ANIP Final Draft

Regional Australian Universities: An International Student Perspective

A report drafted for

The Australian Government Department of Education and Training

Jessica Williams

An Intern with the Australian National Internships Program

13 May 2016


Executive Summary

The research in this report was conducted in the context of the Australian Government Department of Education and Training’s first National Strategy for International Education. One of the key goals of the National Strategy is to increase the number of international students studying and living in regional Australia. The amount of international students who choose regional Australia has seen a recent decline and is generally outperformed by major metropolitan cities in Australia such as Sydney, Melbourne, Brisbane, Adelaide, and Perth. This study analyzes the various factors that influence international student choice to study in regional Australia, and similarly the perceived benefits and barriers of a regional study experience. The anticipated outcome of this research is to inform new policies and initiatives for the Department of Education and Training, as well as regional universities, to promote and maintain the growth of international education in regional Australia.

We undertook a mixed-method case study approach to this research, surveying international students and conducting a qualitative interview with two international students living and studying at the Australian National University in Canberra. The report is structured as follows: a brief introduction to international education in Australia; a literature review outlining the various economic, social, and political contexts of international education; a breakdown of methodology and data collection; and in-depth statistical analysis and interpretation. We used the data from this research to analyze the various factors that have most influenced international students to choose Australia, and how these factors have contributed to their regional study experience. We concluded these findings with suggestions and how this has implications moving forward with the National Strategy.

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Acknowledgements

I would firstly like to thank the Australian National University for this wonderful opportunity and everybody involved with the ANIP program, Marshall and Patty, for their guidance and support throughout this process. This internship has definitely been the most challenging project I have undertaken so far in my academic career, but equally as rewarding and worthwhile an experience.

Thank you so much to everybody at the International Branch for being such an awesome team to work with. I truly could not have asked for a better group of people to have been placed with for this internship. A special thank you to Tom for all of your advice, guidance, and patience in helping me get through this process. This paper would not be what it is without your help. And many thanks to Tasha, Jarrod, Tonmoy, Lily, and Jayde for becoming my good friends over the last few months. You all made coming to work something to look forward to.

And of course, a big thank you to my family and friends back home and here in Canberra for all of your unconditional support. Coming to Australia would not have been possible without the love and encouragement from my parents and friends. I hope you all get a chance to read this report and learn a bit about what I’ve been doing for the last few months.

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Table of Contents

Executive Summary 2Acknowledgements 3Table of Contents 4List of Figures and Illustrations 5List of Symbols, Abbreviations, and Nomenclature 6

Introduction 7

Chapter 1: Literature Review 8

1. Aims and Goals 82. The Value of International Education 83. The Australian Model for International Education 9

3.1. Meeting the Needs of International Students 93.2. Implications for Regional Australia 10

4. Regional Strategies Abroad: The United States 11

Chapter 2: Methodology 13

1. Research Questions and Overview 132. Study Design 13

2.1. Case Study Approach 132.2. Quantitative Research132.3. Qualitative Research 14

3. Data Collection 143.1. Setting and Participants 143.2. Ethics and Informed Consent 153.3. Limitations 15

4. Data Analysis 16

Chapter 3: Data Analysis and Implications for Practice 17

1. International Student Survey 171.1. Student Demographics and Figures 171.2. Choosing to Study in Regional Australia 191.3. International Student Experiences 20

2. International Students Interview 242.1. Regional Location 242.2. Access to Information 252.3. Community Interaction 252.4. Employability 26

3. Implications for Practice 26

Conclusions 29

Bibliography and Appendices 30

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List of Figures and Illustrations

Figure 1: Ages of International Students 17Figure 2: Degree Type of International Students 18Figure 3: Length of Time in Australia 18Figure 4: International Student Programs of Study 19Figure 5: Weekly Use of Public Transportation 20Figure 6: Satisfaction with Living Arrangements 21Figure 7: Satisfaction with Student Resources 21Figure 8: Connecting With People From Home 22Figure 9: Likeliness of Attending Community Events 22Figure 10: Using English as a Second Language 23

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List of Symbols, Abbreviations, and Nomenclature

ANU The Australian National UniversityCISA Council of International Students Australia IIE Institute of International EducationNAFSA National Association of Foreign Student Advisors STEM Science, Technology, Engineering, and Mathematics UNESCO United Nations Educational, Scientific, and Cultural Organization

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Introduction

Australia is currently the third most popular destination for tertiary students seeking an education abroad, with approximately 272,095 international students coming to study in Australia for higher education in 2015.1 While these numbers are expected to increase on the national level, it has been suggested that the number of international students who study across regional parts of Australia is in decline.2 Regional Australia comprises the towns and small cities located outside the major metropolitan cities of Sydney, Melbourne, Brisbane, Perth, and Adelaide. In order to strengthen, promote, and grow international education throughout Australia, the Australian Government launched its first National Strategy for International Education in April 2016. A key goal of the strategy is to increase the number of international students who study in regional Australia.

The purpose of this study is to gain a better understanding of international students at regional Australian higher education institutions. We have done so by choosing to investigate the factors that influence international students to select regional Australian universities, and furthermore highlight the perceived benefits and barriers of a regional study experience. It is anticipated that the results from this study will aid the Australian Government Department of Education in creating new policies and initiatives that help to better meet the needs of these international students and further attract more international students to these regional universities. There were two principle means of data collection used to fully answer the primary aims and goals of this research. Firstly, we distributed an international student survey to several regional Australian universities to get a broader understanding of the factors influencing student choices and experiences. Secondly, we conducted an in-depth interview with two different international students from the Australian National University.

The quantitative and qualitative portions of this study led to an analysis of the different factors that impact the growth of international education at regional universities. Our initial hypothesis expected to find the considerably lesser number of international students in regional Australia was a result of institutional problems, infrastructure, and/or community integration. Our research was also put in the context of international student experiences in Australia as a whole in order to point out any distinct differences between regional and metropolitan experiences. Our findings showcased a situation quite contrary to our original assumption, with international students in regional Australia having similar or even better experiences when compared to other international students in Australia. This has led to a more complex understanding of the different methods that might be considered in order to attract more international students to regional Australia.

I will first discuss various academic literature and international student reports that outline a comprehensive approach to international education in Australia, and thus its importance in the context of regional universities. There will then be a discussion of the methodology used for this research, and finally an analysis of our findings and how this might have implications going forward with the National Strategy.

1 Department of Education and Training, “International Student Enrolment Data 2015”; Department of Education and Training, “National Strategy for International Education,” p. 32 Hare, “Prestige Pays in Race for Students,” p. 3

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Chapter 1: Literature Review

1. Aims and Goals

This literature review illustrates a multi-faceted approach to international education by putting it into various economic, political, and social contexts. The first section iterates the importance of international education in Australia and why it is such a vital component of national policy. The fast-growing development of a globalized economy and increased global interaction has driven the need for comprehensive international education policies and initiatives, particularly in the context of regional Australia.

The second section highlights the historical model and approach to international education for Australian governments and universities. A particular case study will be discussed in which the need to create a more well-rounded international education strategy for Australia is demonstrated. It further outlines the various expectations and experiences of international students in Australia under this model, and deliberates how this might relate to the growth of international education at regional universities.

The last section analyses various regional strategies used by universities in the United States, which is currently the most popular destination for international students. It takes a closer look at the different strategies that U.S. regional universities are practicing to attract international students and meet their needs, and discusses how Australian organizations and institutions might consider similar outreach programs for international students in regional Australia.

2. The Value of International Education in Australia

International education impacts Australia enormously from an economic standpoint, making it a dynamic and vital aspect of national policy. According to UNESCO, Australia is the third largest source of foreign students enrolled in tertiary education.3 With continual upsurges in student mobility and competition around the world, the demand for international students has seen a dramatic increase in the last several decades. A Universities Australia report on higher education also noted that overseas student enrolment is estimated to have increased 40 per cent in the last decade.4 As a result, Australian universities received $4.7 billion in revenue from international students in 2014 alone, a 75 per cent increase from 2004. This represented roughly 17 per cent of total revenue for higher education institutions.5

Student data as such is evidence of the growing market for international education in Australia. As government funding for higher education has decreased, the institutional demand for international students has amplified dramatically.6 This is especially apparent as international students are required to pay substantially higher tuition costs than domestic students. Universities Australia reported additionally that tuition costs for international students increased by 20 per cent since 2004, and the average cost for a full year of full-time study is $26,908. Conversely, domestic students make an average contribution of $10,600 per year as of 2014.7 These considerable

3 Australian Trade Commission, “Why Australia,” p. 124 Universities Australia, “Higher Education and Research Facts and Figures,” p. 65 ibid, p. 146 Hare, “Prestige Pays in Race for Students,” p. 3 7 Universities Australia, “Higher Education and Research Facts and Figures,” p. 13

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differences in private student contribution have pushed Australian universities to include more placements and opportunities for international students. In sum, increased student mobility and global competition have generated a massive source of economic growth for Australian universities in the sector of international education.

From a political perspective, international education helps build networks and diplomatic relationships between governments and institutions abroad. Having international students is seen as a catalyst for global influence in a less regulated and more interconnected world.8 Countries who invest in international education benefit from the connections they foster with other governments, industries, and leading educational institutions around the world.9

For students, international education is the doorway for employment opportunities, cultural cognizance, and a broad range of globally related skills. According to scholars Ewa Urban and Louann Palmer, “International education is expected to allow students to obtain a new perspective on their field of study, get a broader and more practice-oriented education, develop personally, and build intercultural friendships and networks.”10 International students bring these attitudes to Australia and play a big role in promoting diversity throughout local communities, universities, and industries. The cultural significance of international students traveling to Australia therefore makes international education a valuable asset to the Australian way of life. With 30 per cent of workers in Australia being born overseas, it ensures that students with these unique skills are being employment and businesses have, “…a smart and culturally aware workforce.”11

These are all especially valuable areas to grow in regional Australia, where only 5 per cent of international students are studying as of 2015.12

3. The Australian Model for International Education

3.1 Meeting the Needs of International Students

International education is one of the top three export industries in Australia, aside only from iron ore and coal.13 The historical Australian model for international education has been best described as, “…no frills, profit-oriented, to maximize the revenue they gained from participating in the international education market.”14 This has been exemplified by the fact that since 2013-14, international education profit increased by 14.5 per cent and is expected to continue increasing.15 As mentioned prior, there is good reason for Australian universities, governments, and businesses to invest in international education given the economic, social, and political benefits it brings to Australia. International students benefit from the skills that are learned and acquired from an international education. They find employment opportunities in Australia and form long lasting, advantageous relationships for the future. Similarly, Australian businesses and communities benefit immensely from the presence of international students.

8 Nyland, “Governing the International Experience,” p. 6589 Department of Education and Training, “National Strategy for International Education,” p. 1910 Urban, “International Students Perceptions of the Value of U.S. Higher Education,” p. 15311 Australian Trade Commission, “Why Australia,” p. 3912 Department of Education of Training, Research and Analysis 13 Australian Trade Commission “Why Australia,” p. 3914 Nyland, “Governing the International Experience”, p. 65915 Australian Trade Commission, “Why Australia,” p. 39

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One of the negative consequences of this model has been the commercialization of international education and the treatment of international students as, “economic objects.”16 For many years, universities have been concerned with attracting international students but unsure how to properly meet their needs. Many of these needs relate to cultural adjustment as areas such as, “…English language ability, the perception of social acceptance, the length of time in the host country, students’ race and ethnicity, and their experiences discrimination.”17 Additionally, a 2014 report indicated that learning experience, campus and community integration, employment, cost of living, and support systems were among the most important factors contributing to a better study experience for international students.18 In sum, the social, economic, and physical infrastructures of a community influence international student choices and experiences a great deal.

Both the Australian Government and Australian universities have had to look closely at these points of interest to form a new framework for international education. This predicament became evident on a national scale in 2009, when Australia saw large declines in international student numbers for the exploitation of students.19 According to Nyland, “…Australia’s education suppliers felt that they did not need to invest heavily in the social and physical infrastructure required for the well-being of international students.”20 As seen by this particular case study, many international students were dissatisfied with the particular aspects of their experience that were perceived as most important. So while record numbers of international students were choosing to study in Australia, the sustainable support structures needed to provide a quality experience did not exist. Since then, Australia has re-structured its approach to international education and has witnessed an improvement in student satisfaction in many areas, although there is still room for improvement. 21

3.2 Implications for Regional Australia

Regional universities need to be mindful of international student expectations if they strive to increase their number of international students. According to a report by i-Graduate, regional parts of Australia perform roughly the same as the rest of Australia when it comes to student satisfaction in the areas of learning, living, and support structures.22 Regional Australia performs better with respect to engagement with the campus and the community, largely due to smaller class sizes and overall student numbers.23 Students in regional Australia found it easier to make host friends, find affordable accommodation, and engage with the host culture. Where regional Australia struggles most is in the areas of transport infrastructure and Internet access.24 Considering international students have an expectation of services relating to support, regional universities should consider investing in their physical infrastructure to enhance student experience.

One area worth exploring is the issue of access to information before and during student stay in regional Australia. Information regarding student support, health, academics, and accommodation through their regional institution may have an impact on both student choice of institution and their regional study experience. This is where marketing and information accessibility through the 16 Nyland, “Governing the International Experience,” p. 65817 Urban, “International Students Perceptions of the Value of U.S. Higher Education,” p. 15418 Winchester & Brett, “Bright Futures: International Education in Regional Australia,” p. 819 Nyland, “Governing the International Experience,” p. 65920 Teekens, “Imbalances in Mobility and Higher Education”21 Australian Trade Commission, “Why Australia,” p. 3922 i-Graduate International Insight, “The RUN: Summary of International Student Experience 2014,” p. 423 Winchester & Brett, “Bright Futures: International Education in Regional Australia,” p. 2724 ibid, p. 26

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Internet and social media platforms can be a tool to attract international students. Additionally it can be used to aid students after they arrive in Australia. Opportunities relating to work-integrated learning and information regarding academic expectations or student visas might be valuable for students during their stay in Australia.

Another implication for regional Australia in the context of the Australian model and international student expectations is the influence of branding and name recognition. For example, “Large urban areas such as London, Berlin, Barcelona, and Amsterdam attract students in search of the options and pace of metropolitan living, whereas each city’s country does not factor into the decision as much.”25 Therefore major metropolitan cities in Australia such as Sydney and Melbourne are extremely popular international student destinations partly due to name and the perceived benefits of a metropolitan experience. One aspect of a metropolitan experience that might be attractive to international students is the availability of accessible and efficient public transport, an issue that regional universities face. However what is more impactful is the influence of name recognition. When students lack knowledge about regional locations or what a regional experience entails, there may be implications for regional universities looking to attract international students.

4. Regional Strategies Abroad: The United States

The United States is a useful comparative case study to examine in the context of regional Australian universities because of their geographical and cultural similarities. Both are popular English-speaking, democratic international student destinations with universities that span from sprawling metropolitan cities like New York and Sydney, to smaller regional locations such as University Park in Pennsylvania and Armidale in New South Wales. In the United States however, these vastly diverse and widespread regional universities have collectively seen large numbers of international students, while regional Australian universities typically do not attract the same amount of international student as metropolitan cities.26 In order to meet the goals of the National Strategy, the Australian Government Department of Education and Training might consider the following outreach approaches through various institutions, such as CISA, in order to attract more international students to regional Australia.

The United States is currently the most popular destination for university students seeking an international education.27 According to the IIE, a total of 974,926 international students attended universities in the U.S. in 2014/15, yielding an enrolment increase of 10% from the previous year.28 The same report indicated that out of the top twenty university destinations within the United States for international students, at least half of these institutions are located in regional parts of the country.29 Some examples of this include the University of Illinois-Urbana in Champaign, Purdue University in West Lafayette, and Michigan State University in East Lansing, all of which are ranked within the top ten and have populations less than that of Canberra.

The United States Department of Education released an International Strategy of their own in 2012, specifying the need for world-class education standards by increasing global competency as well as

25 Teekens, “Imbalances in Mobility and Higher Education Development” 26 Hare, “Prestige Pays in Race for Students,” p. 3; Department of Education and Training, “National Strategy for International Education,” p. 3027 The Guardian, “Top 20 Countries for International Students” 28 IIE, “International Students in the U.S: Facts and Figures”29 ibid

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education diplomacy with other countries and institutions around the world.30 Regional U.S. universities have reflected this strategy by implementing a variety of comprehensive programs designed to help recruit, advise, and integrate international students into their academic and social communities. The efforts to create these programs have been guided and enhanced by not-for profit organizations such as NAFSA, who allot specific regional advisors to assist in meeting the needs of international students for nearly 98% of U.S. higher education institutions.31 As a result, the United States has observed widespread increases in the amount of international students enrolled at American universities.32

An example of these practices can be seen at Purdue University in West Lafayette that has worked to develop a Practical Training program, which sponsors international student work-integrated opportunities and training related to a wide range of degree programs. Ranked first in the U.S. for international students majoring in STEM, Purdue has worked closely with groups like NAFSA to expand the program.33 It now includes more employment opportunities for international students looking for work experience in the STEM fields while attending university. Understanding these kinds of specific student expectations, including work-integrated learning opportunities and enhanced employability, will aid groups like CISA to better attract and guide international students at regional universities.

30 U.S. Department of Education, “Succeeding Globally Through International Education and Engagement, “ p. 4 31 NAFSA, “The History of NAFSA” 32 NAFSA, “Mission, Vision, Values” 33 Purdue, “International Student & Scholars Enrolment and Statistics,” p. 3

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Chapter 2: Methodology

1. Research Questions and Overview

This study investigates a primary and subordinate research question about regional Australia:

1. What factors influence international students to choose regional Australian universities?2. What are the perceived benefits and barriers of a regional study experience?

The methodology chapter of this report will first discuss the reasoning behind a case study approach and the design of our quantitative and qualitative methods of data collection. It will elaborate on the various elements of the international student survey and student interviews, including the structural design, ethical considerations, participant recruitment, and overall limitations of the research. The last section will review the transcription of data and how it will be interpreted in the context of our primary research questions.

2. Study Design

2.1 Case Study Approach

A case study is used primarily to gather insight and understanding about situations that are new or unexamined. It does not require control of an event or situation like perhaps in a scientific experiment, but instead explores new social phenomena using broader methods of qualitative research that typically illuminate a story or unique understanding of a situation that has not been studied.34 In this case study, we are examining the different experiences of international students living and studying at regional Australian universities. The overarching goal is not to definitively determine what makes a good or bad regional experience, but to gain some general insight about the kinds of experiences these students have had and how these experiences might be used to inform future policies and initiatives for institutions to expand international higher education in regional Australia.

The logic behind using a mixed-method approach for this study was to firstly get objective data about international students in regional Australia by distributing a survey, and then to examine the case study in more depth by interviewing international students with open-ended questions about their experiences. Although we hypothesized about the potential reasons for low international many factors that affect student experiences, including country of origin, cultural differences, and student numbers in regional Australia, we constructed our research to allow for broad, unrestricted responses from participants. Based on previous reports and literature on international students throughout Australia, as discussed in the Chapter 1, we were able to target certain areas of interests while also keeping an open mind about the unique experiences of each international student. The student demographics, were considered in this research.

2.2 Quantitative Research

The primary method of quantitative research for this study was completed through an international student survey, which was distributed to international students attending six different regional universities. One of the purposes of the survey was to gain objective data about the kinds of

34 Eisenhardt, “Building Theories from Case Study Research,” pp. 540-544

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students who study at regional universities. This was done by inquiring about various student demographics: age, gender, country of origin, program of study, institution, length of time in Australia as an international student, and degree type. It is important to understand this kind of information in the case that any of these distinguishing factors have an influence on the type of response from students. For example, if there is a pattern of international students from Asian countries finding it difficult to make Australian friends, this kind of data can be isolated to showcase a possible correlation between language or community barriers and making friends.

The second half of the international student survey targeted specific areas that involve the student experience: cost of living, living arrangements, ability to make friends, connecting with people from home, attending community events, utilizing student resources, using public transportation, and practicing English as a second language (where applicable). Additionally, we asked students to rate how nine different factors influenced their choice to live and study in regional Australia on the scale of a great deal to not at all. These factors included: personal safety, institutional reputation, program of study, cost of living, finding employment, social or community engagement, unique cultural experience, developing English as a second language, and small town environment. Our choice of factors was informed by previous literature on international student choice as well as the unique qualities that define a regional experience.

The recruitment process of universities and participants will be discussed in more detail below.

2.3 Qualitative Research

The qualitative portion of this study was completed through an interview with two different international students from the Australian National University. The prompt questions for discussion were designed based on responses from the international student survey, and aimed to gain a more in-depth understanding about the regional international student experience. Each student was recruited to be representative of a different type of international student. One was an undergraduate exchange student from the United States, and the other was a post-graduate student from Pakistan.

The following is list of prompt questions that were asked during a one-hour interview:

1. What are some of the reasons that led you to choose regional Australia? 2. How did you access information about your institution before you arrived? Where do

you go for information that you need3. Can you describe your experiences finding employment as an international student?4. What kind of social involvement have you had with your regional community?5. Can we discuss some issues you may have with your accommodation, whether private

or on campus?6. What are the most rewarding/beneficial aspects of studying in regional Australia?7. What are the most challenging aspects of studying in regional Australia?

3. Data Collection

3.1 Setting and Participants

The participants chosen for this study were exclusively international students studying and living in regional Australia. The Department of Education and Training aided in both contacting and

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recruiting six different regional universities to participate in our international student survey: University of New England, Charles Sturt University, University of Tasmania, Central Queensland University, Southern Cross University, and the Australian National University. As stated prior, the definition of regional for the purposes of this research includes all of the small towns and cities located outside of major metropolitan cities. Due to its smaller population and location, we consider Canberra to be regional in this context. Each university was contacted via email or phone by the primary researcher and departmental supervisor. They were given a brief overview of the research proposal and tentative survey questions before being asked to distribute the survey to international students living and studying on their regional campuses. Distribution of the survey to the Australian National University was done through the primary researcher’s personal network of international and exchange students.

Our research design initially involved doing a Canberra-based focus group of students from the Australian National University. Students for this focus group were recruited through CISA, however given a limited time span only two students were available to participate. These students were interviewed together and asked open-ended prompt questions based on the responses that were received by the international student survey.

3.2 Ethics and Informed Consent

The ethical aspects of this research were evaluated and approved by the Humans Ethics Committee at the Australian National University (Appendix B). One ethical consideration taken into account was the cultural sensitivity surrounding international students. We targeted a culturally and linguistically diverse group of participants, and structured our questions for the survey and interview to be objective as a result. One way to ensure confidentiality and avoid third-party identification was to keep survey participants completely anonymous. Additionally, both students being interviewed were asked before the start of questioning to avoid discussing personal and/or sensitive information.

Students taking the survey were given a condensed ethical information sheet before beginning (Appendix C). Both of the students being interviewed were given an information sheet and written consent form, in which both signed (Appendix A). The consent form included permission to audio-record and use full names in the written report. Contact details of the primary researcher and departmental supervisor were given to participants of the survey and the interview in the case of any issues or questions pertaining to the research.

3.3 Limitations

It is worth noting that not all of the participating universities are considered regional with respect to their international students, making it difficult to produce an accurate sample of students for this research. This made the selection process for universities very specific. We attempted to vet out students who are enrolled at regional universities but attending classes at non-regional campuses by inquiring into what city these students live and study, as opposed to just collecting data on which university they attend. Our communications with these regional universities specified that only students living and studying at regional Australia campuses should be surveyed. The survey is also designed so that students may indicate whether their classes are conducted at a regional or non-regional location. Past reports have assessed international student experiences at non-regional locations and throughout Australia as a whole. The purpose of this study is primarily to highlight

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the perceived benefits and barriers of a regional study experience.

This research does not examine community perceptions of international students studying and living in regional Australia. These perceptions and attitudes would be useful to understand how international students can integrate more fully with their local communities. Future research on this type of case study might consider interviewing local Australian students, business owners, law enforcement, organizations, etc. Highlighting various community perceptions would also aid the efforts of the Australian Government as well as local regional institutions to recognize the relationship of international students and their communities. A 2012 study by the Australian Government Department of Education and Training found that international students in Australia generally find it difficult to integrate with their community as a whole, specifically in terms of making Australian friends, receiving external support, and finding employment.35 Taking a closer look at alternative perspectives in these areas would be a valuable way to bridge the gap between international students and local communities.

Due to the time constraints of this project, research was limited to one interview and the distribution of our survey exclusively to universities. The scope of international education goes beyond higher education however, and includes vocational and educational training, schools, and English language intensive courses for overseas students (ELICOS). To make future research on this subject more inclusive and comprehensive, these different facets of international education should be considered in a regional context as well. It will also be useful to go beyond only the universities specified in this research, and conduct more in-depth qualitative and quantitative analysis of international student experiences at a wider range of regional Australian universities, schools, VET programs, etc.

On one last note, although case studies generally lead to new ideas and theories about specific social phenomena, there is a tendency for small sample sizes to be non-specific in their results.36 It is hard to determine, with such a small sample of participants, if the results are unique and can be generalized for the entire case of regional international students. With only one interview and an international student survey going out to a limited number of universities, it is difficult to say with certainty that the results are entirely representative of a regional study experience. To make this case more legitimate, a much larger sample size of international students will be needed.

4. Data Analysis

The survey data was collected and transcribed through a link generated by SurveyMonkey. An analysis of the responses was automatically recorded through the website and provided in the form of numerical and visual statistics.

The data from the interviews was audio-recorded and professionally transcribed from an outside source provided by the Department of Education and Training.

A detailed analysis of the quantitative and qualitative data will be discussed in Chapter 3. It aims to answer the primary research questions while also elaborating how this information can be interpreted to further reach the goals and aims of the National Strategy for International Education.

35 Winchester & Brett, “Bright Futures: International Education in Regional Australia,” pp. 16-2536 Adler, “How it’s Done: An Invitation to Social Research,” p. 180

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Chapter 3: Data Analysis and Implications for Practice

1. International Student Survey

1.1 Student Demographics and Figures

We received a total of 78 responses from the international student survey. Of these responses, there were students from 36 different countries at three different regional universities: The Australian National University in Canberra, the University of New England in Armidale, and Southern Cross University in Lismore. About half of respondents were female and half male, with one respondent preferring not to say. A key reason for distributing a survey was to gain an objective understanding about international students at regional universities.

The significance of the sample we received is its diversity. There were a wide range of different ages, degree types, lengths of stay, and programs of study. Another advantage is the fact that more than half of international students surveyed indicated that they have been in Australia for more than one year (See Figure 3). It is safe to assume that students who have spent more time in regional Australia will have more informed responses to the questionnaire, making this case study a more concrete and reliable source of information. The following are some of the demographic figures and statistics concerning the sample of international students for this study.

Age Range

18 to 2425 to 3435 to 4445 to 5455 or older

Figure 1 – What is your age?

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Degree Type

Bachelor DegreeGraduate CertificateMasters Degree (coursework)Masters Degree (research)Doctoral Degree (PhD)Short-term/Exchange

Figure 2 – Which of the following best describes your student status?

Less than 3 months Between 3 and 6 months Between 6 months and 1 year

Longer than 1 year

19.70%14.50% 14.50%

51.30%

Length of Time in Australia

Figure 3 – How long have you been in Australia as an international student?

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Program of Study 0%

5%

10%

15%

20%

25%

30%

35%

Agriculture, Environmental and Related Studies

Creative Arts

Education

Engineering and Related Technologies

Health

Information Technology

Management and Commerce

Mixed Field Programmes

Natural and Physical Sciences

Society and Culture

Study Abroad Program

Figure 4 – What do you currently study at your regional university?

1.2 Choosing to Study in Regional Australia

The second half of our questionnaire focused around the two primary research questions. Firstly, what makes students choose regional Australia? We tackled this question by inquiring how much influence regional location had in choosing a university. Out of the 71 students who responded to this question, approximately 69 per cent said that regional location had at least some influence on their choice of university, with nearly 40 per cent saying this affected their choice a lot. Therefore, regional location will be considered a significant factor regarding student choice in this study. As discussed below, we attempt to understand the various aspects of a regional experience that are most attractive to international students. Had the response to this question been negative, it would have been interesting to note that international students do not consider regional a factor in choice.

We then asked students to rate nine different factors on a scale of a great deal to not at all with respect to the influence on choice of regional university. We tried to draw correlations between different factors and how they relate to, in this case, a positive regional experience. Out of these factors, the most influential included program of study, university reputationi, personal safety, cost of living, and small town environment, respectively. At least 41 per cent of students indicated that

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program of study influenced their choice a great deal. Students were relatively indifferent or uninfluenced by community engagement, unique cultural experience, or finding employment. Out of these factors, only around 20% of students indicated that finding employment had any significant influence on their choice of university. This differentiates from other reports on international students in Australia that indicate finding employment is very important in choosing a location or institution.37 However the reasons for finding employment and more importantly, the type of employment, were discussed in more depth during the qualitative portion of this study. We will deal with practicing English as a second language in the qualitative section as well.

1.3 International Student Experiences

The second research question we tackled were the perceived benefits and barriers of a regional study experience. We asked students a series of questions about the following topics: cost of living, accommodation, physical infrastructure, internet access, community events, making friends, student support services, and practicing English as a second language (where applicable). In total, there were nine questions pertaining to the regional study experience. We used the responses from these questions to make connections between the physical, social, and economic structures of a community and the outcomes of a regional study experience. The following are some of the findings from these questions.

Daily 4-5 Times 2-3 Times Once a Week Never

13%

7%

10%

35% 35%

Weekly Use of Public Transportation

Figure 5 – How often do you use public transportation?

37 Winchester & Brett, “Bright Futures: International Education in Regional Australia,” p.8

20


Extrem

ely reaso

nable

Somewhat r

easonable

Neither r

easonable n

or unre

asonable

Somewhat u

nreaso

nable

Extrem

ely unre

asonable

7.04%

39.44%

23.94%19.72%

9.86%

Cost of Living

Figure 6 – How have you found the cost of living as an international student?

Extrem

ely satis

fied

Somewhat s

atisfie

d

Neither s

atisfie

d nor d

issatis

fied

Somewhat d

issatis

fied

Extrem

ely diss

atisfie

d

14.10%

54.90%

15.50% 12.70%

2.80%

Living Arrangements

Figure 7 – How satisfied are you with your living arrangements/student accommodation?

21


Extrem

ely use

ful

Som

ewhat

usefu

l

Neither

usefu

l nor u

seles

s

Som

ewhat

useles

s

Extrem

ely use

less

32.40% 33.80%

26.80%

4.20% 2.80%

International Student Resources

Figure 8 – How useful have you found the resources available to international students?

Connecting With People From Home

Always Most of the Time

About Half of the Time Once in a While

Figure 9 – How often are you able to connect with people from home?

22


Extremely Likely Very Likely Somewhat Likely Not so Likely Not Likely at All

9.70%

43.10%

33.30%

8.30%5.60%

Attending Community Events

Figure 10 – How likely are you to attend community events outside the university?

A Great Deal A Lot A Moderate Amount

A Little Never Does Not Apply

37.50%

18.10%

12.50%

6.90%

2.80%

22.20%

Using English as a Second Language

Figure 11 – How often are you able to practice English as a second language?

23


We also questioned the role of community involvement and making friends as part of the international student experience. Students from non-English speaking countries have to actively practice English in order to fully integrate themselves with the community. For those who the question applied, a large majority of students were able to practice their English a great deal. Consequently, slightly more than 54 per cent of international students found it somewhat easy or very easy to make friends with other Australian students. Although this could use improvement, international students in regional locations generally do not have major issues making friends with their fellow Australian students. However, we still used this figure in our interview to inquire as to why, if students are actively practicing English, they may be finding difficulty making Australian friends.

To conclude, we asked one final question: Overall, how would you describe your regional study experience? Approximately 86% of respondents indicated that they had either a good or excellent regional study experience, with more than 30% of those students responding that that they had an excellent experience. Conversely, less than 5% of international students indicated that they had a poor or terrible regional study experience, with the rest declaring their experience as just average. This data supports the conclusion that international students generally enjoy their time living and studying in regional Australia, a claim that has shown merit and legitimacy through other literature and research on international students in regional parts of Australia.

2. International Student Interview

The qualitative portion of this study consisted of a combined interview with two different international students from the Australian National University (ANU). In an effort to make the interview as substantive as possible, we interviewed students from vastly different backgrounds:

Alexander Merker – a male exchange student from the United States who is in his third year of undergraduate studies in political science.

Ayesha Ali – a female international student from Pakistan who is in her second year of post-graduate studies in accounting and finance.

This section is divided into four parts: regional location, interaction with the community, finding employment, and access to information. We targeted these specific areas not only to get more detailed information about some of the findings from our questionnaire, but also to understand some of the more problematic areas that we have found for regional universities in our research and from out findings in Chapter 1. These will help to inform the Department of Education and Training in developing new policies and initiatives that target regional universities.

2.1 Regional Location

When asked if regional location affected their decision to come to Canberra, both students seemed generally more concerned with institutional reputation and program of study in making their choice. However once in Canberra both students had very positive reactions to their regional environment, which included a slower pace and quieter way of life than what they felt they would have experienced in big cities like Sydney or Melbourne. Both had visited at least one metropolitan location or city during their time in Australia. “It reminded me a little bit of a college town from back home,” Alex commented. He mentioned having lived in regional places similar to Canberra back in the United States, and enjoyed the appeal of being in a place that reminded him of home. Conversely, Ayesha had never lived in a regional place and did not consider it as much a factor. “I

24


actually did not have a look at the place I was going to, it was rather the institution,” she explained about her choice to study at the Australian National University. Both students said that Canberra would be a top choice for them if they ever considered coming back to live in Australia, specifically because of the regional appeal and safe environment.

2.2 Access to Information

Another point of interest for us was the access to information about institution and regional location for international students. Mainly, how do students find out about regional universities? What kind of information is available? Aside from initial browsing on Google and the ANU website, finding information was mainly done through social media, networks of friends, and word of mouth. “I have never once used the student services from ANU,” explained Ayesha. According to Alex, his home institution was the exclusive source of information regarding his exchange both before and during his stay in Canberra. Without that body, he clarified, he would not have received his internship nor been able to successfully go on exchange at ANU. Without any external body of assistance, Ayesha relies on friends and work colleagues with whom she feels comfortable confiding in and seeking information. Additionally, she has helped out other students who have come to her for information academic or personal issues, including first year students. She feels this encourages people to stick together with groups of people with whom they can relate to in for guidance and information.

2.3 Interaction with the Community

Both Ayesha and Alex commented on the fact that Canberra was a predominantly student city, elaborating that it both offers a good environment for studies but poorer environment in terms of social interaction with the broader community. In particular, the political atmosphere of Canberra has left little opportunity for students like Ayesha looking for more involvement or work-integrated learning. “For me, it has only been studies,” she described as her experience at ANU, where she does not often venture much off campus. His internship with the Australian Elections Commission has allowed Alex to experience much more interaction with the community on a daily basis. “Due to the size of Canberra, it has a much closer community feel,” he explained, “It is very easy to interact with people on a person to person basis, everybody is really friendly.” Despite this, he complained that community events are scarce and spread apart, with both students mentioning that these events usually involve excessive amounts of drinking or partying. Additionally, both students found it difficult to get out into the community with the lack of public transportation and the reliance of Australia on getting around by car. “It’s easier to take a bus ride to Sydney just to get out and have some fun without needing a car or getting stuck in a remote location,” Alex explained.

One of our key discussions was related to making friends as international students. Although both students noted that making friends was not difficult and that they each had a variety of close Australian and international friend groups, it was agreed that students typically stick together based on nationality. Part of this is due to linguistic and cultural barriers that push students to seek out people who they can relate to. This was true for both Ayesha and Alex, who generally said they gravitated to people from the same country or background even if it was not on purpose. One suggestion that was given from the students was to have more multi-cultural events to bring students together from the university. Ayesha additionally noted that the accommodation of students makes a difference: students getting different levels of education have a more difficult time getting on as friends.

25


2.4 Finding Employment

Although our survey results did not indicate as so, we were interested in whether international students in regional Australia are looking for employment and if so, the type and duration of that employment. As an exchange student, Alex said that he was not looking for employment except for his ANIP internship, which counted for course credit and was a result of the partnership between his home university and ANU. As a post-graduate student, Ayesha works a part-time job at David Jones where she makes money to cover some of her living expenses, which she remarked were somewhat high for students living in Canberra. Some of the difficulties regarding employment that she discussed included visa restrictions, exploitation of international students in regard to wages, and finding work outside of public service or politics.

According to Ayesha, she discovered that she was receiving a significantly lower wage than her Australian co-workers at a previous part-time job. “It is only happening to international students,” she explained, “That would never happen to an Australian student.” She said that there was no work in Canberra relating to her degree, and if she was looking for a legitimate job after graduation she would not consider Canberra because she has no interest in public service. “There is nothing here for me,” she elaborated. For other international students looking for work, she added, anything other than part-time is extremely difficult to find due to visa restrictions and long waiting periods.

3. Implications for Practice

We have taken the data collected from our international student survey and the international student interview to formulate some possible reasons for the stagnated growth of international education at regional universities, and furthermore how this information can be used to inform future policies and initiatives for the Department of Education and Training as well as regional institutions.

One particular figure that stood out in the student demographics was the large majority of students in regional Australia who were taking courses in agriculture, environmental and related studies (see Figure 4). A noticeable majority of international students studying in this field is significant because it shows a trend among students coming to these regional universities. As mentioned previously, part of marketing and promoting regional universities means capitalizing on their strengths. Compared to the national number of international students studying in the fields of agriculture and environmental studies, at less than 10 per cent, the figure for regional universities is large.38

Also as expected, a large portion of students came from Asian-Pacific countries such as China, India, Singapore, Nepal, Indonesia, Vietnam, and the Republic of Korea. In total, these students made up roughly 35 per cent of the sample. Aside from China, which represented slightly more than 36 per cent of total higher education enrollments for international students in 2014, these numbers are relatively on par with national numbers.39 This is important to note since this region continues to be the number one source of international students for Australia.40 Therefore coming to the conclusion that the experiences of international students from Asian-Pacific countries have been generally

38 Australian Bureau of Statistics, “Australian Social Trends December 2011”39 Department of Education and Training, “International Student Numbers by Nationality 2014”40 Department of Education and Training, “International Student Numbers 2015”

26


positive is crucial to maintain the growth of international education at regional Australian universities.

Overall, the findings from our demographics led to a few different deductions. Firstly, there is a lot of diversity among regional universities with respect to their international student populations. This is substantial because it means that there is a large market for regional Australian universities that includes students from all different cultural and academic backgrounds. Secondly, students who choose to study at regional universities generally understand what the term regional means and have actively used this as a factor in choosing where to study. And lastly, the most significant factors that influence students to choose regional universities include program of study, university reputation, cost of living, and small town environment. As stated in Chapter 1, many students tend to choose universities in Sydney, Melbourne, etc. mainly due to the perceived benefits of a metropolitan experience. If students are drawn to the appeal of a regional experience, universities should take note of these factors and utilize them through unique marketing or branding. This might also include showcasing student satisfaction with cost of living, student accommodation, and student support services (See Figures 6, 7, 8).

However, a significantly high portion of students in regional Australia do not use public transportation at all or at the most only once a week (See Figure 6). Again, this relates to the problems with the physical infrastructure of regional towns and cities, where they might consider investment. As stated prior, both international students interviewed found it difficult to get around and really experience the community do to this issue, often opting to go somewhere else for the weekend just to attend social events without needing to own a car. Conversely, international students generally had no issue connecting with people from home (See Figure 9). This leads to the assumption that there have not been any noticeable issues with accessing or using the internet, a problem that plagues regional universities due to their more remote location.41 It is still worth looking into an investment in this area as well though, given the information from Chapter 1.

Many respondents seemed well connected to their communities and at the very least were somewhat likely to attend events coordinated outside the university. This data was useful for the interview portion to see what kinds of social involvement regional students have with their community. These responses have led us to believe that a majority of international students in regional Australia do not have trouble finding ways to involve themselves in the community. This is an asset that these universities can use to attractively promote their programs on the same level that metropolitan cities do. However as indicated from the interview, universities should initiate and promote multi-cultural involvement and inclusiveness between students through events and accommodation as well, to avoid too much grouping of nationalities.

Although a majority of international students were satisfied with the resources available to them, a very relevant point that was brought up is about access to information. This is particularly important in the context of regional Australia when it comes to marketing and getting information out to international students whom they want to attract. Considering that some international students, such as Ayesha, give and receive information through social media platforms and networks of friends and family, these are areas that might be worth investing for universities and governments who want to reach out to larger number of international students. An important part of marketing the appeal of a regional experience, which has been overwhelmingly positive on most fronts based on the data from this study, is getting information to students. Understanding these 41 Winchester & Brett, “Bright Futures: International Education in Regional Australia,” p. 26

27


platforms of communication will greatly benefit the outreach programs of regional universities and other institutions looking to increase their numbers of international students.

28


Conclusions

To conclude, the research conducted in this study intended to understand the factors that influence international student choice to study at regional Australian universities, and furthermore the perceived benefits of a regional study experience. Through a qualitative and quantitative case study approach, our research found that many of these students seek out regional as an influential factor in university choice and the subsequent experiences of students in regional Australia are generally positive. Therefore, we identified that although there are areas for regional Australia to invest in and improve (such as physical infrastructure), the overall problem areas that affect the growth of international student numbers in these locations has to do with failure to properly market and promote a regional study experience. The suggestions from this report include: utilizing different outreach methods that include social media and personal networks of international students to distribute information; capitalizing on the positive or beneficial aspects of a regional experience, and thus using these to uniquely brand these locations; and lastly, branding universities and regional locations to compete nationally with major metropolitan areas.

29

i

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Catalogue No. 4102.0. 2011. Web. 05 May 2016.

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Review 14.4 (1989): 532–550. Web.

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“Higher Education and Research Facts and Figures.” Rep. Universities Australia. Nov. 2015, p. 1-43.

Web. 03 Mar. 2016.

“International Student Numbers Hit Record High.” Ballarat Courier, p. 11. 03 Mar. 2016.

Web.

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2015. Web. 03 Mar. 2016.

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Purdue University, 2015. Web.

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Web. 03 Mar. 2016.

“NSW Universities: International Student Barometer 2014 Local Comparisons.” Rep. i-Graduate

International Insight. 2014, 1-8. Web. 05 May 2016.

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2014. Web. 03 Mar. 2016.

The Guardian. "Top 20 Countries for International Students." July 2014. Web. 03 Mar. 2016.

“The RUN: Summary of International Student Experience 2014.” i-Graduate International Insight.

Rep. 1-8. Oct. 2014, 1-8. Web. 05 May 2016.

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Graduate International Insight: 1-28. Oct 2014. Web. 05 May 2016.

Appendix A: Focus Group Information Sheet

Focus Group Participant Information Sheet

Researcher:

Primary Researcher: Jessica WilliamsInstitutional Supervisors: Marshall Clark & Tom O’BrienUndergraduate Student, College of Arts and SciencesAustralian National Internships Program (ANIP) Australian Government Department of Education and Training

Project Title: Regional Australian Universities: An International Student Perspective

General Outline of the Project:

Description and Methodology: This project will investigate the unique factors that influence international student choice to study at regional Australian universities. Identifying these factors will highlight the perceived benefits and barriers of a regional study experience. Participants will take part in two small focus groups of international students.

Participants: Approximately 4-6 international students studying at regional Australian universities. Use of Data and Feedback: The data collected in this research will be published in a report for the

Australian National Internships Program (ANIP) and used by the Australian Government Department of Education and Training.

Participant Involvement:

Voluntary Participation & Withdrawal : Participation in the focus group is voluntary and participants may decline to take part in or withdraw without providing an explanation at any time until the work is prepared for publication. Given the nature of focus groups, isolating and removing individual contributions may be difficult or impossible, so students will be asked to bear this in mind before agreeing to participate. Participants may refuse to answer any question during the focus group.

What does participation in the research entail? Take part in small focus group of 4-6 international students. Focus groups will be audio-recorded and transcribed for analysis, however transcripts will not be provided to participants. A short review of the discussion will be reiterated after the focus group has been completed, and feedback from students is encouraged. The recordings will be used as qualitative data and can be accessed by participants after the report is published.

Location and Duration: The focus groups will be conducted in person, at a meeting room provided by the Department of Education and Training. It will take approximately 45 minutes-1 hour to complete.

Risks: This research specifically targets culturally and linguistically diverse international students. The researcher has considered the risks of cultural sensitivity and participant identification by designing prompt questions objectively and opting to change all names of participants in the final report unless otherwise advised.

Benefits: While it is unlikely that international students will personally benefit from participating in these focus groups, we expect the information collected to help inform new policies and initiatives for the Australian Government Department of Education and Training and participating universities.

Implications of Participation: The data from this questionnaire will be useful in the context of the Department and Education and Training’s soon to be released National Strategy for International Education. A key goal of the Strategy is to increase the number of international students studying in regional Australia.

Confidentiality:

Confidentiality: It is impossible to guarantee complete confidentiality about information that is discussed in focus groups. Students will be asked to bear this in mind before answering any questions to ensure that sensitive or personal information does not leave the group. In the case that members of the group know each other, students will be advised to refrain from making statements of a confidential nature or that are defamatory of any person. Full names will not be published in the report and will be changed unless explicitly told otherwise, however student nationality will be indicated where necessary. Confidentially will be protected as far as the law allows.

Data Storage:

Where: All primary materials, records, data, and confidentiality forms will be collected, transcribed, and stored through the Australian Government Department of Education and Training. Research will be documented on the secure computer provided by the Department and stay within the parameters of the work place. Department supervisors are responsible for keeping data properly stored and protected.

How long: The data collected from the focus groups will be stored for at least one year from the date of publication.

Handling of Data following the required storage period: At the end of the storage period, the data collected from the focus groups will be archived or used for future research projects within the Australian Government Department of Education and Training. The focus group results will provide insight for future research pertaining to regional international students in Australia. This is especially important as the National Strategy for International Education continues to develop and evolve. Archiving or re-using this data will not expose participants or pose any additional risks.

Queries and Concerns:

Contact Details for More Information: For information about this research, please feel free to contact Jessica Williams at [email protected] or Tom O’Brien at [email protected]

Ethics Committee Clearance:

The ethical aspects of this research have been approved by the ANU Human Research Ethics Committee (Protocol 2016/182). If you have any concerns or complaints about how this research has been conducted, please contact:

Ethics ManagerThe ANU Human Research Ethics CommitteeThe Australian National UniversityTelephone: +61 2 6125 3427Email: [email protected]

mailto:[email protected]



Appendix B: Human Ethics Approval

From: [email protected] <[email protected]>

Sent: Monday, April 11, 2016 3:47:15 PMTo: [email protected]: [email protected]; Marshall ClarkSubject: Human Ethics Protocol 2016/182

THIS IS A SYSTEM-GENERATED E-MAIL. PLEASE DO NOT REPLY. SEE BELOW FOR E-MAIL CONTACT DETAILS.

Dear Ms Jessica Williams,

Protocol: 2016/182ANIP Research Paper on International Education in Regional Australia: What factors influence student choice to study in regional Australia, and what are the perceived benefits/barriers of a regional experience?

I am pleased to advise you that your Human Ethics application received approval by the Chair of the HREC on 8 April 2016.

Chair's Comments 8/4/2016:





Approved. Can you please add the line "Confidentiality will be protected as far as the law allows" to the confidentiality section of the information sheet.

For your information:

1. Under the NHMRC/AVCC National Statement on Ethical Conduct in Human Research we are required to follow up research that we have approved.Once a year (or sooner for short projects) we shall request a brief report on any ethical issues which may have arisen during your research or whether it proceeded according to the plan outlined in the above protocol.

2. Please notify the committee of any changes to your protocol in the course of your research, and when you complete or cease working on the project.

3. Please notify the Committee immediately if any unforeseen events occur that might affect continued ethical acceptability of the research work.

4. Please advise the HREC if you receive any complaints about the research work.

5. The validity of the current approval is five years' maximum from the date shown approved. For longer projects you are required to seek renewed approval from the Committee.

All the best with your research,

Human Ethics OfficerResearch Integrity & ComplianceResearch Services DivisionLevel 2, Birch Building 36Science Road, ANUThe Australian National UniversityActon ACT 2601

T: 6125-3427E: [email protected]: https://services.anu.edu.au/research-support/ethics-integrity

https://services.anu.edu.au/research-support/ethics-integrity


Appendix C: Questionnaire Information Sheet

Survey Participant Information Sheet

Researcher:

Primary Researcher: Jessica WilliamsInstitutional Supervisors: Marshall Clark & Tom O’BrienUndergraduate Student, College of Arts and SciencesAustralian National Internships Program (ANIP) Australian Government Department of Education and Training

Project Title: Regional Australian Universities: An International Student Perspective

General Outline of the Project:

Description and Methodology: The research in this project will investigate the unique factors that influence international student choice to study at regional Australian universities. Identifying these factors will highlight the perceived benefits and barriers of a regional study experience. Participants will complete an online questionnaire distributed via email.

Participants: Approximately 50-100 international students studying at regional Australian universities. Use of Data and Feedback: The data collected in this research will be published in a report for the

Australian National Internships Program (ANIP) and used by the Australian Government Department of Education and Training.

Participant Involvement:

Voluntary Participation & Withdrawal : Participation in this survey is voluntary and participants may decline to take part in research without providing an explanation at any time until the data is submitted to the researcher. Should students withdraw during the survey, their data will be not be recorded or used.

What does participation in the research entail? Completion of a short online questionnaire.

Location and Duration: The questionnaire will be conducted online and should take approximately 15-20 minutes to complete.

Risks: This research specifically targets culturally and linguistically diverse international students. The researcher has considered the risks of cultural sensitivity and participant identification by designing questions objectively and making the questionnaire anonymous.

Benefits: While it is unlikely that international students will personally benefit from participating in this questionnaire, we expect the information collected to help inform new policies and initiatives for the Australian Government Department of Education and Training and participating universities.

Implications of Participation: The data from this questionnaire will be useful in the context of the Department and Education and Training’s soon to be released National Strategy for International Education. A key goal of the Strategy is to increase the number of international students studying in regional Australia.

Exclusion criteria:

Participant Limitation : Participants enrolled at the regional universities participating in this questionnaire but who are attending classes at non-regional campuses will be excluded from this research.

Confidentiality:

Confidentiality: Confidentially will be protected as far as the law allows. Student names will not be gathered and all personal information collected from the questionnaire will remain anonymous. Because the data will be published as bulk statistics from all participating universities, third party identification is not likely. Both the primary researcher and the Australian Government Department of Education will have access to results from the questionnaire.

Data Storage:

Where: All primary materials, records, data, and confidentiality forms will be collected, transcribed, and stored through the Australian Government Department of Education and Training. Research will be documented on the secure computer provided by the Department and stay within the parameters of the work place. Department supervisors are responsible for keeping data properly stored and protected.

How long: The data collected from the questionnaire will be stored for at least one year from the date of publication.

Handling of Data following the required storage period: At the end of the storage period, the data collected from the questionnaire will be archived or used for future research projects within the Australian Government Department of Education and Training. The questionnaire results will provide insight for future research pertaining to regional international students in Australia. This is especially important as the National Strategy for International Education continues to develop and evolve. Archiving or re-using this data will not expose participants or pose any additional risks.

Queries and Concerns:

Contact Details for More Information: For information about this research, please feel free to contact Jessica Williams at [email protected] or Tom O’Brien at [email protected]

Ethics Committee Clearance:



The ethical aspects of this research have been approved by the ANU Human Research Ethics Committee (Protocol 2016/182). If you have any concerns or complaints about how this research has been conducted, please contact:

Ethics ManagerThe ANU Human Research Ethics CommitteeThe Australian National UniversityTelephone: +61 2 6125 3427Email: [email protected]

Appendix D: Survey Questions


Preliminary Questions – Building a profile of international students at regional universities:

1. What is your age?2. What is your gender?3. From which country did you come to Australia?4. How long have you lived in Australia as an international student?5. At which Australian university are you enrolled?6. What do you currently study at this university?7. What of the following categories best describes your current study status (undergraduate,

graduate, exchange, etc.)?8. In what city are your classes conducted?

Student Expectations and Experiences –Identifying the factors that influence student choice and the perceived benefits/barriers of a regional study experience for international students:

Forced multiple choice and scale questions (e.g. very satisfied to very unsatisfied)

9. To what extent did regional location influence your choice of university?10. For each of the factors below, please indicate the level of influence it had on your choice to study

in regional Australia (personal safety, university reputation, program of study, cost of living, unique cultural experience, developing English as a second language, social/community engagement, etc.)?

11. How have you found the cost of living as an international student?12. How satisfied are you with your living arrangements or student accommodation?13. How useful have you found the resources that are available to international students (e.g. support

services, student counselling)?14. How often do you use public transportation?15. How often are you able to connect with people from home?16. How often are you able to practice English as a second language?17. What statement most accurately describes your interaction with Australian students?18. How likely are you to attend community events coordinated outside the university?19. Overall, how would you describe your regional experience?


Appendix E: Written Consent

WRITTEN CONSENT for Participants


I have read and understood the Information Sheet you have given me about the research project, and I have

had any questions and concerns about the project

(listed here)

addressed to my satisfaction.

I agree to participate in the project. YES ☐ NO ☐

I agree to this interview being audio-recorded. YES ☐ NO ☐

I agree to be identified in the following way within research outputs:

Full name YES ☐ NO ☐

Pseudonym YES ☐ NO ☐

No attribution YES ☐ NO ☐

Signature:…………………………………………….

Date:………………………………………………….

ANIP Final Draft

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