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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.
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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.”
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Student visa approval rates available
The list of approval rates for student visas is updated every year by Immigration New Zealand and relates to the change to Rule 18 of the Programme Approval and Accreditation Rules, which was implemented in October 2015. Only relevant student visa categories are counted to produce this list, which covers offshore student visa applications only.
The rule change brought in to effect different programme entry requirements for international students from countries with a student visa approval rate below 80 per cent. English language entry requirements for international students from countries with a student visa approval rate of 80 percent or above remained the same.
Organisations have until 2 March 2016 to reflect the updated approval rates.
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Student visa approval rates available
The list of approval rates for student visas is updated every year by Immigration New Zealand and relates to the change to Rule 18 of the Programme Approval and Accreditation Rules, which was implemented in October 2015. Only relevant student visa categories are counted to produce this list, which covers offshore student visa applications only.
The rule change brought in to effect different programme entry requirements for international students from countries with a student visa approval rate below 80 per cent. English language entry requirements for international students from countries with a student visa approval rate of 80 percent or above remained the same.
Organisations have until 2 March 2016 to reflect the updated approval rates.
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US students attend Kiwi youth leadership summit
Hosted at the University of Canterbury and led by ENZ and the Ministry of Foreign Affairs and Trade, the Marjory Stoneman Douglas High School (MSD) students teamed up with the Student Volunteer Army to discuss student leadership and mobilisation.
Over five days, they heard from prominent speakers from across New Zealand’s business, government, university and non-profit sectors. Students also conducted a tree-planting project, held panel discussions and visited Government House in Wellington at the invitation of Governor General Dame Patsy Reddy.
In February, Marjory Stoneman Douglas High School (MSD) became the site of one of the deadliest school shootings US history. In the aftermath, MSD students mobilised to create a student-led ‘Never Again MSD’ organisation, and used their time in New Zealand to learn about the leadership of the Student Volunteer Army, which mobilised following the 2011 Christchurch earthquake.
ENZ’s Director for the Americas and Europe, Lisa Futschek, said the summit was an exceptional opportunity to raise the profile of New Zealand’s education system in the US, and to demonstrate how it equips young people to become independent leaders, thinkers and global citizens.
“The Summit was a great example of how international education can equip and inspire emerging global influencers and leaders.
“It was great to see New Zealand featured in high profile publications including the New York Times, The Washington Post and the Los Angeles Times, along with major US television networks showcasing our country as a desirable international education destination, well placed to host aspiring student leaders.”
US student numbers in New Zealand grew seven percent from 2016 (2,852) to 2017 (3,050) – the majority at university level.
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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.”
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Media roundtable highlights employers’ need for well-rounded talent
Guest speakers included Dr John Subritzky, New Zealand High Commissioner to Malaysia; Ryan Carroll, Director of Randstad Malaysia; Richard Tan, co-founder and Managing Director of lelong.com.my; and Jane Goh, ENZ Marketing and Strategic Relations Manager.
The roundtable was well-received by the 11 editors and journalists who attended.
Ryan Carroll said employers in Malaysia want talented individuals who possess various skills and competencies.
“Employers today are looking for someone who can help the organisation produce productivity gains. They want candidates who have good skills in project management, are competent in the digital and social media space, and are confident communicators. All these can be acquired through internships, part-time work or even working on charity projects.
“While it is still important that potential employees have the relevant skills and workplace experiences, they must also be able to articulate effectively about how they can contribute to the company. For example, if they have worked on a particular case study or project in university, they need to be confident talking about their experiences and what they learnt during that process,” Mr Carroll said.
Dr Subritzky spoke about the New Zealand education system and institutions are committed to developing holistic educational experiences that are relevant to the workplace.
“New Zealand recognises the importance of a well-rounded education to employability, which is why our education system focuses on helping students transition from academic life into the working world,” he said.
Richard Tan, a Victoria University of Wellington alumnus, shared his experiences studying in New Zealand.
“What I liked about the New Zealand education system is that it encourages students to pursue and develop their interests. It doesn’t force a student into a particular stream but focuses on teaching him or her how to acquire information and meaningfully apply that knowledge across various situations. This means that even as a pure science student, I was given the flexibility to explore other areas of interest to me such as accountancy.
“I was also able to work part-time at various places and this helped me pick up softer skills such as communicating effectively with peers and dealing with different types of personalities, which then eventually helped me in my career,” Mr Tan shared.
Over the last year, New Zealand has seen an increase in Malaysian student numbers.
“There was a 23 per cent increase in the number of first-time student visas approved year to-date in June 2016. In particular, we saw an increase in the number of student visas approved for the universities and Institutes of Technology and Polytechnics (ITPs) sectors,” said Jane Goh.
The media roundtable was well-received by media. A total of 11 editors and journalists attended.
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Student Ambassadors build global citizenship skills
Since it was set up in 2021, the programme has involved around 85 secondary and 50 tertiary students in six participating regions – Northland, Auckland, Tauranga and Western Bay of Plenty, Hawkes Bay, Whanganui and Wellington. Northland acted as national coordinator.
“International students can sometimes find it difficult to connect with locals, make friends or venture outside their campus,” says Sahinde Pala, GM Sector Services at Education New Zealand Manapou ki te Ao (ENZ).
“Language and cultural barriers, hesitation to meet new people, lack of knowledge of opportunities off campus, or budget constraints – many factors can play a part. The emergence of Covid-19 and lockdowns made it even more important to address these challenges, and so we worked with a range of people, including regional partners and Welcoming Communities, to develop the student ambassador programme.”
The programme has developed differently in each region, but with the same shared goals. Another common factor has been the training provided for student ambassadors – the opportunity to complete a New Zealand Global Competence certificate, training in social media, and specially tailored training provided by ISANA NZ.
“Student ambassadors are bridgebuilders and leaders, who create opportunities for students from different cultures to form relationships and learn about each other,” Ms Pala says.
“The ambassadors themselves also gain from the programme, by developing their understanding of cultural differences and learning new skills and strategies that are valued by employers. And regional communities benefit when international students feel valued and connected – they are more likely to remain in the area or recommend it to others.”
The ISANA NZ Student Ambassador Training explores intercultural concepts in an interactive and engaging format that can be run online or in-person. Participants are then able to apply their learning to develop activities and events that help students to connect with the wider community. Debrief sessions towards the close of a programme cycle support students to reflect on what they have learned from being a student ambassador.
“I enjoyed learning about how communication works between different cultures, going over cultural values and how some are visible and invisible and learning top tips to help me improve as an ambassador” – student feedback.
“Our Northland student ambassadors joined the ISANA workshop as a group of excited students interested in global citizenship and finished as a tight knit group of inter-cultural leaders in the school community. They learnt to work together, giving everyone a chance to contribute and respecting each other’s perspectives. The communication and planning skills honed in the workshop, enabled them to run a large-scale ‘Matariki Kai Festival’ event, introducing a range of food from cultures across the school to the students.” – Jo Lees, National Ambassador Coordinator and Project Manager at Study Northland.
Other activities sparked by the programme in different parts of New Zealand have included a Kiwi Cooking Class, an Auckland Weekly video series, international languages week events and Matariki events organised and run by the ambassadors, diplomatic events attended by ambassadors from other countries and an International Students Issues Panel Discussion.
One of the student ambassadors was recently profiled by ENZ: Michael Ren – Award-winning app designer eyes a future in tech | Education New Zealand (enz.govt.nz)
Several regions have indicated they hope to continue their student ambassador programme beyond 2022: Northland, Tauranga and Hawke’s Bay.
“This student ambassador training is much needed, not only for the international education sector but also across wider communities in New Zealand. In fact, I think everyone could benefit from this training if they have not received similar training before in intercultural communications and leadership,” says Wenhua Yang, Regional Manager at Learning Hawkes Bay.
To learn more about the ISANA NZ Student Ambassador Training, please contact: caroline.stevenson@isana.nz
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International Student Experience Survey 2023 now open
The International Student Experience Survey (ISES) surveys international students and alumni in Aotearoa New Zealand across all international education sub-sectors and at all stages of the student journey – from those who have just arrived in the country to those who have recently graduated.
The ISES aims to better understand the overall international student experience to identify what is being done well, and where improvements can be made.
It features insights and findings on nine, key aspects of the student experience journey –
- Decision making factors
- Study arrangements
- Arrival and orientation experience
- Education experience
- Living experience
- People and connections
- Value for money
- Work experience opportunities, and
- Future plans
The survey targets international students via multiple channels, with the student sample including those on current student visas, post-study work visas, and those post study, but not currently on a work visa. To maximise uptake, ENZ has also engaged with sector peak bodies and education providers to distribute the survey to their students.
Findings from previous surveys have informed ENZ’s Student Experience work, including the development of bespoke content on NauMai NZ that better serves international student needs, shaped student experience-focused outreach across government and informed partnership with community organisations.
ENZ’s Student Experience Manager, Ross Crosson said that the ISES provides a rich data source to understand the student experience.
“Research-informed findings must inform all our mahi. This survey helps us better understand our students’ experience living and studying in New Zealand, which can be used to inform decisions to improve that experience,” Ross said.
“We look forward to sharing survey findings with the sector, and discussing those findings with them, later this year."
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Wellington International Students Excellence Awards showcase the value of international education
Established in 2016, the Wellington International Student Excellence Awards, held by WellingtonNZ, recognise high-achieving international students based in the Wellington region.
Awardees included Academic Excellence Award winner and Whitireia NZ/WelTec student Matthew Hitchener from England, who was honoured for his project introducing pelvic binders to paramedic services in Wellington. Pelvic binders are commonly used overseas to compress the pelvis to prevent bleeding in those with a pelvic fracture. After a successful trial on a LifeFlight helicopter, the binders will soon be launched on all Wellington Free Ambulances.
WellingtonNZ Workforce and Business Growth Manager, Matt Carrere, says the awards show both what the Wellington region can offer international students, as well as the vast contribution students make to the region in return.
“Wellington is an interconnected, social and diverse region where international students learn and thrive. It’s unsurprising that many choose to remain here after their studies to pursue a career.”
The awards also recognised individuals and organisations that work to welcome international students to the region.
PhD candidate at Victoria University of Wellington, Anna-Marie White, received the Internationalisation Award – Domestic Student for organising regular PhD writing workshops (or ‘bootcamps’) with international students.
She was nominated by a group of PhD candidates from around the world, who said: “Anna has expressed her manaakitanga to her international friends and has increased our feeling of home, our love of New Zealand, and our passion for our research. Bootcamp will always be the highlight of our PhD studies, and Anna is a member of the Wellington community that you can be incredibly proud of.”
This year’s Internationalisation Workplace Award went to Wellington tech company MarginFuel for offering employment and internships to 20 international students and graduates.
“MarginFuel offers the students opportunities to further their careers, and in return we have found the students are intelligent, hard-working and add a rich layer to our team culture,” CEO Andrew Pascoe says. “New hires especially comment on how culturally diverse we are, and how this adds so much to the organisation.”
For the full list of winners, visit the WellingtonNZ website.
