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• Medals for WelTec international student at top culinary competition

  Culinary students Tyler Langerveld and An, currently studying Level five diploma in cookery, went head-to-head with hospitality students from around the country to win silver at the Auckland event. Restaurant service student Reme Barkema, who also formed part of the team, picked up a bronze medal.

  An has been studying at WelTec since 2011, when she started English classes. She is thrilled to have won a medal. 

  “I found the opportunity to demonstrate what I have learnt at WelTec in a pressured competition environment really exciting,” said An.

  “After finishing Level five, I hope to work in a good restaurant in Wellington. Later I plan to travel to other countries to learn about their food and styles of cookery. I love food and travel.”

  At the Nestlé Toque d’Or event, Tyler and Thuay An Lai battled it out for over three hours against 10 other teams from around the country to create their three-course menu which was served to guests by Reme.

  The pressure was on throughout the live cook-off, as the team fought against the clock and scrutiny of top industry judges, including world-renowned chef, Gert Klotzke, of Sweden.

  This competition success comes a month after Weltec’s School of Hospitality won the City & Guild’s International Centre of Excellence – Asia Pacific award, which is one of only five awards distributed globally, and two months after WelTec culinary student, Jamie Bell, was a finalist in the New Zealand Viet Nam Culinary collaboration held in Ho Chi Minh City.

  City and Guilds Regional Manager for the Pacific, Glenn Fulcher said WelTec’s City and Guilds success was “an amazing achievement”.  WelTec delivers City and Guilds culinary arts, food & beverage service, hotel reception, international barista and international tourism courses, with many of its graduates gaining employment around the world.  

• International students dig deep

  The student volunteers were a mix of high school (Shirley Boys High School, St Bedes College and Riccarton High School) and university students (Ara Institute of Canterbury, Lincoln University and University of Canterbury), said Izzie Guo, Student Experience Coordinator, Canterbury International Education Leadership Accord and Christchurch Educated.

  “There was also a great mix of cultures, with students coming from China, India, Japan, Russia, Thailand, Botswana and Zimbabwe, Bolivia, Philippines, Malaysia and New Zealand,” she said.

  The students took around two hours to plant 500 native plants, including rushes and sedges.

  “The international students learned about native bush, while several locals stopped by to talk to the internationals and learn about the reasons they were in Christchurch, and how they were enjoying studying and living in New Zealand,” Izzie said.

  The event was followed by a Kiwi-style BBQ thanks to the Christchurch City Council park ranger involved, Robbie Hewson. It finished with a soccer game, where team China and Japan competed with team Russia and New Zealand.

  “After the BBQ, some of the students walked around the Sister City gardens at the quarry – they were very excited to see that the garden was built to signify the relationships between their countries and Christchurch.

  ”I had a wonderful time!” said Omar Sheta, from Egypt who is studying at Riccarton High School. “I met lovely people from different parts of the world, we volunteered together as one, chatted and played soccer together.

  "It was definitely a fun and meaningful experience for all,” said Sigred Yamit, a Filipino who is studying at the University of Canterbury.

  “Not only were we able to contribute a bit to the local gardens and community, but we also made new friends. Everyone had a great time and tons of selfies were taken at the end of the day."

  This event was supported Christchurch Educated International Student Association and Ara’s student events team.

• 2016 International Student Experience Survey for PTEs and English language providers

  Find out how your institution performs compared to national and international benchmarks in terms of:

  • overall satisfaction and recommendation
  • the arrival experience – satisfaction with the arrival experience in New Zealand and at their institution
  • the learning experience – satisfaction with their course of study, subject choice, learning environment and resources
  • the living experience – satisfaction with such things as accommodation, living costs and day-to-day life
  • support services – satisfaction with support services.

  If you participated in the 2012 or 2014 studies, see how your results have changed over time.

  Participation in the study is free for institutions. If you would like to take part, please complete the registration form as soon as possible but no later than 7th October 2016.

  More information about the 2016 International Student Experience Survey (including reports from the 2014 study) is available in the Frequently Asked Questions document.

  Or, please don’t hesitate to contact Kyla Steenhart, Director, i-graduate New Zealand for more details – kyla.steenhart@i-graduate.org or +64 21 857 054.

• Regional Partners’ workshop a triumph

  In August, Ms Favaloro joined an Education New Zealand regional partners’ workshop to lead sessions on pathways, stakeholder engagement and the art of visual storytelling.

  The 15 regional education organisations represented shared their insights, learned about regional education trends and heard about Study Melbourne’s initiatives and success.

  “It was absolutely inspirational to spend time with Jane. She really gave me a sense of what we should be aspiring to and how we might get there,” said Bree Loverich, Programme Manager for Canterbury Leadership Accord and Christchurch Educated.

  Study Melbourne was established in 2006. For over 10 years, international education has been Victoria's largest services export industry, generating more than $46 billion for the economy. Victoria is now considered Australia’s designated ‘Education State’ with over 175,000 students studying there annually.

  Greg Scott, Regional Programme Manager for ENZ, believes there are many reasons for providers to connect with their regional education organisations, chief among them:

  1. Regional growth offers real benefits for education providers, regional economies, communities and students.

  2. Education providers can grow their international programme by sharing regional marketing economies of scale, and gaining greater access in international markets using regional partnerships.

  3. Regions offer distinctive opportunities for students to align their learning to employment opportunities and pathways to skilled residency.

  "It was a pleasure to spend time learning how teams can convert a 'barrier' into an 'opportunity' when put into a room for a day and encouraged to engage,” said Jane Favaloro about the workshop.

  “I look forward to hearing of the successes and, in the not so distant future, creating a superior student experience that targets specific international markets and enables mobility between Victoria and New Zealand."

  Find out more about the Regional Partnership Programme here.

• Whānau 4 Life: New Zealand to Vermont

  The pedestrians in Burlington, Vermont USA had no idea they would stumble upon haka and poi performances as they strolled up Church Street on a recent Saturday evening.

  The North American Whānau Council held its second annual event which included a BBQ, a hike up Mt. Philo and a dinner with waiata (songs) before taking its performance to the streets of Burlington. There was also an emotional ceremony, where the co-presidency was passed to two successors.

  The North American Whānau Council is an organisation that sustains the relationship between North Americans who have been positively affected by Māori culture during their study abroad experience at Auckland University of Technology. The relationships are re-established each year through the North American Whānau Council Weekend, which continues the cultural exchange between alumni and their Māori whānau, or family.

  

  Teaching poi to the next generation of AUT Whānau at Mt. Philo

  The initial concept of the Whānau Council was started by AUT alumni in Denmark, and soon expanded to other countries in the region to create the European Whānau Council. Members are AUT alumni who took classes offered by the Faculty of Māori and Indigenous Development, and participated in the Noho Marae, a three-day event held at Ngā Wai o Horotiu Marae where AUT introduces international students to Māori culture, customs and the concept of ‘whānau’ or family.

  Last year, two students from the University of Vermont (UVM) started the North American Whānau Council. AUT partners with two institutions in the Burlington area, which is one of the reasons why AUT whānau is so strong in Vermont.

  The University of Vermont and AUT also have a partnership between their education departments. UVM students enrolled at AUT participate in a teaching internship at a primary school in Auckland, gaining a new perspective from the international setting. There have been more than 40 students in the programme over the last six years, with this year containing the largest cohort so far.

  Dr Ellen Baker, head of UVM’s education department, says the international exchange has many benefits.

  “Students can continue their professional trajectory, which is enriched by their experience in New Zealand. AUT has welcomed them through the orientation and the Noho Marae experience – students immediately feel a part of the community.”

  

  Jason King, Senior Lecturer of the Faculty of Maori & Indigenous Development, AUT with the North American Whānau Council on top of Mt. Philo

  Dr. George Burrill, Trustee to Champlain College and the Honorary Consul from New Zealand to Vermont, encouraged Champlain College to offer scholarships for a reciprocal exchange between Champlain and AUT students. At a recent awards luncheon, Connor, a scholarship student from Champlain College, told how despite his busy academic schedule at AUT he also coached a boys’ basketball team, and was also able to find time to explore New Zealand where he “geeked out for a few days and was a hobbit in Middle Earth,” exploring all the way down to Queenstown. Connor ended his speech with gratitude for the scholarship opportunity.

  “I thank you once, I thank you twice, I thank you a thousand times for helping me in my journey. This opportunity has truly changed my life and the memories I made will not be forgotten.” 

  Thank you to the North American Whānau Council and the AUT staff for allowing me to join the Whānau in Burlington for the weekend. 

  Key takeaways

  • Alumni are very eager to share their stories and participate in alumni events.

       “I never get sick of talking about New Zealand.” – Monica

  • Before students leave New Zealand, ask them how they will stay connected. The education graduates at UVM are developing a unit on Māori history and culture to teach in their classrooms.

       “Most incredible semester I’ve ever had.” – Megan

  • Connect your alumni with your contact at their international office so they can talk to prospective students during orientation, info sessions or a study abroad fairs.

  Students are the driving force of alumni events abroad. Even when US students only come to New Zealand for one semester, their connection to Māori culture and the people of New Zealand lasts a lifetime thanks to the welcoming and positive learning culture.

• Attracting PhD students to New Zealand

  The PhD page highlights the initiatives that have given New Zealand an international marketing advantage in attracting PhD students from around the world.

  The page promotes the five key benefits of studying for a PhD here. International PhD students:

  1. pay the same fees as domestic students
  2. can enrol their children as domestic students in our state schools
  3. can work full-time
  4. are able to apply for a 12-month post-study work visa after graduating
  5. entitle their partners to apply for an open work visa.   

  Students can check out the page to find out how our PhD programmes are structured, discover the career benefits of studying for a PhD in New Zealand, read case studies from current international students and learn how to apply – there are links to the PhD areas of each university’s website.

  Vietnamese student Tan Duc Do, for instance, decided to study undertake a PhD in Mathematics at the University of Auckland because of the inspiring teaching of his supervisor.

  “Most of the lecturers here are working mathematicians, so they can give insight and inspiration into the subject,” says Tan.

  For Jeffery Garae, a student from Vanuatu, the major attraction of studying Cyber Security in New Zealand was that international PhD students pay the same fees as local students.

  “I was looking at doing a Masters here and when I read about the PhD fees I thought, ‘Whoa – that’s an even better advantage,’” says Jeffery.

  The new PhD page also shines a spotlight on the academic and research performance of New Zealand universities, and on the wide range of subjects available for doctoral research.

• Work begins on plan to grow offshore delivery

  Education New Zealand is developing an international delivery plan to provide a clear and comprehensive rationale for New Zealand's involvement in the international delivery of education and training. Its findings will be integrated with the International Education Strategy, currently underway. 

  ENZ Industry Development Manager Adele Bryant said the plan will be comprehensive. 

  “It will identify and prioritise opportunities, approaches and models that will be competitive and build the best long-term value proposition for New Zealand,” Bryant said. 

  The Observatory on Borderless Higher Education (OBHE), in partnership with the International Graduate Insight Group (i-graduate) have been selected by ENZ to develop the plan. 

  OBHE is a higher education think tank with a unique remit focussed on ‘borderless’ education.  Richard Garrett, Director of OBHE will lead a team of 8-9 based in the USA, UK, Malaysia, Australia and New Zealand. Some of the team members will be well-known to the New Zealand education sector including Stephen Connelly, Director of GlobalEd Services in Australia and Kyla Steenhart, Director of i-Graduate in New Zealand.

  The views of interested education providers will be sought over the next three months. The plan is due to be published in May 2017.

• Massey University promotes ‘borderless' online education

  At the launch, Massey Assistant Vice-Chancellor Operations, International and University Registrar, Stuart Morriss spoke of the growing demand for online education and how Massey is well-placed to take advantage of this. 

  “Many universities provide online programmes to international students, but with Massey’s long history of distance and online learning, we have a strong competitive advantage.” 

  Massey University’s online education currently offers 45 degrees with 115 programmes. With no contact course requirements, students can complete these studies from anywhere in the world. 

  Massey University Worldwide General Manager Rob Stevens said this is a solid foundation, but there is room to grow. 

  “We already have a sizable offshore student body – some 9,000 overseas-based students use our distance programmes, and this number has been reached only through word of mouth! We now want to step things up a notch using a range of offshore promotions,” Stevens said. 

  Over the last few months, Massey has undertaken some preliminary online digital promotions as part of a ‘soft-launch’. In key markets, Massey’s website traffic has increased such as Malaysia (up 184%) and Singapore (up 70%). 

  ENZ’s Marketing and Strategic Relations Manager – Malaysia, Jane Goh attended the Singapore launch, and said Massey’s announcement reflects a wider shift in international education to go online. 

  “Not all international students are able to go abroad, for a variety of circumstances. Because of this, education providers are starting to ensure that students can study online, allowing them to enjoy the high-quality New Zealand education experience from anywhere in the world,” Goh said.

  

  Attendees at the Massey University launch at the New Zealand High Commissioner's residence in Singapore

• iStudent Complaints update

  The iStudent Complaints scheme was set up by the Government to resolve contractual and financial disputes between international students and their education providers. It replaced the International Education Appeal Authority (IEAA).

  All 16 complaints to date have involved Private Training Establishments (PTEs) with the majority referring to providers that are declining course fee refunds after the students withdrew from their study courses. Four cases have been settled, while another two were adjudicated in favour of the education provider. The remaining cases are still going through the resolution process.

  iStudent Scheme Director, Derek Pullen, said the small number could indicate there is little cause for dispute or many students are not yet aware of the scheme.

  He noted that the scheme has highlighted gaps in providers’ internal complaints processes.

  “Under the Education (Pastoral Care of International Students) Code of Practice 2016, providers must ensure they have an effective internal process for addressing grievances, and that international students are informed about the process,” explained Pullen.

  “Providers must also make students aware of the iStudent Complaints scheme and other relevant authorities if the student can't access the internal process or is dissatisfied with the outcome.

  “Yet many of the providers we’ve dealt with don't have a documented complaints process. We urge all providers to ensure they have a clearly documented, up-to-date and easily accessible complaints process.”

  For more information see www.istudent.org.nz.

• Victoria and ACG welcome international students to new pathway programme

  The study pathway allows students to enrol in courses at Victoria at different times of the year, offering a range of options to suit students’ academic backgrounds and levels of English.

  The programme kicked off last week in Wellington’s CBD near Victoria’s Pipitea campus – allowing the future Victoria students to engage with university services including libraries, health services, recreation centre and learning support systems.

  The first intake welcomes some 50 students from Myanmar, China, Taiwan, Indonesia, Japan, Singapore, Nepal and Brazil.

  Victoria’s Provost, Professor Wendy Larner said ACG is a highly regarded provider of pre-degree programmes, and Victoria is excited by the potential of the programme.

  “International students bring variety and new perspectives to the university environment as well as the greater Wellington community,” she said.

  “Approximately 20-30 percent of international students stay in New Zealand at the end of their studies, contributing significantly to the economy, while those who return home often maintain links to New Zealand, acting as influential ambassadors for our country.”

  Bryce Pedersen, ACG’s Deputy Principal for the Victoria University programme, said ACG is pleased with the number for the first intake.

  “It demonstrates international students’ demand for academic pathway programmes in Wellington,” he said. 

  Three more student intakes are scheduled in 2017.