scholarly journals International Education in Australia: The Roller Coaster

2015 ◽  
pp. 11-13 ◽  
Author(s):  
Simon Marginson
Keyword(s):  
International Students ◽  
International Education ◽  
Work Experience ◽  
Migration Policy ◽  
Roller Coaster ◽  
Australian Dollar ◽  
Export Sector ◽  
Education Industry

Australia's international education ‘industry', a major export sector, slumped in 2010 because of more restrictive migration policy and visa processing, a crackdown on backdoor migration schemes, a high Australian dollar and tardy official response to racist violence affecting international students. A package of reforms in late 2011 freed up visa processing and work experience for graduates but so far industry recovery has been slow and uncertain.

scholarly journals Challenges to providing work integrated learning to international business students at Australian universities

2015 ◽  
Vol 5 (4) ◽  
pp. 401-416 ◽  
Author(s):  
Catriona Gribble ◽  
Jill Blackmore ◽  
Mark Rahimi
Keyword(s):  
International Students ◽  
International Education ◽  
International Business ◽  
Work Experience ◽  
Business Students ◽  
Integrated Learning ◽  
Economic Implications ◽  
Content Type ◽  
Work Integrated Learning ◽  
Australian Universities

Purpose – The purpose of this paper is to report on a three-year Australian study of international business and accounting students and the transition to employment. For international students seeking to differentiate themselves in a highly competitive global labour market, foreign work experience is now an integral part of the overseas study “package”. Work-integrated learning (WIL) is seen to provide critical “employability” knowledge and skills, however, international students have low participation rates. The high value placed on WIL among international students poses challenges for Australia as well as opportunities. Understanding the issues surrounding international students and WIL is closely linked to Australia’s continued success in the international education sector which has broad, long-term, social and economic implications. Design/methodology/approach – This paper draws on 59 interviews with a range of stakeholders including international students, universities, government, employers and professional bodies. Central to the paper is an in-depth case study of WIL in the business and accounting discipline at one Australian university. Findings – Providing international students with access to discipline-related work experience has emerged as a critical issue for Australian universities. The study finds that enhancing the employability skills of internationals students via integrated career education, a focus on English language proficiency and “soft skills” development are central to success in WIL. Meeting the growing demand for WIL among international students requires a multipronged approach which hinges on cooperation between international students, universities, employers and government. Originality/value – This project aims to fill a critical knowledge gap by advancing theories in relation to international students and WIL. While there is a significant body of research in the fields of international education and WIL, there is an absence of research exploring the intersection between the two fields. The study will contribute to the advancement of knowledge in both fields by exploring the emerging issue of WIL and international students.

Introducing the CI model for intercultural contact

2020 ◽  
Vol 4 (2) ◽  
pp. 235-247
Author(s):  
Chris Beard
Keyword(s):  
International Students ◽  
International Education ◽  
Acculturative Stress ◽  
International Student ◽  
Good News ◽  
Intercultural Contact ◽  
News Stories ◽  
Export Sector ◽  
Steady Growth ◽  
Global Pandemic

International education has become a dynamic export sector and a key source of income for education providers in New Zealand. Its development in the last twenty years has been characterized by steady growth of student numbers, and yet the economic good news has been tempered by a growing awareness of the acculturative stress and anxiety international students’ experience. This concern is exacerbated by news stories that depict international students as a disadvantaged group, and the profound impact of COVID-19 has highlighted international students’ vulnerability to a global pandemic. In the light of these complex challenges, there is a strengthening case for focused work on theory-to-practice models that support international student acculturation in educational contexts. This article introduces the CI model for intercultural contact as a framework that supports education providers’ engagement with international students. It draws on indigenous perspectives embedded in New Zealand’s bicultural heritage and presents three key concepts underpinned by research findings and practitioner experience: cross-disciplinary inquiry, comprehensible input and collaborative intervention.

More Active Outside the Classroom (课堂以外更活跃：中国海外学生在澳洲与华人社区的互动)

2016 ◽  
Vol 12 (1) ◽  
pp. 15-39 ◽  
Author(s):  
Jia Gao
Keyword(s):  
International Students ◽  
International Education ◽  
Significant Contribution ◽  
Chinese Language ◽  
Chinese Students ◽  
Job Market ◽  
Social Lives ◽  
Export Sector ◽  
Documentary Sources ◽  
Negative Comments

Australia has been one of the world’s leading providers of international education in recent decades, and international students, of whom students from China have long been the largest group, have made a significant contribution to Australia. However, while some research has examined the business aspects of this new export sector in Australia, little attention has been paid to the cultural and social lives of the students, allowing many negative comments about them to cloud our understanding of this generation of overseas Chinese students. Through an analysis of documentary sources, interviews, and the observation of Chinese students studying in Australia, this paper aims to challenge the negativity of popular “xiao liuxueshengdiscourse” and explores how students have interacted with local Chinese communities, and what they have learned from such connections. Special attention will be given to two positive aspects of their activities outside university, i.e., their casual employment as a way of gaining access to the local job market and some of their entrepreneurial endeavors.澳大利亚在近几十年一直是世界国际教育的主要提供国之一，海外学生为澳大利亚做出了重大贡献，而其中来自中国的学生长期以来一直是最大的海外学生人群。然而，很少研究关注到这些中国学生的文化及社会生活，因而致使很多负面的议论仍然影响着我们对这些学生的理解。本文旨在通过对各种文献的分析、访谈以及在澳洲对中国学生的观察，挑战广为流行的“小留学生”表述的负面性。本文将探讨这些学生如何与当地华人社区互动的经历，并分析他们从互动中所学到的经验。本文将特别关注学生校外活动的两个积极方面，即作为进入就业市场手段的打工经历，以及他们的一些创业尝试。This article is in Chinese Language

scholarly journals International Students as ‘Ideal Immigrants’ in Canada: A disconnect between policy makers’ assumptions and the lived experiences of international students

2015 ◽  
Vol 43 (3) ◽  
Author(s):  
Colin Scott ◽  
Saba Safdar ◽  
Roopa Desai Trilokekar ◽  
Amira El Masri
Keyword(s):  
International Students ◽  
International Education ◽  
Labour Market ◽  
Work Experience ◽  
Lived Experiences ◽  
Labour Force ◽  
Global Market ◽  
Market Place ◽  
Skilled Workers ◽  
Policy Makers

Recent policy changes in Canada highlight the strategic role International Students (IS) in the country’s economic development and future prosperity. With the release of Canada’s first international education strategy, the federal government has intimately tied international education to the domestic economy by attracting and retaining skilled workers to prepare Canada for the global market place. IS are particularly desirable candidates for permanent residency because their Canadian credentials, proficiency in at least one official language, and their relevant Canadian work experience is assumed to allow them to integrate more easily into the labour force upon graduation. Through 11 focus groups with 48 IS from two post-secondary institutions in the province of Ontario, we explored the adjustment of IS as they adapt to Canada and transition from student to worker. Thematic analysis suggests a disconnect between policy makers’ assumptions and the lived experiences of IS in Canada. Specifically, we find that IS’ integration into Canadian society into the domestic labour market is hindered by adjustment difficulties pertaining to language abilities, poor connectedness to host communities, and perceived employer discrimination against IS. We offer policy recommendations for how international education can better prepare IS for the Canadian labour market.

Overcoming the White Knight Complex: Social License and Internationalization for Society

2021 ◽  
pp. 102831532110162
Author(s):  
Svetlana Kostrykina
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
International Education ◽  
Service Industries ◽  
Local Context ◽  
Social License To Operate ◽  
Education Industry ◽  
Social License ◽  
Common Purpose ◽  
Internationalization In Higher Education

The article investigates the concept of internationalization in higher education for society (IHES) and discusses the role of social license to internationalize, its contextual variations, and implications for internationalization practices in New Zealand and Indonesia. The notion of social license to operate is common in the extraction and some service industries; however, the concept of social license to internationalize constitutes an innovative direction for research concerned with IHES and the global international education industry. Social license to internationalize emerged as a pivotal feature of internationalization practices in New Zealand and Indonesia. It reflected the public recognition of IHES, manifested in the cultural and social value of internationalization. The construction of social license to internationalize presented itself as a strategic priority for the governments and higher education institutions (HEIs) in both research settings. The conceptual underpinnings of social license to internationalize, and hence the means of constructing the latter varied depending on the local context, but they served a common purpose of reification of internationalization practices. The study of social license to internationalize contributes to a broader discussion on IHES and sheds lights on the mechanisms of building meaningful and mutually beneficial connections between the stakeholders of the global international education industry and the wider public.

scholarly journals The Perils of Commercialism: Australia's Example

2015 ◽  
Author(s):  
Philip Altbach ◽  
Anthony Welch
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Education ◽  
Policy Change ◽  
Academic Integrity ◽  
International Higher Education ◽  
Recent Policy

International higher education has become a major income producer for Australia for more than two decades. The prime goal of internationalization was moneymaking, which resulted in creating problems in ethics, quality, and academic integrity. The recent policy change in reducing international students has affected institutions that had been too dependent upon high proportions of international enrollments. All of this is a predictable outcome of commercialism shaping international education.

scholarly journals The Comparative Academic Performance of International Students in Australia

2015 ◽  
Author(s):  
Alan John Olsen ◽  
Zena Burgess ◽  
Rajeev Sharma
Keyword(s):  
Academic Performance ◽  
International Students ◽  
International Education ◽  
Foreign Students ◽  
Full Time ◽  
Education Professionals ◽  
The Right ◽  
Australian Universities

International students do just as well as Australian students. This is the key finding from a study of the academic performance of 338,000 full-time students at 22 Australian uni- versities in 2003. The results of the study are important to international education professionals globally at a time when there have been allegations that Australian universities were dropping stan- dards to favor foreign students. The Sydney Morning Herald claimed in June 2005 to have found evidence of quality falling at universities to cater to international students with poor English seeking degrees so as to be accepted for migration. The research proved these allegations to be untrue. Australian students passed 89.4 percent of courses attempted, international students 88.8 percent. The results suggest that in their recruitment of international students Australian universities set their standards at about the right level.

Chinese Students' Learning Strategies in Learning Spanish as a Second Language

2020 ◽  
pp. 129-141
Author(s):  
María del Carmen Azpiroz
Keyword(s):  
Individual Differences ◽  
International Students ◽  
International Education ◽  
Learning Strategies ◽  
Chinese Students ◽  
Recipient Country ◽  
Approaches To Learning ◽  
Spanish Speaking ◽  
The Third ◽  
L2 Spanish

Since the beginning of the 21st century, international education has grown at an extraordinary rate, and even countries like Uruguay, which has not been a recipient country of a significant flow of international students, has experienced an important increase of students from other countries and cultures. L2 Spanish learners from several Chinese universities travel to a Spanish-speaking country in the third year of their major to attend Spanish and culture lessons during two academic semesters. The aim of increasing the knowledge of Chinese approaches to learning is part of the interest of researchers and teachers in expanding their understanding of individual differences in learning. This chapter summarizes the research carried out at Universidad ORT Uruguay that focuses on identifying and understanding L2 (Spanish) strategies to learning.

scholarly journals Reframing Internationalization

2016 ◽  
Vol 46 (2) ◽  
pp. 19-39 ◽  
Author(s):  
Kyra Garson
Keyword(s):  
International Students ◽  
International Education ◽  
Academic Outcomes ◽  
International Student ◽  
Economic Benefits ◽  
Provincial Government ◽  
Canadian Higher Education ◽  
The Social ◽  
Student Enrolment ◽  
Internationalization At Home

Canadian higher education has long been involved in international education, partnerships, and research and development projects; however, recent framing of international education as an industry generating revenues to prop up underfunded institutions is troubling. This approach is endorsed by provincial government strategies and bolstered by the federal government’s recent International Education Strategy, which promotes doubling the recruitment of international students by 2022 (Canada, 2014). While it is true that international students bring economic benefits to the institutions and communities that host them, we should also consider the challenges that this numbers game potentially presents for education. Many institutions now strive to internationalize; although this can encompass a broad range of activities, for many, the focus has been on increasing international student enrolment. This paper argues that there is a need to reframe internationalization in Canada in a way that would acknowledge the economic rationales, yet balance them with the social and academic outcomes necessary for all students to develop the knowledge, attitudes, and skills necessary for effective participation as professionals and citizens in increasingly multicultural and global contexts. For internationalization to fully reach its potential, a reframing of internationalization at home, informed by critical global citizenship education, may offer a way to realize the social and academic outcomes that would support an ethical, inclusive, and equitable approach moving forward.  

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