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New video series: Discover the inspiring journeys of New Zealand alumni
The series showcases the journeys of New Zealand alumni from across the world, highlighting the diverse paths they have taken since graduation.

Three videos have been released so far, with the remaining set to be released through the rest of this year.

Each video offers a glimpse into the personal and professional achievements of former students who have made their mark across various industries and communities.

Alumni from all levels of New Zealand’s education offering will be featured – ranging from schools to universities and vocational education providers.

These stories are designed to inspire prospective students and their families to consider New Zealand as their study destination of choice.

You can view and download the alumni videos and photos on The ENZ BrandLab. Search ‘Alumni’ to see the latest stories.

In addition, the series is supported by a new alumni blog story each month on the Study with New Zealand website and a dedicated page for Alumni stories.

Check out the series so far

Meet Yao – classical musician and cultural bridgebuilder

Our first story features Chen Xiyao, a Chinese-born guzheng player and classical musician now based in Beijing. Although he earned a degree in Business Administration, it was in New Zealand where his love of music truly flourished—thanks to the support of an inspiring high school teacher. He went on to earn a Master of Arts (with Distinction) from Wintec.

From playing in a metal band to performing with Māori musicians and even entertaining former Prime Minister John Key, Yao's journey reflects the unique opportunities and cultural exchange that a New Zealand education can offer.

Today, he teaches music for Wintec in China, continuing to share his passion and talent with others.

From New Zealand to New Delhi: Suvan’s Inspirational Culinary Journey

Suvan Kitchlue began his Bachelor of Culinary Arts at Le Cordon Bleu Wellington in 2015, graduating in 2018.

Inspired by MasterChef Australia in India, he chose the school for its rare offering of a culinary arts degree at that time. He thrived in the programme, calling it the “Harvard of culinary education.”

After graduating, Suvan opened a European café in New Delhi, aiming to bring refined technique and quality baked goods to a market he felt was underserved. Inspired by Wellington’s coffee culture, he also focused on elevating his café’s coffee offerings to New Delhi.

He plans to open two more café locations, and a fine-dining restaurant.

Devika Hartono: Alumni story

Devika was born in Indonesia and moved to New Zealand in 2016 on a scholarship to study Biotechnology at The University of Waikato.

Passionate about biology since high school, she sought scholarships to expand her opportunities beyond medical school or teaching. A photo of New Zealand’s stunning landscapes sparked her interest, and she was thrilled to receive both the University of Waikato International Excellence Scholarship and the High Achievement Scholarship for International Students.

After graduating, she launched Keyoura, a skincare brand inspired by the Māori greeting "Kia ora."
Graduate’s Kiwi know-how helps reduce water use in UAE desert

Rather than travelling to New Zealand and undertaking theoretical research with limited relevance back home, Wafa was able to carry out hands-on work addressing critical water management issues in her arid home country, while being supervised by New Zealand-based experts.

It was a personalised and practical kind of international education experience which Wafa is grateful for. “It allowed me to continue working, while at the same time learning and finding solutions to the water management issues facing the UAE.”

The education partnership grew out of a New Zealand G2G (Government to Government) relationship with the UAE which dates back to 2014. “The aim is to build the capacity of local people and find solutions to real problems through scholarships for study,” she says.

Already qualified with a Bachelor’s degree in ecology and environmental science and Master’s degree in water and environmental engineering, Wafa was working as an environmental scientist for Environment Agency - Abu Dhabi (EAD) when asked to be involved in the programme.

The region needs to find ways to manage the growing demand for groundwater in a hyper-arid, saline environment. Abu Dhabi, the capital of the UAE, has about 19 million planted trees in desert “forests”, a precious legacy of founding father Sheikh Zayed Al Nayhan. They provide a range of ecological benefits but are heavily dependent on groundwater irrigation.

With EAD given a government mandate in 2016 to protect groundwater reserves, water meters were introduced and areas of wastage identified. Wafa’s research was required to determine the exact water needs of the plants through the implementation of New Zealand technology, and experimentation with the use of treated sewage effluent, or “grey water”.

Distance learning partnership with Massey University

She worked with a team at New Zealand’s Plant & Food Research and her project was supervised by Principal Scientist Brent Clothier. The programme was managed by Lesley Kennedy of Wellington-based consultancy firm OnlyFromNZ.

“I travelled to New Zealand once or twice a year to meet Massey University requirements such as attending exams, presentations, or conferences. Likewise, Brent would come to the UAE with his team and help oversee the research.”

“It’s fit-for-purpose academic knowledge with real practical utility,” Dr Clothier says.

Wafa used Plant & Food Research’s heat pulse technology, which has been employed successfully in New Zealand and other parts of the world, but never in a region where temperatures can reach close to 50degC in summer. Once up and running, the technology provided readings every 30 minutes which allowed Wafa to calculate precisely the amount of water being absorbed by the plant.

“The data provided new and exciting information for us. We found that many of the trees had already adapted to the summer heat and did not take up as much water as we were providing through irrigation,” she says.

“By the end of the study we determined that we could save 35 - 70 percent of the water we have been supplying through irrigation.”

The technology was extended to other crops, and farmers are now provided with crop calculator software which provides guidance on the specific water needs of a tree, according to the month of the year, location, and soil type. “It’s a very important tool for growers in the UAE.”

“It’s good for countries to work together and find solutions to our challenges.”

Enduring relationship with New Zealand

Wafa is proud of the fact that her research is helping to solve a critical environmental issue in her country and knows that the collaboration with Massey through the NZ G2G partnership has been an integral part of her success. It has also paved the way for two other Emirati students to follow in her footsteps.

“I met other international students from the Middle East while at Massey and they were envious of me. They said I was very lucky because I was doing something for my country.”

She believes international education plays a key role in the exchange of information with other countries. “It’s good for countries to work together and find solutions to our challenges. If we are talking about the environment, we are all living in one world so it’s important that we work together to solve issues.”

But this academic partnership has not just produced practical results. It’s also seen a special bond develop between the New Zealand scientists and their Emirati students.

“I have built a long-lasting relationship with New Zealand,” Wafa says. “I know that I can always call my contacts in New Zealand to discuss an issue and they will be there for me.

“The relationship is much bigger than the life of the project and this is very important for me as a scientist and a researcher.”
Update from Immigration New Zealand
New Immigration New Zealand website now live

The new Immigration New Zealand (INZ) website is now live, with clearer information and guidance to help INZ customers navigate their immigration journey more easily.

The new visual design and structure makes it easier for customers to know what the visa process means for them and how to apply for a visa and comply with their visa conditions.

Visit the new INZ website.

Apply early to get ahead of the student visa peak

Applying for a student visa at least three months before intended travel date gives students the best chance to have a decision made in time for their study.

The processing of student visas is a priority for INZ, particularly as it gets closer to peak times.

Immigration New Zealand is in the mid-year student visa processing peak, which is between May and August each year.

Applications take longer to be decided during this peak period, so it is important that students apply early if they want to come to New Zealand to study. 

Wait times for international student visa applications are published in our visa wait times section.

Student visa wait times

Help us process applications faster

To help INZ process applications quicker and avoid unnecessary delays, students should provide full and complete applications, including all necessary documentation.

Students can use our student visa information sheets to make sure their application has all the information and documentation required.

Student visa information sheet – first-time international students

Student visa information sheet – continuing international students

If students apply late, their application may not be processed in time for their study in New Zealand.

Due to the high volume of visa applications expected, we will not contact students if documents are missing from their application. If the missing information is key to the assessment, then the application may be declined.  

Student visas moving to enhanced Immigration Online

From 18 August 2025, international student visa applications are moving to Immigration New Zealand’s enhanced Immigration Online system.

The aim is a simpler, faster and more user-friendly visa application process to reduce waiting times, provide clear communication on application statuses, and increase self-service capabilities so everyone feels more informed and better supported.

How applications during this transition will be managed

As we are in a peak period for student visa applications, we encourage applicants to submit applications when they are ready, and at least 3 months ahead of the intended travel date to help avoid delays that may impact them starting their study on time.

There are some important things applicants need to know if they are submitting an international student visa application around August 2025.

If applicants start a new draft application on or before 17 August, they will be applying in our current system. They will need to submit the application by 17 September, otherwise the draft application will expire.

If they start an application on or after 18 August, they will be automatically directed to our new system.

Please read our news item for more detailed information on the visas affected and the transition process.

Learn more
Leadership team changes at ENZ
Regional Directors join ENZ’s Executive Team
ENZ’s three Regional Directors – Alex Grace for China and North Asia; John Laxon for South and South East Asia and Middle East; and Lisa Futschek for Europe and Americas – have been appointed to ENZ’s Executive Team. This will ensure that international market conditions and issues have greater visibility in our discussions and decisions.
Incoming Regional Director, China and North Asia
Adele Bryant is preparing to take over the role of Regional Director, China and North Asia from Alex Grace who leaves ENZ in June. Adele brings a wealth of knowledge and experience to her new role including her significant achievements with the universities sector, and her international experience with the Ministry of Foreign Affairs and Trade before joining ENZ. Amongst her MFAT roles directly relevant to the ENZ Regional Director role, Adele worked as Head of the China Unit, was Consul General in Hong Kong and was Deputy Director APEC. Adele will move to Beijing shortly.
New GM Strategy and Insight
Clive Jones is our new GM Strategy and Insight. This is a new role with an important mission to lead and coordinate ENZ’s strategic thinking, priority projects and major initiatives. He’ll be focusing on some key initiatives that have the potential to make a big difference for the future of international education. Clive was previously ENZ’s GM Business Development.
Successor to GM Industry Development
Greg Scott has been promoted to replace Clive as GM Industry Development. Greg was previously ENZ’s South Island Business Development Manager and led our Regional Partnership Programme. In his new role, Greg will lead ENZ’s team of business development and project managers, based in our four New Zealand offices, who are tasked with supporting international education providers to achieve sustainable industry growth across New Zealand.
Student Marketing expands focus
As part of ENZ’s recently expanded focus on the entire ‘student journey’ – from ‘prospective student’ to ‘student experience’ to ‘alumni and advocate’, we have refocused our Student Marketing team around five areas: student acquisition; events and agents; student engagement; student experience; and student scholarships.
Internal promotions
Kaylee Butters has been promoted to Director, Student Engagement, and Euan Howden is promoted to Director, Student Acquisition.

New Director, Student Experience
Hayley Shields has joined ENZ as Director of Student Experience. Hayley recently led international marketing and business development for the University of Auckland. She has had an extensive career in international education in Australia and New Zealand, including with University of New South Wales, University of Melbourne and CPA Australia. Based in Auckland, she will work with industry stakeholders, government and community agencies and students to deliver a shared vision of a unique and quality student experience for all international students. This work will be informed by the International Student Wellbeing Strategy, the development of which has been led by the Ministry of Education.
The X-factor: What makes an experience exceptional
Led by Hayley Shields, ENZ’s Director Student Experience, and Jason Cate from TNS New Zealand, a breakout session at NZIEC 2018 did a deep dive into the key findings of the student experience in New Zealand, including economic wellbeing, education experience, social inclusion and health and wellbeing.
Hayley and Jason revealed the highest impact driver of student experience in New Zealand is education quality, followed by lifestyle, environment, and work and career.
“New Zealand’s key strength of education quality specifically relates to the sub-driver of teacher quality – the level of individual respect and recognition students receive from their teachers, and the contribution this makes to personal growth,” said Hayley.
The research also shows that there are multiple drivers and sub-drivers impacting the student experience, including where the student is from, where they are studying, and at what stage of their study journey they are.
“This suggests that New Zealand should continue to support the cultural integration of students and graduates in New Zealand and focus on social inclusion initiatives.
“The longer students are in New Zealand, the more important relationships with locals are.
“Improving experiences that may lead to full time work and career development was also a strong theme and the key experiential weakness in the study. Students expect to be able to access meaningful work experiences as part of their study experience in New Zealand,” Hayley said.
The presentation concluded with some key messages for industry to consider:
- Market what is unique and special about the New Zealand education experience as it is a differentiator.
- Consider the key student experience drivers when designing student experience strategies.
- Take a student-centred approach to design and delivery of the student experience.
- How can the international education sector partner with communities to deliver a quality international student experience?
Hayley said it is important to keep in mind that the quality of the student experience directly impacts the New Zealand international education brand.
“The research confirms that student experience is central to international students’ motivations – both in coming to New Zealand and having a long-term positive affiliation with our country.
“A successful student experience generates advocacy for New Zealand and will ensure the sustainability of the sector,” she said.
The ‘Understanding the International Student Experience in New Zealand’ report can be found on Intellilab here.
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.
Journey to transformational student experience
The session, presented by ENZ Director, Student Experience, Hayley Shields, and Study Auckland International Education Manager Henry Matthews, reinforced how students are at the core of our initiatives.
Hayley said that in true manaakitanga spirit, if we want to host, care for and respect our international students, we need to design programmes that are student centred.
“We are providing a good student experience, but how can move from good to great? The answer is to ask our students and to have them co-design initiatives with us.”
To reinforce the point that students are at the core of our work, James Koo and Will Kim from Niesh (a student-services start-up business serving hundreds of students a week) spoke about the brand new partnership between Niesh, ATEED and ENZ to design a solution that assists international student with global employability.
Neish’s philosophy is never to charge students for anything, and is one of those exciting approaches that happen if you ask students to design solutions for students.
“The audience resonated with the premise that focusing on the student experience can set us apart from our competitors."
The theme of student experience was prominent at NZIEC 2017.
“The New Zealand student experience was argued as a competitive advantage in the NZIEC Kiwis versus Aussies debate, and Roger McElwain from the University of Otago’s Language Centre and Foundation Year provided a great student experience soundbite in the NZIEC wrap-up video.
“There were also a number of student panels, a session on the International Student Wellbeing Strategy and a comprehensive student experience breakout programme developed by ISANA, meant the mission to put the student experience at the centre at NZIEC was well accomplished.”
Improving orientation programmes
At NZIEC 2018, a number of breakout sessions talked about the need to reconsider current approaches to orientation and student support in order to improve the student experience and increase their intercultural competence.
Izzie Guo

In the Inspiring global citizens panel discussion: How can we make a difference? Izzie Guo, ChristchurchNZ’s Student Experience Coordinator talked about their Student Ambassador programme, and how positive student experiences are often shaped by the social and extracurricular space, not the academic.
“Student Ambassadors are involved in events and activities around the city, some volunteer, some organise and MC big events like our Student Welcome. It’s a way to improve their interpersonal skills and make new friends. It helps them settle in and build connections,” said Izzie.
Student Ambassadors are also the first connection that new international students make – they run the airport welcome and support orientations at institutions, welcoming and greeting new students in their own language, asking them about their home and breaking the ice.
Education Tauranga has taken a similar approach. In Redefining orientation programmes, Anne Young talked about how Education Tauranga has redefined its orientation programme by holding events throughout the year to mitigate ‘culture shock’ and help students achieve a smooth transition to life and study in Tauranga.
Education Tauranga's international student orientation in February 2018

“For most people, orientation means the first two weeks a student arrives, but that’s really an induction to their education provider and region. Orientation should go well beyond that, because the transition to a new setting takes more than two weeks.
“The key is continual engagement. Throughout the year, you need to build relationships with international students and their families and show you have a continued offer.”
AFS research supports this approach. In her presentation, Global competence development in international education: Tools to make it happen, Marcela Lapertosa, AFS Director of Education and Intercultural Learning, said skilled facilitation and regular reflection is the answer.
Marcela Lapertosa

“It is not enough to make one phone call to a student each month asking yes or no questions, “do you like your homestay,” “do you like your school” – there needs to be an attempt to unpack differences, challenges and perceptions.”
AFS has undertaken research in this area to develop the AFS Student Learning Journey Curriculum, which includes a variety of one-on-one and group activities to help students reflect and understand their new surroundings and how best to navigate it.
“For example, you could ask the student and their host family to draw a picture of the floorplan of their home and use questions to learn more about each other: Where does your family spend the most time? What does a closed door mean? Does it mean someone is mad at you, or that they want privacy?” This kind of exercise shows how different cultural values are reflected in a building and can help students and their host family understand one another,” said Marcela.
“It can also make it easier for students to open up who are not natural reflectors, especially when done in a group with their homestay family or school peers.”
Student experience takes centre stage at NZIEC 2017
Delegates will gain insights from Study Auckland’s student experience transformation project, discover community support mechanisms to enhance your pastoral programmes and learn how to facilitate the successful education transitions of international students.
There are also sessions on how to foster collective leadership to encourage student wellbeing, how to challenge and motivate students, and how to equip yourself with teaching strategies to engage tertiary international students.
“We have the opportunity to deliver a unique and life-changing student experience in New Zealand,” says Hayley Shields, ENZ’s Student Experience Director.
“This year’s conference includes a broad range of sessions sharing best practice from around the country, and will be useful for institutions and regions seeking to enhance the experiences of international students throughout the student life cycle.”
This year’s conference also brings the voices of international students into the programme as never before. We will explore what current international students think about their New Zealand study experiences and learn from international student graduates about what worked and what didn’t as they transitioned to employment.
You’ll also find international students popping up throughout conference, including in Lian-Hong Brebner’s session ‘We just want to be included’.
Don’t forget to check out ISANA New Zealand’s breakout stream. ISANA have developed a comprehensive breakout programme with positive student experiences at the centre.
NZISA talks student mental health and wellbeing
Held at Victoria University of Wellington, the conference theme was International Student Mental Health and Wellbeing.
Mayor of Wellington, Justin Lester, welcomed delegates, followed by presentations from academics, health professionals and government agencies working with international students. A student panel discussion wrapped up the morning.
NZISA President, Lukas Kristen, said the theme was chosen in response to a growing awareness of the need for international student support services.
“While mental health and wellbeing is an issue in domestic student communities, it is amplified in international student communities due to the separation from family and friends, cultural differences and the lack of culturally trained practitioners.
“The biggest achievement of the conference was that student leaders in attendance are now better informed about where to get help. The workshops really highlighted that help is out there and how impactful it can be.”
Presentations included a plenary on student leadership by Professor Shanton Chang, University of Melbourne, as well as a session on sexuality and diversity. Patrick Au from the Auckland District Health Board delivered an engaging session about building mental health resiliency, and Dr Cathy Stephenson, a General Practitioner at Victoria University, spoke about supporting international student mental wellbeing.
This inaugural conference was, in part, made possible by funding the NZISA received in the International Student Wellbeing Strategy 2017 funding round.