Abstract: In response to the Educational Services Overseas Student (ESOS) Act 2000, Macquarie International undertook the task of implementing an academic performance monitoring project to assist those students who were not progressing satisfactorily and to help students at risk resolve problems which could impede successful completion of their study. International students studying on a student visa must achieve an academic result that is certified by the education provider to be at least “satisfactory” for each semester.
What Defines Satisfactory Progress?
A 50% pass rate has been used as a default minimum by Macquarie International in the absence of any comprehensive progression measure or requirements at Macquarie University.
Relevant ESOS Requirements
The education provider must keep a record of each student's academic performance for each requirement of the course for which the student is enrolled. Procedures must be in place for advising DIMA of a student's failure to meet their visa conditions relating to attendance or academic performance under the Migration Act 1958, and for notifying the student of their non-compliance. This session will outline the statistical and anecdotal results as well as related outcomes of the interviews that were conducted with international students as a part of the academic monitoring project in 2003.
Abstract: A research evaluation of Campus-Community Linkages (CCL) that assist the process of community involvement in the pastoral care of international students, with particular reference to Palmerston North, Wellington and Christchurch. An action research project commissioned by the Ministry of Education and building on previous work undertaken by the authors.
CCL were first identified at each particular site. Consideration was then given as to how they were established. Their efficacy, applicability, and universality was attempted to be measured via a range of methods. Finally, the research asked whether there were unique issues for these particular sites and, if so, how did they inform a localised response to a national export education strategy? Effects of CCL on students in each site was examined by use of focus groups of international students some of whom were essentially control groups. The views of a range of Pastoral care professionals were surveyed to gain a perspective of those working for the welfare of international students.
Keywords: pastoral care, student support, CCL, interntational students
Abstract: As the number of international students in Australian increases, there is a greater need to understand their values and attitudes toward equal opportunity issues such as sexual harassment. The current study investigates cultural differences in student attitudes toward harassment in the Australian context. Participants included 47 Asian women students and 47 non-Asian women local students; all participants were undergraduates in major Australian universities. The results show a range of attitudes toward sexual harassment that are not entirely explained by ethnic identification. The results are discussed in light of previous research, mostly conducted in North America, showing Asian students to be more conservative in sexual attitudes and more tolerant of sexual harassment compared to non-Asian students.
Keywords: Sexual harassment, cross-cultural differences, Asian student attitudes
Abstract: For many International Students, “Seeing Australia” is a top priority alongside their academic ventures. Swinburne University recognised this need and over the past 7 years, have developed a comprehensive International Student Activities program. Activities take the form of course-based day trips through to organised programs that run over the whole semester. In this paper we will draw on the experiences of the Swinburne Activities Model and cover such topics as: the benefits of running activities in-house, coming up with suitable ideas, choosing the best times of year to run them, planning tips on the day and gathering feedback.
Keywords: International students, activities, programs, student support, transition
Abstract: Literally, ‘International Education’ merely represents the pursuit of studies in a foreign educational institution. While this may be an accurate summary of the primary purpose of many overseas students, the description clearly does not accord full effect to the word ‘International’. Australia prides itself as being a multicultural society; and the meaning of ‘International Education’ is accordingly expansive and encompasses such diverse experiences as community events hosted by the government, city councils, corporate bodies and student organisations.
These events are often widely promoted, and while the students are not obliged to participate, many choose to attend. The presentation will endeavour to explore some of the reasons why this may be so and why socio-cultural development is an important dimension in international education from the perspectives of international students, local students and the general community.
Key Words: Student Clubs and Societies (C&S), Cultural activities, Student satisfaction,Cultural diversity, Community participation
