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In late 2008, ASIA:NZ commissioned a three year tracer study of Asia Born New Zealand trained business graduates. The final report was published in 2012. This study involved graduates from many New Zealand education providers including all but one of New Zealand's universities. This provided a rich source of data related to the post academic transition of graduates. Some of the recommendations from this study focussed on the need to prepare international graduates for their post academic transitions. In this paper [the authors] summarise the learning from this major study (and other related studies that informed it) and examine as a case study of one university's response to the need to provide particular specialised preparation for re-entry to countries of origin for their international soon-to-be graduates. In this case study [the authors] look at how advice around re-entry is adjusted to ensure it is country context specific and the challenge of doing so amongst a very diverse international student body.

A core generic understanding of issues to be considered in re-entry preparation emerges as well as some strategies to ensure that the advice and preparation given is fit for purpose for specific New Zealand to country of origin transitions. What has been learned in this case study should be of value to others seeking to enhance career and alumni services, as well as international support services, in the important area of preparing students for post academic transition.

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An increasing number of Australian universities are offering students, particularly international students, opportunities to study for their awards at Australian locations other than their main campuses, through partner provider arrangements similar to those established for the delivery of offshore higher education. There is now considerable knowledge of the risks and challenges associated with the quality assurance of higher education provided through partner organisations offshore. The questions considered in this paper are whether there are different risks associated when the provision is onshore rather than offshore and, if so, how they might be addressed. The analysis indicates that Australian universities need to attend to similar issues for both offshore and onshore partnerships but need to give particular consideration to some aspects of the management of onshore partnerships, including the student experience. However, these partnerships can provide genuine and efficient alternatives to traditional on-campus learning.

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The growth of the international education market has generated a community of student-workers that is vulnerable, growing and under-researched. Drawing on interviews with 200 international students, [the authors] show that a very high proportion of these students are employed and that this workforce is segmented and that while all student workforces are segmented, many international students must accept forms of work and levels of payment unacceptable to locals. Little has been done to ensure the rights of these workers are protected and [the authors] suggest this situation requires resolution.

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International students enrolling in undergraduate nursing courses in Australian universities are an increasing presence. The literature in regard to enhancing international student success has concentrated on theoretical, or class room learning. For nursing, and other practice based disciplines, success is also required in the practical learning experience. Clinical practice experience is recognised within the profession world wide as an essential element of nurse education for the development of competent and skilled registered nurses. For those international culturally and linguistically different students entering Australian programmes, this requirement is often difficult and challenging. This paper will discuss Australian nurse education which is grounded in western values and beliefs regarding health and illness and the role of the nurse, and highlight the student anecdotes that have led to the development of a doctoral research proposal asking the question: What is the nature of learning to nurse in Australia for international culturally and linguistically different students?

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This paper discusses the preliminary findings from a doctoral study about the migration of young single women professionals from Sri Lanka to New Zealand. The migration of highly educated single women, such as the study's participants, from third world to first world countries, is a new global social phenomenon. While it is a response to the requirements of the global knowledge labour market, it affects both sending and receiving countries. The research study examines the effects on Sri Lanka and New Zealand and on the individual women themselves. It is intended that the study will contribute to the relatively small literature on independent middle class female migration from developing to developed countries in the contemporary period. The findings, which are discussed in the paper, suggest that the women are upwardly mobile and aspire to non-traditional occupations which enable them to become autonomous decision-makers. The findings also show that, interestingly, there is no evidence of any ambivalence towards these aspirations despite the women's early acculturation into traditional gendered roles. They are thoroughly modern women.

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There are a growing number of international and local students entering university programs in the second year of the degree program after transitioning through a pathway provider. In Australia the term 'pathway provider' is used to refer to partnerships between universities and (generally) private, for-profit higher education colleges providing diploma programs as a 'pathway' for students to enter the second year of a university program. There is no one clear definition for the term 'pathway provider'; the naming convention is unclear and there is no one agreed upon term for these institutions. There is, however, significant data on the growth of this industry and its benefits to the economy, its enhancement of cultural diversity on university campuses, the potential for internationalisation of the curriculum and a welcome addition to university revenue. It is estimated that 60 per cent of international students in higher education have come from some form of pathway provider. While research has examined the first year experience of university students in some depth, differences between the experiences of pathway students to direct entry first year university students requires further investigation. The purpose of this investigation is to determine the extent of difference between students completing the first year of their degree program at a pathway provider compared to direct entry at a university and the subsequent impact on the pathway student's results at the second year level.

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Today's higher education (HE) graduates are expected to leave their places of study with an increased awareness of the attributes they have acquired over the course of their educational journey. The set of accumulated skills, knowledge and abilities of students has come to be known as graduate attributes (GAs), which this paper sets out to define, and then reshape around the needs of international students on pathway or pre-degree programs. This article presents an instance of how the formulation of attributes has been tailored to meet the needs of international students. To take into account a shorter timeframe of study, the focus was on the acquisition of 'core learning values' (CLVs) rather than GAs. To capture a sense of how this worked in practice, this paper is focused on the case of Eynesbury Institute of Business and Technology (EIBT), which serves as the setting for a study that explored the way 'values' can be added to the study experience of those in Australian 'first year + pathway' institutions.

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The Higher Education Support Act 2003 introduces a new suite of income-contingent loans called the Higher Education Loan Programme (HELP). OS-HELP is one of three loan schemes included within HELP. OS-HELP will provide loans of up to $5,000 to eligible Australian students who undertake part of their course overseas. In 2005, 5,000 notional loans valued at $5,000 will be available throughout the higher education sector. The number of loans available will increase to 20,000 loans per year by 2008. OS-HELP loans will be distributed to providers, who will then select students to receive the loans. [The Department of Education, Science and Training] DEST engaged in sector consultations on OS-HELP in the first half of 2004. This enabled further development of the programme. A number of resources and products to assist the administration of OS-HELP will become available as the programme is established. This paper describes a workshop that will outline the administrative processes that have been established to enable the delivery of this new programme.

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This paper is based on a study conducted between 2003 and 2005. The study explored data relating to a group of international students who had articulated into business studies at the University of South Australia (UniSA). In 2003, preliminary results were discussed at the ISANA National Conference in Rockhampton, Queensland. This paper presents further results and discusses the implications for support services for international students. The growing numbers of articulating students has prompted a re-think on the content of the Firstconnection - International Student Orientation (FISO) program and resources to ensure that all international students' needs are being met. However, the profile of the articulating student is not clear.

This study investigates whether there is a relationship between the country of the previous institution of the student, their unit transfer, Grade Point Average (GPA) at the end of the first semester of study and their program of study. By exploring the relationship between these factors, this study will identify the following: the effect of unit transfer on academic performance which will be gauged by the GPA; the effect of prior learning and country of previous study on academic performance; and their social and academic needs through the issues that are raised at Learning Connection and through an online questionnaire.

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In August 2008 the Asia:NZ Foundation commissioned International Student Ministries of New Zealand to commence a nationwide longitudinal study of the experiences of Asia-born New Zealand-trained business graduates. This study ('Tracking study for Asian business graduates from New Zealand') was to commence when students were in the final phase of their course and contemplating their future. It was intended that the study would follow the new graduates through their post-academic transition as they endeavoured to find employment and adjusted to working in New Zealand or elsewhere. These areas were of specific interest, as was examining the role that Asia-born New Zealand-trained business graduates play in developing Asia-NZ business relationships.

This paper covers findings from the first phase of the study related to choices motivating the study of business in New Zealand, experiences of studying and living and expectations of life following course completion. Initially the paper covers background information, situating it in the New Zealand tertiary and business education contexts, and in relation to existing literature on Asian students in New Zealand. A brief outline of the research methods central to the study follows, then a description and examination of preliminary research findings related to choices, experiences and expectations with a specific focus on students' expectations of study and life after study. This also draws on students' retrospective reflections, providing a background for later reports (which will likely examine students' post-graduation transition pathways). A brief final note is made on how emerging questions will be examined in the remainder of the study.

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