All Categories

Report on Spring PD Days 2017

17/11/2017

Terry McGrath, Acting President

ISANA NZ held PD Days in Auckland, Dunedin, Wellington and Christchurch in the past few months. The Auckland and Dunedin PD days were held in September, and the Wellington and Christchurch PD in late October. The PD days included food, networking, topical discussions, updates from immigration and NZQA, and an excellent range of workshops facilitated by insightful presenters. For the Christchurch PD Day, Christchurch Education partnered with ISANA NZ and generously supplied the facility to meet in and the logistics relating to the day. For all the PD Days, ISANA NZ is very thankful to the sponsors Unicare and Allianz, for without their help it would not be possible to put on such a comprehensive programme.

Sze-En Watts at Dunedin, Wellington and Christchurch provided insight and experience related to involving international students in volunteering. Sze-En also gave great insight into using creative strategies, social media and an understanding of international student mind set enhances programme involvement.

Shireen Chua facilitated workshops in Auckland and Dunedin that engaged lively, insightful and helpful understandings of Cultural Intelligence and how being culturally aware and using intercultural skills greatly assist us in our roles.

Patrick Au presenting in Auckland continued focus in the area of international student mental health providing excellent understanding of handling situations by taking us into real case studies and discussing strategies and interventions possible for good outcomes.

Many of the presentations can be viewed on the ISANA NZ website for those unfortunate to have not been present. While the materials on our website are a great resource, it is not a substitute for participating in professional development. So plan to attend at least one ISANA PD day in 2018. Plans are being developed for the 2018 programme and it looks exciting especially with added dimensions relating to the Ministry of Education's international student wellbeing strategy.

Dr Jubilee Rajiah leading the workshop on Mental Health issues encountered amongst international students. Extremely helpful material for building understanding of how to handle issues in this area.

Jubilee and Terry pose with Lukas and Dahee, two international students who are executive officers for the recently incorporated NZISA (New Zealand International Students' Association). Despite their busy exam schedules, they joined us for the Mental Health part of the workshops as assisting fellow international students with mental health is a focus area for NZISA.

Group work is a feature of PD days and here Sylvia Hooker one of the facilitators is seen in action with a group focussed on Post academic transitions and re-entry preparation in particular – findings from a range of such groups are to be written up as an ISANA resource for us all to benefit from.

Another group in action looking at the transition into the tertiary learning environment.

Government agencies are invited to present the latest from their world of benefit to our world. Here Katerina of NZQA shares on self assessment. Input from MBIE Immigration and TEC were also features of Wellington and Christchurch days – the information provided is available to all on the ISANA NZ website.

Focused attention from participants as one of the workshops is in session.

The evaluations received from our four PD days has been encouraging to those who put in the hard work preparing for the programmes. As ISANA NZ looks ahead to 2018, some hard work is being put in in planning a series of PD days throughout the country that will have a good fit with the international student wellbeing strategy. Please do send in thoughts and ideas to ISANANZ@gmail.com related to subject matter for PD days, potential facilitators ,and ways we can better serve in this area to ensure our profession is enhanced.

Students as Partners: Engaging students and staff in authentic partnerships in tertiary education

11/11/2017

By Anil Kaushik

The 'Students as Partners' symposium was jointly organised by ANZSSA, ATLAANZ, NZTEAP and
ISANA NZ, and was held on 1st of November at the University of Auckland. The theme of the
symposium was Students as Partners: Engaging students and staff in authentic partnerships in
tertiary education. Over 150 members of these associations along with other delegates working in
the area of international education participated in the symposium and discussed various issues,
opportunities and strategies to enhance well-being of tertiary students. A range of activities
including keynotes, workshops, soundbite presentations and panels were planned and executed
related with different themes. ISANA NZ's Acting President Terry McGrath facilitated a workshop and
also presented at a soundbite session along with an ISANA student member Anil Kaushik. Details of
some of these activities and some reflections are presented as follows.

Keynote addresses
In the first keynote address at the start of the day, Isabella Lenihan-Ikin and Dr. Kathryn
Sutherland from the Victoria University of Wellington (VUW) talked about students’ involvement at VUW in various university-wide change initiatives such as curriculum design and some of the course
designs. The speakers mentioned that universities can benefit from the ‘Students as Partners’
model. A university can utilize this model for staff development, for designing of innovative
teaching and learning environments and above all, to make the student partners feel valued and
trusted members of the community. Some challenges faced and anticipated were also discussed and Isabella reflected on her experiences as an international student representative.

In the second keynote, Dr. Jesse Pirini from AUT reflected upon his research related with peer tutoring. Jesse focused on two aspects: social relationships in tutoring and the role that material conditions (tools)
could play in promoting the feeling of agency in students. Jesse usually encouraged tutors to focus
on developing positive social and material conditions. At the end of his talk, with the help of an
example of ‘open door policy’ from his practice, Jesse showed how both of these conditions could
work together to promote authentic partnerships. Both of these keynotes were very relevant and
informative for the participants.

Workshops
Four workshops were organised on different aspects related with international students. In one of
the workshops, Kylie Ryan from the University of Auckland talked about the ‘Wellbeing Project’ run in collaboration with AU Students Association. Kylie presented the student wellbeing framework and talked about the elements of the wellbeing in detail. In another workshop, Terry McGrath presented some of the factors international students consider important when making choices about accommodation while their study in New Zealand. Some of the challenges faced by the accommodation services were also discussed. The third workshop was organised around the roles LGBTI students and staff could play in developing a rainbow-friendly campus environment in collaboration and partnerships. For the fourth workshop, the theme was research partnerships between Maori and Pasifika postgraduate students. The presenters discussed some of the findings from the ‘Te Punenga’ research initiative at the University of Canterbury.

Student Panel
The student panel was perhaps the heart of the symposium. A group of students from the University of Auckland and AUT presented their views about what it means to work in partnership with a university. Students reflected on different aspects ranging from accommodation, academic, social, emotional, counselling and health related support requirements to promote overall well-being of tertiary students.

One of the student leaders, Matalena O’Mara from AUT, commented that tertiary students bring lot of diverse contexts to the classrooms and thus should not be treated just as students but as people too. Staff should treat students as resources and communicate with students accordingly. All the student representatives reflected on their roles and how the partnerships can benefit institutional success.

Important takeaway from the student panel: Students are people too, and should be treated as resources and can be utilized for institutional success.

Soundbites
Soundbite sessions on a range of different topics were organised in three different streams according to the topics of presentations. In one of the soundbite presentations, Terry and Anil discussed the rationale of and role international students could play in the process of internationalisation of a university campus. Terry presented some findings from their earlier research related with tracking international
students of a university. Anil presented the rationale behind Internationalisation and reflected on the role with some examples. Some of the student reflections in terms of their views and experiences were also presented by Terry and Anil.

Symposium takeaways
Some of my important takeaways from the symposium are:

Students can play important role of partners and collaborators in designing of modern teaching and

learning environments.

Students are people too and bring diverse information in terms of their culture, language,

perceptions and energy which can be utilised for the betterment of an institution.

International students can play an important role in the internationalisation of a campus.
Students’ partnership should be promoted and not restricted to some of the aspects of decision

making; and

Students can play key role in mentoring their colleagues to promote good mental health and overall

wellbeing of all students.

Anil Kaushik has a background in education in India and recently completed his PhD at Massey University in Education. Anil has served on the executive of the international postgraduate and mature students club one of the largest clubs in the university and in that role, has had extensive involvement with a wide range of international students.

Students as Partners: Student services symposium

8/10/2017

You are warmly invited to attend a student services symposium on Wednesday 1 November at the University of Auckland. The theme for the symposium is Students as Partners and a flyer with further details is appended below.

The symposium has been organised and sponsored by four student services professional associations (ANZSSA, ATLAANZ, ISANA and NZTEAP).
ANZSSA is the Australian and New Zealand Student Services Association
ATLAANZ is the Association of Tertiary Learning Advisers of Aotearoa New Zealand
ISANA is the International Education Association
NZTEAP is the New Zealand Association of Tertiary Education Accommodation Professionals.

Please register for the symposium here. Feel free to share this information with colleagues and students who may be interested in attending.

If you have any questions, please email anzssa@vuw.ac.nz.

programme_symposium_1_nov_17_students_as_partners.pdf
File Size:	6260 kb
File Type:	pdf

Download File

Work Connect programme supports international student graduates to enter the Kiwi job market

6/10/2017

Tertiary Education Commission shares with ISANA NZ its new programme supporting international student graduates

Work Connect is a new free programme helping former international students on a post-study work visa
to get into the New Zealand job market. The programme is available in Auckland, Hamilton, Wellington
and Christchurch. The Work Connect programme supports international student graduates with personalised coaching and mentoring to help them build confidence to become work ready for the kiwi job market.

An international student graduate participating in the Work Connect job-search and interview workshop

Work Connect offers participants 10 hours of support through the programme. From group workshops to one-on-one coaching, participants are taught how to plan their careers and learn and discover how the New Zealand job market works. This extends to teaching them how to prepare their CV, where to look for work that matches their qualifications, and how to prepare for a job interview. Participants also get tips on the culture of a typical kiwi workplace.

“We help our clients understand New Zealand workplaces – including how to understand the slang and humour, which is a common challenge for migrants. Employability skills is something we focus strongly on. They’re really important to Kiwi employers, things like self-management, teamwork, and a positive attitude,” says National Manager Migrant Futures, Gary Basham.

“The most important skills our clients need support with are communication and language. They’re essential to creating their own high-quality CV and cover letter − with our guidance,” says Gary.

Work Connect is open to graduate international students on (or in the process of applying to be on) a post-study work visa, with a qualification at Bachelor’s level or above (level 7 or above). The programme is run by expert careers consultants from the Tertiary Education Commission.

Do you know a recent graduate who may benefit from this programme?

Applications are now open for Work Connect in Auckland, Hamilton, Wellington and Christchurch. To apply now or find out more, graduates can visit careers.govt.nz/workconnect or phone 0800 222 733 and ask for Work Connect.

Reflections on NZIEC 2017

3/9/2017

Reflections on NZIEC 2017
Terry McGrath, Acting President, ISANA NZ

ISANA NZ was enlisted as a programme partner for NZIEC 2017 to provide eight breakout stream presentations to focus on issues that impact on the pastoral care and well-being of international students. ISANA NZ also set up an information booth to showcase the work of ISANA NZ and provide a connection point for delegates.

NZIEC 2017, held on 22-23 August, was an excellent and a very well-organised conference with over 700 delegates drawn from all areas of international education in New Zealand. 500 or so of those delegates connected with ISANA NZ in some way, mostly through attending a breakout session but also with discussions at the booth and with the ISANA executive committee and association members present in the conference. A lot of remarks were given in passing about the great backdrop picture we had chosen for our booth - happy international students enjoying the experience of study in NZ - which contrasted greatly with the information laden backdrops in many other booths.

ISANA NZ execs Anne, Gabrielle and Viv against the backdrop of our booth, engaged in serious discussion: “Have you tried the ice cream they are giving away?”

This picture, I believe, encapsulated the point of difference characteristic of ISANA NZ’s contribution to international education in New Zealand. This difference is about ensuring those of us who work in the sector work well together to provide our international student body an excellent experience in their sojourn, learning, living and post-academic transitions. Post-academic transitions are especially important in preparing students for good outcomes in term of job satisfaction, readjusting back to their home countries, or preparing them to enter the New Zealand workforce. But beyond that, providing such support profiles New Zealand as a great destination for study. Many who come to study here go on in life as ambassadors for the experience of living and study in New Zealand.

The team of ISANA NZ connected with delegates at the booth, during sessions and over meals, but most visibly during the ISANA-led breakout sessions. The topics our breakout sessions covered included diversity, demographic trends, critical incidents, pastoral care, cross-cultural skills, and ensuring our campuses are truly internationalised and friendly spaces. Conversations afterwards not only touched these topics, but also reiterated the importance of ISANA NZ as a professional organisation. Delegates who dropped by our booth indicated their isolation in their jobs and shared their areas of need in terms of professional development. Many others gave us the thumbs up to our role and attested to the value ISANA NZ had provided them in earlier times and even now.

My main learning point from NZIEC 2017 was this: It is really great to be working closely with others to ensure we have a great international education industry. While it is rewarding to be involved in ISANA, we also need to continue to develop roles people play within the organisation. Looking forward into 2018, our mantra will be partnership for well-being.

ISANA NZ PD Day in Hamilton, 16 June 2017

25/8/2017

Read below for an interesting Article on our recent PD day in Hamilton. Thanks Sherrie!

ISANA NZ PD Day in Hamilton, 16 June 2017
Sherrie Lee, Student Member, ISANA NZ

The ISANA NZ PD Day in Hamilton was held on 16 June 2017 and facilitated by Terry McGrath and Sylvia Hooker. The ISANA NZ PD days across New Zealand were generously sponsored by Allianz/Marsh and Uni-Care.

Terry opened the session with updates to ISANA activities, most notably, the partnership with Education New Zealand (ENZ) to present eight workshops on the topic of pastoral care of international students at the upcoming New Zealand International Education Conference (NZIEC) in August. Another important update was the launch of The International Student Wellbeing Strategy by the Ministry of Education, and the funding available for education providers to implement ideas to strengthen international student wellbeing.

Terry also highlighted that ISANA NZ was looking at providing more professional development workshops and invited greater involvement from the ISANA NZ membership. With rapid developments in the international education scene, ISANA NZ is also looking towards increasing its membership and increasing funding for its operations.

Terry also introduced NZISA - New Zealand International Students' Association - a student organisation in its early stages of formation. As a student representative of NZISA, I spoke briefly about how NZISA came about. Following discussions about the needs of international students and their student voice at the ISANA 2016 conference in Wellington, a group of international student leaders came together to discuss forming an international student organisation. Currently, the proposed constitution is in its draft stage and the students are working towards a formal establishment of the association.

Overview Update: International Education in New Zealand

Terry provided an overview of the international education landscape in New Zealand. International education is valuable for longer term migration with declining numbers in the New Zealand work force, as well as for international relations. He highlighted recent statistics of international student enrolments and the key stakeholders involved in international education (ISANA NZ, SIEBA, ANZSSA).

Terry then moved on to focus on the importance of pastoral care for international students. Supporting students' living and social needs is valuable because it contributes to their overall experience of studying in New Zealand. He highlighted that the goodwill of international students is influential and important for New Zealand. He cited the example of Kiwi expatriates working overseas who have benefitted from such goodwill.

Terry also pointed out the implications of recent developments. Firstly, with the industry having a substantial economic value of more than $4 billion, one needs to ask where the money goes to. How is the government using the money to benefit international students? Secondly, the recent change to the Code of Practice of Pastoral Care for International Students means that the Code is now outcomes-based, which provides greater flexibility for education providers to implement the Code. With a pragmatic approach, how then are outcomes measured?

Workshop 1: Ensuring Well-being in Living Contexts

Terry and Sylvia presented an overview of accommodation issues faced by international students. They discussed the following dominant patterns that influence living choices:

i) social class
ii) communication of pre-arrival information
iii) thinking processes such as, prior expectations
iv) coping mechanisms, especially when living in isolation
v) economics
vi) leadership, e.g. being influenced by other international students
vii) lifestyle factors

One interesting example given, was how an international student would willingly spend a few thousand dollars on a car (because it was relatively cheap compared to buying a car back home), but was unwilling to fork out a couple of hundred dollars for a bed (because it seemed to be exorbitant).

There were two breakout groups (under 18s, over 18s) to discuss accommodation issues. I joined the group focusing on over 18s. It was interesting to find out the preferences of different demographics of students. For example, Chinese students preferred homestay arrangements at least in the initial period, Indian students tended to opt for rental accommodation with fellow nationals, while European students, particularly those who were on short-term courses, looked to Airbnb for living arrangements.

I also shared with the group my personal experience of looking for accommodation for my family and pointed out the difficulty in getting up to date and specific information about property rentals prior to coming to New Zealand. In my interactions with other postgraduate students, I found that personal networks provided valuable information related to living arrangements.

NZQA Update

A representative from NZQA (Harsha Chhima) presented on the updates to the Code of Practice for Pastoral Care for International Students. Harsha highlighted the available resources related to the Code of Practice, such as, resources in different languages for international students. She also highlighted that the new focus on outcomes was based on the principles of 'high trust and high accountability'. Signatories are required to submit a self-review to review their pastoral care practices and procedures to see if they meet the outcomes of the Code of Practice.

I asked the question of whether there are checks and balances since signatories may be biased in providing evidence of their own conduct. Harsha responded that the department scrutinises the documents submitted by signatories and will act promptly if there are any discrepancies or there is insufficient evidence.

Workshop 2: Pastoral Care in a Cross-cultural Context
Sylvia and Terry presented on the multi-faceted and complex topic of pastoral care (which is itself complex) in a cross-cultural context.

There were several important aspects which could have been workshop topics of their own, and which I highlight below.

i) Pastoral care is demanding and those in such positions need to recognise the need for self-care, e.g. identifying close contacts whom they can talk to, ask for support from, etc.

ii) Responding to religious sensitivities regarding serious issues (e.g. death) require knowledge and appropriate communication. A useful resource was highlighted - A Practical Reference to Religious Diversity.

iii) Intercultural competence can be thought of as different levels: i) having cultural literacy (knowledge of different cultures), ii) cultural intelligence (being able to function in culturally diverse settings), and iii) cross-cultural competency (having the necessary skills, attributes and behaviour to interact meaningfully between different ethnic cultures).

iv) Elements of social cohesion: i) Belonging, ii) Participation, iii) Legitimacy, iv) Inclusion, v) Recognition.

v) International Student Cycle - the most neglected aspect is probably the post academic transition stage and how students can be supported to transition to employment in New Zealand, back to their home countries, etc.

Immigration NZ – Update on policy changes

A representative from Immigration New Zealand (Bridget Harrison) presented on the latest policies and visas related to international students. The details can be found on Immigration NZ's website pages specifically for education providers. Bridget also shared about the recent Pathways Visas which was potentially attractive to students as well as education providers (in terms of reducing administration), but was however, not clearly understood and therefore there needed to be greater clarification of the requirements. One of the points reiterated was that evidence of having sufficient funds was an important visa requirement, and that international students cannot expect to be guaranteed paid employment as a means to fund their studies.

A significant policy change was the requirements for the Skilled Migrant Category visa - notably the minimum remuneration of $48,859 per annum, and the increase in selection points (140 to 160). This then has an impact for students who consider overseas education in New Zealand as a pathway to migration. A few in the audience considered the minimum remuneration to be unrealistic since New Zealander workers would not typically receive such pay even after several years of working experience. Bridget said that there would be consultation in the near future regarding these recent changes and how they affect international students. Bridget also highlighted that students who were considering post-study migration should 'be smart' about their work rights and make full use of such opportunities to get their foot in the door.

I then raised the point about how there seems to be conflicting messages about providing students’ work rights, and then advising them about the challenges of finding paid work. I suggested that this was going to be an ongoing challenge with students having high expectations of finding work (e.g. as promised by agents) and the reality of paid employment for students.

Workshop 3: Sharpening our Tools

i) Handling workload & avoiding burnout
ii) Building an inclusive student body
iii) Enhancing cultural literacy amongst staff
iv) Marketable features in our support programmes

I participated in discussion groups on 'Building an inclusive student body' and 'Enhancing cultural literacy amongst staff'. In our discussion on building an inclusive body, I was asked what I thought would be an ideal inclusive body. I shared that it was having friendships and networks with locals like domestic students. I personally found this one of the most challenging aspects of relationship building. It was much easier to connect with fellow international students who had an immediate understanding of what you were about. Several in the group noted that internationalising the campus was about creating opportunities for greater interaction between domestic and international students.

The group also talked about how buddy programmes were useful by intentionally pairing a domestic student with a new international student. I suggested that for postgraduate students, a group of buddies, rather than individual persons, might be more effective in helping students and often the families they bring with them in the initial transition period.

In the discussion group on enhancing cultural literacy, all of us recognised the challenges of building such skills among people who may have limited exposure to different cultures or who hold strong views about those outside their own culture. For institutions to equip staff with cultural competency, it is necessary for management and decision-makers to recognise its importance and the integral part it plays in pastoral care.

Personal reflection
Staff working in roles supporting international students face a set of complex challenges such as, institutional culture and agendas, diverse student backgrounds, and ongoing global developments and unexpected events. The PD day was an important time to gather collectively, not only to hear the latest news, but also to share and learn from experiences from other people and organisations. ISANA NZ plays an increasingly important role in facilitating the professional development of individuals, who in turn shape the culture of international education in practice.

About the contributor
Sherrie Lee is from Singapore and a PhD candidate at the University of Waikato. Her research uses the concept of brokering to investigate the informal learning practices among international students at a New Zealand university. Sherrie was formerly a business communications lecturer at a polytechnic in Singapore, and an English teacher in China.

Helpful Additional References:

New to New Zealand – Ethnic Communities in Aotearoa: A Handbook. Jenny Magee (Editor) ISBN 978-0-473-18785-9. 5th edition published by the Ethnic New Zealand Trust

Foreign to Familiar: A Guide to Understanding Hot - And Cold - Climate Cultures Paperback – October 1, 2000 by Sarah A. Lanier obtainable through Amazon com

The International Student Wellbeing Strategy https://education.govt.nz/ministry-of-education/overall-strategies-and-policies/wellbeing-strategy/ or to download the pdf the International student wellbeing strategy