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• Homestay host grateful for her international student whānau

  Over a six-year period, Anne hosted 20 homestay students from all corners of the world and says she has remained in contact with a number of them.   

  Anne started hosting students when her son Jonas was just a baby. Now seven, Jonas has picked up the basics of Mandarin, Japanese, and Portuguese, and is relaxed with new arrivals in his life.  

  “He’s great at welcoming people and he’s very interested in languages. He might even go on to study language when he’s older,” she says.  

  Instead of a life which could, at times, have felt isolating as a mum bringing up a child on her own, Anne says her house was always a busy place. She loved the involvement the students had in her son’s life and the excitement they shared in his achievements and milestones. 

  “It was really an amazing experience for all of us.”  

  Rewarding to share cultural experiences  

  “There were times we shared the cooking, and some of the students taught me how to prepare meals they enjoyed in their culture.  

  Anne says she would show the students around Auckland, often taking them for day trips to Piha and sometimes to her father’s place in Whitianga for a classic Kiwi BBQ. 

  “It was important to me to show them New Zealand and our culture. They joined in family events and felt a sense of belonging.” 

  Anne has hosted students from China, Japan, Korea, Vietnam, Taiwan, Brazil, Saudi Arabia, and Germany, and experienced the many surprising ways in which they were enriched by each other’s cultures. 

  

  “I remember sitting on the beach with King, who was from China. He asked why people were smiling at him. I said that in New Zealand we tend to smile at each other and chat to people we don’t necessarily know. He said that didn’t happen in China and it was something he really enjoyed about New Zealand.” 

  Homestay experience broadened horizons 

  Now able to afford her own home, Anne says her experience as a homestay host opened her mind to accepting flatmates from a range of nationalities. 

  “We love having the mix of cultures in the house. I don’t think this would have happened if we hadn’t had the homestay students. I just feel grateful to have hosted them and think of them as extended whānau.” 

• 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 education drives soft power in offshore markets

  Former Ambassador to Brazil Caroline Bilkey knows this only too well. She says our strong reputation in international education is a “success story” which pays dividends down the line, as former students happily help to build our profile globally.

  In her role progressing New Zealand interests offshore, Ms Bilkey has seen first-hand the benefits of working within networks of local people who studied in New Zealand.

  “Not only is their experience in New Zealand a great conversation starter, but it also means you are more likely to be given the benefit of the doubt, and the person may be more willing to advocate your issue with their peers, because they know and like New Zealand, having studied there.”

  Trade and business can benefit from link to international education

  With more than 30 years’ experience with the Ministry of Foreign Affairs and Trade and multiple offshore postings, Ms Bilkey knows of countless instances where trade and business have benefited from a direct, or indirect, link to a former international student’s New Zealand education experience.

  

  One such example is an Argentinian-Brazilian woman who returned to Brazil after studying in Auckland, to work for Fonterra and Zespri. Ms Bilkey describes the woman as “able to talk enthusiastically about the New Zealand story behind the products coming in”.

  She believes there is something “quite special” about the links built through international education, largely because students are usually young, and their experiences are intense and formative.

  Whether it is international students coming to study in New Zealand or Kiwis studying abroad, Ms Bilkey believes that there are many benefits associated with international education, beyond diplomacy, international trade, and the obvious economic benefits.

  Positive international education experience opens hearts and minds

  There are higher-level, public good benefits, she says. “A positive international education experience contributes to the global good, as it opens hearts and minds and encourages tolerance.”

  Other benefits for all of us include the exposure to cutting-edge thinking and breakthroughs resulting from research collaboration between New Zealand and international students’ home countries. “The idea that if you get outside the box and have people coming in with a different approach, that can sometimes generate really positive, new and innovative ideas.”

  Ms Bilkey is in no doubt that a positive international education experience in New Zealand boosts our connectivity with the rest of the world by building long-term relationships, enhancing business, opening doors to trade opportunities, and helping shape global citizens, all badly needed in a world facing unprecedented challenges.

• International graduate helps strengthen New Zealand’s cyber-security

  Qualified with a Bachelor of Business Administration from Taiwan and a Master of Science from the United States, Eric saw further international postgraduate study as a good opportunity to enhance his overseas life experience. 

  So, having spent many years working in the IT industry in Taiwan across a range of roles including systems engineering, information security, and personal data protection, he decided to move his family to New Zealand in 2018 to pursue a Master of Cyber Security at the University of Waikato. 

  “The University of Waikato is recognised among the world’s best in computer science and has the country’s first Master of Cyber Security focusing on malware analysis, penetration tests, cloud computing and legal compliance,” he says.

  Master’s programme “challenging and complex” 

  Eric says he enjoyed the challenge of the master’s programme. 

  “Security in the IT field is challenging and complex, and covers many technical and non-technical aspects. Being a trusted IT security player is an intellectually and financially rewarding job, which can make our lives, communities and society better by ensuring IT is applied and managed securely.”

  While at Waikato, Eric spent much of his time working on assignments in one of the computer labs. “I have many unforgettable memories that took place in the 24-hour computer areas where classmates and I would have countless discussions, exchanges of ideas, and even arguments.”

  Since graduating in 2019,he has been working as a professional consultant at an audit firm in Auckland, putting his cybersecurity skills to good use implementing adequate security controls and incident management procedures to protect his clients.

  Eric credits his international education experience at Waikato for putting him on a pathway to success. “The new literacy of cybersecurity risks, cloud computing technologies and legal compliance requirements I received from studying at Waikato has equipped me to make professional judgements on each security assessment, which has been extremely beneficial for my clients.”

  New Zealand a great study destination 

  Based on his experience, Eric is keen to encourage any aspiring international student to seriously consider New Zealand as a study destination. 

  “Studying abroad is an exciting journey,” he says. “If you want to earn a qualification from a prestigious university, study new things in a multi-cultural environment, and have a laid-back and affordable lifestyle then New Zealand is the place for you.”

• International students cap off education experience with Mural

  Three students have rounded off their international education experience in Aotearoa New Zealand by teaming up with respected artists and local iwi to create a large street-side mural which celebrates the culture and diversity of Tāmaki Makaurau, their host city.

  In the first collaboration of its kind, international students Nikita Sharma from Unitec, and Celia Lee, and Jenny Zhong from Auckland University’s Elam School of Fine Arts, were chosen to design and paint one panel of a three-panelled mural after Study Auckland invited art students from tertiary institutions across the city to join the project.

  

  Nikita, who came from India to study in New Zealand, enjoyed working on the project along with Chinese-born New Zealander Jenny and Taiwanese international student Celia. “Our panel depicts diversity, inclusion and culture,” she says. “The project has given us the chance to give something back to the city and to the people who have welcomed us. We hope people feel a sense of connection to the artwork.”

  International students were given the opportunity to connect with local iwi

  The aim of the Study Auckland panel was to give international students the opportunity to connect with local iwi and work with respected local artists, including Hana Maihi of Ngāti Whātua Ōrākei, to explore what it means to make public art in New Zealand.

  To help with the design process, the students joined Hana in a three-day wānanga at Ōrākei Marae to immerse themselves in Māori history, and learn about the significance of the mural’s location in Te Tōangaroa, on Ngāti Whātua Ōrākei owned land.

  Study Auckland business development manager Beth Leyland, who led the project, is thrilled with the outcome and says the students are too.

  “Auckland Unlimited’s Head of International Education Henry Matthews says the project truly reflects the principle of hospitality amongst the diverse cultures that make up our collective world right here in Tāmaki Makaurau.”

  The students’ panel was funded through a $20,000 grant from the Ministry of Education’s International Student Wellbeing Fund. The other two panels were designed and painted by Hana and Te Whetū Collective member Poi Ngawati to bring awareness to the rich Māori heritage and taiao (environment) on which the city was founded.

  Collectively, the three panels depict the importance of welcoming different cultures and diversity in Tāmaki Makaurau.

  The vibrant 12-metre-high mural, incorporates elements of biodiversity which were once part of the landscape of the area. The students’ panel includes the poutama, a well-known step-like pattern seen in tukutuku panels adorning the walls of wharenui.

  In 2019, 115,713 students from 180 countries enrolled to study in Aotearoa New Zealand, and became part of our communities. This injected $4.9b into our economy and supported more than 48,000 jobs. Just over 63,000 of those students were based in Tāmaki Maukaurau. The city currently hosts just under 13,000 international students.

• 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 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.

   

   

• Auckland schools build relationships with education agents and schools in Japan

  For the first time, a group of 16 Auckland-based high schools collectively visited Japan.  

  Their aim? Engaging with education agents and local schools to explore building long-term relationships, develop student exchanges and promote study at primary and secondary schools in Auckland.  

  ENZ supported the delegation by hosting an event at the New Zealand Embassy in Tokyo for the school’s delegation to make local connections. Over 50 local education agents, schools and the New Zealand delegation were brought together to connect, share and learn from each other. 

  

  Representatives from Massey Highschool and Waiuku College speaking to education agents at the New Zealand Embassy event.

  Mount Roskill Grammar School International Director, Wendy Reid, said the visit showed what regions can achieve with a joined-up approach.  

  “It was a privilege to work with so many professional and knowledgeable Auckland schools, and continue to build relationships with our Japanese partners,” Wendy said. 

  Feedback from partners in Japan was also positive. Ritsumeikan Uji Junior and Senior High School English Head of Department, John Headon, said the regional approach to this engagement showcased New Zealand’s strength in community spirit.  

  “No matter which school you visit, there’s a strong sense of reassurance that the entire region will come together to support their students,” he said.   

  The participating schools were Auckland Grammar, Botany Downs Secondary College, Gulf Harbour School, Howick College, Maraetai Beach School, Massey High School, Mount Albert Grammar, Mount Roskill Grammar School, One Tree Hill College, Rosehill College, Sacred Heart College, St Mary’s College, St Peter’s College, Takapuna Grammar, Waitākere College and Waiuku College. 

  While in Japan, the Auckland school group maximised the opportunity by independently visiting other key regions, visiting partners and meeting with prospective families.  

  Since their return, the group of schools has been busy following up with the new and existing partnerships. 

• Philippines roadshow showcases New Zealand’s premier ITP and PTE offering

  The roadshow showcased the strength and diversity of New Zealand’s Institutes of Technology and Polytechnics (ITP) and Private Training Establishments (PTE) sub-sectors. 

  The roadshow brought together eleven New Zealand education providers: academyEX, NZSEG, Te Rito Maioha Early Childhood New Zealand, Ara Institute of Canterbury, Eastern Institute of Technology, NMIT, Southern Institute of Technology (SIT), Wintec, Future Skills, Auckland Institute of Studies and Otago Polytechnic. 

  A wide range of activities were held throughout the two-week programme, which included a media roundtable, agent seminars, school guidance counsellor workshops, and New Zealand Study Fairs.  

  These engagements helped to deepen education ties and raise awareness of New Zealand’s high-quality, hands-on tertiary education opportunities among Filipino students, parents, agents, and school representatives. 

  

  ENZ Market Manager Chortip Pramoolpol, ENZ Regional Director Asia Ben Burrowes and New Zealand Ambassador to the Philippines, H.E. Dr. Catherine McIntosh at the media roundtable in Manilla.

  The media roundtable was held in collaboration with the New Zealand Embassy in Manilla and attracted 10 journalists.  

  The session highlighted the growing number of Filipino students choosing New Zealand and the shared values that underpin our education system – particularly in inclusive learning and vocational, work-ready training. 

  

  The New Zealand Study Fair in Manila.

  The New Zealand Study Fairs across the three cities were buzzing, with 160 attendees in Manila, 165 in Bacolod, and 157 in Cebu.

  

  The New Zealand Study Fair in Baclod.

  

  Providers talking to prospective students at the New Zealand Study Fair in Cebu.

  

  Attendees of the Manila agent seminar.

  The agent seminars in Manila and Chebu brought together agents who are eager to promote tertiary education in New Zealand to build connections with providers.  

  ENZ representatives provided a presentation on the latest official information on studying in New Zealand and resources for agents to promote New Zealand education. Immigration New Zealand (INZ) provided a recorded presentation on the latest visa information for the Philippines market.  

  In Manila, the education agent seminar attracted 37 attendees, while 11 agents participated in Cebu.  

  School engagement in the roadshow was also notable, with eight schools attending the school guidance counsellor workshop in Manila and 10 in Cebu. 

  ENZ Regional Director for Asia (excluding China), Ben Burrowes said this roadshow marks another exciting step in strengthening the education relationship between New Zealand and the Philippines. 

  “The strong turnout across all events and the enthusiastic engagement from agents, students, and school counsellors show there is a growing appetite for the quality education New Zealand offers,” he said. 

  “We’re proud to support our PTE and ITP partners in connecting with this key market, ENZ looks forward to building on this momentum in the coming months,” Ben added.