Abstract: Though the social and economic security of international students is an important factor influencing student and parent decisions regarding where to access international education, researchers have paid little attention to defining the notion of "security". Drawring on literature from a range of fields, the current paper is used to advance the concept of cultural difference and relocation. These issues are contexualised within the rising international educational market and how pastoral care is managed in Australia and New Zealand.
Key Words: International students, education, security, pastoral care.
Abstract: In this workshop, a sample of evolving integrated counselling approaches will be presented followed by a discussion on hypothetical case scenarios where the said framework may be applied. There will be opportunities for the participants to incorporate their own counselling practice framework while learning from others during the discussion. It is practical and beneficial that this workshop be given 60 to 90 minutes length to maximise participation and more in depth discussion.
Participants in this workshop are encouraged to form an e-mail list for an “Advise and Consultation Forum for International Student Advisers/Counsellors”. The aim of this forum is to promote amongst International Student Advisers and Counsellors the sharing of strategies that are practical and effective in supporting or helping International Students.
Keywords: Counselling, integrated counselling, counselling framework, student support
Abstract: While working with AusAID sponsored students in a Queensland university, Melanesian students, as a distinct cohort, appeared to struggle the most with their academic program. Their ability to meet the academic expectations of the university appeared to be constrained, not by ability, but by their inability to cope with the competing academic, cultural and social demands. This research sought to explore the role of Melanesian students’ cultural identity in their academic experiences.
This research adopted a student centred approach conducted within an interpretative paradigm. Melanesian students, defined as those permanently domiciled in Papua New Guinea, Vanuatu and Solomon Islands, enrolled in coursework programs were requested to voluntarily participate. Thirteen students were interviewed over a period of four weeks in November 2004. The students reported a strong sense of that it meant to be Melanesian. Their experiences although difficult, had to date been generally positive. However most were disappointed with their academic performance. Although this study opportunity was valued by themselves and their families, the students’ experienced identity conflict, which compromised their academic outcomes. As with many mature aged students in full time study, they had to negotiate competing demands as a parent, spouse, student, and in the case of the Melanesians, a member of a clan. The role of cultural identity in academic performance is therefore viewed within the frame of the individual’s ability to draw ontheir identity resources to negotiate and manage the “identity conflict” within their present given location.
Key Words: Melanesia, international student experiences, academic performance, cultural identity, higher education
Abstract: Previous studies have indicated that local/international students intervention programs are beneficial in order to help international students make local friends (e.g., Ward et al 2001). However, no study was found which assessed the effect of multicultural interactions such as activities for international students. The aim of the present study was to examine the effect of a bus excursion on international students. Ninety six international students from 12 countries completed surveys one month and four months after the bus excursion. Results found that students who participated in the program tended to have a greater number of overall friends particularly local (Australian) friends, showed decrease in their Asian identity, and maintained both home culture maintenance and local culture recognition.
These results suggest that they are better adjusted in their new environment. It was concluded that education providers are encouraged to organise greater numbers of such multicultural intervention programs for international students.
Key words: multicultural interactions, social activities, social interactions, intervention programs, international student adjustment
Abstract: The University of New South Wales initiated a weekend ‘Orientation Getaway’ for international students in 2005. The program was coordinated by International Student Services (ISS) and facilitated with the help of ISS Peer Mentors. The program aimed to enhance both the group and individual needs of students during their critical transition phase.
At the group level the ‘Orientation Getaway’ developed a sense of belonging and built support networks within the international community whilst enhancing student confidence, knowledge of Australian culture, and career and study awareness at the individual level. The ISANA session will outline the design, implementation and evaluation aspects of this program so far.
Key Words: orientation, peer mentors, community building, student support
