Abstract: In the last decade New Zealand higher education has undergone drastic shifts in its social, ethnic
and cultural landscapes. Arguably, the increased presence of Asian students in New Zealand
universities has added value not only to the local economy but also the social and cultural
development of domestic students (Stevens, 2005). However, anecdotal evidence seems to suggest
otherwise (Dominion, 9 August 1995, “Racist views on Asian settlers”, p.8). The sudden influx of
Asian students has led to the proliferation of what Spoonley et al (2005) termed as “small world”
networks. While New Zealand students begin to feel outnumbered by the growing number of Asian
students, the latter continue to be found wanting in their interaction with domestic students (Ward
& Masgoret, 2005). Against this backdrop the paper aims to explicate some of the socio‐cultural
factors influencing intercultural interactions in a New Zealand university through the perspectives
of both Pakeha and Asian international students.
Abstract: The ISANA Conference theme of “Promoting Integration and Interaction” could be as relevant to those
charged with the responsibility of Quality Assuring international education as it is to the education
providers who deliver it.
Increasingly, international students coming to Australia engage with a number of education providers
and education sectors, undertaking pathways from exchange, school or ELICOS student through VET
providers and then to the Higher Education sector.
Education providers have, in recent years, increasingly responded to student’s needs, with an
increasing range of multi-sector providers, offering ELICOS and Foundation Studies, or pathway
programs from Certificate courses through to higher degrees.
Across Victoria, 70% of international students are enrolled with a CRICOS registered provider offering
programs in more than one sector. Several Victorian TAFE Institutes have students enrolled across
up to five of the eight sectors of international education:
1. ELICOS
2. Foundation Studies
3. Higher Education
4. Non-Award programs
5. School programs
6. Trans-national Education
7. Vocational Education
8. Exchange Students
Despite this growing integration in the sectoral structures of international education, until recently
government regulatory and quality assurance arrangements have largely remained unchanged,
sectoral and unintegrated
Abstract: The number of international students coming to Australia or New Zealand to obtain higher degrees is
on the increase. Few of them, however, had their research published in scholarly journals during their
study. Evidence from research into professional academic writing has indicated that many non-native
speaking researchers have difficulty getting their work published in English. One of the problematic
areas, as pointed out by Flowerdew (2001), is the structure of the article. Although there have been a
considerable number of studies on academic writing in general and this research genre in particular,
previous research tended to focus on the structure of only one or two sections of the article, especially
the introduction section. Yet, it is important to understand the complete rhetorical structure of the
research article. It is therefore the aim of the present study to investigate the rhetorical structure of
research articles as a whole, from the abstract through to the conclusion of the article. The data comes
from a corpus of 40 published articles in applied linguistics and educational technology. The findings
show some interesting differences in the structure of different sections and also differences between the
two disciplines. Such knowledge of the structure of research articles will empower international
students and help them integrate better into the academic world.
Keywords: rhetorical structure, research articles, academic writing, international students
Mr Wai Ken Wong, Mr Douglas Tsoi, Ms Wesa Chau, Mr Amgad Elmahdi, Mr Darren Li
Abstract: International students studying in Australia bring with them a diversity of cultural views, values and
observations. Adapting to a country such as Australia poses as a challenge for international students
due to the difference in culture and values. Not only are they faced with the issues of becoming
accustomed to a different set of views, values and observations, but they must also integrate their
cultural ideals with the wider Australian community. These barriers challenge a student’s entry into
the wider community.
Several institutions have addressed the difficulties of international students with a range of services,
products and programs. However, a lack of awareness and reflection, outdated methods, and the
predatory tactics of some commercial institutions present a limit to the effectiveness of this wellintended
allocation of resources.
Heightened awareness to the cultural values of international students and a better understanding of
the issues they face is imperative to improving the interaction and engagement between
international students and the wider community. Hence, independent organisations unbound by
political and commercial agendas are perfectly positioned as unbiased intermediaries to serve the
international student community.
Hindered engagement and interaction between international students and the wider Australian
community often lead to social exclusion and cultural division, which, is often at the core of many
fundamental issues faced by the international student community.
Since 2002, AFIS (Australian Federation of International Students), has and continue to reach,
inform and assist the international student community and its interlocutors, the Australian
community through its initiatives. The following presentation will demonstrate the variety and
effectiveness of the means and methods behind these initiatives.
Key Words: Social inclusion, Diversity, Integration, Independent organisations
Abstract: This paper discusses ways in which student interaction and integration may be
achieved through curriculum design. It approaches the challenge of localinternational
student interaction by addressing the shortcomings of traditional
curriculum development that may not take into consideration the diversity of the
student cohort adequately. The paper highlights and integrates important
considerations for internationalisation with various key issues in curriculum
development, including; rationale and philosophy behind the subject; aims and
objectives; assessment structure; balance between content and skills; industry
relevance and workload management.
The paper argues that internationalisation of the curriculum should also include ways
in which engagement between domestic and international students may be facilitated.
The paper uses the subjects taught by the author as key case examples and provides a
critical analysis of the approach adopted.
