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• 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. 

• Update from Immigration New Zealand

  New Immigration New Zealand website now live

  The new Immigration New Zealand (INZ) website is now live, with clearer information and guidance to help INZ customers navigate their immigration journey more easily.
  
  The new visual design and structure makes it easier for customers to know what the visa process means for them and how to apply for a visa and comply with their visa conditions.
  
  Visit the new INZ website.

  Apply early to get ahead of the student visa peak

  Applying for a student visa at least three months before intended travel date gives students the best chance to have a decision made in time for their study. 

  The processing of student visas is a priority for INZ, particularly as it gets closer to peak times.

  Immigration New Zealand is in the mid-year student visa processing peak, which is between May and August each year.

  Applications take longer to be decided during this peak period, so it is important that students apply early if they want to come to New Zealand to study. 

  Wait times for international student visa applications are published in our visa wait times section. 

  Student visa wait times

  Help us process applications faster

  To help INZ process applications quicker and avoid unnecessary delays, students should provide full and complete applications, including all necessary documentation.

   Students can use our student visa information sheets to make sure their application has all the information and documentation required.

  Student visa information sheet – first-time international students

  Student visa information sheet – continuing international students

  If students apply late, their application may not be processed in time for their study in New Zealand. 

  Due to the high volume of visa applications expected, we will not contact students if documents are missing from their application. If the missing information is key to the assessment, then the application may be declined.   

   

  Student visas moving to enhanced Immigration Online

  From 18 August 2025, international student visa applications are moving to Immigration New Zealand’s enhanced Immigration Online system. 

  The aim is a simpler, faster and more user-friendly visa application process to reduce waiting times, provide clear communication on application statuses, and increase self-service capabilities so everyone feels more informed and better supported.

  How applications during this transition will be managed

  As we are in a peak period for student visa applications, we encourage applicants to submit applications when they are ready, and at least 3 months ahead of the intended travel date to help avoid delays that may impact them starting their study on time.

  There are some important things applicants need to know if they are submitting an international student visa application around August 2025.

  If applicants start a new draft application on or before 17 August, they will be applying in our current system. They will need to submit the application by 17 September, otherwise the draft application will expire.

  If they start an application on or after 18 August, they will be automatically directed to our new system.

  Please read our news item for more detailed information on the visas affected and the transition process. 

  Learn more

   

   

   

   

   

• New Zealand providers show global leadership at NAFSA 2025 

  Education New Zealand Manapou ki te Ao (ENZ), alongside representatives from eight tertiary providers wrapped up a high-impact week at the NAFSA 2025 Annual Conference in San Diego at the end of May.   

  Under the conference theme ‘People, Place and Partnership,’ New Zealand’s delegation was in amongst over the 8,000+ global education leaders, strengthening institutional ties and driving new collaboration opportunities.  

  

  Representatives from the University of Auckland connecting with conference delegates in the New Zealand pavillion.

  The New Zealand pavilion comprised of University of Auckland, Auckland University of Technology, University of Waikato, Massey University, Victoria University of Wellington, University of Canterbury, University of Otago and Whitecliffe College. 

  ENZ Chief Executive, Amanda Malu, said being present at the world’s largest international education conference is not just about visibility—it’s about leadership.  

  “New Zealand’s education providers have a unique perspective to offer the global education community, and NAFSA is where those voices can shape conversations, forge partnerships, and spark ideas that transcend borders,” she said. 

  ENZ worked with NAFSA to host two sessions in the New Zealand pavilion. Both sessions were well attended, sparking discussions among conference delegates about reimagining higher education. 

  

  The University of Waikato panel session. From L to R: ENZ Director of Engagement, DuBois Jennings; Unviersity of Waikato Deputy Vice-Chancellor Māori, Dr. Sarah-Jane Tiakiwai; University of Waikato Associate Director Global Experiences, Jaydene Meadows and ENZ Acting Regional Director, Natalie Lulia.  

  The first session moderated by ENZ Director of Engagement North America, DuBois Jennings, featured a panel discussion titled ‘Te Ao Hurihuri Indigenous Internationalisation: Perspectives from Te Whare Wānanga o Waikato – The University of Waikato’.  The session explored the concept of indigenous internationalisation, focusing on the unique approaches and programmes delivered at The University of Waikato. On the panel was Deputy Vice-Chancellor Māori Dr. Sarah-Jane Tiakiwai, Associate Director, Global Experiences Jaydene Meadows from the University of Waikato, and ENZ Acting Regional Director, Natalie Lulia.  

  Associate Director of Global Experiences Jaydene Meadows said the outcomes for the University of Waikato well surpassed previous years at the conference. 

  “This year was significant for us, deepening the roots of current relationships, while promoting new programme offerings and working to develop new business opportunities.” 

  The University of Otago presented the second session titled 'Indigenising our university’s name and brandmark: Ōtākou Whakaihu Waka | University of Otago'. Deputy Vice-Chancellor, External Engagement Professor Jessica Palmer and Manager, Indigenous Internationalisation, Karamea Pēwhairangi reflected on a year since the global launch of their new brandmark, the journey to being gifted a Māori name, and how the University of Otago includes indigeneity in the University’s Internationalisation Strategy.  

  ENZ Acting Regional Director Natalie Lulia said both sessions showcased New Zealand’s unique approach to education that integrates indigenous knowledge, and she looks forward to building on the momentum of the conference. 

  “NAFSA certainly set the ball rolling for increased student mobility, enhanced research linkages, and stronger people-to-people connections between New Zealand and our international partners,” she said. 

• New Zealand Global Competence Certificate programme proves a hit

  What is New Zealand’s Global Competence Certificate programme?

  The customised cultural exchange programme, which started as a pilot partnership last year between New Zealand’s international education agency, Education New Zealand Manapou ki te Ao and AFS Intercultural Programs, Inc. has proved so successful it is now being extended and taken up by schools and tertiary institutions around the country, connecting them with students in Asia and Latin America.

  The “Kiwi way” has much to offer the world, and international education has much to offer New Zealanders at a time the world needs people with cross-cultural competencies. The New Zealand Global Competence Certificate, delivered through Massey University, develops cultural self-awareness, emotional resilience, and build bridges across cultures. It also piques the interest of students offshore in coming to New Zealand in better times.

  The programme delivers animated videos, quizzes, assignments, and weekly live facilitated dialogue sessions for learners to talk with each other online in real time and learn about life from perspectives other than their own.

  What have students been saying about the NZGCC programme?

  “Not only have I learned to become a better communicator, empathiser, and global citizen, but also how a group of like-minded individuals can come together to form something bigger,” says Jack Hittle, of Northland’s Springbank School.

  “I found the programme life-changing,” says Vaagisha Kanwar, a Year 11 student at Indus International School in Bangalore, India, who connected with the Northland students. “We learned about conflict, empathy, inequality, different communication styles, how different people adapt to new situations, and about suspending judgement. I know that I’ll use the skills we’ve learned for the rest of my life, not just when I travel abroad but also in daily life.”

  "You see the way a culture greets each other or the way they dress, but then there are things like relationships, gender roles, and health,” says Whanganui Girls College student Tilda Donson.

  What have educators been saying about the NZGCC programme?

  Whanganui Girls College Principal Sharon Steer is delighted with the NZGCC programme, which she says will help students build their understanding of global cultures, and other critical “soft” skills which will prepare them for life as they enter the workforce.

  “An important part of our curriculum is developing strong communication skills and setting our students up for success in the workplace. The NZGCC programme will add another dimension to our lessons by teaching our students how to develop meaningful relationships with one another despite language and cultural differences.”

  

  Educators say that with the borders closed, the programme now forms an important part of the reshaped international education experience.

  “It is so important that our students don’t miss out on the enriching life skills that are gained when we interact and connect with people from around the globe,” says Whangarei Girls High School International Director Amelia Morrison, who has students working with peers in India.

  "Global competence is mission-critical for our world," says AFS Intercultural Programs President and CEO Daniel Obst. “Educating more young people to become global citizens is crucial if we want to create a more just and peaceful world.”

  The expansion of the GCC programme reflects the diversification of education in new virtual forms fit for a globally connected world, says Education New Zealand Chief Executive Grant McPherson.

  “As well as helping to develop the global citizens of tomorrow, this programme demonstrates the reciprocal benefits of international education, giving our rangatahi a chance to learn with high school students from around the world, and giving their offshore peers a chance to learn ‘with’ New Zealand and our unique way of thinking.”

• Massey student’s robotic gut capsule could be a game-changer

  Millions of people globally die every year from gut-related illnesses, and many more live a life of suffering, yet diagnostic tools remain quite rudimentary.  

  Arriving from Pakistan as an international student in 2018, armed with a BSc and MSc in Electrical Engineering, Rehan was excited to join the Microbiotics Lab at Massey University. There he accelerated early work on a micro capsule which could be swallowed and was able to collect samples of the microbiome in specific parts of the gut.  

  Unlike the poop in a jar method, the capsule’s targeted sampling provides a much more detailed analysis, allowing for earlier diagnosis of killer diseases such as cancer and diabetes and easier treatment of inflammatory conditions like Crohn’s and coeliac diseases.

  Early treatment of gut disease can save lives 

  Treating disease early reduces complications and saves lives. And with the capsule expected to be quite affordable to produce, developing countries could share in the benefits it would bring.  

  “It is a huge step forward. There are so many advantages and applications,” Rehan says. “The gut is still a bit of a mystery, but the micro-organisms that live there can tell us a lot about our health.” 

  While an endoscopy camera capsule can take images, it has limitations, and clinicians are excited by the prospect of having such a sophisticated but easy-to-use device to help with diagnosis, Rehan says.  

  Research project shows commercial promise 

  What started as a research-oriented project is showing commercial promise. And not just from doctors. Rehan has also had interest from the veterinary sector, and nutritionists keen to better understand nutritional absorption. 

  The next step is to hone the final details of the capsule design and apply for patents. Once he has ethical approval, he can begin testing in animals. He expects that to be within months. 

  Rehan is proud of what he has achieved since arriving in New Zealand with his young family three years ago. He says he could have gone to the UK or US, but chose New Zealand based on recommendations by friends already studying here, who described the research environment for international students as open and collaborative. He was also excited by the work being undertaken in microbiotics by his supervisor Ebu Avci and was keen to be involved. 

  Collaborative environment makes for impactful outcomes 

  “I’ve valued the network of like-minded people I’ve developed and know that I’ll have a supportive community to call on when I’m no longer in New Zealand,” he says. “The easy collaboration with other universities and organisations such as Callaghan Innovation and MacDiarmid Institute also makes the research and outcomes more impactful.” 

  Such is the life-saving potential of Rehan’s gut capsule, that he was selected to represent New Zealand last month at the International Falling Walls Lab competition in Berlin, Germany. The competition provides a platform for early-career innovators to present, in a three-minute pitch to a jury of experts from academia and business, how they might fix pressing global challenges. Rehan had to compete remotely and wasn’t the ultimate winner but says he it was a great opportunity to network and learn from other research developments going on around the world.   

  Rehan plans to spend next year writing his thesis before returning to Pakistan. Funded by his government to study internationally, he is conscious of the need to return home to share his skills and knowledge but has not ruled out returning to New Zealand to undertake further research in the future. 

• 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