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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Min-En, Aaron Tham. "Travel stimulated by international students in Australia." International Journal of Tourism Research 8, no. 6 (2006): 451–68. http://dx.doi.org/10.1002/jtr.588.
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Selvarajah, Christopher, John Chelliah, Denny Meyer, Edwina Pio, and Pacapol Anurit. "The impact of social motivation on cooperative learning and assessment preferences." Journal of Management & Organization 16, no. 1 (March 2010): 113–26. http://dx.doi.org/10.1017/s1833367200002303.
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AbstractThis study explores the assessment preferences of 453 postgraduate business students in New Zealand, Australia, and Thailand using a survey linking motivational and educational preferences. This study compares the needs of Western students (Australian and New Zealand), Asian (Thai) and international students (predominantly Chinese and Indian students) in Australia and New Zealand (ANZAC). One major finding is that students from these three countries who are socially motivated prefer ‘cooperative learning’. Further, the study specifically shows that students from Thailand are more socially motivated than students from Australia and New Zealand (ANZAC) while International ANZAC students have the greatest desire for cooperative learning. It also shows that group assessment poses quite significant challenges for local ANZAC students and therefore, remedial intervention from universities is essential if group assessments are to remain relevant and useful in achieving meaningful teaching and learning outcomes.
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Selvarajah, Christopher, John Chelliah, Denny Meyer, Edwina Pio, and Pacapol Anurit. "The impact of social motivation on cooperative learning and assessment preferences." Journal of Management & Organization 16, no. 1 (March 2010): 113–26. http://dx.doi.org/10.5172/jmo.16.1.113.
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AbstractThis study explores the assessment preferences of 453 postgraduate business students in New Zealand, Australia, and Thailand using a survey linking motivational and educational preferences. This study compares the needs of Western students (Australian and New Zealand), Asian (Thai) and international students (predominantly Chinese and Indian students) in Australia and New Zealand (ANZAC). One major finding is that students from these three countries who are socially motivated prefer ‘cooperative learning’. Further, the study specifically shows that students from Thailand are more socially motivated than students from Australia and New Zealand (ANZAC) while International ANZAC students have the greatest desire for cooperative learning. It also shows that group assessment poses quite significant challenges for local ANZAC students and therefore, remedial intervention from universities is essential if group assessments are to remain relevant and useful in achieving meaningful teaching and learning outcomes.
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Gomes, Catherine. "Outside the Classroom." Journal of International Students 10, no. 4 (November 15, 2020): 934–53. http://dx.doi.org/10.32674/jis.v10i4.1277.
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International students from culturally and linguistically diverse countries travel to Australia because of the opportunity to study courses in the English language with some coming to this country just to study the language itself. Such desires moreover create students to engage in creative strategies to improve their language skills. This paper, however, suggests that the desire to be skilled in English through immersion in an English-speaking country like Australia creates challenges to the mental wellbeing of international students. Reporting on interview data with 47 international students of Asian descent in the Australian city of Melbourne, this paper reveals these challenges to include lived and perceived notions of self and belonging, as well as loneliness.
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LIAO, Chih-I. "Language Used by Chinese Malaysian Students Studying at an Australian University." Issues in Language Studies 9, no. 1 (June 29, 2020): 69–85. http://dx.doi.org/10.33736/ils.2350.2020.
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In Australia, more than 33% of total international students are Mandarin speakers. Mandarin has become a common language in the international student community in Australia. Speaking Mandarin is important while studying in an English-speaking country. This article explores Chinese Malaysian students’ language proficiency and their language attitudes. Five participants were selected from an Australian university, they were interviewed based on sociolinguistic case study research. The language proficiency of five participants was classified at five levels and the participants were required to self-rate in all their languages in the questionnaire. The findings show that three of the five participants preferred speaking English in Australia while the other two felt more confident of speaking Mandarin. All participants claimed that living in Australia, English and Mandarin are equally important. In contrast, the five participants’ Bahasa Melayu proficiencies had largely decreased because of less practice and negative attitudes.
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Scott-Maxwell, Aline. "K-pop flows and Indonesian student pop scenes: situating live Asian pop music in an ‘Asian’ Australia." Media International Australia 175, no. 1 (February 29, 2020): 20–35. http://dx.doi.org/10.1177/1329878x20906550.
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Transnational responses to globalisation in the Asia-Pacific region have included the flow of Asian pop genres throughout Asia and beyond, which pose a modest challenge to the normative dominance of Anglophone pop globally. Over the last decade, Australia has entered this flow and become part of the market for Asian pop. Iwabuchi argues that ‘burgeoning popular culture flows have given new substance to the ambiguous imaginary space of “Asia”’. Recent growth in the Australian consumption and production of Asian popular music and media coupled with rapidly expanding, diverse and fluid Asian-Australian diaspora populations and communities of transient migrants from Asia, specifically international students, who together form Asian pop’s primary consumers in Australia, highlight the ambiguity of both ‘the imaginary space of “Asia”’ and the imaginary space of ‘Australia’. The article considers Australian engagement with Asian pop from two perspectives: K-pop dominated media production and commercial scale concerts of East Asian pop and the social and experiential dimension of how international students engage with live Asian pop. Ethnographic case studies of two Asian pop events draw attention to the self-contained, socially and culturally demarcated communities of international students in Australia. They illustrate how such concert events express shared identities; a collective sense of community, belonging and agency; and, further, a connectedness to ‘Asia’ and a disconnectedness to the Australian societies that enable their communities and pop music activities.
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Jakupec, Viktor. "Review: Studying in Australia: A Guide for International Students: A Guide for International Students." Australian Journal of Career Development 10, no. 3 (October 2001): 37–38. http://dx.doi.org/10.1177/103841620101000311.
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Gribble, Catriona, Jill Blackmore, and Mark Rahimi. "Challenges to providing work integrated learning to international business students at Australian universities." Higher Education, Skills and Work-Based Learning 5, no. 4 (November 9, 2015): 401–16. http://dx.doi.org/10.1108/heswbl-04-2015-0015.
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Purpose – The purpose of this paper is to report on a three-year Australian study of international business and accounting students and the transition to employment. For international students seeking to differentiate themselves in a highly competitive global labour market, foreign work experience is now an integral part of the overseas study “package”. Work-integrated learning (WIL) is seen to provide critical “employability” knowledge and skills, however, international students have low participation rates. The high value placed on WIL among international students poses challenges for Australia as well as opportunities. Understanding the issues surrounding international students and WIL is closely linked to Australia’s continued success in the international education sector which has broad, long-term, social and economic implications. Design/methodology/approach – This paper draws on 59 interviews with a range of stakeholders including international students, universities, government, employers and professional bodies. Central to the paper is an in-depth case study of WIL in the business and accounting discipline at one Australian university. Findings – Providing international students with access to discipline-related work experience has emerged as a critical issue for Australian universities. The study finds that enhancing the employability skills of internationals students via integrated career education, a focus on English language proficiency and “soft skills” development are central to success in WIL. Meeting the growing demand for WIL among international students requires a multipronged approach which hinges on cooperation between international students, universities, employers and government. Originality/value – This project aims to fill a critical knowledge gap by advancing theories in relation to international students and WIL. While there is a significant body of research in the fields of international education and WIL, there is an absence of research exploring the intersection between the two fields. The study will contribute to the advancement of knowledge in both fields by exploring the emerging issue of WIL and international students.
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Marginson, Simon. "International Education in Australia: The Roller Coaster." International Higher Education, no. 68 (March 25, 2015): 11–13. http://dx.doi.org/10.6017/ihe.2012.68.8626.
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Australia's international education industry', a major export sector, slumped in 2010 because of more restrictive migration policy and visa processing, a crackdown on backdoor migration schemes, a high Australian dollar and tardy official response to racist violence affecting international students. A package of reforms in late 2011 freed up visa processing and work experience for graduates but so far industry recovery has been slow and uncertain.
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Ninnes, Peter. "Acculturation of International Students in Higher Education: Australia." Education and Society 17, no. 1 (January 1, 1999): 73–101. http://dx.doi.org/10.7459/es/17.1.07.
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Wilks, Jeff. "Water Safety for International Students Studying in Australia." Tourism in Marine Environments 14, no. 1 (March 1, 2019): 117–19. http://dx.doi.org/10.3727/154427318x15449875761233.
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Mak, Anita S., Patricia M. Brown, and Danielle Wadey. "Contact and Attitudes Toward International Students in Australia." Journal of Cross-Cultural Psychology 45, no. 3 (November 6, 2013): 491–504. http://dx.doi.org/10.1177/0022022113509883.
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Islam, W., M. Jamieson, and T. Lawlis. "International students in Australia: Are they food insecure?" Journal of Nutrition & Intermediary Metabolism 8 (June 2017): 72–73. http://dx.doi.org/10.1016/j.jnim.2017.04.044.
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Rouse, Elizabeth, and Dawn Joseph. "The theory–practice challenge: International early childhood education students making connections in Australia." Teachers' Work 16, no. 1 & 2 (November 13, 2019): 31–47. http://dx.doi.org/10.24135/teacherswork.v16i1and2.277.
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Increasing numbers of international students are enrolling in Australian universities in early childhood teaching degrees. For many of these students understanding the early childhood education pedagogies and approaches is a different way of viewing teaching and learning from their own cultural perspective. Many of these students struggle to understand the teaching and learning theory that underpins early childhood education in Australia which draws on play-based pedagogies, child centred learning, and intentional teaching. This small-scale case study sought to gain insights into how international students undertaking a Master of Teaching (Early Childhood) in an Australian university were enabled to link their theoretical learning to practical applications of being an early childhood teacher. Using questionnaire data, the study found that the international students struggled to connect the theory and pedagogical thinking that underpins early childhood education. What was most significant for these students was the experiences they gained through their practical placements.
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Wang, Carol Chunfeng, Lisa Whitehead, and Sara Bayes. "“They are friendly but they don’t want to be friends with you”: A narrative inquiry into Chinese nursing students’ learning experience in Australia." Journal of Nursing Education and Practice 7, no. 8 (March 7, 2017): 27. http://dx.doi.org/10.5430/jnep.v7n8p27.
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There is increasing interest in the phenomena of international student mobility and the growing global demand for skilled nurses. Little is known, however, about the learning experiences of Chinese nursing students at Australian universities. This study begins to address this gap. A narrative inquiry methodology was employed. In-depth interviews and focus group discussions, along with field notes and observations were conducted with six Chinese undergraduate nursing students studying undergraduate nursing in Western Australia. Chinese nursing students in Australia experienced fear and anxiety, driven by unfamiliarity with the hospital environment, education methods, and assessment expectations. Clinical placement experiences in Australian health services were identified by participants as the most stressful learning experience. Forming friendships with domestic students was difficult and rare for these students: none made friends with local students or joined university groups. Despite the challenges they experienced, the participants were motivated and adaptive to a new culture and learning methods, and all, demonstrated academic success. This study provides new knowledge about the learning experiences of Chinese nursing students at Australian universities. Many of the issues identified relate to the wider discussion around effective support for international students.
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Sultana, Seyama, and Abdul Momen. "International Student Satisfaction and Loyalty: A Comparative Study of Malaysian and Australian Higher Learning Institutions." Journal of Intercultural Management 9, no. 1 (January 1, 2017): 101–42. http://dx.doi.org/10.1515/joim-2017-0005.
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Abstract Purpose – Factors affecting international student satisfaction and loyalty are crucial for higher learning institutions of Malaysia as the country wants to become a global education hub. The purpose of this paper is to determine the most contributing factors affecting the level of international student satisfaction and how these factors affect loyalty of the students. These factors are academic issues, economic considerations, image and prestige and infrastructure of the university. The study involved the same research in Australia in order to compare situations in these two nations. Methodology – A structured questionnaire was used to collect data to determine the significant factors affecting the level of satisfaction and loyalty of international students of Malaysian and Australian public universities. Findings – The primary results demonstrated that towards international students, academic issues and economic considerations are more important than rest of two other factors in Malaysia where in Australia image and prestige are quite significant. Value – This study contributes to the research of Malaysian educational field and research of Malaysia as a global educational hub as it involves comparison with a developed country like Australia.
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Chia, Joy. "Intercultural interpretations: making public relations education culturally relevant." Journal of University Teaching and Learning Practice 6, no. 1 (January 1, 2009): 46–56. http://dx.doi.org/10.53761/1.6.1.5.
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Public relations educators delivering courses to international students find that each cohort of students interprets and understands public relations theory and its application to practice according to their respective cultures. The premise of this paper is to reflect on some of the interpretations and expectations of public relations students enrolled in postgraduate master classes from 2003 to 2007 in Singapore, Malaysia and Australia, at the University of South Australia. The Australian masters’ classes include cohorts of international students from diverse cultures. This paper suggests that public relations educators need to adapt their style of delivery and methods of assessment to facilitate optimum engagement of diverse groups of students taking account their varied political, religious and social backgrounds that shape their thinking and perception of public relations theory and practice.
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Bernard, Jennifer, and Krishna Bista. "International Student Experience in Australia." Journal of International Students 5, no. 1 (January 1, 2015): 100. http://dx.doi.org/10.32674/jis.v5i1.447.
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This book introduces a theoretical framework and research tools for evaluating the experiences of international students from the Indian subcontinent as they adapt to one university in Australia. Gunawardena and Wilson focus on the importance of understanding and molding student services to each individual cultural group and meeting specific needs based on communication, learning style, personal preferences, and grade level. For example, some English language learners have been put in classes below their grade level because of their lack of competency in English (written and spoken).
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Riaz, Ansa, Aftab Ahmed, and Sanam Ali Khan. "IMPACT OF COVID-19 LOCKDOWN ON INTERNATIONAL STUDENTS IN MELBOURNE AUSTRALIA." Pakistan Journal of Social Research 04, no. 01 (March 31, 2022): 765–77. http://dx.doi.org/10.52567/pjsr.v4i1.941.
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The study aimed to explore impact of COVID-19 related extended lockdown in Melbourne Australia on international student’s daily lives. Data was collected from 61 international students residing in Melbourne during lockdown and impact was found on their mental, physical, social health, learning (social and peer), and academic performance along with coping strategies used, and any support students received from the Victorian government. A data was collected through using purposive sampling and students from 10 countries participated in this study (51 percent male and 49 percent female). Study findings show that regardless of age, gender, nationality, and mode of study finance (scholarships or self-finance) majority of the students mentioned severe impact of COVID-19 related restrictions particularly lockdown on all dimensions of their lives mentioned above. The highest impact has been found on the academic performance (98 percent) following the mental health (94 percent), physical health (87 percent), social lives (84 percent). Study inquired about the coping strategies students used and results show that studies and use of social media was among the highly used coping methods (70 percent) following face time with family (32 percent) and excessive sleeping (39 percent). While responding to the support received from Victorian government 74 percent students mentioned no support and flagged the assistance required from Australian government in sectors like finances (43 percent), repatriation flights, visa issues (21 percent) and lease agreements (28 percent). Keywords: COVID-19, Lockdown, International Students, Covid-19 Impact, Australia
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Hsieh, Jasper Kun-Ting. "An Ethnography of Taiwanese International Students’ Identity Movements." Journal of International Students 10, no. 4 (November 15, 2020): 836–52. http://dx.doi.org/10.32674/jis.v10i4.1065.
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Many studies focus on Chinese-speaking international students’ adaptation issues inside and outside educational settings in the West. A strong emphasis has been placed on identifying Chinese-speaking international students’ problems and solving them through educational programs, pedagogies, and curricula. This emphasis categorizes these students as a cohort that have issues learning and living in Western societies, a categorization that ignores identity as complex and context-dependent. Drawing on a Bourdieuian poststructuralist perspective, this 18-month-long study documented the experiences of nine Taiwanese international students at different Australian universities before, during, and after their 1-year postgraduate education in Australia. This study compared their experiences and highlighted the complexity of identity movements. The findings present habitus modification and habitus improvisation, two notions developed from a Bourdieuian perspective. In conclusion, this study encourages reassessment of the standard notions of adaptation and prompts further exploration of how international students use their overseas experiences in the home context.
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Khawaja, Nigar G., and Helen M. Stallman. "Understanding the Coping Strategies of International Students: A Qualitative Approach." Australian Journal of Guidance and Counselling 21, no. 2 (December 1, 2011): 203–24. http://dx.doi.org/10.1375/ajgc.21.2.203.
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AbstractInternational students encounter a range of additional challenges as a part of their tertiary study experience. A qualitative approach was used to understand the challenges faced by international students, coping strategies that promoted their personal resilience and advice they have for future international students. Twenty-two international students from an Australian university participated in four focus groups. The challenges identified by students included adjustment, social isolation, English language skills, academic difficulties, unmet expectations, employment, culture shock and psychological distress. Participants shared their own personal experiences and strategies used by them to cope and identified strategies that future students could use prior to leaving their home country and whilst in Australia to improve their adjustment. Uses of international student stories in prevention interventions are discussed.
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Newton, Danielle C., drian J. Tomyn, and Anthony D. LaMontagne. "Exploring the challenges and opportunities for improving the health and wellbeing of international students: Perspectives of professional staff at an Australian University." Journal of the Australian and New Zealand Student Services Association 29, no. 1 (May 24, 2021): 74–92. http://dx.doi.org/10.30688/janzssa.2021.1.01.
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There are growing concerns about the mental health of university students, with particular concerns for international students studying in countries with different language and culture from the country of origin. We sought to explore the challenges and opportunities for supporting and improving the health and wellbeing of international students through interviews with health and other support services staff at an Australian University. Semi-structured interviews with a range of health and support services staff were conducted in person or by telephone in late 2018. Staff were asked about their perceptions of 1) health and wellbeing issues for international students, 2) barriers to international students accessing campus-based services for health and wellbeing concerns, and 3) strategies to improve international students’ health and wellbeing. Transcribed interviews were analysed thematically. Mental health/illness was identified as the most important health and wellbeing concern for international students. Barriers to help-seeking included fear of repercussions for coming forward, lack of problem and symptom recognition, poor understanding of health information, cultural stigma associated with counselling and language barriers. A tendency among international students to delay help-seeking until problems reached crisis-point was also identified as a concern. Suggested strategies to improve wellbeing included pre-departure education/orientation to life in Australia, the integration of health and wellbeing education with other university programs, education about confidentiality, better supporting students in how to access services, and skill building to promote social connection. Addressing the identified issues and opportunities would support international student health and wellbeing and may assist in attracting international students back to Australia post-COVID.
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Guan, Honglei. "Factors Influencing TESOL from a Learner’s Perspective." Journal of Contemporary Educational Research 6, no. 4 (April 29, 2022): 32–38. http://dx.doi.org/10.26689/jcer.v6i4.3830.
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This article will illustrate a typical English learning activity in an English training institution in Australia. Several international students, age ranging from 18 to 25 years old, were included in this study. All of these students are Asians, needing to improve their English level. Majority of the students come from Indonesia, Philippines, and China. The students attend the institution to improve their English skills before commencing their studies in Australian universities. There are 15 students from China and 5 students from other Asian countries, among which 12 are female students and 8 are male students. As the teachers are from China, some of them have a typical Chinese accent, while others have British or American accent. These are the context and setting of TESOL. From the perspective of one of the learners, an international student from China who had just arrived in Australia, the English learning context is general and typical in Australia, and there are also some common issues in learning in the context of TESOL. One of the issues is that students are quiet and do not actively respond to questions posed by the teachers. Another issue in TESOL is that most students are too shy to use English to communicate in the classroom.
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Dempsey, Ian, and Robert Conway. "Educational Accountability and Students with a Disability in Australia." Australian Journal of Education 49, no. 2 (August 2005): 152–68. http://dx.doi.org/10.1177/000494410504900204.
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One of the outcomes of regular education reform in Australia has been the development of a national testing program for school students. This article examines the degree to which students with a disability participate in this testing, and the extent to which the testing of students with a disability may help to achieve the National Goals of Schooling in this country. Several international comparisons with the Australian situation are made. A number of recommendations are made to facilitate the participation of students with a disability in national testing as a means of achieving the goal of educational equity for these students.
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Jakubowicz, Andrew, and Devaki Monani. "Mapping Progress : Human Rights and International Students in Australia." Cosmopolitan Civil Societies: An Interdisciplinary Journal 7, no. 3 (December 1, 2015): 61–80. http://dx.doi.org/10.5130/ccs.v7i3.4473.
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The rapid growth in international student numbers in Australia in the first decade of the 2000s was accompanied by a series of public crises. The most important of these was the outbreak in Melbourne Victoria and elsewhere of physical attacks on the students. Investigations at the time also pointed to cases of gross exploitation, an array of threats that severely compromised their human rights. This paper reviews and pursues the outcomes of a report prepared by the authors in 2010 for Universities Australia and the Human Rights Commission. The report reviewed social science research and proposed a series of priorities for human rights interventions that were part of the Human Rights Commission’s considerations. New activity, following the innovation of having international students specifically considered by the Human Rights Commission, points to initiatives that have not fully addressed the wide range of questions at state.
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Nguyen, Oanh (Olena) Thi Kim, and Varsha Devi Balakrishnan. "International students in Australia – during and after COVID-19." Higher Education Research & Development 39, no. 7 (October 2, 2020): 1372–76. http://dx.doi.org/10.1080/07294360.2020.1825346.
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Huang, Shaun L., and Alexander J. Mussap. "Maladaptive Perfectionism, Acculturative Stress and Depression in Asian International University Students." Journal of Psychologists and Counsellors in Schools 28, no. 2 (July 13, 2016): 185–96. http://dx.doi.org/10.1017/jgc.2016.18.
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Despite the advantages of international study — to the student, the university, and the local community — studies have reported an increased risk of stress-related psychological problems in international students. We surveyed 384 Asian international students (189 female, 193 male, 2 undeclared; aged 17 to 47 years) attending Australian universities in order to examine whether depressive symptoms in these students are related to their trait maladaptive perfectionism and the extent to which they have experienced acculturative stress while in Australia. Path analyses suggest that maladaptive perfectionism influences depression indirectly by increasing acculturative stress (mediation model) and to a lesser extent by interacting positively with acculturative stress (moderation model). The results reveal ways in which maladaptive perfectionism can affect the wellbeing of Asian international students experiencing adjustment-related stress.
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Nachatar Singh, Jasvir Kaur. "Challenges in obtaining employment in China: Lived experiences of Australian Chinese graduates." Australian Journal of Career Development 29, no. 3 (September 30, 2020): 153–63. http://dx.doi.org/10.1177/1038416220947085.
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Previous scholarly work has elaborated on challenges faced by Chinese international returnees at Chinese workplaces. However, limited research has captured to what extent such challenges have involved Chinese Australian graduates in gaining employment in China. Hence this study investigates the challenges involved in obtaining successful employment in China. Drawing on a qualitative study, semi-structured interviews were conducted with 19 Chinese graduates who studied at one Australian university and returned to China upon graduation. The study results highlight significant barriers to employment. Challenges include limited prior working experience, graduation in Australia that is not synchronised with employment months in China and lack of guanxi. This study provides important insights into barriers of employment in China for Chinese returnees from Australia and, potentially, for graduate returnees from other countries to China. It also discusses implications for Australian universities and for Chinese international students in Australia.
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Chen, Hui, David van Reyk, Jorge Reyna, and Brian G. Oliver. "A comparison of attitudes toward remote learning during the COVID-19 pandemic between students attending a Chinese and an Australian campus." Advances in Physiology Education 46, no. 2 (June 1, 2022): 297–308. http://dx.doi.org/10.1152/advan.00141.2021.
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The COVID-19 pandemic has been a strong driver for moving more teaching and learning activities online. Border restrictions have had a severe impact on international students either hoping to enroll in courses offered in Australia or continue with such courses if they are already enrolled. The online learning experience is likely different between students onshore and offshore. This study took a unique opportunity to investigate any such differences in students’ attitudes toward remote learning, necessitated by the pandemic, by comparing two cohorts of students, Australia versus China based. An anonymous survey using the Likert Scale and open-ended questions was available for student feedback on subject delivery. The students based in Australia expressed a preference for remote learning due to the convenience of attendance and availability of the video recordings. However, students in China had a strong preference for face-to-face sessions, with the lack of prior experience in an English-speaking learning environment and hesitance to speak with the lecturers and engage in the learning activities possible reasons for this. In quizzes, students in Australia performed better than those in China regardless of local or international student status. This difference may be due to the Australian-based students’ prior experience of English-speaking environments and open-book quizzes. In conclusion, remote learning in a familiar language and learning environment is accepted by students, whereas if the teaching is delivered in a second language using unfamiliar teaching methods, remote learning will require additional scaffolding to enhance their learning experience.
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Lyons, Darcie. "Restraint and Seclusion of Students with Disabilities." International Journal of Children’s Rights 23, no. 1 (March 28, 2015): 189–239. http://dx.doi.org/10.1163/15718182-02301009.
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Students with disabilities are being subjected to restraint and seclusion in some schools in Victoria, Australia. The practices are being used for purposes such as punishment, behaviour change and harm prevention. This article analyses the legality of the practices under the Victorian Charter of Human Rights and Responsibilities and the United Nations Convention on the Rights of the Child, which Australia has ratified. It concludes that the use of restraint and seclusion on students with disabilities in some Victorian schools has violated children’s rights, under both domestic and international human rights law. The Australian and Victorian governments have failed to recognise the presumption against the use of restraint and seclusion on children with disabilities in school and have failed to justify the associated rights limitations. A cultural shift is required to ensure that children with disabilities no longer experience unlawful rights violations, injuries and mental anguish as a result of restraint and seclusion in the very institutions that have a duty of care to protect them.
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Bhandari, Amrita. "International Students: Strengthening a Critical Resource." Journal of International Students 2, no. 2 (July 1, 2012): 200. http://dx.doi.org/10.32674/jis.v2i2.534.
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International student mobility is changing quickly in institutions of higher education in the United States, the United Kingdom, Australia, and Canada. In the U.S. alone, the total number of global mobile students reached 9.5 million in 2012. In comparison to other European countries, there are fewer published resources about and for international students in the U.S. In this demanding academic context, I consider International Students: Strengthening a Critical Resource written by Maureen S. Andrade and Norman W. Evans as an important handbook for international students’ educators and administrators. This book addresses eight major issues: adjustment, persistence, recruitment, orientation, English language programs, social support services, intercultural communication and learning, and immigration and legal issues.
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Khawaja, Nigar G., and Jenny Dempsey. "A Comparison of International and Domestic Tertiary Students in Australia." Australian Journal of Guidance and Counselling 18, no. 1 (July 1, 2008): 30–46. http://dx.doi.org/10.1375/ajgc.18.1.30.
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AbstractIn this study international and domestic students were compared on variables such as accommodation and financial satisfaction, social support, mismatched expectations, academic stress, dysfunctional coping, and psychological distress. International and domestic students (N = 86 for each group), enrolled at a large Australian university based in a capital city, completed a battery of questionnaires. Results demonstrate that in comparison to domestic students, international students had less social support, used more dysfunctional coping strategies and had greater incongruence between their expectations and experiences of university life. The results endorse the significance of providing high quality supportive and orientation programs to international students, to enhance their social support and coping strategies, which, as demonstrated, are lacking.
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Sonnenschein, Katrine, and Janet Ferguson. "Developing professional communication skills: Perceptions and reflections of domestic and international graduates." Journal of University Teaching and Learning Practice 17, no. 3 (July 1, 2020): 53–69. http://dx.doi.org/10.53761/1.17.3.5.
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Communication is considered a crucial skill set by employers who require universities to develop students’ communication skills, to meet their requirements in the workplace. This study focuses on graduates’ perceptions of their skill in professional communication; its development during their studies; and its value when making the transition to employment. The paper is based on two studies undertaken in Australia with interviews with graduates. The graduates are both of Australian and Chinese origin working in Australia and China across various industries. Presentation skills, writing, and intercultural skills were considered most important. Although most participants were satisfied with the way they had developed these skills at the Australian university, some international graduates needed more help from university to attain these skills. Recommendations regarding structured interventions for intercultural communication, work-integrated learning, and professional training of academic staff were provided.
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Saiful. "THE DIFFICULTIES AND PROBLEMS FACED BY INDONESIAN STUDENTS WHILE STUDYING IN AN AUSTRALIAN UNIVERSITY." Visipena Journal 4, no. 1 (June 30, 2013): 1–17. http://dx.doi.org/10.46244/visipena.v4i1.102.
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One of the issues that relates to Indonesian international students’ perceptions about the quality of higher education is with regards to the difficulties and problems they face while studying in an Australian university. A survey was conducted with 78 First Year to Fourth Year Indonesian international undergraduate students undergoing a range of programs and courses at a university in Australia to determine their perspective of quality in higher education. Further interviews were carried out with nine Indonesian international students to gain insights into their difficulties and learning experiences. Based on these interviews, the three main difficulties highlighted by Indonesianinternational students are: different learning styles, cultural barriers and language problems. This paper seeks to highlight the initial problems faced by Indonesian international students in terms of learning styles and how they strive to overcome these difficulties through discussions and practice. These findings present implications for the use of appropriate teaching strategies with Indonesian international students.
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Parker, Anneka, Peter Harris, and Bridget Haire. "International students' views on sexual health: a qualitative study at an Australian university." Sexual Health 17, no. 3 (2020): 231. http://dx.doi.org/10.1071/sh19209.
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Background The number of international students at Australian universities is rapidly increasing, and they contribute significantly to Australia’s economy. However, concerns have been raised for the health and wellbeing of international students, and there is limited information concerning international students with regard to their sexual health. Methods: Overall, 13 individual semi-structured in-depth interviews were conducted with 13 international students at an Australian university, aiming to understand the views and experiences of international students with regard to their sexual health and wellbeing. The interviews were analysed thematically, generating four themes. Results: Participants had a varied understanding of sexual consent, which often included concerns about the practicalities of saying ‘no’ to unwanted sexual interactions and misinformation about the effect of reporting sexual misconduct on their privacy and visa status. Cultural and familial taboos were often inherited, but many participants described an evolution of personal views and attitudes regarding topics such as sex before marriage and same-sex relationships, which had occurred since moving to Australia. Participants expressed that they received large amounts of information about sexual health, but often lacked the skills to navigate that information and access relevant support. Conclusions: These data, along with participants’ suggestions for future support and education, are important for understanding the complex experiences of international students at Australian universities, and should be considered when implementing future sexual health education and support programs.
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Sidiropoulos, Liz, Irene Wex, and Jonathan Sibley. "Supporting the Sustainability Journey of Tertiary International Students in Australia." Australian Journal of Environmental Education 29, no. 1 (July 2013): 52–79. http://dx.doi.org/10.1017/aee.2013.15.
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AbstractThis article reports the findings of a pilot Education for Sustainability (EfS) program implemented in 2011 for international students in a multi-campus distributed learning environment at an Australian university. It outlines the context of the pilot EfS program and reports survey findings of the environmental attitudes and sustainability worldviews of international students. The pilot EfS program entailed in-class presentations to students in a variety of Business and IT programs at diploma, undergraduate and postgraduate levels. Students were introduced to sustainability concepts and the role of graduate skills in their future professional practice. Students were also encouraged to adopt personal sustainability behaviours and assisted to connect their individual courses/programs to sustainability outcomes. Surveys consisting of open-ended questions and the Revised NEP (New Environmental Paradigm) questionnaire were conducted in a range of settings in order to develop an understanding of the sustainability attitudes and knowledge of international students. These were conducted in participating and non-participating EfS classes and also in classes with and without sustainability topics in the curriculum. The findings report the impact of these sustainability interventions on students’ environmental views and attitudes. Finally, these findings are contextualised in suggested routes for scaffolding the learning journey of international students towards sustainability.
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Paull, David. "International student mobility from Latin America in Australia: What we already know and what we still need to find out." Transitions: Journal of Transient Migration 4, no. 1 (March 1, 2020): 47–68. http://dx.doi.org/10.1386/tjtm_00012_1.
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This article identifies five main mobility characteristics of international students from Latin America in Australia by comparative analysis of the overall student population. International student numbers from Latin America to Australia have reached unprecedented levels. A growing body of research exists on Latin American migrants in Australia and scholars such as Burges and Calderon have provided insightful analyses into educational trade relations between the two. Despite this, there still lacks a deeper understanding of the mobility characteristics of Latin American students, embedded within the scholarship of international migration broadly and international student mobility (ISM) specifically. In order to address this gap, the article interprets publicly available data in a growing segment of ISM research that understands mobility as an ongoing, processional and lifelong journey. This article therefore paints a picture of what we already know and what we still need to find out about Latin American students in Australia.
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Kalsi, H., H. Do, and Z. Gu. "15. RISKS, CHOICES AND CONSEQUENCES: INTERNATIONAL STUDENTS AND SEXUAL HEALTH PROMOTION." Sexual Health 4, no. 4 (2007): 290. http://dx.doi.org/10.1071/shv4n4ab15.
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International students are the 4th most revenue raising industry in Australia brining in $6 billion in 2006. December 2006 reports show 383 818 international students were enrolled across Australia with 61�019 in Queensland. The vast majority of students come from Asian countries with a high prevalence of HIV/AIDS and STIs combined with minimal sexual health knowledge. Through workshops and discussion groups with international students they have been identified as a high risk in relation to sexual health problems due to their lack of sexual health knowledge, their tendency to engage in risk behaviour without adequate knowledge of risks, consequences and protection mechanisms. As a result, sexual health issues are increasingly presenting to professionals working directly with international students and health services in claims related to pregnancy, abortion rates, sexual assault, rape and reports of international students from high risk countries found to be HIV+. Further, international students reported receiving no information prior to arrival and on arrival of risk behaviour, safety issues, health or laws in Australia. In order to promote safe sex behaviour among international students we have formulated various strategies to raise awareness of international students, from print material on arrival, to information stalls at O-week, intermittent workshops for international students, student leaders and professionals working directly with international students. The feedback from the students is very positive and new strategies are being developed to target students facing language barriers. Our program findings demonstrate that the international student population is a high risk group facing sexual health issues where increased education and support must occur to prevent and reduce sexual health related problems.
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Fan, Si, Thao Doan, and Wei Fan. "A Study on Health Literacy of International Students in Australia." International Journal of Learning in Higher Education 20, no. 3 (2014): 79–90. http://dx.doi.org/10.18848/2327-7955/cgp/v20i03/48702.
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Daifullah Alsulami, Naif. "Why Do Saudi International Students Choose to Study in Australia?" Journal of Modern Education Review 6, no. 1 (January 15, 2016): 26–35. http://dx.doi.org/10.15341/jmer(2155-7993)/01.06.2016/004.
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