Abstract: This workshop reviews the challenges of engaging with revised legislative environment and looks at these encounters from three angles – practical application, recognition of content and function and, issues discussions. The aim is to engage industry professionals, both physically and mentally, in consolidating their awareness and examining the National Code 2007 in relation to their work requirements and encourage them to consider informed options. Through teamwork, problem solving, and strategy discussions, participants will appreciate the dissemination of important information as an active learning experience. This experience will incorporate both EST and ISANA expertise.
Keyword: international students, National Code 2007, learning experience.
Abstract: Increasing global migration and interconnectedness presents us with the challenge of finding ways to incorporate diversity and its inherent potential for change. The higher education field exemplifies these global trends as international students from a variety of cultural backgrounds choose to study overseas. One of their important motives in doing so is the opportunity to gain intercultural experiences. Yet consistently they report dissatisfaction with the nature and frequency of their interactions with and among members of the host culture. Educational institutions face losing a lucrative market if they do not pick up the opportunity to engage differently with this diversity. The challenge is to facilitate interactional experiences that will improve working relationships and provide potential for ongoing collaboration between all students and between students and staff of all backgrounds. University of South Australia recognises the potential of inclusivity in developing qualities of global citizenship among all students and is researching critical elements that make a difference.
This paper explores alternative interactive strategies being developed at UniSA that explore the effect of differing worldviews on interaction among international and local students and staff. This inclusive model is based on Process Oriented Psychology which emphasises change through increasing awareness among participants. It discusses the critical role of intercultural interaction in developing awareness about cultural assumptions and expectations of themselves and others, and how these shape ongoing and future interactions. Central aspects that have previously received little attention are the role and impact of rank in determining a dominant communication style and how each person’s culturally defined understanding of power and rank impact their ability and choices to contribute in any given context.
Cassandra Colvin , Fozzil Jaffar, Peter iMtchell, Nicholas Tan, Vanessa Trovato
Abstract: Edith owan University ’s International student support team was recently awarded a Carrick Award for Australian University Teaching for its program “ECU ’s International student orientation: model of collaboration, inclusiveness and student-iinformed planning ”.
The award was announced 4 October by the Federal Minister or education, science and Training, The Hon. Julie Bishop and the University will receive a $225000 grant. The program was recognised in the category ‘First Year Experience ’ and the application as equired to address four categories:
Criteria : distinctiveness, coherence and clarity of purpose
Criteria : influence on student learning and student engagement
Criteria : deadth of impact
Criteria : concern for unity and diversity.
Key words: Award, student learning, first year university experience, diversity
Abstract: Participants in this workshop will work in small groups, having chosen a leader to provide feedback to the whole group. Each group will be involved in the following:
Reading a short narrative text on a real-life case study of a student or students from La Trobe University International College.
Discussing and deciding with group members the Standards (of the National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students 2007) related to each case study.
Finding possible solutions to the emerging issues in the narrative of the case study.
Making short notes of the discussion to report to the whole group.
For the sake of privacy no real names of students will be used. To keep to a consistent thread in discussions of student issues, and or the sake of specificity, all case studies chosen will be about Middle Eastern students. besides the case studies, copies of the standards of the national Code) will be provided to each group for reference. As the issues to be discussed have already been tackled and resolved by management at La Trobe University, the strategies and processes used will be revealed. The participants in the workshop will have the opportunity to critique these and volunteer examples from their own experiences.
Key words: middle eastern students, workshop, national code
Abstract: A critical incident has been identified as any situation involving injury and hospitalisation, trauma and death. ISANA has been helpful in developing guidelines for international student advisers to support the student, their family and friends on behalf of the education provider in an efficient and compassionate manner. When critical incidents coalesce and escalate to include students from other education providers, the modus operandi for handling a critical incident becomes more complex. While not losing sight of the individual student, the critical incidents require crisis management on a larger scale. Handling situations on this scale necessarily involves stakeholders external to the institution. In 2006, a number of international students at the University of South Australia (UniSA) sought advice and counselling as victims of crime. Patterns emerged.
The crisis involved students from other education providers, common localities and the largest group of victims emerged as a cohort from one region of the world. The crisis received political attention as well as media scrutiny. The immediate and long term physical safety and emotional well-being of the students were the primary foci. Other issues such as media management, collaboration with other affected education providers and the concerns of the ethnic community also required attention. UniSA adopted several strategies to assist the students and resolve the crisis.
Internal key stakeholders included student support services, the international office, security staff and senior management at UniSA. External stakeholders included the State government, local councils, student support services at other education providers, the South Australian police, community organisations, diplomatic representatives, student groups and Education Adelaide. Cooperative strategies emerged and this was important to a successful outcome. Strategies included forming a core internal crisis management team, setting of clear roles for members, communication strategies (internal and external), community forums facilitated by community groups and the police and sharing information and support across the sector. International education is an important aspect in the Australian economy. International students have enriched the Australian culture and community. They are also seen as easy, identifiable target for petty crime. The crisis in 2006 made clear that international students and their issues and concerns are not a case of ‘YP’ (Your problem) or only affecting the education provider. This experience showed that their issues and concerns were a community concern. This paper will share the experience, strategies and the important lessons that were learnt along the way to resolving the crisis for the students and the universities involved.
Keywords: international students, compassion, death, family, counselling, support services
