The rise of Chinese payments innovation and why we should pay attention

Leigh Flounders1

1 LatiPay, Level 7, DLA Piper Tower, 205 Queen Street, Auckland, New Zealand, www.latipay.nz

Imagine the complications for a Kiwi educational institution working with just one of the emerging Chinese payment giants or mega banks.

ANZIA Tech Start-up of The Year Award Winner, LatiPay, bolts onto not just one, but all three of the main Chinese payment giants WeChat, Alipay and JDPay, as well as 19 major Chinese banks in a fully compliant manner that facilitates the payment of student fees and living costs directly to educational institutions trust accounts.

Latipay integrates with some of the leading and most progressive New Zealand businesses across the Education, Travel and Export sectors.  LatiPay is supported by New Zealand Trade and Enterprise (NZTE) as it launches as a global fast track business in Australia November 2016.

Gain an insight into why future forward Kiwi education institutions have a need for direct cross border e-commerce with China for student fees and living cost payments, and understand the compliance, reasoning and methodology behind their requirements. Understand why Chinese students prefer to pay with their e-wallets and online banking, and why only 12% of online transactions in China were through credit cards in 2015.

Learn why the Chinese payment giants are interested in New Zealand cross border e-commerce and the emerging payment trends for student fee payment and loans.


Biography

Leigh Flounders is the CEO of Latipay – Winner of The Australia New Zealand Internet Awards – Tech Start Up Of The Year 2016.

Over the last 15 years Leigh has been involved at both a client and vendor level across the central government, banking and finance, insurance, media, utilities and charity verticals. Prior to joining LatiPay as CEO, Leigh was the founder and director of the first to market, data centric lead generation brand Switch/

Leigh’s capabilities revolve around business analysis and effective go to market strategy, with a particular focus on data led acquisition and business intelligence.

Leigh has applied experience in data analytics, stakeholder management, credit and compliance, fraud, forensics and business strategy.

International travel and APAC relationships are a critical part of Leigh’s make up, having travelled the world extensively and engaging in a professional capacity across multiple APAC cultures.

Internationalisation of higher education in the UAE and the implications for student’s institutional choice

Solomon Arulraj David

The British University in Dubai, UAE, solomonarulraj@hotmail.com

Higher education in the United Arab Emirates (UAE) has expanded particularly shaped by internationalisation dynamics, during last two decades. The higher education sector in the UAE includes federal / regional government, domestic private and foreign institutions in the UAE. This study aims to explore the implications of internationalisation of higher education for students’ institutional choice in the UAE. Quantitative data was gathered through a questionnaire from 160 students from four different institutions from four different Emirates such as Abu Dhabi, Ajman, Dubai and Sharjah and qualitative data was gathered from 40 students. The results of the study indicate mixed interests of undergraduate students for choosing the institution for their current and future studies, with significant interest to choose foreign universities operating in the UAE and universities offering foreign curriculum for postgraduate studies. Some of the reasons the participants indicated to prefer foreign universities or universities offering foreign curriculum include; international faculty members, foreign curriculum, international degree, joint degree and global opportunities. The study observes potential challenges for federal and non-federal public institutions to attract postgraduate students, particularly the expat students. While the study also indicates, the emergence of foreign and private higher educational institution in the UAE brings possible competition to enhance quality of higher education in the UAE.

Keywords: internationalisation, higher education, institutional choice, UAE

Biography

Dr Solomon Arulraj David is an assistant professor of education at the British University in Dubai, UAE. He is also an honorary visiting fellow at the University of Glasgow, UK and a visiting research associate at the University of Johannesburg, South Africa. His research interests are comparative international higher education, educational management, leadership and policy.

International students’ emotions

Ellen P.W.A. Jansen1, Jasperina Brouwer2

1 University of Groningen, Grote Kruisstraat 2/1, 9747 AD, Groningen, The Netherlands, e.p.w.a.jansen@rug.nl
2 University of Groningen, Grote Kruisstraat 2/1, 9747 AD, Groningen, The Netherlands, jasperina.brouwer@rug.nl

How do international students in higher education adjust to the new environment, how do they interact with domestic  and various international students and ultimately, how successful are they in their studies. These questions are even more challenging in international degree programmes at universities in non-English-speaking countries. There, the home students and many lecturers have to rely on a second language as well. In this paper, we focus on students in an international degree programme at a large research university in the Netherlands. We studied the development of students’ emotions in relation to (developments in) study behaviour, self-efficacy and social interaction. Academic emotions are directly related to achievement and motivation (Pekrun, Goetz, Titz, & Perry, 2002).

The research questions we addressed in this study are:

  1. What is the relation between the (development of) positive and negative emotions and students’ study behaviour, self-efficacy and social interaction?
  2. Are the emotional development and relation between emotions and study behaviour, self-efficacy and social interaction different for students from various national backgrounds?

Participants in our longitudinal study were 389 first-year students in an international psychology degree programme. Students came from more than 30 different countries, which we divided in four groups: Dutch (8,3%), German (73,5%), other European (13,2%) and other (4,9%).Students filled out surveys four times in the first year. They were asked, amongst others, to report on their emotions at the moment of the survey, study behaviour, self-efficacy and social interaction. Furthermore, they responded each time to the open-answer question: “How do you experience your study at this moment?”.

Positive emotions were positively related to self-efficacy, social interaction and study behaviour; negative emotions were negatively related to self-efficacy and social interaction. Emotional development during the year differed between nationality groups. Analysis of open questions will provide qualitative information to strengthen the quantitative findings.


Biography:

Ellen Jansen (PhD) holds the position of associate professor in teacher education at the University of Groningen. Her expertise relates to the fields of teaching and learning, curriculum development, factors related to excellence and study success, and internationalization of higher education.

Institutional response to student feedback

Usha Rao1

1 La Trobe Melbourne Navitas Bundoora Ltd, La Trobe University, Victoria 3086, Australia

The principal objective of this paper is to demonstrate the capability of La Trobe Melbourne to successfully provide a response to students, accurately and inexpensively, regarding actions taken, resulting from student feedback, on several surveys throughout the year. La Trobe Melbourne conducts surveys regularly to gain student feedback on academic matters, curriculum, and quality of teaching as well as on student activities and customer service. For the purposes of this paper, student feedback on customer service, especially at college reception, will be used as the main example.

After the student feedback on each of the surveys is collated, management, in each area of the college, study the student responses to decide upon actions to be taken to improve the situation for the students or measure the quality of a product, if some items on the surveys have received low scores. Also, some comments in response to open-ended questions, sometimes, receive negative comments. If the low scores and/or comments appear in a high percentage of responses, the matter is looked at by management in terms of improvements required. If the recommendations of the students are reasonable, and the improvements are viable, they are budgeted to be actioned the following financial year. Action is taken as soon as possible, and this is reported back to the students, in a presentation by the Principal and Director of La Trobe Operations.

During the presentation the audience will be provided with examples of some of the types of surveys conducted, the student feedback and the actual actions taken. After this the discussion will focus on why the effort to communicate the institution’s response to the students’ feedback is perceived to be a tedious and compromising task by the students. Efforts have been made by La Trobe Melbourne to improve the exercise of communicating with the students. These strategies for improvement will be discussed, and the audience will be able to judge the success or otherwise of these efforts put into practice by management.

The audience will be invited to contribute examples of strategies which in their experience, at their institutions, have worked better than those applied by La Trobe Melbourne.


Biography:

Usha Rao (MA, Monash; MEd, Uni of Melbourne; IDLTM, Uni of Qld) is the Director, Quality and Services at La Trobe Melbourne, Navitas Bundoora Ltd. She is the 2012 holder of English Australia’s John Gallagher award for her contribution to international education in Australia. Usha is a Fellow of Australian Institute of Management. She has been an ISANA member since 1993.

Using Google to your own advantage

Liesl Barnett1 and Emma Hart2

1 Studygroup International (Taylors College Perth), P.O. Box 1004, Claremont, WA, 6010 E:LBarnett@studygroup.com
2 Studygroup International (Taylors College Perth), P.O. Box 1004, Claremont, WA, 6010 E:EHart@studygroup.com

Taylors College Perth is a non-denominational school for international students who are hoping to enter the University of Western Australia.  We run three different programs on our campus:

  • Academic English Preparation (AEP)
  • Foundation Program (Intensive, Standard and Extended)
  • Diploma of Commerce, Diploma of Science (also open to local students)

At any given time we have between 250 – 400 students on campus.

We use Moodle (Studysmart) as our Online Learning Management System – and we have successfully incorporated the use of google forms, docs and sheets into our programs across the board.  This has allowed us to collect greater volumes of student feedback more easily and quickly, and allowed us improved methods of monitoring student outcomes, giving adequate and appropriate student support, and helping us more clearly understand the needs of our students’ onsite.

Historically, the problem institutions such as ours have had, is finding a method/ methods of collecting student feedback in a timely and comprehensive manner.  Paper student surveys need to be read/ collated and the data inputted into a spreadsheet or program of some description before being analysed.  Class timetables must be studied to determine to which classes and when to hand out these surveys.   Students not attending class miss filling out the survey, and we may miss out on collecting valuable data.  Receiving and processing student feedback in a timely manner has been problematic for most institutions.

Google forms have helped us revolutionise the way in which we collect and collate information. It is not time consuming, paper wasting or arduous – it’s fast and accurate.  Google forms allow you to prepare a form that is simple in execution but allows for answers to be given in a variety of ways. The responses are then shown in one of two ways – EVERY answer to each question in order of question on the form – or all of the answers of each respondent across one line of a spreadsheet.  This information is time and date stamped, and drops immediately into the spreadsheet once a student clicks SUBMIT at the bottom of the form.

We now use these forms for our end of term student surveys.  We also use these forms to collect data such as sign-ups for events like our Alumni wine and cheese night.  We use them so students can sign in for daily HUB tutorials – letting the teachers know exactly who they can expect at each tutorial.  We also use them to collect past student (Alumni) data for tutoring here on campus, and for features like Top Tutor, or highlight Alumni in our weekly bulletin or on our facebook site.

We also use these forms to allow teachers to give extensive academic feedback and concerns, for Student Welfare reporting, and collating and sharing Graduate student information among key staff.  They have become a necessity for us here at Taylors College.


Biographies:

Liesl is an educator who has taught for 20 years across a variety of schools, colleges and universities in Australia, Papua New Guinea and the UK. She is passionate about innovation in education, and supporting students who need help and guidance to achieve their best.

Emma is an educator with a background and passion in languages. She worked in Madrid before relocating to Australia, and has been key in developing the University of Western Australia (UWA) Diplomas of Commerce and Science at Taylors College Perth, while also looking after the UWA Foundation Program and the Academic English Preparation Program.

Transition to studying at UNSW

Louise Tabrum1

1 University of New South Wales

This presentation will describe Student Development Internationals’ (SDI) best practice for providing an effective Orientation Program to assist international students in their transition to studying at UNSW Australia and living in Sydney. Student Development International (SDI) is responsible for overseeing the orientation and transition activities of international students at UNSW. Orientation Programs for international students have come under a lot of scrutiny in recent years, as formal and informal feedback suggests existing Programs have often been ineffective in meeting students’ needs. International students have continued to ‘fall through the cracks’ and have not always been linked into the resources available to assist them in their transition and beyond.

In response to formal and informal feedback SDI developed a holistic and streamlined Transition Program available to all students before they arrive onshore and accessible throughout the semester.  Acknowledging that international student have different needs, based on their capabilities, experience and background, a specialised Program for international students now sits alongside that offered to local students. The Program for international students includes 7 online modules, UNSW Essentials (covers information necessary for studying at UNSW), complemented by a one day face to face session. The face to face component is offered prior to UNSW Orientation Week so that students can also attend workshops, presentations and Faculty Welcomes. At the conclusion of the presentation participants will be given an opportunity to share their experiences and successes in providing effective programs assisting new students in their transition to study in Australia and New Zealand.


Biography:

Louise Tabrum has been working at UNSW Australia as an Intentional Student Advisor for some time.

Implementing learning analytics at JCU: An International student support perspective

Tom Bayliss-Hack1, Tristan de Mezeires2

1 James Cook University, 1 James Cook Drive, Townsville, QLD, 4811, tom.baylisshack@jcu.edu.au  
2 James Cook University, 1 James Cook Drive, Townsville, QLD, 4811, tristan.demezeires@jcu.edu.au

The academic performance of international students is influenced by a wide range of factors. Difficulties can result from a lack of academic skills or be an indicator of other barriers to success, such as their physical and mental health, English language competence, social wellbeing and support, financial stability or digital literacy. Early identification of students who are at risk academically may allow the cause to be identified and effective interventions delivered. If the problem is only identified after a subject failure however, this can exacerbate the issue and leave students with additional emotional and financial costs.

In late 2015, James Cook University (JCU) implemented Blackboard Analytics for Learn, giving the ability to monitor student engagement with their online subject materials. Through cohort monitoring, academic risk assessment and a triaged referral process JCU has been working to establish a whole-of-institution approach to the use of this data to support students. This presentation will focus on this project from an International Student Support perspective, the challenges and opportunities, and the potential for analytics data to inform enrolment, welfare and compliance decisions.


Biography:

Tom has been the Manager of the International Student Support team at James Cook University since 2012. His team is responsible for +/- 2000 international students across the Townsville and Cairns campuses. Tom has also been the ISANA National Vice President for Professional Development since 2013.

Introducing the CI Model: A theory-to-practice framework for intercultural engagement

Christopher H. Beard1 

1Victoria University of Wellington, PO Box 600, Wellington, New Zealand chris.beard@vuw.ac.nz

This paper introduces the CI Model as a framework of practice for intercultural engagement.

An updated version of the 3C Model, the CI Model posits a three-pronged approach to intercultural engagement that is highly relevant to educational contexts: (i) Cross-disciplinary Intelligence; (ii) Comprehensible Input; and (iii) Collaborative Intervention. Cross-disciplinary Intelligence is the application of a generalist cross-disciplinary understanding of the student sojourner/new settler transition experience.  Comprehensible Input presents principles which aid effective communication and information uptake in the initial stages of intergroup contact. Collaborative Intervention introduces the logic of structured outreach and intermediary involvement in the post-contact phase.

This presentation will provide practical examples of how the CI Model can be implemented in a range of educational settings to enhance effective intercultural communication and sustained engagement with new international students.

Key words

International student engagement; theory-to-practice model; effective communication


Biography:

Chris Beard is a senior teacher on Victoria University of Wellington’s Foundation Studies programme and a member of the ISANA New Zealand Executive. He developed the International Student 3C Model; an interdisciplinary framework for engaging international students. Currently he teaches New Zealand Literature to Foundation students, works part time for a university chaplaincy and co-teaches International Education, New Zealand’s first postgraduate course (online) which is offered by Victoria University’s School of Education.

Catch me if YOU can – evidence based practice in International education services in the regions

Melissa McFarlane1

1 International Student Services Coordinator, La Trobe Universities Albury-Wodonga Campus

Evidence Based Practice in International Education forms a crucial part of student experience and satisfaction.  If used effectively it can deliver outcomes beneficial to students and educational providers, with a strong emphasis on student well-being and the sustainability of an Internationalised Campus.

This is particularly important in the regions as we face a variety of challenges in attracting, maintaining, and growing student cohorts.  Catching evidence in the regions using standard methods can be tricky.  With lower student enrolments it is important to offer many opportunities and incentives to students in order to gain constructive feedback.

In addition to the university wide data collection processes such as the ‘International Student Barometer’ and the ‘University Experience Survey’, regional campuses collect other detailed data.  Driving practices from this data can be slow and sometimes non-existent, particularly with multi-campus universities where the city campus holds the main strategic planning and management group.  Communicating with and developing excellent working relationships with key staff is therefore critical in influencing the design of policy and processes, ensuring the regions receive equal priority.

With an abundance of evidence collected for the university, International students in the regions have shown great enthusiasm and initiative in developing a ‘Strategic Marketing Plan’ and ‘Communications Strategy’ for regional campuses, to attract, recruit, maintain and support students, and deliver excellence in education.  After communicating this with relevant staff, the information is not always applied, driving evidence based practice away from the regions.

This presentation focuses on feedback methods that support regional growth, success versus challenges, and how to manage the design and application of Evidence Based Practise.  Incorporating stakeholder expertise, as a collective group we therefore strive for innovation, collaboration, and commitment to deliver what students really want.


Biography:

Melissa McFarlane is an International Student Services Coordinator at La Trobe Universities Albury-Wodonga Campus.  With a regional focus, Melissa researches ‘points of difference’ for International Student Services and Supports International Students to achieve excellence in ‘what they need and want’.  With a varied career and education in travel, culture, and education, it is Melissa’s passion to assist International Education to achieve excellence through optimal well-being programs and support services, to contribute to a sustainable internationalised provider of education.

Nurturing seedlings: How we support under-achieving students

Jieyan ( Mera) Tan1, Dr Chelsea Blickem2,

1 The University of Waikato, Private Bag 3105, Hamilton, New Zealand 3240, meratan@waikato.ac.nz
2 The University of Waikato, Private Bag 3104, Hamilton, New Zealand 3240, chelseab@waikato.ac.nz

Abstract
The University of Waikato Pathways College Academic English Language programmes are designed to improve the language skills of international students and prepare them for university study. Academic learning support and pastoral care is an integral part of the student support provision aimed at improving student success and retention and transition into degree study. In 2011 the College introduced and implemented an Academic Monitoring/Intervention Programme to assist underachieving students, supported by the literature, models of good practice and a review of student data. To date the College has monitored and supported 150 students. Looking at student attendance, engagement in the class and programme, and success, bilingual student advisors meet students regularly and on an individual basis to identify what is going on for the student, and offer the student support. The support that is offered and provided can take a number of shapes and is geared to respond to the student on an individual level.

This presentation will report on a number of case studies in which a range of intervention and support was put in place for a range of students with different backgrounds, nationalities and study goals. This presentation will outline what has been successful from the support and intervention, and will examine student feedback on the support that they received. Finally, the presentation will consider how the current support system might be improved according to student feedback.


Biography:

Mera Tan is the Academic Student Advisor at Pathways College, the University of Waikato. Pathways College offers Academic English Language programmes and they are designed to improve the language skills of international students and prepare them for university study. Mera has more than 10 years experience in working directly with international students, providing enrolment, academic learning support and pastoral care. Her work at the University has been an exciting and rewarding blend of intercultural communication, administration and advocacy.
Mera holds a Postgraduate Diploma in International Communication and has been an active ISANA member since 2008.