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• We want to hear from you!

  This survey is important to gauge ENZ’s performance and importantly, hear from New Zealand international education providers on how we’re doing, what services you value and what you’d like to see more of.    

  Your feedback last year highlighted the value of ENZ’s branding and promotional work and offshore connections, and you wanted more data and insights to assist planning.   

  Since the launch of Learn New Every Day, our marketing campaign, and through optimising our media spend, we have driven significantly improved reach of New Zealand’s position as an education destination and engagement through content and connection. 

  Importantly, focus lies in building awareness, reputation and quality associations and ahead, we will be connecting with you to establish more effective partnership ways to amplify our joint promotional work.

  ENZ underwent an organisational change process early in the new year, with the creation of the International & Sector Engagement team, which has a stronger focus on international services, with the aim of ensuring a seamless flow of market and sector intelligence to support sustainable growth in New Zealand’s international education sector.

  We have held online sessions with deep dives into enrolment information, brand health and student experience to help you understand the work that ENZ does to assist your planning. We have more data and insights sessions planned in the year ahead and the survey is your opportunity to signal what else we can do to support your work.  

  A survey link will be sent to providers in the coming weeks. We look forward to hearing your thoughts to enable us to improve our support to the New Zealand international education sector.

  Thank you in advance for your participation.    

• BizVenture winners tackle youth mental health with "It's Okay" clothing range

  The innovative business entrepreneurship scheme is a pilot initiative led by Education New Zealand, Young Enterprise Scheme (YES), and Japanese partners to give students in both countries real-life experience in developing business solutions that address one of the United Nation’s 17 Sustainable Development Goals.

  Forty students collaborated in a three-day virtual exchange, where they chose a challenge tackling some of Japan’s pressing social issues, before designing and presenting a business plan in a “Dragon’s Den” style pitch to judges.

  The winning New Zealand team - Hamish Robinson (Taradale High School, Napier), Benjamin Young (Tauranga Boys’ College), Daniel Blight (Waimea College, Napier), Kaiah Sherriff (Southland Girls’ High School), and Abirami Kabilan (Pakuranga College, Auckland) - chose to come up with a strategy which would directly enhance the mental wellbeing of Japanese teenagers.

  The UN SDGs are some of the biggest problems facing humanity today, so working on them was a pretty full-on task” – Pakuranga College student Abirami Kabilan

  It is a topic which directly impacts young people in both countries, as UNICEF ranks Japan 37th among 41 OECD countries for the state of children’s mental health, and New Zealand one lower, at 38th place.

  Insights into business and culture “eye-opening”

  To succeed, the students had to gain a thorough insight into Japanese culture, youth behaviour, and business practice. Ahead of their pitches, the teams joined interactive workshops with New Zealand and Japanese guest speakers, cultural mentors, and language coaches.

  Abirami Kabilan describes the exposure to Japanese business and societal culture as “eye-opening”.

  “The UN SDGs are some of the biggest problems facing humanity today, so working on them was a pretty full-on task.”

  “One of the most interesting things about this cross-cultural experience was seeing how the Japanese students approached the same problems. Young people around the world will have such different ways of approaching these problems too. Imagine the ideas we would come up with if we all worked together.”

  The winning team successfully pitched a clothing brand called 大丈夫, which translates in English to “It’s Okay”, to get the conversation about mental health out in the open among Japanese youth, and hopefully gain the support of high-reach Japanese influencers to help push their critical wellbeing message.

  They decided the best way to break into the Japanese market would be with “in your face” messaging using symbols of strength, such as dragons and samurai, to promote their message.

  “This is something that has not been done in Japan before and we’re ecstatic to be winners,” Hamish Robinson says.

  BizVenture promotes global competency

  The BizVenture programme will allow students to understand the Japanese business context and increase their global competency, says Young Enterprise Scheme lead Elizabeth Pittman.

  “New Zealand youth have such a strong interest in sustainability and improving social outcomes within their communities and abroad, and this challenge allows them to explore that interest in a business context.” 

  International education adapts to changing needs of learners

  Education New Zealand is keen to build on the success of this year’s pilot BizVenture programme as international education adapts to meet the changing needs of learners. International research shows that students are increasingly seeking programmes and content that is relevant to real world problems and which will allow them to make a real difference.

  The programme also builds on New Zealand’s diplomatic relationship with Japan while travel for international students remains limited.

  “Over many decades Japan and New Zealand have benefitted from an enduring partnership,” says Hamish Cooper, New Zealand Ambassador to Japan. “Education has played a really important role in fostering people-to-people ties, and supporting the development of what are now, in 2021, very close connections between our two countries.”

  “Before the pandemic, more than 10,000 students from Japan studied in New Zealand every year, making an important economic contribution, but also enriching our schools and communities, and helping New Zealand students become more globally connected.”

• Charan overcomes obstacles to finally return to New Zealand study

  Having to dig deep to overcome the disruption to his education caused by the Covid-19 pandemic, he recently returned to Lincoln University to pick up where he left off. He is part of the second cohort of 1000 international students able to come back to New Zealand to complete their studies after being caught offshore when border restrictions began in March 2020. 

  As Covid spread, the Indian student was recalled to New Zealand only six weeks into his semester exchange at Wageningen University in the Netherlands, but our border closed while he stood in line at Amsterdam’s Schipol Airport.  

  “It was pretty tense,” he says. “The flight I had initially booked was cancelled, so I had to book the next earliest flight which was at 7am the next day. I reached the airport around 2am but while waiting for my boarding pass, I received a call from New Zealand asking me not to board the flight as the borders were closing that night.”  

  Charan could not even get back to India, as the airports he would need to transit in were closed. At the time, he was in the third year of his Bachelor of Agricultural Science degree, with one year left to complete. 

  He says the staff at both universities were super-helpful and after many flurried emails and calls, it was agreed he could return to his studies at Wageningen. With no sign of the border opening in June he was granted permission to stay until the end of the year, and he managed to secure an extension to his Erasmus scholarship which funded his living costs. 

  “I decided I was going to treat what was happening as an adventure”

  Covid disruption a stressful time 

  But the disruption came at a price. The high-achieving student failed his first test after the stressful experience at the airport. “It took me some time to accept what had happened. I just couldn’t focus on study.” But his second attempt was successful, and he never looked back.  

  “I decided I was going to treat what was happening as an adventure, and to make the most of my time in the Netherlands.”  

  By the end of 2020, Charan was still unable to return to New Zealand and he made the decision go home to India. “The first four months were pretty chaotic, but I was really blessed I could be with my family.” 

  He didn’t know how long he would be in India but was committed to getting back to Lincoln to complete his degree. “I didn’t want to study remotely. I decided it was better to have time off and then return to do my Honours year.” 

  In the end, it took another year and multiple attempts at securing a place in MIQ before he could return to New Zealand. “When they brought in the lottery system, I had to wake up at 3am each week to log in and try and secure a place. I’m still trying to look at the experience positively and I know that I have stories to share in the years to come!” 

  Charan arrived back in Christchurch in January and is excited to be underway with his Honours year. He is working with Professor Clive Kaiser at Lincoln University’s new Centre of Excellence for Potato Research and Extension.  

  Potato research of value internationally 

  He is researching the development of a rapid test for the identification of Candidatus Liberibacter in potato leaves and tubers. The bacterium causes Zebra chip, a disorder of potatoes which creates distinctive stripes in the flesh and poses a threat to commercial potato growers. Rapid identification of affected plants in the field will help reduce cost and wastage for the $1 billion potato industry in New Zealand.  

  “I was keen to be involved in this research because I like solving problems and this is a real-world problem with big implications here and overseas,” Charan says. “Potatoes are grown all around the world and almost every culture uses them as a staple part of their diet. So, this research will be of value internationally.” 

  Charan is eyeing a future in vertical farming, an intensive form of horticulture where crops are grown in trays indoors under controlled conditions and he hopes to one day run his own business.  

  He says studying at Lincoln has been “an amazing experience” where he has made friends with New Zealand students and other international students. “I learned a lot about different cultures from them.” 

  Charan describes the challenges that Covid has thrown at him as “daunting” but says that overcoming them has made him more resilient. He is grateful to be back on track with his international education in New Zealand, a place which “keeps you grounded and allows you to focus on your study”.     

• Hong Kong student wins Wellington award for unstinting community service

  The Year 12 student from Wellington Girls’ College has been named a winner at the annual Wellington International Student Excellence Awards for her contribution to the city’s international student community and her tireless community service.

  She was among a group of 24 high-achieving secondary and tertiary international students recognised at the event for excelling academically, in the arts, sport, community, or online.

  As the only child of a teacher and a primary school assistant, Jasmine came to New Zealand in November 2019 to complete her education. Leaving behind a competitive school environment, and a tense and complex political environment, she arrived in Wellington ready to embrace the open and culturally diverse environment she found herself in.

  Jasmine says that she had always wanted to get involved in community activities, but until arriving in New Zealand she lacked both the confidence and the opportunities.

  “As an international student here, I have been given so many opportunities. I want to treasure all of them and get involved.”

  Jasmine quickly understood the value of participation and leadership.

  “Arriving in a new country where you don’t know anyone can be a lonely experience, and it’s easy to just hang out with people from your own country, but I have made great friends, both from New Zealand and around the world, and gained support through the organisations I’m involved with.”

  From helping to reinvigorate the International Club at school, Jasmine went on to be a key player in the establishment of the Wellington International Students’ Association, which not only connects international students across city schools, but also seeks to build relationships between domestic and international students.

  Domestic and international students learn from each other

  She believes there is much that domestic students stand to learn from international students.

  “They get to see a perspective from another part of the world. Coming here to study has allowed me to immerse myself in New Zealand's culture and learn far more about the country than I would if I was a tourist.

  “I’m sure the same applies to New Zealand students who haven’t had the opportunity for exchanges or travel. Through encouraging domestic students to get involved in our events we have built stronger connections.”

  But Jasmine hasn’t stopped there. From Mary Potter Hospice to Conservation Volunteers New Zealand to the Student Volunteer Army (SVA), she has put in the mahi. She recently earned her SVA Silver Service Award pin for clocking up more than 250 volunteer hours working to meet the UN Sustainable Development Goals.

  Taking her community service to the next level, Jasmine has been selected to represent Wellington Girls’ College in the National Ambassador programme. She will join other like-minded students from around the country working to connect, support, and empower international students.

  All of this while juggling studies, sport, mentoring, and music. However, she insists that she has gained more from her community service than she has given.

  Volunteering builds skills and network

  “Volunteering gave me the opportunity to get out there and build a strong network with experienced people. I’ve gained important inter-personal skills like customer service and communications, and I’ve also learned a lot about New Zealand culture.”

  Jasmine says being an international student in New Zealand has also allowed her to appreciate some of the important issues which other communities, such as the LGBTQIA, face.

  “I appreciate the inclusiveness towards gender minorities here. In Asia, people are much more reserved about their beliefs and opinions but here we can have open discussions and everyone can be passionate about sharing their thoughts. It has had a powerful influence on me.”

  Global citizen skills important

  The global citizen skills acquired through international education are so important for the current generation of students heading off to Uni or into the workforce, Jasmine says.

  “It’s important to know people from other parts of the world, understand some of the issues they face, and appreciate their culture and beliefs. Building relationships in-person is so much more valuable than learning from the internet.”

  “The diversity of ethnicity and cultures, religious and political opinions here in New Zealand has really enhanced my worldview.”

  Jasmine is delighted to have been recognised for her contribution to the community, and says her parents were thrilled when her name was announced at the awards ceremony. “Not only are they proud of my own achievements, but they feel that I am representing Hong Kong well in New Zealand.”

  Jasmine’s parents were among 214 friends and family of recipients who joined the livestream of the awards ceremony from around the world.

  As for the future, Jasmine is looking forward to completing Year 13 and being a member of the student executive next year, striving for the SVA Gold Award for volunteering, being a National Student Ambassador, and ultimately heading to the US to study Computer Science.

• International students provide Asia perspective for Canterbury businesses

  The students had signed up to take part in the Business School’s first Global Virtual Micro-Internship Programme, providing them with real-world research and industry experience, while enabling local businesses to tap into the expertise and insights international students can offer of their home countries. 

  A total of 35 mostly Commerce students participated in the three-week programme, working in nine teams across six local businesses which were keen to be involved. They were divided into the three Chinese teams, three Malaysian teams, and one each from Thailand, Indonesia, and Sri Lanka.  

  The programme had a competitive element, with the teams competing for a prize pool of $1500. They were judged on a range of criteria, with the most important factor the extent to which the research was designed, undertaken, and presented in a way that met their client’s needs. 

  Programme meets needs of students and businesses 

  Programme lead Will Shannon, also UC Business School’s Internationalisation Director, was excited to be able to develop the programme with the local business community, saying it met an unfilled need for international students wanting practical business experience, and highlighted the skills they had to offer.  

  The catalyst for the programme was the release of a report by Asia New Zealand Foundation Te Whītau Tūhono in mid-October which found that South Island businesses were keen to expand trade and investment links with Asia, but often lacked the right skills and connections to make it happen.  

  Fifty-seven percent of businesses surveyed identified language skills as a barrier to business, and 51 percent said they lacked knowledge of target markets and relevant organisations in Asia. 

  “We consistently get requests from international students wanting practical experience where they can apply their knowledge to real world problems,” Dr Shannon says. “So, when the Asia New Zealand Foundation report came out, we had the perfect combination of companies needing what international students can provide.” 

  Opportunity for international students to be involved 

  New Zealand’s border restrictions mean that close to half of the Business School’s international students are studying remotely, while others were unable to travel home for summer. This added impetus to the programme.  

  “We’d been looking for ways to engage students here over the summer break,” Dr Shannon says. “And while the offshore students have been catered for with online lectures, it can feel a bit isolating for them, so we have actively sought opportunities to involve them and get them the extra-curricular experiences that they need.” 

  He says it worked out well for all the teams, many of which were a mix of onshore and offshore students, because there were students “on the ground” in Asia who could easily talk to people locally. This added value to the insights that they were able to provide their clients. 

  The businesses represented a range of industries and included a rental car company, a business working in the motorsport industry and specialising in engine modification, a research agency looking to set up an office in Asia, a high-end safety product for the hair and beauty industry, and a truffle company gearing up to export.  

  “The enthusiasm of local businesses to be involved exceeded our expectations, as it’s the first time we’ve done this.”  

  The students had to tailor their approach to meet the varying needs of the clients, with the university providing mentors, workshops, and regular meetings to ensure it was a learning experience and to keep everyone on track.  

  For the New Zealand Truffle Company, co-founders Catherine and Matthew Dwan already knew that they offered a high-end product. They were keen for the students to help them research previously un-targeted Asian markets, likely consumer demand and, importantly, whether Halal certification would be needed in predominantly Muslim markets, as truffles are traditionally searched out by dogs.   

  Assigned to the truffle business was a Malaysian team and an Indonesian team which provided cultural and religious insights in their findings. The Malaysian team even provided a list of guidelines when engaging with businesspeople in Malaysia.  

  The programme proved to be a valuable experience for both students and clients and, based on its success, the university is already considering running it again in 2022. 

  Programme was “experience of a lifetime” 

  "The Global Virtual Micro-Internship Programme was the experience of a lifetime,” says Nuranisa Nabila Binti Zainudin, a member of the winning Malaysian team.  “It provided me with a remarkable opportunity to learn, grow, and unleash my skills both personally and professionally while working for the best New Zealand company with an incredible team.” 

  “We know that international students are crying out for practical experience and sometimes their knowledge and skills are overlooked,” Dr Shannon says. “There was a lot riding on this, but they did what we knew they were capable of, so I think it would be a shame not to build on the experience.” 

  

  As a bonus, the students have built invaluable contacts in the New Zealand business community.  

  “We know that many jobs come about through connections,” says Dr Shannon. “It is great that the students have had experience of working with local companies in a professional setting, got endorsements for their skills, and will have gained confidence to go out and build their networks.” 

  He believes the programme has highlighted the unique skillset that international students can offer the community.  

  “We have amazing people here ready to contribute.” 

• New Zealand and China share cultural connection through conservation

  In many ways New Zealand’s management of protected lands is world-leading, but there is still much to learn from others. Collaboration is key to improving outcomes and shaping policy in the years ahead. Dr Mick Abbott, professor of Landscape Architecture at Lincoln University, has been collaborating with researchers in China since 2014, with support from Education New Zealand’s Tripartite Fund. The fund assists New Zealand universities to join in research partnerships as the “Third Brother” with two Chinese Universities - one “emerging” and the other “established”.

  Dr Abbott has been working with Tsinghua University in Beijing and Kunming University of Science and Technology in Yunnan province on research projects, field trips, workshops, student courses, and the production of bilingual learning materials.

  “While we achieve very good conservation outcomes in New Zealand, it is essential that we look beyond our borders for further research and understanding” - Dr Mick Abbott, WildAtlas project lead and Tripartite Fund recipient

  Need to look beyond our borders 

  “Conservation underpins our value proposition to the world,” he says.

  “While we achieve very good conservation outcomes in New Zealand, it is essential that we look beyond our borders for further research and understanding.”

  While China looks to New Zealand for leadership on how to effectively protect pristine environments from the impacts of recreation and tourism, New Zealand stands to learn a lot from how China celebrates its cultural connections with nature, Dr Abbott says.

  “Protected lands in China are associated with cultural value. In Chinese thinking ecological civilisation underpins wider civilisation. They take a holistic view and there are elements in common with Mātauranga Māori (Māori wisdom and world view).

  Cross-cultural thinking important

  Mātauranga Māori can enhance the cultural connection between Maori and Chinese and creates valuable synergies, he says. “Cross-cultural thinking is so important.”

  Key to the success of the long-term relationship was an exhibition Lincoln University curated in Beijing in 2017, showcasing New Zealand’s protected areas and a range of eye-catching exhibits, alongside Lincoln’s research and that of Tsinghua University on the future direction of protected area management. 

  The exhibition attracted 50,000 visitors and kicked off the WildAtlas project which Dr Abbott has spent the past four years developing. WildAtlas is a collection of virtual tours that bring to life the stories of New Zealand’s National Parks and protected areas, both past and present.

  Available in both English and Chinese, WildAtlas is principally used as an educational tool aimed at university students, but Dr Abbott would like to extend its reach to Year 12 and 13 students. “Land issues are really important in this country, and we must understand there are other ways to view the land. We need to broaden the horizons of our students.”

  Conservation experiences a key attraction

  Looking to the future, Dr Abbott says that New Zealand conservation managers will benefit from a better understanding of the type of National Park experiences that are attractive to Chinese visitors.

  “Pre-Covid, China was New Zealand’s second largest inbound tourism market and largest long-haul market. Our conservation areas and national parks are a key attraction.”

  He is using the latest round of Tripartite funding to create a corresponding Virtual Field Tour of the Protected Areas of Yunnan Province, home to Kunming University of Science and Technology.

  Dr Abbott is hugely positive about the relationship which has been built with Tsinghua and Kunming universities through the Tripartite Fund and believes the collaboration will lead to business and investment opportunities in the future.

  “We must foster goodwill and understanding first, share our values, and advocate for them.

  Editor’s note: New Zealand’s involvement in the Tripartite Fund dates back to 2005, when the New Zealand and Chinese Ministries of Education agreed to formally support and promote tripartite relationships between New Zealand and China, in which a New Zealand university is joined as the ‘third brother’ to an existing ‘two brothers’ arrangement. 

  For more information on the NZ-China Tripartite Fund or to learn more about Professor Abbott’s research, please contact the ENZ team at china@enz.govt.nz

• New Zealand ready to lead students to a more sustainable future

  Research commissioned by Education New Zealand in May found that 79 percent of participants were interested in studying sustainability and climate change. And the 2019 QS Environmental Concerns Survey of 3700 prospective international students from around the world found that more than 75 percent would be more likely to choose a degree if the content helped them learn about reducing their environmental impact.

  New Zealand is often viewed as a progressive nation delivering new solutions to problems while at the same time valuing people, place, and planet. Our world-class education system prides itself on preparing graduates with the practical skills and innovative thinking sought by future employers. Those skills must also now empower them to address issues of global consequence.

  Tertiary education providers boost sustainability education options

  New Zealand tertiary education providers are playing an increasingly important role in shaping this enthusiastic generation of learners, with many institutions incorporating a sustainability focus into their research and in many of the courses they offer.

  Waikato University has gone one step further, announcing it will offer the world’s first Bachelor of Climate Change degree from next year. The three-year course will take a multi-disciplinary approach combining science, economic, social, and political systems, plus mātauranga Māori (Māori knowledge and wisdom).

  “We all agreed that science alone can’t come up with all the solutions,” says Dean of Science Professor Margaret Barbour, one of the key players in the development of the programme. “We need people who can think across knowledge systems.” She is enthusiastic about the contribution international students will make, working alongside domestic students.

  “International students will broaden our perspectives. They will bring new ideas from their home country and that can only be positive because climate change is a global issue,” she says. “The whole world needs to work together on this. We can’t be constrained by national boundaries.”

  “Very soon New Zealand, and the world, will have these graduates who will have a thorough understanding of climate change and the impacts on environment and people, and they’ll be able to think critically and holistically,” says Prof Barbour. “They will have expertise in a particular area related to climate change, but they’ll also have the ability to engage with cultural competency outside their area of expertise.” Whether it’s about protecting our land or our oceans, Aotearoa New Zealand is making its mark. While there is still much work to be done, learners are looking our way for both leadership and collaboration.

  Students choose New Zealand for sustainability studies 

  German PhD student Alexandra Lischka has travelled the world for her research in marine biology but says she chose New Zealand for her doctorate studies because it offered her the opportunity to work with internationally respected marine scientists across three universities.

  “There are so many problems facing our marine environment, and I want to help solve them. The old ways of thinking aren’t working when it comes to solving some of the biggest problems facing our oceans. I know I need to forge another path if I want to make a difference.”

  Heinrich Blass came to New Zealand from Germany to learn more about sustainable and ecological building practices. He chose to spend two semesters last year taking Building Science courses at Victoria University. “I was able to learn a broad approach to sustainable concepts from design to building technology and engineering systems to green building certification,” he says. “This gave me a deep insight as well as extensive expertise in sustainable building.”

  International education experience takes New Zealand thinking to the world 

  In 2019 and 2020, Auckland University topped 850 institutions from 89 countries in the Times Higher Education Impact Rankings which assessed universities against the 17 United Nations’ Sustainable Development Goals across research, outreach, and stewardship.

  Vice-Chancellor Professor Dawn Freshwater says the ease of access to oceans and land provides a “natural emphasis” for environmental research. This, combined with the value placed on kaitiakitanga (guardianship) and mātauranga Māori helps to shape “a unique and distinctive approach to sustainability in this country”.

  For students who seek a brighter future with a lighter footprint, an international education experience in New Zealand will take our thinking to the world, open pathways to collaborate on global causes, and help make the world a better place.

  Mō tātou te taiao ko te atawhai, mō tātou te taiao ko te oranga.

  It is for us to care for and look after the environment to ensure its wellbeing; in doing so we ensure our own wellbeing and that of future generations.

• Prime Minister's Scholarship shakes up geology student's plans

  Soltice Morrison was only 15 when that earthquake happened, but she is part of a new generation of students and researchers wanting to equip themselves with the latest knowledge and technology to better understand New Zealand’s vulnerability to quakes. The best way to achieve this is through international collaboration with other countries which face the same risks.

  Having already completed a BSc in Geology and Oceanography from Otago University, Rotorua-born Soltice secured a Prime Minister’s Scholarship for Asia during her Honours year in 2018, which allowed her to enrol in a post-graduate short course in geology at Hokkaido University in Japan and stay on to complete most of her Honours research.

  Prime Minister’s Scholarship allowed joint research

  Under the guidance of her supervisor, Dr Virginia Toy, she was involved in a project which studied the characteristics and behaviours of New Zealand’s Alpine Fault and Japan’s Median Tectonic Line to better understand what causes earthquakes in both countries.

  "We’re both very seismically active countries but Japan is much more advanced in its use of technology. We were able to bring some of that knowledge back to New Zealand."

  Soltice says that without the funding she received through the Prime Minister’s Scholarship (PMS), she would not have been able to study abroad.

  The scholarship programme to Asia was established in 2013 and extended to Latin America in 2016. To date, 2400 students have been given financial support to study abroad. While currently on hold due to Covid travel restrictions, the programme is poised to restart once borders reopen.

  Importance of New Zealanders studying abroad

  Funded by the government and administered by Education New Zealand, the programme recognizes the importance of giving New Zealanders the opportunity to have an international education experience in countries where we have key trade and business relationships.

  There are few restrictions on study options, with the programme having broad goals to enhance understanding of other cultures and business practices; establish new friendships and networks; and upskill the New Zealand workforce through overseas experience.

  “It’s very important to connect with students and colleagues internationally in order to get ahead,” says Soltice. “We can get caught up thinking that the New Zealand way is the only way. Studying overseas helps you broaden your horizons, your knowledge, your understanding of different cultures, and the way things can be done.”

  In geophysics, Soltice says international collaboration is essential.

  “We’re able to learn a lot from Japan and the advances they have made in technology and monitoring.”

  The time Soltice spent in Japan ended up taking her career in a new direction. “While I was there, I was able to understand the effects of seismic activity on buildings and how we can strengthen our cities to ensure they’re resilient, so I’ve ended up in the engineering space working for Aurecon.”

  But her work also has an environmental focus and she is currently part of the multi-disciplinary team working on the Lakes 380 project, which seeks to combine best scientific thinking with mātauranga Māori (traditional wisdom and knowledge) to better understand the social, cultural, and environmental history of Aotearoa’s lakes. “It’s rewarding work and I love it.”

  Reawakening of cultural identity

  Soltice says her time in Japan prompted a reawakening of her own cultural identity. “I had always tried to blend in at home, but the questions I was asked about my background while I was away made me realise I was proud of my Māori ethnicity and also taught me the value of indigenous knowledge.”

  Building on this confidence, she has set up a Māori strategy group with colleagues at Aurecon “looking at ways we can weave cultural understanding with scientific knowledge into the work we do.”

  Soltice says she made life-long friends during her time in Japan and built a valuable network of contacts. “I work closely with the geophysicists here at Aurecon and sometimes when we have questions, I will reach out to my contacts offshore.”

  Three years on, she remains a passionate advocate for Prime Minister’s Scholarship programme. “The overall experience – the research, the culture, the living situation, I would 100 percent say it was one of the best times of my life.”

  Students value flexibility, networks, and personal growth

  The positivity of Soltice’s experience was echoed by other scholarship recipients in a recent survey conducted by Education New Zealand. Close to 300 students participated, with 98 percent saying they would recommend PMS to others. Benefits they identified included the unique flexibility of the programme, the networks they built, the opportunity for personal and professional growth, and the chance to better understand New Zealand’s place in the world.

  As for life after the programme, 57 percent said they would become involved in global causes, 50 percent would become involved in political or policy issues, and 44 percent would become involved in their local community or iwi.

• Student-led business sets out to break down barriers

  InterStudentsNZ, a platform which will host resources and courses to meet the needs of international students, is a regional winner in the Company of the Year category in the Lion Foundation Young Enterprise Scheme. It also scooped the Excellence in Promotion Award and Paying it Forward Award.

  InterStudentsNZ is the brainchild of budding entrepreneurs Mackenzie Roskruge (CEO), KimSreng Keo (Production Manager), and Russle La Morena (Finance Director), who met through the college’s international student buddy scheme. They bonded over a shared interest in education and curiosity about their cultural differences.

  Mackenzie and Russle are both domestic students, but Kim arrived in New Zealand in 2018 as an international student from Phnom Penh, Cambodia, knowing no-one and understanding little of what seemed to be a strange, new culture.

  He believes that international students enrich New Zealand communities and have much to offer, but that many don’t make the most of their time here because they face challenges integrating into the community and planning a future beyond school.

  “Understanding how people think and how to communicate is important,” he says. “When we first arrive many of us have a big language barrier. There are even subtle cultural differences which we don’t understand, and which need explanation.”

  Platform driven by students, for students

  Sharing his insights of the challenges that international students can face, the friends determined that more support was needed and that a platform driven by students, for students, was the answer.

  The opportunity to enter the Young Enterprise Scheme through their Year 13 Business Studies course, gave the students a chance to turn their ideas into reality.

  InterStudentsNZ has big plans. The team want to create a one-stop shop for resources tailored for students to better understand New Zealand’s education system, work environment, and culture.

  “For example, if a student came to us and wanted to learn about New Zealand slang, we could direct them to a one-hour course with video tutorials, quizzes and written explanations to help them master slang,” says Mackenzie.

  “Or a student might want to learn about social innovation in New Zealand. We could potentially provide a one-two hour course each week for a month with case studies, opportunities for mentorship, and tools for how they could move into social innovation themselves.

  Empowering international students in New Zealand
  
  "We hope students will feel empowered to learn new subjects and inspired to remain studying and working in New Zealand."

  And it’s not only international students who stand to benefit. Surveys of domestic students at Waitakere College showed that they were also interested to explore topics which would likely make them more engaged and invested in their education.

  The InterStudentsNZ team all plan to study at the University of Auckland next year and hope to continue developing their business. With more funding, they would like to add workplace mentorship opportunities for international students, courses in te ao Maori, New Zealand history, and New Zealand industry pathways. They also plan a blog space and a social media presence. “We’re creating a digital Aotearoa for rangatahi all around the world to explore.”

  Giving international students a sense of belonging

  Kim is proud of how much he has achieved since arriving in Auckland as a shy 14-year-old, and grateful for the support he has received from his New Zealand friends. “Working alongside them has been amazing and allowed me to gain so much more confidence. Now we’ve come up with this idea on how to help international students, it’s really strengthened our relationship as a team. “Our business motto is ‘Encouraging Connections’ and that sums up our goals,” says Mackenzie. “It’s about building bridges and supporting international students, giving them a sense of belonging and a great future in New Zealand.”

• Māori cultural experience builds lasting bonds for international students

  Alongside courses in Māori culture, customs and language, some educational providers in New Zealand have offered an immersive noho marae (marae stay) experience. For students a long way from home, the warmth of the welcome and the sharing of knowledge, traditions, and food, gives them a lasting sense of belonging to Aotearoa.  

  One of the first educators to recognise the importance of sharing Māori culture with international students is Taituwha King, Senior Lecturer in Māori and Indigenous Development at Auckland University of Technology (AUT). For almost 20 years he has been running noho marae at the beginning of each semester to give international students a comprehensive cultural introduction to their study experience.

  Such was the success of noho marae that King developed a course around it, called International Noho Marae – Indigenous Encounters of a Māori Kind, in 2010. It covers basic Te Reo Māori, Māori history, waiata (songs), and cultural customs, and is capped off with a weekend marae stay. It quickly became the second most popular class for international students at AUT, after another of King’s classes – Te Ara Pou Leadership. More than 1500 students have enrolled in the courses since 2002.    

  “The courses put indigenous goggles on students and open them up to areas of discussion with their own indigenous people,” King says.

  Immersing in Māori culture is life changing

  This is certainly true for Native American student Hailey Suina, from the Pueblo of Cochiti and Navajo Nation. She travelled to New Zealand on the Education New Zealand Go Overseas scholarship, already curious to explore the cultural connections between the Māori people and the indigenous people of North America.

  

  She describes the time she spent immersed in Māori culture as “life-changing,” and returned home determined to use her experiences to become a leader in her community. 

  Hailey says she was amazed by the similarities between the Cochiti Pueblo and Māori peoples, which include a collectivist rather than an individualistic culture, a sense of guardianship for nature, and strong ties with ancestors. 

  “From the moment I arrived, I felt a deep connection with the Māori culture. It was like stepping from one home to another.”

  So strong was the concept of whānau and whakawhanaungatanga (kinship connections) for a number of King’s students, that they developed Whānau Councils as a way of staying connected and building on the bonds of their shared New Zealand experience once they returned home. With the first one established in 2010, there are now three - two in the US and one in Europe.

  Pre-Covid, students in Europe would meet up annually. King and other AUT staff committed to joining them, cementing the enduring relationship and ongoing commitment of AUT to its alumni.

  “Events like noho marae and the Whānau Council meet-ups also provide an opportunity for prospective international students to learn about and consider AUT as a destination to study abroad and build relationships with key employers linked to our alumni,” says King.

  Europe council co-founder Anne Heimbeig says being part of the Whānau Council is “a very emotional thing”.

  “I’ve met great people from different countries. Together, we’ve overcome lots of stereotypes and wrong assumptions, and brought Māori culture out into the world.”

  There was a sense of home, belonging, warmth, and love on the marae, says East Coast USA council co-founder Jessica Cohen.

  “Being in the Whānau Council allows us to keep that spirit alive and remember the value of our whānau even when we are far away from our beloved Aotearoa.”