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ENZ reflections on NZIEC KI TUA 2024
ENZ’s Acting Director International, Ben Burrowes summed his experience up succinctly and said....
“As always, I found the conference to be an awesome opportunity to connect face-to-face with my colleagues and friends across the sector. It was hugely helpful to discuss (in-person) their areas of focus and how we can continue to align ENZ’s International team’s work alongside them”.
General Manager Sector Services Sahinde Pala with international student Ibuki Nishida.
General Manager Sector Services, Sahinde Pala, said....
“It was wonderful to see so many colleagues from across the global international education sector connecting with each other over the 2 ½ days of NZIEC KI TUA. Attendees and speakers brought a global approach to thoughts and reflections and was a reminder of the environment within which we’re working. The extended networking breaks saw much cross-sector collaboration and sharing of good practice.
“The attendance and speech by the President of India, Smt. Droupadi Murmu, was a great honour – the President reflected on the importance of international education for communities as well as the individual, how transformative education has been for her during her life, and the value of Indian international students in NZ,” said Sahinde.
“Dr Fanta Aw was a crowd favourite, with her reflections on the complimentary nature of international education alongside domestic education and the opportunity for us to collaborate globally given the societal value it brings to our communities and countries.
“My absolute highlight is always the student speakers, who threw down the wero (challenge) to delegates to keep focused on the importance of striving to deliver an excellent student experience,” Sahinde added.
I’m really proud of the whole ENZ whānau who collaborated to put on yet another successful NZIEC KI TUA”.
ENZ’s General Manager Sector Engagement, Innovation and Growth, Wendy Kerr (pictured second from left) said that attending NZIEC was incredibly energising.
“I was impressed by our teams combined approach to developing new areas for high value growth. Adrian Hirst, ENZ’s Director of Marketing, spoke passionately about the challenge of standing out in the competitive international education market. His words resonated with me: “In a sea of competing destinations, it’s increasingly difficult to stand out.” It really made me think about the importance of creating a unique identity that speaks to prospective students and their families," said Wendy.
"Christina Gomes, our Director of Innovation and Growth, shared an exciting framework that aligns global demand with New Zealand’s strengths. I was particularly drawn to her insights on the agri-food sector, which highlighted New Zealand's expertise and global reputation. This provides an anchor to develop our unique identity and secure additional learners by targeting a new segment".
Wendy added, "Tim Brown introduced a new “mixed reality” tool designed to immerse prospective students in the New Zealand agri-food systems career opportunities and study experience".
"I left the conference feeling energised and hopeful about these initiatives, knowing they could accelerate how we attract additional international students and showcase the incredible opportunities that New Zealand offers. It was a reminder of the exciting future ahead for our education sector!" -
International students cap off education experience with Mural
Three students have rounded off their international education experience in Aotearoa New Zealand by teaming up with respected artists and local iwi to create a large street-side mural which celebrates the culture and diversity of Tāmaki Makaurau, their host city.
In the first collaboration of its kind, international students Nikita Sharma from Unitec, and Celia Lee, and Jenny Zhong from Auckland University’s Elam School of Fine Arts, were chosen to design and paint one panel of a three-panelled mural after Study Auckland invited art students from tertiary institutions across the city to join the project.
Nikita, who came from India to study in New Zealand, enjoyed working on the project along with Chinese-born New Zealander Jenny and Taiwanese international student Celia. “Our panel depicts diversity, inclusion and culture,” she says. “The project has given us the chance to give something back to the city and to the people who have welcomed us. We hope people feel a sense of connection to the artwork.”
International students were given the opportunity to connect with local iwi
The aim of the Study Auckland panel was to give international students the opportunity to connect with local iwi and work with respected local artists, including Hana Maihi of Ngāti Whātua Ōrākei, to explore what it means to make public art in New Zealand.
To help with the design process, the students joined Hana in a three-day wānanga at Ōrākei Marae to immerse themselves in Māori history, and learn about the significance of the mural’s location in Te Tōangaroa, on Ngāti Whātua Ōrākei owned land.
Study Auckland business development manager Beth Leyland, who led the project, is thrilled with the outcome and says the students are too.
“Auckland Unlimited’s Head of International Education Henry Matthews says the project truly reflects the principle of hospitality amongst the diverse cultures that make up our collective world right here in Tāmaki Makaurau.”
The students’ panel was funded through a $20,000 grant from the Ministry of Education’s International Student Wellbeing Fund. The other two panels were designed and painted by Hana and Te Whetū Collective member Poi Ngawati to bring awareness to the rich Māori heritage and taiao (environment) on which the city was founded.
Collectively, the three panels depict the importance of welcoming different cultures and diversity in Tāmaki Makaurau.
The vibrant 12-metre-high mural, incorporates elements of biodiversity which were once part of the landscape of the area. The students’ panel includes the poutama, a well-known step-like pattern seen in tukutuku panels adorning the walls of wharenui.
In 2019, 115,713 students from 180 countries enrolled to study in Aotearoa New Zealand, and became part of our communities. This injected $4.9b into our economy and supported more than 48,000 jobs. Just over 63,000 of those students were based in Tāmaki Maukaurau. The city currently hosts just under 13,000 international students.
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International students provide Asia perspective for Canterbury businesses
The students had signed up to take part in the Business School’s first Global Virtual Micro-Internship Programme, providing them with real-world research and industry experience, while enabling local businesses to tap into the expertise and insights international students can offer of their home countries.
A total of 35 mostly Commerce students participated in the three-week programme, working in nine teams across six local businesses which were keen to be involved. They were divided into the three Chinese teams, three Malaysian teams, and one each from Thailand, Indonesia, and Sri Lanka.
The programme had a competitive element, with the teams competing for a prize pool of $1500. They were judged on a range of criteria, with the most important factor the extent to which the research was designed, undertaken, and presented in a way that met their client’s needs.
Programme meets needs of students and businesses
Programme lead Will Shannon, also UC Business School’s Internationalisation Director, was excited to be able to develop the programme with the local business community, saying it met an unfilled need for international students wanting practical business experience, and highlighted the skills they had to offer.
The catalyst for the programme was the release of a report by Asia New Zealand Foundation Te Whītau Tūhono in mid-October which found that South Island businesses were keen to expand trade and investment links with Asia, but often lacked the right skills and connections to make it happen.
Fifty-seven percent of businesses surveyed identified language skills as a barrier to business, and 51 percent said they lacked knowledge of target markets and relevant organisations in Asia.
“We consistently get requests from international students wanting practical experience where they can apply their knowledge to real world problems,” Dr Shannon says. “So, when the Asia New Zealand Foundation report came out, we had the perfect combination of companies needing what international students can provide.”
Opportunity for international students to be involved
New Zealand’s border restrictions mean that close to half of the Business School’s international students are studying remotely, while others were unable to travel home for summer. This added impetus to the programme.
“We’d been looking for ways to engage students here over the summer break,” Dr Shannon says. “And while the offshore students have been catered for with online lectures, it can feel a bit isolating for them, so we have actively sought opportunities to involve them and get them the extra-curricular experiences that they need.”
He says it worked out well for all the teams, many of which were a mix of onshore and offshore students, because there were students “on the ground” in Asia who could easily talk to people locally. This added value to the insights that they were able to provide their clients.
The businesses represented a range of industries and included a rental car company, a business working in the motorsport industry and specialising in engine modification, a research agency looking to set up an office in Asia, a high-end safety product for the hair and beauty industry, and a truffle company gearing up to export.
“The enthusiasm of local businesses to be involved exceeded our expectations, as it’s the first time we’ve done this.”
The students had to tailor their approach to meet the varying needs of the clients, with the university providing mentors, workshops, and regular meetings to ensure it was a learning experience and to keep everyone on track.
For the New Zealand Truffle Company, co-founders Catherine and Matthew Dwan already knew that they offered a high-end product. They were keen for the students to help them research previously un-targeted Asian markets, likely consumer demand and, importantly, whether Halal certification would be needed in predominantly Muslim markets, as truffles are traditionally searched out by dogs.
Assigned to the truffle business was a Malaysian team and an Indonesian team which provided cultural and religious insights in their findings. The Malaysian team even provided a list of guidelines when engaging with businesspeople in Malaysia.
The programme proved to be a valuable experience for both students and clients and, based on its success, the university is already considering running it again in 2022.
Programme was “experience of a lifetime”
"The Global Virtual Micro-Internship Programme was the experience of a lifetime,” says Nuranisa Nabila Binti Zainudin, a member of the winning Malaysian team. “It provided me with a remarkable opportunity to learn, grow, and unleash my skills both personally and professionally while working for the best New Zealand company with an incredible team.”
“We know that international students are crying out for practical experience and sometimes their knowledge and skills are overlooked,” Dr Shannon says. “There was a lot riding on this, but they did what we knew they were capable of, so I think it would be a shame not to build on the experience.”
As a bonus, the students have built invaluable contacts in the New Zealand business community.
“We know that many jobs come about through connections,” says Dr Shannon. “It is great that the students have had experience of working with local companies in a professional setting, got endorsements for their skills, and will have gained confidence to go out and build their networks.”
He believes the programme has highlighted the unique skillset that international students can offer the community.
“We have amazing people here ready to contribute.”
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Why country preference matters for international student experience
The 2025 International Student Experience Survey has recently closed. Many thanks to all providers who encouraged participation from their current or recent students.
As we grow our timeseries we aim to look below the topline findings for additional nuggets of information. For example, in our analysis of the 2024 International Student Experience Survey we looked at how a first-choice preference of study destination may impact eventual student experience.
Summary of findings
- 78% of international students currently or recently studying with a New Zealand provider reported that New Zealand was their number one choice of study destination.
- Of the 22% of respondents for whom New Zealand was not their first choice, Australia was most preferred (32%), followed by the USA (17%), Canada (15%), and the UK (14%).
- The most common reasons people gave for selecting a country other than New Zealand as their first choice of study destination was that their preferred country has ‘a good standard of living/is a developed country’ (26%), good institutions/education providers (24%), ‘a high quality of education’ (23%), and ‘good employment opportunities’ (23%).
- Country preference matters for student experience: Overall, experience scores were higher for those who reported that New Zealand was their first-choice destination for international education (median score 8 out of 10) compared to those for whom New Zealand was not their first choice (median score 7 out of 10). This effect persisted controlling for age, gender, subsector, and home country.
ENZ’s Director of Insights, Marie Clark, says that her team will be looking to focus on more of these sorts of insights for the coming year.
“With global policy changes impacting student decision making around country preference, it is important to understand how this might flow on to influence student experience and, even more importantly, actions providers can take to improve the experience of students for whom New Zealand may not have been the first choice for a study destination,” Marie says.
Recommendations for education providers to ensure a positive student experience
Irrespective of whether New Zealand is a prospective or current international student’s preferred study destination, education providers can take the following actions before and during the student application phase and after enrolment to ensure a positive overall student experience.
Prospective decision-making phase
1. Clearly articulate the benefits of studying in New Zealand, followed by benefits offered by specific locations and education providers to ensure that students have a broad idea of the New Zealand way of life.
2. Identify the key drivers of choice for your target students and if those drivers focus around country, course or provider choice.
3. Ensure that those supporting student decision-making are equipped with the same knowledge as well as how New Zealand compares to the alternative destinations that the prospective student may be considering.
Application and enrolment phase
4. Invest in pre-arrival communications, take the time to reinforce the choice of destination with both the international students and their influencers.
5. Ensure pre-arrival communications address common challenges or challenges regularly highlighted by international students of a similar demographic.
6. Consider how international students can begin to build their networks and local connections to ensure a smooth transition.
During study
7. Identify if there are a group of students at your institution, who may have been actively considering an alternative destination.
8. Look at which aspects of student experience have the most impact on overall experience and invest your resources there. For example, enhancements to living experience scores are likely to have the most impact on overall student experience.
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International student enrolments continue upward surge
“Enrolments are steadily rising to pre-pandemic levels, with 2024 enrolments (83,425) now at 72 percent of 2019 totals (115,705).
“New Zealand reaps a broad range of economic, social and cultural benefits from having international students in our midst. International education boosts our economy, creates business opportunities, fuels innovation, and delivers essential cross-cultural skills for a more connected world.
“This sustained growth highlights the international education sector’s progress towards achieving the Government’s Going for Growth Plan goal of doubling the export revenue from international education by 2034.
“Universities and government-funded private training establishments (PTEs) are close to matching 2019 enrolment numbers. We are seeing enrolments grow across universities, schools, Te Pūkenga/NZIST, government-funded PTEs, and English language schools subsectors. In 2024, the strongest year-on-year growth was seen at government-funded PTEs (+59%) along with primary (+53%) and intermediate (+32%) schools.
“Universities saw 33,485 total enrolments, schools had 18,350 enrolments, while Te Pūkenga/NZIST and government-funded PTEs each had 10,270 and 10,185 enrolments, respectively.
“More international students are now enrolled for master’s study programmes in New Zealand. Between 2023 and 2024, there has been a 68% increase in master’s enrolments, with 14,695 international students in 2024, up from 8,740 in 2023. This is an 85% increase compared to 2019 when we had 7,945 enrolments for master’s study.
“The overall rise in enrolments at the national level is underscored by a diversity of regions leading strong growth from 2023, including Waikato (+50%), Hawke’s Bay (+44%), West Coast (+185%) and Gisborne (+156%). The Waikato region is notable in that it has seen significant growth across multiple subsectors: universities, Te Pūkenga/NZIST, government-funded PTEs and schools.
“China and India remain the top two source markets for international student enrolments with 34% and 14% enrolments respectively, followed by Japan (9%), South Korea (4%), Thailand (3%), United States of America (3%), Germany (3%), the Philippines (3%) and Sri Lanka (3%),” Malu says.
More information on enrolment numbers can be found here.
Note: All numbers are current as at 1 April 2025. Full numbers have been rounded to the nearest five. One individual may enrol more than once.
Government-funded PTEs are PTEs that receive government student funding for learners who are defined as domestic students under the Education and Training Act 2020 (note that PhD and exchange students are defined as domestic students under the Act).
For further information:
Sai Raje | Senior Communications Advisor, Education New Zealand
+64 21 479 649
About Education New Zealand Manapou ki te Ao (ENZ)
Education New Zealand Manapou ki te Ao (ENZ) is the government agency dedicated to helping 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.
With approximately 82 staff in 14 locations around the world, ENZ works closely with New Zealand’s diverse education sector which includes schools, English language providers, Wānanga, private training establishments, New Zealand Institute of Technology/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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From the CE: From planning to implementation on growing international education
Kia ora koutou,
It was wonderful to see the International Education Going for Growth Plan announcement in July coincide with positive student stories from regions such as Canterbury and the Waikato. These featured the rise in international student numbers across subsectors, and local councils celebrating international student achievements and community contributions.
This month we have turned our minds to implementation, with the launch of our Go-To-Market Plans. These plans focus on nine markets with the highest potential for growth: China, India, the United States of America, Sri Lanka, Viet Nam, the Philippines, South Korea, Japan, and Thailand.
The next step for ENZ is to develop ‘lighter touch,’ tailored plans for markets where we will maintain New Zealand’s strong presence and reputation for high-quality education: Germany, Brazil, Indonesia, Malaysia, the Gulf Cooperation Council countries, Chile and Colombia.
An incredible amount of cross-sector engagement has gone into progressing this work. I am grateful to education providers for the open and meaningful way you have responded over the past few weeks.
On 11 August, ENZ launched a new brand campaign – New Zealand Taught Me – that highlights stories of alumni of New Zealand, aiming to connect emotionally with the values and aspirations of globally-minded prospective international students.
Delivered at pace, this campaign is designed to reignite and heighten interest in New Zealand as a study destination, ahead of the full launch of a New Zealand global brand platform later in the year. If you have not seen the campaign hero video, you can view and reshare it off this link.
Next month, I will be attending the 35th European Association for International Education (EAIE) Conference in Gothenburg, Sweden, followed by the ICEF Monitor Global Summit in London, UK, where I will be sharing insights on students’ preferences for study in New Zealand and our plan to build international student enrolments over the next 10 years.
Ko te pae tawhiti whāia kia tata, ko te pae tata whakamaua kia tina
Seek to bring distant horizons closer, and sustain and cherish those that you attain
Ngā mihi nui,
Amanda Malu
Chief Executive
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Around the world in five
China
A new visa scheme announced by China this month to woo international STEM talent to the country could encourage more short-term exchanges, visiting fellowships, and cooperative research projects, according to experts.
Global
ICEF Monitor explored how proposed changes to post-study work policies in the US and UK could reshape international student mobility.
United States of America
A National Foundation for American Policy report warns that many US colleges could shut down without international students and immigrants.
Australia
Australia’s international education sector has endured 18 months of turmoil. Sudden policy shifts, political rhetoric blaming both students and agents, and a looming cap on international student numbers have shaken confidence in what was once a beacon for global learners.
Pakistan
Pakistan's large youth population is fuelling a surge in student mobility, with the UK, US and Germany seeing the largest growth, a new report has revealed.
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Latest levy data released
As many expected, the 2012 figures confirm a decline in international student enrolments since 2011. Although enrolment numbers fell by 6 percent (5,665), the report also shows that tuition fees from international education increased by $13.4 million, up 2 percent.
While these are the headline numbers of the report, a more complete picture is revealed by looking at the report in more detail. For instance, while there has been a 5,665 decrease in enrolments, certain sectors have been impacted more than others. Private Training Enterprises (PTEs), mainly non-funded, experienced a drop in enrolments of 5,102. However, Institutes of Technology and Polytechnics (ITPs) saw a 4 percent increase in enrolments, although the numbers, 434, are modest.
Canterbury is suffering reduced student enrolments due to the earthquakes, an important factor in explaining the national numbers. There were 2,979 fewer students – a 31 percent drop – enrolled with Canterbury education providers in 2012.
The ongoing effects of the rising New Zealand dollar are also hurting the industry, and it is important to note that other providers of international education are experiencing similar trends. Australia, for example, has experienced a similar decline in international student enrolments, with their numbers down by 7 percent in 2012.
We need to improve our understanding of what factors drive student choices in our key markets. To this end, much of Education New Zealand’s current work is focused on how students and their families decide on where to undertake their course of study, and the factors that influence their decision.
This research will allow Education New Zealand to provide you, the industry, with detailed information that is current and relevant. We can then work together to develop programmes and initiatives to increase the demand for what New Zealand has to offer.
There is much work to be done. A willingness to take a different approach is essential if we are to grow our industry.
We will provide more analysis of the data in next week’s edition of our e-news, International Education News. Some of the key information from the report is included below.
Kind regards,
Grant McPherson
Chief Executive Education New Zealand
Enrolments: There was a 6% drop (from 98,660 to 92,995 in international student enrolments) in 2012. The main results were:
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Schools (down 3%), universities (down 2%), funded PTEs (down 6%), non-funded PTEs (down 13%)
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Canterbury numbers down 31% (a reduction of 2,979)
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Chinese enrolments up 5% (now 27% of all international students)
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Japan (number 4 market in 2012) enrolments up 3%
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Saudi Arabia (number 5 market) down 26%
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South Korea (number 3 market) down 19%
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India has overtaken South Korea as our second biggest source of students
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ITP enrolments up 4%
Tuition fees: There has been an overall $13.4 million (2%) rise in international education tuition fees in 2012, but the results varied according to sector:
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Universities (up 6%), ITPs (up 5%) and funded PTEs (up 7%)
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Schools (down 19%) and non-funded PTEs (down 9%)
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International education reports released
New Zealand International Education Snapshot: 2013 Full Year Report
This report combines the latest enrolment and student visa data to present a snapshot of the international education industry for 2013 and trends seen so far in 2014.
The Business Growth Agenda Leadership Statement for International Education – Progress Update
The Business Growth Agenda Leadership Statement for International Education – Progress Update sets out progress, since 2011, in achieving the goals of the Leadership Statement for International Education, the key actions by government, and ongoing work to support the growth of international education.
Download the report from the publications webpage
The Leadership Statement for International Education – Progress Update falls within the ‘Building Export Markets’ input of the Business Growth Agenda. Read more about the Business Growth Agenda on the Ministry of Business, Innovation and Employment’s website
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Investment in international education provides boost
Over $600,000 of co-funding was awarded in the third round of International Education Growth Fund grants to a mix of projects across the international education sector aimed at growing New Zealand’s international education industry.
The University of Waikato received co-funding to partner with law schools in China to enable Chinese students to complete their Chinese LLB and undertake a LLM at Waikato, as well as to enable Waikato students to obtain LLM qualifications that are recognised in China.
Study Applied Sciences – a marketing alliance of Christchurch Polytechnic Institute of Technology (CPIT), Eastern Institute of Technology (EIT), Universal College of Learning (UCOL) and Otago Polytechnic (OP) – received co-funding to create print and digital material to raise awareness in Germany of applied science at New Zealand institutes of technology and polytechnics.
Other successful initiatives include a collaboration of four high schools from Auckland and Tauranga to attract more students from Mexico and a project by Hamilton-based Online Education Ltd to translate its ‘Code Avengers’ online computer programming and web development courses for new markets.
“A common theme across this round’s participants is collaboration, an imperative for the industry if we are to achieve our goal of increasing the value of international education to New Zealand to $5 billion by 2025,” says Grant McPherson, Chief Executive of Education New Zealand.
The IEGF offers co-funding to new and innovative projects targeted at international markets. Education New Zealand invests between $10,000 and $50,000 per project to match successful applicants' funding.
“Over three funding rounds we have invested just over $2 million in 59 growth projects that have helped develop new education products, opened the door to new markets, and facilitated contacts that will lead to new business or investment.
“International education brings social and cultural benefits to New Zealand, as well as contributing to economic growth, and we welcome opportunities to develop the market offshore for our world-class education programmes, products and services,” says Mr McPherson.
Applications for round four of the International Growth Fund open on 1 September 2014.
