scholarly journals The Determinants of International Student Demand in New Zealand and the OECD

2021 ◽  
Author(s):  
◽  
Logan Page

<p>Tertiary education, once a purely domestic affair, has become an increasingly globalised industry over previous decades. Whilst the international sector has grown to being New Zealand's fourth largest export market (Ministry of Education, 2016), there is a lack of credible research on the demand of international students.    This thesis aims to provide a greater understanding of the determinants of international student demand, both in New Zealand and internationally. I firstly provide a descriptive analysis of the trends in the international student market for New Zealand and 27 OECD countries. Secondly, I use a fixed-effects approach to analyse the demand of international students within New Zealand, using fees data at the course-by-university level. Thirdly, I then generalise this approach to the international market to provide an analysis of the demand for international students travelling to the OECD.    The findings from these analyses imply that the demand for international university education is relatively inelastic. The impact of a marginal increase in fees decreases the number of EFTS/students at a proportion of less than one. Furthermore, this effect is generally not statistically distinguishable from zero.</p>

2021 ◽  
Author(s):  
◽  
Logan Page

<p>Tertiary education, once a purely domestic affair, has become an increasingly globalised industry over previous decades. Whilst the international sector has grown to being New Zealand's fourth largest export market (Ministry of Education, 2016), there is a lack of credible research on the demand of international students.    This thesis aims to provide a greater understanding of the determinants of international student demand, both in New Zealand and internationally. I firstly provide a descriptive analysis of the trends in the international student market for New Zealand and 27 OECD countries. Secondly, I use a fixed-effects approach to analyse the demand of international students within New Zealand, using fees data at the course-by-university level. Thirdly, I then generalise this approach to the international market to provide an analysis of the demand for international students travelling to the OECD.    The findings from these analyses imply that the demand for international university education is relatively inelastic. The impact of a marginal increase in fees decreases the number of EFTS/students at a proportion of less than one. Furthermore, this effect is generally not statistically distinguishable from zero.</p>


2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Melissa Whatley

This study’s purpose is to explore the impact of the COVID-19 pandemic on international students who were studying at US community colleges at the onset of this public health crisis. While previous work has explored the impact of the pandemic on international students generally, we argue that community college international students deserve focused attention due to their potentially marginalized status on their campuses. Using a mixed-methods research approach, we analyze survey and focus group data provided by 17 randomly-selected community college educators. Our results speak to two overarching themes: the supports provided to students at the onset of the pandemic (and educators reasons for providing these specific supports) and the unique impact of the pandemic on community college international students due to their citizenship or residency status. These findings have important implications for community college leaders and international educators as they work with international students during future times of crisis.


Author(s):  
Nadiya Smolikevych ◽  
◽  
Iryna Turchyn ◽  
Olesya Boyko ◽  
◽  
...  

The paper deals with the main problems of international students’ study at higher educational institutions and the necessary university services, for example, propaedeutic training and foreign language courses that help foreigners to study successfully in an unfamiliar learning environment. The interpretation of psychological adaptation and academic adaptation is given based on the analysis of the issue source. The work explores specifics of adaptation and favorable conditions for international students in higher education, as well as identifies problems with the adaptation of foreigners in university education. Recommendations for psychological support of foreigners by advisors are given. The university services of the international students’ advisors and other university staff are analyzed concerning assistance on academic adaptation to the different educational system of the country and university requirements to studying. It is indicated that knowledge of the basics of psychology, features of personality psychotypes, and human adaptive abilities is very important for advisors to help students adapt to the academic requirements of a particular educational system. Advisors should act as a mediator to facilitate the learning process of students, taking into account individual worldviews and intellectual development, for example, while developing a personal curriculum and teaching time management. The work also highlights three main forms of counseling by their advisors as seminars, individual assistance or group work. Various student centers and university campus organizations are listed that help foreigners study and live in an unfamiliar academic environment. Keywords: psychological problems of adaptation, pedagogical basics, advisors, international student, university.


2019 ◽  
Author(s):  
Kawtar Tani

The aim of this study was to explore the transportation habits of students, and assess the transportation-related carbon footprint of the institution. Data about students’ modes of travel to a tertiary education provider in New Zealand were collected in 2018 from 227 students enrolled. Green modes of travel included walking, and cycling, while non-green method was driving. Data collected also included distance from institution, age, gender, ethnicity, and enrolment type. Results showed that more students used a non-green method of travel, international students were more likely to choose a green mode of transport, and females were more likely to drive than were males. There was a significant difference between the working status of participants, and their mode of transportation, where non-green participants were more likely to be working, while green participants were more likely to be not working. Implications and limitations of this study are presented.


2018 ◽  
Vol 23 (3) ◽  
pp. 572-588 ◽  
Author(s):  
Thomas Thurnell-Read ◽  
Lorraine Brown ◽  
Philip Long

While the increased scale and importance of international students to the UK Higher Education sector is now well established, little is known about the ways in which students from non-UK countries experience and interact with the heavy drinking culture that predominates on and near many British universities. Drawing on qualitative interviews, this article analyses the perceptions, attitudes, and experiences of British drinking cultures held by international students studying on postgraduate courses at a UK university. Students report prior awareness of alcohol consumption being important to British culture and recount both positive and negative experiences of witnessing and, for many, participating in drinking alcohol. Students make ready comparisons with the drinking habits and attitudes of their own culture. Further still, many made a distinction between the public house, or ‘pub’, as a welcoming and friendly social space, and bars and nightclubs, where a far greater risk of exposure to violence and harassment was perceived. The article provides theoretical insights to support future and more wide-ranging research into mobile drinking cultures and also suggests practical implications to inform stakeholders with interests in the welfare of international students in the UK in relation to the provision of effective and proactive policies which address the impact of British drinking cultures on international student integration and well-being.


2021 ◽  
Author(s):  
◽  
Jaime Lancaster

<p>This thesis expands the literature on minimum and living wages by investigating local minimum wage ordinances and voluntary living wage programs. This thesis is presented as three distinct papers; the first explores a county-wide minimum wage ordinance in New Mexico, USA, while papers 2 and 3 explore New Zealand’s voluntary living wage program. In the United States, local minimum wage ordinances are growing in popularity, and research is emerging on their effects. Setting minimum wages at the local level is politically easier than enacting Federal legislation, and local minimum wages may be better targeted to local economic conditions. In my first chapter, “Local Minimum Wage Laws and Labour Market Outcomes: Evidence from New Mexico,” I use fixed effects and synthetic control analysis to uncover the effects of a local minimum wage law on the Albuquerque/Bernalillo region of New Mexico, with a focus on how provisions exempting tipped workers affect gains in earnings. My findings reveal that these provisions can lead to reductions in hourly wages for workers exempted from the minimum wage even when the labour market is not harmed overall. I find that the minimum wage ordinance did not reduce teen employment but that it served to increase the supply of teen labour leading to an increase in the teen unemployment rate.  The second and third papers in this thesis address the voluntary living wage program in New Zealand. In the first quantitative work on New Zealand’s living wage, I utilize data from Statistics New Zealand’s Integrated Data Infrastructure (IDI) to explore several facets of the living wage experience for employers and employees. In the second paper, “The New Zealand Living Wage: Earnings, Labour Costs and Turnover,” I investigate the characteristics of New Zealand living wage firms and use fixed effects to examine the impact of living wage certification on employment, worker earnings and turnover. My results provide some evidence for increases in labour costs and worker earnings following certification but find that this change is driven by changes in small firms that employ few workers. I find no evidence of a reduction in turnover.  In my final chapter, “Who Benefits from Living Wage Certification?” I investigate the distribution of benefits from the living wage based on an employees’ pre-treatment earnings, time of hire and whether or not they remained employed with the living wage firm. To do this, I utilize a worker-level panel dataset containing the full earnings history of all workers that were employed for a living wage or matched control firm between January 2014 and December 2015. I use fixed effects models containing fixed effects for worker, firm and month to compare patterns of earnings growth for workers hired before certification (‘pre-hires’) with those hired after certification (‘joiners’) and those who left their living wage job but remained in the workforce (‘leavers’). I also estimate the impact of living wage employment on the earnings of low-income workers. I find that the financial benefit of the living wage accrues almost exclusively to workers hired after certification and to low income workers. In addition, my analysis on the worker-level panel suggests that overall earnings growth in living wage firms lagged that in control firms over the observation period. This result is driven by relative declines in earnings for living wage workers in large firms and is attributed to increases in the published living wage rate that lags behind wage growth in the relevant segments of the job market.</p>


Author(s):  
Inna P Piven

The case explores international students' learning experiences with Facebook-based activities within the eight-week study term known as the intensive mode of course delivery. By implementing participant observation and two asynchronous Facebook focus groups, the study investigates the potential values of Facebook for learning from international students' perspective. In addition, the case looks at the challenges faced by students and discusses key factors that may impact international students' experiences with courses that incorporate Facebook as a learning tool. The research is framed in the context of New Zealand tertiary education and intended as a contribution to the emerging body of educational research on social media.


Author(s):  
Bao-Linh Tran ◽  
Chi-Chung Chen ◽  
Wei-Chun Tseng ◽  
Shu-Yi Liao

This study examines how experience of severe acute respiratory syndrome (SARS) influences the impact of coronavirus disease (COVID-19) on international tourism demand for four Asia-Pacific Economic Cooperation (APEC) economies, Taiwan, Hong Kong, Thailand, and New Zealand, over the 1 January–30 April 2020 period. To proceed, panel regression models are first applied with a time-lag effect to estimate the general effects of COVID-19 on daily tourist arrivals. In turn, the data set is decomposed into two nation groups and fixed effects models are employed for addressing the comparison of the pandemic-tourism relationship between economies with and without experiences of the SARS epidemic. Specifically, Taiwan and Hong Kong are grouped as economies with SARS experiences, while Thailand and New Zealand are grouped as countries without experiences of SARS. The estimation result indicates that the number of confirmed COVID-19 cases has a significant negative impact on tourism demand, in which a 1% COVID-19 case increase causes a 0.075% decline in tourist arrivals, which is a decline of approximately 110 arrivals for every additional person infected by the coronavirus. The negative impact of COVID-19 on tourist arrivals for Thailand and New Zealand is found much stronger than for Taiwan and Hong Kong. In particular, the number of tourist arrivals to Taiwan and Hong Kong decreased by 0.034% in response to a 1% increase in COVID-19 confirmed cases, while in Thailand and New Zealand, a 1% national confirmed cases increase caused a 0.103% reduction in tourism demand. Moreover, the effect of the number of domestic cases on international tourism is found lower than the effect caused by global COVID-19 mortality for the economies with SARS experiences. In contrast, tourist arrivals are majorly affected by the number of confirmed COVID-19 cases in Thailand and New Zealand. Finally, travel restriction in all cases is found to be the most influencing factor for the number of tourist arrivals. Besides contributing to the existing literature focusing on the knowledge regarding the nexus between tourism and COVID-19, the paper’s findings also highlight the importance of risk perception and the need of transmission prevention and control of the epidemic for the tourism sector.


2021 ◽  
Author(s):  
◽  
Johnson Kukatlapalli

<p>A review of literature on the experiences of international students reveals their mostly adverse experiences in academic and social lives during their stay in a host country. At the same time, despite facing challenging experiences, international student numbers are rapidly increasing worldwide every year. Moreover, studies in general find that the facilities and services provided by the concerned educational providers are not being utilized by the international students as intended. Within this context, it may be mentioned that although Indian students have been coming to New Zealand for studies since 1951 as a result of the popular Colombo plan, there is no exclusive study on them, although we have such studies on the Chinese and Vietnamese international students.  The absence of such a study prevents us from recognising the specific requirements or identifying the unique features of their experiences of adjustment to the new academic and social environment. A few studies on Indian students in other countries have identified some of their difficulties while adjusting to the conditions of host countries. Furthermore, the current statistics of international students in higher education sector worldwide reveal that India is one of the top source countries for international student migration at present and for the future. In New Zealand context, even though India is being considered as an important source country for international students in the university sector, the statistics indicate that the majority of Indian international students are not enrolled in universities. All these reasons indicate the need for a specific study on Indian international students and thus, this study was initiated to explore the adjustment experiences of Indian international students studying in eight universities in New Zealand, focussing on their language, academic and social life experiences.  A mixed methods research approach was employed in this study. A survey questionnaire was used to collect data in the initial quantitative phase, and in the later phase, interviews were conducted for qualitative data collection. Both male and female Indian international students participated in this study. They were studying undergraduate or postgraduate courses at different universities in New Zealand, and belonged to different age groups and religions. Most of them have been studying outside India for the first time in their lives.  The findings of this study revealed that Indian students have adequate levels of language proficiency; they adjusted well to their academic life; enjoyed their learning experiences in New Zealand; and minimised their psychological issues through utilising social media facilities. These findings differ from those of the other generic research on Asian students. But apart from these positive aspects, the findings also point to a few concerns about their initial adjustment to a new academic system and new social environment in New Zealand, arising from a lack of proper understanding and information. This study therefore suggests a model for better cross-cultural understanding of both the prospective students and the universities as a possible means to minimize the initial difficulties of these students.</p>


HortScience ◽  
1992 ◽  
Vol 27 (6) ◽  
pp. 589a-589
Author(s):  
D. H. Turner

New Zealand horticultural exports expanded rapidly during 1970-1990. These increases did not occur without some difficulties. Details of the export expansion including main products and major markets (such as the U. S. and Pacific Rim Countries) will be discussed. Key factors such as: 1) marketing strategies of the past, present, and future; 2) the impact of new marketing technology; and 3) importance of New Zealand image will be detailed. The role of education and technology and the skill level of New Zealand horticulture will be reviewed. This will include the New Zealand tertiary education system as well as relevant examples of how universities can assist.


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