Out of the ashes

Dayne Ngatuere1

Team Leader:Māori And Pasifika Student Support Advisors, Ara Institute of Canterbury

Widening access to and success in higher education is at the heart of the Ara Institute of Canterbury’s mission. We aim to support students, whatever their backgrounds, to reach their potential and fulfil their ambitions. Māori achieving academic success as Māori. As Māori means being able to have access to te ao Māori, the Māori world – access to language, culture, marae, tikanga and resources.
Earl (2007) suggests that the key intervention point for a successful transition to tertiary education appears to be in the first semester of the first year of study. The literature identifies that this hinges on the extent to which students are socially and academically connected and supported to feel welcome and confident engaging in the new tertiary environment.
The key transition barrier is Māori and Pasifika students being unprepared academically and unfamiliar with tertiary academic requirements and environment.
This leads to the students’ sense of isolation (Curtis et al. 2012). The barriers are easy to identify the issues arise around the enablers and opportunities. Enablers identified in the literature were often simply things that work against barriers; we focus on four enablers for Māori and Pasifika students: soft skill career preparation; space and time to establish relationships; culturally appropriate academic and pastoral support; and quality teaching practice. This led to the creation of He Toki ki te Rika, born out of the 2011 Christchurch Earthquake; a partnership was founded between Ara Institute of Canterbury, Industry and Ngāi Tahu (the principal Māori tribe of the Southern region of New Zealand).


He ao te rangi ka uhia, mā te huruhuru te manu ka rere. The sky needs clouds to clothe it. Birds need feathers to fly.
Ko Tararua ngā paemaunga
Ko Ruamāhanga te awa
Ko Ngāti Kahungunu te iwi
Ko Tākitimu te waka
Ko Kahungunu te tangata
Ko Dayne Ngatuere toku ingoa.

Dayne Ngatuere
Ara Institute of Canterbury
Team Leader: Māori and Pasifika Student Support Advisors

Dayne is the team Leader: Māori and Pasifika Student Support Advisors. He has a Bachelor in Political Science, from the University of Canterbury in New Zealand, and has been at Ara Institute of Canterbury since 2014.

Pathways to professional development through a scholar-practitioner model

Beth Isensee1, Nasreen  Mohamed

1University Of Minnesota, International Student & Scholar Services, Minneapolis, United States

As student mobility and collaborations continues to increase across the globe, there has been an increase in need for development of practitioners and scholars within the field of international education. Creating pathways to professional development and research are critical to the sustainability and advancement of our field.

This session will begin with a discussion of the core competencies needed by both practitioners and scholars in order to effectively achieve the goals and values of International Education. We will look at various formal and informal pathways to this professional development. The presenters will share trends within the United States and share the University of Minnesota model.

We will share and reflect on the assertions made in the article “Supporting Scholar-Practitioners in Higher Education” (Streitwieser, B. & Ogden, A, 2016). In this article, they explore current trends for bringing the two lenses of scholar and practitioner together.  By creating an integrated role we can create a strong bridge from theory and practice.  Scholar-practitioners can effectively develop and advance research through the identification of best practices, gaps, challenges, and future opportunities.  While this combined scholarship is critical to enhancing the internationalization of our campuses it often comes with institutional barriers. Streitwieser and Ogen (2016) challenge us to “re-evaluate and re-imagine the systems and structures that limit the potential of scholar-practitioners in higher education.”


Beth Isensee serves as Assistant Director of Student Engagement and Intercultural Initiatives at the  International Student & Scholar Services in the Global Programs and Strategy Alliance at the University  of Minnesota. Her primary focus is valuing and integrating international students as critical aspect to  the University’s internationalizing the campus and curriculum effort. She collaborates university-wide  to identify the student voice through evaluations and assessment for the development of unit specific  strategic planning. Beth has worked within the field of International Education for 17 years and has a  M.A. in Counseling and Student Personnel Psychology.

Better pathways to success? – A study of foundation studies alumni

Dr Ian Teo1,2, Associate Professor Shanton Chang3

1Trinity College, The University Of Melbourne, Parkville, Australia, 2Melbourne Centre for the Study of Higher Education, The University of Melbourne, Parkville, Australia, 3Melbourne School of Engineering, The University of Melbourne, Parkville, Australia

Foundation studies (or pathways) programmes (FSPs) seek to prepare international students for their transition into university by providing bridging courses to meet their academic, sociocultural and personal needs. According to StudyPortals and Cambridge English (2016), the growth of such programmes over the previous decade has boomed to over 1,000 English-medium providers worldwide and has been valued at $1.4 billion with no indication of slowing down. While these programmes serve an instrumental purpose in terms of providing international students with a pathway into university, it has become clear that these students seek more than just a qualification by the end of their sojourn, and value also the quality of their broader relationships, preparation, and participation at university (Teo, 2016). For more than 25-years, Trinity College Foundation Studies (TCFS) in Melbourne has served to prepare international students for their higher education studies. The present study will report on quantitative and qualitative data derived from TCFS alumni who were surveyed at the start of 2017. In particular, two branches of alumni-related expectations and experiences will be addressed. First, findings involving the types of supports they sought during and after university, and the ways in which they wished to reconnect with TCFS will be described. Second, the types of extra-curricula activities respondents reflected upon as being important for their broader welfare or well-being while enrolled as foundation students will also be discussed. Implications and recommendations relating to the aforementioned data will subsequently be presented.


Ian has been working within the Trinity College Foundation Studies since 2004. For much of this time he taught as a Psychology lecturer within this program while pursuing postgraduate qualifications in Higher Education. His PhD thesis, “Transitioning from a Chinese education to an Australia education – A study of FSP students”, emphasised the critical role that the social dimension has in shaping international students’ university experiences. Since 2016, Ian has transitioned into the role of Research Coordinator: Foundation Studies Program to further investigate issues relating to international education and provide research support for Trinity College staff.

Game changer: a student-centred approach to orientation, transition and safety through gamification

Mrs Lena Mete1, Mr Jack Stathis1

1Education Queensland International, Brisbane, Australia

The ESOS legislative framework requires registered providers to support students to adjust to study and life in Australia. Orientation is a key requirement but traditional delivery methods have become less effective in meeting contemporary learning needs.  In this session, Lena Mete (Manager, Marketing and Communications) and Jack Stathis (Director, International Business, Sales and Marketing) from Education Queensland International (EQI) discuss the development of a mobile app that enables international high school students to disseminate important safety and orientation information more effectively.  Using a blend of video, audio, animation and games, the EQI app encourages students to undertake self-directed learning – clicking or swiping through content, watching videos and answering questions – as they progress through key learning points.  During the app’s development, EQI held focus groups with high school students from 11 countries across Asia, Europe, Scandinavia and Latin America. As the voice of EQI’s diverse international student cohort, their feedback was instrumental in scoping the app’s structure, content and appearance. Agents and student support personnel were also invited to share their views from a regulatory, practical and business perspective.  This presentation includes insights from the collaborative research process undertaken to determine student information and learning needs, particularly in reducing ‘culture shock’ and safety risks, to achieve a faster transition to life and study.  Digital methodology, content design and the use of avatars, video and game elements will be discussed along with the integration of analytics to capture student engagement and completion data to inform future developments.


Lena Mete is a marketing and brand strategist with extensive experience in driving sales and marketing strategies to attract and maintain customers, build solid corporate brands and enhance marketability through digital and print marketing tools and effective messaging. Having worked in large and diverse organisations across cultural boundaries in the university, TAFE and school sectors, Lena demonstrates outstanding communication, negotiation and leadership skills. She is a strong advocate of international education and excellence in the delivery of student experiences.

Jack Stathis has extensive experience in marketing, sales and business development in energy, hospitality and international education services.  As the Director of International Business, Sales and Marketing at EQI, the commercial arm of the Department of Education and Training International, Jack has established solid business links in Asia. Within the organisation Jack is strongly focused on team development, service excellence, and on the modelling of good leadership practice.  In the past, Jack was responsible for the international marketing activities of two large public institutions and held the role of Principal Trade Officer, Queensland Education and Training International (QETI) between 2008 and 2011.

Connectivity through sharing of culture: The Global Communicators Program

Ms Melissa Zaccagnini1, Ms Sharon Twyford1

1University Of Wollongong, , Australia

The Global Communicators Program (GCP) is a community of University of Wollongong students who are passionate about being global citizens. This centralised model is facilitated by senior students and provides connections among students who are interested in exploring diverse cultures, transiting to/ from a new country and developing global networks. By endeavoring to foster an environment of mutual gain for both domestic and international students, it is an exceptional non – remedial environment in which International and non- English speaking background students can practice their English conversation skills. Each GCP session involves peer-facilitated conversation around topics that allow cultural sharing by students – capitalising on the diverse backgrounds represented in the UOW community. All activities have been designed by the student leaders since the commencement of the program. GCP also aims to complement students’ formal studies, by enhancing understanding of other cultures and experiences in cross-cultural communication. Since 2012, the program has delivered over 10, 000 contact hours to more than 1,500 students representing 63 countries.

In this workshop, the presenters will offer a brief snapshot of the history and growth of GCP at UOW. They will then facilitate an interactive GCP session, in order to practically demonstrate some of the successful strategies and activities that have been designed by the GCP Facilitator teams. Finally, the presenters will offer insights into how to manage an institution wide peer based program to support cultural learning and connection among students from diverse cultures.


Sharon Twyford is the Coordinator of the Global Communicators Program team at the University of Wollongong.


Beyond University – strategies to engage your students in real world experiences

Rachel Howard1, Tempe Archer1

1Student Experience and Career Development, ANU

Abstract for ISANA Conference- Non-Refereed Workshop

The Student Experience and Career Development Team work closely with students and student societies to build links between students and the wider community. At this workshop we will demonstrate how we help students build links between them and the wider community through developing their networking skills. You will have the opportunity to engage in activities we run with students which enable them to reflect on and then articulate the skills they gain from the volunteering opportunities they have participated in as part of the ANU+ program.


Tempe Archer works is the Acting Manager of the Student Experience and Career Development Team and works as a Careers Consultant at ANU. She is currently completing a Masters Philosophy focused on social policy issues.
Working in Strategic HR in the Australian Public Service and Local Government in addition to working as a Human Capital Consultant with Deloitte.
Tempe is passionate about helping to foster the capabilities of students regarding their career development and employability throughout university and following graduation. Tempe has been enthusiastically involved in programs for disadvantaged students ensuring equal access to students from all backgrounds and in developing and delivering tailored initiatives for colleges and residences.

Rachel Howard is the new Industry and Employer Relationships Consultant with Student Experience and Career Development at ANU. She recently lead the successful launch of a ANU+, a new program to increase graduate employability and develop students’ skills through volunteering. Rachel previously worked with ASPIRE@UNSW, a program to raise awareness and aspiration for students from disadvantaged backgrounds to higher education and in student experience and engagement at the University of Wollongong. She has also been a performer and facilitator of education programs, and a laughter yoga practitioner with Camp Quality.

Spinning the web: How we foster successful connections among internal and external stakeholders

Ms Jieyan (Mera) Tan1, Dr Chelsea Blickem2

1The University Of Waikato, Hamilton, New Zealand, 2The University of Waikato, Hamilton, New Zealand

The University of Waikato in Hamilton, Waikato, New Zealand, is well-resourced to offer a unique university education experience through its connections within the region, the local community, the local iwi and through its many and extensive international relationships. The university motto ‘Ko  Te Tangata’, translates as ‘For the People’, which reflects our philosophy that we are in, of, and for the community.

Waikato Pathways College within the University provides a number of pre-degree programmes for both international and domestic students. Our focus within our local communities is balanced and enhanced  by our commitment to internationalisation. We celebrate the diversity of our students and staff, take pride in our reputation and commitment to pastoral care, and the measures we take through programme design and global networks to develop students as global citizens while enhancing their cultural competence.

This presentation will report on a number of case studies which showcase our multiple local and international connections and exemplifies our dealings with students from different backgrounds, cultures and study goals. Te Ara Ki Angitu: Pathways to Excellence is a new high school transition programme designed to make University study more accessible for students in the Waikato region. The Game On English programme combines English language with rugby. Programmes funded by government agencies combine English with management studies. The NZ Aid Scholarship scheme is a successful example of international connections and partnerships. Within each of these case studies we will consider student feedback on experiences and outcomes. We will examine and define what success means for these cohorts and from an institutional perspective. We will conclude with key recommendations that we believe are critical in building, maintaining and enhancing local and international connections with the key goal being enhanced learning experience and success.


Mera Tan is the Academic Student Advisor at Pathways College, the University of Waikato. Pathways College offers Academic English Language programmes and they are designed to improve the language skills of international students and prepare them for university study. Mera has more than 10 years experience in working directly with international students, providing enrolment, academic learning support and pastoral care. Her work at the University has been an exciting and rewarding blend of intercultural communication, administration and advocacy.

Mera holds a  Postgraduate Diploma in International Communication and has been an active ISANA member since 2008, and recently completed a course at Victoria University, Wellington in International Education.

Decentred attachments: international Vietnamese doctoral students’ connectedness and connectivity in Australia

Ms Lily Nguyen1

1The University Of Melbourne, Parkville, Australia

International students’ connectedness with people, places and communities in both home and host countries plays a critical role to their educational experience, psychological wellbeing and success (Marginson, Nyland, Sawir, & Forbes-Mewett, 2010; Wiers-Jenssen, 2003; Yeh & Inose, 2003). It is the benefit of both the home country and host institutions to understand the nature and forms of international students’ connectedness and better support them during and after the transnational sojourn. Research in this stream has mainly focused on undergraduate and master students, but little has been done on doctoral students. This presentation features part of my PhD project which investigates international Vietnamese doctoral students’ journey in Australia. It will focus on these students’ connectedness and connectivity in navigating their PhD study. The research is based on 38 one-to-one in-depth interviews with late-stage Vietnamese PhD students and new graduates from different Australian universities. The data were interpreted via the lenses of transnationalism (Vertovec, 1999) and the concept of transnational social fields (Gargano, 2009). The result of the study reveals the dynamics in the students’ feelings of attachment to their home and host country and how this consciousness impacts their pre-existing and new networks. Their connectedness is constructed idiosyncratically, influenced by their professional, educational histories, identities, and future orientations. There is a spectrum of feelings of attachment with home (Vietnam) and host country (Australia) that is interestingly expressed through the interviewees’ accounts.


Lily is a PhD candidate at Melbourne Graduate School of Education, The University of Melbourne. Her research investigates international Vietnamese doctoral students’ learning experience and identity development in Australia. She’s now in her fourth year of candidature. Before her study in Australia, Lily worked as an English teacher for 8 years at the Diplomatic Academy of Vietnam in Hanoi, the same academy from which she received her first degree in International Politics and Vietnamese Diplomacy in 2004. From 2007-2009, Lily studied an MA in English Language Teaching at Assumption University of Thailand in Bangkok and graduated with distinction. She has also had extensive experience working as an interpreter for the Central Party Organising Committee. Her research interests are doctoral education, international student mobility, international student identity, Vietnamese HE, and English language teaching.

Bring it in-house! An under 18 guardianship case study

Ms Molly Bonnefin1, Mr Patrick Ashe1

1Monash College, Monash University, Clayton, Australia

In this presentation you will hear our insights into the increasing complexities of managing underage international students through the use of a third party provider and how we resolved our issues.  We will share the challenges we encountered in bringing the service in-house and provide practical advice on how we attained our goal of creating a student-centred program to help international students successfully transition to independently living and studying in Australia.  We will touch on the importance of parental involvement, working with accommodation providers to develop best practice support and pastoral care and maintaining strong relationships with our education partners and agents.   Our case study includes critical incident management, compliance with the National Code and the practicalities of ensuring guardians are all on the same page in providing a consistent and comprehensive service across five metropolitan locations. We will also share the techniques we use to help our underage students transition to independent living once they turn 18, by utilising the support networks available both in-house and externally. This presentation will interest institutions with underage students, their accommodation providers, student welfare, student engagement and student services staff who are looking for practical tips and recommendations or want to learn from our experiences in developing an in-house under 18 guardianship model and support service.


Molly has been providing support to international students at Monash College since 2001.  Her special interests are in the fields of under age students, homestay accommodation and helping international students to integrate into living in Australia.  She currently manages the College’s Careers Service as well as strategically planning new projects for the Student Services team.  Her previous roles include 13 years of administrative and student recruitment experience at Chisholm Institute. From 2009 to 2014 Molly chaired the ISANA Special Interest Group in Pre-Tertiary Students and Accommodation and since 2016 has been ISANA National Treasurer.

Investigating learning challenges facing tertiary mainland Chinese students and identifying strategies for overcoming them

Mr Shanal Dimitri Uduwana1

1Monash College

The Department of Education and Training’s 2016 international student enrolment data suggests that the number of mainland Chinese student enrolments in Australia significantly outnumbered enrolments of learners from other nationalities, both in the secondary and tertiary education sectors. A concern for Universities in coping with the large volume of Chinese students, is ensuring that students are able to transition and succeed within their chosen disciplines. Students from traditionally didactic learning backgrounds, often struggle with the lack of individualised support and guidance provided, hindering their overall achievements at University. This action research paper examines the challenges faced by mainland Chinese students in adapting to independent and collaborative learning styles demonstrated by students in Australian tertiary institutions. By researching first year, direct-entry Chinese students in the Monash College Diploma of Business, I aim to determine how their predisposed behaviour may contribute to challenges in adjusting to expected learner requirements of Australian tertiary students. This paper identifies possible strategies and tools for supporting these students’ transition, in overcoming their contextual barriers.


Shanal Uduwana is the unit leader for Marketing Theory and Practice at Monash College, where he has been teaching in the Diploma of Business since February 2016. He has a Masters of Secondary Teaching and a Bachelor of Business, both from Monash University. As a university student, Shanal was actively involved with the student union, where he supported students through academic progress and disciplinary hearings, as a Student Rights and Support Officer. It was this experience of supporting and mentoring both international and local students that fuelled his interest in teaching and development.  Shanal’s research interests lie in the area of international student education, ranging from learner contexts, to transition and integration. This stems from his classroom experience, both as a teacher and as an international student in Australia. Shanal is passionate about the use of digital technologies in learning and has recently found success in the use of video-based Kahoot quizzes, to support international students in applying their learning.



The Australian and New Zealand Student Services Association Inc. (ANZSSA) is a professional association for people with an interest in the role of support services in post secondary education.

For more information, please visit ANZSSA website by anzssa.com.


ISANA International Education Association is the representative body for professionals in Australia and New Zealand who work in international student services, advocacy, teaching and policy development in international education.

For more information, please visit the ISANA website at www.isana.org.au.

Conference Managers

Please contact the team at Conference Design with any questions regarding the conference.