A few days ago, I came across an article that used data analytics to estimate how many international students would be “too many” for Australia to host. While I always appreciate data journalism—particularly when it draws on surveys and tables to support an argument—this piece surprised me. There was an apparent disconnect between the claims about the need to cap international student numbers and the actual data presented.
In essence, the article puts forward a few key arguments:
- That there’s an emerging international consensus suggesting international student numbers should not exceed one-third of total enrolments
- That student numbers are putting pressure on housing availability (a claim already challenged by several studies)
- That academic outcomes decline if international student numbers rise beyond certain thresholds
Rather than dissect the data again—especially since these arguments are far from new—I want to pose a challenge to proponents of strict caps on international student numbers:
If you believe such limits are necessary, please present evidence of the following:
- Specific negative impacts on the Australian economy caused by increased international student numbers, beyond the well-documented economic benefits
- Any social impacts that are demonstrably negative, or socio-economic consequences such as rising housing costs, supported by credible data rather than assumptions
- How declining educational quality, if it exists, is directly and causally linked to the number of international students, rather than broader challenges in educational management
In my view, if we can set aside political rhetoric, we can stop wasting time and energy “fighting” international education and instead focus on improving educational quality for everyone.
As an academic, I don’t see degrees as “local” or “international.” I’ve never encountered an assessment that needs to account for a certain percentage of each cohort. In fact, I’ve taught online courses with students from over 30 countries in a class of 100—where it’s impossible to tell who is “local” without reviewing enrolment data beforehand. That lack of distinction hasn’t impacted learning in any meaningful way.
So, if there’s genuine, data-backed evidence that rising international student numbers are harming our economy or society—please, bring it forward. Let’s have that conversation, but let’s make sure it’s rooted in facts, not fear.
