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  • Global Agent Webinar: Understanding best practice for student visa applications

    Education New Zealand Manapou ki te Ao (ENZ) and Immigration New Zealand (INZ) collaborated to organise a webinar for education agents in early March on best practice for lodging student visa applications.

    The webinar was well received, with 1,364 attendees from around the world over two sessions scheduled to accommodate for different time zones.

    The session provided education agents with the latest information on visa processing, student visa insights, types of student visas, financial requirements and best practice for submitting student visa applications. It also featured a robust question and answer segment where pre-submitted questions from attendees were addressed.

    INZ Engagement Partner (Acting), Mark Andrew, said the webinar was a valuable opportunity to engage directly with education agents and answer their questions.

    “This webinar helps ensure education agents have the most up to date information and guidance to support more efficient processing and favourable outcomes based on real life examples and trends. Immigration New Zealand and Education New Zealand working in partnership to deliver the Global Agent Webinar is key to ensure a positive customer experience for agents, applicants and the wider sector.”

    If you missed this session, the recording, slide deck and a copy of the Q&As are available to view on AgentLab.

    INZ resources for agents

     

  • 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.”

  • New Zealand education brand updated for greater global impact

    ENZ developed an updated look for the New Zealand education brand, guided by research to assess the recognition and effectiveness of our brand elements.  

    The insights from this research have guided the development of an updated look that reflects the evolving story of New Zealand education and the values it represents on the world stage.  

    New logo for New Zealand education

    ENZ’s research identified the FernMark as a highly distinctive and recognisable symbol, strongly associated with New Zealand by global audiences. 

    See the new brand in action 

     

    ENZ Brand Lead, Nick Sinclair, said this brand uplift is more than just a visual update. 

    “This is a strategic step forward for us, with the intention to align ENZ’s brand with the quality, ambition and impact of New Zealand’s international education offering. 

    “We want to build confidence amongst prospective students and their families with a brand that is trustworthy and unmistakably New Zealand,” Nick added. 

    What’s happening next  

    • New visual identity: You’ll start to see updated branding across the Study with New Zealand digital and social media channels over the coming weeks.  

    • Refreshed brand and marketing assets: We’re refreshing key marketing collateral and event assets to reflect the new look. These include resources you can use in the outreach and promotional activity for your education institution.  

    • Videos and content: Several core videos and promotional materials have already been updated with new branding.  

    New brand collateral will be available for download on our BrandLab by the end of July this year. 

  • 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.

     

     

  • From the CE: From planning to implementation on growing international education

    Kia ora koutou,  

    It was wonderful to see the International Education Going for Growth Plan announcement in July coincide with positive student stories from regions such as Canterbury and the Waikato. These featured the rise in international student numbers across subsectors, and local councils celebrating international student achievements and community contributions. 

    This month we have turned our minds to implementation, with the launch of our Go-To-Market Plans. These plans focus on nine markets with the highest potential for growth: China, India, the United States of America, Sri Lanka, Viet Nam, the Philippines, South Korea, Japan, and Thailand.  

    The next step for ENZ is to develop ‘lighter touch,’ tailored plans for markets where we will maintain New Zealand’s strong presence and reputation for high-quality education: Germany, Brazil, Indonesia, Malaysia, the Gulf Cooperation Council countries, Chile and Colombia.  

    An incredible amount of cross-sector engagement has gone into progressing this work. I am grateful to education providers for the open and meaningful way you have responded over the past few weeks.   

    On 11 August, ENZ launched a new brand campaign – New Zealand Taught Me – that highlights stories of alumni of New Zealand, aiming to connect emotionally with the values and aspirations of globally-minded prospective international students.  

    Delivered at pace, this campaign is designed to reignite and heighten interest in New Zealand as a study destination, ahead of the full launch of a New Zealand global brand platform later in the year. If you have not seen the campaign hero video, you can view and reshare it off this link. 

    Next month, I will be attending the 35th European Association for International Education (EAIE) Conference in Gothenburg, Sweden, followed by the ICEF Monitor Global Summit in London, UK, where I will be sharing insights on students’ preferences for study in New Zealand and our plan to build international student enrolments over the next 10 years.   

    Ko te pae tawhiti whāia kia tata, ko te pae tata whakamaua kia tina  

    Seek to bring distant horizons closer, and sustain and cherish those that you attain 

    Ngā mihi nui,  

    Amanda Malu  

    Chief Executive 

  • Agent engagement

    Education agencies are a crucial part of the promotion and attraction of international students to New Zealand and play an important role in students’ New Zealand education experience.

    ENZ has tools to assist quality education agencies in promoting New Zealand as an international study destination.

    Watch the video below to learn more. 

    YouTube

    Got a question? Email us at agenthelp@enz.govt.nz

  • Have you used Immigration New Zealand’s ‘Apply on Behalf’ service?

    Education agents are legally allowed to provide immigration advice to offshore student visa applicants only. Education providers can help students complete and upload the forms online, but they are not allowed to provide immigration advice.

    To use Apply on Behalf, education agents and providers need to create a RealMe login and also create their own Immigration ONLINE account on the Immigration New Zealand website. The account shows a summary list of applications and PDF versions of application forms and supporting documents that third parties submit to Immigration ONLINE on behalf of students.

    Immigration New Zealand has produced a set of information flyers to explain how the Apply on Behalf service works. . Different versions of the flyer have been produced for education agents applying offshore, for education providers, and for students.  To see a screen-shot video walk-through of Apply on Behalf online, click here.  

    On another visa-related note, you might like to encourage your contacts to join the one thousand applicants who are applying for visas electronically every week through Immigration ONLINE. From 7 December 2015, expanded eVisa and VisaView services will become available. Follow this link to find out more.

    Download the Apply on Behalf flyers here:

  • Education opportunities feature in PM’s visit to India

    The delegation included representatives from the University of Waikato, University of Auckland, University of Canterbury, Media Design School, Ara Institute of Canterbury, Wellington Institute of Technology and Whitireia Community Polytechnic as well as Wellington film company Park Road Post Production.

    Education New Zealand Chief Executive, Grant McPherson, said the high quality of these providers made establishing partnerships very appealing to elite Indian institutions.

    “New Zealand provides important, desirable and often specialist education opportunities for Indian students, and the Government of India wants to see more active engagement in this area.”

    McPherson added that the agreements support a more focused approach to education promotion in India – the attraction of high quality Indian students to New Zealand. This was endorsed by Prime Minister Modi, who said he wants to see more Indian students studying in New Zealand.

    “With in-market briefings confirming that the profile of Indian students applying to study New Zealand has changed significantly over the last 12 months, New Zealand is well placed to build progressively on these changes.

    “The range of relationships and agreements announced support New Zealand’s repositioning in India, and this is what New Zealand needs for a successful and sustainable India student market.”

    Ara and KCT agreement signing2

    Ara Institute and Kumaraguru College of Technology’s agreement signing

    Jenn Bestwick, Chair of Ara Institute of Canterbury (who made an agreement with India’s Kumaraguru College of Technology during the visit), said the institute was pleased with the education opportunities presented for both New Zealand and India.

    “The mission offered up insights from India's educational leaders on how, and where, they see value in partnering with New Zealand educational institutions.

    “We have an opportunity for Ara and other New Zealand institutions to ‘Think New’ in terms of how we approach this market for the mutual benefit of institutions and students in both New Zealand and India.”

    Key delegate announcements included:

    • A University of Otago agreement with the Bombay Stock Exchange Institute regarding  collaboration in finance and related programmes, and the facilitation of student mobility
    • A Media Design School partnership with the prestigious Pearl Academy, which will bring MDS’ expertise and programmes to the Indian market
    • An Ara Institute of Canterbury and Kumaraguru College of Technology’s (KCT) agreement to bring more than 10 KCT students to Ara’s Christchurch campus to participate in an Engineering Systems Analysis programme
    • ‘My New Zealand Future’ animation showcase winners will intern at Wellington Institute of Technology, Media Design School and Massey University, profiling New Zealand’s animation and design expertise
    • A strategic education partnership agreement between Universities New Zealand and the Maharashtra State Government, and development of an engagement strategy to strengthen relationships with India and attract more university students to New Zealand (read more here).
    BSE and Otago agreement signing

    The Bombay Stock Exchange Institute and University of Otago agreement signing

  • Around the world in five

    GLOBAL 

    Institutional websites remain a key element of online recruiting 

    As many as 9 in 10 prospective students don’t have a particular school in mind when they begin their search process, making institution websites an essential source of information for prospective students. Social media plays an important part too, particularly for gathering recommendations for institutions or schools and as a window into student life.  

    Read more

    GLOBAL 

    Teacher demand international schools’ biggest challenge 

    Parents’ desire to equip their children with English language skills and prepare them for university overseas have contributed to a worldwide boom. The number of international students worldwide is forecasted to reach 6.3 million by 2021. Schools will therefore face the challenge of finding enough skilled teachers to deliver a high quality education to all of these students – some 150,000 qualified teachers are expected to be needed by 2021. 

    Read more  

    USA/MEXICO 

    Building bridges not walls will bring greater innovation 

    Over 60 university leaders from the Americas, Europe, Asia, Middle East and Africa met earlier this month along the USA-Mexico border to discuss the challenges and opportunities pertaining to innovation in higher education. They discussed innovation through effective partnerships – internationally, and between business connections and between disciplines. 

    Read more

    AUSTRALIA 

    The growth of the higher education sector as an industry: what can we learn from Australia? 

    Australia is an attractive destination for students, but the country doesn’t rest on its laurels. Australia’s universities and schools take a proactive approach to recruitment. Many Australian institutions have implemented student diversification policies and have begun direct recruitment to specific demographics or regions. 

    Read more

    UK 

    Mobility = Employability 

    In 2015, 64% of employers said that graduates with international experience are more employable – up from 33% in 2006.  Globally, mobility is on the rise yet the UK fares poorly.  In 2013/14, just over 10,000 of all higher education students in UK were outwardly mobile, compared to 50,000 each from Germany and Spain. The dominant barriers to mobility include lack of confidence with language skills (36%) and perceived difficulties adapting to a different culture (19%). So what are we doing to respond to these barriers?  

    Read more

  • Letter from the CE: Impact of immigration changes

    The announcements included some changes to residency requirements which have generated a lot of commentary including on the impact for international education – see Radio New Zealand, New Zealand Herald, Stuff, Newsroom.

    The changes to residence under the Skilled Migrant category come into effect in August 2017. (Please note that the proposals for temporary migrant work settings are going out for consultation before a final decision is made.)

    It is expected that the Skilled Migrant residency changes will have a short-term impact on international student recruitment, particularly for providers targeting students at below-degree-level qualifications, who are more likely to be affected by the changes.

    The recent announcements do send a clear signal that permanent residence after three years of post-study work experience is not always a realistic expectation.

    The quality education experience itself should be the prime driver for considering New Zealand as a study destination.

    The new residence criteria includes remuneration thresholds. It is worth noting that, in the recently published Moving Places study by the Ministry of Education, more than half of the international students with postgraduate qualifications earned above the proposed threshold three years after completing their study.

    In the longer term, we hope that the new remuneration thresholds will incentivise students to study in fields of study more closely aligned to skill shortages, thereby increasing the value for New Zealand as well as supporting better labour market outcomes.

    Regulatory settings are under constant review, and Education New Zealand will continue to work closely with our partners across government in all of these areas.

    Grant McPherson 2Grant McPherson

    Chief Executive, Education New Zealand

     

     

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