Search

Showing 10 of 7347 results

  • 2122 049 SIGNED Quarterly Report for 1 April to 30 June 2021 Final

  • SiNZ 5 steps

  • Diversity and inclusion in North America

    “Partnering with marginalised communities around us to confront harm in our past is something we all have to practise,” says course co-ordinator David Wick, Associate Professor, Middlebury Institute of International Studies.  

    "What was striking was that, from the first in-person meetings, everyone was willing to make personal connections to the content, share their own learning and vulnerabilities, and very curious as to how they can learn from one another to create better learning environments.” 

    Diversity Abroad, based in US, is the largest organisation focused on diversity, equity and inclusion in international education. ENZ works with Diversity Abroad on a range of initiatives, such as the annual Global Inclusion Conference, as well as partnering to deliver the specially designed course. 

    Attended by 18 people from NZ universities and ENZ, the three-month certificate course was fully online. Workshops, group discussion, videos, articles and assignments kept the participants highly engaged, and feedback on the course was very positive.

    Dr. Anna Foster, Study Abroad and Exchange Manager at the University of Canterbury, says the programme provided a comprehensive exploration of Access, Inclusion, Diversity and Equity (AIDE) in relation to student mobility. 

    “The programme was really valuable in gaining a deeper understanding of AIDE as it relates to Education Abroad, particularly due to the focus on considering every aspect of the student mobility journey in an end-to-end approach from the perspective of diverse cohorts,” Anna says.  

    “This has certainly influenced our team approach on an ongoing basis - it has shaped many of the continuing conversations we have around our outreach and processes, and has also helped us consider how we can further partner with both external and internal partners to better support our students. 

    “I think all of the group also found the programme to be impactful from a self-reflection perspective, prompting some really useful reflection on the backgrounds, biases and perspectives that shape each of us and how we can use this awareness as leaders and in our work with students.” 

    Anna also appreciated the practical focus of the course, and says her team is now considering some of the barriers to outbound mobility for diverse and under-represented cohorts, and working on strategies to address these. 

    Sarah Sung, Study Abroad Manager at the University of Auckland, also found the programme very beneficial.  

    “The programme has given me opportunities to delve into every single aspect of our team’s work through AIDE lenses as well as reflect on our past initiatives relating to diversity and inclusion. I learned that to make diversity work, AIDE should not be seen as a stand-alone project or matter but be embedded in our everyday life and all work,” Sarah says.  

    Sarah says AIDE conversations will be part of regular team meetings, as well as being integrated into team members’ KPIs and performance reviews, and she is working on a plan to increase participation from under-represented students.   

    “This includes extensive work in identifying opportunities to collaborate with partners for diversity and inclusion goals, reviewing our scholarship, communications and co-curricular programming for diverse students and developing a system for data collection.”  

    Lewis Gibson, ENZ’s Field Director North America, also took part in the course and says feedback from the cohort participants demonstrates the need for further AIDE learning in the New Zealand international education sector.  

    “Hearing from colleagues about the personal and professional measures they are actively putting in place to support under-served inbound and outbound students, as a direct result of this programme, is inspirational,” he said. 

    For more information about the International Education Diversity & Inclusion Certificate, contact Lewis Gibson at Lewis.Gibson@enz.govt.nz

  • 2425 115 OIA request information sharing between ENZ and social media platforms

  • Update on Education New Zealand response to the Christchurch terrorist attack

  • NauMai button4

  • logoPrint 2

  • Hausch and Partners Logo2

  • Around the world in five

    Asia 

    China urged to “go global” as NAFSA cohort returns 

    Chinese higher education institutions are encouraged to increase their global presence, as a significant number of Chinese universities attended the NAFSA conference in 2023. Despite geopolitical tensions, some American and European universities remain open to collaboration with Chinese institutions. Chinese HEIs are urged to diversify their portfolio and actively engage in international exchanges and cooperation. 

     

    North America 

    U.S. denied more than a third of student visa applications in FY2022 

    The USA denied 35% of student visa applications in 2022, resulting in an estimated $26.4 billion economic loss. Factors contributing to the increase include high demand, lack of non-immigrant intent, and a shift in source markets, with India surpassing China as the top source country. 

     

    South America 

    Brazil: Affordability will be key to unleashing demand for study abroad 

    The Brazilian economy is recovering, and there is a strong demand for study abroad among Brazilians. However, students and their families are facing financial challenges, making affordability a key factor in attracting Brazilian students. Scholarships, agent support, and work opportunities will be crucial in attracting Brazilian students in the coming years. 

     

    Europe 

    UK: operational shift in diversify drive mapped 
     
    90% of UK universities are diversifying international student recruitment, with changes in application processes, multiple rounds of applications, and the introduction of scholarships to adapt to the global market. Pre-CAS interviews, deposit requirements, and agent quality frameworks are proposed to maintain high recruitment standards and mitigate risks. 

     

    Africa 

    Collaboration aims to help make Africa’s youth an asset 

    African universities unite under the Education Collaborative to transform higher education, focusing on shared curricula, student exchanges, and joint research. The goal is to make Africa's youth an asset, benefiting at least one million students by 2030. The initiative promotes leadership collaboration, incentivizing staff innovation, and embraces a dynamic approach to sustainability for transformative change. 

  • Manaaki Scholarships signing ceremony

What's in it for me?