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Cities bid international students haere mai
Students from all over the world who are taking the first steps in their New Zealand education journey were extended a warm haere mai in Christchurch and Wellington recently.
A warm Wellington welcome
Around 600 new international students were welcomed to Wellington on Wednesday 16 March at a lively event at Pipitea Marae.
While the weather was cool, the Ngāti Pōneke pōwhiri was warm. The students – some wearing their national dress – were treated to a rousing kapa haka performance followed by a traditional Kiwi barbeque, and were given the chance to capture the moment in a Wellington-themed photo booth and take part in poi lessons.
The Mayor of Wellington, Celia Wade-Brown, welcomed the international students to the creative capital and promoted the opportunities for both study and work in the city.
The arrival of this most recent cohort boosts the international student population in Wellington to more than 5,600, injects an estimated additional $17 million in to the Wellington region’s economy and brings enormous cultural and social benefits to the region’s education institutions and communities.
A colourful Christchurch greeting

Students who have chosen Christchurch as their education destination were embraced in a similar style, at an event hosted by Christchurch Educated on Thursday 7 April.
A pōwhiri at the Te Puna Wānaka marae at Ara Institute of Canterbury set the warm and welcoming scene and was followed up by a greeting from Mayor Lianne Dalziel. During her address, Ms Dalziel acknowledged the important role played by Christchurch’s International Student Ambassadors; and referred to success of the Indian Skills Scholarships.
As in Wellington, the international students had the opportunity to pick up some kapa haka and poi skills.
Canterbury welcomes more than 9,500 international students each year, contributing an estimated $253 million to the regional economy.
Tauranga-based group visits Korea
E-News caught up with one of the organisers of the visit, Education Tauranga’s Anne Young.
What led to the decision to visit Korea as a group of institutions?
Education Tauranga’s 2013-2017 strategy focuses strongly on collaboration between member institutions. We find that we can make more of an impact in a market as a group, and, with a diverse range of institutions participating in activities, we can demonstrate the pathways that exist within our region to cater for all levels of education.
Korean students are enrolled in the full range of education institutions in Tauranga – from primary right through to tertiary. This is one of the reasons Education Tauranga’s Korean student numbers have continued to rise in 2015, while declining in New Zealand overall. We also attribute our success in Korea to the fact that we have committed local agents, strong local government support, highly effective links with the Korean community in the Western Bay of Plenty and institutions that provide excellent education and care to all international students, including those from Korea.
In choosing Korea as our group visit destination, we were able to further capitalise on our already strong position in that market.
What are the advantages of a group visit such as this?
The main advantage of a group visit is that it’s easier to get noticed and to secure meetings than when you’re an individual institution travelling on your own. Promotional costs can be shared, too. In our case, 21 institutions were pitching in, meaning our advertising dollar went a lot further, resulting greater numbers of prospective students at our fairs and good attendance of officials at other events.
Having trip organisers taking care of all the planning, organising and bookings meant it was a much more efficient process for everybody. It also alleviated stress for some first time travellers to Korea who didn’t have to face many of the challenging ‘unknown factors’ that can pop up when organising your own recruitment trip.
What are the downsides?
I don’t think there are any particular disadvantages to marketing as a group offshore. However, there are challenges in the logistics of dealing with such a large group, such as transport arrangements and getting everyone to where they need to be on time, as well as ensuring that planned activities are of benefit to all institutions from a range of sectors.
What were the highlights?
We attracted over 400 prospective students through our fairs which was a great success for one small region of New Zealand. The students who came along were already pretty well informed about Education Tauranga’s education offerings, demonstrating that the effort that we put into advertising prior to the events hit the mark!
Several alumni families also attended the events, and it was wonderful to see them engaging with prospective students and their families and giving their perspective on what studying in our region is like.
The support of big New Zealand brands such as Zespri was also fantastic; their product promotion at our fair went down really well.
Being hosted at the New Zealand Residence by the Deputy Head of Mission to Korea and Education New Zealand was also a highlight as we were able to recognise the contribution they had made to ensuring our activities were a success.
Are there any outcomes on the horizon or promising connections made?
We’re hoping our visit will result in an increase in student numbers from Korea in 2016. The signs are promising so far, with many new students expressing an interest in coming here. Time will tell however!
We have also strengthened relationships with Tauranga’s ‘friendship city’ of Ansan, with a larger study tour group coming in 2016 than came in 2015.
What would you do differently next time?
The visit to Korea was our second regional group visit (we visited China together as a group in March this year) so we already had experience in what did and didn’t work and were able to iron out any issues prior to this trip.
Any hints and tips for together groups thinking of undertaking this sort of group visit?
I think undertaking a visit of this kind is very effective for regions or groups of institutions. My top tips for making your visit a success are as follows:
- Do your research and have a plan. Know exactly what activities you want to do and why
- Involve all participating institutions in the planning process
- Make sure you have support from local councils and your Economic Development Agency
- Enter the market with a strong brand that all participants believe in
- Make sure you have translated materials and have translators who know your product/region
- The work you do prior to arrival is just as important (if not more than) as the work you will do while in country
- Work with ENZ and local Embassy staff
- Leverage your alumni
- Follow up with the people you met with during the visit!
International students help Kiwi kids become ‘Asia-ready’
The Foundation’s recent report, Losing Momentum – School Leavers’ Asia Engagement, shows that fewer than 10 percent of senior secondary school students are ‘Asia-ready,’ and more than half said they are not confident to engage with Asians, even in New Zealand.
Mr Draper says one solution may be to put in place a system where international students from Asia can engage with Kiwi students in a planned and structured way.
In the International Student Experience report by Study Auckland and ENZ, one of the challenges highlighted was international students’ lack of engagement with New Zealand students. International students said cross-cultural connection would make their experience more satisfying and enjoyable, particularly through structured events and organised socialising.
“They want opportunities to engage with New Zealanders and we want that as well for our young people – so let’s engage them in ways that would benefit both them and their Kiwi peers,” says Mr Draper.
“I can’t think of a better way to improve New Zealand students’ confidence to engage with Asian cultures than to have their Asian mates share their cultures with them.”
The Foundation holds ‘Experience Asia’ events in schools across the country where international students teach local students about their culture, such as how to make dumplings, how to play a traditional Asian musical instrument, or teaching martial arts.
Mr Draper says New Zealand school leavers’ lack of confidence in engaging with Asian peoples and cultures is concerning given that New Zealand’s present and future – economically, culturally and socially – are tied to Asia.
“All indicators show that Asia will play a critical role in young New Zealanders’ careers, their personal relationships, and their life experiences. Developing Asia-related competencies will be a necessity for their future,” he says.
How IEGF helped BIOZONE
Considering applying for IEGF support? E-News caught up with IEGF recipient, Richard Allan, CEO of BIOZONE, at last year’s Edtech for Export conference in Wellington and found out how the co-funding grant helped them grow their business.
ENZ: What is BIOZONE?
BIOZONE International is a publishing house that specialises in the production of student and teacher resources for use in high school science programmes (grades 9-12) in the United States, United Kingdom, Australia, and New Zealand. We also provide editions that are tailored to other international programmes, and BIOZONE books have been translated into Chinese, Japanese, Polish, and Slovenian, as well as specific English-language editions compiled for Italy. BIOZONE’s goal is to improve science education performance in schools across the world.
We produce a hybrid that’s part textbook, part study guide and part activity workbook all rolled into one. We use an infographic style of presenting information, with annotated diagrammatic explanations that have a lot of added value. Our programme and pedagogical approach requires learners to apply what they’ve learned in a previous activity to a new situation, not merely recall data. It’s an enquiry-based approach.
I was a biology teacher for 11 years before I became a publisher, so I have a pretty good idea of what’s required for teachers and students to succeed in the classroom environment.
ENZ: What has IEGF funding enabled you to do?
We’ve been successful in two IEGF rounds – one in 2014 and one in 2015. The first lot of funding enabled us to market our new Next Generation Science Standards (NGSS) series in the US before other publishers got up to speed. The NGSS provides students with internationally-benchmarked science education.
Being nimble and innovative is key to our success, and the grant meant we could significantly ramp up the number of state and national science teachers’ conferences we could attend. To give you an idea of the demand – at one conference in Los Angeles in December 2014 I had over 200 teachers trying to cram into a room that only had the capacity to hold 100 people, to hear my presentation. They were sitting on the floor and around the edges of the room. That’s not untypical of what happened at other events, so we were obviously in the right place at the right time with the right product.
ENZ: And the second grant?
The second grant helped us enhance and improve our digital platform, and get it ready for commercial release. It made a huge difference in the timing of the launch and accelerated our development.
ENZ: How’s business going?
It’s been hugely successful in our markets that, so far, include New Zealand, Australia, the US, and the UK.
The opportunity for BIOZONE in the US is with the NGSS. One of our customers is Stuyvesant High School in New York City. It’s a very prestigious school, with 34,000 kids competing for 850 places, and they bought our entire programme, which is a huge accolade from them.
We also won the ‘Best Supplemental Resource’ award for science, for the whole of US, at the education publishers’ ‘Content in Context’ conference in 2015 which was pretty cool.
ENZ: Do you have any words of advice for educators new to working in the edtech space?
I think we should encourage our teachers to embrace education technology and provide them with the ability to upskill so they can use the tools. Many schools are already technologically savvy and are hungry for new ways of delivering curriculum using smart tools.
For educational publishers the digital landscape is evolving rapidly, not only with new opportunities and competitor activity, but also in the way teachers are wanting to engage with digital delivery of content.
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
NZ universities seek closer ties with Latin America
The visit built on the universities delegation which accompanied Minister Joyce on his visit to the region in April this year.
The clear takeaway from the visit was that Colombian, Brazilian and Chilean universities are very open to establishing agreements and developing joint activities with New Zealand counterparts. Specific projects discussed were student and academic mobility (in both directions), organisation of workshops with researchers, double degree programmes, partnerships to fund sandwich or full PhDs and regular webinars to provide specific information on NZ education offerings.
Meetings with agents, particularly in Brazil and Colombia, revealed an increase in the number of enquiries on tertiary education options. Agents provided very positive feedback on NZ post-study and pathway visas making NZ more attractive for tertiary education students. However, initiatives such as the EU Schengen States announcing visa free access to Colombian students from 1 December 2015 are likely to have an impact on the numbers continuing to choose New Zealand.
Javiera Visedo, ENZ Market Development Manager, ordinarily based in Santiago, is currently on a six month secondment in Bogota. Lisa Futschek, ENZ Regional Director for the Americas, Japan and Korea, says “We are keen to explore first-hand the market potential in Colombia. Indications are very positive that this is a growth market for us. But we need to significantly raise NZ’s profile and highlight NZ’s world-class education offerings, and that’s what we’re focusing on at the moment. The opening of a NZ Embassy in Bogota will provide a further springboard from which to continue raising awareness of New Zealand.”
Julia Innocente-Jones, Director Victoria International, says “This visit has reinforced the many very real opportunities for NZ universities in Latin America. Colombia in particular holds exciting potential for us. We have made good in-roads in 2015 in beginning to establish the all-important relationships with our counterparts in-market. We now need to devise a strategic plan to continue developing these relationships in 2016 and beyond.”
In addition to following up on the visit, key touch-points for NZ universities in Latin America in 2016 will be the ENZ March roadshow of marketing events, and LACHEC (Latin America and Caribbean Higher Education Conference) is being hosted in Bogota from 12-14 October. LACHEC organisers are open to hosting a delegation from NZ, including a keynote speaker for the Conference.
For information on specific outcomes to the visit, please contact:
Julia.innocente-Jones@vuw.ac.nz or frances.little@aut.ac.nz
Industry survey results 2015
This year’s survey focused on the services and support delivered by ENZ. We asked you which ENZ services you have used, how important you find them to support your business objectives, and what you think of our performance in delivering them.
The 304 survey responses we received have provided a wealth of data which we are using to refine and improve our industry service and support offerings.
What you told us
Overall, you indicated you were largely satisfied with ENZ services. Eighty-one percent of respondents were satisfied the quality of ENZ’s services and support, and 70 percent of respondents agreed or strongly agreed that ENZ services had added value to their organisation.
Overall country reports and market intelligence were considered the most important ENZ service, followed by the International Education Snapshot Reports.
The Education Publishers Export Growth Strategy was considered the best performing service, while Virtual Fairs was considered the weakest.
Of all ENZ’s services and support for industry, E-News was consistently rated highly.

What we’re focused on
We’re using the survey information to drive improvements across our industry service and support offerings. In addition to a range of planned changes to improve individual services, we plan to work on the following:
- A move to differentiated services: For the first time ENZ has been able to understand the industry survey results by sector, job function, and scale of international education provision. Not surprisingly there is a clear message from the survey that a ‘one size fits all’ approach to providing industry services needs to change in order to improve the quality, value add and relevance of ENZ services. Accordingly a key focus for us in the coming year will be to better differentiate our service and support offerings to meet the diverse needs of a range of sectors and providers
- Support for small and regionally-based institutions: We asked survey respondents to suggest what services and support ENZ should start offering to encourage their business growth. Nearly one in five responses related to enhanced support for smaller providers and for those located outside of the main centres. A second priority for us out to June 2016 is to develop a suite of online tools that can meet this need. We have started development of a prototype online toolkit with the input and guidance of a number of providers.
- Enhanced communications: We also asked survey respondents to identify what ENZ could do to make our services and support more relevant. Thirty-eight percent of responses identified better communications and engagement. Stay tuned for the next issue of E-News which will feature a new and improved approach to our key communications channel. And don’t forget to follow us on LinkedIn.
- Market intelligence: Just behind enhanced communications, nearly one fifth of survey respondents identified better and timelier market intelligence as a key support need. We know you value country reports and market intelligence and are working on initiatives to provide more information, available online and in ways that suit industry needs.
- Agent programme: The ENZ Recognised Agent Programme was one of the lowest rated ENZ services in respect of our performance. As indicated in previous issues of E-News, we have commissioned an external review of the ENZRA Programme. Results from that review are expected shortly and will be used as the basis for considering how to address the perceived issues with the programme.
- Seminars and professional development events: We’re working to reshape how we deliver our seminars and professional development events to better meet the diverse needs of different sectors and to add more value through a more differentiated approach. This may involve better utilising the time of participants by offering several related topics on the same day.
The next Industry Survey will be held in June 2016. If you have any questions regarding the Industry Survey, please contact Sam Mackay.
Summary of results by sector
NZ a popular choice for US students
Colin Murchison from the University of Arkansas was awarded a US$15,000 scholarship to study in New Zealand, which he will use to study finance at the University of Auckland in the first semester of 2016. Watch Colin’s reaction to winning the scholarship here, it’ll definitely put a smile on your face!
More than double the number of applications were received this year than last year, with 2,361 US students showing a keen interest in studying in New Zealand.
“The quality of applications was impressive,” says Amy Rutherford, ENZ’s new Senior Market Development Manager – North America. “Go Overseas’ integrated social media marketing and university outreach campaign ensured that the scholarship – and the idea of studying in New Zealand – was widely promoted across the US.”
The Go Overseas scholarship is one of the first full study abroad scholarships offered to US students by a foreign government and will continue in 2016 and 2017.
Scholarship winner Colin Murchison with cheque and kiwifruit.
“The overall impact on New Zealand from this campaign is immense, and the effects on the education and travel sector will be felt for years,” says Mitch Gordon, CEO Go Overseas. “Students will come home and tell their friends about their experience. Parents will visit their sons and daughters. In the future, students will return to New Zealand to relive memories, bringing partners, children and friends. Thousands of students around the US are right now dreaming about New Zealand and talking about it with their friends!”
Amy will be based in the New Zealand Consulate-General in Los Angeles from the beginning of January next year. If you’d like to discuss the Go Overseas campaign, or the North American market with Amy, please email her at amy.rutherford@enz.govt.nz.
Consultation on ENZRA and ENZ’s agent work
Clive Jones, General Manager Business Development, ENZ says the 2015 review of ENZRA undertaken by external consultants found significant shortcomings in the ENZRA programme.
“Education agents continue to make a significant contribution to the success of international education in New Zealand, and the ENZRA review also recommended ways for ENZ to better support education providers and education agents to be successful. We have been exploring all recommendations throughout our consultations.”
As part of our consultation, ENZ now invites organisations active in New Zealand’s education industry to complete a 10-15 minute survey by Thursday 30 June 2016.
“The survey results will help us identify the products and services we should be offering education agents and education providers to best support the recruitment of quality international students for New Zealand,” says Clive.
Depending on what ENZ hears through consultations, and the amount of analysis and development needed, it’s likely ENZ will announce the next steps in its work regarding agents later this this year.
- Complete the online survey for industry and education providers
- Complete the online survey for education agents
Please complete this survey by Thursday 5pm New Zealand time 30 June 2016.
ICL Education Group wins at 2016 Export New Zealand awards
ICL won the award for Endace Services Exporter of the Year 2016. This award recognises excellence in building extraordinary and sustainable export growth, working in the areas of ICT, tourism, education and consultancy services.
“I would like to salute the dedication and focus of the 100 ICL staff who have achieved this award, and of whom we are immensely proud. We are particularly honoured that the judges have highlighted the ethics and professionalism of our Group, principles which we believe ultimately underwrite our success,” says Ewen Mackenzie-Bowie, Chairman of ICL Education Group.
The award is one of seven categories, which have been held annually since 2009 to inspire New Zealand exporters to expand their businesses and grow internationally.
ICL Education Group includes ICL Graduate Business School, Auckland English Academy, Bridge International College and New Horizon College.
The judges were impressed with ICL’s approach to marketing, with a broad spread of target markets, and the introduction of new courses to meet identified demand, particularly at a post-graduate level.
It was clearly evident that ICL is a strong contributor to New Zealand’s success in continuing to attract fee-paying international students. ICL’s research culture and policy of employing and retaining highly qualified staff was also seen as a positive factor.