The International Student Experience in Australian Higher Education: Ongoing challenges and emerging issues

Currently over 5 million students are enrolled in courses outside their country of citizenship (OECD, 2016), and Australia is one of the most popular study destinations for many of these students. While the majority of international students report high levels of satisfaction with their study experience in Australia, recent research significant issues and challenges faced by many international students, particularly in relation to their social integration into the university community and their wellbeing. This paper examines the challenges – old and new – facing international students in Australian universities and discusses the implications for universities in enhancing the international student experience and maintaining their reputation for providing high quality education. It is argued that to sustain Australia’s strong position in the global international student market, institutions must re-balance their efforts from developing strategies to recruit international students, to finding creative solutions for improving the quality of the student experience both within and beyond the university

The Impact of English Language Proficiency and Workplace Readiness on the Employment Outcomes of Tertiary International Students (Executive Summary)

This project examines the influence of English language proficiency (ELP) on workplace readiness and employment outcomes for international students and graduates who seek to work in Australia. The study adopts a mixed method approach involving a detailed review of relevant literature, semi-structured individual interviews and focus groups, and quantitative analyses of three statistical data sets — Australian 2006 Census data, Australian Education International (AEI) data from January 2002 to June 2008, and the former Department of Immigration and Multicultural and Indigenous Affairs (DIMIA) Longitudinal Survey of Immigrants to Australia (October 2005 and October 2006). The qualitative data from the interviews enabled the authors to analyse the topic of investigation from several different perspectives including those of: international students and graduates; local (permanent resident or citizen) students and graduates; representatives of tertiary institutions and VET providers; recent offshore graduate job seekers with overseas qualifications; and Australian employers and regulatory bodies in five professional and three trade fields. The findings show that international students employment outcomes are not as good as their Australian domestic counterparts and that they face greater challenges in finding full-time employment after graduation. While ELP is a key factor influencing their employment outcomes — particularly if graduates have low levels of ELP — the findings from this study show that ELP is not the only or principal issue. Employers\u27 first priority is to engage graduates with strong profession-specific skills and then to consider their ‘well-roundedness’. The ‘well-roundedness’ includes graduates’ personal characteristics and attributes, the diversity of their experiences and skills, as well as their ‘cultural fit’ into the workplace. There is potential to respond to this expectation through policies and practices that support integrated approaches for enhancing ELP and workplace readiness within educational institutions, as well as increasing international students’ awareness of the value of the experiences and skills they can develop outside of their studies

The Impact of English Language Proficiency and Workplace Readiness on the Employment Outcomes of Tertiary International Students (Full Report)

This project examines the influence of English language proficiency (ELP) on workplace readiness and employment outcomes for international students and graduates who seek to work in Australia. The study adopts a mixed method approach involving a detailed review of relevant literature, semi-structured individual interviews and focus groups, and quantitative analyses of three statistical data sets — Australian 2006 Census data, Australian Education International (AEI) data from January 2002 to June 2008, and the former Department of Immigration and Multicultural and Indigenous Affairs (DIMIA) Longitudinal Survey of Immigrants to Australia (October 2005 and October 2006). The qualitative data from the interviews enabled the authors to analyse the topic of investigation from several different perspectives including those of: international students and graduates; local (permanent resident or citizen) students and graduates; representatives of tertiary institutions and VET providers; recent offshore graduate job seekers with overseas qualifications; and Australian employers and regulatory bodies in five professional and three trade fields. The findings show that international students employment outcomes are not as good as their Australian domestic counterparts and that they face greater challenges in finding full-time employment after graduation. While ELP is a key factor influencing their employment outcomes — particularly if graduates have low levels of ELP — the findings from this study show that ELP is not the only or principal issue. Employers\u27 first priority is to engage graduates with strong profession-specific skills and then to consider their ‘well-roundedness’. The ‘well-roundedness’ includes graduates’ personal characteristics and attributes, the diversity of their experiences and skills, as well as their ‘cultural fit’ into the workplace. There is potential to respond to this expectation through policies and practices that support integrated approaches for enhancing ELP and workplace readiness within educational institutions, as well as increasing international students’ awareness of the value of the experiences and skills they can develop outside of their studies

Developing a Host Culture for International Students: What Does It Take?

This article argues that international student integration is not only a university issue, but a community one. Thus, the next step for universities’ internationalization strategies requires expanding efforts to include engagement with the greater community and bringing a community-based approach to internationalization processes. Doing so will both better serve the international student population and also create a more well-rounded internationalized university experience for all students by acknowledging and harnessing the inherent diversity of the local community. In particular, this article discusses the university’s role in facilitating such a community-based approach. It will then examine possible strategies and practical suggestions for how universities can step beyond campus-specific policies and instead foster student engagement with and within the greater local community

The Impact of English Language Proficiency and Workplace Readiness on the Employment Outcomes of Tertiary International Students (Executive Summary)

This project examines the influence of English language proficiency (ELP) on workplace readiness and employment outcomes for international students and graduates who seek to work in Australia. The study adopts a mixed method approach involving a detailed review of relevant literature, semi-structured individual interviews and focus groups, and quantitative analyses of three statistical data sets — Australian 2006 Census data, Australian Education International (AEI) data from January 2002 to June 2008, and the former Department of Immigration and Multicultural and Indigenous Affairs (DIMIA) Longitudinal Survey of Immigrants to Australia (October 2005 and October 2006). The qualitative data from the interviews enabled the authors to analyse the topic of investigation from several different perspectives including those of: international students and graduates; local (permanent resident or citizen) students and graduates; representatives of tertiary institutions and VET providers; recent offshore graduate job seekers with overseas qualifications; and Australian employers and regulatory bodies in five professional and three trade fields. The findings show that international students employment outcomes are not as good as their Australian domestic counterparts and that they face greater challenges in finding full-time employment after graduation. While ELP is a key factor influencing their employment outcomes — particularly if graduates have low levels of ELP — the findings from this study show that ELP is not the only or principal issue. Employers\u27 first priority is to engage graduates with strong profession-specific skills and then to consider their ‘well-roundedness’. The ‘well-roundedness’ includes graduates’ personal characteristics and attributes, the diversity of their experiences and skills, as well as their ‘cultural fit’ into the workplace. There is potential to respond to this expectation through policies and practices that support integrated approaches for enhancing ELP and workplace readiness within educational institutions, as well as increasing international students’ awareness of the value of the experiences and skills they can develop outside of their studies

GScluster: Network-weighted gene-set clustering analysis

Background: Gene-set analysis (GSA) has been commonly used to identify significantly altered pathways or functions from omics data. However, GSA often yields a long list of gene-sets, necessitating efficient post-processing for improved interpretation. Existing methods cluster the gene-sets based on the extent of their overlap to summarize the GSA results without considering interactions between gene-sets. Results: Here, we presented a novel network-weighted gene-set clustering that incorporates both the gene-set overlap and protein-protein interaction (PPI) networks. Three examples were demonstrated for microarray gene expression, GWAS summary, and RNA-sequencing data to which different GSA methods were applied. These examples as well as a global analysis show that the proposed method increases PPI densities and functional relevance of the resulting clusters. Additionally, distinct properties of gene-set distance measures were compared. The methods are implemented as an R/Shiny package GScluster that provides gene-set clustering and diverse functions for visualization of gene-sets and PPI networks. Conclusions: Network-weighted gene-set clustering provides functionally more relevant gene-set clusters and related network analysis

Finding common ground : enhancing interaction between domestic and international students - guide for academics

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Peer review as alearning tool

In recent years it has become quite common to use a routine research practice within our classrooms: that of peer review. Involving students in peer review is often regarded as an effective way to help students improve the quality of their assignment work before it is submitted. The peer review process offers many other benefits to students: an opportunity to reflect on their work in the light of the work of others; to observe the quality and scope of other students' work; to critically evaluate a piece of work and construct appropriate and constructive feedback; to develop critical thinking, higher-order cognitive, negotiation, and diplomacy skills. However, one benefit less often acknowledged is the impact that the peer review process can have on students' learning. In this presentation we will report on two case studies that illustrate how peer review improved the conceptual understanding of students. One study was a formal research study that assessed the effect of peer review on the performance of third year zoology students. The other less formal study describes students' self-reported conceptual gains in a first year physics subject

Cerebral fat embolism after bilateral total knee replacement arthroplasty -A case report-

Fat embolism syndrome is a rare and potentially lethal complication most commonly seen in long bone fractures and intramedullary manipulation. The clinical triad of fat embolism syndrome consists of mental confusion, respiratory distress, and petechiae. This study reports a case of cerebral fat embolism syndrome following elective bilateral total knee replacement. After an uneventful anesthesia and initial recovery, the patient developed neurologic symptoms nine hours postoperatively