Abstract: The presentation takes participants through the content of our newly launched website “Keep it Safe: A Guide for International Women Students” . The website content is simple and accessible and provides comprehensive, relevant information that's easy to understand and navigate, with a positive spin on safety for women. Developed from conversations with International women students over a period of 12 months, the 9 sections together take a wholistic focus on women’s safety and women’s experiences as an international student, from eating and exercising, to nightclubbing, to sharehousing, studying, sexual harassment, race discrimination to choices about sex, and we’ve tried to be as culturally sensitive and relevant as possible.
The web information encourages women to make the most of their experience as an international student, explore the world and themselves; rather than frighten, or insight apprehension or blame. Each section includes a brief explanation, some practical advice to avoid unsafe situations, and a comprehensive contact directory for getting more support and assistance. The sections covered are:
· Safety and You: Making friends and staying healthy
· Safety and Housing: Your rights and the rights of your landlord, keeping a good relationship with housemates
· Safety and Studying: Sexual Harassment on campus, complaints process, assertiveness vs. rudeness
· Safety and Work: understanding basic workrights, sexual harassment and race discrimination at work, OHS, sexwork, visa issues
· Safety and Getting Around: Travelling safely in different forms of transport during the day and night
· Safety and Nightlife/Partying: Common party drugs, drink spiking, sexual assault
· Safety, Dating and Relationships: What is dating, starting a new relationship in a new country
· Safety, Sex and the Law: Safe sex, contraception, STI’s, pregnancy, same-sex relationships, sexual assault
· Safety, Reporting to Police and Your Visa: What does and doesn’t affect you visa, the role of police when reporting sexual assault
Abstract: The Confucian-heritage background, the country of origin and the age of the students in this study have all been found to contribute to the problems experienced by these students, the sources of help they use, and how they relate to these problems. These things must then be considered in providing support services for these students. In particular, the importance of these students’ friends in the help-seeking process must be noted and utilised as much as possible.
Key words: adaptation, Confucian-heritage culture, help-seeking behaviour, counselling services, interpersonal relationships, cultural influences, problem solving
Abstract: The paper draws on research of 110 international fee-paying students studying Science and Engineering courses in the Schools, Vocational Education and Training, and Higher Education sectors in nine institutions in five Australian states and territories. The research identified that 68 percent of the sample had not had career advice before coming to Australia. This has implications for students’ understandings of Australian education and training, especially entry procedures into courses and the students’ likely success in undertaking courses of study. When onshore in Australia 58 percent of the sample had sought careers advice.Males more than females, were more likely to seek such advice from their institution. Of those accessing careers advice 21 percent indicated that there was room for improvement of service provision. Research by the students into the recognition of their Australian course in their home country was undertaken by 53 percent of the sample.
Issues associated with existing career provision are discussed and mapped against the draft Australian Blueprint for Career Development strands of Personal Management, Learning and Work Exploration, and Career Building. There are implications for staff working in admissions, marketing, international and careers offices as well as those professional bodies that support existing career provision. The findings also have implications for students and the way they develop their career management skills to avail themselves of appropriate programs. The paper explores how students can best be empowered to take responsibility for their career planning.
Key Words: International students, careers, career pathways, Australian Blueprint of Career Development, Australian education and training
Abstract: The role of the international student adviser was once largely confined to orientation activities, the odd critical incident and welfare and counselling during the student’s stay in Australia. Progressively over the years, the role has changed. Federal government legislation, increasing competition amongst universities for the international student market and increasing numbers which have in some part being influenced by the incentives in the Migration Act have all contributed in their way to the demands and role of the International Student Adviser.
Key words: ISA, international student adviser, working with international students, networking, strategic management
Introduction: What are the challenges in managing an international program for school students and monitoring compliance across a large system such as the NSW government school system? How do NSW government schools support young international students adjusting to a new cultural and educational environment and help them succeed?
The NSW government school system has over 2000 international students enrolled in over 160 schools across the state. In managing a large and diverse program, NSW Department of Education and Training has developed a strong support network for international students through the partnership between the central administrative office and schools, communication and collaboration, the development of an e-business strategy, and support in schools based on student needs.
Key words: monitoring compliance, school students, support network, e-business
