Examples of good practice in assisting international students to integrate with Australian students and the wider community The issue of social integration for international students is an important consideration for all Australian TAFE Institutes. At TAFE Directors , we welcome our part of the Social Integration Project, lead by Australian Education International. The strength of TAFE institutes is their record in delivery of accredited courses, and their product offer to a diverse range of students from all ends of the globe – onshore and offshore. Our members across the 58 TAFE institute network, are committed to the highest quality of education provision both within and outside the classroom. As you can see in the cases highlighted here - the practice of how this social integration is managed, encouraged and supported varies depending on the institute. TDA entered this project with the expectation that what you see and read here today is just the start of opening up opportunities to share good practice across the industry and to learn from others experience. TAFE Directors Australia and its members recognise the importance of social integration of international students as a top priority - we will continue to support efforts that will enable the highest quality student experience for the 25,000 international students who choose to study in TAFE each year.

Mr Martin Riordan Chief Executive Officer TAFE Directors Australia

Social integration is a fundamental and complex issue that goes right to the heart of student success. Socially included, connected students are more able to fully explore the rich dynamic that an international education experience provides. Students expect to obtain not just an education from their education and learning provider (university or otherwise) but also social engagement which enables them to mix with local students and the community. Programs and activities to encourage this are essential. The examples included here are but some of the excellent initiatives universities engage in to enable our students to fully experience life on-campus and in Australia.

Dr Glenn Withers, AO Chief Executive Officer Universities Australia

I am delighted to support the Social Integration Project and on behalf of ACPET would like to commend AEI for its leadership of this important initiative. Through this project five of our members have each shared a valuable case study example of the social integration of international students. These examples demonstrate the benefit of sharing ideas, strategies and experiences in a way that enables the industry to manage its own community of practice. I certainly commend these individual case studies to you as typical of the range, diversity and depth of commitment by Australia’s world standard international private education and training sector.

Mr Andrew Smith Chief Executive Officer ACPET

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1. Collaborative international/domestic students learning programs University of Western Australia Building understanding: postgraduates and staff coming together 1 Chisholm Institute of TAFE Project-Based Learning: learning together 2 International College of Management, Sydney Study with friends from over forty different countries 3 University of Adelaide Peer Mentors bringing students together 4

2. Promoting engagement with the wider community University of Western Australia Social interactions through Community service 5 Barrier Reef Institute of TAFE Welcoming more international students into the Townsville community 6 University of Newcastle Community Connections 7 RMIT GLoBALL Program 8 International College of Hotel Management Community Building within the International College of Hotel Management 9 University of Adelaide Building new cultural capital 10

3. Orientation and information services for international students University Welcoming Muslim students to 11 TAFE NSW - Riverina Institute Broadening cultural context 12 TAFE NSW - South Western Sydney International students @ home @ SWSI 13 Australian Institute of Commerce & Language Empowering students of all nationalities to find their true potential 14 TAFE NSW - Hunter Institute Using technology to promote communication with international students via SMS 15

4. Staff/student social and cultural exchange activities RMIT The 3Cs (Cross Cultural Communication) Program 16 Think Colleges Student Representative Council (SRC), Think: Education Group 17 William Blue College of Hospitality and Tourism Scholarship/Ambassador Program. William Blue College of Hospitality and Tourism 18 Australian Catholic University Mackillop Club Project 19 Building understanding: postgraduates and staff coming together

University of Western Australia

LACE Participants have indicated they found LACE sessions interesting The University of Western Australia, and enjoyable, with 96% indicating An example of (UWA) Student Services introduced that it helped them feel more good practice in The Language and Cultural connected with others at UWA. Exchange (LACE) program in 2005. As one participant said, “You get social integration The program was developed to to meet new friends and people at by international foster intercultural friendship and every gathering. It is nice to know understanding through regular people from other cultures and education providers free events. LACE helps students fields of study.” The program has endorsed by transition into the UWA community eased the transition and helped by sharing culture, friendship and the engagement of international Universities Australia. food among fellow students students while improving levels and staff. communication across the University community. Coursework and research students are able to practise their English LACE members have also been and make social and academic invited to speak at a number of connections beyond their field of public forums, such as the Western study. LACE provides staff with an Australian Universities Teaching and appreciation of the breadth and Learning Forum, UWA staff training diversity of the international student sessions for new international community within UWA. postgraduate research advisers, and UWAs Teaching Month events. Australian international education providers Australian international education providers are registered on the Commonwealth The positive response from the are registered on the Commonwealth Register of Institutions and Courses wider university community has Register of Institutions and Courses for Overseas Students allowed the initial group of 45 for Overseas Students participants to grow to close to 300 registered members.

Further contact: e [email protected], t 08 6488 2427 w www.studentservices.uwa.edu.au/ss/learning/lace 1 CRICOS Provider Number: 00126G 2 Building understanding: postgraduates Project-Based Learning: and staff coming together learning together

University of Western Australia Chisholm Institute of TAFE

Chisholm Institute’s Field trips to various construction sites and design opportunities are project based learning An example of also offered to the student groups, and work experience allowing them to gain the experience good practice in in a range of industry practices. Chisholm Institute operates social integration over Frankston, Cranbourne, The Building and Furniture by international Berwick, Rosebud, and Department now utilises this Dandenong campuses, Victoria. rationale with most of its learner education providers The Institute is focused on groups. Projects are determined endorsed by developing a welcoming community and students, not only of diverse TAFE Directors for international students in the nationalities, but a range of life most culturally diverse region in experiences, work together offering Australia. Victoria, Dandenong. mutual assistance and guidance, advice, knowledge and camaraderie, Project-based learning encourages to build a sense of community. student collaboration under the The resulting social engagement guidance of the teaching staff in the has led to higher retention rates Building Design and Management and higher completion rates. program. Projects between groups of three or four international and domestic students are encouraged Next steps as a key learning style and to build relationships and cultural Chisholm data shows how Australian international education providers understanding. are registered on the Commonwealth heightened cross-cultural social Register of Institutions and Courses experiences greatly assist Students are integrated via project for Overseas Students international students to not only work with third-year carpentry succeed in their studies but also students employed in the in gain meaningful employment construction industry. This helps in their study field. local students appreciate a range of cultural traditions whilst helping This practice is being extended international students develop across a number of Chisholm practical skills and an understanding programs in other departments, of the construction industry culture. with further opportunities for interaction to be explored, and Students also participate outside to further staff professional the Institute with community- development in cultural studies. based organisations and building companies to gain pre-employment experience in their chosen industry. A recent project tasked students with designing an administration building. This involved client liaison, briefings, site inspections, design and presentation works, redesign, and final presentation to the client organisation, a not-for-profit body.

Further contact: e r.carroll@chisholm. edu.au, t 03 9238 8468 CRICOS Provider Number: 00881F 2 Study with friends from over forty different countries

International College of Management, Sydney

The International The buddy program allocates first year students to a second or third An example of College of Management year ICMS student from their good practice in welcomes students country of origin. The ‘buddy’ offers advice and provides information social integration from around the world. and further assistance, enabling by international The International College of discussion with others from their education providers Management (ICMS) student body home country, and sometimes in has a local to international student their native language. The ICMS endorsed by ratio of almost 50:50, with students subject, Organisational Culture, from over 40 different countries. assesses final year students Australian Council for assisting a first year international Private Education Interaction between local and student transition to ICMS, with and Training. international students is encouraged their results contributing toward through on campus facilities and a final grade. the communal courtyard, 24-hour computer labs, Marketplace, library, The undergraduate student program tennis courts, gardens, Sandbar and consists of nine months paid residential facilities. industry training, where students interact with colleagues, managers, Students living on campus are customers and clients. Feedback supported by Residential Assistant received from international students (RA) and Graduate Assistant (GA) indicates that industry training staff, comprising both international helped them develop language skills, Australian international education providers Australian international education providers are registered on the Commonwealth and local students. RA and GA staff learn about Australian business are registered on the Commonwealth Register of Institutions and Courses provide a variety of student support practices and build friendships. Register of Institutions and Courses for Overseas Students services, including emotional support, for Overseas Students academic guidance, student safety Students at ICMS participate in guidance, floor meetings, kitchenette community and social life; including maintenance; and free coffee and the Community Contribution pancakes during exam time. Scheme (CCS), through which many All students have access to the international students volunteer at RA and GA contact details and are Bear Cottage, one of many ICMS encouraged to request their support. community partner organisations.

New students are supported by the Student groups at ICMS, including Orientation Week (O-Week) Team the Student Representative Council and the ICMS buddy program. The (SRC), Class Representatives and O-Week Team consists of a support Asian Student Association play team of cross-cultural students and a critical role in the social life of operational staff who accompany the College. For example, The new students to course information Asian Student Association (ASA) is sessions, conduct guided tours, and famous for hosting Asian-themed encourage their interaction in team dinners (complete with spectacular building activities and social events traditional costumes), an annual during the week. festive celebration of Chinese New Year and Karaoke and Mah-jong nights.

Further contact: e [email protected] t 02 9466 1007 w www.icms.edu.au CRICOS Provider Number: 01484M 3 4 Study with friends from over Peer Mentors bring forty different countries students together

International College of Management, Sydney University of Adelaide

The Peer Mentor Student evaluation and feedback from eight years of Peer Mentor Program Programs indicates the value An example of students place on such support Coordinated by the University of programs, highlighted by local and good practice in Adelaide’s International Student international student interaction social integration Centre (ISC), The Peer Mentor in University clubs and societies. Program recruits peer mentors Mentors indicate that the training by international among international and local, and experience has been valuable education providers postgraduate and undergraduate, when differentiating themselves as and non-award students. they search for employment after endorsed by finishing their studies. Universities Australia. The Program provides leadership and training opportunities and The University’s international encourages interaction between student Peer Mentor Program was international and local students. judged the best in the country by Further it helps new international a student panel at the 17th ISANA students become familiar with International Education Conference the University and academic in Sydney in 2006—winning the expectations, and importantly ‘ISANA award nominated by the to develop social networks in National Liaison Committee’. the University and wider Adelaide communities.

Australian international education providers Mentors work in teams to Next Steps are registered on the Commonwealth prepare material and resources for Register of Institutions and Courses publications and workshops aimed With increasing student numbers for Overseas Students to assist new international students. and capacity limits, the best use They also contribute significant time of resources is a key issue. in practical tasks such as setting The use of existing staff resources up a ‘Welcome Centre’ during to train mentors is both efficient orientation week. In February and effective in achieving orientation 2009, 32 mentors (15 local and goals, while allowing flexibility to 17 international students) address increased capacity. contributed 1,626 volunteer hours Communicating with incoming in preparation, operation, and after- international students, who arrive hours activities. While the life-cycle following the orientation program from recruitment to recognition is was an identified issue. The Peer about 6 months a select group of Mentor Program has been expanded senior mentors have continued in to offer support for late the program for up to 3 years. arriving students.

Further contact: e [email protected] , t 08 8303 4828 w www.international.adelaide.edu.au/living/orientation/peer/ 4 CRICOS Provider Number: 00123M Social interactions through Community service

University of Western Australia

Student Leadership The regularity of the group coming together within a defined Mentoring Program framework throughout the year An example of ensured that frequent, meaningful The University of Western Australia and social interactions occurred good practice in developed the Student Leadership between the ‘younger’ and ‘older’ social integration mentoring Program and Community students, and between Service Program to encourage cultural groups. by international community service and ensure education providers new students were immediately Community-focussed activities connected to a mentor to support brought together students from endorsed by their social and academic transition. different groupings to achieve Universities Australia. specific aims such as fundraising, The Student Leadership Mentoring selling chocolates and flowers, Program was offered for the first donating blood, participating in time in 2008, and is continuing to fun runs, and cooking for families support new College residents. with specific needs. The shift away In 2009, international students from the College and its study comprise approximately 40% of environment provided an impetus the UWA student body living for new friendships. in residence. Students also participated in a mid- The Programs learning modules program Retreat at Bickley which encouraged students to build was an opportunity to combine the Australian international education providers trust within the group, to act as program with some travel outside Australian international education providers are registered on the Commonwealth mentors, to work through a number of Perth. are registered on the Commonwealth Register of Institutions and Courses of problem-solving activities, and Register of Institutions and Courses for Overseas Students for Overseas Students to manage community-based Not all students finished the initiatives. Many of the international course for various reasons, but students are committed to the most residents stayed engaged Program to ‘add value’ to their for the year. At the end of the academic studies. Program, a Leadership Graduation Dinner was held. This was a formal The leadership sessions were occasion with a three course meal interactive and included a mix of and a guest speaker. Additionally, international and local students students were affirmed with on all occasions. The immediate special certificates to reward their outcomes were both knowledge achievement in completing the year gain and also cultural interaction long course. between the students.

Further contact: e [email protected], t 08 6488 2427 w www.currie.uwa.edu.au/future/programs/leadership 5 CRICOS Provider Number: 00126G 6 Social interactions through Welcoming more international students Community service into the Townsville community

University of Western Australia Barrier Reef Institute of TAFE

Cultural awareness international students. This move has helped other Student Council programs members realise that the needs An example of and aspirations of international Barrier Reef Institute of TAFE (BRIT) students are similar to their own. good practice in has experienced strong growth in social integration international student enrolments The Institute Director approved by international over the past 3 years. A growing the first annual Australia vs India awareness of Townsville as an Student World Cricket Series in education providers ideal environment for international November 2008. A number of Indian endorsed by students to study, has been students enthusiastically accepted supported by programs of cultural a challenge from the BRIT staff and TAFE Directors awareness and adjustment created their own team. BRIT looks Australia. including academic support and forward to broadening its scope and orientation events. holding an ‘international’ sports day, encompassing a variety of activities In 2009, there were 225 to include all of its student members. international students enrolled at BRIT, with further increases As Chair of Study Townsville Inc, expected in 2010. To support BRIT has been instrumental in continued international enrolments, driving the annual Mayoral Reception BRIT has implemented some for all of Townsville’s international key programs including a 4-day students—a welcome morning ‘International Induction Program’, tea held at the Council Chambers, Australian international education providers to introduce international students now in its third year. The Mayoral are registered on the Commonwealth to Australia, Queensland, and Reception has raised the profile of Register of Institutions and Courses Townsville. One result has been for Overseas Students international students as being a a number of international students growing and significant part of the joining local sporting clubs. Townsville community, both from a cultural and economic perspective. BRIT intentionally encourages international and local students across discussion groups and work placements. Strong relationships Next steps have developed as students work BRIT staff will continue to build through assignments together. on the successes to date, and An international student was endeavour to provide new nominated by teachers and peers opportunities for international and elected in 2008 into the students to experience the sport, Student Representative Council culture, and lifestyle of Australia’s (SRC). As a result, the SRC has largest tropical city. adapted its focus and engaged in a number of issues relating to

Further contact: e [email protected], t ++61.7.47505448 w www.barrierreef.tafe.qld.gov.au/Default.asp?Page=International&Level2=/ international/default.asp 6 CRICOS Provider Number: 02001E Community Connections

University of Newcastle

The Community Connections A special event is also held each Program at the University of year to recognise the contribution Newcastle provides opportunities of the volunteers and local An example of for members of the local community community groups to the well- to welcome, befriend, and support being of international students. good practice in international students. Through this New volunteers receive certificates social integration program, volunteers and students of participation presented by the are able to share their culture, learn Chancellor or Vice Chancellor. by international from each other, and develop greater education providers understanding and tolerance of When volunteers and students meet, individual and cultural differences. they engage in a range of activities endorsed by including shopping, having coffee, Universities Australia. The Community Connections cooking, walking, visiting each program was initiated in 1997 to other’s homes, going to the movies, help international students feel the theatre, the beach or museums, welcomed and supported in their and playing with children. In an new environment. The Program internal program evaluation in 2007, recognises the important role that students identified that chatting members of the community can play and sharing food were the most in assisting international students. important activities for building the relationship with their volunteer. Over the past eleven years more than 700 volunteers from the The evolution of University and across the local Australian international education providers Newcastle community have the Program Australian international education providers are registered on the Commonwealth participated in the Program, are registered on the Commonwealth Register of Institutions and Courses The Program has undergone regular Register of Institutions and Courses supporting more than 1000 for Overseas Students internal evaluations every two years, for Overseas Students international students. In 2009, most recently in 2007. One of the the program has 66 active volunteers, most significant outcomes from providing support to a similar number the ongoing evaluations has been of international students, with a around the Program philosophy. waiting list on each side. The Program has evolved from Volunteers attend information the objective of delivering sessions before joining the practical support, to a philosophy Program and are introduced to an that recognises the reciprocal international student through a relationships that develop between careful matching process, facilitated volunteers and students and the by the Program Coordinator. considerable learning that takes place for all participants. Reflecting Regular newsletters, excursions, this shift in philosophy has been the and social events organised by the change in name from ‘International University bring volunteers and Student Care Program’ to students and their families together. ‘Community Connections’ in 2006.

Further contact: e [email protected], t 02 4921 5767 w www.newcastle.edu.au 7 CRICOS Provider Number: 00109J 8 Community Connections GLoBALL Program

University of Newcastle RMIT

About the program

The GLoBALL Program is a joint An example of initiative of the Essendon Football good practice in Club (EFC), Royal Melbourne Institute of Technology (RMIT), City social integration of Melbourne and the Australian by international Federation of International Students (AFIS). It is designed to assist education providers international students learn about endorsed by Australian culture and connect with the local community. Universities Australia. The program has received very Mentors from the University and positive feedback from participants, the Australian Football League (AFL) educational institutions, and host international students for free community organisations. The games and skills sessions with first engagement activity saw 50 players. These sessions encourage participants from 13 institutions participation in physical skill attend an Essendon/Fremantle development and engage in broader game. The initial target of 100 themes such as leadership, respect, participants for 2009 has communication, and teamwork. been exceeded. Community events are also held Australian international education providers are registered on the Commonwealth at the football grounds to highlight Register of Institutions and Courses social aspects of Australian culture Next steps for Overseas Students and expose international students to some of Australia’s history Securing the commitment of and traditions. students has been a challenge. The project committee have The Program will also help to introduced specific measures, broaden the knowledge of the which include setting up game overseas as participating program guidelines before the international students have the commencement of student activities potential to become ambassadors to ensure all interested students can of the game in their country of origin. participate in the program.

Further contact: e [email protected], t 03 9230 0343, w www.essendonfc.com.au e [email protected], t 03 9925 2963, w www.rmit.edu.au 8 CRICOS Provider Number: 00122A Community Building within the International College of Hotel Management International College of Hotel Management

Management College An example of encourages adventure, good practice in fun and learning social integration International students comprise by international eighty percent of student body at the International College of Hotel education providers Management (ICHM). The College endorsed by emphasises tolerance, mutual support and respect across the Australian Council for 40 or more nationalities on campus. Private Education The College offers a range of and Training. activities each semester including an Adventure Learning Day, and a range of student recreational activities A Recreation Officer is employed at and events organised and run by ICHM to organise recreation, sport, the Student Representative Council. leisure and sightseeing options for Adventure Learning Day includes students both on and off-campus a ‘buddy’ program to encourage each weekend and during the mid first-year students to interact with semester break. The Recreation third-year students throughout the Officer manages a budget that semester. Student recreational goes toward subsidising some Australian international education providers activities include surf camps, of the student activities and to Australian international education providers are registered on the Commonwealth are registered on the Commonwealth Register of Institutions and Courses on campus intra-school soccer purchase sporting and other Register of Institutions and Courses for Overseas Students championships and a yum cha lunch. recreational equipment. for Overseas Students

The Student Representative Council Regular feedback is obtained from organises end of semester functions students participating in programs which attract participants from a via on-line surveys. Results are variety of cultural backgrounds, shared with all staff and students, including for example, the with projects developed dynamically International Food Festival. Students according to student need and from each cultural group decide on interest. Regular review and tailoring the dishes they want to prepare of programs has achieved positive and take over the residential kitchen results with international and local for the day. Dishes are served in students engaging in programs the dining room for all students across campus. and staff. Many students wear their national dress and the dining room is decorated to represent cultural groups.

Further contact: e [email protected] t 08 8348 4497 w www.ichm.edu.au CRICOS Provider Number: 02914G 9 10 Community Building within the Building new cultural capital International College of Hotel Management International College of Hotel Management University of Adelaide

Centre for Learning 25 volunteers and 30 international students to 60 volunteers working and Professional with around 100 students in 2007. An example of Development (CLPD) By early 2009, over 100 volunteers were involved in the scheme and it is good practice in Volunteer Scheme expected the numbers will continue social integration Adelaide University introduced the to increase. Students are keen to be involved and, once involved, are by international Centre for Learning and Professional Development (CLPD) Volunteer reluctant to leave. There is also a education providers Scheme (the Volunteer Scheme) high retention rate among volunteers, some of whom have been part of endorsed by in 1995 to encourage international students to spend time with the program since its inception Universities Australia. members of the local community. 14 years ago. Formal feedback Typically, a student and a volunteer from participants has been meet for an hour a week at a universally positive. mutually convenient location, The Volunteer Scheme has received to share interests around a common international acclaim. A paper area of study. reporting on the program was The Volunteer Scheme helps presented at 10th Annual Conference international students develop their of the UNESCO International Centre English language communication for Engineering Education held in skills and understanding of local Thailand in 2007. It won the Best culture while encouraging members Paper Silver Award for ‘the most Australian international education providers of the local community to engage significant contribution to the field are registered on the Commonwealth of engineering education.’ Register of Institutions and Courses with the University. for Overseas Students Formal programs offered by the Next steps University provide additional academic language and learning The rapid increase in international support, however, it is the informal student numbers and the changing meetings between students and demographics of domestic students volunteers that provide opportunities can limit the opportunities for to build relationships. international and Australian students to interact on campus. Programs offered by the International Student Centre, including the A program, which is social rather Volunteer Scheme, received a strong, than academic, can have significant positive commendation in the 2008 benefits for student welfare and International Student Barometer participation in academic life. report. The University is committed A great strength of the current to continue to build closer links program is its simplicity and flexibility, between international and local however meeting the needs of students, and within the wider significantly greater numbers of Adelaide community. international students within the Since 1995, the program has University would likely involve more expanded steadily, starting with complex coordination, ongoing funding, and other resource support.

Further contact: [email protected] , m 0408 881 617 CRICOS Provider Number: 00123M 10 Welcoming Muslim students to Melbourne

Victoria University

The Muslim has resulted in the production of an Arabic language version of the Student Guide and Guide. The Muslim Community An example of Orientation Day Co-operative Australia Ltd, (MCCA) and the Islamic Society of Victoria good practice in Nearly one-quarter of Victoria (ISV) have supported the continuing social integration University (VU) students are from development of this resource and will more than ninety nationalities, assist VU to develop the next edition. by international with a strong concentration education providers from Asia and Middle Eastern Encouragingly, the University of communities including a substantive Melbourne’s Graduate Students endorsed by Muslim population. Association has bought the rights Universities Australia. to the Muslim Student Guide for The Muslim Student Guide was revision for use by their student developed following a 2007 review body in January 2009. focused on the needs of Muslim students and consultation between New international students the International Support Team are encouraged to attend the and Victoria University Muslim University’s orientation activities, Chaplains. Victoria University to meet continuing international worked with members of the students and learn about the Islamic Society of Victoria to campus facilities, including places develop the Guide. There was for worship, childcare, sports strong support by community centres, and clubs, and societies, Australian international education providers groups including the Australian student advisory and welfare Australian international education providers are registered on the Commonwealth services, and the International are registered on the Commonwealth Register of Institutions and Courses Intercultural Society, Muslim Register of Institutions and Courses for Overseas Students Community Co-operative Australia Student Support team. for Overseas Students Ltd, Islamic Council of Victoria, Selimiye Foundation Ltd, and the Next steps Muslim Women’s Council of Victoria. VU offers its services to both The Guide includes information local and international students about where to access religiously in partnership with the Horn of acceptable services, halal food Africa Community Network Inc., and health services throughout the Western Bulldogs, Victorian Melbourne. Multicultural Commission, and the Victoria Police Multicultural Liaison The Guide was launched by Victoria Unit. These links enable its diverse University’s Vice-Chancellor Elizabeth student body to interact across Harman at a halal barbeque in August cultures and the communities in 2008, following Friday afternoon which they live. prayers. Hard copies are provided on request to all enrolling students In 2009, Victoria University will be and the Guide is also available on the releasing a general student survey University website. to better understand the entire VU student experience. Feedback received since its inception in 2008 has been positive, and

Further contact: e [email protected], t 03 9919 1470 w www.vu.edu.au/international-students/life-at-vu 11 CRICOS Provider Number: 00124K 12 Welcoming Muslim Broadening cultural context students to Melbourne

Victoria University TAFE NSW - Riverina Institute

International Student A range of activities encouraged social interaction between local Activity Day and international students including An example of food preparation, cooking, and TAFE NSW Riverina Institute sharing a meal around a BBQ. good practice in International Student Activity Party games, including a Frisbee social integration Day was initiated when a local competition, two-up, thong throw, student suggested a specialised by international egg and spoon race, sack race, international project in 2007, and tunnel ball, were also shared. education providers in response to an assessment endorsed by item within the Diploma in The Activity Day achieved positive Community Welfare. rapport between international TAFE Directors and local students, by increasing During the student’s discussions local student’s understanding of Australia. with an international student from international students and building the Philippines, the local student trust and self-disclosure realised just how much he did not between groups. know about a ‘typical international student’ and suggested a range of activities to reduce this knowledge gap. Next steps

The first International Student With the success of the first Activity Day was held in 2008, International Student Activity Day, the Institute is now focused on Australian international education providers attended by all international are registered on the Commonwealth students and leading to the establishing a working group to Register of Institutions and Courses formation of an International develop an International Student for Overseas Students Student Association. Association to organise future activities.

Further contact: e [email protected], t 02 6962 0445 CRICOS Provider Number: 00591E 12 International Students @ Home @ SWSI

TAFE NSW - South Western Sydney

Orientation and Students are also provided with information about specialised ongoing support services available to them, An example of particularly counselling, English South Western Sydney Institute’s language support and Student good practice in international student population for Association Services (prayer social integration 2009 accounts for less than 1%, rooms etc.) by international of the 79,000 student enrolments located across 9 campuses. The The Student Association holds education providers international students come from regular social events such as endorsed by Vietnam, China, India, Pakistan, barbeques, entertainment, Give Bangladesh, and Lebanon Away Days, Refugee Week, TAFE Directors among others. Environmental Day, Shave for a Cure, and Harmony Day to promote Australia. The Institute has developed several socialising among the student body. key programs to assist international International student barbeques students to enter and adjust to also provide opportunities to mix the local area and academic life. with international students of College international coordinators different cultures. conduct orientation and induction to introduce new students to Teachers at South Western library facilities, counselling service Sydney Institute promote a class and the Student Association. The environment where international coordinators are available to provide students work with local students Australian international education providers students with ongoing support. in team and project work. This Australian international education providers are registered on the Commonwealth work is not only restricted to the are registered on the Commonwealth Register of Institutions and Courses As part of the orientation process, Register of Institutions and Courses classroom but may also require for Overseas Students some International Coordinators for Overseas Students meetings and communication in attend the TAFE International their personal time to complete Education Centre (TIEC) and projects. In some instances this meet the English language course results in social interactions and students. They return again for the friendships being formed. graduation ceremonies. Their presence provides a point of contact for the students as they continue their studies.

Further contact: e [email protected], t 02 9796 5462 w www.swsi.tafensw.edu.au/international 13 CRICOS Provider Number: 00591E 14 International Students Empowering students of all nationalities to find their @ Home @ SWSI true potential TAFE NSW - South Western Sydney Australian Institute of Commerce & Language

The Australian Institute closely with industry on course development and organising An example of of Commerce and guest speakers, industry visits, good practice in Language: Culture Day assessment validation, membership of industry bodies and professional social integration and Industry Support development seminars. AICL by international Programs Lecturers are involved in industry networking and inviting guest education providers The Australian Institute of speakers to ensure maximum endorsed by Commerce and Language is a relevance to students. Registered Training Organisation Australian Council for established in 2000 to deliver The Preparation for Work in Australia Private Education English language and vocational Professional Development Seminars education and training courses to focus on Australian and international and Training. students from over 50 countries. business trends and practices and personal money management. The In 2004, AICL and TAFE NSW Institute’s Welfare Officer provides Sydney Institute formed a workshops for AICL students to partnership to deliver select courses develop curriculum vitae writing to international students and have skills and job interview skills, further won both state and national awards supporting students ability to for their contribution to industry and participate professionally within the skills shortage. However, their industry. to ensure that AICL students have a Australian international education providers well-rounded experience in Australia The success of the professional are registered on the Commonwealth AICL organises a range of activities development focus is evidenced by Register of Institutions and Courses for Overseas Students including the annual ELICOS the large number of AICL students Culture Day, held in association with working in their respective industry Harmony Day, and AICL’s established at graduation. One of the major network of industry guest student graduation awards is the speaker events. ‘Contribution to Industry’ award presented by Mr Brian Wexham, Culture Day is community focused, CEO Institute of Trade and beginning with an “Around the Skills Excellence. World in 80 Minutes” campus tour including cultural exhibitions, cuisine and costume displays. The Future steps day culminates in a cultural concert with prizes recognising outstanding AICL will continue to focus on contributions to the Day’s success. engaging in a range of activities that Preparation for Culture Day is guided integrates students into Australian by ELICOS teachers who mentor cultural life by developing an internal different cultural groups and provide support network. That will be in support with presentation and addition to the Welfare Officers language skills. who now assist students to have AICL delivers a wide range of an enriching life experience while vocational courses, working studying in Australia.

Further contact: e [email protected] , t 02 8917 6800 w www.aicl.nsw.edu.au CRICOS Provider Number: 02048A 14 Using technology to promote communication with international students via SMS TAFE NSW - Hunter Institute

Communicating with Positive results international students An example of The Institute did not want students through SMS to feel as if they were receiving good practice in spam or that they were being social integration The majority of international bombarded. The Institute therefore, students at TAFE NSW Hunter tracked the number of messages by international Institute are under 25 years old sent and kept them as an email education providers and form part of a techno savvy record to document the number generation of young students. of student responses. endorsed by To communicate with this group, the The messages were worded TAFE Directors Institute utilised the power of SMS. carefully to differentiate serious Australia. Messages are sent using an email information from social messages. interface where the message is It has enhanced international typed like an email or normal word students’ connection with their document. Responses are received peers and the community. Student in the email message box and the surveys conducted in 2007 and 2008 Institute can view who has read the revealed 96% of students indicated SMS and whether it was delivered. a preference of SMS messages over This simple tool is used to contact email or printed letters. students with reminders about The cost is minimal and much on-campus events, for example cheaper than sending out printed Australian international education providers Australian international education providers ‘remember pizza lunch 12.30 pm material. A response rate of are registered on the Commonwealth block A Newcastle campus’. SMS are registered on the Commonwealth Register of Institutions and Courses 95–98% is the highest of any Register of Institutions and Courses has been a very successful tool for Overseas Students medium used by the Institute, for Overseas Students to remind students of local events other than a personal phone call also, for example, ‘football tryouts or other direct contact. at Mayfield oval on Sunday at 10am’ and ‘Jazz in the park free 9pm at Foreshore Park on Saturday’. It is also used to send details about where and how support services may be accessed.

Further contact: e [email protected], t 02 4923 7607 CRICOS Provider Number: 00591E 15 16 Using technology to promote The 3Cs (Cross-Cultural communication with international students via SMS Communication) Program TAFE NSW - Hunter Institute RMIT

Understanding Australian culture

An example of The Cross-Cultural Communication good practice in Program (3Cs Program) was developed in 2006 to provide social integration international students with the by international opportunities and skills to assist their education providers transition to life in Australia. Careers counselors and student advisors at endorsed by RMIT identified that students felt Universities Australia. disconnected from their courses and isolated from other students and life in Melbourne.

The 3Cs Program encourages At the conclusion of the Program, international students to engage mentors and mentees complete with, and be mentored by local an evaluation form. Students are students in a workshop setting. encouraged to provide honest The Program runs once a semester feedback for the purpose of for seven weeks and covers a continually improving the Program. range of student-relevant topics, This feedback is then used to make such as interviewing techniques any adjustments to the Program. Australian international education providers and exploring cultural differences. are registered on the Commonwealth Student volunteers are heavily Students consistently report how Register of Institutions and Courses much they appreciate the 3Cs for Overseas Students involved in the planning and execution of the 3Cs Program, Program, particularly the friendships providing an outcome that is and connectedness they develop. both collaborative and inclusive, Students also report increased while giving the student a sense confidence in communication skills, of ownership in the educational greater enjoyment from sharing experience. The Program won information and cultural experiences, the Best Practice Award from the and generally more satisfaction at National Association of Graduate university by immersing themselves Careers Advisory Services in 2006. into Australian culture.

Local and international students Local students appreciate meeting initially meet as one large group, new people and helping their then move into smaller groups of mentees settle into university five to seven for the remainder of and life in Melbourne. They also the Program. The 3Cs Program enjoy a greater awareness of the consists of six one-hour lunchtime complexities of other cultures, workshops provided as a fun, having responsibility for their own engaging, and supportive Program. group, and being able to include A new topic is covered each week their mentoring role into relating to transition, work, or study. their resumes.

Further contact: e [email protected], t 03 9925 9705, w www.rmit.edu.au CRICOS Provider Number: 00122A 16 Student Representative Council (SRC), Think: Education Group

Think Colleges

SRC bridges campuses An example of for positive student good practice in connections social integration Think: Education Group comprises by international seven colleges across three campuses in Sydney with colleges education providers also in Brisbane, Gold Coast and endorsed by Melbourne, offering vocational and higher education courses. Australian Council for The international student body Private Education from over 40 countries represents approximately 40% of the total Communication to management of and Training. student body. the issues raised by the students is of fundamental importance. Think: Education Group introduced It reinforces to domestic and a Student Representative Council international students that the to improve social interaction and SRC can be relied on to improve or integration across the various address areas of concern that may Colleges, emphasise the diversity arise in the future. of cultures and address the specific needs of international students. Positive results include facilities improvements, social evenings, Australian international education providers Australian international education providers Student feedback indicated a lunches, movie nights, sporting are registered on the Commonwealth willingness and desire to be involved are registered on the Commonwealth Register of Institutions and Courses activities, pancake days, barbeques Register of Institutions and Courses for Overseas Students in the promotion of social activities and national celebrations such as for Overseas Students and improvements to general Anzac Day and Melbourne Cup. campus life, particularly decision The success of these events relies making around timetables, access to on consideration to cultural and resources and support services. ethnic differences within the The Student Representative Council College community. was developed through an election process and includes structured meetings where international and local students exchange views and feedback sessions with management and staff.

Since its development, Think: Education Group has improved a range of facilities, including IT, and increased the number of social activities involving interaction between domestic and international students

Further contact: e [email protected], t 02 9955 1122 w www.think.edu.au CRICOS Provider Number: 00246M 17 18 Student Representative Council Scholarship/Ambassador Program, William Blue College of Hospitality (SRC), Think: Education Group and Tourism Think Colleges William Blue College of Hospitality and Tourism

Building bridges at An example of William Blue good practice in William Blue College of Hospitality social integration and Tourism forms part of Think: Education Group, which includes by international seven colleges across three education providers campuses in Sydney and in Brisbane, Gold Coast and Melbourne, offering endorsed by vocational and higher education Australian Council for courses. The international student body from over 40 countries Private Education represents approximately 40% and Training. of the total student body. The Elite 08 project was initiated in 2007 in response to research and student feedback indicating international students’ desire for interaction with domestic students. The program aims to encourage this interaction through a small group of student advocates. In order to maintain the standard Australian international education providers of previous programs, William are registered on the Commonwealth Advocates were selected from a Blue College of Hospitality and Register of Institutions and Courses group of scholarship applicants from Tourism continues to focus on for Overseas Students the high school sector. Student attracting quality applicants, while applicants participated in a communicating the requirements of two-day workshop aimed to the scholarship holders clearly and identify those with the enthusiasm, formalising scholarship conditions. cultural awareness and empathy to become leaders and ambassadors within William Blue College of Hospitality and Tourism.

The successful Scholarship recipients play an active role in the College. They attend enrolment and orientation weeks, participate in mentor programs for new students, lead on field trips, help at functions, act as SRC representatives and attend weekly staff meetings to give and receive feedback on student life.

Further contact: e [email protected], t 1300 851 237 w www.williamblue.edu.au CRICOS Provider Number: 00246M 18 Mackillop Club Project

Australian Catholic University

The Australian Catholic University, The group includes a mix of local and North Sydney campus, introduced international students from across the Mackillop Club Project in 2008 to academic year cohorts with students An example of encourage students across all years supporting the ongoing growth of of the Nursing program (Years 1-3) the group by encouraging friends good practice in to share time together. and acquaintances to join. A number social integration of study groups have formed. The Project, involving 25 students in University staff mentors assist the by international 2009, was developed to encourage group on a voluntary basis, giving education providers social and academic support members the benefit of qualified between local and international and experienced academic support. endorsed by students. New students are Universities Australia. welcomed and supported by Although no formal evaluation of referring them to university support the project has been carried out, services as well as participating in students involved in this project are orientation days. succeeding academically and have no fail grades in their academic Since inception, the group has progress. Students involved have become an important social network reflected that the small size of the for new and established students, group is a positive factor along with with members participating in its informal nature. picnics, trips around the city, movie outings, lunches, lunchtime meetings, and in 2008, World Youth Australian international education providers Day activities. are registered on the Commonwealth Register of Institutions and Courses for Overseas Students

Further contact: e [email protected], m 0417 226 423, t 9739 2061 CRICOS Provider Number: 00004G, 00112C, 00873F, 00885B 19 Mackillop Club Project

Australian Catholic University B09-522