Globalising higher education is a strategic priority for institutions worldwide. International student recruitment is key for many universities; however, ensuring students’ academic success goes beyond just the admissions process.
International student recruitment: bridging the language gap
There is a significant challenge in the potential disconnect between students’ language abilities and the real demands of their chosen academic courses. Beyond graduation, the level of proficiency required to excel in students’ future professions – such as law, medicine, education, and social work – can be a barrier at the beginning of their careers. By recognising and addressing this language gap, there is an opportunity for universities to help their international student population to thrive.
A study on English standards across professional bodies and university degrees
As part of the IELTS joint-funded research programme, Dr Amanda Müller and Andrew Brenner of Flinders University conducted a study exploring minimum English proficiency scores set by professional bodies and universities. The study focused on linguistically demanding professions including education, law, medicine, nursing, psychology, and social work. Data was analysed from 330 universities within six primary English-speaking countries: Australia, Canada, Ireland, New Zealand, the United Kingdom, and the United States of America.
Data analysis included multiple standardised English proficiency tests used in international student admissions. The study concentrated primarily on IELTS, as it is the leading global test provider.
The aim of the research was to understand how professional bodies and universities use and perceive English proficiency tests in practice when setting minimum scores and establishing equivalencies. Based on past studies, it has been concluded that stakeholders may not have in-depth knowledge about proficiency tests, given the assortment of local and international options available. Institutions, as well as professional bodies, may not agree on which tests to accept, nor which minimum scores to set for degree programmes or even professional registration. The study sought to benchmark these scores and equivalencies, compare them to test-developer recommendations, and ultimately guide future policy decisions.
Findings: mixed results across all factors
Not surprisingly, significant differences were found when comparing countries, degrees, and professional requirements.
University degrees vs professional bodies
Variations exist in the required English language proficiency standards for professional licensing across different countries. An average IELTS score of 6.6 required in the USA, contrasted with 7.2 in Australia, Canada, and New Zealand. Interestingly, IELTS recommends 7.5 for the type of linguistically demanding situations typically faced by graduates in education, law, medicine, nursing, psychology, and social work.
In addition, for international student admission into these professional degrees, the required scores are even lower than those set by the professional bodies. The average admission scores are well below the recommended level, with an average of 6.6 across all countries. Some institutions in Ireland, New Zealand, and the USA accept scores as low as 6.5. The average requirement in Australia is 6.9 – still below the recommended 7.5.
The researchers observed that a correlation exists between the percentage of international students, university ranking, and minimum test score requirements. Specifically, the data shows that more stringent higher IELTS score requirements are associated with higher international student populations and elevated university rankings.
Differences across degrees
The analysis of six degree programs showed differences in required admission scores. The average score was 6.6, but it dropped to 6.5 for law and rose to 6.7 for medicine, nursing, and psychology.
For professional registration, the minimum average scores were generally higher at 7.0, except for nursing at 6.7 and law at 7.2. This suggests that nursing students are not expected to improve their English proficiency much during the course of their studies, while law students need to significantly enhance their language skills in order to obtain professional certification.
Discrepancies among tests
There were major inconsistencies in how different tests were compared. For example, a TOEFL score of 86 was interpreted as equivalent to IELTS scores ranging from 5.5 to 7.5, depending on the university. This wide range covers students from low intermediate to advanced levels, making it too vague for international admissions. As a result, students could face unfair or inconsistent decisions that impact their future academic success.
Similar issues appeared with other tests compared to IELTS, though some are not accepted for university admission or professional registration. Overall, test score comparisons often did not follow valid research.
Country variations
Australia had the most stringent university entry requirements, followed by Canada, while the USA had the lowest professional requirements among the countries studied. For professional registration, Australia and New Zealand required the highest average score (7.2), aligning with test developers' recommended range of 7.0–7.5.
Researchers linked these differences to how each country regulates education. In the USA, decisions are made at the state level, making it harder to create standardised rules across the country.
How does this affect students?
These courses of study are demanding, so it’s essential to set clear and fair standards that accurately measure the skills students will need for academic and professional success. Clear information about language requirements is also vital in international student recruitment, helping applicants set realistic expectations.
A difference of just half an IELTS band may seem small, but prior research shows it usually takes three to six months of full-time English language study to achieve. Students starting a program below the required level may struggle to improve their English alongside full-time study, making it harder to meet professional standards and enter their chosen careers.
The professions in this study demand strong language skills, as clear communication is crucial to avoid misunderstandings and deliver high-quality public services.
What does this mean for universities?
International student recruitment is an ongoing process, and language requirements should be regularly reviewed as well. Frequent analysis of score data and calibration procedures helps maintain your institution’s credibility. Be aware of the limitations of test comparison tables and rely on official information from trusted test developers.
IELTS can be a supportive and knowledgeable partner in this process. Our team of experts can facilitate a comprehensive understanding of test scores, so that you can communicate accurate information to prospective students. For students already enrolled at your institution, we can provide you with greater understanding of the IELTS assessment and what the scores mean, enabling you to provide tailored linguistic support for their future professional advancement.
Read the full report to find out more about implications for universities and professional bodies.
References
Hyatt, D., and Brooks, G. (2009). Investigating stakeholders' perceptions of IELTS as an entry requirement for higher education in the UK, IELTS Research Reports, Vol 10. IDP: IELTS Australia and British Council.
Lam, D., Green, A., Murray, N., and Gayton, A. (2021). How are IELTS scores set and used for university admissions selection, IELTS Research Reports Online Series, 3. IELTS Partners: British Council, Cambridge Assessment English and IDP: IELTS Australia.
Murray, J., Cross, J., and Cruikshank, K. (2011). Stakeholder perceptions of IELTS as a gateway to the professional workplace, IELTS Research Reports Online Series, No. 1/2014. IDP: IELTS Australia.
O’Loughlin, K. (2012). Developing the assessment literacy of IELTS Test users in higher education, IELTS Research Reports, Vol 13. IDP: IELTS Australia and British Council.
Craven, E. (2012). The quest for IELTS Band 7.0: Investigating English language proficiency development of international students at an Australian university.