Relevant bibliographies by topics / International students - Australia

Academic literature on the topic 'International students - Australia'

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Published: 10 December 2022
Last updated: 20 February 2023

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Journal articles on the topic "International students - Australia"

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Forbes-Mewett, Helen, and Anne-Maree Sawyer. "International Students and Mental Health." Journal of International Students 6, no. 3 (July 1, 2016): 661–77. http://dx.doi.org/10.32674/jis.v6i3.348.

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Since the early 2000s, reports of increased rates of mental ill health among young people worldwide have received much attention. Several studies indicate a greater incidence of mental health problems among tertiary students, compared with the general population, and higher levels of anxiety, in particular, among international students compared with domestic students. Australia is host to many thousands of international students of an age when mental illnesses are most likely to surface. However, this issue has received little attention from Australian researchers. This article reports on in-depth interviews with 16 professionals working with international students at an internationalized university.
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Gomes, Catherine. "Living in a Parallel Society." Journal of International Students 10, no. 1 (February 15, 2020): xiii—xv. http://dx.doi.org/10.32674/jis.v10i1.1850.

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Whenever I write an opinion piece in any online media outlet about international students in Australia, I brace myself for the responses that appear in the comments section below the article. Often, a repeated complaint is that international students refuse to engage with local culture and society and hence keep to themselves by hanging out with co-nationals and speaking their native languages. While the general public in Australia does not engage in open conflict with international students over such grievances, they will instead discuss these anonymously online and with each other. Often these grievances have public airing through the media (e.g., Australian Broadcasting Corporation’s Four Corners episodes “Degrees of Deception,” 2015, and “Cash Cows,” 2019) or for political point scoring by Australian politicians (e.g., Senator Pauline Hanson of the right-wing, nationalist and anti-immigration party One Nation; Kainth, 2018). However, the reception international students receive in terms of the attitudes of the citizenry unsurprisingly does not assist in any way in helping them feel a sense of belonging to their host country Australia. In 2013 I interviewed 47 Asian international students in the Australian city of Melbourne on their self-perceived identities, social networks, and engagements with media and communication technologies, in order to understand how they create a sense of belonging for themselves while overseas (Gomes,2015, 2017). The results revealed that international students create a parallel society with other international students in order to cope with living in a foreign country without the familiarity of family or loved ones who they left behind. While this parallel society allows international students to create a sense of community in Australia, its side effect is a perceived distancing from local society. An International Student Parallel Society International students strongly identify themselves more so as international students than their nationality. A student from India, for instance, explained that while in Australia, he prefers to be identified as an international student rather than by his nationality. Taking this point further, a student from Vietnam explained that while he is proud of his nationality, he prefers not to reveal that he is from Vietnam for fear of any negative assumptions the citizenry make about Vietnamese people. These negative assumptions he felt, would then be translated into ways the citizenry might treat him. At the same time, the Asian international students also revealed that they did not consider ethnicity as significant to them. This was played out interestingly in how they viewed Asian Australians. Here the students felt that they had very little in common with Asians who were born or grew up in Australia. An international student from China explained that Australians of ethnic Chinese descent or ABCs (Australian-born Chinese) as she called them, were more Australian than they were Chinese. Meanwhile an Indian student undertaking postgraduate study vividly explained that he thought Indian-Australians were “not true Indians.” He said that while they may look like him, they were significantly different because he considered Indian-Australians culturally Australian and not culturally Indian. These responses are not surprising. In a separate study where colleagues and I surveyed 6,699 international students in Australia on who made up their friendship circles, we found that less than 1% of international students were friends with Australians who were of the same ethnicity as them (Gomes et al., 2015). International students identifying themselves according to their status as foreigners studying in Australia also provides itself to be a beacon for the development of friendships with other international students. The Asian international students interviewed revealed that their friendship circles were made up of fellow international students who were co-nationals in the first instance, which was followed by international students from the Asian region, and then, to a lesser extent, international students from elsewhere. These friendship circles contribute to the parallel society international students inhabit where they exist, occupy, and mimic Australian communities but do not integrate with them. For instance, international students may adopt and recreate Australian cultural practices that involve their friendship circles (e.g., having backyard barbeque parties) but do not integrate with Australian societies (e.g., the backyard barbeque parties are made up solely of fellow international students). In addition, forming friendships with fellow international students rather than with local communities has practical benefits. For instance, international students revealed that their local peers were unable to advise them on the everyday challenges they faced especially when they first arrive to Australia such as how to open bank accounts and where to find dependable Asian grocery shops. Clearly being friends with international students is important, if not necessary. Conclusion The significance of international student friendships during their study experience is enduring, if not complex. While international students may form a parallel society, they do so in order to feel a sense of belonging in Australia rather than to Australia. Though this is unsurprising, the challenge that emerges affects those international students wanting to stay longer through further study, work, or permanently reside. Not integrating somewhat into Australian society may have consequences for students in terms of their long-term plans (e.g., employment) primarily because they have not tapped into local networks.
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Gallagher, Hilary L., Ainsley Z. Doherty, and Michael Obonyo. "International student experiences in Queensland during COVID-19." International Social Work 63, no. 6 (August 20, 2020): 815–19. http://dx.doi.org/10.1177/0020872820949621.

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Penetrating perceptions and fostering cultural connections: Universities in Australia rely heavily on income from international students to stay financially viable, as international student income makes up the shortfall of government funding for Australian universities. However, during the COVID-19 pandemic, many international students studying in numerous countries faced racism, starvation, homelessness and an inability to pay their tuition fees. This article explores how staff and students in the School of Human Services and Social Work at Griffith University in Australia responded to these challenges during the pandemic in Queensland.
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Stenberg, Luz Centeno. "Do International Business Students Who Are Studying in Australia Have Similar Academic Outcomes? A Comparison of Undergraduate and Postgraduate Students." Journal of Education and Training 10, no. 1 (August 25, 2022): 58. http://dx.doi.org/10.5296/jet.v10i1.20217.

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The paper explores the characteristics of business students studying in Australia. A total of 1907 students (1033 undergraduate and 874 postgraduate students) are included in the study between 2012 and 2016. These students are either from a higher education (tertiary) private provider of undergraduate business courses or from one of the Australian universities studying at the postgraduate level. The paper attempts to examine if there are similarities in undergraduate and postgraduate business student outcomes that could be attributed to country of origin and gender. The paper argues that the human capital pursuit among international business students studying in Australia is similar due to the linkages between immigration, labor market and education policies. These linkages might have facilitated the perceived risk-return relationship of studying in Australia and as a result led to attracting similar (international) students studying at the undergraduate and postgraduate levels. Ordinary least squares (OLS) models’ results suggest that gender and country of origin are important in predicting success. In particular, being female is positively related to academic success and certain student groups dominate the international students’ landscape in Australia.
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Lawrence, Jill. "Living comfortably with diversity: International students’ transition practices." Queensland Review 21, no. 2 (November 12, 2014): 217–32. http://dx.doi.org/10.1017/qre.2014.27.

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Every year, over 30,000 international students study in regional Australia, in urban centres that lack the intercultural resources and cross-cultural literacies of metropolitan cities. The University of Southern Queensland (USQ) supports and brings together over 26,000 students studying both on campus and online, including a diverse international student population of 7,000 students. The university's enrolment of international on-campus students is the second highest in the Regional Universities Network, of which USQ is a member. This article analyses the experiences of international students as they encounter an unfamiliar Australian culture in the context of studying in Toowoomba, the regional city where USQ has its main campus. These students’ experiences of engaging, becoming familiar with and mastering new and unfamiliar cultural practices and academic literacies provides insight into the processes of acculturation that students undergo as they make their transition to life in regional Australia, both at university and in Queensland communities.
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Barton, Georgina, and Kay Hartwig. "Workplace Experience of International Students in Australia." Journal of International Students 10, no. 2 (May 15, 2020): viii—xi. http://dx.doi.org/10.32674/jis.v10i2.1946.

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For the past three years over 400,000 international students have enrolled annually to study in higher education contexts in Australia (Australian Government, 2019). The extensiveness of international student enrolments has been equalled to Australia’s third highest export industry after coal and iron ore (Grewal & Blakkarly, 2017). Given the significance of international students it is important that Australian universities find effective and culturally-appropriate ways to support this cohort. One such area needing support is work experience as many study programs that international students undertake include compulsory or elective courses involving assessed experiences in professional contexts. Degrees such as business, education, engineering, health including nursing and psychology all require students to successfully complete workplace experiences in order to graduate. It is critical that international students are supported before, during and after workplace components of study as the International Student Barometer indicated that international students desire quality career advice, work experience and subsequently employment as a result of their studies (Garrett, 2014). This short essay shares brief findings from a federally funded, large-scale project carried out in Australian universities – the Work-placement for International Student Programs (WISP) project. The WISP project aimed to investigate international students’ experiences in workplace contexts, but also their preparedness for such experiences. Data was collected from six universities including international student, workplace and university staff interviews; university documents; and international students’ assessed reports from their work experience. In addition, a large scale survey was also distributed across Australia – whereby findings are reported in Barton, Hartwig and Le (2017). Findings from the qualitative data showed that international students face different challenges on work experience as compared to their domestic counterparts. Issues such as language difference, financial difficulties, being away from usual support networks, and cultural difference related to professional skills were identified. We theorised that international students indeed encounter ‘multi-socialisation’ (Barton et al., 2017) whereby they are expected to socialise into a new country, new university context, and workplace environment. Further, our extensive data showed that many work place staff have limited capacities in cultural awareness and hence diverse approaches to working with, and supporting,international students. In fact, some work place staff showed hesitation in hosting international students as they perceived them as being ‘hardwork’ (Barton, Hartwig, Joseph & Podorova, 2017). Conversely, our data showed the success many that international students experience during work placement. For work place staff who displayed high ‘ethos’ (Knight, 1999), huge benefits in hosting international students were experienced for both parties. Another major finding was that international students often find reflecting on their practice and consequently putting new practice into place challenging. Of course, this may be an issue for all students however, our international student participants noted reflecting on challenges and knowing how to improve action was difficult, particularly if their host was not supportive. Conversely, supportive hosts modelled good practice and worked above and beyond to support international students to success. Recommendations from the WISP project are outlined in Table 1 below: Table 1: Recommendations for all stakeholders in relation to work experience for international students International students University Staff (includes academic support staff) Work place supervisors and staff Know and use the range of support services available at your university for international students. Learn about and experience new cultural and professional contexts through volunteering. Be involved in any university learning activities that will assist you to reflect and understand Australian workplace contexts. Participate in a community of learners by sharing your expertise, cultural knowledge and skill sets with the university, workplace and your peers. Regularly seek your supervisor’s feedback on your performance and ensure you understand and can implement this advice. Organise a meeting with international students and their supervisor prior to work placement, as well as post-placement sessions with university staff. Encourage international students to gain experience in new cultural and professional contexts through volunteering. Include a range of teaching and learning activities such as role plays, videos and critical reflection to assist international students’ understanding of Australian workplace contexts. Create a community of learners through multimedia to encourage communication during work placement. Share responsibility of feedback and assessment to allow a fuller understanding of the student’s progress. Create a welcoming workplace environment including a student work space, clear expectations and open lines of communication. Embrace and utilise international students’ unique cultural knowledge and experience in your workplace. Include a diverse range of communication techniques to explain key concepts about the workplace context. Encourage international students to become involved in the wider workplace community. Provide international students regular feedback and demonstrate strategies for improvement and check for understanding. Our project resulted in a conscious focus on positive aspects of international students’workplace experience given the negativity that is often portrayed in the literature. Such a strengths-based approach allowed us to report on ways that worked in supporting both international students and their hosts, ensuring increased employability and reflexive professionals upon graduation.
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Pan, Jia-Yan, Daniel Fu Keung Wong, Lynette Joubert, and Cecilia Lai Wan Chan. "Acculturative Stressor and Meaning of Life as Predictors of Negative Affect in Acculturation: A Cross-Cultural Comparative Study between Chinese International Students in Australia and Hong Kong." Australian & New Zealand Journal of Psychiatry 41, no. 9 (September 2007): 740–50. http://dx.doi.org/10.1080/00048670701517942.

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Objective: The purpose of the present study was to compare the predictive effects of acculturative stressor and meaning of life on negative affect in the process of acculturation between Chinese international students in Australia and Hong Kong. Method: Four hundred mainland Chinese students studying at six universities in Hong Kong and 227 Chinese international students studying at the University of Melbourne in Australia completed a questionnaire that included measures of acculturative stressor, meaning of life, negative affect and demographic information. Results: The Australian sample was found to have a higher level of acculturative stressor and negative affect than the Hong Kong sample. Acculturative stressor had a positive impact on negative affect in both samples, but the impact of different domains of acculturative stressor on negative affect varied between the two groups. Finally, meaning of life partially mediated the relationship between acculturative stressor and negative affect in the Hong Kong sample, but no such effect was found in the Australia sample. Conclusions: Acculturative stressor is a critical risk factor for negative affect in acculturation for Chinese international students in Australia and Hong Kong. Meaning of life acted as a protective factor that mitigated negative affect for mainland Chinese students in Hong Kong, but not for the Chinese international students in Australia. The theoretical and practical implications for resilience-based and meaning-oriented intervention for Chinese international students are discussed.
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Kent, Anna. "Overseas students coordinating committees ‐ the origins of student support in Australia?1." Transitions: Journal of Transient Migration 4, no. 1 (March 1, 2020): 99–114. http://dx.doi.org/10.1386/tjtm_00015_1.

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Student support in contemporary educational settings is vastly different from what it was when international education became a visible presence on Australian campuses in the 1950s. At that time, community organizations, businesses and the government cooperated to provide support to students in Australia, with little support being offered formally through universities and colleges. These Co-ordinating Committees survived for decades, into the 1990s. It could be argued that these Co-ordinating Committees facilitated a community engagement in international education that has not continued as the number of students has multiplied. Using archival and other primary source documents, this article will look at the beginnings of the Australian Organisations’ Co-ordinating Committee for Overseas Students (AOCCOS), and other similar organizations. It will analyse how the Committees changed over the decades of their existence, and what role they played in influencing government policies.The article will also investigate when and why these Committees ended, and what, if anything, has taken their place. The huge expansion of the international education sector, with more than half a million students now studying in Australia as international students, has impacted the quantity and quality of engagement with the Australian community for many of these students.Finally, the article will look at efforts to engage the community in the support of, and engagement with, international students in Australia in a more contemporary setting. This includes support provided by institutions, community and sporting organizations and state government and municipal councils.
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Chennamsetti, Prashanti. "International Students and Crime." Journal of International Students 6, no. 2 (April 1, 2016): 644–46. http://dx.doi.org/10.32674/jis.v6i2.375.

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Knowledge about crime promotes awareness about the existence of a problem and aids in designing appropriate preventive strategies to tackle the problem. The authors promote this awareness throughout their book International Students and Crime, which investigates the phenomenon of international student crime using qualitative methodology. The authors compare data from the US, UK and Australia, and present 150 international student experiences along with opinions of industry professionals.
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Le, Huong, and Jade McKay. "Chinese and Vietnamese international students in Australia." International Journal of Educational Management 32, no. 7 (September 10, 2018): 1278–92. http://dx.doi.org/10.1108/ijem-08-2016-0180.

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Purpose The purpose of this paper is to examine the voice of Chinese and Vietnamese international students through studying the similarities and differences in their learning experiences and the reasons underlying their experience. Design/methodology/approach In total, 57 Chinese and Vietnamese international students participated in focus groups and interviews regarding their experiences of higher education and their suggestions for improvement. Findings The findings show that Chinese and Vietnamese students had varying levels of challenges and different progress in the adaptation process and that Chinese students were more vocal and less satisfied with their experience of higher education than Vietnamese students. This is due to the mismatch in their expectation and the actual experience and the cultural influence. Research limitations/implications The sample size is relatively small. This study only looked at Vietnamese and Chinese students in one university, which might have limitations in relation to subjectivity and bias. Practical implications The findings provide useful implications for educators, institutional leaders and support staff to improve facilities, teaching quality and service to students. Originality/value In the current era of internationalisation, commercialisation and mobility in institutions around the world, this study advances current research and provides timely insight into the experiential differences of the Chinese and Vietnamese student experience and their voice.
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Dissertations / Theses on the topic "International students - Australia"

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Hedges, Pamela Mary. "Antecedents and outcomes of international student adjustment." University of Western Australia. Graduate School of Management, 2003. http://theses.library.uwa.edu.au/adt-WU2003.0027.

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This study considered the adjustment of international students to their life in a new country and their work in the business faculty of a large Australian university. Prior research into expatriate adjustment was used as the study’s basis and a model for analysis was developed from that research literature. Although some aspects of the relationships found with expatriate employees were not demonstrated, generally the similarities were strong and the features of an expatriate employee’s experience and that of an international student were seen to be very alike. Over 500 international students completed a survey based on well-validated measures from the research literature. The results were analysed using structural equation modelling. The hypothesised model did not fit very well in its original form and alternative models were suggested and tested in order to identify a better-fitting model. Cultural novelty, personal abilities in interpersonal interactions and communication skills, self-esteem, self-efficacy and general adjustment were found to be the most significant variables in explaining the outcomes of academic achievement, workrelated and general wellbeing and work-related and general satisfaction, with selfesteem, self-efficacy and general adjustment having the greatest influence on successful outcomes. Adjustment was found not to be a mediating construct, as suggested in the expatriate literature, but an antecedent influence upon the outcomes. Relationships between the constructs were complex, as had been suggested by previous research, making generalisations about causes and consequences of adjustment very difficult. This complexity emphasised that, for international students, the experience of living and working in an international location needs to be regarded in a holistic fashion and that there are many and varied contributors to its success. Several potentially fruitful avenues for future research, concerning both international students and expatriate employees, were identified and discussed. The implications of the present study were considered, both from an academic perspective and in terms of usefulness within a university. A number of possible practical strategies were suggested, relevant to students, lecturers and university administrators that might assist in improving the experience of ‘expatriation’ for international students.
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Pacey, Robyn Lyn. "Coming Ready or Not: Chinese Students in Australia, Their Motivations, Language Proficiency and Impact on Australia's Tertiary Environment." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/367970.

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Around one in five of Australia’s tertiary students comes from overseas, with the largest proportion from the People’s Republic of China. Despite needing the revenue from international students to fund domestic tertiary places, there is continuing disquiet over the language preparedness of overseas students, the willingness of universities to allow them to bypass language entry standards, and the subsequent impact on the academics responsible for teaching them. To gauge the experience of typical Chinese students at Australian universities, this study followed a group of five for almost nine years, from when they enrolled in a foundation program in northern China to the present, to establish their motivations for wanting an Australian education, whether their language was sufficient to enable them to participate fully, and whether they were able to integrate into the academic and broader communities. The research had a secondary focus; to examine the impact of large cohorts of international students on Australia’s tertiary environment, and whether international education can be better delivered to achieve a more rewarding experience for all participants. The study began in 2005 with classroom reports and observations of the students during their foundation year, followed by annual interviews and personal contact after their arrival in Australia. To address the secondary focus of the study, data were collected from the Academic Language and Learning (ALL) advisers who assist tertiary students with language development, from the discipline academics who teach them, and from pro-vice chancellors (international) who are responsible within universities for the international education policy framework.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Shool of Education and Professional Studies
Arts, Education and Law
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Rueckert, Caroline M. "Conceptions of care in international higher education in Australia." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107901/1/Caroline_Rueckert_Thesis.pdf.

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This thesis analyses conceptions of care within the public discourse about international higher education in Australia from 2002-2013. It examines a series of public texts from the period that specifically addressed questions about the 'care' and 'duty of care' that government and institutions afforded to international students studying in Australia. I trace through the conceptions of care that are articulated within these documents, analyse how they both constitute and are constitutive of wider social practices within the period, and posit a new critical model of care to provide a way forward for how we might practice care more effectively within international higher education, both in Australia and elsewhere.
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Orth, Ashley Mark. "International students' perceptions of their experience of higher education in Australia: A focus on Saudi Arabian students in their first year of a business course in a major Australian university." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84623/4/Ashley_Orth_Thesis.pdf.

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This study examined perceptions of international students from Saudi Arabia living and studying in Australia. As a qualitative study that featured case study methodology, the thesis discusses the experiences of Saudi Arabian students in the light of two important factors: students' expectations prior to coming to Australia and the impact of intercultural competency on students' experiences. The study found that while study participants reported mostly positive experiences, there were challenges faced such as coping with English language and culture shock. The thesis culminates in a comprehensive list of implications for educators in the light of the study's findings.
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Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.

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In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.
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Hidaka, Tomoko. "International students from Japan in higher education in South Australia /." Title page, contents and introduction only, 2002. http://web4.library.adelaide.edu.au/theses/09AR/09arh6321.pdf.

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Park, Eunjae. "Social and Educational Challenges of International Students Caused by Accented English in the Australian Context: A Sociolinguistic Analysis of Linguistic Experience." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/365371.

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This study investigates the issues that international students studying at tertiary institutions in Australia face due to their accented English. While studies in the field of international education have clearly established the impact of these students’ language difficulties, limited attention has been directed at the issue of the effects of accentedness on L2 tertiary students. International students have to deal with difficulties caused by accented English at two different levels: 1) their own foreign accent or that of their conversation partner, which can result in loss of confidence in their linguistic skills: and 2) negative societal attitudes towards foreign accents. This study adopted a sociolinguistic lens when viewing this issue, providing a richer level of understanding of accent-associated linguistic experience of these students in both social and educational settings. A mixed-methods approach was employed to access the views of international students. This combined a survey of international students, followed by group interviews, in order to explore the students’ views of their difficulties associated with accentedness, and strategies they used to mitigate those challenges. While the survey captured an overall pattern of the experiences of accentedness and the strategies used to address these issues, the follow-up group interviews added in-depth perspectives on accent-related experiences, beliefs, perceptions and concerns of the students. The results reported the linguistic experiences of 182 L2 students who were enrolled at three major universities in South East Queensland. Descriptive analysis was used to capture the interesting and unexpected responses of the majority of the participating L2 students. Thematic analysis was employed to account for the issues arising from the survey and achieve a richness in understanding the experiences of these students.
Thesis (Masters)
Master of Higher Education (MHigherEd)
School of Education and Professional stuidies
Arts, Education and Law
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Townsend, Peter 1952. "The development of intercultural capability : a comparative analysis of the student international education experience." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5442.

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Glew, Paul J. "Learning and teaching in ESL perspectives on educating international students in Australia /." View Vol. 1 (Vol. 2 restricted access), 2008. http://handle.uws.edu.au:8081/1959.7/41785.

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Thesis (Ed.D.)--University of Western Sydney, 2008.
A thesis presented to the University of Western Sydney, Centre for Educational Research, in fulfilment of the requirements for the degree of Doctor of Education. Includes bibliographies.
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McLeod, Beth Lauren. "International students and social connectedness : The role sport can play." Thesis, Federation University Australia, 2015. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/97158.

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Whilst it is well known that international education is a lucrative industry, what is not so well known is how to continue attracting prospective higher education students to Australia in what has become a competitive global market. Adding concern to Australia’s reputation as an international education provider is the recent research which indicated that international students are dissatisfied with their social experiences while in Australia. This research highlights that international students in Australia are not getting the most value out of their educational sojourn, in part, because of their less than engaging experiences with Australians. As a consequence, one of the main challenges faced by Australia’s international education sector is to create and sustain a positive student experience in order to enhance Australia’s reputation as an education provider, be fair to the students and remain competitive in this valuable industry. Developing stronger social connections appears to be an important factor for creating a positive international student experience, and a case can be made to consider the role of sport as a potential strategy for enhancing the international student experience. In particular, sports participation and spectatorship may be possible vectors for enhancing international students’ social connections with Australians because of the opportunity provided for personal interaction. To date, there is a relative lack of research that has investigated this relationship. This Australian-based study aimed to bridge this knowledge gap by focusing on three key areas: (1) to determine whether there was a relationship between sports participation and social connectedness, and if this relationship was influenced by the students’ type and level of sports participation; (2) to determine whether there was a relationship between sport spectatorship and social connectedness, and if the context of sport spectatorship influenced this relationship; and, (3) to determine whether there was a relationship between sport spectatorship and sports participation, particularly from the perspective of international students in Australia. ii The investigation used a mixed methods approach, which combined quantitative and qualitative data collection and analysis, in a sequential manner. The first phase involved the collection of questionnaire data. Subsequently, these quantitative findings were used to frame the qualitative interview themes and foci. Through this process, greater depth and personal perspectives were added to the initial findings to enrich understanding of various elements of the investigation. Qualitatively the overarching premise as to why a quantitative relationship existed between sports participation and social connectedness (p<0.0001) was that sporting involvement enabled close proximity to the Australian people, who the students perceived to be highly active in sport. The qualitative findings also supported the quantitative finding for the second research sub-question indicating that spectatorship was related to social connectedness (p<0.0001). According to the qualitative results spectatorship was deemed to be one of the best ways for students to connect with Australian people. The students explained this was possible because spectatorship provided them with an easy and relaxed way to connect to people, particularly Australian people and in a casual environment. Three underlying themes explained why spectatorship was perceived to provide this unique environment and connection opportunity. These were (1) spectatorship is a universal and inclusive leisure activity; (2) spectatorship connects people; and (3) Australia has a strong sporting culture. The quantitative results from the third research sub-question revealed a relationship between spectatorship and sports participation (p<0.0001) and the qualitative interview data enriched this finding. The interview data indicated that students considered spectatorship as a driver for their sports participation. Students revealed that spectatorship helped them increase their level of sports participation, and to feel included in sport even without physical involvement. The qualitative results from this study suggest spectatorship plays a more important role than sports participation for international students in developing social connections with Australian people. Results revealed that increased involvement in sports participation and spectatorship enhanced students’ understanding of the Australian language and culture, assisting them iii to develop and maintain meaningful friendships in their host country. This finding indicates that sport may be a unique way for international students to achieve the connections they desire with Australians. The value of both sports participation and spectatorship for international students is evident. Accordingly it is recommended that Australian educational institutions offer sporting opportunities specifically for international students, and thus contribute positively to a rewarding and lasting educational experience.
Doctor of Philosophy
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Books on the topic "International students - Australia"

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Jude, McCulloch, and Nyland Chris, eds. International students and crime. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2015.

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Marginson, Simon. International student security. Cambridge: Cambridge University Press, 2010.

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Fazio, Teresa De. Studying in Australia: A guide for international students. St. Leonards, NSW: Allen & Unwin, 1999.

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Gunawardena, Harshi. International students at university: Understanding the student experience. New York: P. Lang, 2012.

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Ong, Danny. The International students' handbook: Living and studying in Australia. Sydney: UNSW Press, 2010.

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The International students' handbook: Living and studying in Australia. Sydney: UNSW Press, 2010.

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Ong, Danny. The International students' handbook: Living and studying in Australia. Sydney: UNSW Press, 2010.

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Imagined mobility: Migration and transnationalism among Indian students in Australia. New York, NY: Anthem Press, 2010.

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Abdullahi, Ismael. Global library and information science: A textbook for students and educators : with contributions from Africa, Asia, Australia, New Zealand, Europe, Latin America and the Caribbean, the Middle East, and North America. München: K.G. Saur, 2009.

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Ismael, Abdullahi, ed. Global library and information science: A textbook for students and educators : with contributions from Africa, Asia, Australia, New Zealand, Europe, Latin America and the Caribbean, the Middle East, and North America. München: K.G. Saur, 2009.

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Book chapters on the topic "International students - Australia"

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Song, Xianlin, and Greg McCarthy. "Asian International Students on Australian Campus." In Governing Asian International Mobility in Australia, 97–135. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24170-4_4.

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Qu, Mingxin. "Chinese International Students’ Experience: Integration or Inclusion?" In Transcultural Connections: Australia and China, 127–41. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5028-4_8.

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Gomes, Catherine. "International student parallel societies and why they matter." In Parallel Societies of International Students in Australia, 1–17. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003129981-1.

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Nguyen, Tran, and Donna Hartz. "International Students in Australia, Employability and Cultural Competence." In Cultural Competence and the Higher Education Sector, 331–48. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5362-2_18.

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Gomes, Catherine. "Disconnections." In Parallel Societies of International Students in Australia, 49–73. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003129981-3.

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Gomes, Catherine. "Connections." In Parallel Societies of International Students in Australia, 18–48. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003129981-2.

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Gomes, Catherine. "Expectations, misconceptions and misunderstandings." In Parallel Societies of International Students in Australia, 74–99. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003129981-4.

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Gomes, Catherine. "A crisis of pandemic proportions." In Parallel Societies of International Students in Australia, 100–118. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003129981-5.

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Song, Xianlin, and Greg McCarthy. "Transformed Australian Eduscape: The Mobility of Asian International Students and Academics." In Governing Asian International Mobility in Australia, 1–28. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24170-4_1.

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Adams, Tony, Melissa Banks, and Alan Olsen. "International Education in Australia: From Aid to Trade to Internationalization." In International Students and Global Mobility in Higher Education, 107–28. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230117143_6.

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Conference papers on the topic "International students - Australia"

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Kim, Daeyoung, and Shanton Chang. "The use of WeChat in higher education: Investigation of Chinese students in Australia." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0133.

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With the increasing popularity of social technologies, many Chinese students use WeChat for their studies in Australia. However, there have been limited studies about how students effectively use WeChat for their academic activities and the impacts on students' academic achievements. Therefore, this study focuses on the relationship between WeChat usage and academic activities of university students in Australia. Using a modified Delphi technique, we conducted three online focus groups of 16 university students who had an experience of WeChat. A thematic analysis revealed that the usage of WeChat could impact their academic performance, and many international students had challenges to be familiarised with a new digital environment in Australia. The findings contribute to much clear understanding of how students utilise WeChat for academic activities to provide a better usage of social media for university students.
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V, Indumathi, Ana Evangelista, Arti Siddhpura, Yuanyuan Fan, and Milind Siddhpura. "Pandemic exacerbating Work Integrated Learning experience for International Students in Australia." In 9th Research in Engineering Education Symposium & 32nd Australasian Association for Engineering Education Conference. https://reen.co/: Research in Enineering Education Network (REEN), 2022. http://dx.doi.org/10.52202/066488-0060.

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Chen, Yujing, Guyu Pang, and Chuyao Zhang. "Problems Encountered by Chinese International Students Studying in Australia in Life and Academic Adaptations." In 2021 6th International Conference on Modern Management and Education Technology（MMET 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211011.028.

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Byrne, Graeme, and Lorraine Staehr. "International Internet Based Video Conferencing in Distance Education: A Low-Cost Option." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2451.

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Higher education institutions in Australia are increasingly embracing the Internet as a tool to support academic programs offered in the Asian region. The purpose of this study is to describe a low cost internet-based international video conferencing system and to assess staff attitudes toward its use to deliver lectures and tutorials to Hong Kong. The students are enrolled in undergraduate business programs at a regional campus of an Australian university. The video conferencing system is used to deliver around 50% of the course content with the remainder delivered in “face-to-face” mode requiring the lecturer concerned to travel to Hong Kong. To evaluate the use of the videoconferencing system, semi-structured interviews were conducted with staff involved in the program. The results revealed an overall positive attitude toward the technology itself, but revealed some shortcomings in its effectiveness as a teaching tool.
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Sang Woo, Prof Park. "UZBEKISTAN COOPERATION PROMOTION PLAN (EDUCATION FIELD)." In UZBEKISTAN-KOREA: CURRENT STATE AND PROSPECTS OF COOPERATION. OrientalConferences LTD, 2021. http://dx.doi.org/10.37547/ocl-01-16.

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In reality, Korean universities are very attractive for foreign students (international student share: 1.4% in Korea, 18% in Australia, 15% in Austria, 41% in Luxembourg, 16% in New Zealand, 17% in the UK, 16% in Switzerland, and 4% in the US). In the case of foreign universities in Uzbekistan, more than 10 universities, excluding those in Korea, have entered the market, but there have been no withdrawal cases, so it is necessary to benchmark the cases of foreign universities entering overseas and review countermeasures for improvements.
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Smith, Warren F., Michael Myers, and Brenton Dansie. "F1 in Schools: An Australian Perspective." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86240.

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The Australian Government and industry groups have been discussing the projected “skills shortage” for a number of years. This concern for the future is mirrored in many countries including the USA and the UK where the risk is not having sufficient skilled people to realise the projects being proposed. Growing tertiary qualified practicing engineers takes time and commitment but without the excitement of the possibility of such a career being seeded in the youth of the world, school leavers won’t be attracted to engineering in sufficient numbers. In response, one successful model for exciting school children about engineering and science careers is the international F1inSchools Technology Challenge which was created in the UK in 2002 and implemented in Australia in 2003. It is now run in over 300 Australian Schools and 33 countries. In the Australian context, the program is managed and promoted by the Reengineering Australia Foundation. It is supported and fostered through a range of regional hubs, individual schools and some exceptional teachers. Presented in this paper are some perspectives drawn particularly from the Australian experience with the program over 10 years — which by any measure has been outstanding. The F1inSchools model has been designed specifically through its association with Formula One racing to attract the intrinsic interests of students. It is based on the fundamentals of action learning. Role models and industry involvement are utilised as motivation modifiers in students from Years 5 to 12. While immersing children in project based learning, the program explicitly encourages them to engage with practicing mentors taking them on a journey outside their normal classroom experience. In this program, students have the opportunity to use the design and analysis tools that are implemented in high technology industries. Their experience is one of reaching into industry and creative exploration rather than industry reaching down to them to play in a constrained and artificial school based environment. Anecdotally F1inSchools has been very successful in positively influencing career choices. With the aim of objectively assessing the impact of the program, doctoral research has been completed. Some key findings from this work are summarized and reported in this paper. The children involved truly become excited as they utilise a vehicle for integration of learning outcomes across a range of educational disciplines with a creative design focus. This enthusiasm flows to reflective thought and informed action in their career choice. As a result of F1inSchools, students are electing to follow engineering pathways and they will shape tomorrow’s world.
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Yang, Haolei. "A new model of international students educational decision-making: the case of Chinese students choices of major in accounting in Australia." In International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.129.

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Yang, Zonghan, Con Nikakis, and Lin Tang. "A comparison between Chinese and Australia background students’ performance in NMIT." In 2015-1st International Symposium on Social Science. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/isss-15.2015.57.

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Paranawithana, Dona Lankika Shamalee, Ergun Gide, Robert Wu, and Ghulam Chaudhry. "A comprehensive review on the influence of social media marketing in harnessing international students to Australia." In 2020 IEEE Asia-Pacific Conference on Computer Science and Data Engineering (CSDE). IEEE, 2020. http://dx.doi.org/10.1109/csde50874.2020.9411536.

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Chew, Peter K. H., and Denise B. Dillon. "Psychometric Properties of the Statistical Anxiety Scale Among Students In Singapore and Australia." In Annual International Conference on Cognitive and Behavioral Psychology (CBP 2014). GSTF, 2014. http://dx.doi.org/10.5176/2251-1865_cbp14.05.

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Reports on the topic "International students - Australia"

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O’Grady. TIMSS 2019 Australia Highlights. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-616-1.

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Trends in International Mathematics and Science Study (TIMSS) is an international sample study that assesses the mathematics and science achievement of Year 4 and Year 8 students every four years. Australia has participated in all cycles of TIMSS since it commenced in 1995 and over this 24-year period has collected rich data about trends in mathematics and science achievement. This document provides the highlights from Volume I of the main report TIMSS 2019 Australia. Volume I: Student performance. Volume I and these Highlights focus on the achievement results, detailing Australia’s results within the international context, as well as the results for the Australian jurisdictions, and for different demographic groups within Australia.
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

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Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Mahling, Alexa, Michelle LeBlanc, and Paul A. Peters. Report: Rural Resilience and Community Connections in Health: Outcomes of a Community Workshop. Spatial Determinants of Health Lab, Carleton University, December 2020. http://dx.doi.org/10.22215/sdhlab/2020.1.

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Canadians living in rural communities are diverse, with individual communities defined by unique strengths and challenges that impact their health needs. Understanding rural health needs is a complex undertaking, with many challenges pertaining to engagement, research, and policy development. In order to address these challenges, it is imperative to understand the unique characteristics of rural communities as well as to ensure that the voices of rural and remote communities are prioritized in the development and implementation of rural health research programs and policy. Effective community engagement is essential in order to establish rural-normative programs and policies to improve the health of individuals living in rural, remote, and northern communities. This report was informed by a community engagement workshop held in Golden Lake, Ontario in October 2019. Workshop attendees were comprised of residents from communities within the Madawaska Valley, community health care professionals, students and researchers from Carleton University in Ottawa, Ontario, and international researchers from Australia, Sweden, and Austria. The themes identified throughout the workshop included community strengths and initiatives that are working well, challenges and concerns faced by the community in the context of health, and suggestions to build on strengths and address challenges to improve the health of residents in the Madawaska Valley.
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Medhurst, Marijne, Maya Conway, and Kathryn Richardson. Remote learning for students with a disability: Game changer or moment in time? Literature Review. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-683-3.

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This literature review draws from Australian and international research into the impact of remote learning for students with disability, published between March 2020 and April 2022. The literature relates to pedagogical services provided by early childhood services and schools to support students with disability, rather than therapeutic services. The social implications for students are reviewed along with educational factors, and implications for inclusion and support by schools. Following an overview of the legal and policy frameworks supporting the education of students with disability, this review investigates benefits, challenges and opportunities for both remote learning and transition back to in-person educational settings for students and their families. The themes emerging include flexible approaches to learning, connectedness and wellbeing.
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