Introduction: The paper explains the inception and continuing development of an Academic Professional Development Seminar series for the teaching staff at what appears to be the institution, in Australia with the largest number of international students. There is an explanation about the business venture followed by information about the initiation and on-going provision of the program. A brief report is included which indicates a summary of the participants’ recommendations, about teaching and learning, from the 2006 Seminars, to date. Further, a list of suggested topics for future seminars, is provided.
Key words: professional development, teaching and learning, academic staff
Abstract: This paper presents the findings of a research project examining New Zealand experiences with collaborative learning. International research on collaborative learning is very positive about the educational benefits of working in diverse groups but much of this research has been carried out with diverse students from the same society. Anecdotal evidence indicates that the current New Zealand situation is different as International students come from many different societies. Additionally, the seminal work on collaborative learning done in the States by Johnson and Johnson was primarily based on pre- tertiary educational institutions.
Research carried out at Victoria University of Wellington indicates a worrying increase in negative attitudes of tertiary domestic students towards working with International students; anecdotal evidence suggests that this results from working in unsuccessful collaborative groups. This project surveyed staff and students at two Wellington tertiary institutions on their attitudes to collaborative learning. It identifies the particular challenges that Western tertiary educational institutions face in establishing collaborative learning with diverse groups of students, and proposes ways in which the institutions can meet these challenges and make collaborative learning in diverse groups a rewarding experience for all students.
Key Words: Collaborative learning, group work, diverse student groups, assessment, peer evaluation
Abstract: A look at the recent statistics will show that large numbers of students from South Asia
are now undertaking postgraduate studies in Australian universities. This paper, drawn from data collected for a broader study about South Asian postgraduate coursework students’ initial understandings, expectations of Australian postgraduate studies and their gradual adaptation experiences, will limit itself to analyzing a few themes that emerge in their initial expectations and experiences.
More specifically the paper aims at providing an overview of the students’ diverse experiences as
international students in Australia, exploring some of their initial expectations as postgraduate students, exploring some of their initial academic experiences of lectures, class participation.
Key words: South Asian students, international students, academic expectations, adjustment experiences, Postgraduate coursework students, class participation, cultural difference.
Abstract only: Trends indicate that increasing numbers of International students are applying for Permanent Residency in Australia after their studies. International student leaders are endowed with academic knowledge, and the skills and experience of having worked in an International student environment.
In 2003, when one of its student advisers left, Edith Cowan University’s (ECU) International Student Support Team realised it needed to fill the void quickly. Believing strongly in the importance of student consultation in planning its activities, it tapped into one of its student leaders on a temporary basis, and almost immediately realised the permanent benefits this scenario could provide. Since then, it has gone on to hire more staff from the student leader cohort in a range of positions.
This paper discusses the transition from student and peer, to staff and authority figure in the context of the ECU experience. It explores in depth the advantages and challenges this brings to, and from the perspective of, the student population and the International Office.
Key Words: International Student Adviser, Support Services, Transition, Peer Support, Enhance Services.
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Abstract: The higher education environment in Australia has undergone a radical change since the
1980s with the phenomenal increase in the intake of international students, particularly from what are referred to as Confucian Heritage Cultures (CHC): China, Korea, Japan, Malaysia and Singapore. Students from these countries view the Australian higher education system very favourably. The present increase in the proportion of full-fee paying students at Australian universities is also a result of decreasing government funding to the Australian higher education sector, which has now risen to be one of the most important elements of the Australian economy.
These push-pull factors have drawn more Australian tertiary institution providers into the market place, as they seek more international student enrolments for their domestic campuses and also establish campuses overseas. Potential higher education students are becoming more discerning in their choices and are choosing learning environments that offers them both relevant and stimulating educational experiences and good qualifications, along with a range of both IT and academic support services that cater to their individual learning needs. Increasing competition, both within Australia and internationally, calls for a focus on student satisfaction in order to sustain the existence of the providers.
This paper addresses the issue of what international students seek in terms of academic support and demonstrates that present levels of cost efficient services by Australian higher education providers, generally characterized by IT and language support services, are inadequate and do not meet the specific needs of the students.
Keywords; Educational support; International students; Higher Education
