Go8 submission to the Inquiry into Building Asia Capability in Australia through the Education System and Beyond

November 5, 2025

Standing Committee on Education

Introduction

The Go8 supports the Committee’s broad and strategic approach to building Australia’s Asia capability – recognising that success requires more than language proficiency alone. While language remains a critical tool for fostering cultural understanding and deepening relationships, Australia’s future as a middle power in the Indo-Pacific hinges on our ability to engage across diverse domains, including trade, defence, diplomacy, and the research commercialisation.

Central to this engagement is the concept of knowledge trade routes—the exchange of ideas, expertise, and innovation across borders. These routes are as critical to Australia’s regional presence as traditional trade corridors. They underpin our ability to build trust, share capability, and contribute meaningfully to regional development and stability as well as supporting Australian sovereign capability. In a contested global environment, the ability to operate effectively across these knowledge networks requires nuanced cultural understanding that extends well beyond language alone.

As Australia’s leading research-intensive universities—educating one in three international students and conducting around 70 percent of university-based research—the Go8 plays a central role in developing Asia capability. We do so through our teaching and research and indirectly through our extensive global engagement agenda which strengthens bilateral ties and regional collaboration.

However, meaningful progress demands a coordinated whole-of-government and whole-of-society effort. This must be underpinned by coherent policy settings and a business sector that understands how to harness this capability for national benefit.

This submission takes a practical and holistic roadmap for strengthening Asia capability and unlocking its strategic value in an increasingly complex global landscape.

Recommendations

Dismantle the Job Ready Graduate Scheme: That the Committee recommend the Government urgently dismantle the Job-ready graduates scheme, or at a minimum implement Recommendation 16 (a) of the Universities Accord to address the student contribution burden in the humanities.
Recognise International Education as a Strategic Asset: That a strong and sustainable international education sector be recognised as a strategic national resource – critical to building a skilled workforce and advancing Asia Capability. This must be managed responsibly, with a focus on quality and integrity.
Expand Regional Engagement Opportunities for Students: That the Committee recommend consideration of opportunities for longer term engagement in the region for Australian students – such as refocusing the New Colombo Plan (NCP) or partnering with Australian industry to offer offshore internship positions.
Fund Critical National Capabilities Sustainably: That the Government collaborate with the sector to develop sustainable and practical funding models for critical national capabilities – including Asia Capability – to address the current distortions in the system.
That the Government maximise the use of all of its strategic assets, including its research-intensive universities, for proactive policy advice and trust building across the region – e.g., through our Go8 Defence and Security Committee and extensive global engagement programme.
Promote Business Awareness of International Talent: That the Committee recommend a targeted campaign to improve business community understanding of legal obligations and workplace opportunities – particularly how to leverage the networks and knowledge base of international students and graduates to build Asia capability.

Terms of Reference

Structural enablers and barriers to developing Asia capability; the current state of Asian language learning and Asian cultural studies in universities and strategies to stimulate demand and improve access.

Global momentum around technology-driven breakthroughs has elevated the prominence of Science, Technology, Engineering and Maths (STEM) disciplines. However, this must not happen at the expense of the Humanities and Social Sciences (HASS), which are foundational to building Asia capability. Long term, meaningful engagement with the region depends on people-to-people links and the deep cultural understanding that underpins sustained international relationships – exactly the competencies fostered through that HASS education and research.

While language training is often the entry point to international education, fluency alone – though undeniably important – is insufficient to develop comprehensive cultural competency. This is reflected in the academic backgrounds of many of Australia’s current Heads of Missions across the Indo-Pacific, who hold qualifications in Arts, Arts/Law, Foreign Affairs and Trade, Development Studies and Asian Studies. These disciplines provide the nuanced understanding required to navigate complex diplomatic and regional landscapes.

Yet at a time when Australia is prioritising its regional relationships and the capabilities needed to sustain them, we persist with self-inflicted barriers posed by our own policy settings.

The Job Ready Graduates (JRG) scheme, introduced in 2021, sought to influence domestic study choices by significantly increasing the student contribution for arts subjects. Although foreign language units were exempted, the policy failed to recognise the broader value of HASS disciplines in building Asia capability.

Four years on from this misguided policy the consequences are clear. Department of Education data shows an eighteen percent decline in domestic commencements in HASS disciplines since the year prior to its introduction.^[1]

Go8 universities have maintained their commitment to offering language and HASS programs (see Table 1) but availability alone cannot overcome structural disincentives directing students elsewhere. If Australia continues to ignore these barriers, future diplomats and regional leaders will lack the depth of cultural understanding and diplomatic nuance required to operate effectively an increasingly contested and complex global environment.

Recommendation: that the Committee recommend the Government urgently dismantle the Job-ready graduates scheme, which has imposed disproportionate financial burdens on students pursuing HASS. At a minimum the Government must implement Recommendation 16 (a) of the Universities Accord to address the inequitable student contribution rates in these disciplines—recognising their critical role in building Asia capability and sustaining Australia’s regional engagement.

Table 1: Languages offered across the Go8 Universities

Institution	Languages Offered
Australian National University	Burmese, Chinese (Mandarin), Hindi, Indonesian, Japanese, Korean, Mongolian, Tetum (Timor-Leste), Thai, Vietnamese
University of Adelaide	Chinese, Indonesian*, Japanese
University of Melbourne	Chinese, Indonesian, Japanese, Korean
Monash University	Chinese, Indonesian, Japanese, Korean
University of Sydney	Chinese, Indonesian, Japanese, Korean
University of New South Wales	Chinese, Japanese, Korean
University of Queensland	Chinese, Indonesian, Japanese, Korean
University of Western Australia	Chinese, Indonesian, Japanese, Korean

* Offered in partnership with Flinders University

Good practice models for building Asia capability, including through language learning, intercultural understanding, and regional engagement – including immersive experiences and utilising digital technologies.

The Go8 has consistently championed the value of a high-quality international education sector, not only for its intrinsic academic and economic benefits, but also for its critical role in advancing national interests. The current focus on managing numbers – which the Go8 supports provided it is guided by principles of quality and integrity – must not overshadow our understanding of these broader benefits, or how they can be leveraged to national gain.

As we have long maintained, international students contribute significantly to Australia’s workforce capacity and soft power. ASEAN Heads of Missions have consistently emphasised education and research as core to the broader bilateral and multilateral relationships. Less often acknowledged but equally important is the informal cultural exchange that occurs when international and domestic students interact – building Asia capability through friendship and shared experiences.

Just as the Colombo Plan of the 1950s saw Australian-educated students rise to positions of influence across the Indo-Pacific, today’s graduates will forge the knowledge trade routes that fuel innovation and progress throughout the region. In this evolving landscape, it is more critical than ever for both international and Australian Asia-capable graduates to connect Australia into these dynamic pathways, ensuring a meaningful Australian contribution and embedding the nation within the innovation ecosystems that are emerging across the Indo-Pacific.

Go8 universities actively invest in initiatives to drive this engagement, including:

UNSW Global Sport program: Engagement initiative that seeks to introduce international students to Australian sporting culture, recreational environments, and outdoor lifestyles through activities such as AFL experiences, coastal walks, and visits to national parks, whilst supporting the creation of friendships whilst highlighting pathways to continue participation e.g. through UNSW Sport Clubs.
University of Adelaide’s Language and Cultural Engagement programme: open to all University of Adelaide students, provides opportunities for social interaction through language and cultural networking. Events include activities such as food tastings, talks from cultural ambassadors, games, dinners and quiz nights.^[2]
University of New South Wales cultural café, which provides all students with a platform to meet new people, make new friends and learn about different cultures. Runs every Thursday of term from 4pm-6pm.^[3]

More are provided in Appendix A.

However, enduring regional relationships must be reciprocal. Diplomats, business leaders and trade professionals have long recognised the value of an international presence – whether through postings, offshore operations, delegations or study missions. While university offshore campuses extend Australia’s footprint in key partner countries, their impact within Australia remains limited. To embed Asia capability more broadly across the population, it is essential to encourage domestic students to participate in international experiences.

The New Colombo Plan (NCP), launched in 2014, was designed to provide sustained, immersive learning opportunities in the Indo-Pacific. In launching the programme, then Foreign Affairs Minister the Hon Julie Bishop noted:

There will be a prestigious scholarship program for periods of study between one semester and one year, and innovative mobility grants scheme for short-term and semester study, up to a maximum of one year. The scholarship program will ensure that as the New Colombo Plan expands across the Indo-Pacific, more of our best and brightest undergraduates are strongly supported to spend a substantial period of time studying and living in the region.^[4]

While the NCP has enabled thousands of Australian students to travel within the region, the mobility stream – which attracts the majority of participants – typically now lasts only four to nine weeks.^[5] While valuable as an introduction, this is unlikely to deliver the depth of engagement necessary to realise the original vision of “ensuring that our new Colombo Plan students have professional connections in the region and can link their study experience directly to career opportunities, either with businesses and organisations and entities from Australia operating in the host country, or from organisations within the host country”.^[6]

Recommendation:

Recognise International Education as a strategic asset: That a strong and sustainable international education sector be recognised as a strategic national resource – essential to building a skilled workforce and advancing Asia Capability. This must be managed responsibly with a focus on quality and integrity.
Expand Regional Engagement Opportunities for Students: That the Committee recommend the Government explore mechanisms to support longer term regional engagement for Australian students – such as refocusing the NCP to restore its original immersive intent or partnering with Australian industry to offer internship positions that links study with career pathways.

Opportunities to develop and promote the value of Asian cultural literacy, intercultural understanding and Asian diplomacy skills outside of language learning – across schools, universities, communities, the workforce, industry and government.

As Australia’s leading research-intensive universities, the Go8 acts as a national strategic asset – advancing sovereign capability through multiple streams. This includes investing and passing on established knowledge through our teaching programmes; advancing new frontiers of knowledge through our high-quality research; real time geopolitical analysis that informs public discourse and a global engagement agenda that strengthens Australia’s diplomatic presence and reputation as a supportive, responsible and ethical regional partner.

In 2024 and 2025, the Go8 Chair, Professor Mark Scott AO, led high-level delegations to Japan and Singapore to advance strategic research security dialogues. These missions were supported by the co-Chairs of the Go8 Defence and Security Committee – Major General (Ret’d) Paul Symon in 2024 and Lieutenant General (Ret’d) Rick Burr in 2025 – and strongly backed by Australia’s diplomatic representatives: His Excellency Mr Justin Hayhurst in Japan and His Excellency Mr Allaster Cox in Singapore. The Singapore visit coincided with the 60^th anniversary of bilateral relations and culminated in the signing of the Go8-Singapore Action Plan, reinforcing Australia’s commitment to regional collaboration.

Between 2020 and 2024 Go8 universities co-authored nearly 18,000 research publications with ASEAN partners, achieving citation rates over three times the global world average.^[7] These collaborations build Asia capability by fostering enduring researcher-to researcher relationships and enabling the application of research insights across diverse cultural contexts.

Notable examples include:

A partnership between the University of Adelaide and Nanyang Technological University (Singapore) to develop a metal free, green nano catalyst for wastewater purification.
A collaboration between the University of Queensland and Universitas Indonesia exploring addiction, impairment and resilience in video gamers.

Specialist centres within Go8 universities further deepen Asia capability by cultivating scholarly communities and public engagement. Notable examples include (see Appendix A for detailed list):

ANU College of Asia and the Pacific: offers programmes from undergraduate to HDR; language training; expert podcasts; research on Asia-Pacific dynamics.
China Studies Centre, University of Sydney: Australia’s largest academic hub on China providing research-informed insights and engaging the public through seminars, webinars and roundtables.
Korean Studies Centre, University of Queensland: Advances research on Korean language, culture and society, while building sustainable partnerships across the community, industry and government sectors.

These centres operate at a nuanced level, tracking evolving regional dynamics and influences and developing high level knowledge and capability of our own region.

Asia capability is not a “set and forget”. It must evolve continuously to remain relevant and effective. While undergraduate education provides a foundation, it is insufficient on its own. The urgency for enhanced Asia capability is expanding. Australia faces its most challenging strategic environment since WWII and our future – as a middle sized, Indo-Pacific trading nation – is inseparable from that of our region. High levels of cultural literacy and strategic understanding and capability are no longer optional; they are essential to national security and effective strategy.

To meet this challenge, the unique capabilities of the Go8 must be better leveraged at the national level. Breaking down silos between knowledge and practice is critical to building a multifaceted capability that can be deployed across government, industry, education and civil society.

However, sustaining these capabilities is increasingly difficult under Australia’s distorted funding model. Successive governments have left universities reliant on international student revenue to fund high quality education and research, while criticising the very dependence they created. Any review of international education settings or the introduction of managed growth pathways must be accompanied by a clear understanding of the downstream impacts on domestic capability. The core issue is not over reliance – it is underinvestment. Public funding has failed to keep pace with the true cost of delivering world-class teaching and research.

Recommendation:

Fund Critical National Capabilities Sustainably: That the Government collaborate with the sector to develop sustainable and practical funding models for critical national capabilities – including Asia Capability – to address the current distortions in the system.
That the Government maximise the use of all of its strategic assets, including its research-intensive universities, for proactive policy advice and trust building across the region – e.g., through our Go8 Defence and Security Committee and extensive global engagement programme.

As reflected in the Terms of Reference, building Asia capability requires a whole- of-nation effort – with active participation from government, education, communities, and critically business and industry. While universities, particularly research-intensive institutions like the Go8, play a central role in developing this capability, it must be leveraged more broadly across the workforce and society.

One area of opportunity lies in improving the awareness of Australia’s industrial relations and employment landscape, particularly as it relates to international graduates. For example, temporary graduate visa holders are eligible to work for two to three years post study, yet anecdotal evidence suggests that some employers mistakenly believe Australian citizenship or permanent residency is required. This misunderstanding limits access to valuable talent and undermines the opportunities for two-way cultural exchange in the workplace.

Internships and employment placements offer business a unique opportunity to leverage the knowledge and networks and lived experience of international students and graduates – to strengthening their own Asia capability while fostering intercultural understanding. These interactions build informal but powerful bridges between Australia and the region.

To unlock these benefits, targeted efforts are needed to raise awareness across the business community, clarify legal obligations and promote the strategic value of engaging international talent.

Recommendation: Promote Business Awareness of International Talent: That the Committee recommend a targeted campaign to improve business community understanding of legal obligations and workplace opportunities – particularly how to leverage the networks and knowledge base of international students and graduates to build Asia capability.

[1] Higher Education Statistics Collection, domestic commencing students 2020 compared to 2024; HASS calculated by combining the Broad Fields of Society and Culture and Creative Arts.

[2] https://international.adelaide.edu.au/international-student-support/social-programs-clubs-and-sports/language-and-cultural-engagement-program

[3] https://www.arc.unsw.edu.au/community/culture-cafe

[4] https://www.foreignminister.gov.au/minister/julie-bishop/speech/address-new-colombo-plan-launch (emphasis added).

[5] https://www.dfat.gov.au/people-to-people/new-colombo-plan/about. For example, in 2024 there were around 150 NCP Scholars, compared to over six and half thousand Mobility places.

[6] https://www.foreignminister.gov.au/minister/julie-bishop/speech/address-new-colombo-plan-launch

[7] Taken from InCites, 5 May 2025

Appendix A

Go8 Engagement Initiatives

Australian National University

Set4ANU: eight week student mentoring programme to provide new students with guidance and support to get the most out of their first semester at ANU.^[1]
Kitchen Garden program: a community of ANU students and staff working together cooperatively to grow, prepare and share fresh, seasonal and delicious food including that grown in the community gardens on campus. All ANU students and staff are welcome to join in weekly Kitchen Garden sessions and special events.^[2]
ANU Student Research Conference: open to all ANU coursework students across all disciplines of study. Aimed at building transferable skills, such as presentation, communication (written and oral) and networking and includes a range of events.^[3]

Monash University

Vice Chancellor ASEAN Awards: will support high-achieving undergraduate students from across the region to study at the University from Semester 1, 2026. Designed to build Asia capability, strengthen innovation, collaboration and mutual understanding across our region. Students will be selected through a competitive process with country-based quotas to ensure broad representation across the region. Undergraduate students from Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand and Vietnam will be eligible to apply.
TeaMWork Virtual Internships connect students from Monash University Australia (MUA), Monash University Malaysia (MUM), and The University of Warwick (UOM) in the UK with organisations from over 15 countries to co-create innovative, practical solutions to real business and social challenges. Through this global collaboration, Asian students and industry partners gain access to fresh perspectives, intercultural expertise, and sustainable strategies aligned with the UN SDGs, helping them strengthen their capacity and impact. In 2025, 680 students participated in TeaMWork (203 from MUA; 192 from MUM; and 207 from UOW).
Global Immersion Guarantee (GIG): provides an opportunity for first year undergraduate students to have a two week immersive experience in one of a number of eligible countries including India, Indonesia, China or Vietnam.^[4]

University of Adelaide

“Talking with Aussies” language programme: links international students with volunteers from the community to help students practice their English conversational skills. Students and volunteers chat one-on-one informally, for one hour each week at a time of their choosing.^[5]
Conversation, Culture and Connect Club: informal environment for international students in which to learn about Austrlaian culture, practice English skills and meet new people.^[6]

University of Melbourne

Peer Mentor Program: matches new students with a peer mentor to assist with the transition to university.^[7]
Weekly “free play” sessions facilitate connections between students by trying a new sport, e.g., running, pickleball, lacrosse, basketball or table tennis.

University of New South Wales

myEnglish Week: interactive academic writing and presentation skill workshops for international and domestic students, run in the week before O-week each term. Includes activities such as a myEnglish Choir.^[8]
Cultural mentoring program: student mentoring programme whereby local and international student volunteers provide support and advice to commencing international students.^[9]
Cultural café: provides all students with a platform to meet new people, make new friends and learn about different cultures. Runs every Thursday of term from 4pm-6pm.^[10]

University of Queensland

Get Set Program: connects commencing students with an experienced student mentor and other new students from a similar faculty.^[11]
Community engagement activities: the Queensland Commitment offers opportunities that help UQ transform relationships with local communities into positive, reciprocal partnerships. Examples include community gardening, alumni book fairs, serving as a student representative on faculty committees. ^[12]

University of Sydney

International Students Advisory Group (ISAG): established in 2024 to oversee initiatives designed to support and improve the overall experience of the international students, e.g., developing an international student experience roadmap to plan support services initiatives for 2026 and beyond. ISAG is comprised of central student facing teams, faculties, University schools and student representatives and is based around three workstreams: language and academic support; wellbeing and safety; and welcome, transition and belonging.
Peer Support Advisors: foster community and integration by providing multilingual peer support and facilitating student-led social activities open to all students. These activities, such as conversation clubs, cultural celebrations, and wellbeing meet-ups, are designed to create informal spaces for international and domestic students to connect, learn from each other, and share experiences.

University of Western Australia

University mentoring program connects new students with second or above year students to provide guidance, support and advice on navigating university life. ^[13]
Offers a range of clubs and societies to encourage social engagement while on campus. These include discipline-specific and general options. ^[14]

Go8 Specialist Institutes or Centres Focused on Building Asia Capability

Australian National University

College of Asia and the Pacific: community of scholars and researchers dedicated to understanding and shaping the future of the Indo-Pacific. Incorporates:^[15]

The Australian Centre on China in the World (a leading international institute for scholarship and education that furthers understanding of the Chinese world); and

Coral Bell School of Asia Pacific Affairs (a world leading school for the study of Asia Pacific and international politics, society, strategy, security and diplomacy).

ANU Institutes: ANU Regional Institutes are hubs for interdisciplinary research and innovative collaboration. They are support networks for both scholars and students working and studying across the Asia-Pacific region:^[16]

ANU Indonesia Institute
- ANU Japan Institute
- ANU Korea Institute
- ANU Myanmar Research Institute
- ANU Philippines Institute
- ANU Southeast Asia Institute
- ANU South Asia Research Institute
- ANU Mongolia Institute

Monash University

Australia-Indonesia Centre (AIC): hosted by Monash (with the University of Melbourne, the University of Queensland and University of Western Australia as the Australian partners) and co-funded by the Department of Foreign Affairs and Trade (DFAT). Its research clusters provide direct and indirect pathways for intercultural exchange, co-design and policy engagement between the nations.^[17]

The Monash Korean Studies Research Hub is increasing the capacity and profile of Korean Studies by promoting Korea-related research, education and engagement. The Hub connects and supports researchers undertaking studies to enhance understanding of Korea, while developing Korean language and cultural education and facilitating community events.^[18]

The Herb Feith Indonesian Engagement Centre, dually based at Monash campuses in Melbourne and Jakarta, is a platform facilitating high quality, collaborative, Indonesia-focused research. The Centre focuses on research addressing local and global challenges relating to Indonesia, and advocacy for increased Indonesian language learning in Australia to promote greater cultural and linguistic engagement. ^[19]

University of Adelaide

ThincLab Business Incubator Collaboration: Collaboration between University of Adelaide and O.P. Jindal Global University (JGU) to promote an understanding of the cross-cultural entrepreneurial ecosystem, cultural business awareness and market opportunities for 120 new venture founders and business incubator staff. Supported through the Centre for Australia-India Relations (CAIR) (2025 grant).

Institute for International Trade: leading institution with a global focus and a strong reputation for delivering academically rigorous and practical trade training, policy advice, and technical assistance. IIT brings together leading academics, experienced trade practitioners, and negotiators to address challenges faced by governments and businesses seeking to expand trade and investment opportunities worldwide, particularly across the Asia–Pacific region.^[20]

University of Melbourne

Asia Institute: brings together researchers across a range of disciplines, creating a depth and breadth of expertise on Asia and the Islamic world. Includes the Centre for Contemporary Chinese Studies (CCCS) and the Global Korea Research Hub. Research clusters include Asian Civil Society, Asian Governance Transformations, Language Dynamics in the Asia Pacific, and Islam and Politics in Contemporary Asia and the Middle East.^[21]

Asialink: Australia’s national centre for engagement with Asia, located at the University of Melbourne. Combines deep expertise across arts and culture, business, education and diplomacy.^[22]

University of New South Wales

Korea Research Initiatives (KRI): Leading internationl research hub for Korean studies in Australasia and Southeast Asia. Conducts interdisciplinary research through its collaborative research networks across Australasia, Korea and Southeast Asia. It has made a major impact in developing Korean Studies in Southeast Asia by forming active partnerships with leading universities and governments. (https://www.unsw.edu.au/canberra/our-research/research-centres-institutes/kri).

Asia Pacific Development and Security Research Group: comprised of experts working on current socio-political changes affecting the Asia-Pacific region. Researchers explore topics including gender, religion and development, as well as regional security issues, through interdisciplinary approaches including anthropology, development studies, history, political science and social policy. (https://www.unsw.edu.au/canberra/about-us/our-schools/hass/our-research/asia-pacific-development-and-security)

University of Sydney

Sydney Southeast Asia Centre: builds on the expertise of and facilitates collaborations between over 400 University of Sydney academics who specialise in Southeast Asia. ^[23]

University of Sydney Vietnam Institute: facilitates research and engagement opportunities between Australian and Vietnamese researchers, academics and students. ^[24]

The China Studies Centre: enhances the University of Sydney’s long tradition of excellence in China research and is a research-informed voice in Australia’s public China discourse.^[25]

Centre for Asian and Pacific Law in the University of Sydney (CAPLUS): A leading centre for teaching and research in Asia and the Pacific.^[26]

University of Queensland

Global offices: UQ has an office in Indonesia and a representative on the ground in Vietnam to foster engagement with universities, government agencies, corporate networks, and non-governmental organisations and support alumni in the region.^[27]

UQ-VISTI Innovation Centre: collaboration between UQ Ventures and the Vietnam Institute of Science, Technology and Innovation, reflects this shared passion for harnessing innovation to create a better future.^[28]

University of Western Australia

Perth USAsia Centre: Strengthens strategic thinking between Australia, the Indo-Pacific and the US through research and education activities, and engage thought leaders to address challenges and opportunities in the Indo-Pacific region.^[29]

[1] https://www.anu.edu.au/students/student-life/student-communities/set4anu-mentoring

[2] https://www.anu.edu.au/students/student-life/student-communities/kitchen-garden-program

[3] https://www.anu.edu.au/students/student-life/student-experience-research/anu-student-research-conference

[4] https://www.monash.edu/flagship-rich-experiences/gig#tabs__3288004-01

[5] https://international.adelaide.edu.au/international-student-support/social-programs-clubs-and-sports/talking-with-aussies

[6] https://international.adelaide.edu.au/international-student-support/social-programs-clubs-and-sports/conversation-culture-connect-club

[7] https://students.unimelb.edu.au/student-life/peer-mentor-program

[8] https://www.unsw.edu.au/student/support/services/english-language-development/myenglish-week

[9] https://unsw.au1.qualtrics.com/jfe/form/SV_daNZ9tfLCOejLUO

[10] https://www.arc.unsw.edu.au/community/culture-cafe

[11] https://life.uq.edu.au/getset

[12] https://life.uq.edu.au/get-involved