discussion that follows.Methodology6British Council&Universities UK InternationalAny TNE partnership begins through a process of meeting,vetting,and building relationships with a potential partner.Four areas stood out from the research interviews regarding what UK TNE providers should be especially aware of when embarking on a new TNE partnership,namely:learning of local knowledge and gaining cultural understanding;assessing motivations;defining risk appetite;and mitigating against risk through red lines.See the Checklist in the Annex for key questions to consider.Local knowledge and cultural understandingThe value of local knowledge should not be underestimated when scoping new partnerships and building relationships with potential partners.As one country director for the British Council noted,this was particularly true in newer markets that were still developing and generating outside interest.Consultancies were identified as aiding understanding of the local landscape,but also needing their own due diligence from UK universities before engaging:Desk research often supports UK universities to narrow down consultants with positive reputations,significant experience and clients in other country contexts.In-country colleagues,UK government departments and the British Council are also relied upon by several TNE providers to obtain key information about on-the-ground in-country activity.Partnership scoping and relationship-building Interviewees described how developing cultural and political understanding involved gaining awareness of how changing political environments could affect local priorities.A country director from the British Council expressed that UK universities could sometimes underestimate how a volatile political environment might affect the development of a partnership.They pointed to recent government priorities in one country that has emphasised growth in distance learning:The extent to which these priorities are subject to change are country-specific and more mercurial in some contexts than others.In some locations they may also be governed externally by a commission,for example,with cyclical terms creating more stability for planning.Knowledge of these political risks and timelines can help UK universities and their partners plan around potential regulatory or environmental barriers to TNE.“Just as the market is opening up,there is a flurry of organisations in X who are offering this due diligence advice and not all of them may be that well-versed or ethical in the advice that they would give to universities.”“But if four years or five years down the line,this particular administration moves on and changes,and the next person comes into office and decides that thats not a priority for them,then theres a very real risk that the existing partnerships or any sort of developing interest in setting up partnerships in X might be at risk.”7British Council&Universities UK InternationalMotivations Many interviewees noted the importance of understanding the motivations of a potential partner during the initial stages of the relationship.Only through this mutual understanding could each partner gain a sense of whether their values and ambitions aligned in a mutually beneficial way.Some noted that motivations for partnerships tended to differ by type of partner and that this could help inform initial partnership scoping.For example,one university noted that they tended to favour partnerships with governments over developers,for several reasons:While some types of partners may be naturally more aligned to the goals of UK universities than others,universities will need an in-depth knowledge of what a partner is hoping to achieve,as well as a sense of their own institutional motivations and capacities when exploring partnership.Several interviewees communicated that partnerships are most often successful where there is a mutual commitment to form and maintain good relations and transparent agreements from the outset.One interviewee described the importance of partneralignment:A balance between perception and reality was highlighted in British Council research,The Value of Transnational Education Partnerships(2022),which found that TNE providers perceptions of partners priorities did not always align with the priorities that overseas partners actually held.5 In interviews for this research,several interviewees mentioned how they were often cautious to rely entirely on a partners assessment of the in-country context for TNE.One interviewee described an experience where they felt a partner had disguised the reality of an in-country external crisis,possibly out of fear of the UK provider exiting the partnership:Assessing and articulating motivations through asking questions about priorities should be a priority for all stakeholders to support clarity of purpose early on,as well as working to build trust that facilitates open and constructive conversations when maintaining and managing partnerships later.“Governments tend to share the same long-term goals such as upskilling the population while developers tend to see a university as the jewel in the crown of their new development and arent necessarily as interested in longer-term goals.”“There has to be alignment around academic ambitions.We understand that other education systems might not be so developed.Its not the case that we will only work with the highest-ranked partners,but there has to be an alignment of what were trying to achieve and a level of professionalism that we want to work with.”“They came back and said No,everythings fine,its just the media.They were trying to portray a situation,and there was almost an element of denial.I dont know if they were worried that we were going to exit the partnership,which we absolutely werent.But it was really interesting because it made us go well,we cant just go on what the partner is saying because theyre approaching it from a slightly different way.”5 British Council,The Value of Transnational Education Partnerships,2022.8British Council&Universities UK InternationalRisk appetite Interviewees noted the importance of providers defining their risk appetite at the outset to help set parameters for where and with whom they would be willing to explore partnerships.Without a clearly defined risk appetite and corresponding international strategy,universities can make themselves more vulnerable to unexpected challenges,financial and reputationallosses.University and British Council interviewees explained how not all risk would be within a universitys control.Interviewees pointed to how geopolitical tensions had the ability to disrupt partnerships in unpredictable ways,often at little notice.As one university described:A British Council country director articulated that while broader governmental bilateral relationships could cause difficulty for TNE partnerships,these could sometimes be mitigated by strong people-to-people relationships,as well as by partnerships that have clearly articulated mutual benefit and multiple points of contact.Whilst developing relationships in challenging contexts might take additional resources and time,with the right planning,such partnerships can still flourish.A director of education at the British Council described how the risk of engaging internationally must be against the counterfactual of not engaging.This interviewee noted the importance of learning to adequately balance potential risks with benefits:In defining risk appetite,TNE providers decisions must be guided by a careful consideration of not only immediate and operational risks,but also the risks of losing out on potential benefits by not engaging in a partnership in the long-term.Red lines TNE providers may find it helpful to have clearly articulated and agreed upon red lines when scoping potential partnerships.These red lines might be orientated differently and could be:Discipline-specific,according to national security or institutional principles.For example,one UK university exploring a partnership overseas would only collaborate on environmental science in their TNE partnership,as opposed to wider engineering subjects.This mitigated the risk of potential IP misuse or national security issues related to dual-use technology.Based on financial models,to mitigate against financial losses.Some universities had designated a minimum threshold for the number of students or a specific return on investment calculation per student,outside of which the partner will agree to cover losses if that target is not met.One UK TNE provider stated that the partner would need to provide evidence of three years of financial returns as proof of their financial position for a partnership to progress.Academic quality-based,to maintain high standards.One UK university explained their use of standard and shared curriculum across all campuses and TNE,from which they refuse to deviate.If a potential partner were unable to meet the requirements of this shared curriculum,they would be automatically ineligible for a partnership.Overall score of success,based on balanced assessment of risk across all key areas from the financial to the legal,cyber and academic.As one UK TNE provider stated,“if one part of the partnership looks like it might not deliver on its intended outcomes,then it generally wont be passed by theuniversity.”“Everything we do inherently has risk.So,I might evaluate that,as long as there are more benefits than risks,then it is worth exploring,keeping in mind where an institutions red lines are.Quite often,I think we look at risk appetite as if it is a zero-sum game,but it rarely ever is.International student recruitment for example is inherently risky,but we take that for granted because it has so many benefits.”“And that forced pulling out of the partnership was in a way a shame because it meant we fell out with the partner.They were quite a good partner,and the consequences of our pulling out will have been quite devastating for their business.But there was nothing we could do in that certain scenario.We couldnt continue to do business there.”9British Council&Universities UK InternationalEven where UK universities did not designate specific red lines,they often developed an agreed upon set of principles to guide their international collaboration and devised mitigation strategies subject to cyclical updates and refresh.Interviewees noted that open and transparent communication with partners about what would and what would not be possible within a partnership was important and appreciated by partners.One interviewee emphasised the importance of providers taking a holistic approach and not forgetting operational viability as they scoped out potential partners,through describing three strands to TNE that they felt to be inextricably intertwined:This suggests that TNE partnerships are more likely to succeed where both partners know in advance their capacity,objectives,desired type of provision,discipline of focus,their potential scope of investment and their operational strategy.“There are three strands effectively:theres academic quality,commercial viability,and theres operational excellence.Providers must ask does this institution understand programme assessment,timelines and the documentation they need to provide?Do they have a disability policy?Do they have a fair and clear admissions policy?Do they understand English language testing?There are all these different things that could have a really big impact on students and their experience and outcomes because sometimes theyll prevent the student progressing between levels or getting the final degree classification.”10British Council&Universities UK InternationalRisks associated with TNE go beyond financial and reputational concerns,and are often connected to differing values,laws,practices and expectations that define international activity.6 This section will provide an overview of the key areas of consideration for risk management in TNE,which interviewees reflected on,with guidance to support the sector across financial and reputational management;academic freedom and freedom of speech;research security;relationship and personnel management;cyber,IP and data management.TNE providers may wish to assess their knowledge,expertise and competency in security risk management by reference to the“Risk and security management in TNE maturity curve”diagram,adapted from ARMAs“Trusted research maturity curve”and designed to support the development and strengthening of internal protocol and systems(see Annex A).7 Financial risk managementThe UKs Financial Conduct Authority(FCA)has highlighted the importance of entities understanding their risk profile,striking the correct balance between risk and return,and diversifying investments.8 Within higher education,diversification through international partnerships can support universities to secure and bolster their financial position,in addition to supporting wider collaboration,fostering mobility links,and building their reputation internationally.Interviewees expressed that TNE partnerships may involve significant up-front investment from one or more entities involved,perhaps in the form of seed funding for short or long-term projects,or a Understanding areas of risk in transnational education(TNE)commitment to a series of subsequent repeated or progressive investments over the course of a partnership term.Ensuring that the investment of net assets is suitably limited to not pose significant risk to operational activity was described as essential to a strong financial management plan,as one university interviewee attested:Funding structures for TNE partnerships were described as dependent upon the type of TNE and associated resource requirements of the partnership or programme.Some TNE providers choose to only agree to fund a programme for a set time,such as three or four years,subject to a review and negotiated renewal at a pre-defined end date.A defined partnership period creates scope for flexibility and for redefining TNE arrangements according to the aims and needs of each partner,as contexts continue to adapt and evolve.In other instances,providers may commit to long-term investment in the form of an overseas campus,involving maintenance of physical infrastructure including university buildings and other utilities.6 Universities UK,Managing risks in Internationalisation:Security related issues,2022.Available at:www.universitiesuk.ac.uk/what-we-do/policy-and-research/publications/managing-risks-internationalisation7 Association of Research Managers and Administrators(ARMA),Complex Collaborations,2023,p.18.Available at:arma.ac.uk/wp-content/uploads/2023/03/Trusted-Report_Booklet_v7.pdf8 Financial Conduct Authority InvestSmart,Risk and returns,Financial Conduct Authority.Available at:www.fca.org.uk/investsmart/risk-returns“.the first point of reference is the assessment of an outline business case,trying to understand whether in principle the finances stack up,whether the business case is accurate.Theres always a risk that without your own assessment of the financial opportunity youre over-reliant on a partners assessment that sometimes wont match the reality.”11British Council&Universities UK InternationalWhilst overseas campuses provide immense opportunities to attract international funding,they also pose challenges in relation to how estates might be managed and funded over time,whether privately funded or funded in part by local or national governments.In some cases,branch campuses take a long time to break even.One UK TNE provider noted how despite financial due diligence,planning and monitoring,challenges had arisen due to a partner overpromising andunderdelivering:This indicates the importance of early financial due diligence,close financial monitoring and an exit strategy,along with a contractual agreement that allows for alternative arrangements and termination.Costs associated with TNE were described to include academic and professional staff salaries;course materials;venues and learning environments;online learning resources and library facilities;assessment mechanisms;IT platforms and software;technicians and management tools;costs associated with estates or usage of partner resources;engagement with partners,local or national government,or other external organisations.Significant additional costs could also occur in the teach-out of students if a partnership were to end.Interviewees noted that ideally,financial responsibilities would be contractually agreed at the outset to mitigate any negative impact if a partnership were to end unexpectedly.Some TNE providers employed and utilised in-house specialists to conduct financial,tax-related,legal-and jurisdiction-related checks and to make a recommendation.Others outsourced this to professional consultants in the UK or overseas.Undertaking initial due diligence on all key stakeholders,organisations,funders and funding sources,was considered to be the best way to mitigate against financial,reputational and security risks that could otherwise arise due to a lack of transparency or a conflict of interest.As articulated by one interviewee,“if there were anything uncovered in due diligence that was dubious,we wouldnt work with that partner.”Another noted that a partners failure to produce financial returns would end their willingness to continue considering the partnership.Reputational risk management The UK is home to one of the highest quality tertiary education systems globally,yet reputational management has become increasingly challenging for UK universities due to rising global market competition,critical narratives towards the sector circulating through public media,and increased governmental and public scrutiny of UK universities activities.Thus,strong relationships and clear communication are needed to support strategy development and for TNE providers to realise their international ambitions.As one intervieweedescribed:Interviewees identified equality,diversity and inclusion as an area of increasing focus,underpinning many reputational challenges.9 In the UK,universities must adhere to the Equality Act 2010 to protect people against direct and indirect discrimination in relation to certain characteristics.10 Elsewhere around the world,there may not be any comparable legislation to the UK Equality Act 2010 or other UK laws that are designed to protect individual freedom.In some instances,the values of a particular government or authority may entirely differ to the UK and many other countries.This demands careful and reasoned consideration.9 Kaozara Oyalowo,Why do equitable partnerships in transnational education matter?,7 August 2023.Available at:www.universitiesuk.ac.uk/universities-uk-international/insights-and-publications/uuki-blog/why-do-equitable-partnerships10 Equality Act,Equality Act 2010:guidance,2013.Available at:www.gov.uk/guidance/equality-act-2010-guidance.“.there are often occasions where you have to progress on the basis of faith faith in what the partner say they can deliver and what the people that surround them say.But weve also had experiences where some of what was promised and what we were told was achievable,by way of provision of infrastructure and equipment,didnt materialise.And so that infrastructure piece is always a risk.”“Reputational risks just seem to multiply.It is very clear that the complexities that were dealing with at the moment will mean that theres scarcely a corner of the globe where there wont be some level of sensitivity.Some people will be supportive,some people will not,and were increasingly trying to sort of tread that balance.”12British Council&Universities UK InternationalOne interviewee described how their university had set up a TNE ethics group to sit alongside its research ethics committee to consider stakeholder values,human rights implications and other ethical questions:This ethics group continues to use an evidence-based approach to aid the senior leadership in strategy development,navigating ethical dilemmas and making decisions on international partnerships.Several TNE providers interviewed expressed how they had internally undertaken a check on external partners and governments values as part of their due diligence prior to engaging in partnership arrangements.This had supported them in the development of contractual terms at the outset of a TNE partnership,to identify,negotiate and agree with their internal teams and external stakeholders upon procedures for managing any foreseeably contentious or challenging issues.Reputational risk checks had then formed part of a standing cyclical risk audit undertaken at appropriateintervals.Academic freedom and freedom of speechAlthough academic freedom and freedom of speech are often referred to interchangeably,these terms are distinct.Freedom of speech means everyone has the right to express lawful views and opinions freely,in speech or in writing,without interference,while academic freedom means protecting the intellectual independence of academics to question and test received views and wisdom,and to put forward new ideas and controversial or unpopular opinions,without placing themselves in danger of losing their jobs orprivileges.11The Academic Freedom and Internationalisation Working Group(AFIWG)continues to bring together academics from UK universities,supported by relevant civil society representatives and the All-Party Parliamentary Human Rights Group(PHRG),to advocate for the protection of academic freedom and of members of the academic community at risk across the world.12 Of key concern is the protection of members of the academic community,who in the process of learning,teaching and conducting research,may experience physical attacks,prosecution,dismissals,censorship and travel restrictions.The Committee of University Chairs(CUC)has worked to support effective governance in relation to growing concerns in this area through publishing the Higher Education Code of Governance,which remains subject to review and refresh as challenges evolve.1311 Universities UK,Higher education sector statement on promoting academic freedom and free speech 2022.Available at:www.universitiesuk.ac.uk/latest/news/higher-education-sector-statement12 Human Rights Consortium,Academic Freedom and Internationalisation Working Group,2021.Available at:hrc.sas.ac.uk/networks/academic-freedom-and-internationalisation-working-group/about-afiwg13 Advance higher education,Codes of Governance:CUC Code of Governance,2020.Available at:www.advance-he.ac.uk/guidance/governance/codes-governance“.the question was asked,should the university continue to work with X?And so,as a result,the university set up an ethics group to sit alongside other groups who also look at things like research ethics.that group is there to advise the SLT Senior Leadership Team.They the ethics group dont have governance decision-making power to say a partnership can or cant happen,but they provide a recommendation around any concerns that are of a more ethical or reputational nature.”13British Council&Universities UK InternationalFor all UK TNE providers interviewed,a key and increasing challenge communicated was the extent to which they could guarantee academic freedom and freedom of speech for students when operating in certain contexts or in partnership with certain actors.Simultaneously,providers noted the difficulty of monitoring individuals studying at advanced level,those deemed high-risk,as well of those working in high-risk contexts or in high-risk disciplines:Challenges had occurred in the delivery of TNE provision to locations where the principles of academic freedom and freedom of speech are not upheld or equally understood to the UK,as well as where,in some cases,actors had deliberately sought to interfere with such freedoms.As noted in the Russell Group statement of Principles on Freedom of Speech,“the academic freedom of teaching and research staff is protected through clear contractual arrangements,and in legislation,”and is“central to the culture of our UK institutions,”however,this does not prevent UK higher education from foreign interference with these freedoms by internal or external parties.14Interviewees collectively indicated that UK TNE providers should concentrate their efforts on two overarching obligations:to uphold the principles of academic freedom and freedom of speech,and to appropriately manage any unwarranted behaviour or circumstances that work against these freedoms.At the outset of TNE partnership arrangements,providers will need to assess course content and delivery,conduct 15 UK Parliament Higher Education(Freedom of Speech)Act 2023,11 May 2023.Available at:bills.parliament.uk/bills/2862/publications Universities UK How can universities prepare for the Higher Education(Freedom of Speech)Act?,2024.Available at:www.universitiesuk.ac.uk/what-we-do/policy-and-research/publications/how-can-universities-prepare-higher due diligence on internal and external stakeholders with this in focus,and ensure protections are contractually in place:For some universities,this may involve processes for assessing stakeholder commitment to these freedoms,such as through online or in-person training or assessments,or framework agreements with staff or students.This would then be followed by ongoing appropriate monitoring and evaluation,through audits and cyclical training.English HE Providers offering transnational education must understand the legal and regulatory frameworks governing freedom of speech and academic freedom,and may wish to refer to guidance from the Office for Students and Universities UK on their duties.15“It is definitely a concern for research collaborations,and particularly for PhD collaborations.with students being a bit more vocal about home regimes and then potentially having to return,there is aconcern.”“Were obliged to look at both freedom of speech and academic freedom for all nations,so that is a check thats done at the initial stages of the partnership to look out for live conditions that may interfere with academic freedom.we will address thosecontractually.”14 Advance higher education,Codes of Governance:CUC Code of Governance,2020.Available at:www.advance-he.ac.uk/guidance/governance/codes-governance14British Council&Universities UK InternationalSecurity considerations Research and innovation activity may take place within a TNE programme or arrangement.UK universities are subject to the same legislative measures when undertaking research through TNE partnerships and must be particularly stringent in identifying any TNE partnerships that involve any research activity to ensure this is undertaken in a safe and secure way.One interviewee described their adherence to UK trusted research guidance for the management of their TNE partnerships:Interviewees described how joint PhD programmes through TNE arrangements are a particular form of TNE partnership that may be deemed high-risk depending upon the context,due to the involvement of high-level research and a greater risk of advanced knowledge transfer of sensitive information or IP theft.One interviewee also highlighted how being in partnership with one organisation in one context might prevent a provider from working with another:All interviewees expressed how a methodical approach to due diligence assisted their university in detecting security risks early on to mitigate against complications.Some noted the importance of having expertise for this due diligence in-house,whilst others described that due to limited capacity or desire for external support,they would outsource this to a third party the vetting of whom was sometimes challenging in and of itself:To support this,UK universities may wish to consider appointing internal representatives to oversee the universitys TNE research activities to increase research security management within TNE.National Protective Security Authority(NPSA)guidance on Roles and responsibilities notes that:Further guidance can be found in UUKs publication Managing risks in Internationalisation:Security relatedissues(2022).17 Research security guidance is expanded upon in a report by UUK,NPSA and UK Research and Innovation(UKRI)Managing risks in international research and innovation:an overview of higher education sector guidance(2022),which encourages everyone within a university to hold risk and security in high regard,recognising that managingsecurity risk involves both collective and individual responsibilities.1816 National Protective Security Authority(NPSA),Trusted Research Guidance for Industry,2022.Available at:www.npsa.gov.uk/trusted-research-industry 18 Universities UK,Managing risks in international research and innovation:an overview of higher education sector guidance,2022.Available at:www.universitiesuk.ac.uk/what-we-do/policy-and-research/publications/managing-risks-international-research“We have to consider whether it might hinder existing links with UK industrial partners.We dont want to damage existing partnerships by setting up a new one with what is essentially a competitor in the same space.It does mean that we are maybe limited to just working on certain things with certain people and cant necessarily widen our partnerships.”“Having an academic partnership manager who is responsible for nurturing your academic partnerships and protecting the resulting research could be a means to ensure that your research collaboration is successful.You should ensure that those within your organisation are aware of the threat and mitigations that you have placed within framework agreements.Your staff should also be aware of the constraints and challenges within academia.”16“In an ideal world,it would be nice to have more oversight of third parties in international education,because we have been approached by a number of people and they dont always come into the International Relations Office.They might go to academics because theyre in a particular field,and thats,you know,what theyre interested in.Its very difficult to work out if these people are legitimate and what their credentials are.So actually,I would say that engagement with third parties could be tightened up.”“Partnerships will go through the trusted research process.My main goal is to conduct extensive due diligence.I look for reputational risks and any kind of regulatory concerns as well.particularly above undergraduate level,trusted research principles are applied.”17 Universities UK,Managing risks in Internationalisation:Security related issues,2022.Available at:www.universitiesuk.ac.uk/what-we-do/policy-and-research/publications/managing-risks-internationalisation15British Council&Universities UK InternationalRelationship and personnel managementTNE providers have responsibilities to various audiences,including professional staff,academics,students and TNE partners.For a TNE partnership to be truly successful,it will need the support of a range of internal and external stakeholders.Some interviewees described risk-related challenges in the management of TNE students overseas:For any TNE involving research activity,a greater level of staff engagement was needed to ensure transparency and accountability.One interviewee described their universitys process for gauging the risk that might be associated with certain subject areas,research focuses,stakeholders involved and geographic region of collaboration,along with any applicable legislation,policies and regulatory measures:Engaging directly with academic personnel on these issues was a crucial element of compliance.For some providers,this has been made easier on an operational level through closer integration of research compliance and TNE teams.Yet,for others,their internal teams remained separate with less or no joint responsibilities.Staff wellbeing also featured where several interviewees stressed the need to consider whether any staff might be in particularly challenging,vulnerable or difficult circumstances,perhaps due to protected characteristics,or the location of operation or field of collaboration.Of particular concern amongst interviewees was the ability of their university to support and ensure protection of individuals identifying as LGBTQ in certain locations of TNE operation,as well as protection for those associated with such individuals,through work or family connection.Despite providers developing mitigation plans to protect individuals,interviewees expressed that some actors will not act in the best interests of others.Further bilateral engagement between government officials will be needed to develop mutual understanding and to agree an operating environment amidst home and overseas legislation that will protect personnel and allow TNE partners to develop appropriate contractual agreements that will safeguard people,universities andpartnerships.“We put an export control policy in place to enlist any academic doing any research overseas,publishing overseas joint papers,and we go through a rigid process with them to check that were not in breach of any export controls.We are constantly checking the watch lists of either universities or for individuals.we will go down to that level of detail.”“In one particular case,they the partner were unwilling to put something in the agreement.So thats where it floundered really:provisions for safety around LGBTQ .We understand that these environments can be challenging.Its about asking ourselves do we have a plan in place to make sure that if something happened,we could deal with it?”16British Council&Universities UK InternationalCyber,intellectual property and data managementThe National Cyber Security Centre(NCSC)notes,“digital technologies that we now depend upon are vulnerable to attack,misuse,and abuse.They contain bugs,faults and weaknesses that can be exploited by attackers in ways that pose cyber security risk to the systems,services,and information we care about.”19 TNE provision may be particularly vulnerable to interference or exploitation as stakeholders collaborate across borders or in partnership with foreign actors,who may seek personal financial or social gain through actively hostile and or illegal actions,such as cyber-attacks,or through fraudulent or legally ambiguous business proposals and practices.20UK TNE providers must comply with legal frameworks and GDPR,as well as sensitively store and manage access to intellectual property(IP),personal and research data.Universities may better protect their assets by identifying any technologies or infrastructure in another country,region or territory prior to an international partnership set-up that may demand operational or contractual consideration.Several UK TNE providers interviewed expressed that their university had experienced cyber-attacks from international actors.Artificial intelligence(AI)and ChatGPT were both cited as risks if used deceptively to threaten or undermine systems of transparency.In relation to data and cyber management,one interviewee stated:“We can,of course,have the provisions for dataand cyber management in the contracts,but whether we are reassured that those measures are actually in place in a different jurisdiction and they are respected-thats a whole different matter.”Legal frameworks,cyber,IP and data management in a host country,territory or region may substantially differ from the UK and pose challenges for universities where there is a lack of sector-specific guidance.Where a university faces a cyber,IP or data concern,advice should be sought through contact with legal and cyber specialists.The UK Research Collaboration and Advice Team(RCAT)can support universities individually through consultation.The NCSC have published material to support organisations to make effective decisions and mitigate risk in cyber security,IP and data management.21 Jiscs cyber security community,resources and assessments may also support universities in this area.22 It remains important that UK TNE providers share their experiences with UK universities and the UK government to increase the countrys collective capacity to respond,especially as cyber threats increase in sophistication and volume,and as new technologies develop.19 National Cyber Security Centre(NCSC),Risk management,2023.Available at:www.ncsc.gov.uk/collection/risk-management 20 Universities UK,Managing risks in international research and innovation:an overview of higher education sector guidance,2023.Available at:www.universitiesuk.ac.uk/sites/default/files/field/downloads/2022-06/managing-risks-in-international-research-and-innovation-uuk-cpni-ukri_1.pdf21 National Cyber Security Centre(NCSC),Risk management,2023.Available at:www.ncsc.gov.uk/collection/risk-management 22 Jisc Cyber Security,Cyber security:Protecting UK education and research,2023.Available at:www.jisc.ac.uk/cyber-security 17British Council&Universities UK InternationalTNE partnerships may end for various reasons.Some partnerships may come to a natural expiry,whilst others may involve action to withdraw.Through ending a partnership,universities can reallocate resources according to a strategic change,and allow the growth of new activity.This section draws together interview insights on monitoring,evaluating and winding down partnerships.See the Checklist in the Annex for key questions to consider.Monitoring and evaluationOngoing monitoring and evaluation of TNE partnerships was undertaken by all providers through different methods and techniques.Many interviewees described their university to have a committee or board with representatives from various departments beyond those directly in charge of TNE to approve new TNE partnerships and review those already existing.A monthly or quarterly committee or board meeting functioned as a professional peer review process to improve outcomes and strengthen partnerships,whilst also increasing visibility of any aspects for which a TNE partnership may need to wind down.Through this mechanism alongside day-to-day partner engagement and annual partnership monitoring,university staff considered a range of factors from quality of provision to financial viability,to student experiences.One provider noted how they would always ask for panels of students overseas to consult with to support the development and shaping of a programme:Monitoring and winding down partnerships This consultation of key stakeholders in-country in conjunction with the work of a designated academic and quality enhancement unit may be a method other TNE providers may wish to adopt,as in this instance it had supported this university to actively maintain specified standards across all the providers TNE partnerships.“.for quite a few of our partnerships where we have fly-in faculty involved theres regular on-the-ground contact,in addition to our annual academic quality oversight mechanisms.Being on the ground first hand,I think,makes a really big difference.As part of our ongoing programme of engagement with partners,we will always ask for panels with students.We do engage student voice because I think for us,student voice is important for home campus,and so we also try and engage that with overseas partnerships.”18British Council&Universities UK InternationalSourcing resolutionsThere may be actions a TNE provider can take to improve,adapt or develop a partnership before deciding to end it.One interviewee explained how any risks identified in a TNE partnership would subsequently be evaluated for their“likelihood and impact”with a mitigation strategy devised and implemented where appropriate.Measures may include an early warning system and putting an action plan in place for a designated programme:In all cases,providers noted the importance of working collaboratively with partners to achieve a suitable outcome.Several interviewees shared that deciding what to do with enrolled students would be the primary consideration.One mentioned that a standard timeframe for exit would be twelve months and that their university would first consider all the options,including the possibility of handing a partnership on to another UK provider:Interviewees also communicated that ending a programme or partnership was sometimes necessary and offered an opportunity to correct the universitysapproach:In any case,most university interviewees mentioned that their preference would be to teach-out and allow a partnership to come to its natural ending-as described by one university:“Ideally,we would prefer to keep working with that partner to ensure teach-out.”“In terms of mitigation,for example,we utilise an early warning system.Where we detect or identify any risk,we put an action plan in place for the designated programme.We work collaboratively with the partner programme team to make sure the actions are delivered and progressed in a collaborative way,but at the same time,if need be,it then gets escalated to the nextlevel.”“If something wasnt set up correctly,then theres actually an opportunity to be had in restarting and getting everything right.”“Unless its something fundamentally gone wrong,then were on a twelve-month exit,and we have to give the partner twelve months notice.Well look at all the options first.It might be that were just closing one programme,or it might be closing the whole partnership.And then if it is the whole programme or partnership,we ask ourselves what can we do with those students?Is there a third party that can pick it up for us?Is another UK university stepping into the partnership anyway,and can we transfer the students?So we look at all options,but the first thing is to decide what were going to do with those students.”19British Council&Universities UK InternationalExit strategiesSeveral interviewees stressed the importance of an exit strategy being pre-defined and included contractually from the outset of a partnership to support as smooth a transition as possible at its end.This was seen as something that could support all stakeholders,especially if partnerships were to change or end unexpectedly.Exit strategies were described as tailored for individual partnerships and circumstances:Similarly,another interviewee expressed the need for an exit strategy to be developed at an early stage to mitigate against financial risk:However,another interviewee expressed that pre-defining an exit strategy was somewhat useless due to inevitable changes in circumstances over time:Instead of a predefined exit strategy,this interviewee suggested that decisions could be guided by“standard operating principles that guide you through that process”:Another interviewee echoed this sentiment when describing that contract negotiation in this area could be sensitive and challenging,whilst maintaining the assertion that some contractual provision of an exit strategy was necessary to set clear expectations and equip all involved for this reality:“I wouldnt say weve got a formal strategy in place for closing partnerships each one is different.But with all our partners we know what the exit options are from the outset.We will look at the exit options as were developing partnerships.”“I am quite adamant that we need to be discussing this with the partner fairly early on.It can be a very expensive mistake if we dont get it right.”“Some people say that the first thing you should do alongside developing that partnership is develop your exit strategy at the same time.I dont agree with that at all because ultimately,youre trying to build something that may run for 20 years.You can define an exit strategy at the front end but that exit strategy is going to be completely redundant probably within a year,because there are so many variables involved in a partnership and the reasons for your exit.That partnership could also be so varied and complex,so I genuinely think that you need to do it on an ad hoc basis.”“I think you need to have some common principles about how you assess whether it be right or wrong to exit a partnership;how you define the timeline to achieve the exit of that partnership;how you reach a decision that is institutionally what we want to do with that partnership;how you gauge and communicate your decision with the partner;and how you roll out the consequences of that decision.”“The exit strategy is part of the original business case.This proposes a few things that we hope might work in case we had to do teach-out.However,I think when push comes to shove,what that looks like might be quite different to what initially goes into that risk grid and whole plan.We try to look at who else is from the UK in that particular market that we might have a conversation with at that point.We also try to be realistic about how much it would cost us to do certain things,to either get the students on our campuses or do online provision.”20British Council&Universities UK InternationalOne interviewee communicated that what had worked well at their university was a defined step-by-step internal and external exit strategy for partnerships,especially those deemed high-risk.This had pre-empted the university from several challenges and provided a route through to achieve an appropriate outcome.They explained how striking that balance between pre-empting challenges,whilst also not creating difficulties further down the line was challenging,but making a conscious effort to ensure that appropriate measures would be in place for a university was far better than taking no action at all and exposing the university to vulnerabilities.Thus,an exit framework to be updated,adapted or refreshed at cyclical intervals by agreement could be a means to offer providers and partners some level of protection.Several interviewees referred to a monopoly of external challenges that had affected their TNE partnerships-as one interviewee put it,“force majeure events that we have no control over.”Another interviewee described this as a“cascaded impact of external environmental factors”and collectively interviewees identified examples of these,including health-related crises such as the Covid-19 pandemic;country-level economic crises;governmental shifts such as Brexit;environmental crises;geopolitical unrest;and war.In these circumstances,providers noted that there had often been very little they could do to salvage or maintain a partnership,and difficult decisions had to be made by their university on a circumstantial basis.In all cases,interviewees emphasised that a universitys duty of care towards students and staff directly affected by any decision to enter,change or end a partnership should always be a primary consideration:A careful balance was understood as needed to navigate the winding down of partnerships from an ethical,reputational and financial perspective.“Its all about putting student protection plans in place to ensure that the students are protected,whatever happens.”21British Council&Universities UK InternationalThe risk and security challenges UK HE TNE providers encounter are increasing in quantity and broadening in scope.This research has highlighted that despite the challenges,there are steps universities can take to protect themselves and create secure partnerships.The experiences of twelve UK universities and five in-country British Council staff captured in this report expand upon key areas due full consideration by a range of stakeholders for UK higher education to thriveinternationally.Among the research findings are several key takeaways for universities:The setup of a TNE partnership is key to its success.UK universities are more likely to thrive where they define their strategic objectives for TNE,their capacity,values and risk appetite before looking for a partner and scoping host countries,and where they ensure that appropriate contractual arrangements are in place from the outset.UK universities will need to continually upskill in and conduct effective and ongoing due diligence on external actors and third parties to mitigate againstrisks.Universities may wish to consider uniting existing in-house teams for capacity building and strategy alignment,including research compliance and TNE staff;finance,legal,HR and Equality,Diversity and Inclusion(EDI)staff;in-country students,teaching staff,and key internal stakeholders.UK universities may wish to develop and update exit strategies and guiding principles for partnership exits,which are built from sector experience.Peer-learning and sharing of resources between UK stakeholders may support capacity building.ConclusionAdditionally,continued support for universities from UUKi,the British Council,sector bodies and the UK government,may catalyse the evolution of safe and secure UK TNE and encourage a risk-aware partnership culture internationally:UK universities would value support in identifying and working with trusted due diligence partners,legal and financial advisors,along with accurate and trustworthy in-country information on the movements,policies and attitudes of international governments and in-country regulators.This is especially important where the UK government promotes a region to the sector,as cultural,social and geopolitical factors may necessitate furtherguidance.The UK sector is more likely to thrive where legislation and regulations overseas and in the UK are clearly defined and communicated with sector specific guidance for international higher education partnerships.It is beneficial for UK universities when the UK government and the sector work collaboratively to identify barriers to international partnerships and support a smooth operatingenvironment.Risk and security challenges in TNE are here to stay for the long-term;effective risk management demands a risk-aware culture at universities and ongoing risk management practices,with communication,input and commitment from UK universities,international partners,third parties andthe UK government.22British Council&Universities UK International“TNE risk and security management maturity curve”,adapted from the“Trusted research maturity curve”by the Association of Research Managers and Administrators(ARMA),Complex Collaborations:Efficiency,Equity,Quality and Security in International Research,2023,p.18.Available at:arma.ac.uk/wp-content/uploads/2023/03/Trusted-Report_Booklet_v7.pdfAnnex A:TNE risk and security management maturity curve1.LearningOverwhelmedThe TNE provider is aware of the need to manage risk in TNE but is yet to adopt risk management processes.Completely or slightly lacking in confidenceComplexity and lack of clear guidanceSome resource allocated but not enoughNo one person with the skills to respondLack of ownership,inconsistent processes and decision makingAdvocacy on risks in TNE at an early stage and still neededStill one or more points of failure or oversightAgile processes in place and flexible to changeSecurity and risk practices are embedded in the culture of all services and extend to advice or guidance for all consumers.Risk escalation processes are integrated and fit-for-purpose.Procedures are robust and have been proven resilient.Risk appetite is defined and understood.Decision making processes and escalation in placeProcesses are not yet resilient to change in environmentRisk management in TNE is still in its early stages of developmentAdvocacy yet to reach all cornersNo ownershipLack of awareness2.EmergingInconsistentThe TNE provider has allocated some resources to risk management,but the approach is undefined and inconsistent.3.FunctionalConsistentThe TNE provider has dedicated resources and knowledge on how to implement risk management practices and operates with consistency of approach.4.IntegratedComprehensiveThe TNE provider has established processes,effective escalation procedures and is prepared and resilient to changing environments.5.CulturalEmbeddedThe TNE provider has fully integrated,implemented and understood safe,secure and sustainable TNE risk management practices at all levels ofcollaboration.IncompetenceCompetence23British Council&Universities UK InternationalAnnex B:Risk management checklist for TNE providersThe table below offers key questions TNE providers may wish to ask themselves across risk categories,from the initial scoping stages of a partnership through to its winding down.Beginning/scoping partnershipDoes the financial model of the partnership account for country-specific circumstances(e.g.caps on tuition fees or student numbers?What are the tax implications?)How much financial loss is your university able to absorb as the partnership finds its feet?How will you implement and maintain a cost monitoring process?Maintaining partnershipWhat are the findings of your continuous cost monitoring process and does your university and your partner have sufficient funds?Is any aspect of the partnership coming up for financial renewal?Have market fluctuations affected anything related to your partnership that indicates you should act or that requires you to act?Disengaging/winding down partnershipHow exposed is your university financially if the partnership ends?Does your university and the partner have sufficient funds to close thepartnership?How might you close the partnership in a tax efficientmanner?Could any aspect of the closure cause you or your partner to be in debt,and if so,how will this be remedied?Financial risk management24British Council&Universities UK InternationalBeginning/scoping partnershipWhat is the relationship between the state and academic institutions in-country?What will that mean practically for curricula,staff and student experience?Are you satisfied that your contractual agreement contains appropriate clauses confirming both partners commitment to academic freedom and freedom of speech?Have you clearly defined the responsibilities of your university and academics,with both parties aware of their obligations?Maintaining partnershipAre clear whistleblowing policies in place to support those who wish to report violations of academic freedom and freedom of speech,and are they publicised?Have any legislative changes affected your partnership,and do you need to act?Are there any notable findings from any reviews of the partnership,or any records of academics experiences,that warrant action in relation to academic freedom or freedom of speech?Disengaging/winding down partnershipHow will existing students affected by a breach be enabled to finish their degrees in the event of the partnership ending?Before you act,are there any context-specific or legislative factors than need consideration?How might the decision to end the partnership on the grounds of academic freedom or freedom of speech affect other UK universities collaborating with stakeholders in the location?Academic freedom and freedom of speechBeginning/scoping partnershipHow might the partnership be perceived by different stakeholders(students,staff,local and national governments,the public)and might these pose any reputational concerns?To what extent will the TNE partnership be equitable and sustainable?What contractual measures are in place to protect university branding?Have you agreed a media strategy internally and with your external partner?Maintaining partnershipWho has responsibility for brand management within the partnership,and what protocol is in place to address breaches?Should any action be taken to support equity and sustainability?Are there any feasible steps you could take,either in the UK or in-country,to enhance and maintain your universitys reputation in relation to collaboration with the partner?Disengaging/winding down partnershipHow is the partnership ending being communicated,both internally and externally?Who is the right person from within your university to communicate the exit?Have you prepared in-house capacity to issue and organise additional communications as may be needed?Reputational risk management25British Council&Universities UK InternationalBeginning/scoping partnershipWhat sensitive research might students have access to through their studies or lab environment,given the proposed curricula?What safeguards are in place to ensure sensitive research does not fall into the wrong hands?Will an export licence be needed in the university teaching or research environments?23 Have existing resources from NSPA and RCAT been consulted?24 Will any postgraduate students be visiting the UK and be required to hold an Academic Technology Approval Scheme(ATAS)?certificate before applying for a visa?25Maintaining partnershipAre relevant academics aware of the risks in the partnership,including export controls?Is your university and your partner still operating in line with the trusted research principles agreed at the outset?Do you need to seek any external support or advice(e.g.from the Research Collaboration and Advice Team RCAT)?Disengaging/winding down partnershipHow will IP and sensitive research be managed as the partnership ends?Have you re-checked contractual agreements for any applicable clauses prior to exit to mitigate against any challenges?Research security23 Export Control Joint Unit,Department for International Trade,and Department for Business and Trade,Case study:Export controls on academic research,2021.Available at:www.gov.uk/government/case-studies/export-controls-on-academic-research 24 National Protective Security Authority,Trusted Research,2023.Available at:www.npsa.gov.uk/trusted-research Cabinet Office,National Security and Investments Act,2023.Available at:www.gov.uk/government/collections/national-security-and-investment-act Research Collaboration Advice Team(RCAT),Corporate report:Research Collaboration Advice Team:progress made from 2022 to 2023,2023.Available at:www.gov.uk/government/publications/research-collaboration-advice-team-progress-made-from-2022-to-2023/research-collaboration-advice-team-progress-made-from-2022-to-202325 Foreign&Commonwealth Office and Foreign,Commonwealth&Development Office,Guidance Academic Technology Approval Scheme(ATAS),2023.Available at:www.gov.uk/guidance/academic-technology-approval-scheme 26British Council&Universities UK InternationalBeginning/scoping partnershipHow might local data protection laws in-country affect academic teaching materials and staff/student personal data?How will you ensure data management compliance with UK and overseas laws?Have you contractually agreed when and what IP will be kept by whom/destroyed along the way/destroyed at the end?Maintaining partnershipDo you have cyber and data monitoring and evaluation processes in place to gather insights(such as threat frequency,type,and location of origin)on any cyber threats impacting your partnerships?Are you successfully troubleshooting cyber threats?Do you need to take any steps to improve security?Do you need to report in on any cyber-related challenges or any breaches to UK authorities?Disengaging/winding down partnershipDo you need to clarify who will retain control of what data in the event of a partnership ending?Are you prepared on a practical level to exercise contractual agreements on cyber,IP and data management at the end of the partnership?Cyber,IP and data managementBeginning/scoping partnershipHas necessary consensus and confidence been built amongst relevant professional,academic and senior stakeholders?Have you consulted other higher education institutes with similar partnerships on their experiences?How will you communicate new partnerships to your UK-based students?Would it be beneficial to run a consultation?Does the partner,government and/or location of operation have any conflicting values,policies or legislation that may impact your TNE partnership,particularly from an equality,diversity and inclusion perspective?Do you need to devise a related strategy?Maintaining partnershipDo UK university staff running the partnership have sufficient local expertise and relationships in-country with relevant stakeholders in government and at the partner institution?Have you identified any specific individuals/groups of concern since the start of the partnership,and have you raised this internally and developed an action plan?Do you need to agree anything in writing with your partner or exercise any amendments or additional clauses to your contractual agreement to continue collaboration?Disengaging/winding down partnershipDo exit strategies include a plan for how to navigate sensitive relationships in a culturally sensitive way?Could you alter or refresh the partnership agreement to realise your universitys ambitions?Are there any sensitivities,ongoing disputes or conflicts of interest that you need to be aware of and/or that require special attention prior to developing or ending the partnership?Relationship and personnel management27British Council&Universities UK InternationalCase study 1:academic quality issues in developing TNE partnerships A university is exploring a TNE partnership.They first have extensive conversations with other UK universities who have partnerships in the region where their potential partner operates,to get a sense of what the provincial operating environment entails.Once initial due diligence into the partner is conducted,in-person conversations commence.High-level UK university representatives fly out to meet the partner several times and build a relationship.Discussions explore the nature and scope of the partnership.It becomes clear through these discussions that the partner would prefer a partnership that entails a course structure and curriculum that would compromise the UK universitys commitment to academic quality.Rather than skirting around what could be a difficult conversation,the UK university decides to broach the issue directly and explain their constraints.Because of both the strength of the existing relationship and the directness and transparency of the universitys approach,the partners are happy to agree to a partnership model that more closely matches the universitys standard curriculum quality.Learnings:both strong relationships and transparency around constraints are key to developing TNE partnerships.In-person visits are helpful in developing strong relationships,and these strong relationships in turn can help facilitate difficult conversations.Rather than being offended,potential partners often appreciate UK universities having red lines agreed upon and communicated up front.Annex C:Case studies Case study 2:financial management The exploration of a new TNE partnership is being driven by a few individuals within the university who do not have significant experience of working internationally.The partnership goes ahead without a clearly defined financial model or agreed red lines about what circumstances would cause the university to withdraw from the partnership.They also do not discuss the partnership extensively with other UK universities before embarking.As the partnership progresses,it becomes clear that the activity is not generating the income for the university that had been hoped,as many costs are falling to the UK partner without the appropriate profit margins to compensate.Because no clear financial red lines were set at the outset,it becomes difficult to know when and how the university should withdraw from thepartnership.This experience makes the university in general much more risk-averse when it considers new partnerships,even those that may be more financially viable.Learnings:robust financial models,underpinned by significant understanding of the local partnership context,must inform any potential partnerships.Where possible,discussing these models with other universities can help sense-check assumptions.Universities should remember that any partnership will likely influence the broader institutional risk appetite.26 Universities UK International,“Case studies:how universities are managing risk in internationalisation”,2022.Available at:www.universitiesuk.ac.uk/universities-uk-international/insights-and-publications/uuki-insights/case-studies-how-universities-areThese case studies are intended to complement existing UUK case studies around security in internationalisation.2628British Council&Universities UK InternationalCase study 3:winding down partnershipsA joint PhD partnership in a sensitive area of research is becoming unsustainable due to the increasing geopolitical volatility between the UK and the host country.The UK university decides to end the partnership but realises this will cause considerable upset to their partner.Rather than exiting the partnership entirely,they resolve to offer an alternative arrangement to the existing partnership,in which the two universities will engage in an early career mobility scheme around a less sensitive area of research.When broaching the topic of winding down and transforming the partnership,the UK university ensures that senior levels of leadership are engaged in the conversation to show the appropriate level of senior buy-in and respect to the partner institution.Learning points:while it is important to realise when a partnership has become unsustainable,there may be ways to transform the partnership to reduce risk and maintain the relationship.Where transformation or ending a partnership occurs,senior level involvement and representation can help minimise damage to the relationship with the partner institution.29British Council&Universities UK International
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Graduate employment outcomesMay 2024Analysis by Universities UKGRADUATE EMPLOYMENT OUTCOMES 2Despite evidence to the contrary,there is a continuing charge of poor quality courses-or that higher education provides little benefit to individuals some parts of the media and government.The Office for Students(OfS)acknowledges that 99%of students in England are on courses where employment outcomes satisfy requirements.There is a risk that an unevidenced focus on low quality despite the evidence will impact on the real benefits that higher education providers to individuals and local areas.Background Proportion of students with progression outcomes below quality thresholdsSource:Office for Students key performance measures 3To inform this debate,Universities UK(UUK)analysed a range of data sources looking at employment and earnings outcomes of graduates,how these change after time,and how they compare to those non-graduates who could have gone to university but didnt.This analysis allows us to go beyond standard measures used by the regulator and government,that focus on outcomes 15 months after graduation.This includes use of official government data that links student and tax records,to track and compare the earnings of graduates and those non-graduates who could have attended university,over a period of 15 years.Our analysis focuses on:1.Earnings pathways for graduates and non-graduates 2.Patterns of employment outcomes for graduatesScope of analysisGRADUATE EMPLOYMENT OUTCOMES 4The bulk of this analysis is based on data published by the Department of Education(DfE)on graduate outcomes,including:Longitudinal Education Outcomes(LEO):post-16 education and labour market activities and outcomes.This looks at the employment outcomes for those individuals who finished their GCSEs at a school in England.It provides data on average earnings over the 15-year period after finishing school,by a range of characteristics including whether someone studied a higher education qualification,and a range of individual characteristics.LEO Graduate and Postgraduate Outcomes.This looks at employment and earnings outcomes for those who graduated with a first degree(level 6),level 7 or level 8 qualification,but a range of characteristics.All UUK analysis compares graduate outcomes against non-graduates who achieved a Level 3 qualification or above(ie levels 3-5).A full level 3 qualification is two A-level passes or equivalent,while level 4 and 5 qualifications include Higher National Certificates(HNCs),Higher National Diplomas(HNDs)and equivalent qualifications.Individuals with these qualification are likely to have been able to progress to university but chose not to.The analysis does not compare graduate outcomes to the wider population,including those with level 2 as their highest qualification,where the gap in earnings is likely to be greater.Sources and methodologyGRADUATE EMPLOYMENT OUTCOMES Earnings pathways for graduates and non-graduates 6Graduates have higher levels of employment across all regions in England by age 31,with the gap between graduates and non-graduates ranging from 4 to 8 percentage points.Non-graduates report higher levels of out of work benefits by age 31,with the gap ranging from 3 to 5 percentage points and London reporting the largest difference.Graduates are more likely to be in employment and less likely to be on out of work benefits by age 31 than non-graduates who could have entered higher education15 years after KS4Employment(%)Out of work benefits(%)Further study(%)Region of school(region in which individuals went to school)Graduates(%)Non graduates(%)Gap(pp)Graduates(%)Non graduates(%)Gap(pp)Graduates(%)Non graduates(%)Gap(pp)North East7062826-4810-2North West7063725-468-2Yorkshire and the Humber7163714-368-2London6558727-5660West Midland7164725-368-2South West6863514-267-1East Midlands7065514-368-1East of England7065514-3550South East6864414-2560GRADUATE EMPLOYMENT OUTCOMES 7While graduates are in full-time study,non-graduates who could have entered HE on average earn 33,500 more.After graduation and upon entering the labour market,from age 23 to age 31:Average graduate earnings increase at a greater rate(72%vs 31%)Graduates on average earn 52,000 more over this period,more than making up the earlier difference.Graduate earnings increase at a faster rate after entering employment than non-graduates who could have entered higher education 3,56217,86330,7515,01417,19622,48205,00010,00015,00020,00025,00030,00035,00040,000171819202122232425262728293031Average earnings (annual)Years of ageGraduatesNon graduates(Achieving level 3 or above)Cumulative difference between graduates and non-graduates(years 7-15):51,958Cumulative difference between non-graduates and graduates(years 1-6):33,494Total earnings for graduates(years 1-15):270,474Total earnings for non-graduates(years 1-15):252,010GRADUATE EMPLOYMENT OUTCOMES 8After graduating and entering the labour market,from age 23 to 31:Graduates from the most deprived backgrounds(those who received free school meals)on average see their earnings grow by 75%compared to 26%for non-graduates from the same background,who could have studied at university but chose not to.Over this period,graduates from deprived backgrounds end up earning 41,400 more than non-graduates,more than making up the initial head start of those who chose to go into employment rather than university.This graduate premium is also evident for those from the most deprived backgrounds 3,94014,83125,9795,15514,92718,86605,00010,00015,00020,00025,00030,00035,000123456789101112131415Average earnings (annual)Years after key stage 4(full tax years)Graduates-Eligible for FSMNon graduates-Achieving level 3 or above-Eligible for FSMCumulative difference between graduates and non-graduates(years 8-15):41,372Cumulative difference between non-graduates and graduates(years 1-7):24,471Total earnings for graduates(years 1-15):234,720Total earnings for non-graduates(years 1-15):217,819GRADUATE EMPLOYMENT OUTCOMES 9This earnings gap between graduates and non graduates expands significantly over an individuals working life GRADUATE EMPLOYMENT OUTCOMES Beyond age 30,evidence shows the gap in earnings between graduates and non-graduates continues to diverge substantially.Median earnings of male graduates grow strongly and outstrip those of non-graduates.The IFS predict that for male graduates who were aged 30 in 2016,earnings rise by 15k to age 40,compared with a just 5k for non-graduate men.Median earnings growth for female graduates is moderate,but still higher than that of non-graduates.The IFS predict earnings for female graduates who were aged 30 in 2016,rise by around 5k to age 40,compared with no growth for non-graduate women.10Between ages 17 and 22,average earnings of non-graduates are higher across all regions of England as they enter the workforce while graduates are in full-time study.From 23 years of age onwards,average earnings of graduates progressively overtake those of non-graduates.By age 31,on average graduates earn around a third more(32-37%)than non-graduates who could have gone to university across all regions of England.Graduate earnings overtake those of non-graduates who could have entered higher education soon after they leave university The earnings premium of graduates compared to non-graduates(achieving level 3 or above)by region of school attended and years after finishing GCSEsNorth East North WestYorkshire and The HumberEast MidlandsWest MidlandsEast of England LondonSouth EastSouth West17-29%-32%-33%-32%-29%-27%-24%-25%-29-40%-45%-47%-48%-44%-48%-39%-44%-45-52%-56%-58%-60%-57%-65%-56%-64%-63 -57%-61%-63%-65%-62%-70%-63%-70%-70!-48%-50%-52%-54%-52%-58%-56%-60%-61-19%-20%-20%-20%-20%-22%-30%-26%-29#3%3%3%4%5%4%3%4%0$14%21#$#&26)%(291103(01(3333350)23)34554620450345566325613565762455%Years of ageLine shows typical age of graduation and entry into labour market for university graduates on a three-year first degree GRADUATE EMPLOYMENT OUTCOMES There are further substantial lifetime returns from going to university 430k110k20%The difference in lifetime earnings between graduates and non-graduates is 430k for men and 260k for women.The gross average lifetime earnings gain from undergraduate degrees is substantial for both men and women The gain to the exchequer of individuals attending HE is 110k per student for men and 30k per student for women.Financing undergraduate degrees is expensive for the taxpayer,but it is more than counterbalanced by increased tax revenuesSource:Institute for Fiscal Studies,The impact of undergraduate degrees on lifetime earnings,February 2020-figures have been calculated/estimated using the tax and student loan system as of 2019 Overall,IFS expect 85%of women and 75%of men to achieve positive net lifetime returns from going to university Even accounting for student loans and taxes,the earnings premium is 130k for men and 100k for women-a gain in net lifetime earnings of 20%for both men and women.Patterns of graduate employment outcomes13Graduate outcomes across Higher Education Institutions(HEIs),Further Education Colleges(FECs)and Alternative Providers(APs),also vary:Graduates from HEIs are more likely to be in sustained employment or further study.Five years after graduation this is 3 percentage points higher in HEIs than FECs and 6.5 pp higher than APs.Five years after graduation,graduates from HEIs on average earn 6,200 more per year than those from APs and 8,000 more than those from FECs.There are also differences in earnings based on the type of provider that someone studies for their degreeSustained employment,further study or both(%)Total median earnings()Provider typeOne year after graduationThree years after graduationFive years after graduationTen years after graduationOne year after graduationThree years after graduationFive years after graduationTen years after graduationHigher Education Institutions(HEIs)87.087.987.084.321,900 25,900 29,200 33,200 Further Education Colleges(FECs)81.984.183.782.016,800 19,000 21,200 23,700 Alternative Providers(APs)78.879.480.5-16,800 20,100 23,000-GRADUATE EMPLOYMENT OUTCOMES 14There is a sustained gap in the employment/further study rate between graduates from a free school meals(FSM)background,and those that arent(around 5%one,three and five years after graduation).The earnings of graduates from a free school meals background increases by 38%compared to 40%for non-FSM in the first 5 years after graduation.The gap in earnings between graduates with FSM and non-FSM increases,from 1,900 to 2,900,in the first 5 years after graduation.Underlying factors related to social economic status(associated with eligibility for FSM)impact both employment/further study and earningsSustained employment,further study or both(%)Total median earnings()Graduate characteristicOne year after graduationThree years after graduationFive years after graduationTen years after graduationOne year after graduationThree years after graduationFive years after graduationTen years after graduationFSM83.184.483.8-19,00023,40026,300-non-FSM87.789.588.8-20,80025,20029,200-Not known85.586.185.2-23,00028,10033,600-GRADUATE EMPLOYMENT OUTCOMES 15For first degree graduates,earnings grow progressively over time across all regions(based on the region a graduate lives in).The largest increase is seen in London,where earnings 10 years after graduation are 76%higher than 1 year after graduation.On average,graduate earnings are just under 30,000 across all regions of the UK 10 years after graduation,and above 40,000 in LondonAverage graduate earnings increase over time across all regions 05,00010,00015,00020,00025,00030,00035,00040,00045,000NorthEastNorthWestYorkshireand theHumberEastMidlandsWestMidlandsEast ofEnglandLondonSouthEastSouthWestScotlandWalesNorthernIrelandMedian earnings Region where graduate livesOne year after graduationThree years after graduationFive years after graduationTen years after graduationGRADUATE EMPLOYMENT OUTCOMES 16Non graduates earn more than their graduate counterparts across all ethnic groups in the first 5 years after KS4.10 and 15 years after KS4,graduate earnings are increasingly larger than non graduates across all ethnic groups.The difference in earnings between graduates and non graduates who could have entered HE(ie achieving level 3 or above)by ethnic groups increases over timeAt age 21At age 26At age 31GraduatesNon graduatesGraduate premiumGraduatesNon graduatesGraduate premiumGraduatesNon graduatesGraduate premiumBritish Asian Bangladeshi6,87111,157-38#,53517,63233,39520,68632%British Asian Indian6,54211,287-42&,58919,636352,51523,66737%British Asian Pakistani6,58810,480-37!,72916,37333%,26917,32846%British Black African6,4268,322-23#,22417,59032(,68621,65332%British Black Caribbean6,97510,985-37!,62817,45124&,02219,85831%British Chinese5,9259,659-39&,71818,743432,85222,22048%White British7,17315,513-54$,78419,76825),96722,47233%White Non-British6,45115,051-57%,86320,641251,99723,16038%British Mixed White Asian6,17213,953-56&,09319,75632%NANANAMixed White Black African6,76313,030-48$,25919,34125%NANANAMixed White Black Caribbean7,21713,641-47#,22618,87323%NANANAGRADUATE EMPLOYMENT OUTCOMES
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Guidelines for school leaders,teachers and educators Wellbeing and mental health at school EUROPEAN COMMISSION Directorate-General for Education,Youth,Sport and Culture Directorate B Youth,Education and Erasmus Unit B.2 Schools and Multilingualism Contact:Oana Felecan E-mail:EAC-WG-ON-WELL-BEING-AT-SCHOOLec.europa.eu European Commission B-1049 Brussels Wellbeing and mental health at school Guidelines for school leaders,teachers and educators edited by PPMI EUROPEAN COMMISSION Directorate-General for Education,Youth,Sport and Culture 2024 European Education Area EN Europe Direct is a service that answers your questions about the European Union.by freephone:00 800 6 7 8 9 10 11(certain operators may charge for these calls),at the following standard number: 32 22999696 or by email via:https:/europa.eu/european-union/contact_en Information about the European Union in all the official languages of the EU is available on the Europa website at:https:/europa.eu/european-union/index_en.Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use that might be made of the following information.Luxembourg:Publications Office of the European Union,2024 European Union,2024 Reuse is authorised provided the source is acknowledged.The reuse policy of European Commission documents is regulated by Decision 2011/833/EU(OJ L 330,14.12.2011,p.39).For any use or reproduction of photos or other material that is not under the EU copyright,permission must be sought directly from the copyright holders.Images:European Union,2024 Print ISBN 978-92-68-15092-4 doi:10.2766/238868 NC-02-24-463-EN-C PDF ISBN 978-92-68-15001-6 doi:10.2766/760136 NC-02-24-463-EN-N ACKNOWLEDGEMENTS:The guidelines were developed by the European Commissions informal Expert Group on supportive learning environments for groups at risk of underachievement and for supporting wellbeing at school,led by the Directorate General Education,Youth,Sport and Culture,unit B.2“Schools and Multilingualism”in cooperation with consultants from PPMI and the University of Porto.The Commission would like to thank the following:Expert Group members1:Anna van Duijvenvoorde Baiba Martinsone Benjamin Dreer-Goethe Carmel Cefai Chiara Piccolo Egle Celieien Guadalupe Francia Ilse Derluyn Judit Szira Katarzyna Sawicka Mariela Neagu Michalis Kakos Neda Maarac Patricio Prez Pacheco Paulo Csar Dias Sigrn Danelsdttir Sleyman Gelener Tessa Dussart Ilies Coordination:Cosmin Nada(University of Porto)Stphanie Crteur(PPMI)Graphic Design:Sandra Banien(PPMI).1 NB:one of the 19 experts initially selected withdraw from the group.ABOUT THIS DOCUMENT The“Guidelines for school leaders,teachers and educators to address wellbeing and mental health at school”were developed by the Commission Expert Group on supportive learning environments for groups at risk of underachievement and for supporting wellbeing at school.They are based on the evidence-informed framework“A systemic,whole-school approach to mental health and wellbeing in schools”2 and align with the logic and approach of the Council Recommendation on Pathways to School Success3,the EU Strategy on the rights of the child4 and other frameworks proposed by international organisations,such as the World Health Organization(WHO)“Health-promoting schools and systems”5 implemented in association with United Nations Childrens Fund,and UNESCO,the OECDs“Education for inclusive societies”project6 and UNESCOs“Happy Schools Framework”7.The guidelines are also aligned with the principles within UN Convention on the Rights of the Child8,the Council of Europes approach to well-being9 and the UN 2030 Sustainable Development Goals(SDGs)10.Rather than being prescriptive,these guidelines aim to offer concrete,hands-on guidance for school leaders,teachers and educators.We acknowledge that although EU Member States share many challenges and recommendations for supporting wellbeing,education systems vary greatly.Therefore,the suggested recommendations should be adapted to the specific characteristics of each country and each school.This document addresses school leaders,teachers and educators and offers a concise overview of the 11 recommendations.Its sister version addresses education policymakers.Both documents are complemented by a more in-depth version,addressing education policymakers,school leaders,teachers and educators,having the same structure and containing more detailed recommendations,supported by research evidence,good practice examples and practical tips.Implementaton of the approach is supported at European level via peer learning and exchange of experience in the framework of European Education Area Working Groups on“Schools-Pathways to School Success”and“Equality and Values in Education and Training”.Funds are available for investment in wellbeing in education,in particular Erasmus ,including Erasmus Teacher Academies.2 See Cefai,C.Simoes,C.,&Caravita,S.(2022)A systemic,whole-school approach to mental health and wellbeing in schools in the EU.NESET report,Publications Office of the European Union 3 https:/education.ec.europa.eu/education-levels/school-education/pathways-to-school-success 4 The EU Strategy on the Rights of the Child and the European Child Guarantee-European Commission(europa.eu)The EU Strategy on the Rights of the Child and the European Child Guarantee-European Commission(europa.eu)5 For more information see:https:/www.who.int/health-topics/health-promoting-schools#tab=tab_1 6 https:/www.oecd.org/education/strength-through-diversity/7 https:/www.unesco.org/en/education-policies/happy-schools 8 In particular:Art.29:“The aims of education with reference also to the quality of education”;Art.12“Respect of the views of the child”,Art.13“Freedom of expression and the right to seek,receive and impart information”,Art.31:“Rest,play,leisure,recreation and cultural and artistic activities”9 https:/www.coe.int/en/web/campaign-free-to-speak-safe-to-learn/improving-well-being-at-school 10 It contributes to actions supporting in particular SDG 3:“Good health and wellbeing”and SDG 4:Quality education;https:/sdgs.un.org/TABLE OF CONTENTS Foreword.4 Introduction.6 Recommendations .10 1)Positive school climate,active participation and empowerment of learners.10 2)Integration of social and emotional education into the curriculum 12 3)Foster collaborative partnerships.14 4)Fully integrate wellbeing principles into Initial Teacher Education.16 5)Strenghten the capacity of school leaders to address wellbeing at school.18 6)Safe schools to prevent and address any form of violence.20 7)Promote wellbeing in the digital age.22 8)Uphold fundamental rights by safeguarding core enablers of wellbeing.24 9)Provide continuous professional development and support to educators.26 10)Prioritise equity,inclusion and diversity .28 11)Guarantee access to support services for learners with mental health needs.30 Glossary 32 4 FOREWORD Reports of the declining state of wellbeing and mental health of children and adolescents,coupled with a deterioration in school performance in recent years,has raised significant concern.Evidence from the World Health Organization reveals that adolescents today experience poorer mental health than previous generations.Moreover,the latest PISA results from December 2023 show a worrying decline in basic skills.When the school environment becomes an overbearing source of mental unrest,hindering young peoples ability to benefit fully from their education,it impacts not only their personal wellbeing and life satisfaction,but also their future employability,health,social situation(through a risk of marginalisation)and their sourroundings,including family.There is also a noticeable decline in teacher wellbeing,with an increase in burnout and stress due to new challenges faced without adequate resources,training and support.These factors diminish the attractiveness of the teaching profession,contributing to shortages that have serious consequences well beyond the classroom.Research consistently demonstrates the links between school climate,student and teacher wellbeing,social and emotional competencies and academic performance.The latest PISA results also show that the most resilient education systems are those that simultaneously promote learning,equity and wellbeing.The European Commission,recognising these issues,intensified its efforts through the 2022 Council Recommendation on Pathways to School Success.As a flagship initiative of the European Education Area,Pathways to School Success aims to improve educational outcomes for all learners,regardless of their personal situations and backgrounds,while acknowledging the integral relationship of wellbeing and success at school.These guidelines for education policymakers,educators and school leaders,aimed at addressing wellbeing and mental health at school,mean a significant step forward.They have at their core the invaluable input of dedicated expert group set up by the Commission,bringing together a wide range of specialists from the world of education and psychology,as well as education and training 5 practitioners.Benefitting from their vast knowledge and first-hand experience,the guidelines can be summarised in three key action points.First,strategies to enhance wellbeing at school should be comprehensive and integrated,with a strong emphasis on prevention.They should focus on building the competencies of learners and educators as well as of parents to ensure that schools are a safe space.The key enablers of wellbeing such as physical and cultural activities,play,sleep and proper nutrition must also be safeguarded.Specific measures at universal,targeted and individual level to ensure equity and build on the existing diversity in school settings will enable schools to address the increasing and fast-evolving challenges,as detailed in the eleven following recommendations.Second,schools and educators need to strengthen their capacity to manage changing the approach to wellbeing in a sustainable way.Schools require additional resources to provide training opportunities for teachers throughout their careers.This includes creating time and space for professional development that empowers teachers to maintain their wellbeing and adopt innovative approaches to teaching,learning and assessment.Furthermore,it is crucial that young people actively participate in co-creating and taking ownership of their learning experience.And third,wellbeing is affected by factors beyond the classroom,which is why schools cannot act in isolation.To effectively tackle challenges that lie ahead and support our educators and our young generation,we need to build strong networks integrating families,youth organisations,higher education institutions,healthcare and welfare sectors and other local stakeholders.I trust that these comprehensive guidelines will make a significant difference in schools across Europe.I am grateful to all colleagues who have generously shared their knowledge and passion for equity and wellbeing.Together,we are laying the groundwork for a healthier and more inclusive educational landscape.Iliana Ivanova European Commissioner for Innovation,Research,Culture,Education and Youth 6 INTRODUCTION IMPORTANCE OF WELLBEING IN SUCCESSFUL LEARNING Traditionally,education focussed predominantly on academic performance.However,were now moving towards a more holistic view of education,acknowledging that children and adolescents need a balanced set of cognitive,social and emotional competences to achieve positive outcomes both in school and more generally in life.Learning is a relational and emotional process,and research has long shown that wellbeing at school,from the perspective of both learners and teachers,is key to improving academic performance.However,wellbeing at school is about more than individual teaching and learning.It is about education systems that pay attention to addressing equity,diversity,and multicultural understanding while maintaining a high quality of education and high expectations from all children.This emphasis on the importance of values and opportunities for all is the foundation of wellbeing.Wellbeing is also about the quality of school life,learning environments,a respectful school climate and the relationships between learners and their peers,between learners and their teachers,and among teachers themselves.These are all structures through which empathy,compassion,integrity,resilience,problem solving,respect for others,and the sense of belonging and feeling safe are addressed and continuously promoted.Wellbeing is about the wellbeing of teachers and educators,about empowering learners and their teachers to let their voices be heard,to actively engage in the decision-making process on matters affecting them,and to contribute to their community.School is a steppingstone to young peoples entry into society,and wellbeing and care should not be addressed at the expense of quality and excellence in education,and vice-versa.Wellbeing does not simply mean the absence of illness,but rather encompasses the“realisation of a persons unique potential through physical,emotional,mental and spiritual relation to the self,others and the environment”11.Recent figures show that the wellbeing of children and adolescents has steadily decreased to alarming levels.Pupils today report poorer mental health outcomes influenced by factors such as school pressure,body image,inadequate social media use,and bullying compared to previous generations,alongside a downward trend in school achievement.Policy responses have thus far only addressed these challenges in a fragmented manner,once problems occur.There is compelling evidence that wellbeing and mental health at schools can only be achieved sustainably through a whole-system,whole-school approach(WSA)to wellbeing and 11 https:/www.learningforwellbeing.org/wp-content/uploads/2024/02/L4WB-A5-The-Essentials-2018-05.pdf 7 mental health12,an approach which is embedded at European level in the Pathways to School Success Council Recommendation.The principles of this approach are anchored in a whole-of-society approach to child protection13.WHOLE-SYSTEM,WHOLE-SCHOOL APPROACH TO WELLBEING The proposed whole-system,whole-school approach to wellbeing and mental health,as illustrated by the pyramid hereafter,is built upon a universal approach where all pupils are supported to develop and maintain their wellbeing,both in terms of mental and physical health,through curricular and extra-curricular teaching and learning,relational and contextual processes,both at school and classroom level.It aims to reduce risks,build social and emotional competence,resilience,increase the sense of self-worth,and establish supportive environments for wellbeing.In addition to this universal approach,it is important to identify the individual,social and structural risk factors,so that students at risk of experiencing mental health conditions can be provided with additional targeted support,in small groups or at individual level,and in collaboration with health professionals and agencies.The wheel14 complements this approach by showing the main pillars,namely:curriculum,school ethos and environment;family and community partnerships;learners voices;and education and wellbeing of school staff,including their own social and emotional competence and wellbeing.It is important to note that these are highly interconnected and overlapping.12 Cefai et al(2021)“A systemic,whole-school approach to mental health and well-being in schools in the EU”13 https:/ec.europa.eu/commission/presscorner/detail/en/IP_24_2243 14 Adapted from Cefai et al(2021)“A systemic,whole-school approach to mental health and well-being in schools in the EU”,NESET report,Luxembourg:Publications Office of the European Union.doi:10.2766/50546.IndividualisedTargeted support UniversalFigure 1:The whole-system,whole-school approach(WSA)to wellbeing and mental health Figure 2:Levels of support in the whole-school approach 8 KEY DATA ON WELLBEING IN SCHOOLS Adolescent girls have poorer mental health and wellbeing compared to boys(11,13,15 years old).These gaps increase with age,with 15-year-old girls showing the worst outcomes.(WHO,2023)1 in 5 adolescents(11-17)reports feeling unhappy and anxious about the future(Eurochild&UNICEF,2019)Young people in the EU rank climate change among their top three worries(Coffey et al.,2021)Across Europe 25%of pupils report having been bullied in the past month,50%report having experienced cyberbullying in the past(Lobe et al.,2021)Key sources of teachers stress:admin work,excessive marking,classroom management,heavy teaching load,and addressing parental concerns(Eurydice,2021)In Europe,almost 50%of lower secondary school teachers experience stress at work,with variations ranging from 20%to 90%(Eurydice,2021)9 million adolescents(10-19)in Europe are dealing with mental health challenges(OECD,2022)Life satisfaction and self-rated health among adolescents,particularly girls,has been in decline,while there has been a rise in multiple health complaints such as difficulty sleeping,backaches or headaches,or feeling low(WHO,2023)In Western Europe,the estimated annual cost of mental health disorders in youth(0-19)amounted to 57.6 billion US dollars(UNICEF,2021)The COVID-19 pandemic has exacerbated the already existing mental health challenges in teachers with high levels of anxiety,depression and stress(Silva et al.,2021)13%of adolescents in 23 EU countries feel lonely while at school(Baarck et al.,2022)In Europe,suicide is the second most common cause of death among adolescents aged 15-19.(UNICEF,2021)9 Considering the alarming trends above,the important role of wellbeing in promoting the healthy development and learning of children and young people,it is clear that,next to academic achievement wellbeing should become one of the core objectives in education.However,achieving this aim requires several fundamental changes in most contexts.The 11 recommendations hereafter aim to guide policymakers in this process.In order to be sustainable,a crucial and cross-cutting aspect in the development of all policies and measures suggested below is monitoring and evaluation.When launching new policies,we need to be sure that structures and resources are put in place to collect relevant data on their implementation and impact.Based on the collected data,there should be periodic evaluations to understand how the new policies are affecting the different target groups and whether they are achieving the proposed objectives.10 1.Establish a positive school climate rooted in the active participation and empowerment of learners School climate is a multi-dimensional construct representing perceptions of the educational environment,connected to the beliefs,values,and attitudes that shape the interactions between learners,teachers,and administrators within a school.Research shows that a positive,safe,healthy,proactively inclusive,and relationship-oriented learning environment leads to more effective learning and teaching and better academic achievement.It improves engagement,personal growth and promotes the wellbeing of learners and teachers.A positive school climate is also linked to fewer behavioural issues and improved mental health,and it helps weaken the impact of low socio-economic status on academic achievement.Building a positive school climate is in line with the rights of children and young people to physical and mental health,quality education,protection and participation.ACTION POINTS FOR SCHOOLS Include the promotion of wellbeing for learners and staff in the schools vision,mission,action plan,and educational goals across all grade levels.Make it visible in all communication with learners and parents and throughout the school premises,together with the core school values,such as safety,respect,responsibility,and collaboration.Ensure a positive school climate for teachers and all school staff,so everyone feels valued,respected,engaged,and supported.Trust learners and help them build their self-esteem and self-efficacy by encouraging them to consider mistakes as opportunities to learn.Involve learners and all school staff in decision-making processes regarding wellbeing and a positive school climate.Invest time into activities that make learners connect,be authentic,and create positive relationships between each other and with adults.Be vigilant and ensure that academic pressure and curricular demands do not negatively impact the wellbeing of children and teachers.This could include for example promoting a balanced approach to homework and tests,catering for both academic success and students mental health.Always keep in mind that the wellbeing and mental health of students and educators goes hand in hand with academic achievement and that both goals are mutually reinforcing.11 INDICATORS OF SUCCESS TIPS WHAT DO CHILDREN WANT FROM ADULTS?Among others:Adults should respect children,listen to them and take them seriously.Adults should try harder to understand childrens needs.Adults should involve children in decisions at home and school,in their communities and with governments.Adults should include children in developing solutions to their problems.Source:EU Children Participation Platform INSPIRING PRACTICES We Are Here developed by Eurochild(Belgium)and the Learning for Wellbeing Foundation(Netherlands),the child participation toolbox is designed to support children and adults who advocate for the rights and wellbeing of children.The toolbox provides concrete examples on how to increase levels of participation in your school.Positive school climate is reflected in schools vision,mission,plans.School administration actively promotes it.Allocation of sufficient time and a dedicated team.Childrens participation mechanisms are in place.School climate is tracked through regular feedback from community.School climate assessments are part of annual reports and evaluations.FURTHER RESOURCES Italy,promoting wellbeing at Istituto Comprensivo Chignolo Po,video Ireland,Kinsale Community School aims to cater for the curricular,personal,and physical needs of each student,in a safe and caring environment.“The school climate has not been affected by global warming”on the European School Education Platform.12 2.Integrate social and emotional education into the curriculum starting from early childhood education The inclusion in 2018 of“Personal,social and learning to learn”in the eight key competences for lifelong learning underlined social and emotional education as a key priority area in education Research clearly indicates that wellbeing,academic,and social and emotional learning are inextricably linked and support each other:learners with better social and emotional skills at school perform better academically.Next to teaching and learning,formal assessment mechanisms,particularly formative assessment,need to be expanded to include such skills.Despite this evidence,approaches across countries today are diverse and fragmented,with social and emotional learning in general not emphasised as a learning goal.ACTION POINTS FOR SCHOOLS Integrate social and emotional learning(SEL)in every schools strategy and development plan,in a whole-school approach.Create the conditions for time and space for discussions and practice of social and emotional learning,under guidance from a person responsible for wellbeing.Ensure that the required competencies are integrated not only by classroom teachers,but also in other subject areas and in the daily life of the classroom,aiming for every educator to become also a“social and emotional development”educator.Support teachers and school staff to practice and develop their readiness and capacity to implement social and emotional learning.Train and provide continuing support to teachers and school staff both in delivering social and emotional learning and in creating a positive and caring school climate,with an emphasis on relationship-building,conflict management,positive behaviour management,and constructive experiential,culturally responsive and collaborative pedagogies.Use formative and ipsative assessment practices,as they are particularly suited to social and emotional learning.13 TIPS INDICATORS OF SUCCESS INSPIRING PRACTICES Assessing Social and Emotional Skills:the toolkit was developed as part of the Erasmus KA3 project“Learning to Be”with participation of Lithuania,Latvia,Italy,Spain,Portugal,Slovenia and Finland.It provides a comprehensive overview of social and emotional learning,indicating how to develop it in practice,as well as how to assess social and emotional skills,in particular self-efficacy,resilience and social competencies.It also shows how these skills can contribute substantially to school activities,and looks at its connections with students environment(including parents,peers and teachers).The Boost approach was developed in the framework of a HORIZON 2020 project,with partners from Norway,Spain,Poland and Belgium.The approach provides a roadmap on how to start implementing and developing social and emotional learning on a continuous basis in primary schools.Well-being and SEL development are in the schools mission and development plan.SEL competences are incorporated in lesson plans and activities.Formative assessment tools are used to assess SEL competences.FURTHER RESOURCES France,toolkit for empathy at school.Portugal,MindSerena Mindfulness training for teachers and pupils from primary schools.NESET,A formative,whole-school approach to the assessment of social and emotional education.Start with the existing knowledge and expertise in schools.Take into consideration existing school constraints and re-adapt the different processes not to negatively impact the well-being of teachers,which in turn will negatively impact the learners.Ensure continuity of the programme throughout the years,as it can take 3 to 5 years to properly implement a SEL programme.14 3.Foster collaborative partnerships among schools,communities,and stakeholders to enhance wellbeing As part of the whole-school approach,collaborative partnerships recognise schools as dynamic,multidimensional,and interconnected systems that not only transmit knowledge and competences,but actively engage with their community,offering and receiving support.Schools do not have the capacity to address wellbeing and mental health issues alone,hence the need for collaborative partnerships.These partnerships involve various institutions,organisations and stakeholders from the local community and other sectors.There is an increasing need for integrated approaches between the education sector and other areas,in particular health and social sectors.ACTION POINTS FOR SCHOOLS Adapt school organisation structures to enable the setting up of interdisciplinary and stable cooperation mechanisms among all stakeholders in and around schools.Enable meaningful participation of the entire school community through consultations,surveys,focus groups,social events,or other similar means.Reach out to a wider variety of stakeholders,including from non-formal learning contexts as they can provide expertise and feedback on teaching many of the missing elements in the curricula.Expand cooperation to the schools strategy on extra-curricular activities and on tracking learners development outside schools.Train and support all school staff on how to engage in interdisciplinary teams and with different stakeholders and partners.Engage parents,pupils,the local community,relevant NGOs,teacher associations,and education trade unions in the wellbeing policymaking process.Develop outreach programmes to engage families as learning communities and track family support and involvement in the progress of children.Encourage active participation of families in the school decision-making processes.Guarantee the resources needed to strengthen school capacity to work collaboratively with the external community(e.g.sufficient budget and number of adequately trained professionals)Build strong partnerships between schools and research institutions.15 INDICATORS OF SUCCESS INSPIRING PRACTICES Promoting students social competences A school in Thiva,Greece created a collection of informal learning practices to promote students social competences and teacher collaboration.The school designed various learning approaches connected to outdoor learning and the broader school community,and cooperated with external stakeholders including scientists,artists,craftworkers,and museums.Fostering collaborative partnerships is a strategic objective of the school.Training,knowledge,and time is provided to school staff to engage in collaborations with external stakeholders Tracking and feedback mechanisms on the involvement of community stakeholders are in place.TIPS To avoid potential resistance of stakeholders in getting involved in new initiatives,it is important to clearly communicate the rationale behind the initiatives to all stakeholders,emphasising their positive impact on student and teacher well-being and overall academic performance.Establish continuous communication channels to keep all stakeholders informed about progress and updates.Maintain transparency in decision-making processes and school policy adjustments.FURTHER RESOURCES Germany:Mind Matters is an evidence-based initiative dedicated to promoting the mental wellbeing of students,teachers,staff,and parents within primary and secondary schools,fully funded by the Ministry of Health.Portugal:Seal of Good Practice in psychological health,wellbeing,educational success and inclusion recognises and distinguishes Portuguese schools.16 4.Fully integrate wellbeing principles into Initial Teacher Education(ITE)programmes Teacher wellbeing is broadly understood as teachers responses to the cognitive,emotional,health and social conditions relating to their work and profession.The wellbeing of teachers influences their self-efficacy,teaching practices,and the achievements of their learners.Teachers with poor wellbeing are more likely to leave the profession.The optimal starting point to address the wellbeing of educators is initial teacher education and training(ITE).During this stage,teachers should be able to understand the concept of wellbeing,learn to recognise and reflect on their personal wellbeing,and acquire the competences needed to support the wellbeing of their(future)pupils,their own wellbeing and that of their colleagues.Consequently,a stronger cooperation between education policymakers and initial teacher education providers is crucial.ACTION POINTS FOR SCHOOLS Provide quality practical field experience for student teachers by allowing them to observe experienced teachers,engage in supervised teaching,and,under close supervision,be exposed to diverse learning environments which broaden their understanding of different student needs and teaching approaches.Establish mentorship programmes where experienced teachers support student and novice teachers at the beginning of their careers.Invite student teachers to participate in school-based professional development activities.Provide access to school resources,such as teaching materials,technology,and facilities so that student teachers get familiar with the tools and resources they will be using in their future classrooms.Involve student teachers in school events,extracurricular activities,and parent-teacher meetings for an understanding of the broader roles and responsibilities of a teacher beyond the classroom setting.Facilitate networking opportunities for student teachers to connect with other educators,administrators,and professionals in the field.Building a professional network can provide ongoing support and collaboration opportunities throughout their careers.17 TIPS INDICATORS OF SUCCESS INSPIRING PRACTICES “University schools”The University of Eastern Finland is one of eight universities in Finland which have affiliated university schools where student teachers can practise their skills by teaching children from the nearby area.Student teachers are trained in teaching in usual settings,hence the university schools represent a combination of teacher training and actual teaching.Existence of partnerships between schools and ITE providers.School participation in mentoring programmes in collaboration with ITE providers.eTwinning supports student teachers to work with in-service teachers,resulting in them feeling more confident by applying in practice what they learned during their studies.Through eTwinning,student teachers gain a better understanding of teaching,which in turn increases their motivation and the attractiveness of the teaching profession.FURTHER RESOURCES Europe:the impact of eTwinning on Initial Teacher Education(ITE).18 5.Strengthen the capacity of school leaders to address wellbeing at school to create inclusive and supportive environments Effective school leadership is essential to create a school climate with positive impact on student achievement,quality of teaching and staff motivation.Dedicated,value-led,competent and highly motivated school leaders establish a clear and shared school vision.Successful school leaders can sustain a sense of commitment and personal accountability towards their work,maintain an intense moral purpose,create trusting relationships with others,focus on learning and self-development,and create learning opportunities for all school actors.School leaders should be responsible for improving school staff and learners wellbeing.This should not be an add-on,but should be embedded in the everyday interactions between leaders and educators in schools.ACTION POINTS FOR SCHOOLS Build a positive school culture and climate by promoting positive relationships between school leaders,teachers,students and parents.Monitor and evaluate this regularly.Personally engage in promoting and sustaining practices of a positive school climate year-by-year through leadership,planning,positive reinforcement,role-modelling,and monitoring.Difficulties in attracting and retaining teachers cannot justify teacher deskilling.School leaders need to commit to the promotion of the highest standards of teacher selection and training.Actively invest in the continuous promotion of teacher and staff wellbeing,promoting teacher valorisation,meaningful professional development,agency in decision-making,relationship building,and social and emotional competence.Implement a distributed leadership model to create opportunities for more flexible working relationships,multi-disciplinary projects and collaborations.Envisage the creation of a support team involving teachers to provide internal collegial support for the development of wellbeing practices.Starting from the assumption that schools should not and cannot promote wellbeing alone,develop opportunities for school staff to closely collaborate with and rely on external experts.19 TIPS INDICATORS OF SUCCESS INSPIRING PRACTICES Centre for School Leadership In Ireland,support for school leaders has been largely provided by the Centre for School Leadership(CSL)through individual mentoring and coaching.A postgraduate Diploma in School Leadership jointly awarded by a consortium of higher education institutions was established in September 2018 at the request of the then Department of Education and Skills and CSL.The programme is a part-time(18 months)blended learning professional diploma,and is open to approximately 300 participants per year.The programme covers aspects such as developing leadership and management capacity,leading school development,and professional growth and development.Wellbeing objectives are part of the school leaders programme.Develop a well-being school strategy together with the teaching staff.Promote distributed school leadership within the school.In a distributed leadership model,leadership,staff,learners,and parents/caregivers are encouraged to assume responsibility,and to take initiative,either individually or as part of a group.This may require creating new procedures and working arrangements,such as formal and informal committees,teams,working groups,organising time,and allocation of resources to enable collaborative working and testing of innovative ideas.FURTHER RESOURCES School leadership:navigating the future on European School Education Platform.“School leadership,a collective responsibility?on European School Education Platform.European Leadership Network(ELNET)20 6.Ensure the creation of safe schools to prevent and address various forms of violence at school,including gender-based violence,and(cyber-)bullying Article 19 of the UN Convention on the Rights of the Child states that Children have the right to be protected from being mistreated,physically and mentally.Despite this,many children in Europe experience violence,including at school,with(cyber-)bullying being particularly prevalent.Violence at school often reflects power imbalances within wider society.It can disproportionately affect certain groups,such as children from disadvantaged socio-economic contexts,from migrant and minority backgrounds,with disabilities,on the basis of gender,or belonging to the LGBTIQ community.Protecting teachers and school staff from violence is another crucial aspect.Addressing violence at school requires a joint effort,one which emphasises prevention,support,oversight and community,and must be reflected in everyday attitudes,thoughts,words and actions.ACTION POINTS FOR SCHOOLS Develop whole-school anti-bullying and anti-violence strategies and interventions as part of the school planning,to be monitored and evaluated Set clear guidelines,procedures and sanctions for unacceptable behaviour and for reporting incidents of violence,in cooperation with teachers,other staff,pupils,and parents.Ensure multiple reporting channels are available,including anonymous reporting options.Promote and proactively implement inclusive school plans and measures.Promote mutual respect,empathy,non-violent communication at all levels and non-judgmental listening across the curriculum.Address gender inequalities,gender-based violence,(cyber-)bullying and discrimination.Introduce restorative practices such as conflict resolution and peer mediation.Promote and support staff participation in continuing professional development courses during their work hours on understanding and addressing bullying and violence.Work in close cooperation with parents and regularly update them with information on bullying and violence.Introduce peer mentoring programmes,where children and young people are trained to support one another.Considering that violence and(cyber-)bullying often go beyond the school gates,involve actors from the local community in the design and implementation of anti-violence measures.21 INDICATORS OF SUCCESS INSPIRING PRACTICES “Understanding bullying and cyberbullying:a guide on how to support your child”Dublin City University(DCU)has developed an evidence-based guide to assist parents and/or caregivers in supporting children affected by bullying and cyberbullying.Interventions Initiate interventions such as NoTrap!anti-bullying and anti-cyberbullying and European Network Against Bullying in Learning and Leisure Environments(ENABLE).School policy is focused on bullying and violence prevention.Participation of the school population in related training.Multiple reporting channels are available.Staff are responsible for following up on reported cases of violence.Partnerships with specialised local community organisations Feedback on related measures is collected,at least yearly.TIPS Educational mediation is a conflict resolution approach involving a neutral third party as a mediator.It aims to educate children and young adults to prevent recurrence of the issues causing conflict.Students act as mediators themselves:under the guidance of teachers,students undergo mediation training and engage in mediation processes.By involving students,educational mediation becomes a preventive procedure,aiming to reduce tension in classrooms.FURTHER RESOURCES UNESCOs guidelines on Comprehensive Sexuality Education(CSE)and the online toolkit to facilitate the design and implementation of CSE programmes at national,local and school levels.What can schools do about bullying?”(European Commission factsheet)What motivates children who bully and can they change?(European Commission factsheet)22 7.Promote wellbeing in the digital age Wellbeing in digital education is understood as a feeling of physical,cognitive,social and emotional contentment that enables all individuals to engage positively in all digital learning environments and maximise their potential and self-realisation while acting safely online.Digital and media tools play an integral part in the lives of children and teenagers.Owning a smartphone has become common,and most teenagers have daily access to digital devices(computers,tablets,smartphones).While digital technology has great potential to improve teaching and learning processes,we should consider the effects its widespread use in education has on the wellbeing of the school community.ACTION POINTS FOR SCHOOLS Consult and implement existing guidelines,such as:Guidelines on tackling disinformation and promoting digital literacy and Ethical guidelines on the use of artificial intelligence(AI).Integrate comprehensive digital literacy education into teaching and learning,including on potential harms of the digital space.Create accessible learning environments to help students develop their digital competences.Emphasise the use of technology as complementary tool to learning.Set clear guidelines on the use and limitation of digital devices inside the schools to enhance learning and wellbeing,especially in lower grades.Build teachers capacity and confidence,through development and implementation of comprehensive teacher training programmes focused on digital tools and their positive and negative impact on children and young people.Promote digital literacy and online safety education using the information and training resources on the Better Internet for Kids(BIK)portal.Establish regular collaboration with the national Safer Internet Centres,for students,parents and teachers training,awareness raising activities and support.Improve communication channels with parents on the digital wellbeing of learners.Actively encourage parents to show an interest in their childrens online activities and internet use and create a safe space to discuss and seek help.Ensure mechanisms are in place to mitigate the negative impact of digital tools on teacher and staff wellbeing.23 INDICATORS OF SUCCESS INSPIRING PRACTICES Czechia:the“Digi-dti”(“Digi-children”)project explores the topic of balance between online and offline world through workshops for children,school-leaders and teachers.Participants are asked to think about the following questions:How to understand the ongoing digitalisation of many spheres of society?How to live with technologies and not lose yourself in the process?How to find a balance between the digital and the inner world?Pedagogies and assessment practices adapted to the digital realm.School policies on the use of digital devices are in place.Regular awareness activities and training for students and teachers on online safety.Measurement of screen time and digital tools usage and its impact.A school coordinator is in charge of digital inclusion,accessibility and safety.TIPS The Digital Services Act(DSA)aims to create a fairer and safer online world.This public-friendly booklet available in all EU languages,explains in simple terms what the DSA has put in place to protect children and young people under the age of 18:tools to report cyber bullying or illegal content,clearer terms and conditions,forbidden targeted adds for minors based on profiling,etc.FURTHER RESOURCES Safer Internet Centres(SIC)are an EU co-funded network providing awareness raising activities and training in schools and beyond.The SIC also run free helplines to support people dealing with forms of online violence and threats,as well as“train the trainers”activities to help develop digital citizenship skills at all ages.24 8.Uphold fundamental rights by safeguarding core enablers of wellbeing:nutrition,play and rest,physical activity,and arts Article 31 of the UN Convention on the Rights of the Child(1989)states that every child has the right to rest and leisure,to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.The intersection of arts,sports,wellbeing,and education creates a harmonious environment that nurtures both intellectual and emotional growth.Physical activity and mental health are inextricably linked,whilst proper nutrition and adequate sleep are essential not only for a healthy body but also for a healthy mind.Furthermore,spending time outdoors(in nature)boosts nature-connectedness,enhances students physical and mental wellbeing,supports behavioural and cognitive development,and fosters a stronger sense of belonging.ACTION POINTS FOR SCHOOLS Promote daily reading for pleasure and reading clubs,and make sure that each school has a library.Support engaging in artistic expression through visual arts,music,drama,and other creative outlets from an early age.Incorporate physical activities and sports into school activities and ensure they are available through extracurricular activities,with the goal of achieving at least 60 minutes of physical activity per day.Empower and train all teachers to incorporate more movement in their lesson plans and aim to use any chance for physical activity at school.Provide nature-based activities,where possible provide nature spaces within school grounds such as school gardening or facilitate the use of nearby nature areas and parks.Give students the choice among several sports,in line with their physical capabilities and the mental skills they aim to strengthen.Educate on designing a healthy diet,the social-ecological impacts of food choices and the importance of sleep.Promote a balanced workload and approach to homework,ensuring that pupils have sufficient time for academic tasks,extracurricular activities,and play/rest,in accordance with their age.Make sure teacher wellbeing is monitored and improved,through a balanced workload,opportunities for personal and professional growth,and a pleasant working environment.Collaborate with local authorities,parent-teacher associations,and community organisations to develop and implement these initiatives effectively.25 TIPS INDICATORS OF SUCCESS INSPIRING PRACTICES Estonia,the Schools in motion programme aims to revolutionise school culture by weaving physical activity into the fabric of the school day.Its holistic approach extends beyond traditional physical education classes,encompassing active transportation to and from school,integrating movement into lessons,and transforming school spaces into hubs of physical engagement.Key enablers of well-being are part of the schools official documents.Allocation of hours in the school schedule dedicated to key enablers of well-being.Infrastructure for a healthy environment(nutrition in canteen,place for sports,etc.)is provided.The WHO Pocketbook of primary health care for Children and Adolescents:counselling includes various physical activities for at least 60 minutes a day,a limited amount spent sedentary,particularly less than 2 hours of recreational screen time,and 9-12 hours of good quality sleep.FURTHER RESOURCES Latvias“School bag”programme,an interdisciplinary cultural education programme.Foodshift pathways,an Erasmus project in Denmark,Greece,Netherlands,Portugal,Spain,Sweden.NOW!From anxiety to young peoples environmental political agency,Finland.26 9.Provide continuous professional development (CPD)and support to educators on wellbeing Research shows that teachers wellbeing is closely related to their students wellbeing and achievement.Staff wellbeing can improve performance and job satisfaction,increase educational outcomes and promote engagement.For staff to be effective in promoting wellbeing at their school,they need to feel competent and confident in doing so,and this requires regular education and training in a lifelong learning perspective.Continuous professional development(CPD)refers to the education and support teachers and other members of the school staff receive in their school practice.In this respect,continuous professional development refers both to the supportive and collegial school environment teachers work in,as well as the organised education and training sessions in specific themes and topics they engage regularly during the school year.Continuous professional development should therefore be approached as an investment rather than a cost.ACTION POINTS FOR SCHOOLS Develop a whole-school approach strategy for the wellbeing of the school staff and their continuous professional development(CPD),with training modules adapted to the needs of the school and articulated with relevant(internal and external)actors.Annually allocate a sufficient percentage of the school budget for teacher training.Build CPD strategies or plans on evidence-based research,clear needs analysis,with data collected through surveys,focus groups,and with teachers and school staffs active participation.Draw on a variety of learning and development resources including courses and workshops,peer exchange,conferences,personal readings,etc.Include coaching,mentoring and support from more experienced colleagues,as well as opportunities for collaboration.Promote team teaching,critical friends and peer feedback,which are key aspects of collaborative continuing professional development.Consistently collect data and measure the level of teacher wellbeing in schools and,based on the results,adjust,and develop measures to increase teacher wellbeing.27 INDICATORS OF SUCCESS INSPIRING PRACTICES Austria,the“Healthy Workplaces for Teachers”strategy aims to support teachers and to address their mental health and wellbeing.There are comprehensive projects on“schools as healthy workplaces”,provided by BVAEB,the main insurance company for teachers.Schools that are interested in improving teachers health get support from health promotion experts to combine school development and health promotion.Schools can receive a seal of approval if they are committed to(teacher)health promotion at a high level of quality and for a long time.Teacher well-being is central in the schools mission and action plans.Certain number of days for CPD are allocated every year.School offers incentives for staff participation in CPD.TIPS Some of the most effective ways to implement CPD that also enhance collaborative cultures in schools are:Building professional communities and teacher networks Peer-to-peer learning and peer observation In-service(internal)training Mentoring and coaching among staff and other professionals Setting aside time and space for collective reflection Online or face-to-face(external)courses Co-operative action research to test innovative teaching practices Teaching practices database to share knowledge on effective practices Regular teacher appraisals Source:European School Education Platform FURTHER RESOURCES The Cultivate Awareness and Resilience in Education (CARE)programme.The Erasmus KA3 project Teaching to Be:supporting teachers professional growth and wellbeing in the field of social and emotional learning.28 10.Prioritise equity,inclusion and diversity as essential conditions for wellbeing,ensuring that no one is marginalised or excluded Whilst mental health can affect every learner,there is an increased risk of mental health issues,underachievement and early school leaving for children from families with a low socio-economic status,with a migrant,or ethnic minority background,with learning difficulties or disabilities or with talented and high-potential,for children in alternative care,LGBTIQ pupils or pupils who have been exposed to abuse and violence.Pupils learning trajectories and their wellbeing might be additionally challenged because of repeated forms of social exclusion or lack of a sense of belonging in their school.An equitable education system which removes the barriers hindering these childrens meaningful participation in educaiton helps to reduce these risks.It is therefore a precondition for promoting academic success and wellbeing at school.ACTION POINTS FOR SCHOOLS Implement an evidence-based framework such as the Universal Design for Learning(UDL).Select accessible learning materials that represent the(changing)diversity of the school population.Support the reduction of intergroup prejudice by encouraging positive interaction between pupils with different backgrounds and abilities and facilitate cross-cultural exchange and engagement.Celebrate school cultural diversity and incorporate culturally relevant content into the curriculum.Develop mechanisms to support students during critical transition periods in their educational journey.Address language barriers and enhance school belonging for children with different mother tongue(s).Develop positive school-home collaboration through differentiated parental involvement strategies(e.g.interpreters and cultural mediators,language courses for parents).Provide support to children with special educational needs by trained educators,alongside the removal of physical obstacles in the school environment.Address possible stereotypes and misconceptions regarding LGBTIQ individuals or other minority groups in different subject areas.29 TIPS INDICATORS OF SUCCESS INSPIRING PRACTICES BEYOND project The BEYOND project(2021-2023),coordinated by the Italian Labour Union in partnership with Lithuania,Bulgaria and Belgium,aimed to build equality from early years through training opportunities for educators,new competences to deconstruct gender biases in Early Childhood Education and Care(ECEC)settings,and a renewed alliance with parents and families.ICAM resource pack The ICAM resource pack provides support in five essential areas:understanding the experiences of refugee children and their possible effects;effective whole school support for the induction of displaced children;restoring social and emotional wellbeing;ensuring safety and responsible behaviour in school and when using the internet;and forming a partnership with parents/carers for ongoing social and emotional wellbeing at home.Continuously monitor and evaluate school staff access to training on equity,diversity,inclusion and well-being and the impact of such training.Continuous in-depth analysis of student assessment data to focus on proactive inclusion and equity.Analyse the number of students requiring special attention and their access to necessary resources.Assess the satisfaction level of students,and if applicable,of families,who require personalised attention due to their specific characteristics.The Universal Design for Learning(UDL)approach is an evidence-based framework for designing and delivering inclusive and accessible learning environments.UDL has three main principles:provide multiple means of engagement,representation,and action and expression.These principles help teachers to address the diversity and variability of learners,and to optimise their motivation,comprehension,and performance(M.Molbk,L.Hedegaard-Srensen,2023).FURTHER RESOURCES EDINA Education of International Newly Arrived migrant pupils.EU CONVINCE EU Common Values Inclusive Education Family Literacy Works!Refugees Well School,Psychosocial Support for Migrants 30 11.Guarantee access to support services for learners with mental health needs Provided adequate training and support is in place,schools and teachers can play a key role in early warning,early identification of mental health conditions.In cooperation with mental health professionals,schools can provide additional support either in small groups or in individual settings,to help learners in need.These interventions are most effective when school staff,other professionals,parents/caregivers and learners,work together as a team.Bearing in mind the close and regular connection between teachers and their learners,the role of teachers,through pedagogical observation,is to recognise when distress occurs or when mental health problems are severe enough to require additional help from family members and mental health specialists(such as psychological services,social work services,school nurses and counsellors).Together,they can focus on learners individual needs,both in school and home environments.ACTION POINTS FOR SCHOOLS Introduce activities destigmatising mental health disorders,such as awareness raising campaigns.Put in place targeted and individualised interventions for those in need,in close collaboration with qualified mental health professionals,such as psychological services,social work services,school nurses and counsellors.Involve learners to obtain their perception of needs related to mental health and services and provide opportunities for their involvement in the planning process.Consider parents as active partners and consult them first if a child is in need of support.Offer adequate training opportunities and support for teachers working with learners with mental health needs in their classroom.Exchange parameters of privacy and confidentiality between the family and the school(multi)pedagogical team in charge of the learner.The learners interest must always be respected.Set up student participation spaces,such as clubs,extracurricular activities,and peer support groups,as they can serve as valuable opportunities to identify potential mental health issues in school.31 INDICATORS OF SUCCESS INSPIRING PRACTICES Guidelines for teachers on“Behavioural,Emotional and Social Difficulties”In Ireland,the Guidelines for teachers on“Behavioural,Emotional and Social Difficulties”recognise that behavioural,emotional and social difficulties occur on a continuum.They can range from developmentally appropriate behaviours or mild and transient difficulties to difficulties which are significant and persistent.The guidelines are designed to assist teachers in intervening whenever is most appropriate.Targeted and individualised support is addressed,for example,via“School Support Plus”,a more detailed assessment of needs by a psychologist,building on the work already done in school.This will take place through a joint problem-solving process with parents and staff and may also involve contact with other professionals.All school staff participate in training on mental health first aid.Student-led activities on mental health are facilitated by school leaders and educators.(Mental)health services delivered by professionals are available directly in/through school.Regular and ethical collaboration with parents of learners in need of support.TIPS HOW TO OVERCOME RESISTANCE?Stigma is a very prominent obstacle in discussing mental health and reaching for help,both among children,young people and adults.To break the stigmatisation many actions can be taken.Ensuring mental health literacy and mental health first aid training of every member of the school community are good first steps.In addition,creating a culture of openly speaking about mental health struggles,can help learners feel accepted and supported.Actively involving children and young people in supporting others in the form of peer support and ambassador programs can help to foster ownership in the student body.FURTHER RESOURCES Portugals“Psychology and Guidance Service”(SPO)and Networking with community mental health teams for children and adolescents(ECSM-IA)Mental Health First Aid International is a non-profit organisation that offers courses empowering anyone to recognise mental health distress and help affected people find professional support.32 GLOSSARY AND KEY CONCEPTS Bullying traditionally consists of three key elements:a power imbalance,intention,and repetition.It is an aggressive act designed to harm someone physically,mentally,or emotionally and encompasses behaviours across digital,physical,verbal,and relational realms.These actions,which can be carried out by an individual or a group,aim to offend,intimidate,humiliate,or harm an individual or group repeatedly,within a context where the victim cannot easily defend themselves.It often seeks to isolate the victim,leaving lasting psychological or physical effects.Typically,bullying involves not just the victim and the perpetrator,but also bystanders.Children with migrant background can be either first-generation migrants who were born in another country from where they currently reside in,or second-generation,whose parent(s)were born in another country than the one they currently reside in.Children from ethnic minorities:a key question that concerns the attempt to define the term relates to the choice between self-definition and the external definition/definition by others.We(the expert group)tentatively support the former,although we recognise that the latter might be more appropriate to how these children are approached in school contexts.With regards to ethnicity,we should recognise that these groups share a common and distinctive culture,religion,and/or language.Ethnicity is broadly defined,based on a shared understanding of history and territorial origins(regional and national)of an ethnic group or community,as well as on particular cultural characteristics such as language and/or religion.The largest ethnic minority in Europe are the Roma.Romani people originated in India and migrated to Europe in waves hundreds of years ago.“Roma”is used to describe a number of sub-groups,such as Sinti,Kal,Gitano,travellers,etc.who live in several European Member States.Competence-based curriculum emphasises the complex outcomes of a learning process(i.e.knowledge,skills and attitudes to be applied by learners)rather than mainly focusing on what learners are expected to learn about in terms of traditionally-defined subject content.It is learner-centred and adaptive to the changing needs of students,teachers and society.Learning activities and environments are chosen so that learners can acquire and apply the knowledge,skills and attitudes to situations they encounter in everyday life.Comprehensive sexuality education(CSE)gives young people accurate,age-appropriate information about sexuality and their sexual and reproductive health,which is critical for their health and survival.While CSE programmes will be different everywhere,the United Nations technical guidance developed together by UNESCO,UNFPA,UNICEF,UN Women,UNAIDS and WHO recommends that these programmes should be based on an established curriculum;scientifically accurate;tailored for different ages;and comprehensive,meaning they cover a range of topics on sexuality and sexual and reproductive health,throughout childhood and adolescence.Topics covered by CSE,which can also be called life skills,family life education and a variety of other names,include,but are not limited to,families and relationships;respect,consent and bodily autonomy;anatomy,puberty and menstruation;contraception and pregnancy;and sexually transmitted infections,including HIV.Cyberbullying involves the use of technology to bully(harass,threaten,embarrass,or target)another person.It usually takes 4 mains forms:(1)written/verbal through phone-calls,text messages,emails,chats,blogs,posts on social media;(2)visual,through posting compromising or 33 humiliating photos or videos;(3)exclusion by intentionally excluding a person from a group;(4)impersonation by using another persons account details to cause harm.Although the three core elements of bullyingpower imbalance,intent to harm,and repetitionare recognised in cyberbullying,there is continuing debate over how these are expressed online,mainly because cyberbullying operates 24/7,resulting in potential multiplication of the effect on victims,with a consequent heightened risk to their mental health.Disability:persons who have long-term physical,mental,intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others.Equity in education recognises that students have different needs and starting points,sometimes relating to(socio-)psychological,historical,and structural barriers.Equitable systems ensure that the outcomes of education and training are independent of these barriers,which lead to educational disadvantage and that treatment reflects individuals specific learning needs.Formative assessment aims to collect detailed information that can be used to improve teaching and learning while it is happening.What makes an assessment formative is not the design of a test,technique or self-evaluation,per se,but the way it is used i.e.,to inform in-process teaching and learning modifications.Gender refers to socially constructed characteristics of women and men as well as girls and boys.This includes norms,behaviours and roles associated with being a woman,man,girl or boy,as well as relationships with each other.Gender-based violence is defined as harmful acts directed at an individual or a group of individuals based on their gender.Inclusion in school is a process that helps overcome barriers limiting the presence,participation and achievement of all learners.It is about changing the system to fit the student,not changing the student to fit the system.While an inclusive institution may have inclusion as a general objective,in proactively inclusive institutions concrete,solid and continuous measures are taken to fight discrimination,racism and exclusion of migrant,minority,ethnic and other vulnerable groups.Ipsative assessment is an example of formative assessment that measures learners progress against their own prior performance,and not in comparison to the rest of the cohort or performance standards.Ipsative assessment is preferred for measuring learners social and emotional development and cross-cutting competences such as creativity.Poor mental health refers to mental health disorders as they are classified in the international diagnostic manuals ICD-11 and DSM-V.Two of the most common disorders among children and young people are depression and anxiety.Sex refers to biologically determined characteristics of women and men as well as of girls and boys.Sexual orientation refers to each persons capacity for profound emotional,affectional and sexual attraction to,and intimate and sexual relations with,individuals of a different gender or the same gender or more than one gender.34 Social and emotional learning(SEL)refers to the process through which children and adults acquire and effectively apply the knowledge,attitudes,and skills necessary to understand and manage emotions,set and achieve positive goals,feel and show empathy,establish and maintain positive relationships,build resilience,and make responsible decisions.SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools.Special needs education:Education designed to facilitate learning by individuals who,for a wide variety of reasons,require additional support and adaptive pedagogical methods in order to participate and meet learning objectives in an education programme.Reasons may include(but are not limited to)disadvantages in physical,behavioural,intellectual,emotional and social capacities.Teacher wellbeing is broadly understood as teachers responses to the cognitive,emotional,health and social conditions pertaining to their work and their profession.Teacher wellbeing influences their health,likelihood to leave the profession,self-efficacy,teaching practices as well as experiences and achievements of students.In turn,teacher wellbeing may be influenced to different aspects of the teaching profession:workload;work environments;working conditions;sense of safety;peer and institutional support;relational aspects with learners,parents,colleagues and other stakeholders;and appreciation from the wider community.Violence against children includes physical,sexual and emotional abuse and neglect by parents and other adults,as well as peer violence and intimate partner violence,targeting any person younger than 18 years old.This includes,among other forms,(cyber-)bullying,peer violence and teacher-related violence,occurring in both face-to-face and online settings.Violence against women and girls is any act of gender-based violence that results in,or is likely to result in,physical,sexual or mental harm or suffering to women and girls.This kind of violence is always a violation of human rights as well as a form of discrimination against women.Wellbeing is a dynamic state in which the individual realises his or her own potential,cultivates innate capacities,nourishes own abilities,and copes with the normal stresses of life.It enables productive and fruitfully work and contribution to his or her community.More specifically in relation to children and adolescents,this implies having a positive sense of identity and sense making,ability to manage thoughts,emotions,build healthy social relationships,and harmonised interactions with the environment around,all fundamental aspects to learn effectively.(Positive)Mental health is a term often used interchangeably with“wellbeing”.Whole-school approach is an ecological way of viewing a school which acknowledges that schools,families and communities are interconnected entities of a system that impacts the learner.In a whole-school approach,these dependencies are taken into account and intervention is executed on multiple system levels at the same time.The whole-school approach also implies a cross-sectoral approach and stronger cooperation with a wide range of stakeholders and the community at large,to deal with complex issues that schools do not(and cannot)have the relevant expertise for.
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AUSTRALIAN IP REPORT2024CopyrightAll content in this publication is provided under a Creative Commons Attribution 4.0 International(CC BY 4.0)licence.http:/creativecommons.org/licenses/by/4.0/with the exception of:the Commonwealth Coat of Arms IP Australias corporate logo photographs of our staff and premises content provided by third parties including photographs,logos,drawings and written descriptions of patents and designsThird party copyrightIP Australia has made all reasonable efforts to:clearly label material where the copyright is owned by a third party ensure that the third party has consented to this material being presented in this publication.Permission may need to be obtained from third parties to re-use their material.Commonwealth of Australia 2024The CC BY licence is a standard form licence agreement that allows you to copy and redistribute the material in any medium or format,as well as remix,transform,and build upon the material,on the condition that you provide a link to the licence,you indicate if changes were made,and you attribute the material as follows:Licensed from the Commonwealth of Australia under a Creative Commons Attribution 4.0 International Licence.Contact us(www.ipaustralia.gov.au)if you have any enquiries about IP Australias copyright licence or the use of material in this publication.ContentsWelcome to the Australian IP Report 2024 5Overview 6IP and the economy:Key roles and impacts 101 Collaboration,commercialisation and patenting in Australia 122 IP and competition:How broad are Australian patents?223 Patents 284 Trade marks 445 Design rights 606 Plant breeders rights 707 Copyright 828 Research program 90Welcome to the Australian IP Report 2024 Australia has a strong advantage in emerging technologies including quantum,artificial intelligence,and clean energy generation.By harnessing these strengths,we can supercharge the growth of new industries and gain a competitive edge.These frontier technologies present some of the most powerful opportunities we have to grow the economy and raise the social wellbeing of Australians.However,to get the most out of the countrys capabilities in science and technology it is vital for government,industry,and the research sector to work together.Especially important is developing young talent in STEM fields and helping them to use their know-how to build thriving new businesses.According to this report,Australian startups that employ PhD graduates are nine times more likely than the average new business to receive a patent.Australias capacity to generate valuable IP depends on organisations exchanging their bright ideas and working collaboratively in pursuit of excellence.IP rights help facilitate technology transfer and can provide small innovators time to develop commercialisation capability.An effective IP system ensures that Australias innovators can retain and develop their IP at home,while benefiting from access to new technology at the global frontier.Innovation based on collaboration,cooperation and the exchange of know-how is vital to Australias economic success.By supporting Australians on their innovation pathways,we can together tackle some of the worlds most pressing and persistent challenges.Hon Ed Husic MP Minister for Industry and ScienceAUSTRALIAN IP REPORT 2024|5Overview Published annually,the Australian IP Report presents the latest statistics and research on the use of registered intellectual property(IP)rights in Australia.This years report explores the uses of IP in the innovation process,from invention(creating something new)to commercialisation(making it available for sale in the market).Until the 1980s,much basic scientific research was conducted and developed into commercial applications in large corporate labs.Today there is greater specialisation,as described by American economist Professor Ashish Arora:Universities and public research organisations perform the bulk of basic research.Startups play a key role in identifying its commercial applications.Large firms often commercialise and scale the applications.1 IP rights remain a driver of innovation in corporate scientific research by helping firms to commercialise their innovations.However,IP rights have added significance in an innovation system which relies on linkages between different players,such as universities,startups and corporations.First,IP rights facilitate technology trade,allowing universities and startups to trade their ideas and access the commercialisation capabilities of others.Second,by protecting innovations from imitation,IP rights provide young and small firms the time often needed to build commercialisation capability.2 In 2023,Australia saw significant growth in applications for trademarks and design rights,design filings reaching a record level.Applications for standard patents and plant breeders rights fell slightly from their levels in 2022.However,Australian residents increased their filings across all the registered rights.This years report also shows Australias prominence in emerging technology fields such as clean energy generation and storage.Among 19 major economies,Australia is the second fastest growing destination for patent filings in this field.Innovation is a key lever for raising overall welfare and wellbeing.The Australian IP Report offers insights into the dynamic interplay between IP rights,innovation and the broader economy.Research insights The first two chapters of this years report present new research by IP Australia and its research partners.Chapter 1 explores the links between patenting,collaboration and commercialisation by Australian firms.In Australia,patenting is linked both to research and development by universities and industry,and the exchange of know-how across firms and sectors.For example,patenting is linked to a firms propensity to collaborate both its past in-sourcing of IP from partners,and its future propensity to form joint R&D and commercialisation arrangements.3 In many industries,a competitive environment is needed for technologies to improve over time,as companies vie for technological leadership.The scope of IP rights for example whether they cover more specific or more general discoveries determines their impact on investment and competition.Broader patents can spur cumulative investment within pioneering firms,as they work to improve on their patented discoveries.4 Conversely,narrower patents reduce the likelihood that competitors will infringe a patent if they seek to build on or around patented technology or ideas.5 Chapter 2 reports on a new study which evaluates the scope of Australian patents compared to the scope of equivalent patents(for the same inventions)granted in the European Union and United States.The study demonstrates the potential for machine learning to create new opportunities to evaluate and benchmark IP rights and the impacts of policy reform.6 6|AUSTRALIAN IP REPORT 2024Australian IP outlook IP data provides an important lens on economic activity from scientific and technological progress to commercialisation.In 2023,applications in Australia grew strongly for trade marks( 7.2%on their level in 2022)and for design rights( 11.5%to a record level).While applications fell for standard patents(-2.4%)and plant breeders rights(-1.7%),filings by Australian residents increased across all the registered rights(Figure 0.1).In 2023,the global economy continued to confront the challenges of persistent inflation and rising interest rates.7 However,monetary policy shocks have a limited effect on domestic patenting in Australia,research by the Reserve Bank of Australia shows.8 Further,trade marks,used to launch new products and services,tend to increase with entrepreneurial activity.9 While for small firms the entry rate(the number of new businesses created relative to existing businesses in the economy)has generally tracked sideways over the last decade,it recovered in 2023 from a sharp fall in late 2022,adjusting for seasonal trends.10 All applicantsAustralian applicantsOverseas applicantsNumberGrowthNumberGrowthShareNumber GrowthSharePatentsFiled31,515-2.4%2,556 2.4%8.1(,959-2.8.9%Granted15,573-5.1%1,000-6.0%6.4,573-5.0.6%TrademarksFiles84,476 7.2I,036 9.8X.05,440 3.7B.0%Registered62,825-9.93,983-10.9T.1(,842-8.6E.9signsFiled8,776 11.5%2,652 24.20.2%6,124 6.8i.8rtified1,540 24.1R0 25.33.8%1,020 23.5f.2%Plant Breeders RightsFiled296-1.75 22.9I.01-17.5Q.0%Registered290 58.55 115.3S.45 21.6F.6%Figure 0.1|At a glance:IP rights statistics,2023 This years report includes a chapter on copyright by the Attorney-Generals Department,which develops Australias copyright policy.Within the creative and cultural industries,collaboration and licensing are significant drivers of economic value.For example,Australias games industry saw a 59%increase in revenue in 2021-22,enabled by increased collaboration between games developers and music workers.For Australian artists and creators,licensing their copyright material generated over$700 million in royalties paid through collecting societies in 2022-23.International comparisons Firms in the United States(US)are highly sensitive to monetary policy shocks in their patenting activity.11 Filings in Australia from the US fell across the registered rights in 2023.This has driven overall reductions in:new trade marks for science and technology services new design filings for computing equipment.Conversely,growth in patent filings is sustained in technologies that are the focus of strategic competition between countries(e.g.,semiconductors)and where Australia is a key destination market(e.g.,clean energy technology).AUSTRALIAN IP REPORT 2024|7Data for policy and decision makers The analytics in this report are derived from IP Australias new open data product,IP RAPID.This provides information on IP applications in Australia spanning more than 100 years and refreshed weekly.The data is publicly accessible in a format suitable for researchers and updated weekly.IP Australia periodically revises its data and time series as more up-to-date or better-quality source data becomes available.Now in its 12th year,the Australian IP Report offers a rich account of IP activity in Australia to inform engagement between government,industry,researchers and the wider community.We welcome you to join the conversation.Web:Office of the Chief Economist,IP Australia Email:chiefeconomistipaustralia.gov.au 8|AUSTRALIAN IP REPORT 2024End notes1 Arora,A.,Belenzon,S.,Cioaca,L.C.,Sheer,L.&Zhang,H.(2023).The effect of public science on corporate R&D.NBER Working Paper 31899.Arora,A.and Belenzon,S.(2023).The changing structure of American innovation.NBER Reporter,No.1,March 2023.2 Teece,D.J.(1986).Profiting from technological innovation:implications for integration,collaboration,and public policy.Research Policy,15,285-305.See also Arora,A.,Belenzon,S.,Marx,M.&Shvadron,D.(2021).(When)does patent protection spur cumulative research within firms?NBER Working Paper 28880.3 Menezes,F.,Rampino,T.&Verreynne,M.(forthcoming).The Business Environment of Patenting Firms in Australia.IP Australia Economic Research Paper Series 15,The Commonwealth of Australia.Nguyen,K.(2024).Exploring innovation pathways:An insight into funding sources,collaboration networks,and complementary investments in Australias R&D firms.IP Australia Working Paper.The Commonwealth of Australia.Dobson-Keeffe,B.(2024).Employee mobility and startup characteristics:Impact on IP propensity and performance.IP Australia Working Paper.4 Arora,A.,Belenzon,S.,Marx,M.&Shvadron,D.(2021).(When)does patent protection spur cumulative research within firms?NBER Working Paper 28880.5 Merges,R.P.&Nelson,R.R.(1990).On the complex economics of patent scope.Columbia Law Review,90(4),836-916.6 Kollmann,T.,Palangkaraya,P,Sarwar,A.,Webster,E.,Anglim,C.and Falk,M.(forthcoming).Raising the Bar reforms:Measuring the impact on relative patent scope.IP Australia Economics Research Paper Series 14.7 OCED(2023).OECD Economic Outlook,Volume 2023 Issue 2.OECD Economic Outlook,Volume 2023 Issue 2|OECD Economic Outlook|OECD iLibrary(oecd-ilibrary.org).8 Majeed,O.,Hambur,J.&Breunig,R.(2023).Do monetary policy shocks and economic conditions impact innovation?Working Paper.Nolan,G.,Hambur,J.&Vermeulen,P.(2023).Does monetary policy affect non-mining business investment in Australia?Evidence from BLADE.Reserve Bank of Australia Research Discussion Paper,RDP,2023-09.9 Lyalkov,S.,Carmona,M.,Congregado,E.,Milln,E.&Milln,J.M.(2019).Trademarks and their association with Kirznerian entrepreneurs.Industry and Innovation,27(12),110.10 Australian Bureau of Statistics.(2023,22 August).Counts of Australian businesses,including entries and exits.https:/www.abs.gov.au/statistics/economy/business-indicators/counts-australian-businesses-including-entries-and-exits/latest-release.11 Ma,Y.&Zimmerman,K.(2023).Monetary policy and innovation.NBER Working Paper 31698.AUSTRALIAN IP REPORT 2024|9IP and the economy:Key roles and impacts IP rights support businesses,startups and research organisations to commercialise their innovations.IP rights facilitate technology transfer,enabling innovators to license or sell their ideas to others.By reducing the threat of imitation,IP rights provide businesses the time needed to build commercialisation capability.SMEs and IP rights After filing for an IP right,Australian SMEs are 16%more likely to experience high employment growth than their peers without recent filings.Start-ups that file IP in their first year are twice as likely to experience high growth (Zhang,2021).In the past two decades,the number of Australian SMEs that hold patents has increased at 5 times the rate of SMEs in the economy,a pattern not observed for large firms(Dobson-Keeffe&Falk,2024).Invention,collaboration and commercialisation Australian startups that employ in their first year a recent PhD graduate are 9 times more likely than the average new firm to eventually receive a patent(Dobson-Keeffe,2024).Australian firms granted patents are more likely to form collaborations including joint R&D and joint commercialisation arrangements(Menezes et al.,2024;Nguyen&Falk,2024).The flexibility given to applicants to influence the timing of patent decisions is particularly beneficial for small firms,giving them time to obtain commercialisation resources(Higham et al.,2024).Attracting investment International studies estimate that patents and trade marks increase investors estimates of a startups value by around 20%(especially in the early development stage and early financing rounds)(Hsu&Ziedonis,2013).Compared to their peers,Australian firms with patents obtain more of their funding for innovation from external sources(Menezes et al.,2024).Clean energy Among 19 major economies,Australia is the second fastest growing destination for patent filings related to clean energy generation and storage.In 2023,Australia saw strong growth in patents for electrical machinery and apparatus.Chinese design filings for electrical equipment also nearly doubled.IP and competition Australian patents narrowed in the 2010s,relative to patents for the same inventions granted in the European Union and United States,reversing a trend toward Australian patents broadening in relative scope.Australias past patent reforms the Intellectual Property Laws Amendments(Raising the Bar)Act 2012 contributed to reducing the likelihood of Australian patents being broader than their international equivalents by between 1.0 and 4.0 percentage points.10|AUSTRALIAN IP REPORT 2024Resources Findings are drawn from the Australian IP Report(2022,2023 and 2024 editions),research leveraging Australian Bureau of Statistics BLADE and PLIDA data,and referenced studies.Collaboration,commercialisation and patenting in Australia112|AUSTRALIAN IP REPORT 2024Across a range of measures,the contribution of small and medium enterprise to innovation in Australia has been rising in recent decades.12 The trend may reflect an increasing division of innovative labour,with many successful innovations relying on basic research by universities,startups who contribute to identifying its commercial applications and large firms who acquire and scale innovative ideas and practices.13 This chapter explores the pathways to innovation in Australia and the relationship between patenting,collaboration and commercialisation.At a glance:The number of SMEs in Australia that hold patents has increased at 5 times the rate of the number of SMEs in the economy,a pattern not observed for large firms.In Australia,young firms are more likely to patent than older firms.Furthermore,the efficiency of firms in converting R&D spend into patents decreases after a threshold level,indicating it may be higher in smaller enterprise.For smaller firms,flexibility in the patent process to influence the timing of patent grants increases commercialisation outcomes,by providing them time to obtain necessary resources.Firms that have recently been granted patents are more likely to form collaborations including joint R&D and joint commercialisation arrangements.Universities are a key source of know-how for Australian startups.14 Australian startups joined in their first year of operation by a PhD graduate are 9 times more likely than the average Australian new firm to eventually receive a patent.NEW INSIGHTS FROM COMPREHENSIVE LINKED MICRODATA The findings in this chapter are drawn from three new studies by IP Australia and its research partners using administrative micro-datasets hosted by the Australian Bureau of Statistics.These include the Business Longitudinal Analysis Data Environment(BLADE)and the Person Level Integrated Data Asset(PLIDA).IP Australia commissioned the Australian Institute for Business and Economics(AIBE)at the University of Queensland to examine the business characteristics of patenting firms.The AIBE study focuses on all active businesses from 2011 to 2021 that have interacted with the IP system.15 IP Australia built on this study using data on 34,592 R&D-active firms identified in the ABS R&D surveys.16 Separately,IP Australia has used the ABS data linking information on employers and their employees.This covers more than 1.6 million businesses active in Australia and their 17.3 million employees from 2012 to 2021.17 In addition,the chapter draws on an ongoing study of economic outcomes associated with the timing of patent grants.IP Australia commissioned Motu Economic and Public Policy Research and cole Polytechnique Fdrale de Lausanne for this work.The Motu/EPFL study focuses on 316,077 standard patents granted by IP Australia from 2004 to 2016.It examines commercialisation outcomes using IPRoduct,a dataset linking patents to products based on the webpage-listed patent markings.18 14|AUSTRALIAN IP REPORT 2024Innovation relies on small and large firms,backed by external funding Across a range of indicators,the contribution of small and medium enterprise to innovation in Australia has been increasing over recent decades.For example,in Australia,the number of SMEs that hold patents has increased at 5 times the rate of the number of SMEs in the economy,a pattern not observed for large firms.19 It is possible this trend reflects an increasing division of innovative labour in Australia,as has been observed for the US.Many successful innovations such as the mRNA Covid vaccine today start their life in university labs.Startups often play a key role in developing aspects of a technology and identifying its commercial applications.Large firms will often scale up and commercialise innovative ideas that they acquire from startups or develop in collaboration with universities.In an innovation system that relies on effective knowledge transfer and collaboration,IP rights can play several roles.On one hand,patents can complement firms efforts to commercialise their innovations by excluding imitators.Conversely,for small and new firms,patents may also serve as a strategic substitute for commercialisation capability.Patents facilitate technology trade,for example between small innovators and larger firms with established commercialisation resources.By protecting innovators from copying,patents can also provide small firms the time necessary to obtain resources and financing.20 The study for IP Australia by the Australian Institute for Business and Economics(AIBE)found that in Australia large firms are more likely to patent than smaller firms.In addition,R&D expenditure(which is typically greater in larger firms)is positively linked to the number of filed,granted and retired patents attributed to the firm.However,young firms(aged between 0 and 5)are more likely to patent than older firms.Building on AIBEs analysis,IP Australia found that the strong positive relationship between R&D expenditure and patents holds only up to a point,estimated at around$868,000.Beyond that point,the rate of increase in patents from each dollar of additional R&D spend diminishes.21 The result may reflect higher efficiency converting R&D into patents within small firms.Researchers have documented the preference of many engineers and scientists to work in smaller and more intimate organisations,which can result in efficiency gains.22 For example,in large firms,managers may face large demands on their time to oversee existing product lines.In smaller firms,managers can find it easier to devote time to developing new products.23 Focusing on users of Australias patent system,the Motu/EPFL study found that a longer duration between patent filing and grant such as when an applicant delays the patent process tends to increase the likelihood that smaller firms will eventually commercialise a patent-protected product.The pattern was opposite to that observed for large firms.In addition,for small firms,applicant-side delays are linked to increased follow-on innovation within the firm.24 The same patterns were not observed for larger applicants.These results reflect the distinct challenges for innovative small firms to acquire or access commercialisation resources.The findings are consistent also with research identifying the timing of patent grants as an important determinant of licensing and commercialisation outcomes.25 AUSTRALIAN IP REPORT 2024|15Patenting firms are more likely to be involved in collaboration As the AIBE study reports,collaboration is an integral feature of firms undertaking R&D activities in Australia.Collaboration is pervasive in Australian R&D,with various industries collaborating with overseas and domestic partners.Manufacturing firms and professional,scientific and technical services stand out as having the most overseas partners.The AIBE study finds that patenting is positively related to a firms propensity to collaborate.The finding is based on conditional correlations and no causality can be inferred.For example,firms with patents may be able to safely disclose their IP to potential R&D partners,helping to facilitate collaboration.Conversely,firms that have engaged in patenting may enter collaboration as they seek to enhance their R&D activities.Collaboration may also result in patenting by generating innovation outcomes.Building on the AIBE study,IP Australia found that for R&D-active firms patent grants are positively linked to both joint R&D and joint commercialisation arrangements.In addition,Australian firms that acquire intangible assets from partners,such as technology licenses,patents or other IP assets,are on average granted more patents than their peers.In-licensing IP can provide critical access to components needed to develop more complex technologies.More research is needed to understand the causal mechanisms behind these stylised facts.Nevertheless,taken together,they highlight the role of patents in collaboration and commercialisation and the importance of collaboration to innovation in Australia.Spinouts and patenting To explore the origins of innovative ideas and practices in Australia,IP Australia is examining the characteristics of Australian startups.A particular focus of the research is on the employment trajectories of their early joiners employees that joined a firm within its first year of operation.US research shows that entrepreneurship by employees is a key driver of innovation,geographic clustering and industrial growth.26 When employees of established firms found or join“spinout”ventures,they often target submarkets ignored by their previous employers.A spinout refers to a new company that is created from technology,research,or IP that originated within another organisation.The originator may be a research institution(e.g.,a university)or existing company.Figure 1.1.shows how startups that eventually receive a patent in Australia compare to the average new firm in the economy,and how they compare to the average startup in professional,scientific and technical services,being one of Australias most patent-intensive industries.Compared to the latter,those that eventually receive a patent:Are 2.4 times more likely to have been joined by an employee who was previously with a university(10.5%of patent producers vs 4.4%on average).Are 4.6 times more likely to have been joined by at least one PhD graduate(11.6%of patent producers vs 2.5%on average).Spinouts are a key means by which research from universities is commercialised.At the same time,as US research shows,the impact of public science on corporate innovation strongly depends on the training of human capital by universities.27 16|AUSTRALIAN IP REPORT 2024Based on IP Australias analysis,inter-industry mobility employees joining startups from firms in the same industry appears to be an important driver of startup performance.In Australia,patent-producing startups are around 3 times more likely than the average new firm to have employed at least one worker who came directly from another patent-holding employer.Figure 1.1|Proportion of Australian startups that employed in their first year of operation at least one employee of a given background 0 0Pp%Percentage of Firms1.3%7.2%3.1!.3%9.0%0.2%2.5.2%4.4#.0%9.9%0.4.6.1.5d.6(.3%2.8%PHD EducatedPreviously University Employed(Ever)Previously University Employed(Last)Previously Employed in Patent-Holding Firm(Ever)Previously University Employed(Last)RnD ManagerAll firmsProfessional,Scientific,Technical ServicesEventual Patent-Holding11.6%Source:ABS,PLIDA,2022;ABS,BLADE,2022.AUSTRALIAN IP REPORT 2024|17Knowledge transfer via employees The diffusion of know-how is critical to successful technology transfer and innovation.28 A key way that firms access know-how is through employee mobility by hiring new people and by maintaining ties with employees that exit to join other firms.29 Mobility can provide firms with direct access to innovative knowledge or intellectual property.In addition,by enhancing a firms stock of knowledge,mobility can improve a firms absorptive capacity its ability to identify,understand and exploit valuable external knowledge.30 In Australia,firms with a higher proportion of new joiners(relative to a firms existing employee base)tend to patent more,but only when those joiners have come from:university employment or are recent graduates patenting firms in the same industry or,to a lesser degree,patenting firms in other industries small patenting firms or,to a lesser degree,from larger patenting firms.Looking at employee exits and their relationship to patenting,few significant effects are observed.An exception is when an employee exits to join a small patent-holding venture.For Australian firms,both hiring employees from small patent-holding ventures and losing employees to such ventures is linked to higher patenting by both parties.Several explanations are plausible.As prior research shows,a firms patent performance can influence preferences among inventors to work for that firm.31 Conversely,employee mobility can facilitate the exchange of know-how,especially if the employee maintains social ties with their previous employer.32 As the employers become more aware of each others innovation activities,this may spur innovation effort and/or patent portfolio building.18|AUSTRALIAN IP REPORT 2024Figure 1.2|Estimated effect of joiners from various different types previous employers on a startups patent performance(positive values indicate positive effect and vice versa)Logit Regression Coefficients Selected Joiner categories relative to Stayers-50510Joiner Employer CharacteristicsNegative Binomial regression coefficientPatentingNon-PatentingIntra Industry,PatentingInter Industry,PatentingIntra Industry,Non-PatentingInter Industry,Non-PatentingLarge,PatentingMedium,PatentingSmall,PatentingLarge,Non-PatentingMedium,Non-PatentingSmall,Non-PatentingSource:PLIDA,ABS,2024;BLADE,ABS,2024.Note:Firm size is identified based on a firms number of full-time equivalent(FTE)employees,consistent with ABS definitions:micro,04 employees;small,519 employees;medium,20199 employees;large,200 employees.For every one percentage point change in joiners from each cohort,the log of firms expected number of filings increase(or decrease)by the respective coefficient,holding other variables constant.Understanding collaboration and the roles for IP in innovationInnovation relies on collaboration and effective mechanisms for transferring know-how,such as dynamic labour markets.In turn,effective knowledge transfer can compound the economic benefits of investment in IP and innovation.New microdata has the potential to dramatically improve our understanding of innovation pathways,vital to ensuring the IP system remans fit-for-purpose.Visit our website to access our economic research papers.AUSTRALIAN IP REPORT 2024|19End notes12 Jones,B.(2024,4 April).Financing SME innovation in Australia challenges and opportunities.Speech to COSBOA National Small Business Summit,4 April 2024,Reserve Bank of Australia.13 Arora,A.and Belenzon,S.(2023).The changing structure of American innovation.NBER Reporter,No.1,March 2023.14 Arora,A.,Belenzon,S.,Cioaca,L.C.,Sheer,L.and Zhang,H.(2023).The effect of public science on corporate R&D.NBER Working Paper 31899.15 Menezes,F.,Rampino,T.&Verreynne,M.(forthcoming).The Business Environment of Patenting Firms in Australia.IP Australia Economic Research Paper Series 15,The Commonwealth of Australia.16 Longlois,R.N.(2003).The vanishing hand:the changing dynamics of industrial capitalism.Industrial and Corporate Change,12(2),351-385.17 Dobson-Keeffe,B.(2024).Employee mobility and startup characteristics:Impact on IP propensity and performance.IP Australia Working Paper.18 Higham,K.,Richardson,E.and de Rassenfosse,G.(2024).Patent pendency and applicant innovation outcomes.Working Paper.19 Dobson-Keeffe B and M Falk(forthcoming),The Structural Change in Patenting Behaviour in Australia,IP Australia Analytical te.20 Teece,D.J.(1986).Profiting from technological innovation:implications for integration,collaboration,and public policy.Research Policy,15,285-305.See also Arora,A.,Belenzon,S.,Marx,M.&Shvadron,D.(2021).(When)does patent protection spur cumulative research within firms?NBER Working Paper 28880.21 Longlois,R.N.(2003).The vanishing hand:the changing dynamics of industrial capitalism.Industrial and Corporate Change,12(2),351-385.22 Soete,L.and Freeman,C.(1997).The Economics of Industrial Change.Routledge,London.Quoted in Arora,A.and Merges,R.P.(2004).Specialized supply firms,property rights and firm boundaries.Industrial and Corporate Change,13(3),451-475.23 Artz,K.W.,Norman,P.M.,Hatfield,D.E.and Cardinal,L.B.(2010).A longitudinal study of the impact of R&D,patents,and product innovation on firm performance.Journal of Product Innovation Management,27,725-740.24 Higham,K.,Richardson,E.and de Rassenfosse,G.(2024).Patent pendency and applicant innovation outcomes.Working Paper.25 For example,see Gans,S.,Hsu,D.H.&Stern,S.(2008).The impact of uncertain intellectual property rights on the market for ideas:Evidence from patent grant delays.Management Science 54(5),982997.26 Klepper,S.(2015).Experimental Capitalism:The Nanoeconomics of American High-Tech Industries.The Kauffman Foundation Series on Innovation and Entrepreneurship.Princeton University Press.27 Arora,A.,Belenzon,S.,Cioaca,L.C.,Sheer,L.and Zhang,H.(2023).The effect of public science on corporate R&D.NBER Working Paper 31899.28 Reflecting this,patents and know-how are often bundled into licensing contracts.See Arora,A.(2006).Licensing tacit knowledge:Intellectual property rights and the market for know-how.Economics of Innovation and New Technology,4(1),41-60.29 Kaiser,U.,Kongsted,H.C.and Rnde,T.(2015).Does the mobility of R&D labor increase innovation?Journal of Economic Behavior&Organization,110,91-105.30 Cohen,W.M.and Levinthal,D.(1990).Absorptive capacity:A new perspective on learning and innovation.Administrative Science Quarterly,35(1),128-152.31 Bhaskarabhatla,A.,Cabral.,L.,Hegde,D.and Peeters,T.(2020).Are inventors or firms the engines of innovation?Management Science,67(6).32 Kaiser,U.,Kongsted,H.C.and Rnde,T.(2015).Does the mobility of R&D labor increase innovation?Journal of Economic Behavior&Organization,110,91-105.20|AUSTRALIAN IP REPORT 2024AUSTRALIAN IP REPORT 2024|21IP and competition:How broad are Australian patents?222|AUSTRALIAN IP REPORT 2024A key aspect of patents is their scope,the extent of legal protection that they provide.Broader patents,such as those for more general discoveries or ideas,can spur cumulative investment within patenting firms,as pioneers seek to build on their own discoveries.Conversely,narrower patents increase the likelihood that others such as a patentees rivals can design around the patent without infringing it and contribute to improving a technology.Machine learning is opening new opportunities to evaluate the characteristics and quality of patents.In 2022-23,IP Australia partnered with the Centre for Transformative Innovation(CTI)at Swinburne University of Technology to assess how Australian patents compare to patents granted for the same inventions in the United States and at the European Patent Office.33 At a glance:Australian patents narrowed in the 2010s,relative to patents for the same inventions granted in the European Union and United States,reversing a trend toward Australian patents broadening in relative scope.Australias past patent reforms the Intellectual Property Laws Amendments(Raising the Bar)Act 2012 contributed to reducing the likelihood of Australian patents being broader than their international equivalents by between 1.0 and 4.0 percentage points.The reforms estimated impact was greatest in ICT/software,where open innovation communities and principles are an important force for technological progress.As of 2019,around 51%of Australian patents are estimated to be similar in scope to their international equivalents,around 35%are estimated to be broader,and around 14%are estimated as narrower.Why patent scope is important In 1880 Thomas Edison received a basic patent for his“electric lamp giving light by incandescence.”The invention paved the way for widespread use of electric light.The patents first claim was broad a lamp using a carbonised filament as the source of light.However,the patent was narrowed because the filament needed to be of“high resistance.”Subsequent claims also had a narrowing effect:the invention relied on a bulb made of a single piece of glass that creates a vacuum,and technical principles for connecting the filament to electrical conductors.The patent provided Edisons company now General Electric a dominant position in the nascent electric lighting industry.34 However,it was sufficiently narrow that others designed around the patent in developing substitute technologies,advancing electric lighting and contributing to the industrys development.35 A patents scope determines its economic impact.Broader patents can spur cumulative investment within pioneer firms.36 However,the broader a patent,the more rival products and processes are likely to infringe it.As a result,broader patents can also limit rival innovation and affect market entry decisions by potential competitors.37 Evaluating patent scope is difficult,since a patents scope is defined by the text in its claims.New research methods such as machine learning are opening new opportunities for evaluation and benchmarking.In 2023,IP Australia partnered with the Centre for Transformative Innovation(CTI)to assess Australias relative patent scope the scope of Australian patents compared to patents granted for the same inventions in other jurisdictions and the impact of past legislative reforms.24|AUSTRALIAN IP REPORT 2024MEASURING PATENT SCOPE The CTI project developed in several stages.First,the team tasked IP Australias patent examiners with manually assessing 500 patents for their scope,relative to their equivalent patents granted in the United States and,separately,at the European Patent Office.Second,the CTI team used these assessments to validate certain metrics and as inputs to train and test supervised machine learning models.A key metric is the difference in word length between the patents first claims:longer claims(e.g.,“an incandescent lamp using carbonised paper as filament”vs“the incandescent lamp”)tend to include more detail and modifying statements which will narrow a patents scope.The CTI team validated this metric against the examiners manual assessments.The machine learning models predict scope based on a range of textual features of the patents claims.Applying the models resulted in a sample of over 80,000“patent pairs”for analysis.The data covered close to the full population of patents for which applicants requested examination in Australia between 2000 and 2019 and for which equivalent patents were granted by the European Patent Office(EPO)and the United States Patent and Trademark Office(USPTO).Trends in the relative scope of Australian patents In 2013,Australia significantly overhauled its patent system,when the Intellectual Property Laws Amendments(Raising the Bar)Act 2012 came into effect.The Raising the Bar reforms aimed in part to narrow the scope of patents granted in Australia to bring them in line with international standards.Figure 2.1 charts the proportion of Australian patents predicted to be either narrower,similar or broader than their international equivalents using the Machine Learning model.The figure presents results based on both the full set of claims in the patents and the patents first claims.Patents are charted over time based on their examination request date.In Australia,applicants must request examination within 5 years of an applications filing date or the application will lapse.38 The results suggest the proportion of Australian patents that are broader has declined after 2010,reversing a trend toward Australian patents getting broader.The downward trend in broader patents appears to have corresponded with an increase in the share of Australian patents with narrower equivalents,and a trend toward Australian patents becoming more similar in scope continuing to 2019.While the chart suggests a small uptick since 2015 in the proportion of Australian patents that are broader,partial data for 2020(not charted)suggests that the trend is flat.Consistent with this finding,the median difference in word counts between Australian patents and their equivalents has remained flat over the same period.Continued monitoring over coming years will confirm whether the trend remains stable.Any changes in relative scope over time may reflect changes in Australian patents but may also partially reflect changes in patent scope within the United States or European Union.For example,previous research has found that US patents were narrowing between 2004 and 2014,after broadening from the early 1980s to 2004.39 AUSTRALIAN IP REPORT 2024|25Figure 2.1|Proportion of Australian patents that are broader,narrower and similar in scope to their international equivalents,by examination request year(averages based on comparisons to US and European equivalents)0 0P%Proportion of AU patents20002005201020152020Share BroaderShare NarrowerShare SimilarRaising the barExam Request YearSource:IP Australia;USPTO,PatentsView,2022;EPO,2022.Note:Values represent averages calculated from relative scope measures based on first claims and full set of claims.As of 2019,most(around 51%)of Australian patents are estimated to be similar in scope than equivalents granted overseas,a minority(around 35%)are broader,and a smaller share(around 14%)are narrower,based on the Machine Learning models.These findings are consistent with results from the manual assessment of 500 patents pairs by examiners.Based on a small sample of patents,they assessed that around 38%of Australian patents had first claims that were broader than their international equivalents after the Raising the Bar reforms.26|AUSTRALIAN IP REPORT 2024The impact of the Raising the Bar reforms Using the same data,the CTI team estimated the impact of the Raising the Bar reforms in 2013 on the scope of Australian patents.Based on economic modelling,the reforms are estimated to have reduced the likelihood of Australian patents being broader than their international equivalents by between 1.0 and 4.0 percentage points.The effect is significant considering that an estimated 38%of Australian patents were broader prior to the reforms.Given that the narrowing of Australian patents appears to have begun prior to the reforms,caution is warranted in ascribing causality to the reforms.That said,the results were robust to shortening the studys timeframe to focus on the period immediately before and after the reforms.The estimated impact of the reforms varied slightly across technology areas.The strongest impact was in ICT/software,while the weakest impact was in more traditional technology fields like mechanical and process engineering.Like aircraft and semiconductors,computer technologies are complex and cumulative technologies:many inventors contribute to technical advances,developing different components that build on existing technologies.Narrower patents,alongside open innovation,can be important in these contexts.Semiconductors have undergone rapid advancement in part because the pioneer patents were freely licensed and proprietary knowledge was shared.40 Advances in artificial intelligence and quantum computing also rely on open innovation,open source and knowledge sharing,according to market leaders like IBM.41 New opportunities for evaluation and benchmarkingNew research methods like machine learning are creating new opportunities to evaluate and benchmark IP rights.This complements other forms of benchmarking conducted by IP Australia and activities under the agencys ISO-certified Quality Management System.Techniques for measuring patent scope remain experimental in nature and the focus of continuous improvement by researchers.As they are further improved,they will serve as valuable tools for monitoring trends in patents,and evaluating policy,to ensure the IP system remains fit for purpose.Visit our website to access our economic research papers.End notes33 Kollmann,T.,Palangkaraya,P,Sarwar,A.,Webster,E.,Anglim,C.and Falk,M.2024.Raising the Bar reforms:Measuring the impact on relative patent scope.IP Australia Economics Research Paper Series 14.34 Merges,R.P.&Nelson,R.R.(1990).On the complex economics of patent scope.Columbia Law Review,90(4),836-916.35 Katznelson,R.D.and Howells,R.(2021).Exclusive rights stimulate design around:How circumventing Edisons lamp patent promoted competition and new technology development.Journal of Competition Law&Economics,17(4),1007-1052.36 Arora,A.,Belenzon,S.,Marx,M.&Shvadron,D.(2021).(When)does patent protection spur cumulative research within firms?NBER Working Paper 28880.37 Merges,R.P.&Nelson,R.R.(1990).On the complex economics of patent scope.Columbia Law Review,90(4),836-916.38 Under Australian legislation,a patent is examined only once the applicant has requested examination.The request can be voluntary or result from the Commissioner of Patents directing an applicant to request examination.39 Marco,A.C.,Sarnoff,J D.&DeGrazia,C.A.W.(2019).Patent claims and patent scope.Research Policy,48(9),103790.40 Lim,K.(2009).The many faces of absorptive capacity.Industrial and Corporate Change,18(6),1249-1284.See also Von Hippel,E.and von Krogh,G.(2006).Free revealing and the private collective model for innovation incentives.R&D Management,36(3):295-306.41 Gil,D.(2023,7 January).Why IBM is no longer interested in breaking patent records and how it plans to measure innovation in the age of open source and quantum computing.Fortune.https:/ IP REPORT 2024|27Patents3Despite persistent inflation and tightening financial conditions in 2023,standard patent filings by Australian residents grew by 2.4%.Overall patent filings fell by 2.4%,driven by a reduction in US filings,with US firms highly sensitive to rates shocks in their patenting activity.Australia saw growth in patent filings within less research-intensive consumer products.Sustained growth in patent filings is also observed in fields where Australia is a key destination market(e.g.,clean energy technologies)and for which there is intense international competition(e.g.,semiconductors).WHAT IS A PATENT?A patent is a temporary legal right that allows the patent owner to exclude others from commercially exploiting an invention.Standard patents are granted for inventions that are new,useful and involve an inventive step beyond the normal progress of science and technology.Without patent rights,innovators may be unable to recoup investments in innovation and tend to underinvest.By excluding imitators,patents enhance the returns to research and development(R&D)investment.In return for patent rights,innovators must disclose new technical knowledge in their inventions,allowing them to be reworked by others.Standard patent applications and grants In 2023,a total of 31,515 standard patent applications were filed in Australia,down by 2.4%from their level in 2022.In Australia,the COVID-19 shock saw an increase in the volume of patent filings in Australia to record levels in 2021 and 2022(see Figure 1.1).The latest figures are consistent with applications now following a similar rate of annual change to that observed pre-pandemic.The overall 2.4crease in applications in 2023 is wholly attributed to a 2.8%reduction in filings by non-residents(entities outside Australia),which account for 91.9%of all applications filed in Australia.Applications by Australian residents increased by 2.4%.The global economy continues to confront the challenges of persistent inflation,rising interest rates and weak trade growth.42 Economic downturns and rates shocks can reduce aggregate demand and the profitability of innovations.43 Such conditions have a significant effect on patenting by firms in the United States,research shows.US filings in Australia fell by 5.9%in 2023.However,such conditions tend to have a limited effect on patenting by Australian firms.44 30|AUSTRALIAN IP REPORT 202405,00010,00015,00020,00025,00030,00026,46831,51532,40926,03329,77929,30229,97928,70028,47628,99029,78832,29217,72515,57323,74417,00717,11217,77623,09417,06416,40719,29922,74017,154Patent applicationsYear2014202020212022202320152016201720182019ApplicationsGrants20132012Figure 3.1|Standard patent applications and grants in Australia,2012 to 2023 A patent is enforceable in Australia only after it has been examined and granted.Inventions are examined to determine whether they are novel,industrially useful and not obvious before a patent can be granted.In Australia,applicants must request examination within 5 years of an applications filing date or the application will lapse.45 In 2023,grants of standard patents in Australia fell by 5.1%,to 15,573.Patent grants fell both for residents(6.0%,to 1,000)and non-residents(5.0%,to 14,573).Patent grants in Australia saw a significant spike over the period 2015 to 2017,as shown in Figure 3.1.The spike in grants followed an increase in applications and a large spike in examination requests in 2013.That year,IP Australia received 1.8 times the number of examination requests as received on average over the past 5 years.Applicants were motivated by Australias Raising the Bar legislative reforms.The new law applied to applications for which examination was requested after April 12 2013,spurring many applicants to bring their examination requests forward.In addition,the spike in grants followed a temporary fall in requests for IP Australia to conduct international type searches reports that help applicants review the novelty of their patent claims which affect IP Australias examination capacity.AUSTRALIAN IP REPORT 2024|31PharmaceuticalsMedical technologyBiotechnologyOrganic fine chemistryComputer technologyApplications in 20233,9453,6903,0061,7181,694Share of total classes12.5.7%9.5%5.5%5.45%Change in applications,2022-23-11.6%-6.7%-9.8%-2.9%-1.9%Figure 3.2|Top five technology fields for volume of standard patent filings in 2023,and high-volume fields with the greatest relative growth and decline in 20231401,0002,0003,0004,000201420233,9453,6903,0061,7181,69412.5.7%9.5%5.5%5.4%-11.6%-6.7%-9.8%-2.9%-1.9%Share of total classesChangPharmaceuticalsMedical technologyBiotechnologyOrganic fine chemistryComputer technologyApplications in 2023Share of total classesChange in applications,2022-23Top 5 technologiesStrong growth technologisWeak growth technologiesBiotechnologyComputer technologyMedical technologyOrganic fine chemistryPharmaceuticals20152016201720182019202020212022Standard patent applicationsYearTechnology fields Technology trends in patenting Patents are assigned to technology classes,so provide a useful indicator of the rate of inventive activity across technology fields.46 Consistent with tighter economic and financial conditions in 2023,Australia saw a decline in patenting within research-intensive fields including the life sciences,while patenting grew strongly for consumer goods that are less research-intensive.In Australia,the life sciences dominate other fields for the number of standard patent applications received each year(see Figure 3.2).In 2023,standard patent filings fell across the major life science fields by 11.6%in pharmaceuticals,by 6.7%in medical technology and by 9.8%in biotechnology.The results reflect an overall decline in performance for global pharmaceuticals and medicine manufacturing.Global industry revenues declined by 2.2%in 2022 with global imports and exports down by 1.9%on 2021 levels.47 32|AUSTRALIAN IP REPORT 2024International patenting in Australia Filing routes into Australia Effective patent laws can encourage businesses to transfer technology into a country and increase inward foreign direct investment(FDI).52 The preferred route for non-residents to file patent applications into Australia is through the Patent Cooperation Treaty(PCT).A total of 22,929 PCT applications were filed in Australia in 2023,down 3.3%on their level in 2022.The decline in PCT filings underpins the 2.8ll in Among high-volume fields,the strongest growth was in other consumer goods( 18.5%,to 744 in total).This category includes personal and household items like clothing,jewellery,non-electric cables,musical instruments and decorative arts.These products usually involve specific technologies that can be customised and improved for different users and purposes.They generally require less scientific research compared to science-based fields.49Despite challenging economic conditions,significant patent growth was observed in fields that are the focus of strategic competition between countries(e.g.semiconductors see the next section).Strong growth was also observed in electrical machinery and apparatus( 17.7%,to 1,275).This field includes electric machines and basic electric elements,as well as equipment for generating,converting and distributing electric power.In the September quarter of 2023,renewable energy supplied 38.9%of average electricity demand across Australias national electricity market a higher share than recorded in any previous September quarter reports the Australian Energy Market Operator(AEMO).50 Analysis by IP Australia has found that among 19 major economies,Australia is the second fastest destination for growth in patents related to clean energy generation and storage.51 non-resident filings in the same year.In contrast,applications filed directly with IP Australia a route favoured by residents were stable at their 2022 level,with 8,586 in total(Figure 3.3)For applicants who file in Australia through the PCT system,on average there is an 18-month interval between their applications earliest international filing date and when they file the application in Australia(it enters Australian national phase).As such,trends in PCT applications in 2023 largely reflect changes to innovation activity from 2022 and earlier.TAKING IP GLOBAL:THE PCT SYSTEM The Patent Cooperation Treaty(PCT)provides an alternative route to filing applications in Australia.An applicant can file a single international patent application through the PCT instead of filing several national or regional applications.The approach provides applicants more time to assess the value of an invention and its most profitable markets while they build their patent strategy.PCT applicants are given 31 months to file an Australian national phase for their application from its priority date.The priority date is the date used to identify prior art relevant to assessing the inventions novelty and non-obviousness.AUSTRALIAN IP REPORT 2024|33Figure 3.3|Standard patent applications in Australia by filing route,2014 to 2023 05,00010,00015,00020,00025,00030,00026,03331,51532,40929,30229,97928,70028,47628,99029,78832,29219,25022,92923,71419,44921,11220,94220,93423,38319,96921,1386,7838,5869,0459,0278,1649,0268,5789,0217,5888,846Total applicationsStandard patent applications2014202320152016201720182019202020212022YearApplications,PCT-national phase entryApplications,direct filingsLocations of origin The lead origins for standard patent applications in Australia are the United States and China,followed by Japan,the United Kingdom and Germany(Figure 3.4).53 Applications from the US fell by 5.9%in 2023(to 13,872).A likely contributing factor was the USs rapid increase in interest rates over 2022 and 2023.In response to an inflation surge,the US Federal Reserve raised the USs benchmark funds rate 18-fold,from 0.25%to 4.5%,between March and December 2022.Federal Reserve officials agreed to hold the funds rate steady between 5.25%and 5.5%in December 2023.A recent study estimates that,on average,a 100-basis point increase to the federal funds rate reduces patenting in US firms by up to 9%in the following 2 to 4 years.The effect is pronounced for the most impactful and disruptive technologies.54 US filings are concentrated in pharmaceuticals(16.7%of US-origin filings),medical technology(15.8%),biotechnology(12.2%)and computer technology(6.6%)in Australia.34|AUSTRALIAN IP REPORT 2024United States of AmericaChinaJapanUnited KingdomGermanyApplications in 202313,8722,4591,6851,5371,399Share of total applications44.0%7.8%5.3%4.9%4.4%Change in applications,2022-23-5.9% 13.1% 5.5%-0.5% 1.1%Figure 3.4|Leading locations of origin for standard patent applications in 2023,and high-volume locations with the greatest relative growth or decline in 202355Top 5 Countries05,00010,00015,00020,00017,29320,95221,44719,56019,36918,60919,48121,27419,01819,755SharChangStandard patent applicationsAnnual VolumeAnnual ShareAnnual Change2014202320152016201720182019202020212022YearDespite challenging economic conditions,applications to China have grown to a record level,increasing 13.1%on their level in 2022,to 2,459 in total.China-origin filings have returned to growth after several years of stalled growth through the pandemic period.56 Between 2015 and 2020,applications from China rose at an average annual rate of 25.3%.The rise coincided with a dramatic increase in entrepreneurial activity within China.Just 7%of global venture capital investment was located outside the US in 2012.By 2019,China was the site for 38%of global investment.57 Over recent years,among technology fields,semiconductors is the field that has seen the strongest growth in its share of standard patent filings by Chinese and Australian applicants.Semiconductors or microchips are essential to all electronic devices.Advanced new chips are developed to power new technologies.Given their strategic importance,the development of domestic chip production has been a major focus of industrial policy and competition between the United States,China and European Union.58 Semiconductor filings from China have increased in Australia since 2015,when China initiated its Made in China 2025 strategic plan to upgrade its technological manufacturing.Since 2019,China has led the US as the leading source of semiconductor patents in Australia.AUSTRALIAN IP REPORT 2024|35BLUGLASS LIMITED:FROM LICENSING TO COMMERCIALISATION BluGlass Limited has developed a breakthrough semiconductor technology called remote plasma chemical vapour deposition(PPCVD).The technology allows for the sustainable production of high efficiency devices,with applications in artificial intelligence,quantum computing and biotechnology.The company was formed in 2006 to spin out 10 years of research from Macquarie University and has since built a portfolio of 96 patents internationally.1 While the companys entrepreneurial strategy was initially focused on licensing its technology,the company has built capability over time and reoriented to compete directly with other equipment manufacturers.In October 2023,BluGlass was named the only Australian member of a regional innovation hub established by the US Department of Defence.The hub is funded under the USs$442.3 billion Chips and Science Act aimed at building capability in domestic chip production.Domestic patenting in Australia Standard patent applications by residents increased by 2.4%in 2023,to 2,556 in total(Figure 3.5).This follows several years of volatility in resident applications,due largely to a policy change to the patent system(see the Australian IP Report 2023 for more details).Between May 2022 and December 2023,the Reserve Bank of Australia raised Australias cash rate 14 times,from less than 1.0%to 4.25%.Domestic patenting in Australia,however,has not significantly declined.This is consistent with research showing that monetary policy shocks and macroeconomic conditions tend to have a limited effect on domestic patenting by Australian firms.59 36|AUSTRALIAN IP REPORT 202405,00010,00015,00020,00025,00030,00024,00628,95929,79626,90027,19726,35725,80226,42227,11729,4132,0272,5562,9962,4022,6742,7822,4962,5682,3432,671Non-residen tResiden t2014202320152016201720182019202020212022YearStandard patent applicationsFigure 3.5|Standard patent applications in Australia by residency,2014 to 2023 Most domestic patents by Australian applicants are filed for inventions in Civil engineering(12.9%of Australian-origin applications),Medical technology(8.1%),Transport(6.8%)and Computer technology(6.7%).In 2023,around 2,208 employing small and medium enterprise(SMEs)held an enforceable patent.This equates to 0.22%of employing SMEs in operation in Australia by the end of the 2023 financial year.60 The SME share of resident filings has steadily increased over the past decade,from 57.9%in 2014 to 62.9%in 2023,and private inventors(individuals)account for an additional 22.1%.AUSTRALIAN IP REPORT 2024|37States and territories Among Australian states and territories,New South Wales(NSW)is the leading source for resident standard patent applications in Australia,followed by Victoria and Queensland.However,the Australian Capital Territory(ACT)was the most patent-intensive in 2023,with 5.23 applications per thousand businesses in the territory.In 2023,application volumes increased in New South Wales( 13.5%on their level in 2022),Queensland( 9.0%)and Tasmania( 35.0%)but fell in all other states and territories(Figure 3.6).New South WalesVictoriaQueenslandApplications 1,043570474Change in applications,2022-23 13.5%-9.5% 9.0%Applications per thousand businesses2.501.902.05Western AustraliaSouth AustraliaAustralian Capital TerritoryApplications 2929277Change in applications,2022-23-3.6%-22.7%-3.8%Applications per thousand businesses2.671.465.23TasmaniaNorthern TerritoryApplications 273Change in applications,2022-23 35.0%-25.0%Applications per thousand businesses1.210.47Figure 3.6|Patent applications by Australian states and territories,2023Source:IP Australia;ABS.Counts of Australian Businesses,including Entries and Exits,August 2023.Retrieved 14 March 2023.Leading applicants Figure 3.7 lists Australias leading applicants for standard patent applications,separately focusing on resident and non-resident filers.Patent filing activity in Australia is dominated by major global information and communications technology producers.In 2023,LG Electronics,a multinational electronics company headquartered in South Korea,retained its place as the lead filer for standard patents in Australia.The company filed 196 applications,down from 282 applications in 2022.38|AUSTRALIAN IP REPORT 202402040608073544842222221201414050100150200196180151139135130128126120119Aristocrat Technologies Australia Pty LtdDomestic applicantsCommonwealth Scientific And Industrial Research OrganisationCanva Pty LtdTranh Tri LamBreville Pty LimitedResmed LimitedNewsouth Innovations Pty LimitedMonash UniversityAgriculture Victoria Services Pty LtdRoyal Melbourne Institute Of TechnologyAmgen IncRegeneron Pharmaceuticals IncHalliburton Energy Services IncNicoventures Trading LimitedApple IncSociete Des Produits Nestle SaCaterpillar IncBecton Dickinson And CompanyHuawei Technologies Co LtdLG Electronics IncInternational applicantsFigure 3.7|Top domestic and international applicants for standard patents in Australia,2023 Huawei Technologies,a major Chinese smartphone and telecommunications company,was second in 2023,with 180 applications,down slightly from its 183 filings in 2022.Ranked third to fifth were:US medical technology producer Becton Dickson and Company(151 applications);construction,engineering and mining equipment manufacturer Caterpillar Inc.(139 applications);and Swiss food and beverage multinational Nestl(135 applications).AUSTRALIAN IP REPORT 2024|39Australias lead resident applicants focus across a broad range of technology fields including games and furniture,computer technology,biotechnology,medical technology,materials metallurgy,food chemistry and measurement.In 2023,gaming technology producer Aristocrat Technologies retained its position as the top domestic patent filer with 73 applications.Second ranked was the Commonwealth Scientific and Industrial Research Organisation(CSIRO)with 54 applications.After entering the ranks of top domestic filers in 2022,Australian design software company Canva improved its place from 4th to 3rd in 2023 with 48 applications.Canva was founded in Perth in 2013.Within a decade the companys valuation peaked at$54.5 billion in 2021,making it one of the worlds most valuable start-ups.61 With a current focus on launching artificial intelligence-based products,many of the companys patent filings in 2023 relate to systems and methods for automatically generating designs,processing designs,animating design elements,and managing prompt-based image editing.The above rankings are based on the number of standard patent applications filed by applicants(including original and divisional applications).Applicants vary in the rate at which they convert patent applications into grants and the timing with which they progress applications.Provisional applications A provisional application is one of several options available to businesses to establish a position in the patent system in Australia and key export markets.TAKING THE FIRST STEP:PROVISIONAL PATENTS Filing a provisional patent gives applicants 12 months to decide whether to file a complete patent application.Provisional applications are not subject to substantive examination and offer no enforceable protection.However,they establish the priority date that will be used to identify prior art relevant to assessing the complete patent application,should an applicant decide to file one.Obtaining a provisional patent is not prerequisite to filing for a complete patent.A key benefit though is that applicants can disclose,make,use and sell their invention while maintaining the option to seek complete protection.In 2023,the number of provisional filings totalled 4,244,up 5.2%from their level in 2022.Applications by residents increased by 4.0%(to 3,903)while those by non-residents increased by 20.9%(to 341).Residents account for 92.0%of all provisional applications.As a proportion of standard patent filings,provisional filings have declined steadily over the past decade.On average,7 standard patent applications were filed for every provisional application in 2023,compared to 5 standard patents for each provisional in 2014.The decline in provisional filings is mostly driven by a reduction in filings by individual applicants.Filings by large organisations and SMEs have remained relatively stable over the past decade.40|AUSTRALIAN IP REPORT 2024The likelihood of applicants converting provisional applications into complete applications has increased over the last decade.This trend holds both for applicants in general and for key users of the provisional patent system(e.g.,CSIRO).It may reflect an increasingly efficient ability of applicants to triage new discoveries for patent protection.63 Australian filings overseas In international trade,patents are associated with a significant export premium.According to one recent study,patenting in a destination market increases the value of exports by 6%.62 Given their role in trade,patents often comprise part of larger patent“families,”sets of patents in various countries relating to a single invention.Over 90%of patents granted in Australia have at least one family member granted in another jurisdiction.64 The leading destination markets for Australian patents are the US,the European Patent Office(EPO),China,New Zealand and Japan(see Figure 3.8).In 2022,Australian patent filings abroad fell by 3.1%in 2022 below their level from 2021,to 9,045,based on the latest available data from the World Intellectual Property Organization(WIPO).However,Australian filings increased in the US( 0.4%,to 3,481)and in Japan( 13.5%,to 572),while they fell at the EPO(2.1%,to 1,004).Australians can seek patent protection in other countries by filing through the PCT or at IP offices in target markets.Australians increasingly prefer the PCT route when taking their ideas global.The share of Australian filings abroad filed via the PCT increased from 66.9%in 2013 to 72.7%in 2021,a stable share as of 2022.United States of AmericaEuropean Patent OfficeChinaNew ZealandJapanApplications in 20223,4811,004651646572Share of total applications38.5.1%7.2%7.1%6.3%Change in applications,2021-22 0.4%-2.1%-12.0%-4.3% 13.5%Figure 3.8|Leading destinations for Australian patent filings abroad,2022 3,4811,00465164657238.5.1%7.2%7.1%6.3% 0.4%-2.1%-12.0%-4.3% 13.5%SharChangTop 5 Destinations01,0002,0003,0004,0005,0006,0006,2376,3546,4616,0906,2956,3116,4256,2906,097Patent applications201420152016201720182019202020212022YearSource:WIPO IP Statistics DatabaseAUSTRALIAN IP REPORT 2024|41End notes42 OCED(2023).OECD Economic Outlook,Volume 2023 Issue 2.OECD Economic Outlook,Volume 2023 Issue 2|OECD Economic Outlook|OECD iLibrary(oecd-ilibrary.org).43 Ma,Y.&Zimmerman,K.(2023).Monetary policy and innovation.NBER Working Paper 31698.44 Majeed,O.,Hambur,J.&Breunig,R.(2023).Do monetary policy shocks and economic conditions impact innovation?Working Paper.Nolan,G.,Hambur,J.&Vermeulen,P.(2023).Does monetary policy affect non-mining business investment in Australia?Evidence from BLADE.Reserve Bank of Australia Research Discussion Paper,RDP,2023-09.45 Under Australian legislation,a patent is examined only once the applicant has requested examination.The request can be voluntary or result from the Commissioner of Patents directing an applicant to request examination.46 Application trends across classes are analysed using a scheme maintained by the World Intellectual Property Organization(WIPO).The WIPO technology concordance groups various International Patent Classification classes and subclasses into 35 technology fields.For details,see https:/www.wipo.int/ipstats/en/.47 IBISWorld.(2023).Global Pharmaceutical and Medicine Manufacturing,Industry Report.48 High volume fields are defined as classes in the top quartile for total number of applications received in 2023.49 Merges,R.P.&Nelson,R.R.(1990).On the complex economics of patent scope.Columbia Law Review,90(4),836-916.50 AEMO.(2023,October).Quarterly Energy Dynamics Q3 2023.https:/.au/-/media/files/major-publications/qed/2023/qed-q3-2023-report.pdf?la=en.51 The analysis,by IP Australias Patent Analytics Hub,used global patent data provided by PATSTAT,covering patent families filed between 2017 and 2021.The key growth metric used was defined as the annual growth in patent families filed within a jurisdiction(in percentage terms),relative to the average growth across key comparator countries,given by the gradient of the line of best fit of the total patent family data.52 Lee,J.Y.&Mansfield,E.(1996).Intellectual property protection and U.S.foreign direct investment.The Review of Economics and Statistics,78(2),181186.53 A countrys count of applications includes single party applications originating from that country and multi-party applications with at least one co-applicant from that country.Where an application names multiple applicants from a given country of origin,that application is counted only once toward that country.54 Ma,Y.&Zimmerman,K.(2023).Monetary policy and innovation.NBER Working Paper 31698.55 High volume locations are defined as those above the mean for total number of applications received in 2023.56 The rapid growth in Chinese patent filings in Australia moderated in 2021 and 2022,as Chinas government phased out financial subsidies,tax breaks and other social benefits designed to encourage patenting.57 Lerner,J.,Liu,J.,Moscona,J.,Yang,D.Y.(2023).Appropriate entrepreneurship?The rise of China and the developing world.NBER Working Paper 32193.58 Edwards,J.(2023,28 May).Chips,subsidies,security,and great power competition.Lowy Institute.Chips,subsidies,security,and great power competition|Lowy Institute.59 Majeed,O.,Hambur,J.&Breunig,R.(2023).Do monetary policy shocks and economic conditions impact innovation?Working Paper.Nolan,G.,Hambur,J.&Vermeulen,P.(2023).Does monetary policy affect non-mining business investment in Australia?Evidence from BLADE.Reserve Bank of Australia Research Discussion Paper,RDP,2023-09.60 ABS.Counts of Australian Businesses,including Entries and Exits,August 2023.Retrieved 14 March 2023.61 Nugent,A.(2023).Running out of ideas or getting better at picking winners:what does the decline in provisional patent applications mean?IP Australia Working Paper.62 de Rassenfosse,G.,Grazzi,M.,Moschella,D.&Pellegrino,G.(2022).International patent protection and trade:Transaction-level evidence.European Economic Review,147,Article 104160.63 Nugent,A.(forthcoming).Running out of ideas or getting better at picking winners?Trends in provisional patent applications in Australia.IP Australia Analytical Note64 Higham,K.,Richardson,E.and de Rassenfosse,G.(2024).Patent pendency and applicant innovation outcomes.Working Paper.42|AUSTRALIAN IP REPORT 2024AUSTRALIAN IP REPORT 2024|43Trade marks4In 2023,trade mark filings in Australia returned to growth,rising 7.2%on their level in 2022,driven by a 9.8%increase in resident filings.Trade mark filings reflect entrepreneurial activity,and Australias business entry rate recovered in 2023 from a sharp fall in late 2022,in seasonally adjusted terms.Trade mark filings for technology-intensive services fell,as filings from the United States(US)declined,while overall filings from China rose by 51.2%.WHAT IS A TRADE MARK?A trade mark is a type of IP right which distinguishes the trade origin of goods or services in the market.A registered trade mark confers its owner with the exclusive right to use the mark,or authorise others to use it,and seek relief if the trade mark is infringed.65 To be registrable,a trade mark must be sufficiently distinctive and not confusingly similar to any earlier marks.Registered trade marks enjoy protections under trade mark law which are often easier to enforce than protections available to unregistered trade mark owners.Trade mark applications and registrations In 2023,trade mark applications filed in Australia increased by 7.2%on their level in 2022,to 84,476(see Figure 2.1).The total for 2023 is exceeded only by the record filing volume in 2021.Resident applications grew by 9.8%(to 49,036)and non-resident applications grew by 3.7%(to 35,440).Trade mark filings by residents comprise 58.0%of total annual filings.Trade mark registrations fell by 9.9%,to 62,825 in total,down from the record level in 2021 and slightly smaller volume in 2022.Similar proportional rates of change were observed for registrations by residents(10.9%to 33,983)and non-residents(8.6%to 28,842).46|AUSTRALIAN IP REPORT 2024020,00040,00060,00080,00062,77284,47688,73875,64873,21278,83377,49271,37764,45276,62181,70862,97942,98762,82570,59543,40459,97858,58546,96549,68564,08769,71647,15157,863Trade mark applicationsApplicationsRegistrationsYear201420202021202220232015201620172018201920132012Figure 4.1|Trade mark applications and registrations filed in Australia,2012 to 2023 Trade mark filings are a leading economic indicator,providing an early indication of significant turning points in the business cycle and where the economy is heading in the near term.A new IP Australia study estimates that a 1%increase in real Gross Domestic Product(GDP)is linked to a 1.4%increase in trade mark filings.66 From the same study,Figure 4.2 charts the number of trade mark applications filed in Australia each quarter from 1970 to 2023.Filings per quarter have generally exhibited an upward trend over the past 5 decades,accounting for seasonal patterns over time.On average,in the 1970s,around 1,200 applications were filed per quarter,amounting to 4,800 applications per year.By the 2010s,more than 17,000 applications were filed per quarter,totalling over 68,000 applications a year.Trade mark filings have experienced significant fluctuations during key economic downturns including Australias early 1990s recession,the 2008 Global Financial Crisis and the Covid-19 pandemic.Resident filings fluctuated more strongly than non-resident filings during these periods.AUSTRALIAN IP REPORT 2024|47The COVID-19 pandemic saw a significant increase in trade mark filings in 2020 and 2021,which were counter-cyclical,followed by a correction in 2022.In 2023,trade mark filings increased despite growth in the Australian economy slowing over the first half of the year.However,final demand growth remained around its pre-pandemic average and business investment was strong,as supply disruptions being unwound to a large pipeline of work.670K5K10K15K20KTrade mark applications1980Year1990200020102020Total trade mark applications in Australia 1970-2023Early 1990s RecessionGlobal Financial Crisis 2008Covid-19 PandemicFigure 4.2|Quarterly volume of trade mark applications filed in Australia,Q1 1970 to Q3 2023 Trade mark classes Trade mark applications are assigned to good and service categories using the Nice Classification,an international system of 45 good and service classes.68 Applicants can nominate one or several classes for their trade marks on average,applicants filed 1.83 classes per application in 2023,amounting to 153,852 total class filings.Trade mark filing activity is concentrated in a variety of goods and service categories.High-tech manufacturing industries are heavy filers of trade marks,as are information-intensive services(e.g.,advertising and education,see Figure 4.3).In 2023,trade mark filings fell across several technology-intensive classes by 4.7%for 48|AUSTRALIAN IP REPORT 2024Top 5 classesStrong growth classesWeak growth classes05,00010,00015,000Technological andelectrical apparatusand instrumentsEainingand entertainmenttechnologicalservicesClothing,footwear,headgear15,18714,63411,60011,2137,8869.8%9.5%7.5%7.3%5.1%-4.7%-1.5% 3.1%-4.6% 9.4%Share of total classesChangTrade mark applications2014202320152016201720182019202020212022YearAdvertisingClothing,footwear,headgearEducation,training and entertainmentScientific and technological servicesTechnological and electrical apparatus and instrutmentsTechnology and electrical apparatus and instrutmentsAdvertisingEducation,training and entertainmentScientific and technology servicesClothing,footwear,headgearApplications in 202315,18714,63411,60011,2137,886Share of total classes9.8%9.5%7.5%7.3%5.1%Change in applications,2022-23-4.7%-1.5% 3.1%-4.6% 9.4%Figure 4.3|Top five trade mark classes for volume of trade mark filings in 2023,and high-volume classes with the greatest relative growth and decline in 202368technological and electrical apparatus(to 15,187)and by 4.6%for scientific and technological services(to 11,213).The decline was underpinned by a reduction in filings from the US,which is the lead origin behind Australia for filings in these classes.After an initial surge in 2022,applications remain elevated for virtual goods,such as non-fungible tokens and services related to virtual environments where users interact(e.g.,the metaverse).In 2023,IP Australia released new guidance for trade mark applicants on how to classify mark goods and services that relate to emerging technologies,in anticipation of an update to the Nice Classification system.Prior studies link trade mark trends to changes in real household income.69 Through the year to November 2023,household spending in Australia grew by 3.1%,with the growth concentrated in services( 6.2%).Across spending categories,the largest increases were in transport( 8.3%),health( 7.8%)and hotels,cafes and restaurants( 5.8%),reports the Australian Bureau of Statistics.70 Consistent with these trends,trade mark filings increased in food-related product and service categories.These include Household or kitchen utensils and containers( 14.1%,to 3,342)and Food,drink and temporary accommodation services( 9.4%,to 3,822).AUSTRALIAN IP REPORT 2024|49International trade mark activity in Australia Filing routes into Australia For businesses,trade mark registrations are an important entry ticket into competing in overseas markets,and help exporters to differentiate their goods and services from competitors.71 TAKING IP GLOBAL:THE MADRID SYSTEM Brand owners can directly file for trade marks with IP offices in the countries and regions where they seek protection or file an international application through the Madrid system.The Madrid route provides a streamlined way for applicants to file an international trade mark application and seek protection in multiple jurisdictions.In 2023 Madrid filings in Australia fell by 5.3%from their level the year prior(to 18,557),while direct filings increased by 11.3%(to 65,919).Over the past decade,a steadily increasing share of new trade marks in Australia have been filed via the Madrid system 22.0%in 2023 compared to 17.8%in 2014(see Figure 4.4).On average,for applications filed in Australia through the Madrid system,there is a 3.5-month delay between the international applications earliest filing date and when the application is received by IP Australia.Consequently,Madrid filings in 2023 reflect international IP activity in 2022 and 2023.50|AUSTRALIAN IP REPORT 2024020,00040,00060,00080,000100,00064,45284,47688,73875,64878,83377,49271,37773,21276,62181,70811,47618,55719,62012,47114,46516,88115,84917,73915,83419,58952,97665,91969,11861,65857,90959,24458,90664,82758,74760,772Trade mark applications2014202320152016201720182019202020212022YearAnnual VolumeAnnual ChangeTotal applicationsApplications,MadridApplications,direct filingsFigure 4.4|Trade mark applications in Australia by filing route,2014 to 2023 Locations of origin The leading overseas locations of origin for trade mark filings in Australia are the United States(11.3%of total applications in 2023,China(9.8%),the United Kingdom(3.0%),Germany(1.9%)and New Zealand(1.5%),as shown in Figure 4.5.Among high volume locations,China saw the strongest filings growth in 2023.Trade mark applications naming Chinese residents increased by 51.2tween 2022 and 2023,from 5,486 to 8,295,and now account for 9.85%of total filings.The key driver of growth was filings for household or kitchen utensils and containers,which nearly doubled from 405 in 2022 to 815 in 2023.Applications fell in 2023 for 3 of the other 4 leading locations of origin.The largest relative decline was in applications from Germany(13.1%,to 1,599),followed by the United States(10.5%,to 9,513)and the United Kingdom(7.7%,to 2,516).For growth in applications,China was followed by Cyprus,filings from which spiked by 30.9ove their 2022 level(from 81 to 106).This follows 3 years of consecutive growth between 2020 and 2022.AUSTRALIAN IP REPORT 2024|51On 12 June 2020,Cyprus overhauled its trade mark laws to simplify and accelerate application proceedings and harmonise its trade mark law with European standards.Figure 4.5|Leading locations of origin for trade mark filings in 2023,and high-volume locations with the greatest relative growth or decline in 202372United States of AmericaChinaUnited KingdomGermanyNew ZealandApplications in 20239,5138,2952,5171,5991,281Share of total applications11.3%9.8%3.051.9%1.5%Change in applications,2022-23-10.5% 51.2%-7.7%-13.1% 6.0%Top 5 Countries05,00010,00015,00020,00013,55823,20520,45714,60518,98522,59415,73221,98418,83119,733SharChangAnnual VolumeAnnual ChangeAnnual ShareTrade mark applications2014202320152016201720182019202020212022YearOther jurisdictions such as the United States have experienced rapid increases in trade mark filings from China over the last decade.Between 2017 and 2021,Chinas share of US trade mark filings tripled from 10%to 29%.A study of 365 Chinese-origin applications for apparel trade marks filed for apparel at the USPTO in 2017 found that 44.4%involve a word“that is unpronounceable in English and that the applicant indicated has no meaning in any other language.”73 IP Australia undertakes daily scans of Australias trade mark register for marks comprised of random collection of letters.IP Australia also has rigorous processes for identifying and managing fraudulent filings.At present,most marks of this type meet minimum filing requirements,have a high acceptance rate and many appear linked to genuine use.For example,such marks are sometimes used to sell in online marketplaces inexpensive everyday items for which consumers do not have strong brand loyalty.52|AUSTRALIAN IP REPORT 2024Domestic trade mark activity in Australia The domestic trade mark environment Trade mark applications filed by Australian residents grew by 9.8%in 2023,to 49,036 in total(Figure 4.6).Resident filings have rebounded from a 16.3cline in 2022.Today,they sit below their record levels during the first years of the COVID-19 shock but above the pre-pandemic trend from 2015 to 2019.Figure 4.6|Trade mark applications in Australia by domicile,2014 to 2023 010,00020,00030,00040,00050,00022,77035,44031,53824,34930,04535,39326,16034,18630,26431,39041,68249,03653,34544,25844,64747,05246,35751,66347,02845,954Trade mark applications2014202320152016201720182019202020212022YearTrade mark filing activity is linked to the level of opportunistic entrepreneurship in a country to start-up activity directed at creating high-growth businesses.74 Businesses will often use trade marks to announce the introduction of new products and services to the market.75 Given this role,in Australia,domestic trade mark filings are concentrated in advertising(11.0%of resident applications),education,training and entertainment(9.2%),and technological and electrical apparatus and equipment(7.1%).AUSTRALIAN IP REPORT 2024|53In 2023,the growth in resident filings coincided with a recovery in Australias business entry rate.During 2022,the total count of businesses operating in Australia dropped,by 0.3%from the June to December quarters after adjusting for seasonal patterns.This decline in total businesses was counter to the long-term trend and underpinned by a fall in Australias business entry rate,from 5.41%to 4.58%in late 2022.A low entry rate held through the first half of 2023 before recovering to 5.44%in the 2023 September quarter.76 In 2023,small and medium enterprise(SMEs)accounted for 73.7%of all resident trade mark filings.Individuals accounted for 25.5%of resident filings.The share of employing SMEs operating in Australia that hold a trade mark increased between 2022 and 2023,from 4.12%to 4.38%.77 TM CHECKER:FREE TRADE MARK AVAILABILITY CHECK,POWERED BY AI In 2023,IP Australia piloted a new digital self-service product,TM Checker,to increase the ease and efficiency of applying for trade marks.The product makes it easier for novice users(e.g.,self-filers or SMEs)to check whether their ideas for trade marks are similar to existing registered marks.The tool uses AI technologies to provide information to users on common issues they might face during the application process and guides them to complete the process.In the second half of 2023 there were over 58,000 checks performed using the product,which resulted in 3,300 TM Headstart applications submitted via the tool.TM Checker also supports IP Australia to meet our demand for public education and awareness on the use(and limits)of trade marks.We have formed partnerships with other outlets for new businesses,such as domain registration websites,who link to our product.These partnerships are aimed at ensuring that business owners can check whether their trade mark is registrable as they set up their business.54|AUSTRALIAN IP REPORT 2024States and territories Among Australian states and territories,New South Wales(NSW)is the leading source for resident trade mark applications in Australia,followed by Victoria and Queensland.However,the Australian Capital Territory(ACT)was the most trade mark-intensive in 2023,with 47.47 applications per thousand businesses in the territory(compared to 42.64 in Victoria and 41.94 in New South Wales).In 2023,application volumes increased in all states and territories on their levels in 2022(Figure 4.7).New South WalesVictoriaQueenslandApplications 17,23114,0129,625Change in applications,2022-23 9.5% 8.7% 7.6%Applications per thousand businesses41.9442.6441.82Western AustraliaSouth AustraliaAustralian Capital TerritoryApplications 3,9052,874768Change in applications,2022-23 23.5% 6.7% 17.1%Applications per thousand businesses31.7038.4047.47TasmaniaNorthern TerritoryApplications 498165Change in applications,2022-23 7.8% 19.6%Applications per thousand businesses24.6220.20Figure 4.7|Trade mark applications by Australian states and territories,2023 Source:IP Australia;ABS.Counts of Australian Businesses,including Entries and Exits,August 2023.Retrieved 14 March 2023.AUSTRALIAN IP REPORT 2024|55Leading applicants International filers In 2023,the top international filers for trade marks in Australia were led by major multinational pharmaceutical and personal care companies.Swiss pharmaceutical manufacturer Novartis AG filed 107 applications,followed by French cosmetics producer LOral,with 98 applications.After leading in 2021 and 2022,the British biopharmaceutical company Glaxo Group Limited slipped to eighth place.Its filings more than halved between 2022 and 2023.In third place,a new entrant into the list of top international filers was Lidl Stiftung&Co KG,a major European discount supermarket chain.The company announced plans for expansion into Australia in 2019 then pulled back from these plans in 2020.78 050100917271665543433735353505010010798929189776562575656Domestic applicantsInternational applicantsAristocrat Technologies Australia Pty LtdCannatrek Group Pty LtdAinsworth Game Technology LimitedEndeavour Group LimitedPharmacor Pty LimitedAldi Foods Pty LimitedColes Group LimitedMars Australia Pty LtdMetal Manufactures Pty LimitedMontu Group Pty LtdTerre Property Partners Pty LtdNovartis AgLorealLidl Stiftung&Co KgZhongxian ZhangApple IncLihuan YanHyundai Motor CompanyGlaxo Group LimitedBoehringer Ingelheim International GmbhNintendo Co LtdShenzhen Yangyou Technology Co LtdFigure 4.8|Top domestic and international applicants for trade marks in Australia,2023 56|AUSTRALIAN IP REPORT 2024Domestic filers The leading domestic trade mark filer was gaming machine producer Aristocrat Technologies,with 91 applications,down 16.5%from the companys filings in 2022.Cost of living pressures,new international restrictions on Casino and gaming machine operators and tougher gaming laws have contributed to softer market conditions for Australias gaming sector.79 A new entrant into Australias lead trade mark filers,Cannatrek ranked second.The company is an Australian-owned licensed grower and supplier of medicinal cannabis products.It was established in 2016 after the Australian government legislated to allow the cultivation and use of medicinal cannabis.Cannatrek is reported to have doubled its revenue from$41.9 million in 2021-22 to$90 million in 2022-23.80 Australian filings overseas In 2022,Australians filed 20,685 trade mark applications abroad,down 10.3%on their level in 2022.This represents a correction from the 11.9%increase that year.81 Total trade mark classes filed by Australians abroad fell by 14.5%to 48,291 in total.The leading destination markets for Australian trade mark filings are the United States,New Zealand,China,the United Kingdom and the European Union Intellectual Property Office(EUIPO),as shown in Figure 4.9.These destinations were followed by Canada,Singapore,Japan,India,the Republic of Korea and Indonesia.Applications by Australians to each of these locations fell in 2022 from their level in 2021,as global growth moderated.United States of AmericaNew ZealandChinaUnited KingdomEuropean Union IP OfficeApplications in 20227,1386,8516,3484,6423,572Share of total applications14.8.2.1%9.6%7.4%Change in applications,2021-22-11.1%-16.0%-13.5%-16.1%-2.7%Figure 4.9|Leading destinations for Australian trade mark applications(class count),2022 7,1386,8516,3484,6423,57214.8.2.1%9.6%7.4%-11.1%-16.0%-13.5%-16.1%-2.7%Annual VolumeAnnual ShareAnnual ChangeSharChang05,00010,00015,00020,00025,00030,00017,37628,55132,72726,48222,47529,23220,46525,78928,713Trade mark applications201420152016201720182019202020212022YearTop 5 DestinationsSource:WIPO IP Statistics Database AUSTRALIAN IP REPORT 2024|57Among high volume destinations,the United Arab Emirates(UAE)saw the strongest growth in Australian filings abroad for the second year running.82 In 2022 Australian class filings in the UAE grew to 1.56 times their level of the previous year,from 189 to 484.This follows the UAE government agreeing to join the Madrid system from 28 December 2021 and revamping its trade mark laws in March 2022 to provide for more effective brand enforcement.On 13 December 2023,Australia and the UAE announced the commencement of negotiations for a bilateral trade agreement to lay the groundwork for closer economic ties.Trade mark applicants can obtain protection for their marks in multiple countries by filing a single international registration via the Madrid system.As of February 2023,130 countries were members of the Madrid system,representing more than 80%of world trade.As the system has expanded to cover more countries,the share of Australian classes filed abroad via Madrid has increased,from 45.54%in 2018 to 58.69%in 2022.58|AUSTRALIAN IP REPORT 2024End notes64 Trade marks can be renewed every 10 years in perpetuity,on the basis that the need to prevent consumer confusion does not lessen over time.65 Reserve Bank of Australia.(2023).Statement on Monetary Policy:November 2023.Statement on Monetary Policy November 2023|RBA.66 Nguyen,K.&Yoo,Y.R.(forthcoming).Evaluating trade marks as a leading economic indicator of the Australian business cycle.IP Australia Analytical Note.67 For more information,see https:/www.wipo.int/classifications/nice/en/.68 High volume classes are defined as classes in the top quartile for total number of applications received in 2023.69 For example,see Jensen,P.H.&Webster,E.(2011).Patterns of trademarking activity in Australia Melbourne Institute Working Paper No.2/04.Australian Intellectual Property Journal,15.70 Australian Bureau of Statistics.(2024,12 January).Monthly household spending indicator:Experimental indicator of household spending using bank transactions data.Monthly Household Spending Indicator,November 2023|Australian Bureau of Statistics(abs.gov.au).71 Barroso,A.,Giarratana,M.S.&Pasquini,M.(2019).Product portfolio performance in new foreign markets:The EU trademark dual system.Research Policy,48,1121.72 High volume locations are defined as those above the mean for total applications received in 2023.73 Beebe,B.&Fromer,J.C.(2020),Fake Trademark Specimens:An Empirical Analysis,120 Colum.L.Rev.F.(217),21820.74 See Lyalkov,S.,Carmona,M.,Congregado,E.,Milln,E.&Milln,J.M.(2019).Trademarks and their association with Kirznerian entrepreneurs.Industry and Innovation,27(12),110.75 Nathan,M.&Russo,A.(2022).Innovative events:Product launches,innovation and firm performance.Research Policy,51(1),Article 104373.76 Australian Bureau of Statistics.(2023,22 August).Counts of Australian businesses,including entries and exits.https:/www.abs.gov.au/statistics/economy/business-indicators/counts-australian-businesses-including-entries-and-exits/latest-release.77 Australian Bureau of Statistics.(2023,22 August).Counts of Australian businesses,including entries and exits.https:/www.abs.gov.au/statistics/economy/business-indicators/counts-australian-businesses-including-entries-and-exits/latest-release.78 Paranavitane,V.(2023,22 December).Top 3 UK trade mark cases of 2023.World IP Review.https:/ Samios,Z.(2023,12 November).Aristocrats investors arent spooked by casino,bookie headwinds.Australian Financial Review.ALL ASX:Aristocrats investors arent spooked by casino,bookie headwinds().80 Evans,S.(2023,29 November).Fast 100:This company doubled its revenue on medicinal cannabis demand.Australian Financial Review.Cannatrek medicinal cannabis group has doubled revenues to more than$90 million and boss Tommy Huppert says demand is on the rise.().81 WIPO IP Statistics Database.82 High volume destinations are defined as those in the top quartile of locations for total class filings in 2022.AUSTRALIAN IP REPORT 2024|59Design rights5Applications for design rights in Australia grew to a record high in 2023,up by 11.5%on their level in 2022.Applications by Australian residents rose by a quarter,focused in design inputs to building and construction.However,a primary driver of the growth was a 10.5%increase in filings from China.Chinese filings nearly doubled in designs for electricity production,transformation and distribution,as patents grew strongly in this field.Design applications,registrations and certifications Applications for design rights grew to a record level of 8,776 in 2023,up 11.5%on their level in 2022.Design filings have exceeded their previous peak of 8,123 in 2021,and more than recovered from the 3.1cline in 2022.Design applications by Australian residents increased by a quarter,up 24.2%(to 2,652)in 2023.Applications by non-residents increased by 6.8%,to a record level of 6,189.WHAT ARE DESIGN RIGHTS?Design rights protect the unique visual features of a product that give it a unique appearance such as its shape,pattern,configuration or ornamentation.To be eligible for protection,a design must be new and distinctive dissimilar in overall impression to designs that constitute prior art.Once certified,the design right confers to its owner an exclusive right to use,license and commercialise the design for up to 10 years.Design rights are granted to ensure for creators adequate incentive to invest in design activity.When a design is made public it may be copied and used without the designers permission,reducing potential earnings from the design.With a certified design right,the original creator can evidence their right as the creator and issue legal proceedings against infringers.62|AUSTRALIAN IP REPORT 2024Figure 5.1|Design applications,registrations and certifications in Australia,2012 to 2023 02,0004,0006,0008,0006,5168,7767,8386,6357,1728,1237,8696,9287,3027,4627,0467,7159591,5407371,4479809971,2881,3771,2411,0011,2291,1105,9948,0008,0236,3327,3847,0647,5936,6347,0776,5907,330Design applications2014202320152016201720182019202020212022YearAnnual VolumeAnnual Change20122013Design applicationsDesign certificationsDesign registrationsDesign registrations increased to 8,000,up by 5.4%on their 2022 level.The rate of growth from 2022 to 2023 is 3.5 times the average annual rate of growth from 2018 to 2022.Over that period,registration numbers saw significant volatility(see Figure 3.1).IP Australia certified 1,540 designs in 2023,a 24.1%increase on the previous year.Certifications rose by a quarter both for residents( 25.3%,to 520)and non-residents( 23.4%,to 1,019).AUSTRALIAN IP REPORT 2024|63Design classes In Australia,designs are classified using the Locarno Classification,comprised of 32 product categories.83 The leading design class for filings in 2023 was recording,telecommunications or data processing equipment(broadly,computing equipment).This class includes tablet computers,point-of-sale terminals,and screen displays and icons.Filings for such designs grew by 2.3%in 2023,to 1,017 in total.This followed a 41.4%increase in 2022.Figure 5.2|Top five design classes for volume of design filings in 2023,and high-volume classes with the greatest relative growth and decline in 20238402004006008001,0001,01780165864764610.2%8.0%6.6%6.5%6.5% 2.3% 13.3% 8.6% 26.6% 10.6%Share of total classesChangDesign applications2014202320152016201720182019202020212022YearFurnishingGamesRecording,teleco or data processing equipmentTransportTransport packaging and containersRecording,teleco or data processing equipmentTransportFurnishingGamesTransport packaging and containersApplications in 20231,017801658647646Share of total classes10.2%8.0%6.6%6.5%6.5%Change in applications,2022-23 2.3% 13.3% 8.6% 26.6% 10.6%Focusing on high volume classes,the strongest growth in design filings was in building units and construction elements;they increased by 53.2%,to 579 in 2023.Since 2019,industry revenues for hardware and building supply retailers has declined at an annual rate of 0.1%.85 Apart from 2023,design filings in this class have also been on a declining trend.Revenues across the industry are expected to grow over coming years,due to consolidation by the large hardware chains and sales growth via online retail.86 Australian residents still file most(61.6%)applications in the class.64|AUSTRALIAN IP REPORT 2024International design activity in Australia Record non-resident filings Applications by non-residents increased by 6.8%,to a record level of 6,189.As a result,non-resident applications have grown for 3 consecutive years,at an average annual rate of 10.4%.This represents a clear break from the declining trend observed pre-pandemic(Figu
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ANNUAL ADMISSIONS STATISTICAL REPORTJune 2024UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024ForewordIn this,our seventh Annual Admissions Report,we provide details of the success rate of UK undergraduate applicants by education,region,ethnicity and socio-economic background,as well as by course and college.In 2023,3,219 undergraduate students joined us from all over the world,a testament to Oxfords continued position as a provider of first-class teaching and learning.Everyone at Oxford is chosen based on academic potential and ability alone.In line with previous years,four-fifths(79.5%)of our undergraduate students admitted in 2023 were from the UK.21.2%of UK undergraduates admitted came from the least advantaged backgrounds,including students from areas of social and economic disadvantage and from areas of low progression to higher education;7.6%of UK students admitted were eligible for Free School Meals(up from 5.3%in 2021).28.8%identified as Black and Minority Ethnic(BME).We were delighted to welcome 22 UK state school students from backgrounds where circumstances have significantly disrupted their education as the first Astrophoria Foundation Year cohort in 2023,and to support more than 170 talented UK offer-holders from under-represented backgrounds in making a smooth transition from school to university through our academic bridging programme,Opportunity Oxford.We remain committed to ensuring that we attract and admit students with the highest academic potential from all backgrounds,and that our student body reflects the diversity of the UK and embraces students attending all types of schools.We are acutely aware of the challenges facing some of our potential applicants,including the very uneven educational impact of the Covid-19 pandemic and the rising cost of living in student decision-making.Oxford offers one of the most generous support packages available to undergraduate UK students to ensure finance is not a barrier to study here,providing over 9.5million of financial support to those from lower-income households.Around 1 in 4 of our UK undergraduates currently receives an annual,non-repayable bursary of up to 5,800.To ensure that we continue to help our students,we are expanding the Crankstart scheme to support students from disadvantaged and under-represented backgrounds at all stages of the academic life cycle,and launching several innovative access programmes and events to engage with students across the UK from as young as 11.We will also publish our new Access and Participation Plan,providing us with a renewed focus in attracting and supporting students who are under-represented at Oxford.Professor Irene Tracey,CBE,FRS,FMedSciVice-ChancellorContents page 4 Section 1.Overall numbers,including domicile page 7 Section 2.Nation and regionpage 10 Section 3.Disadvantagepage 18 Section 4.School typepage 21 Section 5.Genderpage 24 Section 6.Ethnicitypage 36 Section 7.Disabilitypage 37 Glossarypage 40 Guide to the Oxford admissions processpage 41 Note on HESA dataPAGE 2UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024About this report This report presents undergraduate admissions statistics for the University of Oxford over five admissions years between 2019 and 2023,broken down into chapters covering the following areas:overall numbers,domicile,nation and region,disadvantage,school type,gender,ethnicity and disability.The report includes information for Oxfords colleges and largest courses,aggregated for the three admissions years 2021 to 2023.Aggregation has been used as small yearly figures are likely to provide a misleading picture.Nonetheless,some figures remain so small that a handful of decisions can appear to create large swings which have limited statistical value.This health warning applies even more strongly to single-year statistics for colleges and courses.The full data are available to view online:ox.ac.uk/adstats.The report also provides some national context for Oxfords data,primarily based on figures from the Higher Education Statistics Agency(HESA).This includes information on the numbers of students achieving Oxfords minimum standard offer:three A grades or better at A-level and equivalent Scottish qualifications.It also compares Oxfords data with the higher education sector as a whole and with the Russell Group of leading universities.A summary of Oxfords admissions process can be found on page 40.This report does not include statistics relating to the Astrophoria Foundation Year(AFY),which launched in 2023.Please visit the AFY website for more information about this programme:https:/foundationyear.ox.ac.uk/.Key points The number of students admitted in 2023 was 3,219.Approximately four-fifths of those places(2,560)went to students living in the UK.Between 2019 and 2023,within the total group of UK-domiciled undergraduates admitted:The proportion from state schools rose from 62.3%1 to 67.6%.The proportion identifying as Black and Minority Ethnic(BME)rose from 22.0%2 to 28.8%.The proportion identifying as Asian rose from 9.6%in 2019 to 13.1%in 2023.The proportion from socio-economically disadvantaged areas rose from 12.2%to 14.4%.The proportion from areas of low progression to higher education reduced from 14.0%to 13.3%.The proportion declaring a disability rose from 9.5%to 19.0%.The proportion of women reduced from 54.3%to 52.2%.1 Percentages in this report have been rounded to one decimal place.2 Some figures may be slightly different from those presented in previous editions of this report following data corrections.PAGE 3UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|20241.Overall numbers,including domicile This section presents information on Oxfords overall numbers,as well as the domicile of Oxfords applicants,offer holders and admitted students.OVERALL NUMBERS The number of students admitted in 2023 was 3,219,in line with pre-pandemic levels.Table 1.1:Overall applications to Oxford,offers made and students admitted,all domiciles,20192023 APPLICATIONSOFFERSSTUDENTS ADMITTED202323,2113,7213,219202223,8193,6453,271202124,3383,5553,298202023,4143,9323,695201923,0263,8953,286 Table 1.2:Courses with the highest number of applicants per place(all domiciles,three-year total 20212023)3 COURSENUMBER OF APPLICANTS PER PLACECOURSENUMBER OF APPLICANTS PER PLACEComputer Science20Mathematics10.6Economics and Management19.7Law*9.3Mathematics and Computer Science12.8History and Politics9.1Medicine12.6Physics8.9Biomedical Sciences12.2Philosophy,Politics and Economics8.8*Including Law/Law with Studies in Europe A-level grade profile of UK-domiciled students applying to,receiving offers from and being admitted to Oxford(2023 UK intake)s While three A grades is Oxfords minimum standard offer for candidates taking A-levels,many courses particularly in the sciences require at least one A*grade.53.0%of applicants and 84.1%of admitted students were awarded A*AA or better at A-level.47.0%of admitted students achieved three A*grades or better at A-level.3 Table based on 25 largest courses.s A-level bands are based on results data obtained from UCAS and include results from the 2023 and 2022 examination rounds.Excludes General Studies and Critical Thinking,and candidates with fewer than three A-level results.Across the years 2020-2022 there were variations in the A-Level grades awarded.Note:Table 1.2 contains aggregated figures for the period 20212023.Aggregated figures for this period will appear throughout the report,most often where tables refer to data by course or by college.21.37.9.8.9%9.0%Applications 17.7A.9%OffersStudents admitted47.0%9.6!.6.5%6.3%OtherAAAA*AAA*A*AA*A*A*or better14.3.5%6.5%PAGE 4UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024BREAKDOWN BY DOMICILE Since 2019,applications from UK students and non-EU students have risen,and applications from EU students have fallen.UK-domiciled applicants are substantially more likely to receive an offer of a place to study at Oxford than students from outside the UK.Since 2019,the proportion of students admitted who are from the UK has risen to 79.5%from 78.8%,whilst the proportion from non-EU countries has increased to 16.8%from 14.1%.The proportion of students who applied from the EU fell to 6.8%in 2023 from 12.0%in 2019.Oxford does not operate quotas or targets around the nationality or domicile of students admitted to the University.The exception is Medicine,which is subject to a government restriction on the number of students with international fee status who can be admitted each year.The highest number of overseas applications and admitted students was from the Peoples Republic of China.Table 1.3:Overall applications to Oxford,offers made and students admitted by area of domicile,20192023UK STUDENTSAPPLICATIONSOFFERSSTUDENTS ADMITTEDPROPORTION OF TOTAL APPLICANTSPROPORTION OF TOTAL STUDENTS ADMITTED202314,6362,9052,56063.1y.5 2214,5692,8062,59661.2y.4 2114,4012,7812,69159.2.6 2014,1023,0592,95060.2y.8 1913,8813,0592,59060.3x.8%EU STUDENTSAPPLICATIONSOFFERSSTUDENTS ADMITTEDPROPORTION OF TOTAL APPLICANTSPROPORTION OF TOTAL STUDENTS ADMITTED20231,5721501196.8%3.7 221,7871631247.5%3.8 212,1361661288.8%3.9 202,74529226611.7%7.2 192,77326623412.0%7.1%NON-EU STUDENTSAPPLICATIONSOFFERSSTUDENTS ADMITTEDPROPORTION OF TOTAL APPLICANTSPROPORTION OF TOTAL STUDENTS ADMITTED20237,00366654030.2.8 227,46367655131.3.8 217,80160847932.1.5 206,56758147928.0.0 196,37257046227.7.1%PAGE 5UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024Table 1.4:Countries/regions with the highest number of applications and students admitted to Oxford,three-year total 20212023COUNTRY/REGION OF DOMICILEAPPLICATIONSCOUNTRY/REGION OF DOMICILESTUDENTS ADMITTEDUK43,606UK7,847PR China6,691PR China538United States of America2,774Singapore247India1,883United States of America164Singapore1,744Hong Kong141Hong Kong1,342India74Canada867Australia54Germany832France51Malaysia752Canada50France618Germany45Spain599Korea,Republic of38CONTEXTUK universities by domicile of studentsAll UK universities(2021 intake)*EU 3.7%UK79.5%Russell Group(2021 intake)*Oxford University(2023 intake)NON-EU 16.8%EU 2.0%EU 3.0%UK85.5%UK76.6%NON-EU 12.5%NON-EU 20.4%*Most recent available national data covers 2021 intake:defined as first-year,first-degree,undergraduate students,academic year 2021/22.Excludes those of unknown domicile.See page 41 for full citation.PAGE 6UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|20242.Nation and regionThis section breaks down Oxfords UK-domiciled undergraduate student total to show the regional distribution of the Universitys applicants,offer holders and admitted students.The regional distribution of admissions to Oxford reflects population size,achievement in school and application numbers.London and the South East made up 47.5%of UK applications between 2021 and 2023,and 48.2%of students admitted;the rest of the UK made up 52.5%of applications and 51.8%of students admitted.Table 2.1:Applications to Oxford,offers made and students admitted by UK nation and region,three-year total 20212023APPLICATIONSOFFERSSTUDENTS ADMITTEDPROPORTION OF TOTAL UK APPLICANTSPROPORTION OF TOTAL UK STUDENTS ADMITTEDREGIONS SHARE OF AAA STUDENTS4 East Midlands2,0353703374.7%4.3%6.0st of England3,9608027489.1%9.6.0%London11,8802,4242,23927.4(.7 .1%North East9752101962.2%2.5%2.5%North West3,5726816248.2%8.0%9.1%Northern Ireland35357560.8%0.7%4.3%Scotland8651421352.0%1.7%4.8%South East8,7291,6261,52320.1.5.3%South West4,0208447849.3.0%7.7%Wales1,5492552453.6%3.1%4.4%West Midlands3,1615875187.3%6.6%7.4%Yorkshire and The Humber2,2824484015.3%5.1%6.4%Total43,3818,4467,806Applications to Oxford by UK nation and region,20192023201920202021202220233,6843,77128342,8672,84413331,3681,39812011,2671,2721,1619911,1171,0609409637137334534674825876576502992582552422972761301471253,8413,9372,9822,8621,4041,3181,2921,3601,1451,1641,0301,0647278056696412893043193551151274804,1022,8851,3081,0677507252723011111,2981,263 4 See page 8Regions are based upon home and correspondence postcodes provided on the application rather than Area of Permanent Residence(APR)supplied by UCAS.The Crown Dependencies have been excluded from the analysis.201920202021202220237187935476022172672623152192271522061511381291488590527231674717357337395484852532552772412172081751881511261251116299605149171964767490240266199155124101843520Students admitted to Oxford by UK nation and region,20192023n Londonn South Eastn South Westn East of Englandn North West n West Midlandsn Yorkshire&the Humbern East Midlandsn Walesn North Eastn Scotland n Northern IrelandPAGE 7UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024CONTEXTNumber of students achieving AAA or better at A-level,broken down by UK nation and region*South East11,415East ofEngland6,605North West5,985South West5,105Yorkshireand the Humber4,205Northern Ireland2,860Wales2,925NorthEast1,650WestMidlands4,880London13,265Scotland3,190EastMidlands3,985*First-year,first-degree,UK-domiciled undergraduate students,academic year 2021/22.Includes equivalent Scottish qualifications.See page 41 for full citation.PAGE 8UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024What proportion of students achieves AAA or better at A-level in UK nations and regions?*17.9.0%9.7.8%7.7.1.1.8%9.9.0.1.0%*First-year,first-degree,UK-domiciled undergraduate students,academic year 2021/22.Includes equivalent Scottish qualifications.See page 41 for full citation.PAGE 9UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|20243.Disadvantage This section focuses on the backgrounds of UK-domiciled students who apply to Oxford,are made offers,and are admitted.The figures relate to differing levels of socio-economic advantage and progression to higher education across the UK,and are derived from the ACORN and POLAR5 demographic systems.Information on Free School Meals is also included.ACORN is a postcode-based tool that categorises the UKs population by level of socio-economic advantage.POLAR is a similar tool that measures how likely young people are to participate in higher education based on where they live.The ACORN and POLAR systems are widely recognised measures used to set admissions targets for universities including Oxford.Free school meal(FSM)s eligibility is a measure of low household income,widely used in social policy research as an individual indicator of potential disadvantage.FSM information is now made available to Oxford by UCAS for our 20212023 cycles.These systems are explained in more detail in the glossary to this report.UNIVERSITY-LEVEL DATAThe tables below show the number of applications,offers and students admitted from the two most socio-economically disadvantaged groups(ACORN categories 4 and 56)and the two groups of young people least likely to progress to higher education(POLAR quintiles 1 and 2).In 2023,14.4%of UK students admitted to Oxford came from the two most socioeconomically disadvantaged groups (ACORN categories 4 and 56).Table 3.1:Socio-economic disadvantage:UK applications to Oxford,offers made and students admitted from ACORN categories 4 and 56,20192023APPLICATIONSOFFERSSTUDENTS ADMITTEDACORN 4 AND 5 PROPORTION OF STUDENTS ADMITTED720232,59645836514.4 222,49246640115.5 212,37548546017.3 202,31649546716.0 192,09741831312.2%In 2023,13.3%of UK students admitted to Oxford were from the two groups with lowest progression to higher education (POLAR quintiles 1 and 2).Table 3.2:Areas of low progression to higher education:UK applications to Oxford,offers made and students admitted from POLAR quintiles 1 and 2,20192023APPLICATIONSOFFERSSTUDENTS ADMITTEDPOLAR 1 AND 2 PROPORTION OF STUDENTS ADMITTED7 20232,34542333713.3 222,37648142616.6 212,28847645017.0 202,12347845415.6 192,07947135514.0%s UCAS defines FSM eligibility as whether the applicant is known to have been eligible for Free School Meals at any time in the 6 years prior to the census day of their final KS4 year,and is only available for 18 and 19 year olds.5 POLAR classification is periodically reviewed.See page 39 for classifications used in this report.6 This data includes ACORN Category 4 Financially Stretched(excluding Type 34 Student flats and halls of residence)and ACORN Category 5 Urban Adversity.7.Excluding students whose ACORN/POLAR status is not known.PAGE 10UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024UNIVERSITY-LEVEL DATA In 2023,7.6%of UK students admitted to Oxford were eligible for Free School Meals(FSM).This is an increase of 2.3 percentage points since 2021.(No FSM data is available for previous years.)Table 3.3:Free school meals:UK applications to Oxford,offers made and students admitted,relating to students eligible for Free school meals,20212023APPLICATIONSOFFERSSTUDENTS ADMITTEDFSM ELIGIBLE PROPORTION OF STUDENTS ADMITTEDs20239842281787.6 227921861597.3 217701291215.3%CONTEXTBreakdown of students who achieve AAA or better at A-level by socio-economic group (all UK universities,2021 UK intake)*84.1%live in more advantaged areas(other ACORN categories)live in less advantaged areas(ACORN categories 4 and 5)15.9%Oxford University(2023 UK intake)*85.6%live in more advantaged areas(other ACORN categories)live in less advantaged areas(ACORN categories 4 and 5)14.4%*Most recent available national data covers 2021 intake:defined as first-year,first-degree,UK-domiciled undergraduate students,academic year 2021/22 AAA pool includes equivalent Scottish qualifications.Excludes those whose ACORN status is not known.Excludes Type 34 from ACORN category 4 Type 34 appears in other ACORN categories.See page 41 for full citation.Breakdown of students who achieve AAA or better at A-level,by areas with different likelihood of progression to higher education(all UK universities,2021 UK intake)*82.9%from areas with greater likelihood of progression to higher education(other POLAR quintiles)from areas with lower likelihood of progression to higher education (POLAR quintiles 1 and 2)17.1%Oxford University(2023 UK intake)*86.7%from areas with greater likelihood of progression to higher education(other POLAR quintiles)from areas with lower likelihood of progression to higher education (POLAR quintiles 1 and 2)13.3%*Most recent available national data covers 2021 intake:defined as first-year,first-degree,UK-domiciled undergraduate students,academic year 2021/22 AAA pool includes equivalent Scottish qualifications.Excludes those whose POLAR status is not known.See page 41 for full citation.Breakdown of students who achieve AAA or better at A-level,by FSM eligibility (all UK universities,2023 UK intake)*93.7%not FSM eligibleFSM eligible6.3%Oxford University(2023 UK intake)*Most recent available data covers 2023 UCAS cycle.See page 39 for definition of UCAS cycle.*Excluding students whose ACORN/POLAR/FSM status is not known.s Excluding students whose FSM eligibility is not known.92.4%not FSM eligibleFSM eligible7.6%PAGE 11UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024DATA BY COURSEThese tables include figures for Oxfords 25 largest courses by total number of places,aggregated from 2021 to 2023.Socio-economic disadvantage UK-domiciled students from less advantaged areas(ACORN categories 4 and 56)made up between 8.2%and 32.4%of UK intakes from 2021 to 2023 for Oxfords 25 largest courses.Table 3.4:Socio-economic disadvantage:UK applications to Oxford,offers made and students admitted from ACORN categories 4 and 56 by course,three-year total 20212023ACORN 4 AND 5OTHERACORN 4 AND 5 PROPORTION OF TOTAL UK STUDENTS ADMITTED7APPLICATIONSOFFERSSTUDENTS ADMITTEDAPPLICATIONSOFFERSSTUDENTS ADMITTEDAsian and Middle Eastern Studies462419240948019.2%Biochemistry23050451,05922321117.6%Biology163655296725123618.1%Biomedical Sciences1609871085838.8%Chemistry21080691,30637834516.7%Classics68383362926624611.8%Computer Science3471716973716918.8onomics and Management38130262,00915615014.8%Engineering Science23938291,2343443238.2%English Language and Literature343109951,91254050315.9%Experimental Psychology15530255571028822.1%Geography84302380820017611.6%History2901191022,05553749217.2%History and Politics1312320706938818.5%Law*8691271133,00139437823.0%Materials Science301310167726812.8%Mathematics56758582,58230830316.1%Mathematics&Computer Science1971313768636317.1%Medicine1,04099822,75035234119.4%Modern Languages117685783939136413.5%Music36272535320818312.0%Philosophy,Politics and Economics42187792,56442240216.4%Physics54348432,59830229712.6%Psychology,Philosophy&Linguistics932824323585032.4%Theology and Religion311716220867817.0%*Including Law/Law with Studies in Europe 6 This data includes ACORN Category 4 Financially Stretched(excluding Type 34 Student flats and halls of residence)and ACORN Category 5 Urban Adversity.7 Excluding students whose ACORN/POLAR status is not known.PAGE 12UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024Areas of low progression to higher education UK-domiciled students from areas with low progression to higher education(POLAR quintiles 1 and 2)made up between 9.0%and 28.3%of UK intakes from 2021 to 2023 for Oxfords 25 largest courses.Table 3.5:Areas of low progression to higher education:UK applications to Oxford,offers made and students admitted from POLAR quintiles 1 and 2 by course,three-year total 20212023POLAR 1 AND 2OTHERPOLAR 1 AND 2 PROPORTION OF TOTAL UK STUDENTS ADMITTED7 APPLICATIONSOFFERSSTUDENTS ADMITTEDAPPLICATIONSOFFERSSTUDENTS ADMITTEDAsian and Middle Eastern Studies33119252106899.2%Biochemistry22856491,06021720719.1%Biology156605097225523717.4%Biomedical Sciences1792322690716924.2%Chemistry23888741,27336833818.0%Classics7431256222732549.0%Computer Science28318181,036706721.2onomics and Management30625242,07916115213.6%Engineering Science21340321,2553403189.1%English Language and Literature349112951,90353550115.9%Experimental Psychology1523732558958128.3%Geography99393379319116616.6%History284101882,05955450514.8%History and Politics1262622710908620.4%Law*8451241123,00939437722.9%Materials Science231110173746812.8%Mathematics54452512,59931230814.2%Mathematics&Computer Science1571212806636316.0%Medicine76890793,00535834118.8%Modern Languages130705982638936214.0%Music37242234920818310.7%Philosophy,Politics and Economics38281712,59742640814.8%Physics58648442,54730129513.0%Psychology,Philosophy&Linguistics831917332675723.0%Theology and Religion341514217888014.9%*Including Law/Law with Studies in Europe 7 Excluding students whose ACORN/POLAR status is not known.PAGE 13UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024DATA BY OXFORD COLLEGEThe following tables and similar tables throughout this report include figures for 29 of Oxfords undergraduate-admitting colleges,aggregated from 2021 to 2023.Socio-economic disadvantage From 2021 to 2023,the proportion of admitted students from less advantaged areas (ACORN categories 4 and 56)ranged by college from 11.4%to 27.8%.Table 3.6:Socio-economic disadvantage:UK applications to Oxford,offers made and students admitted from ACORN categories 4 and 56 by college,three-year total 20212023ACORN 4 AND 5OTHERACORN 4&5 PROPORTION OF TOTAL UK STUDENTS ADMITTED7APPLICATIONSOFFERSADMITTEDAPPLICATIONSOFFERSADMITTEDBalliol College27440361,49524522813.6%Brasenose College28852451,58425022916.4%Christ Church33662571,45929427117.4%Corpus Christi College151333263714113519.2%Exeter College16737321,19322620513.5%Hertford College28656461,49927525515.3%Jesus College26347351,20323121713.9%Keble College37150471,93428127114.8%Lady Margaret Hall29052471,00124022617.2%Lincoln College16932301,02320419313.5%Magdalen College44356461,97322821117.9%Mansfield College184615066114213027.8%Merton College213352499219718611.4%New College23749421,60930128712.8%Oriel College150312783119018113.0%Pembroke College20837301,16124021812.1%Somerville College18443371,01725724013.4%St Annes College25257511,01525323717.7%St Catherines College32353481,47732328914.2%St Edmund Hall173433797223622114.3%St Hildas College187453684124623313.4%St Hughs College248483789225523013.9%St Johns College41756501,67824222618.1%St Peters College162333186323221812.4%The Queens College171453995120519816.5%Trinity College215292397518317811.4%University College29264611,01922220522.9%Wadham College27455491,21926825216.3%Worcester College42874732,29326225222.5%University total(202123)87,4631,4091,22635,8577,0046,54615.8%6 This data includes ACORN Category 4 Financially Stretched(excluding Type 34 Student flats and halls of residence)and ACORN Category 5 Urban Adversity.7 Excluding students whose ACORN/POLAR status is not known.8 Total includes Permanent Private Halls and Harris Manchester College.Note:Oxfords colleges vary in size and subject provision,admitting between around 50 and 120 UK-domiciled students each year.Permanent Private Halls(which have a different status to colleges and generally admit small numbers of students for a limited range of courses)and Harris Manchester College(which admits only mature students)have been excluded.Application numbers to individual colleges vary year on year,as does the prior academic achievement of those applicants,which can lead to fluctuations in admissions figures between colleges and among particular groups of students.Applicants to a particular college may be reallocated and eventually admitted to another college as part of Oxfords admissions process.An explanation of this system appears on page 40.PAGE 14UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024Areas of low progression to higher education From 2021 to 2023,the proportion of admitted students from areas with low progression to higher education (POLAR quintiles 1 and 2)ranged by college from 10.1%to 26.1%.Table 3.7:Areas of low progression to higher education:UK applications to Oxford,offers made and students admitted from POLAR quintiles 1 and 2 by college,three-year total 20212023POLAR 1 AND 2OTHERPOLAR 1 AND 2 PROPORTION OF TOTAL UK STUDENTS ADMITTED7APPLICATIONSOFFERSADMITTEDAPPLICATIONSOFFERSADMITTEDBalliol College25444371,51124122714.0%Brasenose College31056481,56124622617.5%Christ Church31048421,47730728512.8%Corpus Christi College136343264813913419.3%Exeter College16850431,19021219318.2%Hertford College24957441,53327325614.7%Jesus College22741351,23723721713.9%Keble College34953501,95527826815.7%Lady Margaret Hall23861531,04923122019.4%Lincoln College17929281,00920519312.7%Magdalen College43440351,97724322113.7%Mansfield College183564766014713326.1%Merton College210434099218816919.1%New College23050471,61329928114.3%Oriel College156262482419518411.5%Pembroke College18331321,17824421313.1%Somerville College18947411,00825123414.9%St Annes College22756511,03525223517.8%St Catherines College28562501,51131428714.8%St Edmund Hall162463598023222213.6%St Hildas College149362787625324010.1%St Hughs College213504092525122615.0%St Johns College38050441,71124823215.9%St Peters College149333087123121912.0%The Queens College154424096320719616.9%Trinity College192292499318317711.9%University College27261601,03722420522.6%Wadham College24741371,24028026212.4%Worcester College48181782,23825524724.0%University total(202123)87,0091,3801,21336,2057,0086,53515.7%7 Excluding students whose ACORN/POLAR status is not known.8 Total includes Permanent Private Halls and Harris Manchester College.PAGE 15UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024Free School Meals(FSM)eligibility Free School Meal(FSM)eligible students made up between 2.9%and 13.3%of UK intakes from 2021 to 2023 for Oxfords 25 largest courses.Table 3.8:Free School Meals(FSM)eligibility:UK applications to Oxford,offers made and students admitted by course,three-year total 20212023FSM ELIGIBLENOT ELIGIBLE FOR FSMAPPLICATIONSOFFERSSTUDENTS ADMITTEDAPPLICATIONSOFFERSSTUDENTS ADMITTEDFSM PROPORTION OF TOTAL UK STUDENTS ADMITTED7 Asian and Middle Eastern Studies178520084726.5%Biochemistry7820171,0262332197.2%Biology5626229312652428.3%Biomedical Sciences516469580804.8%Chemistry7531241,2673963636.2%Classics3011105932592364.1%Computer Science11988989696610.8onomics and Management11215121,9731531477.5%Engineering Science8825201,1353122906.5%English Language and Literature10543361,8455234856.9%Experimental Psychology47117545106927.1%Geography311287641951734.4%History88383319765494976.2%History and Politics531411674868211.8%Law*33445372,7843933778.9%Materials Science104316072674.3%Mathematics18923222,5863113086.7%Mathematics&Computer Science775574060607.7%Medicine34846402,75134332610.9%Modern Languages4423197903903585.0%Music11853051851652.9%Philosophy,Politics and Economics14635342,3023933718.4%Physics17321202,5282882806.7%Psychology,Philosophy&Linguistics30108304595213.3%Theology and Religion146618576707.9%*Including Law/Law with Studies in Europe 7 Excluding students whose FSM status is not known.PAGE 16UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024Free School Meals(FSM)eligibility From 2021 to 2023,the proportion of admitted students eligible for Free School Meals(FSM)ranged by college from 2.2%to 12.3%.Table 3.9:Free School Meals(FSM)eligibility:UK applications to Oxford,offers made and students admitted by college,three-year total 20212023FSM ELIGIBLENOT ELIGIBLE FOR FSMFSM PROPORTION OF TOTAL UK STUDENTS ADMITTED7APPLICATIONSOFFERSADMITTEDAPPLICATIONSOFFERSADMITTEDBalliol College75971,4292502332.9%Brasenose College9015111,5512582374.4%Christ Church13732281,36027325210.0%Corpus Christi College5212116121411347.6%Exeter College5719131,1242212006.1%Hertford College9714131,4482662455.0%Jesus College6921161,0392121967.5%Keble College13923261,8512692559.3%Lady Margaret Hall10714119772452324.5%Lincoln College6815129771981896.0%Magdalen College15820181,9052312078.0%Mansfield College66222067316214312.3%Merton College6815109641871745.4%New College9224201,5232932796.7%Oriel College4716137631791697.1%Pembroke College7518111,0902202005.2%Somerville College591399772492323.7%St Annes College8718169972482296.5%St Catherines College11724191,4113182926.1%St Edmund Hall54758922342192.2%St Hildas College6820147762432275.8%St Hughs College8126208682422178.4%St Johns College12520171,6642422257.0%St Peters College641197972202094.1%The Queens College4917178851951868.4%Trinity College69999301801695.1%University College8521199562402227.9%Wadham College9821191,1742572417.3%Worcester College17235332,24826625611.4%University total(202123)82,54654345834,1256,8366,3616.7%7 Excluding students whose FSM status is not known.8 Total includes Permanent Private Halls and Harris Manchester College.PAGE 17UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|20244.School type This section shows the number of UK-domiciled students applying to,receiving offers from and admitted to Oxford by the type of school they attended:state or independent.UK-domiciled students applying from other types of school have been excluded from the tables below.This is because the group is small,constituting only 4.9%of applications(2,127)between 2021 and 2023 and includes students from overseas or unknown schools,making it difficult to draw reliable conclusions from the numbers.UNIVERSITY-LEVEL DATA The proportion of students admitted to Oxford from the UK state sector in 2023 was 67.6%.This is an increase of 5.3 percentage points from 2019.The proportion of UK students admitted from the independent sector has decreased between 2019 and 2023.Table 4.1:UK applications to Oxford,offers made and students admitted by school type,20192023STATEINDEPENDENTSTATE PROPORTION OF TOTAL UK STUDENTS ADMITTED9APPLICATIONSOFFERSADMITTEDAPPLICATIONSOFFERSADMITTED202310,1501,9351,6623,79785879667.6 229,9651,8511,6783,85581578568.1 219,6081,8291,7604,10483381968.2 209,4112,0211,9374,06090288668.6 198,9141,9081,5574,4031,05094262.3%CONTEXTBreakdown of students achieving AAA or better at A-level by school type(all UK universities,2021 UK intake)*79.9%State 20.1%Independent/otherBreakdown of students achieving A*A*A or better at A-level by school type(all UK universities,2021 UK intake)*76.2%State 23.8%Independent/other Oxford University(2023 UK intake)967.6%State 32.4%Independent*Most recent available national data covers 2021 intake:defined as first-year,first-degree,UK-domiciled undergraduate students,academic year 2021/22.AAA pool includes equivalent Scottish qualifications.Excludes unknown school type.See page 41 for full citation.9 Excluding students whose education cannot be classified as either state or independent.PAGE 18UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024DATA BY COURSEThis table includes figures for Oxfords 25 largest courses by total number of places,aggregated from 2021 to 2023.State-educated UK students represented between 46.5%and 79.6%of UK intakes from 2021 to 2023 for Oxfords 25 largest courses.Some courses attract more applications per available place than others,and in general UK state students apply disproportionately for the most oversubscribed subjects.On average,39.3%of state applications between 2021 and 2023 were for five of the most oversubscribed subjects at Oxford(Law;Medicine;Mathematics;Philsophy,Politics and Economics;Economics&Management),compared with 31.9%of independent applications.Table 4.2:UK applications to Oxford,offers made and students admitted by school type and course,three-year total 20212023STATEINDEPENDENTSTATE PROPORTION OF TOTAL UK STUDENTS ADMITTED9 APPLICATIONSOFFERSADMITTEDAPPLICATIONSOFFERSADMITTEDAsian and Middle Eastern Studies1385543127544847.3%Biochemistry886189177362827869.4%Biology751224200331848071.4%Biomedical Sciences6387269198202077.5%Chemistry1,02230526547214714365.0%Classics28814312539015214446.5%Computer Science1,0846664204212076.2onomics and Management1,544110104767726860.5%Engineering Science97822420145814914258.6%English Language and Literature1,46643839770618317669.3%Experimental Psychology54110486132232279.6%Geography559174144311525173.8%History1,40645640685818417370.1%History and Politics5978778201222278.0%Law*2,91738035471811010876.6%Materials Science121615675252370.9%Mathematics2,507273269564777777.7%Mathematics&Computer Science7775555148171776.4%Medicine2,80733230979010810674.5%Modern Languages55028325038316716260.7%Music194127105173979253.3%Philosophy,Politics and Economics1,92034131991714714269.2%Physics2,447245239608979372.0%Psychology,Philosophy&Linguistics2705846116232366.7%Theology and Religion1226056105333263.6%*Including Law/Law with Studies in Europe 9 Excluding students whose education cannot be classified as either state or independent.PAGE 19UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024DATA BY OXFORD COLLEGEThis table includes figures for 29 of Oxfords undergraduate-admitting colleges,aggregated from 2021 to 2023.Individual colleges receive varying numbers and proportions of applicants from the state and independent sectors.The state-educated share of UK students admitted to Oxford ranged by college from 56.6%to 93.7%from 2021 to 2023.Table 4.3:UK applications to Oxford,offers made and students admitted by school type and college,three-year total 20212023STATEINDEPENDENTSTATE PROPORTION OF TOTAL UK STUDENTS ADMITTED9APPLICATIONSOFFERSADMITTEDAPPLICATIONSOFFERSADMITTEDBalliol College1,262201183437838069.6%Brasenose College1,411240218419575181.0%Christ Church1,14822720554011711264.7%Corpus Christi College541109101223606162.3%Exeter College809166147503888363.9%Hertford College1,359258229379666677.6%Jesus College962178158440888265.8%Keble College1,55321020567911210665.9%Lady Margaret Hall986203182245707371.4%Lincoln College724142128431909158.4%Magdalen College1,699185163618958964.7%Mansfield College73518516370121193.7%Merton College867155136309727066.0%New College1,10420018667813913358.3%Oriel College593133124344797562.3%Pembroke College82615313749511710556.6%Somerville College844215196323757173.4%St Annes College932213193274767572.0%St Catherines College1,28625422544910810169.0%St Edmund Hall669174158404898764.5%St Hildas College662190169307979564.0%St Hughs College72617915234511510658.9%St Johns College1,551217195473726973.9%St Peters College6041601513771039760.9%The Queens College673155146415898563.2%Trinity College733122114408858258.2%University College921202180297787770.0%Wadham College1,154228210292888471.4%Worcester College2,149279269488474585.7%University total(202123)829,7235,6155,10011,7562,5062,40068.0%8 Total includes Permanent Private Halls and Harris Manchester College.9 Excluding students whose education cannot be classified as either state or independent.PAGE 20UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|20245.Gender This section breaks down Oxfords group of UK-domiciled applicants,offer holders and admitted students by gender declared on application10.UNIVERSITY-LEVEL DATA In each year from 2019 to 2023 Oxford admitted more UK-domiciled female undergraduates than male.Table 5.1:UK applications to Oxford,offers made and students admitted by gender,20192023FEMALEMALEFEMALE PROPORTION OF TOTAL UK STUDENTS ADMITTEDAPPLICATIONSOFFERSADMITTEDAPPLICATIONSOFFERSADMITTED20237,4441,5511,3377,1921,3541,22352.2 227,3831,4951,3797,1861,3111,21753.1 217,4111,5421,4866,9901,2391,20555.2 207,1101,6611,5986,9921,3981,35254.2 197,1451,6781,4076,7361,3811,18354.3%CONTEXTBreakdown of students at UK universities by gender(2021 UK intake)*All UK universities57.2male 42.5%male 0.2%sotherRussell Group56.2male 43.5%male0.2%sotherOxford University(2023 UK intake)1052.2male 47.8%maleBreakdown of students achieving AAA or better at A-level by gender(all UK universities,2021 UK intake)*57.0male 42.7%male0.3%sother*Most recent available national data covers 2021 intake:defined as first-year,first-degree,UK-domiciled undergraduate students,academic year 2021/22.AAA pool includes equivalent Scottish qualifications.See page 41 for full citation.sOther gender:percentages are too small to represent in diagram.10 Oxford University data in this report uses the binary male/female options from the UCAS application,which may not reflect the gender identity of all applicants.PAGE 21UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024DATA BY COURSEThis table includes figures for Oxfords 25 largest courses by total number of places,aggregated from 2021 to 2023.The female-to-male ratio of applications varies by course.This is reflected in the wide variations by course in the proportion of UK-domiciled female students admitted.The proportion of female students ranged from 17.1%to 81.7tween 2021 and 2023 for Oxfords 25 largest courses.Table 5.2:UK applications to Oxford,offers made and students admitted by gender and course,three-year total 20212023FEMALEMALEFEMALE PROPORTION OF TOTAL UK STUDENTS ADMITTEDAPPLICATIONSOFFERSADMITTEDAPPLICATIONSOFFERSADMITTEDAsian and Middle Eastern Studies1737464114443564.6%Biochemistry80716815749510810260.6%Biology71419417242112311759.5%Biomedical Sciences6476663228282869.2%Chemistry71621218980924822745.4%Classics42319217127711310861.3%Computer Science28023231,054666326.7onomics and Management77766641,62412011236.4%Engineering Science35789801,12929827722.4%English Language and Literature1,81650846345314213677.3%Experimental Psychology59410894122262181.7%Geography544146129357887463.5%History1,1983663341,16129426455.9%History and Politics3755954469585450.0%Law*2,6583233061,23720018662.2%Materials Science703026128565332.9%Mathematics9621031022,20626526128.1%Mathematics&Computer Science1861313782636317.1%Medicine2,3502562401,45719918756.2%Modern Languages66331128129515014166.6%Music19912210619411610550.2%Philosophy,Politics and Economics1,1822212091,82229027443.3%Physics86971682,29128227519.8%Psychology,Philosophy&Linguistics2966656121201875.7%Theology and Religion1476559134686547.6%*Including Law/Law with Studies in Europe PAGE 22UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024DATA BY OXFORD COLLEGEThis table includes figures for 29 of Oxfords undergraduate-admitting colleges,aggregated from 2021 to 2023.From 2021 to 2023,the proportion of UK-domiciled female students admitted to Oxford ranged by college from 43.5%to 64.4%.Table 5.3:UK applications to Oxford,offers made and students admitted by gender and college,three-year total 20212023FEMALEMALEFEMALE PROPORTION OF TOTAL UK STUDENTS ADMITTEDAPPLICATIONSOFFERSADMITTEDAPPLICATIONSOFFERSADMITTEDBalliol College77713112299915814645.5%Brasenose College1,08816615379613712255.6%Christ Church90218116690017716350.5%Corpus Christi College3977773400989543.5%Exeter College78815113858311410157.7%Hertford College90320718589412411761.3%Jesus College68014112879313812550.6%Keble College1,1001721651,22416015451.7%Lady Margaret Hall8851891774161069864.4%Lincoln College6831371285171009657.1%Magdalen College1,4011581431,02512711555.4%Mansfield College455126107394797558.8%Merton College5871251186291099455.7%New College95917515689017517347.4%Oriel College44410410054411810947.8%Pembroke College63215613674312311554.2%Somerville College64518416756111711160.1%St Annes College66318016761213112257.8%St Catherines College7631931691,04218416950.0%St Edmund Hall53714413461613712651.5%St Hildas College57715613845613813350.9%St Hughs College55415813659014613150.9%St Johns College9241471311,18515214647.3%St Peters College47014113356912611853.0%The Queens College65714013247011110655.5%Trinity College5691121076331009453.2%University College60915113871013913051.5%Wadham College83118717367113913057.1%Worcester College1,5011921891,23514914157.3%University total(202123)822,2384,5884,20221,3683,9043,64553.5%8 Total includes Permanent Private Halls and Harris Manchester College.PAGE 23UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|20246.Ethnicity This section sets out what is known about the ethnicity of UK-domiciled applicants to Oxford.5%of UK-domiciled applicants(2,185 students between 2021 and 2023)choose not to declare their ethnicity in their UCAS application.It is therefore not possible to make any statements in relation to their ethnicity and admissions status,and for that reason they have not been included in the tables below.UK-domiciled Black and Minority Ethnic(BME)students include those who indicate in their UCAS application that they identify as Black(including African,Caribbean and other Black background),Asian(including Bangladeshi,Indian,Pakistani,Chinese and other Asian background),Mixed Heritage(including White&Asian,White&Black African,White&Black Caribbean and other Mixed background),Arab or any other ethnicity except White.CONTEXTThe following graphics provide context for Oxfords figures,showing the BME share of the England and Wales population,the A-level achievement of BME students,and the proportion of BME students in different parts of the UK university sector.Note:Figures for the 2021/22 academic year(2021 intake)are the most recent available from HESA and have therefore been used in these graphics.The most recent figures available for Oxford are for the 2023/24 academic year(2023 intake).England and Wales population now aged 19 to 25*BME23.6%White76.4%Breakdown of students achieving AAA or better at A-level by ethnicity (all UK universities,2021 UK intake)*White 72.8G,655 studentsBlack 3.3%2,190 studentsBME 27.2,835 studentsAsian 16.2,585 studentsOther includingMixed 7.7%5,060 studentsBreakdown of students at UK universities by ethnicity(2021 UK intake)*All UK universitiesWhite students70.5%BME students29.5%Russell GroupWhite students70.8%BME students29.2%Russell Group outside London White students76.8%BME students 23.2%Oxford University(2023 UK intake)*White students71.2%BME students28.8%*2021 UK census.Source:Office for National Statistics.Ethnic group by age and sex in England and Wales.*Most recent available national data covers 2021 intake:defined as first-year,first-degree,UK-domiciled undergraduate students,academic year 2021/22.AAA pool includes equivalent Scottish qualifications.See page 41 for full citation.*Excluding students whose ethnicity status is not declared.PAGE 24UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024UNIVERSITY-LEVEL DATABME students The number of UK-domiciled BME applicants to Oxford has increased since 2019,as have the numbers of students receiving offers and being admitted.The proportion of UK-domiciled students admitted to Oxford who indicate in their UCAS application that they identify as BME has risen from 22.0%in 2019 to 28.8%in 2023.Table 6.1:UK-domiciled BME students:applications to Oxford,offers made and students admitted,20192023BME STUDENTSWHITE STUDENTSBME PROPORTION OF TOTAL UK STUDENTS ADMITTED11APPLICATIONSOFFERSADMITTEDAPPLICATIONSOFFERSADMITTED20234,9958467229,0351,9891,78328.8 224,6107737089,1191,9521,83527.8 214,2546706489,4082,0491,98724.6 204,0247066849,5092,2932,21423.6 193,5966695589,5832,3061,97822.0%Asian students Since 2019,applications from UK-domiciled Asian students have been increasing annually,as have offers received and students admitted.The proportion of UK-domiciled students admitted to Oxford who indicate in their UCAS application that they identify as Asian has risen from 9.6%in 2019 to 13.1%in 2023.Table 6.2:UK-domiciled Asian students:applications to Oxford,offers made and students admitted,20192023APPLICATIONSOFFERSADMITTEDPROPORTION OF TOTAL UK STUDENTS ADMITTED1120232,73137232713.1 222,49038135413.9 212,25830829511.2 202,1352892779.6 191,9012792439.6%Breakdown of students achieving AAA or better at A-level(all UK universities,2021 UK intake)*83.8%White/other BMEBreakdown of students at non-London Russell Group universities(2021 UK intake)*88.2%White/other BME11.8%Asian16.2%AsianOxford University(2023 UK intake)1186.9%White/other BME13.1%Asian*Most recent available national data covers 2021 intake:defined as first-year,first-degree,UK-domiciled undergraduate students,academic year 2021/22.AAA pool includes equivalent Scottish qualifications.See page 41 for full citation.11 Excluding students whose ethnicity status is not declared.PAGE 25UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024 Bangladeshi and Pakistani students Since 2019,the numbers of UK-domiciled Bangladeshi and Pakistani students applyingto Oxford,being made offers and being admitted have risen substantially.The proportion of UK-domiciled students admitted to Oxford who indicate in theirUCAS application that they identify as Bangladeshi or Pakistani rose from 2.1%in 2019 to 3.0%in 2023.Note:Within the British Asian group,Bangladeshi and Pakistani students are considered under-represented at highly selective universities,hence their inclusion as a separate group at University level in this report.Table 6.3:UK-domiciled Bangladeshi and Pakistani students:applications to Oxford,offers made and students admitted,20192023APPLICATIONSOFFERSADMITTEDPROPORTION OF TOTAL UK STUDENTS ADMITTED11202375192763.0 2268098883.5 2163082752.8 2061866592.0 1953267532.1%Breakdown of students achieving AAA or better at A-level(all UK universities,2021 UK intake)*95.0%White/other BMEBreakdown of students at non-London Russell Group universities(2021 UK intake)*95.9%White/other BME5.0ngladeshi/PakistaniOxford University(2023 UK intake)1197.0%White/other BME4.1ngladeshi/Pakistani3.0ngladeshi/Pakistani*Most recent available national data covers 2021 intake:defined as first-year,first-degree,UK-domiciled undergraduate students,academic year 2021/22.AAA pool includes equivalent Scottish qualifications.See page 41 for full citation.Students with Black African or Black Caribbean heritage12 The numbers of UK-domiciled students with Black African or Black Caribbean heritage applying to Oxford,receiving offersand being admitted have increased from 2019 to 2023.The proportion of UK-domiciled students admitted to Oxford who indicate in their UCAS application that they identify asBlack has risen from 3.2%in 2019 to 3.6%in 2023.Table 6.4:UK-domiciled students with Black African or Black Caribbean heritage:applications to Oxford,offers made and students admitted,20192023APPLICATIONSOFFERSADMITTEDPROPORTION OF TOTAL UK STUDENTS ADMITTED112023699122913.6 22618100853.3 2159795923.5 205641091063.7 19498107803.2%Breakdown of students achieving AAA or better at A-level(all UK universities,2021 UK intake)*96.6%White/other BMEBreakdown of students at non-London Russell Group universities(2021 UK intake)*95.9%White/other BME3.3%BlackOxford University(2023 UK intake)1196.4%White/other BME4.1%Black3.6%Black*Most recent available national data covers 2021 intake:defined as first-year,first-degree,UK-domiciled undergraduate students,academic year 2021/22.AAA pool includes equivalent Scottish qualifications.See page 41 for full citation.11 Excluding students whose ethnicity status is not declared.12 This includes students who indicated on their UCAS application that they identified as Black Caribbean,Black African or Black other background.PAGE 26UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024Mixed Heritage students The number of UK-domiciled Mixed Heritage applicants to Oxford has risen since 2019,as have the numbers of students receiving offers and being admitted.The proportion of UK-domiciled students admitted to Oxford who indicate in their UCAS application that they identify as Mixed Heritage rose from 8.1%in 2019 to 9.8%in 2023.Table 6.5:UK-domiciled Mixed Heritage students:applications to Oxford,offers made and students admitted,20192023APPLICATIONSOFFERSADMITTEDPROPORTION OF TOTAL UK STUDENTS ADMITTED1120231,2022872469.8 221,1862422238.8 211,1262232178.2 201,0532622568.8 199692472068.1%Breakdown of students achieving AAA or better at A-level(all UK universities,2021 UK intake)*94.1%White/other BMEBreakdown of students at non-London Russell Group universities(2021 UK intake)*94.3%White/other BME5.9%MixedOxford University(2023 UK intake)1190.2%White/other BME5.7%Mixed9.8%Mixed*Most recent available national data covers 2021 intake:defined as first-year,first-degree,UK-domiciled undergraduate students,academic year 2021/22.AAA pool includes equivalent Scottish qualifications.See page 41 for full citation.11 Excluding students whose ethnicity status is not declared.PAGE 27UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024DATA BY COURSEThe following tables include figures for Oxfords 25 largest courses by total number of places,aggregated from 2021 to 2023.BME students In general,students from BME backgrounds are more likely to apply for the most competitive courses than White students.For example,between 2021 and 2023,38.5%of applications from UK-domiciled students with Black African or Black Caribbean heritage12 and 26.4%of total UK-domiciled BME applications were for two courses:Medicine and Law*.By comparison,these courses attracted 13.3%of applications from UK-domiciled White students.UK-domiciled BME students made up between 15.1%and 50.5%of UK intakes from 2021 to 2023 for Oxfords 25 largest courses.Application numbers vary widely between courses,both in the broad BME group and within individual ethnic groups.Applications from UK-domiciled BME students ranged from 52 to 2,171 for Oxfords 25 largest courses.Table 6.6:UK-domiciled BME students:applications to Oxford,offers made and students admitted by course,three-year total 20212023BME STUDENTSWHITE STUDENTSBME PROPORTION OF TOTAL UK STUDENTS ADMITTED11APPLICATIONSOFFERSADMITTEDAPPLICATIONSOFFERSADMITTEDAsian and Middle Eastern Studies803528194806928.9%Biochemistry419817684219117929.8%Biology234696386024322222.1%Biomedical Sciences3001513544747315.1%Chemistry41110897106134031023.8%Classics133665750922921221.2%Computer Science5622524694585630.0onomics and Management1,15891841,117939048.3%Engineering Science59113511883223822634.3%English Language and Literature4521251091,69550947918.5%Experimental Psychology20127234891059020.4%Geography143443970918516219.4%History4271551321,79848745322.6%History and Politics1572120643928519.0%Law*1,4881781672,23733331634.6%Materials Science632219127635924.4%Mathematics9551151132,10324824531.6%Mathematics&Computer Science3792626530484835.1%Medicine2,1712312141,42221921050.5%Modern Languages148706376637634815.3%Music71423730218916918.0%Philosophy,Politics and Economics1,0761681571,70733031633.2%Physics83194942,21124924028.1%Psychology,Philosophy&Linguistics1152116281625622.2%Theology and Religion5228272131019622.0%*Including Law/Law with Studies in Europe 11 Excluding students whose ethnicity status is not declared.12 This includes students who indicated on their UCAS application that they identified as Black Caribbean,Black African or Black other background.PAGE 28UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024Asian students UK-domiciled Asian students made up between 4.4%and 33.0%of UK intakes from 2021 to 2023 for Oxfords 25 largest courses.53.1%of applications from UK-domiciled Asian students from 2021 to 2023 were for five highly competitive courses(Medicine;Law*;Philosophy,Politics and Economics;Economics&Management;Mathematics),as compared to 33.8%of other students.Table 6.7:UK-domiciled Asian students:applications to Oxford,offers made and students admitted by course,three-year total 20212023 APPLICATIONSOFFERSADMITTEDPROPORTION OF TOTAL UK STUDENTS ADMITTED11Asian and Middle Eastern Studies271188.2%Biochemistry232403614.1%Biology111353110.9%Biomedical Sciences168667.0%Chemistry21938368.8%Classics3919155.6%Computer Science355151417.5onomics and Management766575431.0%Engineering Science350807020.3%English Language and Literature17645396.6%Experimental Psychology1011298.0%Geography5818157.5%History15656498.4%History and Politics55998.6%Law*737787415.3%Materials Science39171417.9%Mathematics604706819.0%Mathematics&Computer Science242151520.3%Medicine1,32614614033.0%Modern Languages3719184.4%Music2715125.8%Philosophy,Politics and Economics541737315.4%Physics489575717.1%Psychology,Philosophy&Linguistics43979.7%Theology and Religion29191814.6%*Including Law/Law with Studies in Europe 11 Excluding students whose ethnicity status is not declared.PAGE 29UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024Students with Black African or Black Caribbean heritage12 UK-domiciled students with Black African or Black Caribbean heritage comprised up to 7.0%of UK intakes from 2021 to 2023 for Oxfords 25 largest courses.38.5%of applications from UK-domiciled students with Black African or Black Caribbean heritage from 2021 to 2023 were for two highly competitive courses:Medicine and Law*.By comparison,these courses attracted 13.3%of applications from UK-domiciled White students.Six of Oxfords 25 largest courses each received ten applications or fewer from students with Black African or Black Caribbean heritage from 2021 to 2023,and as a result admitted only very small numbers.Table 6.8:UK-domiciled students with Black African or Black Caribbean heritage:applications to Oxford,offers made and students admitted by course,three-year total 20212023APPLICATIONSOFFERSADMITTEDPROPORTION OF TOTAL UK STUDENTS ADMITTED11Asian and Middle Eastern Studies5322.1%Biochemistry5412114.3%Biology16331.1%Biomedical Sciences50100.0%Chemistry4125194.7%Classics10651.9%Computer Science83111.3onomics and Management15314116.3%Engineering Science7312102.9%English Language and Literature6327244.1%Experimental Psychology22221.8%Geography10431.5%History4926244.1%History and Politics23432.9%Law*30039347.0%Materials Science8222.6%Mathematics7414143.9%Mathematics&Computer Science46334.1%Medicine43733286.6%Modern Languages18971.7%Music3210.5%Philosophy,Politics and Economics17932265.5%Physics46330.9%Psychology,Philosophy&Linguistics15434.2%Theology and Religion8332.4%*Including Law/Law with Studies in Europe 11 Excluding students whose ethnicity status is not declared.12 This includes students who indicated on their UCAS application that they identified as Black Caribbean,Black African or Black other background.PAGE 30UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024Mixed Heritage students UK-domiciled Mixed Heritage students made up between 3.8%and 15.5%of UK intakes from 2021 to 2023 for Oxfords 25 largest courses.Table 6.9:UK-domiciled Mixed Heritage students:applications to Oxford,offers made and students admitted by course,three-year total 20212023APPLICATIONSOFFERSADMITTEDPROPORTION OF TOTAL UK STUDENTS ADMITTED11Asian and Middle Eastern Studies42181515.5%Biochemistry11425259.8%Biology9228269.1%Biomedical Sciences62767.0%Chemistry12436338.1%Classics72363211.9%Computer Science80445.0onomics and Management192181810.3%Engineering Science13136329.3%English Language and Literature17742366.1%Experimental Psychology611098.0%Geography67212010.0%History18262498.4%History and Politics60554.8%Law*33340387.9%Materials Science12333.8%Mathematics22426267.3%Mathematics&Computer Science66779.5%Medicine24731286.6%Modern Languages8338348.3%Music41252411.7%Philosophy,Politics and Economics27852479.9%Physics23426267.8%Psychology,Philosophy&Linguistics43545.6%Theology and Religion13664.9%*Including Law/Law with Studies in Europe 11 Excluding students whose ethnicity status is not declared.PAGE 31UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024 DATA BY OXFORD COLLEGEThe following tables include figures for 29 of Oxfords undergraduate-admitting colleges,aggregated from 2021 to 2023.BME students UK-domiciled BME students made up between 21.9%and 35.8%of colleges UK intakes from 2021 to 2023.Table 6.10:UK-domiciled BME students:applications to Oxford,offers made and students admitted by college,three-year total 20212023BME STUDENTSWHITE STUDENTSBME PROPORTION OF TOTAL UK STUDENTS ADMITTED11APPLICATIONSOFFERSADMITTEDAPPLICATIONSOFFERSADMITTEDBalliol College53376701,14920519326.6%Brasenose College46872641,32622720723.6%Christ Church6281231151,07822420635.8%Corpus Christi College263585448410910933.1%Exeter College389706290819117426.3%Hertford College56480731,15524422224.7%Jesus College450816894419618327.1%Keble College82992901,39223022128.9%Lady Margaret Hall458777378821119627.1%Lincoln College346504777917716821.9%Magdalen College7097465157020418625.9%Mansfield College282645953413412033.0%Merton College331564682317316222.1%New College56688801,18025324124.9%Oriel College296554661915615423.0%Pembroke College494797279819517529.1%Somerville College383787077322020625.4%St Annes College449757277522921025.5%St Catherines College62791841,10927424725.4%St Edmund Hall331727075520418527.5%St Hildas College363747062821419626.3%St Hughs College403978368019417632.0%St Johns College69689761,30620319528.0%St Peters College339686264818818025.6%The Queens College324655874418117624.8%Trinity College392635575114414128.1%University College480797278220319327.2%Wadham College462938097422921926.8%Worcester College858100971,77723823129.6%University total(202123)813,8592,2892,07827,5625,9905,60527.0%8 Total includes Permanent Private Halls and Harris Manchester College.11 Excluding students whose ethnicity status is not declared.PAGE 32UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024Asian students UK-domiciled Asian students made up between 8.7%and 15.8%of colleges UK intakes from 2021 to 2023.Table 6.11:UK-domiciled Asian students:applications to Oxford,offers made and students admitted by college,three-year total 20212023APPLICATIONSOFFERSADMITTEDPROPORTION OF TOTAL UK STUDENTS ADMITTED11Balliol College285363312.5%Brasenose College252343211.8%Christ Church329515015.6%Corpus Christi College143292414.7%Exeter College204333213.6%Hertford College318434013.6%Jesus College230433714.7%Keble College480414113.2%Lady Margaret Hall255353312.3%Lincoln College182232310.7%Magdalen College362343012.0%Mansfield College144242011.2%Merton College17921188.7%New College311393611.2%Oriel College183292412.0%Pembroke College262383715.0%Somerville College21829248.7%St Annes College23328289.9%St Catherines College325413711.2%St Edmund Hall182414015.7%St Hildas College201353613.5%St Hughs College228484115.8%St Johns College361352910.7%St Peters College195343112.8%The Queens College159312812.0%Trinity College221323115.8%University College256383613.6%Wadham College246473913.0%Worcester College457515015.2%University total(202123)87,4791,06197612.7%8 Total includes Permanent Private Halls and Harris Manchester College.11 Excluding students whose ethnicity status is not declared.PAGE 33UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024Students with Black African or Black Caribbean heritage12 UK-domiciled students with Black African or Black Caribbean heritage made up between 1.0%and 6.7%of colleges UK intakes from 2021 to 2023.Table 6.12:UK-domiciled Black students:applications to Oxford,offers made and students admitted by college,three-year total 20212023APPLICATIONSOFFERSADMITTEDPROPORTION OF TOTAL UK STUDENTS ADMITTED11Balliol College47783.0%Brasenose College53741.5%Christ Church8113123.7%Corpus Christi College38884.9%Exeter College50973.0%Hertford College51862.0%Jesus College64531.2%Keble College95892.9%Lady Margaret Hall9115134.8%Lincoln College46862.8%Magdalen College79883.2%Mansfield College5512126.7%Merton College36521.0%New College5714123.7%Oriel College32642.0%Pembroke College691052.0%Somerville College4412114.0%St Annes College8515134.6%St Catherines College1171072.1%St Edmund Hall37983.1%St Hildas College5613103.8%St Hughs College6314135.0%St Johns College12213124.4%St Peters College491293.7%The Queens College37883.4%Trinity College6015115.6%University College701393.4%Wadham College6513124.0%Worcester College15117185.5%University total(202123)81,9143172683.5%8 Total includes Permanent Private Halls and Harris Manchester College.11 Excluding students whose ethnicity status is not declared.12 This includes students who indicated on their UCAS application that they identified as Black Caribbean,Black African or Black other background.PAGE 34UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024Mixed Heritage students UK-domiciled Mixed Heritage students made up between 5.1%and 13.1%of colleges UK intakes from 2021 to 2023.Table 6.13:UK-domiciled Mixed Heritage students:applications to Oxford,offers made and students admitted by college,three-year total 20212023APPLICATIONSOFFERSADMITTEDPROPORTION OF TOTAL UK STUDENTS ADMITTED11Balliol College16729259.5%Brasenose College13326238.5%Christ Church173484213.1%Corpus Christi College60171811.0%Exeter College9222198.1%Hertford College16526258.5%Jesus College12226228.8%Keble College192353210.3%Lady Margaret Hall8623238.6%Lincoln College9516157.0%Magdalen College21229249.6%Mansfield College6419179.5%Merton College8822199.1%New College16930288.7%Oriel College6518168.0%Pembroke College125262510.1%Somerville College96312910.5%St Annes College10624248.5%St Catherines College143343510.6%St Edmund Hall8718197.5%St Hildas College8120176.4%St Hughs College8527228.5%St Johns College177383312.2%St Peters College7318187.4%The Queens College10519156.4%Trinity College8313105.1%University College10426259.4%Wadham College11927248.0%Worcester College15117185.5%University total(202123)83,5147526868.9%8 Total includes Permanent Private Halls and Harris Manchester College.11 Excluding students whose ethnicity status is not declared.PAGE 35UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|20247.Disability This section sets out the number and proportion of UK-domiciled students who declare a disability on application to Oxford.The number of students declaring a disability on application,the number of those students receiving offers and the number being admitted,has been increasing year on year since 2019.In 2023,19.0%of admitted students had declared a disability on application,9.5 percentage points higher than in 2019.Table 7.1:UK-domiciled students declaring a disability,20192023DISABILITYNO KNOWN DISABILITYPROPORTION DECLARING A DISABILITY OF TOTAL UK STUDENTS ADMITTEDAPPLICATIONSOFFERSADMITTEDAPPLICATIONSOFFERSADMITTED20232,72758148711,9092,3242,07319.0 221,83337433312,7362,4322,26312.8 211,59532631112,8062,4552,38011.6 201,51932530712,5832,7342,64310.4 191,34930324512,5322,7562,3459.5%Table 7.2:UK-domiciled students declaring a disability by category of disability,three-year total 20212023APPLICATIONSOFFERSADMITTEDPROPORTION OF TOTAL UK STUDENTS ADMITTEDAutistic spectrum disorder6941671451.8%Blind/partial sight10423220.3af/partial hearing11822200.3%Learning difficulty*1,5642812523.2%Longstanding illness5711221101.4%Mental health1,7253563033.9%Multiple disabilities6831521351.7%Other disability5691261141.5%Wheelchair/mobility12732300.4%Total with declared disability 6,1551,2811,13114.4%No declared disability37,4517,2116,71685.6%Total43,6068,4927,847100.0%*including dyslexia,dyspraxia and ADHDCONTEXTBreakdown of students at UK universities by disability statusAll UK universities(2021 UK intake)*82.3%no known disabilityRussell Group(2021 UK intake)*82.9%no known disability17.1%disability17.7%disabilityOxford University(2023 UK intake)81.0%no known disability19.0%disability*Most recent available national data covers 2021 intake:defined as first-year,first-degree,UK-domiciled undergraduate students,academic year 2021/22 AAA pool includes equivalent Scottish qualifications.See page 41 for full citation.PAGE 36UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024Glossary ACORNACORN is a postcode-based tool that categorises the UKs population by level of socio-economic advantage.ACORN uses a range of data such as accommodation type,household income,population density and lifestyle habits to produce estimates of the characteristics of each individual household and postcode.Category 4 is described as financially stretched;category 5 as urban adversity.Both groups are characterised by lower-than-average household incomes.ACORN categories 4 and 5 represent 15.9%of UK students achieving three A grades or better at A-level at UK universities*.AdmittedStudents admitted refers to students who have been made an offer of a place at Oxford,met any conditions of that offer,and indicated that they intend to take up their place.ApplicationsApplications refers to students who submit a UCAS application by the 15 October deadline for an undergraduate course at Oxford.Applications by collegeIn tables that feature application numbers by college,the figures include those applicants who indicated a college of preference on their application,and anyone who made an open application who was then allocated to that college.Applicants considered by one college may still receive an offer from another college.CollegesOxford University is made up of over 30 colleges and halls.It is these colleges that admit undergraduate students to the University.All colleges have signed up to a Common Framework for Admissions which means the same application process for each course at every college.The colleges work together during the admissions process to ensure that the best applicants are successful,regardless of the college that initially considers their application.Most colleges offer most courses but the exact mix and the number of places on each course does vary between colleges.For more information about colleges,please see ox.ac.uk/ugcolls.CoursesCourses refers to Oxfords undergraduate degree programmes.Students apply for these courses through UCAS.Some of these courses are in single subjects(eg History or Geography),while others are joint courses combining two or more subjects(eg Mathematics and Computer Science).Most courses are three or four years long and lead to a BA Honours degree or a Masters degree(eg MEarthSci or MMath).For more information,please see ox.ac.uk/courses.DisabilityData in this report refer to disabilities that students have declared on their UCAS application.Students may also declare disabilities at later stages of the application process,or at any point during their course.For more information about the support available to disabled students,please see ox.ac.uk/disability.*First-year,first-degree,UK-domiciled undergraduate students,academic year 2021/22.Includes equivalent Scottish qualifications.See page 41 for full citation.PAGE 37UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024DisadvantageOxford uses various measures of disadvantage when considering applications,from various sources of available data.The main measures are:Educational disadvantage,which looks at the average performance of schools at GCSE and A-level.Socio-economic disadvantage,which looks at ACORN and POLAR data for the applicants home postcode.Oxford is also aware of students who have been in care,based on information provided in the UCAS application.For more information,please see ox.ac.uk/context.DomicileA students domicile refers to their country of permanent residence,as provided on their UCAS application.This is not necessarily their nationality,but it is the country where they usually live.For example,UK-domiciled students includes students with non-British nationality who are permanently resident in the UK(not just here for the purposes of education).It does not include UK students who live permanently outside the UK.EthnicityEthnicity refers to the ethnic origin of UK students,as declared on the UCAS application.Our data includes only those applicants who have indicated their ethnicity,so it does not include those who choose not to say(5%of applicants in the three years 202123).Ethnicity data is not available to universities during the admissions process:UCAS shares this data after all the admissions decisions have been made.Free School MealsFree school meals(FSM)eligibility is a measure of household income widely used in social policy research as an individual indicator of potential disadvantage.FSM data is collected through UCAS for 18 and 19 years olds,and indicates whether or not the applicant is known to have been eligible for Free School Meals at any time in their 6 years prior to the census day of their final KS4 year.Verified information regarding the FSM eligibility of Oxford applicants for 20212023 cycles is provided by UCAS.Gender This report uses the binary female/male options from the UCAS application,which may not reflect the gender identity of all applicants.*The University welcomes students who wish to take,or have taken,steps to change the gender identity they were assigned at birth,and those who do not identify with a permanent binary gender identity.For more information,please see https:/edu.admin.ox.ac.uk/transgender.*For the data in this report(UCAS cycle 2023 and previously),UCAS allowed applicants to select only Male or Female.(For UCAS cycle 2024,UCAS changed their question on gender to include more options.)PAGE 38UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024OffersApplications to Oxford are all considered together,and then shortlisted applicants are invited to interview.Around a third of those who are interviewed are then made an offer of a place.Most offers have conditions attached,such as achieving a particular set of grades at A-level,as specified for an applicants chosen course.Offers in this report includes all those students who receive an offer.The number of offers for any particular college may be higher than their application numbers as students may be moved between colleges during the application process.This is to ensure that the best applicants are successful,regardless of the college that initially considers their application.Open applicationApplicants can indicate a college of preference when they complete their UCAS application or they can make an open application.Open applicants are then allocated to a college.After this allocation,colleges review all their applications in exactly the same way:they make no distinction between direct and open applicants.POLARPOLAR is a postcode-based tool that measures how likely young people are to participate in higher education based on where they live.POLAR quintiles are calculated by dividing the number of young people in local areas who enter higher education aged 18 or 19 by the overall young population in those areas.POLAR quintiles 1 and 2 represent 17.1%of UK students achieving three A grades or better at A-level at UK universities.The POLAR classification is continuously developed and updated.202123 data in this report are from POLAR4.Previous years data are from POLAR3.School typeData on school type use the standard UCAS school type categories,as declared by schools and colleges.These school types are grouped as follows:School groupSchool sub-groupNotesStateAcademyComprehensiveFE institutionsTertiary colleges and all types of further education collegeGrammarSixth form collegeOther maintainedOther secondary schools,special schools and city technology collegesIndependentIndependentOtherIndividual/UnknownThose applicants who applied online through UCAS without applying via a UCAS apply base(usually their school or college),or those where their apply bases school type is unknownOther UK institutionsMainly comprises language schools and HE institutions,but also includes a few other UK institutions that are not classified as either state or independentOverseas schoolsUCAS cycleWhen tables or text in this report refer to an individual year,that year relates to a UCAS cycle.For example,data labelled 2023 refers to the UCAS cycle in which applications were made by 15 October 2022,mostly for entry in October 2023(a minority of applicants in this cycle will have deferred entry to October 2024).PAGE 39UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024Guide to the Oxford admissions process Candidates apply to Oxford through UCAS.The Oxford deadline is 15 October,except where this falls on a weekend.As part of their application,students can specify a college,but nearly a fifth of candidates make an open application.Open applications are automatically allocated to a college with a lower number of direct applicants for the course,ensuring that candidates are distributed as equally as possible.Typically,Oxford aims to interview three candidates for every place.Shortlisting for interview is done to a centrally agreed set of criteria for each course and takes into account all the information from the UCAS form,including any factors that might provide context to past or predicted grades.During shortlisting,many courses reallocate candidates from one college to another.This ensures that the best candidates University-wide are selected for interview by an Oxford college,even if it is not the college to which they originally applied.Shortlisted candidates are interviewed in early December by the college to which they applied,or the one to which they were reallocated.Some courses,for example Medicine,only consider college preferences once the shortlisted candidates have been chosen.Candidates interview performance adds to the information already gathered,and decisions are then made as to who should receive an offer.Again,this is discussed at course level to ensure the overall best candidates are selected.As a result of open applications and reallocations,around a third of successful candidates get an offer from a college they didnt initially select.Offers go out to candidates in January.The number of offers exceeds the number of places available,to allow for candidates who decline their offer,withdraw,or fail to meet their offer conditions.Competition for places is high for all Oxford undergraduate courses,but some courses have many more applicants per available place than others.This is one reason why offer and admission rates vary noticeably between courses.Success rates are also influenced by the fixed number of undergraduates admitted annually by each college,and by the courses offered at any given college.As some colleges receive far more direct applications than others,the reallocation process described above is used to move candidates between colleges and ensure fair chances regardless of where candidates originally applied.Further information on this process and how to apply is available at www.ox.ac.uk/study.PAGE 40UNIVERSITY OF OXFORD ANNUAL ADMISSIONS STATISTICAL REPORT|2024Note on HESA data DataThe data presented in Section 1(Overall numbers,including domicile)have been restricted to all first-year,first-degree undergraduate students in academic year 2021/22 in the UK.In all other sections,the data comprise all first-year,first-degree,UK-domiciled undergraduate students in academic year 2021/22 in the UK.NB:This includes students domiciled in Guernsey,Jersey and Isle of Man.The AAA A-level pool comprises students who achieved at least AAA at GCE/VCE A-level(excluding General Studies and Critical Thinking),or at least AA at Scottish Advanced Higher and at least AAAAB at Scottish Higher.Students with equivalent qualifications,eg equivalent in IB points,are removed from this pool.When the AAA A-level pool is broken down into its constituent categories(A*AA,A*A*A,A*A*A*),candidates obtaining at least AA at Scottish Advanced Higher and at least AAAAB at Scottish Higher are included in every category.ACORN categories 4 and 5 presented here do not include Type 34(Student flats and halls of residence),which falls within category 4.This type is included within the remaining ACORN categories.The information available for school type is:state,independent,unknown.The data provided for gender records the sex of the student,as opposed to the gender with which they identify.Other is included for students whose sex aligns with terms such as intersex,androgyne,intergender,ambigender,gender fluid,polygender and gender queer.Further details are available here:https:/www.hesa.ac.uk/support/definitions/students.Students with unknown ACORN,POLAR,FSM eligibility,school type,domicile,region and ethnicity status are excluded from the relevant analyses.Russell Group excluding London universities comprises the following subset of the Russell Group:University of BirminghamUniversity of GlasgowQueens University BelfastUniversity of BristolUniversity of LeedsUniversity of SheffieldUniversity of CambridgeUniversity of LiverpoolUniversity of SouthamptonCardiff UniversityUniversity of ManchesterUniversity of WarwickDurham UniversityNewcastle UniversityUniversity of YorkUniversity of EdinburghUniversity of NottinghamUniversity of ExeterUniversity of OxfordRounding PolicyThe data presented adhere to HESAs rounding methodology:0,1,2 are rounded to 0.All other numbers are rounded to the nearest multiple of 5.Percentages based on fewer than 22.5 individuals are suppressed.Averages based on 7 or fewer individuals are suppressed.SourceHESA Student Record 2021/22.Copyright Higher Education Statistics Agency Limited.Neither the Higher Education Statistics Agency Limited nor HESA Services Limited can accept responsibility for any inferences or conclusions derived by third parties from data or other information supplied by the Higher Education Statistics Agency Limited or HESA Services Limited.PAGE 41This report is also available online at:ox.ac.uk/adstats
2024-06-12
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