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INTERNATIONALSTUDENT SURVEYVolume 4 - The Decade Ahead

2 2020 QS International Student Survey: Volume 4: The Decade Ahead

Australia/New Zealand International Student Survey 2020

Having run for eight years, the QS International Student

Survey has grown consistently to become the world’s

largest survey of pre-enrolled international students. The

2020 iteration of the survey was our largest ever, featuring

the responses of 78,578 respondents and 93 institutions

from 16 countries around the world. The survey continues

to focus on the decision-making process that prospective

students undertake, as well as looking at the range of

external influences and wider factors that will play a role

in their decision making.

This is the final volume of the 2020 International Student

Survey series. Entitled ‘The Decade Ahead’, it looks at how

international education, as well as the university sector

more broadly, might change and evolve over the coming

years. To illustrate the changing nature of the prospective

student population, responses in this volume have been

broken down into the following ‘generations’:

L Generation Z – Those born in 1998 or later

L Generation Y – Those born between 1981 and 1997

L Generation X – Those born prior to 1981

The other volumes in the 2020 report series are titled:

L Volume 1: Destination Australia

L Volume 2: Information and Influence

L Volume 3: Defining the Student Experience

This volume includes data from prospects considering

studying in both Australian and New Zealand.

At the time of publication, international education has been

profoundly disrupted by COVID-19, resulting in widespread

travel bans and campus closures. The full impact of the

virus on society and the higher education sector specifically

is still unfolding. During this time of rapid change, we

believe it is more important than ever to listen to the views

of students in order to plan for student demand dynamics

and inform student recruitment strategies. We believe the

insights included in this and subsequent volumes will shine

a light on the underlying drivers and core priority interests

of students, which will remain important throughout this

time of change.

About the International Student Survey

2020 QS International Student Survey: Volume 4: The Decade Ahead 3

Key facts

Collected78,578 respondents

193 nationalities/territories represented

93 institutions participated

Report demographics

22%Business andManagement

16%Engineering

8%Computing

17%$10k-$25k

14%$25k-$75k

7%>$75k

42%<$10k

Household income

UG PG(Coursework)

PG (Research) Other

39% 36% 19% 7%

59%Male

40%Female 55% 40% 5%

Gen Z Gen Y Gen X

Australia

UG PG(Coursework)

PG (Research) Other

31% 36% 27% 6%

58%Male

42%Female 38% 51% 11%

Gen Z Gen Y Gen X

New Zealand



Participate in the International Student Survey

Each year, QS Enrolment Solutions enables institutions to take part in the International Student Survey research free of charge.

Your participation helps ensure the research remains robust and representative of the market. And as a thank you, we will produce a benchmarking report specific to your institution, showing how your prospective international students compare against the rest of the market, offering useful insight that enables you to better attract international students.

To register your interest visit:www.internationalstudentsurvey.com/take-part


Contents

About the International Student Survey 2

Introduction from Kym Nguyen, Jason Newman & Peter Lynch 6

Industry Comment from Phil Honeywood 8

Key findings 9

Section 1 The Changing Face of Education 11

The Campus of the future 11

Online study 16

Section 2 The Generation Gap 18

Understanding the next generation 18

Reaching the next generation 20

Section 3 The Workforce of the Future 24

Economic outlooks 24

Future careers 25

About QS 28



Introduction from Kym Nguyen, Jason Newman & Peter Lynch

This fourth and final volume of the 2020 International Student Survey report series offers our colleagues in

Australia and New Zealand valuable insights into how prospective international students foresee the future

of higher education.

At QS Enrolment Solutions, we speak to over 750,000 new prospective students every year, so tracking and

acting on behavioural and buyer trends is critical to our university partners’ success. We’re undergoing a

generational shift in international recruitment and in order to reach the younger, tech-savvy and mobile-first

cohort, we need to be constantly re-evaluating how we’re communicating with them, and the tools we’re

using to do it.

This report highlights important trends to consider when interacting with the younger generation of students,

particularly their tendency to seek information using newer, mobile-centric social media platforms. I think it

is a great guide for colleagues in marketing and recruitment to ensure the platforms and strategies we are

investing in today will address the needs and expectations of the new wave of international students, both

during and after the COVID-19 pandemic.

Kym Nguyen

Director, Global Market Development, QS Enrolment Solutions

A peek into the future of international education is a great way to close out the 2020 International Student

Survey series. The report has provided a fascinating glimpse into how prospective students think that higher

education may change over the coming years.

As a leading provider of insights to the higher education sector, the QS Intelligence Unit takes pride in being

able to not only report on what’s happening now, but also to forecast what might happen in the future, and

to give institutions a head-start on responding and adapting to changing student attitudes and preferences.

The global university sector has been doing a lot of innovating to maintain operations in light of COVID-19.

Many of the developments, the growth of online delivery of teaching in particular, are likely to remain in some

form once normal operations resume. Sources of information like the International Student Survey will be

more important than ever as universities look to plan for the future while maintaining a ‘student first’ approach.

Jason Newman

Vice President, Client Relations, QS Intelligence Unit


Despite a rocky start to the new decade, it’s always important to be pro-actively looking towards the future,

particularly in the fast-moving world of events.

In this report, I was most interested in the rise in interest in online study. At QS, our digital and events teams

have had great success pivoting our face-to-face events program online as a result of COVID-19, and in doing

so have demonstrated that it is indeed possible to facilitate authentic and engaging digital interaction between

prospective students and the universities they are wanting to study at. Being able to deliver teaching and

coursework in a similarly human and personalised way will be vital for the success of online study as a major

mode of delivery for international students, both now and in the future.

As we continue to grapple with the challenges created by COVID-19, it is re-assuring to know that we have

access to a dataset like the International Student Survey to provide a regular benchmark of what is most

important to prospective students, and advise on the best way to reach and communicate with them.

Peter Lynch

Global Director, Client Development, QS Digital and Events



Industry Comment from Phil Honeywood

The International Education Association of Australia (IEAA) has

been working hard since the COVID-19 outbreak to ensure that

Australian universities have a strong advocate and policy voice

at state and federal government level, and that our collective

response will help universities to maintain our standing as one

the world’s most attractive destinations for international students.

One of the most important resources in our advocacy toolkit

is data. Data plays an essential role in helping us monitor and

evaluate the current landscape, stay abreast of emerging trends

and topics, and anticipate potential future directions. This provides

us with a firm evidentiary base from which to develop our strategy,

advice and advocacy. For many years now, the International

Student Survey (ISS) has been an invaluable source of data on

the Australian prospective student market.

The International Education community are understandably

investing much of our energies into managing the immediate

impact of COVID-19 on the sector. However, we must always

remain mindful that this state is only temporary, and that the

strong foundations of international education in Australia has

put us in a remarkably strong position to succeed in the ‘post-

COVID’ world. Our sector is resilient because, as we can read in

the ISS, we have what international students want most: World-

class institutions with the highest levels of teaching quality, and a

safe, friendly and pluralistic society which embraces diversity and

multiculturalism. These are the bedrocks of a strong international

education sector, and they will outlast our current state of affairs.

That said, as a new decade is now upon is, it’s important that we

pay attention to how international education may change over

the coming years, and what we can do to accommodate any

changing needs, and to ensure that Australia remains one the

premier destinations for international students.

The ISS suggests that one of the biggest transformations to

international education in the coming years will be driven by the

changing composition of the student body itself. Generation Z

have already begun to displace millennials as the primary global

consumers of international education, and will continue to do

so over the course of the next decade. As the ISS shows us,

generation Z differ substantially from previous generations in

terms of the ways the communicate and find information, which

holds implications for the way we promote our sector in the future.

Perhaps more importantly however, generation Z also see the

world differently. Having come of age in an increasingly uncertain

and volatile world, they are less optimistic about the future and

their place within it. They are seeking an international education

because they believe it will give them the best possible footing to

succeed in a highly competitive world where a university degree

is no longer a guarantee for future success.

The challenge laid out by the ISS for our industry in accommodating

the next generation of students is clear: equipping them with the

skills, experience - and importantly, the confidence – to succeed

in a new economy and a turbulent world.

Phil Honeywood

Chief Executive Officer – International Education Association of

Australia


Key findings

The ‘University of the Future’ is collaborative, accessible, and present throughout the career lifecycle – not just at the start

When asked to imagine what the typical university might look like in ten years’ time, prospective students were most

likely to imagine a sector with:

L Greater access and availability - More universities and more students attending them without regard to geographic

location

L Greater collaboration - Universities working together to allow students to study units across multiple universities

L Greater presence throughout the career lifecycle - More students returning to university throughout their career

to learn new skills and upgrade existing ones

While the nature of how and when students access education may change in the coming years, what is

most important to them will likely be the same – accessing a high quality education at a welcoming and

supportive institution which will help them enter or progress down their chosen career path.

Interest in online study modes is increasing, but for now most prospects want some level of in-person instruction

Since 2017 there has been an increase in the proportion of prospective students who are interested in online-

only study, growing from 22% to 31%. However, there is still much more interest in ‘blended’ study which

combines online and in-person study (47% interested) and exclusively in-person study (80% interested).

Those who are interested in online study most commonly cite the additional flexibility and ability to

balance work and study, while those who are not interested in online study said that they require access to

university facilities, the opportunity to meet other prospects, and the ability to live overseas while studying.

Online study is likely to continue to increase in popularity (particularly due to the impacts of COVID-19),

but it is important to be mindful that most students still expect some element of in-person teaching as

part of their course.

A university degree is seen as an increasingly essential tool in getting a good job, but increased access to university has made it easier to get one

A strongly held perception among all generations is that a university degree is more important now than it has

been in the past, and in many cases is essential for securing a good job. However, while a degree is seen as more

important, it is also widely believed to be easier to get one than it has been in the past. Despite the perceived

necessity of a degree, around half of prospective students said they would consider going straight into the



workforce if they could do so without a degree, suggesting that a degree is seen by some as a means to an end.

A university degree is seen as a necessity for the most desirable careers, rather than something which

will propel graduates above the rest. In a world with more graduates and potentially fewer jobs, the best

universities will be the ones with the proven records and getting their graduates into their chosen careers.

There are differences in the ways that younger generations like to gather information, and the platforms they use to do it.

Despite holding broadly similar self-perceptions, there are large differences in the ways that generations access information

and they platforms they choose to do so. Greater proportions of generation Z and Y prefer to do independent research

and find their own information, while those in Generation X are more likely to want to consult experts when they have a

question. There are also differences in platforms, with Instagram the single most widely used platform for generation Z for

doing research on study decisions, while generation Y and X are much more likely to use LinkedIn for the same purpose.

To reach the growing generation Z prospective student market, it is important to expand the range of

platforms used for marketing to those they are most likely to use, and to make as much information as

possible available in a ‘self-service’ capacity for those who would prefer to do their own research.

While there is a substantial degree of pessimism about the state of the global economy most prospects are optimistic about their own futures

Most prospective students hold a positive outlook when asked how they feel about their future economic prospects,

although those in the younger generations are more likely to be ‘neutral’ in this regard. However, there is less

optimism when looking at the broader economic prospects of their own country and the wider world, suggesting

that many believe that their future university studies will provide them with an advantage in an uncertain future.

Prospective students believe that their studies will hold them in good stead in an economically turbulent

world. It is important that course delivery is structured around equipping students with skills for a modern

economy in order to maximise their employability.

The younger generation are less confident that they will be able to find industry-specific work upon graduating, potentially because they lack industry-specific experience

Generation Z are less likely to believe that they will be able to find work in their chosen field after graduating,

with less than half expressing a high level of confidence. In contrast over 60% of generation Y believes that

they will be able to. This may be in part due to the increasing requirements of many jobs to have previous

professional experience, and younger prospects not believing that they have yet gained this experience.

Endeavour to understand the types of industries and employers that your cohort of students want to work

for, and maintain recruitment and work-integrated learning relationships with them in order to maximise

the likelihood of graduates ending up working where they want to.


Section 1 The Changing Face of Education

The Campus of the future

To better understand how prospective students think that the typical university campus (and the higher education

sector more broadly) might change over the coming decade, we provided them with a series of scenarios and asked

which of them they thought might eventuate within the next 10 years.

Note: Each item in the four sections below was shown in a single block. For clarity, they have been separated by theme. As respondents

could select as many options as they wanted, figures do not add to 100%

In ten years’ time, which of the following scenarios do you think will be true of universities?

Topic: Affordability

Overall, there was a broadly even split between those who thought that universities will be more expensive in the

future and those who think they will be cheaper than they are now. Less than one-in-five thought that university would

be free. Those in generation Z were more likely to think that universities will become more expensive, while those in

generation X were more likely to think that they would be cheaper, and those in generation Y were roughly evenly split.

12

33

25

16

28

30

17

26

35

16

28

32

University degrees will be free

University degrees will be cheaper than they are now

Universities will be more expensive than they are now

Total Gen Z Gen Y Gen X



Topic: Learning and Teaching

A majority of prospective students believe that most lectures will be conducted online in the future, while 40% believe

that universities will be part of ‘continuous learning’ (that is, that people will return to universities over the course of

their career to learn and develop new skills, rather than simply to earn a qualification at the start of their career). In

both cases, older prospects were more likely to believe each to be the case.

Comparatively few prospects believed that study would be conducted entirely off-campus, that lecturers would be

replaced by robots or holograms, or that universities would become more ‘politicised’ (although those in Generation

Z were almost twice as likely as those in generation X to believe that politicisation would occur in the future).

9

17

14

23

32

54

60

11

15

16

17

27

39

52

17

14

20

19

23

38

48

13

15

18

18

25

40

51

Universities will be more politicised

All study will be done off-campus

Lectures will be given by holograms

Lectures will be given by robots

Physical libraries will no longer exist

Universities will be part of continuous learning

Most lectures will be online



Topic: Structure

A majority believe that geographical barriers will continue to be broken down over the coming decade, and that

students will be able to get a qualification from any university, regardless of where they live. Online study has already

made this a reality in some cases, but it appears that this is expected to become the norm in the future.

Sizeable proportions also believe that the structure of courses will change over the coming decade – that students

will be able to study modules from multiple universities as part of a single degree, and that universities will offer more

‘vocational’, career-centric courses.

In terms of the length of degrees, prospects where much more likely to say that they think degrees will be shorter

(28%) than longer (9%). Overall, this paints a picture of a university model which is more flexible than is currently the

case – students will have more options in terms of how and where they study, and the courses and universities available

to them, regardless of where they are located.

6

34

36

46

61

9

29

33

38

53

10

27

28

32

48

9

28

31

35

51

Degrees will be longer in length

Degrees will be shorter in length

There will be more vocational degrees

Students will study modules from multiple universities

Students will be able to get a qualification from anyuniversity regardless of where they live




Topic: Accessibility

Overall, sizeable proportions believe that the future will offer a greater number of universities, and that more people

will attend university. This may well be the case – a 2019 investigation by HolonIQ predicted the global number of

international students to grow from around 5 million in 2019 to at least 7 million in 20301. While short term numbers

have been and will continue to be adversely impacted by COVID-19, the future will likely feature more students, but

also more competition for those students from existing and new education providers.

In each case, there were minimal differences between generation.

5

13

35

45

6

13

36

41

8

16

36

41

7

14

36

41

There will be fewer universities

Fewer people will go to university

There will be more universities

More people will go to university


To better understand what the classroom of the future might look like, prospects were given the following list of new

and emerging teaching and learning methods, and asked which of them they would most like to experience:

Approach Definition

Blended learning Combining online learning with traditional classroom methods

Personalised learning The creation and delivery of personalised learning content, often using artificial intelligence

Interactive simulations Using online simulation to assess and deliver teaching and learning

Mobile learning Accessing educational content via mobile devices including phones, tablets and laptops

Immersive learning Delivering learning experiences though the use of virtual reality

Microlearning Shorter online courses focused on skills-based learning

Game-based learning Using games to assess and deliver teaching and learning

Online learning Teaching and learning in an online environment instead of in-person

1 https://www.holoniq.com/global-student-flows/

https://www.holoniq.com/global-student-flows/


The new method that most prospects would like to experience is ‘blended learning’ – a combination of in-person

and online delivery, which 55% of prospects said they would like to experience. Personalised learning was next-most

popular, with 51% of prospects wanting to experience it.

There are some notable differences between generations on this question – those in generation Z are less likely to

be interested in any approaches which involve off-campus instruction (online learning and blended learning), or in

interactive simulations, but were more likely to be interested in game-based learning. It appears that the younger

cohort – many of whom will be studying at university for the first time – are more interested in a traditional university

experience, while the older cohort - who will often be returning to university for an additional qualification – are more

open to experiencing different types of teaching and learning methods.

Which new approaches to teaching and learning would you most like to experience?

35

23

37

37

49

61

47

70

25

27

32

36

37

49

52

56

22

29

30

34

34

40

50

52

24

28

31

35

37

45

51

55

Online Learning

Game-based learning

Microlearning

Immersive learning

Mobile learning

Interactive simulations

Personalised learning

Blended Learning




Online study

Comparing data from the 2017 – 2020 version of the International Student Survey shows a modest increase in interest

in online learning over the past several years, with the proportion who were ‘very’ or ‘somewhat’ interested increasing

from 22% in 2017 to 31% in 2020. Blended learning, which combines elements of online and in-person learning also

saw an increase in interest from 33% to 47% over this period. However, purely online study still remains the least

preferred type of learning for prospective international students, with 80% expressing interest in the traditional ‘in-

person’ delivery mode.

How interested are you in the following delivery options?

22 2228 31

33 3444 47

2017 2018 2019 2020

MOOCs Distance/Online Blended In-person only

28 28 32 35

80 80

When broken down by generation, it can be seen that older prospects are most likely to express interest in online

study (36% of generation X) or blended study (53%).

Interest in Online Study by Generation

Gen Z - 31% Gen Y – 31% Gen X – 36%

Interest in Blended Study by Generation

Gen Z - 46% Gen Y – 48% Gen X – 53%

Prospects were also asked why they were interested (or not interested) in online study. Those who were interested

in studying online were most likely to state that it allowed them to study while working, that it provided them greater

flexibility, and that it gave them the convenience of studying from anywhere. 45% also believed that lower tuition fees

would be a good reason to study online.

Those who were not interested in studying online were most likely to say that they would like to have access to university

facilities (63%), that they would want the opportunity to meet other students (49%), and that they would like to live

overseas while they study (47%). Only 12% said that perceived poor value for money was a reason to not choose to

study online.


You previously stated that you [might/are unlikely to] consider studying an online degree. Why are you

[interested/not interested] in studying for an online degree?

Rank Reasons for studying online Reasons against studying online

1 Can study while working (59%) I want to access university facilities (63%)

2 Flexibility (54%) I want to meet other students (49%)

3 Convenience of studying from anywhere (53%) I want to live overseas while I study (47%)

4 Cost (45%) I need the structure of scheduled classes (39%)

5 Want access to materials online (34%) Concerns about teaching quality (35%)

6 Don’t need to relocate (17%) I would feel isolated (35%)

7 Value for money (12%)

Key Points

L Universities are expected to become more accessible in the future, with more institutions and more students

attending them, and hence more competition.

L The way in which students engage with universities in also expected to change, with universities becoming more

flexible and collaborative, and allowing students to ‘dip in and out’ over the course of their career in order to

develop new skills and fill skill gaps.

L There has been a modest growth in interest towards online study over the past few years, although in-person

and ‘blended’ study modes which combines online and in-person delivery are still more popular ways to deliver

teaching.

L The main reasons to study online are the added flexibility, convenience, and ability to easily juggle work and

study, while the main reasons against studying online are a lack of access to facilities, reduced social interactions,

and limited ability for overseas travel.



Section 2 The Generation Gap

Understanding the next generation

To understand how the needs of future students might be different from those of the students who have preceded

them, it is worth looking at how each generation views the role of education and its necessity to their future aspirations.

A normalisation of access, availability and necessity of higher education appears to have occurred over the last

generation. Over 80% agreed that it is now more important to have a university degree than it has been in the past,

and that it is now easier to good a good education that it has been previously. 73% also agreed that a university degree

is essential to get a good job (73%).

It is clear that a university degree is not seen as a scarce commodity reserved for high academic achievers. Rather,

it is a customary, and increasingly necessary requirement to pursue the kinds of professional careers that prospects

are wanting to pursue.

21

29

33

37

49

50

30

32

35

36

34

32

25

24

18

18

10

12

20

13

12

8

6

5

I would consider going straight into theworkforce without further study if I

could get the job I wanted

Overall, my generation has it tougherthan my parents' generation

It is harder for my generation to getgood jobs than it was for my parents'

generation

It is essential to have a university degreeto get a good job

It is easier for my generation to get agood education than it was for my

parents' generation

It is more important now to have auniversity degree than it was in the past

Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree

Do you agree or disagree with the following statements?


When split by generation, sentiment is broadly shared across most items, but with some exceptions. Those in the

younger generations are somewhat less likely to believe that it is essential to have a university degree to get a good

job (35% of generation Z, 37% of generation Y, and 42% of generation X) and are also more likely to consider going

straight into the workforce if they can get the job they want (23% of generation Z, compared to 20% of generation Y

and 14% of generation X).

By Generation

14

31

31

42

49

52

20

31

36

37

49

51

23

27

31

35

49

50

I would consider going straight into the workforce withoutfurther study if I could get the job I wanted

Overall, my generation has it tougher than my parents'generation

It is harder for my generation to get good jobs than it wasfor my parents' generation

It is essential to have a university degree to get a good job

It is easier for my generation to get a good education thanit was for my parents' generation

It is more important now to have a university degree thanit was in the past

% 'Strongly Agree'

Gen Z Gen Y Gen X



Reaching the next generation

Broadly, social media is used for research on study decisions in similar ways regardless of age – it’s most commonly

used for making enquiries at the initial stage of research, and then less so throughout the process.

Do you use social media as part of the research process when deciding where to study?

Gen Z Gen Y Gen X

Before making an enquiry 64% 66% 65%

After making an enquiry 18% 19% 19%

To help when making an application 26% 28% 30%

When deciding whether to accept an offer 22% 20% 20%

After accepting an offer 20% 21% 19%

Total ‘Yes’ 85% 83% 77%

Never 15% 17% 23%

However, there are some major differences in the platforms used for research. 62% of generation Z said that they use

Instagram to do research on study decisions, making it the single most popular platform for this purpose among the

cohort. Conversely, only 42% of generation Y used Instagram, and just 23% of generation X.

Other platforms are less popular – Facebook is used by 59% of generation Z for this purpose, making it the second

most widely-used platform, but is used less widely than it is among generation Y (72%) and generation X (69%). LinkedIn

– popular mainly among professionals – is only used by 20% of generation Z, compared to 45% of generation Y and

half of generation X.


Which of the following types of social media do you use for research when making decisions aboutstudying overseas?

27

36

50

23

53

69

31

31

45

42

53

72

24

36

20

62

58

59

Twitter

Internet Forums

LinkedIn

Instagram

YouTube

Facebook

Gen Z Gen Y Gen X

The broad order of preference of platforms that prospects would like to use is broadly similar across generations, with

email, WhatsApp and phone the three most widely preferred platforms.

Looking specifically at key Australian and New Zealand markets, there are some platforms which are particularly

prominent among certain nationalities. Among Chinese ‘Gen Zs’, WeChat and Weibo are near-ubiquitous for research

purposes, while younger Indian prospects are much more likely to use LinkedIn than the global average, and those

from Indonesia are much more likely to use both Instagram and YouTube.

Generation Z platform usage by country

China India Indonesia

66% - WeChat

57% - Weibo

37% - LinkedIn 82% - Instagram

72% - YouTube

While there are some substantial differences in the types of platforms used to conduct research to inform study

decisions, prospects of all ages are broadly in alignment in terms of the types of platforms they would like to use to

communicate directly with a university. Email is the most widely preferred platform to use for communication (90%),

followed by WhatsApp (60%) and over the phone (47%).



Which of these would you like to use to communicate with a university you are considering studying in?

9

12

22

28

31

30

34

51

66

93

11

10

13

26

26

29

27

49

60

93

8

9

15

14

30

24

29

41

56

88

9

10

15

17

28

30

32

47

60

90

Telegram

Twitter

Letter

Skype

Live chat

Facebook

SMS

Phone

WhatsApp

Email


In terms of finding information more generally, while each generation is most likely to say that they prefer to speak

to an expert or trusted person when seeking information, younger generations are more likely to be independent,

with 38% preferring to do their own independent research, compared to 34% of generation Y and 29% of generation

X.

For the proportion who do like to find out information themselves, it is important to make available ‘self-service’

information and application services so that prospective students can engage with the process in the ways that best

meet their preferences.


How do you generally prefer to find information when you have a question about something?

Gen Z Gen Y Gen X

I prefer to talk directly to an expert or someone I trust 56% 63% 64%

I prefer to research and find an answer myself 38% 34% 29%

No preference 5% 4% 6%

For more on the types of information that prospects use to make study decisions, see International Student Survey Volume 2: Information and Influence, available at https://www.qs.com/portfolio-items/international-student-survey-2020-report-volume-2-information- and-influence/

Key Points

L In many respects, generation Z and generation Y are similar in the ways they view themselves in relation to

other generations. They both see themselves as superior communications who are adaptable, ambitious and

technologically capable, but often don’t perceive themselves being as ‘hard working’ as the generations before

them.

L A university degree is widely understood to be a more essential commodity than it has been in the past, and

many believe it is a necessary component of attaining a ‘good’ job. However, it is believed to be easier to get a

degree now that is has previously been.

L The platforms used for research by different generations often differ greatly, with Instagram the single most

popular source of research of universities among generation Z. Conversely, LinkedIn is a popular platform for

generations Y and X, but is seldom used by generation Z.

L Despite the differences in preferred platforms for research, each generation shares broadly similar preferences

for communicating directly with universities, with email and WhatsApp the standouts.

https://www.qs.com/portfolio-items/international-student-survey-2020-report-volume-2-information-and-influence/





Section 3 The Workforce of the Future

Economic outlooks

A good place to start when exploring how prospective university students are thinking about the future and their

place within it is to examine how they feel about their own future economic prospects, as well as those of their own

country and the wider global community.

A majority are optimistic when looking simply at their own economic future, with 32% saying that they are very optimistic

and 27% saying they are somewhat optimistic. Conversely, only 11% said they are pessimistic.

However, optimism is significantly lower among the younger generations – only 25% of generation Z prospects are

very optimistic, compared to 36% of generation Y and 45% of generation X. Those in generation Z are much more

likely to be ‘neutral’ about their own prospects. This may reflect where these prospects are in their careers, with those

who are yet to establish a career and have little in the way of professional experience having less confidence in their

future than those who are already established professionals.

45

36

25

32

27

27

27

27

20

28

36

31

5

6

8

7

3

4

3

4

Gen X

Gen Y

Gen Z

Total

Very optimistic Somewhat optimistic Neutral Somewhat pessimistic Very pessimistic

How optimistic or pessimistic do you feel about your own economic prospects?

There is an increased level of pessimism among prospects when thinking about their country’s broader economic

prospects, with only 43% expressing optimism overall, while 32% were neutral and 24% were pessimistic. Optimism is

again lower among generation Z, only 16% of whom are very optimistic, while 61% are neutral are pessimistic.

23

20

16

18

28

25

23

25

27

31

35

32

14

15

18

16

9

9

8

8

Gen X

Gen Y

Gen Z

Total

How optimistic or pessimistic do you feel about your country’s economic prospects?



There was less difference between generations when asked about global economic prospects, with just over half

expressing optimism (55%), as well as 52% of generation Z (52%), 56% of generation Y, and 61% of generation X.

Overall, 46% were neutral or pessimistic about the future of the global economy.


How optimistic or pessimistic do you feel about global economic prospects?

25

24

21

23

36

32

31

32

26

33

36

34

10

9

9

9

3

3

3

3

Gen X

Gen Y

Gen Z

Total

It is clear that there is a greater degree of pessimism about future economic conditions among younger generations,

while generations Y and Z are more confident about the future. This is understandable, as generation Z (aged 24 and

under) are less likely to have established careers and to be financially independent, and are looking to make their way

in an increasingly uncertain world. It highlights the important role that universities hold in equipping their students

with the appropriate skills and knowledge that they will need to succeed in a world where opportunities may be more

scarce in the near future.

Future careers

Among generation Z, roughly similar proportions are interested in working immediately after graduating (44%) and

in continuing to study another course (47%). The latter will be comprised of undergraduate prospects who intend to

study a postgraduate course upon completion, as well as prospects intending to study a foundation course initially

and follow this with a degree-level course. This split highlights the importance of tailoring courses and study pathways

in order to meet a wide variety of needs – for every generation Z graduate who will be using their qualification as a

springboard into a career, another will be using it as a pathway to a higher qualification.

Those in generation X, on the other hand, are more likely to seek work immediately after graduating. This cohort will

be largely established professionals seeking an advanced qualification to further their career.

What do you plan to do after graduating?

64

58

44

52

17

23

35

28

14

15

12

13

5

5

8

6

Gen X

Gen Y

Gen Z

Total

Work Postgraduate study Other study Something else



In terms of how long a graduate should be expected to take to secure a graduate job, most prospects think that 1-3

months is an appropriate length of time (51%), while 23% said they would expect the process to take 3-6 months. Less

than one-in-ten expect that the process would take more than six months.

On this question, there is almost no difference between generation, with each cohort believing it to take approximately

the same length of time to secure a graduate role.

How long do you think it would be reasonable to look for a job in your chosen field for after graduating?

181920

19

495151

51

262323

23

776

7

Gen XGen YGen Z

Total

Less than a month 1-3 months 3-6 months More than 6 months

However, there are large differences between generations when it comes to the expectation of finding employment

within their chosen field – only 46% of generation Z were very confident that this would be the case, compared to

60% of generation Y and 66% of generation X. While this is not necessarily a cause for alarm, since the combined ‘very

confident’ and ‘fairly confident’ proportions are fairly similar across each cohort, it does reveal that generation Z are

less confident that they will be able to find qualification-specific work after graduating.

Much like the questions relating to economic sentiment, this may be a product of age and experience – those in

the two older cohorts may already have professional experience and therefore feel more confident in finding work

in their preferred industry (or are already working in that industry). In practice, this highlights the importance of a

career-centric curriculum which allows students to get professional experience through internships and other work-

integrated-learning, so that they will have the skills required to be competitive candidates when seeking employment

in their chosen field.

How confident are you that you would be able to find a role within your chosen field while on apost-study visa?

66

60

46

55

28

34

46

39

4

5

8

6

Gen X

Gen Y

Gen Z

Total

Very confident Fairly confident Not very confident Not confident at all


Despite being least likely to have confidence in their ability to find industry-specific work after graduating, generation

Z are also the least likely to consider working in a job outside their field – only 29% would ‘definitely’ work outside of

their field if they couldn’t find an appropriate graduate job, compared to 38% of generation Y and 45% of generation

X. This suggests that younger prospects place greater importance in getting their ideal job, and might potentially be

more willing to wait, or to do something else (such as further study) while they look for their dream job.

Would you consider working in a job outside of your field of study after graduating, if you were unable tofind a job in your field?

45

38

29

34

37

41

46

43

10

12

15

13

5

5

5

5

4

4

6

5

Gen X

Gen Y

Gen Z

Total

Yes, definitely Yes, probably No, probably not No, definitely not Don’t know

Key Points

L While most prospects are optimistic about their own economic futures overall, those in younger generations are

much less likely to be, revealing a concern about their own future which is not shared by their older counterparts.

L Prospects are less confident in the economic futures of their country and the world as a whole than they are in

their own economic futures, suggesting that will some expect turbulence in the years ahead, they are less likely

to be impacted by these macroeconomic trends.

L Roughly equal proportions of generation Z prospects intend to undertake further study upon completion of their

first course, or intend to work immediately after graduating, highlighting two separate and distinct post-study

pathways which both need to be prepared and accommodated for.

L While generation Z is less confident in being able to find industry-specific graduate work than their older

counterparts, they are also less willing to consider working outside of their chosen field, suggesting a potential

mismatch of expectations among the younger cohort.



About QS

QS Quacquarelli Symonds is the world’s leading provider of services, analytics, and insights to the global higher

education sector. Our mission is to enable motivated people anywhere in the world to fulfil their potential through

educational achievement, international mobility, and career development.

Our QS World University Rankings portfolio, inaugurated in 2004, has grown to become the world’s most popular

source of comparative data about university performance. Our flagship website, www.topuniversities.com – the home

of our rankings – was viewed 149 million times in 2019, and over 94,000 media clippings pertaining to, or mentioning,

QS were published by media outlets across the world in 2019.

QS portfolio

� QS Digital and Events provides prospective undergraduate, graduate, and MBA applicants with independent

guidance throughout their search and decision making. Our world-class digital platforms include topuniversities.

com, topmba.com, and qsleap.com which support search and inform applications to programs matching their

profile and aspirations. In parallel, prospective students can meet, either virtually or face-to-face, with admissions

officers of international universities and business schools. For universities and business schools, it offers effective

and innovative digital and off-line student recruitment and branding solutions.

� QS Enrolment Solutions supports higher education institutions to maximize their student recruitment with a range

of specialist services, from data-driven insights and high-quality lead generation to optimized communications

and student conversion. With over 20 years of experience QSES has an unequalled understanding of international

student decision-making. Our international office locations (UK, Romania, India, Malaysia and Australia) enable us

to operate across time zones to deliver high value to our partners and exceptional services for applicants.

� The QS Intelligence Unit is a leading originator of institutional performance insight drawing on unique proprietary

datasets gathered in pursuit of its published research. Best known for the widely referenced QS World University

Rankings, today comprising variants by discipline and geography, the unit also operates a sophisticated, multi-

dimensional quality standard; a comprehensive analytics platform facilitating advanced benchmarking; and an in-

demand consulting team. Our insights both inform and are informed by frequent presence and digital conferences

for educators, university leaders, and policy makers.

� QS Unisolution is dedicated to developing saas technology solutions to increase the efficiency and effectiveness

of international mobility, relations, and recruitment functions within education, positively impacting the educational

experience for the students, staff, and partners we serve.


For more information about the QS services, please contact [email protected]

To continue empowering motivated individuals and institutions across the world alike during the coronavirus outbreak,

QS’s response has included:

� Moving its student recruitment events online, ensuring that universities and talented potential applicants across

the world are still able to achieve high-quality personalized engagement.

� Expanding its range of digital marketing offerings, empowering student recruitment teams as they seek to maintain

outreach and enrolment efforts.

� Launching a webinar series designed to enable university faculty and administrators alike to share best practices

as they transition their educational offerings into the virtual classroom.

� Ongoing surveys of prospective students and institutions globally to analyse how the COVID-19 crisis is impacting

them.

In 2019, as part of our commitment to sustainability, QS became a certified carbon neutral® Company, reflecting our

efforts to reduce our impact on the environment through a range of efficiency initiatives and offsetting unavoidable

emissions through a verified carbon offset forestry project in Brazil.

Acknowledgements and copyright notice

Research for this report was conducted in October 2019 – March 2020 and the report was published in July 2020.

Analysis and data visualization by Chris Strods, Market Research and Data Manager; layout and graphic design by

Izam Buhan and Jasreen Gill. With thanks to the many other contributors, the 93 participating universities, and all

who responded to our survey.

All information contained in this report is believed to be correct and unbiased, but the publisher does not accept any

responsibility for any loss arising from decisions made upon this information.

QS © 2020

All rights reserved. No part of this publication may be reproduced without prior permission of the publisher.

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