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Rise in international students rating New Zealand experience positively
In the 2024 International Student Experience Survey, students lifted their positive rating of their experience to 86 percent, two percent higher than the previous year.
In addition, the number of students who rated their experience as “excellent” lifted eight percent to 41 percent.
The results were announced today at the international education sector conference, NZIEC KI TUA, which was organised by Education New Zealand Manapou ki te Ao (ENZ).
Commenting on the survey results, ENZ Acting Chief Executive Dr Linda Sissons said the results demonstrate the high quality of the New Zealand education experience both inside and outside the classroom.
“That we have a significant increase in the number of students rating their overall New Zealand experience as excellent is something to be celebrated. The results are a reassuring testament to the ongoing recovery of the sector and our ability to deliver international students what they highly value in a study destination.
“We are delighted to see how positive students are about the people they meet and connections they form in New Zealand. This speaks strongly to the enriching ties these students will have to our country in the long run, and how we will benefit and learn from each other,” Dr Sissons said.
2024 sees the highest proportion of international students (41 percent) rating their overall New Zealand experience as ‘excellent’, up from 33 percent in 2023. This proportion is higher than any of the previous three surveys undertaken. This year also includes a much larger sample of 6,431 students compared to 4,755 students last year.
Students were most positive about the people and connections they experienced in New Zealand (90%), followed by education experience (87%), making study arrangements (87%), arrival and orientation (85%), and living experience (83%).
Students also positively rated their experience using an education agent, particularly their agent’s knowledge of their education provider’s application process (84%), New Zealand application options (81%) and how using an education agent reduced the time taken to complete their application (79%).
For further information:
Visit Tableau Public to access the data sets (login required) - International Student Experience Survey 2024 | Tableau Public
Visit ENZ's Intellilab for the full report - International Student Experience Survey 2024 Report | ENZ IntelliLab
Or contact:
Sai Raje | Senior Communications Advisor, Education New Zealand Manapou ki te Ao
+64 21 479 649
Notes to Editors:
About the New Zealand International Student Experience Survey 2024
The New Zealand International Student Experience Survey aims to better understand the overall student experience for international students enrolled with New Zealand education providers as well as those who have recently completed their studies. The survey also aims to understand where improvements can be made to enhance the international student experience.
International students across all sectors and all stages of the student journey were invited to participate in this online survey. Fieldwork for this survey was conducted from 10 May to 4 June 2024 and included 6,431 respondents representing over 100 nationalities.
About Education New Zealand Manapou ki te Ao (ENZ) https://www.enz.govt.nz/
ENZ is the government agency dedicated to helping Aotearoa New Zealand realise the social, cultural, and economic benefits of international education. Our role is to promote New Zealand as a high-quality education destination offering excellent education and student experiences and to encourage New Zealand students to study overseas.
With approximately 105 staff in 16 locations around the world, ENZ works closely with New Zealand’s diverse education sector which includes schools, English language providers, Private Training Establishments, Institutes of Technology and Polytechnics (Te Pūkenga), and universities. Internationally, we work with a range of education stakeholders, including government agencies and education providers to identify and encourage sustainable growth opportunities for New Zealand’s education sector.
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Around the world in five
GLOBAL
Beyond Covid-19: What’s Next for International Higher Ed
International education has been hit particularly hard by the pandemic. As many international students pursue their studies online this semester, study abroad and foreign exchange programs have been cancelled. In a world with little travel, closed borders, and surging infections, many are asking: what is next for international higher ed?
CANADA
Canada to open borders to international students from Oct 20
International students will be able to enter Canada from October 20 if the institution they are studying at has a Covid-19 readiness plan approved by their local provincial or territorial government, Immigration, Refugees and Citizenship Canada has announced.
GLOBAL
Fourth annual PIEoneer Award winners revealed in online ceremony
The fourth annual PIEoneers Awards was held on October 2, with the latest celebration of the international education sector held on a virtual stage for the first time due to the ongoing Covid-19 pandemic. ENZ was a sponsor of the event and was awarded Highly Commended in the Student Support category.
AUSTRALIA
Killing the golden goose: How Australia's international students are being driven away
Just 4,062 student visa applications were received in June, compared to 34,015 last year. Current international students are telling others not to come to Australia.
CHINA
China’s Ministry of Education: Utilise the advantages of cooperation in running schools to solve the problems of studying abroad
To tackle these challenges, the Chinese Government responded quickly to pressing issues raised by its students.
Amongst all the interventions put forward, the expanded enrolment of Sino-foreign cooperation in running schools (hereafter referred to as joint programme or JP) attracted the greatest attention from the public.
According to the Q&A Session, Chinese students who are unable to travel overseas to pursue their study can either enrol in online learning organised by their foreign institutions (the recognition of their foreign qualification will not be affected), or the students who are enrolled with foreign universities will now have the chance to study JP at Chinese institutions.
The increased enrolment in JPs will not be included in the national unified enrolment plan, and will not take up the original enrolment quota of the higher education establishments. After completing their studies, students who meet the academic requirements will only be awarded a degree certificate from the foreign university.
If the student still would like to pursue their study overseas as soon as border restrictions are lifted, they should choose online learning by their foreign university, as indicated by China MoE.
About 90 JPs and joint institutes, including EIT, are on the list for expanded enrolment. The Master in Applied Finance programme offered by AUT and Zhejiang University of Economics and Finance is currently the only NZ programme that is on the list.
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Around the world in five
Italy
Italy announces its “biggest language training and international mobility programme ever”
An important new scholarship programme will send 150,000 Italian youth to other European countries to learn languages and immerse themselves in different cultures. The €420 million in scholarships will cover all aspects of students’ expenses.
Global
The international student recruitment industry needs a reset
As student expectations shift and competition intensifies, institutions can no longer measure success by enrolment figures alone. Lasting success depends on trust, partnerships and supporting students long after they submit an application.
Europe
France, Germany and UK see record international student enrolment as study abroad preferences shift
France, Germany and the UK are witnessing record international student enrolment as stricter visa policies in traditional destinations such as the US and Australia reshape global study abroad trends. Rising enrolments from India and Africa, coupled with high visa approval rates and growing demand for alternative destinations, are driving a shift in student mobility for the Fall 2026 intake.
United States
5 takeaways from new data on international student enrolment in the US
As international enrolment drops, institutions are re-evaluating where and how they recruit international students.
Viet Nam
Riding the wave: Vietnamese students adapt as global study-abroad trends shift
As Western universities face soaring costs and tightening visa policies, emerging Asian hubs and local transnational campuses are capturing a new generation of Vietnamese talent.
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Kāpiti College’s doors are always open
With 83 students from 17 different countries currently enrolled, Kāpiti College’s international education programme is one of the largest in the Wellington region – no mean feat for a school ‘up the coast’ from Wellington city.
Theirs is an opportunities-focused approach, combined with strong ‘say yes, and work it out later’ attitude. Steve’s the first to admit it’s an approach that doesn’t suit everyone but, for now, it’s one that’s working for them.
This open and proactive way of working has seen them develop an array of innovative teaching methods and programmes to the benefit of both local and visiting students, including those with learning disabilities.
Interesting aspects and benefits of Kāpiti College’s programme include:
International class
Kāpiti College’s innovative approach to international education puts a strong emphasis on internationalising the Kiwi students, with a specialised ‘international’ class bring trialled this year. This Year 10 class sees Kiwi students learn social studies and English through an international lens and learn the basics of Mandarin and Thai language. International students join the class as they arrive during the year.
There is some competition to get into this class, with those who are successful being given the opportunity to travel to China and Thailand later in the year.
One such student, Max Ross, was awarded a scholarship to spend three and a half weeks at Pibulwitthayalai School in Thailand. Steve Burt visited Thailand a short time later to sign a Memorandum of Understanding with the school, formalising the partnership between the schools and creating the foundation for a long-term engagement.
Pathways
Other education providers in the region also reap the rewards of Kāpiti’s successful international programme, with many Kāpiti College students choosing to remain in the area and enrol with them.
The aviation programme offered by the school in conjunction with Kāpiti Air Academy has proved just the hook to entice one of Kāpiti College’s international students to further his education in New Zealand.
The school also offers academies for golf, swimming, basketball and rugby.
Special programmes
The flexible and open approach of Kāpiti College’s international team has seen them host foreign students with dyslexia and other learning challenges. The smaller class sizes and specialist teaching ensures these students aren’t left behind and they feel welcomed by their peers and the staff.
Community engagement
Kāpiti College’s programme is supported by a strong homestay community. This creates a real sense of welcome for the students and brings about a strong understanding within the community as a whole of the value of international education.
The broad reach of the school’s engagement with the wider community has seen them build a strong relationship with a local Chinese real estate agent who acts as a willing ambassador for the college’s education programmes on her visits to China.
Offshore government engagement
Paul and Steve have worked at making good connections at a government level too, with the Thai Ambassador to New Zealand, H.E. Maris Sangiampongsa, recently visiting Kāpiti College and praising their achievements in teaching Thai language and culture. The Ambassador also invited the families of the 17 College students soon to travel to Thailand to visit The Royal Thai Embassy in Wellington where he will provide them with an orientation programme.
The future looks bright for Kāpiti College’s ongoing success in it international programme but there’s one thing Steve is only too aware of: “We can’t take things for granted. It’s important to keep our eye on the ball as far as the student experience goes, as well as maintaining regular and meaningful contact with offshore stakeholders.”
H.E. Mr. Maris Sangiampongsa, Ambassador of Thailand to New Zealand meets with Kāpiti College’s International Thai Students
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New postgraduate course in international education launched
The first course starts on 16 November 2015, and finishes on 12 February 2016.
E-News caught up with course co-lecturer, Chris Beard, on the development of the course.
What students did you have in mind when developing the course?
This course will assist international programme managers, principals, directors of study, ministry officials, teachers and lecturers who deal with significant numbers of international students and student support professionals. It provides an introduction to international developments in international education, key concepts with application to local contexts, fundamentals of intercultural communication and critical reflection on practice.
How is the course the structured?
International Education is an online 15 point course that can be taken as part of VUW’s Masters in Education (180 points) with options to complete a Postgraduate Certificate (60 points) and Postgraduate Diploma (120 points).
VUW’s School of Education has excellent online courses which can be taken alongside International Education to complete these qualifications. Such courses include: Educational Leadership, Research Methods, Teaching Linguistically Diverse Students and Effective Mentoring and Coaching. More information can be found on our website here.
Is the course delivered solely online?
The course is delivered online and it is possible to complete a postgraduate qualification online. Other blended, on-campus courses are also available to those who prefer a face-to-face style of learning.
What are your expectations for enrolments this year?
Our surveying suggests there’s good demand for a course of this kind, and we’re hoping for around a dozen enrolments in the first cohort. A component of the course includes discussion on an online blog, which enables participants to draw on their professional experience and explore theory-to-practice.
When do you expect your first graduate?
The first graduates (postgraduate diploma and certificate) will potentially finish at the end of 2016 depending on whether students are full time or part time.
Are there similar courses in other parts of the world that have been useful models for the development of this course?
Points of reference have included Lesley University’s Master of International Higher Education and Intercultural Relations (US), University of Sydney’s MEd (International Education) and SIT Graduate Institute’s (US) MA (International Education).
What are this course’s points of difference to others around the world?
The uniqueness of this course is that it is tailored for educators, officials and professionals whose work depends on or is shaped by international education. It is designed to aid critical enquiry and evidence-based practice in an emerging field that is of increasing relevance to schools and tertiary education providers.
A copy of the flyer for the International Education course can be found here.
More information on the course can be found on the VUW website here.
If you have any enquiries about the course please contact:
Chris Beard Chris.Beard@vuw.ac.nz
or
Dr Stephanie Doyle Stephanie.Doyle@vuw.ac.nz
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2017 student enrolments show focus on value
ENZ has today released a summary of international student enrolment information for the full year to 31 December 2017.
New Zealand institutions received 125,392 student enrolments last year, a decline of five percent (6,217 enrolments) on 2016.
The overall decrease was driven by a drop in international student enrolments in private training establishments (PTE), which were down 22 percent on 2016 figures. However, this was partially offset by increases in universities (seven percent), secondary schools (six percent), primary schools (29 percent) and intermediate schools (14 percent).
Further, there was strong growth in many regions and more students coming from a broader mix of countries including Colombia, Brazil, Indonesia, Thailand and Viet Nam.
ENZ Chief Executive Grant McPherson is pleased with the figures which he says reflect the recent work undertaken by government agencies to focus on quality over quantity in the sector.
“Considerable work has gone into rebalancing the sector, with increased emphasis on attracting international students to high-quality courses at New Zealand institutions in all parts of the country.
“This is reflected especially in the enrolment growth at postgraduate level. Since 2013, the number of postgraduate international students has grown consistently, with 63 percent more postgraduate international students in 2017 than in 2013.
“For this reason, despite the decline in student numbers, the 2017 economic value of the sector remained stable.”
He said that ENZ was committed to ensuring that “international students have a high-quality experience while studying here and return home as great advocates for New Zealand”.
The decline in the PTE subsector was due to a 28 percent reduction in students from India. This drove the nine percent decrease (7,661 fewer students) in Auckland from 2016, while growth in the university and secondary school subsectors supported the increased number of international students in other regions of New Zealand.
“While Auckland continues to be an important destination for international students with 60 percent of all enrolments, we want to ensure that the benefits of international education flow into the regions, not just our big cities,” says Grant.
“International students are increasingly aware of the high-quality education offering outside Auckland, with the Waikato region in particular seeing growth of eight percent in 2017. Enrolments in the Manawatu-Whanganui, Wellington, Nelson, Canterbury, Otago and Southland regions are growing too.”
The 2017 economic value of the sector is similar to the published 2016 economic value of $4.5 billion. ENZ is currently undertaking a report to calculate the economic value of international students to New Zealand for 2017. This will be published later this year.
An infographic summary of the full-year 2017 international student enrolment data can be found here.
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From the Acting Chief Executive: A lot to be proud of
Tēnā koutou katoa
Earlier this month a New Zealand business publication ran a column that challenged the role of international education in delivering our Government’s objective of double the export earnings. As you might expect, I could not let the challenge go unanswered. You can read the full response on the ENZ website, but I thought there was merit in highlighting a couple of the key points along with some of the excerpts as they provide a good summary of the state of international education in New Zealand today.
The first point I made in my response confirmed that students are returning. We recently published the Ministry of Education’s enrolment data for 2023 (part-year) which firmly backed this up.
“Students are returning to New Zealand. In the first eight months of 2023 international student enrolments topped 59,000 with all sectors experiencing growth except wānanga. Accepting that it is from a low base, comparing 2023 to 2022, Universities have bounced back strongly reporting a 15% increase from 24,040 to 27,535.“
“In the first eight months of 2023 English Language Schools saw the greatest percentage increase in international enrolments, increasing by 347% from 1,565 to 7,001. Schools reported a 114% increase from 5,925 to 12,662. NZIST Te Pūkenga, a 32% increase from 4,955 to 6,560 and Private Training Establishments (funded and unfunded), a 13% increase from 5,000 to 5,671.”
Of these enrolments, students from India continue to provide the second highest number of enrolments in New Zealand. In recognition of our valued partnership, I am delighted to announce that the Republic of India will headline as Country of Honour at NZIEC KI TUA 2024.
The designation of Country of Honour at NZIEC KI TUA celebrates our international education connections with partner countries and I am pleased that we can celebrate the growing education connections between our two countries in this way. You can read more about this announcement along with a call for speakers in our E-News story here.
The second point from my response that I would like to reiterate is that: We have a plan and the sector is working together to deliver.
I highlighted that “The New Zealand International Education Strategy, revised in 2022, sets out a multi-year action plan to develop a high-value, resilient and innovative education sector for both international and domestic students. Further the new Government’s manifesto made clear their vision and priorities for international education. “
“I can also assure you that the sector is working together to achieve its goals, that all eight universities participated in a recent ENZ-led delegation to India, is just one example of the co-operation.”
It was very timely that I then received a wonderful note of appreciation from a Dunedin City Councillor this week for the work of the many people within ENZ and the sector involved with the recent Korean agent famil. This was further evidence that we are working collaboratively as a sector and delivering benefits to the international education ecosystem and our regions.
Councillor Christine Garey said “The input from ENZ has helped over the years to establish and maintain an international education ecosystem in the city. It’s encouraged transitions between school and tertiary education and supported a strong growth agenda with increased higher quality students staying longer.
However, of particular benefit has been access to inbound/outbound famils and delegations. ENZ’s support in bringing agents to our city has been especially valuable and allowed us to showcase what Ōtepoti, Dunedin has to offer. There is no replacement for this in person experience and we look forward to these visits continuing to rebuild relationships globally.
Study Dunedin and the international education ecosystem are in good heart here in Ōtepoti Dunedin, working collaboratively and effectively. We look forward to ENZ’s continuing support and especially, we warmly look forward to welcoming future famils to our city.”
Keep up the great work, everyone.
He manawa tītī
Endurance is a virtue that cannot be understated.
Dr Linda Sissons
Acting Chief Executive
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International education drives soft power in offshore markets
Former Ambassador to Brazil Caroline Bilkey knows this only too well. She says our strong reputation in international education is a “success story” which pays dividends down the line, as former students happily help to build our profile globally.
In her role progressing New Zealand interests offshore, Ms Bilkey has seen first-hand the benefits of working within networks of local people who studied in New Zealand.
“Not only is their experience in New Zealand a great conversation starter, but it also means you are more likely to be given the benefit of the doubt, and the person may be more willing to advocate your issue with their peers, because they know and like New Zealand, having studied there.”
Trade and business can benefit from link to international education
With more than 30 years’ experience with the Ministry of Foreign Affairs and Trade and multiple offshore postings, Ms Bilkey knows of countless instances where trade and business have benefited from a direct, or indirect, link to a former international student’s New Zealand education experience.
One such example is an Argentinian-Brazilian woman who returned to Brazil after studying in Auckland, to work for Fonterra and Zespri. Ms Bilkey describes the woman as “able to talk enthusiastically about the New Zealand story behind the products coming in”.
She believes there is something “quite special” about the links built through international education, largely because students are usually young, and their experiences are intense and formative.
Whether it is international students coming to study in New Zealand or Kiwis studying abroad, Ms Bilkey believes that there are many benefits associated with international education, beyond diplomacy, international trade, and the obvious economic benefits.
Positive international education experience opens hearts and minds
There are higher-level, public good benefits, she says. “A positive international education experience contributes to the global good, as it opens hearts and minds and encourages tolerance.”
Other benefits for all of us include the exposure to cutting-edge thinking and breakthroughs resulting from research collaboration between New Zealand and international students’ home countries. “The idea that if you get outside the box and have people coming in with a different approach, that can sometimes generate really positive, new and innovative ideas.”
Ms Bilkey is in no doubt that a positive international education experience in New Zealand boosts our connectivity with the rest of the world by building long-term relationships, enhancing business, opening doors to trade opportunities, and helping shape global citizens, all badly needed in a world facing unprecedented challenges.
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Education Tauranga’s International Ball
Although it was a big commitment, Annette Roff, an ET member and Director of International Students from Tauranga Boys College, said that without this event many international students wouldn’t come across the opportunity again.
“Some our international students don’t stay for the full school year so they often miss out on their school ball. We want them to have every Kiwi experience possible, and that includes social events like this.”
Annette, alongside Del Miller, International Director from Bethlehem College, supervised a student-led ball committee. The students put together a budget, sold tickets, chose the theme and decorations (A Night in Paris) and even designed the invitations and posters. In an effort to make sure everyone was represented, they asked students to send requests to the DJ with songs from their home countries.
“I’ve been in international education for many years, but the ball was the best thing I’ve ever seen,” said Annette.
“The students were always on their feet dancing, I’ve never seen anyone dance that much! We had put a few seats around the edge for people to sit down, but they were hardly used.”
The international ball was the first formal event for many of the attendees, and the positive feedback has made ET think about creating other social events specifically for international students.
The ball committee will meet again next week for an evaluation of the event and to think about where to from here. Annette says that even though it was a lot of work, she would like to see it become a yearly event if possible.
“My advice to any region considering doing it is to make it happen. It’s a once in a lifetime experience for many of these students. Most people would say they don’t have the time to put into organising it, but seeing the students so happy makes it completely worthwhile.”
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New Pastoral Care Code of Practice for Tertiary and International Learners Released
Today, the Government released a new Code of practice for the pastoral care of tertiary and international learners, to take effect by 1 January 2022, as required under the Education and Training Act 2020.
This revised Code is the product of many conversations, engagements, emails, phone calls, and hui. We are thankful to everyone that has spent time to help improve the wellbeing and safety of tertiary and international ākonga.
The overall purpose of this work is to develop a system of supports for the wellbeing and safety of domestic tertiary and international learners, through one set of clear rules and expectations for providers that can be tailored to their learners’ needs.
We have summarised the key changes and provided links to the new code and Ministerial Press release, below
What does the new Code mean for tertiary providers?
Tertiary providers will need to consider how their overall systems and resources support learners’ wellbeing and safety.
It will be important for providers to build and maintain strong relationships with learners and other interested stakeholders to identify and define the issues that are important for their communities and develop appropriate strategic goals, plans and practices around them.
Providers are expected to:
- build capacity across their organisation to engage and empower learners to manage their own wellbeing
- proactively identify and respond to learners who may face additional challenges as early as possible and tailor extra support to meet their needs.
- respond effectively in an emergency.
The new Code continues to focus on outcomes and flexible practices that enable providers to support their learners in ways that best meet their needs.
What does the new Code mean for tertiary and international ākonga?
The Code will make providers more accountable to learners, their families and community. The new Code expects tertiary providers to consult with learners, and other stakeholders when developing, reviewing, and improving their strategic goals, plans and practices. It also expects providers to be transparent about their wellbeing structures, strategies, practices and performances.
What’s changed for international ākonga?
The new Code covers domestic and international tertiary students and international students in schools. The goal is to ensure consistency within tertiary providers rather than having separate Codes for international and domestic learners in the same provider. The new Code continues to spell out the expectations that apply now for providers regarding the specific needs of international learners. There are no changes to requirements for schools, in New Zealand, who host international students.
