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,

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.


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.

Quality pastoral care is crucial for successful integration: A case study of school practices

Manaia Chou-Lee1

1 University of Auckland, School of Education and Social Work, Auckland, New Zealand.  Email:

The increasing demand for tertiary education, combined with reduced transport and communication costs, and a need for skilled people in an internationalised labour market has led to a significant rise in student mobility. As a response, New Zealand has increased marketing strategies overseas and adapted nationwide policies to encourage further growth in export education services to provide economic, social and cultural benefits to society. Therefore, international student numbers have risen considerably also resulting in an increase of qualified students wanting to migrate permanently. These activities have created, and will continue to create, an even more diverse society requiring a more prominent need for integration of international students, into host communities and schools, to shape an environment that is congruent to the needs of all those involved.

International students will face cultural and psychological change upon arrival in New Zealand.  This change can be conceptualised as the acculturation process. Accordingly, students will develop a particular acculturation strategy – separation, integration, marginalisation, or assimilation – dependent on how well they participate, or are invited to participate, in two essential issues: forming relationships with other groups in society and maintaining their heritage culture. Research has shown that the individual acculturation strategy of integration will help international students adapt better to the various transitions they encounter in a new country as well as prove more beneficial for a host country embracing a multicultural society.

In this study, data were collected from 131 international students and 24 teachers, at an international secondary school in New Zealand, to investigate school practices affecting integration of international students. Analysis identified five areas of best practice, which will aid in policy realisation and support integration: the homestay, the role of the teacher/tutor, group work, education and activities outside the classroom, and Orientation. The majority of these areas fall under the Education (Pastoral Care of International Students) Code of Practice 2016. Therefore, evidence from this study suggests that pastoral care practices must be implemented at a high level and will require further improvement at micro and macro levels in New Zealand society in order to foster successful integration of international students.

Key words: International students, integration, pastoral care, acculturation, best practice


Manaia Chou-Lee has 15 years experience in the field of secondary school education and has taught international students both in New Zealand and overseas. In addition, she has held middle and senior management positions where a key part of her role was academic counselling and pastoral care of international students and minority groups. She is passionate about the well-being of international students and is planning to continue her current research into PhD study.

International students’ emotions

Ellen P.W.A. Jansen1, Jasperina Brouwer2

1 University of Groningen, Grote Kruisstraat 2/1, 9747 AD, Groningen, The Netherlands,
2 University of Groningen, Grote Kruisstraat 2/1, 9747 AD, Groningen, The Netherlands,

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.


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.

Evaluating academic skills support for International students: Individual appointment, non-credit workshop or for-credit success course

Sheilagh Grills1

1 Brandon University, 270-18th Street, Brandon, Manitoba, R7A 6A9,  

This session will report on the outcomes for first-year international students receiving learning skills assistance through appointments, group workshops or a Success Course.  Transition programming aims to increase student retention by providing services on the basis of individual as well as situational characteristics.  Evidence based practice in international education services includes an examination of the impact of the mode of delivery of academic support. This longitudinal study will report on the academic performance and persistence rates for traditional and international students using learning skills services at a primarily undergraduate Canadian institution during the intake years 2005-2011.

Academic support services are centred on student learning research and approaches to learning and studying (Biggs, 1987). Faculty expect students to be self-directed, yet first-year learners may not yet have been challenged nor experienced negative consequences for a lack of perseverance (Côté & Allahar, 2007). In some cases, students may need to “unlearn” previous surface approaches to learning (Baeten et al, 2010) that served them well in their home institutions.  Learning skills support can also help with the disparity between the target understandings of instructors and the actual understandings reached by students (Entwistle, McCune & Hounsell, 2002). In the current study, all three modes of delivery for academic support provide direct instruction for fundamental learning strategies with the goal of increased self-regulation of learning or metacognition (Boer, Donker & van der Werf, 2014). Conley (2010) lists academic behaviour or self-management as one of the four dimensions of readiness for tertiary education, while metacognitive knowledge requires students to transfer any newly learned strategies to other settings often through extensive practice (Hofer, Yu & Pintrich, 1998; Kenyon, 2016).

There are clear differences in the required institutional resources for the three models of academic support in this investigation.  Individual appointments or one-on-one sessions with a learning coach require greater staffing but resulted in higher overall retention rates, and higher credit hours attempted than group modes of delivery for traditional students (Grills, 2009). Non-credit workshops in ‘study skills’ tend to be relatively superficial treatments covering single issues, and student engagement in a non-credit setting may not be sufficient to motivate those who need to practice the skills discussed in a workshop.  While more expedient than individual appointments, workshops may not address the more intensive needs of international students.  Success Courses differ from other academic assistance in that they are a credit-bearing, long-term way to teach a variety of transferable learning strategies.  Learning framework or Success Courses have resulted in higher retention and academic performance for traditional students (Brock et al, 2007; Hodges, Dochen & Sellers, 2001) but may be viewed as cost-prohibitive or lacking academic rigour.  Additionally, the intensive nature of a semester length critical thinking course may be more than required for “accentuating” learners (Pascarella & Terenzini, 1979).  This paper will expand prior research to explore effective academic support for international students, and provide evidence based measures for developing and improving transitional support for a diverse student population.


Sheilagh Grills is a Learning Skills Specialist at Brandon University on the Canadian prairies, working to help students learn how to learn. Brandon University is a small, primarily undergraduate institution with an open-admissions policy for the general arts and science degree programs and a low international student tuition rate. The Academic Skills Centre offers a broad range of support services to assist students to become more efficient learners, equipped with greater confidence, motivation and skill.

Understanding the educational impact of International students in U.S. campus internationalization

Gayle A. Woodruff1, Barbara J. Kappler2

1 University of Minnesota, 230 Heller Hall, 271-19th Ave S, Minnapolis MN 55455 USA
2 University of Minnesota, 190 Humphrey, 301-19th Ave S, Minneapolis MN 55455 USA

Unlike other countries, little research in the U.S. has focused on the educational impact that international students have in campus internationalization. Much focus has been on the challenges that international students face and the institutional structures needed to support those challenges. Our research premise is that international students add value to our campus. In our previous research (Yefanova, Woodruff, Kappler, & Johnstone, 2014), we examined focus group and interview responses from university instructors and students regarding the potential benefits of cross-national interactions by exploring the learning outcomes of both international and domestic students when they interact in the classroom in structured ways. One of our findings pointed to the importance of instructors shifting course design and pedagogical strategies in order to enhance learning for all students – domestic and international. For the second phase of our two-year research project we followed three instructors into the classroom to better understand their teaching philosophies and practices that included cross-national interaction.

Our paper explores the strategies that academic teaching staff and instructors use to facilitate cross-national interaction in the classroom, and the intentionality needed to design learning outcomes and teaching strategies that engage all students in the classroom.  We build upon foundational writing that highlights the importance of pedagogical aspects of curriculum internationalization (Leask, 2009), and the value that international students have in the learning environment (Mestenhauser, 2011, Lee et al, 2014).  We turn to Australian models of teaching and learning (Arkoudis et al 2010, Biggs 2006, and Sanderson 2006) to provide a framework for understanding the educational environment in our classrooms where students can learn from each other.

Our paper concludes with the challenges faced by instructors who desire to internationalize their classrooms by increasing cross-national interactions between students, and we recommend strategies for instructors to consider in designing their class content and pedagogical methods.


Gayle A. Woodruff is the founding director of curriculum and campus internationalization, University of Minnesota. She provides leadership for initiatives aimed at faculty development, campus internationalization, and the evaluation and assessment of internationalization. Previously she directed Minnesota’s study abroad curriculum integration initiative. Gayle has published on numerous topics in international education, served as the faculty mentor for the Minnesota Studies in International Development program to Ecuador, and is the recipient of the University of Minnesota’s Award for Excellence in Undergraduate Advising.
Gayle served as the chair for the Teaching, Learning, & Scholarship Knowledge Community of NAFSA: Association of International Educators.

Barbara Kappler, Ph.D., is the Assistant Dean of International Student & Scholar Services in the Global Programs and Strategy Alliance. Barbara holds a B.A. in both Economics and Communication and an M.A. and Ph.D. in Speech Communication. She has 25 years of experience in intercultural communication, program management, teaching, and research. Barbara is also a member of the Graduate Faculty and serves on graduate committees in the department of with the College of Education and Human Development.

Dr. Kappler previously served as Associate Director of ISSS and was responsible for Intercultural Training and Programs, including intercultural communication training. Barbara is co-author of three guides for students, staff, and language instructors on “Maximizing Study Abroad,” as well as a book on communication styles. Her career at the University has been an exciting blend of program and leadership experiences, curriculum development, international communication research, teaching, and working with international students.

A preliminary study in the efficacy of ACT skills training for International student sojourners

Samuel Zimmer1, Christine Wang2

1 Queensland University of Technology, 2 George Street Brisbane, QLD, 4000,  
2 Queensland University of Technology, 2 George Street Brisbane, QLD, 4000,

Thirty Chinese international students to Australia participated in an Acceptance and Commitment Therapy (ACT) efficacy study for international student sojourners. The study aimed to evaluate whether an ACT skills training group would predict greater psychological adjustment and positive acculturation than the waitlisted control group undergoing the same transition to life and study in Australia. The ACT skills training group completed an ACT skills workbook in simplified Chinese, an ACT skills half-day workshop and regular fortnightly emails sent during the academic semester containing resources on how to apply the six core processes of ACT. The study aimed to measure pre and post effects for general mental health (GHQ-12) and positive acculturation (AARS). Process measures were also taken which included the acceptance and action questionnaire (AAQ-II) and the Freiburg Mindfulness Inventory (FMI). Significant interaction effects were found for positive acculturation and mindfulness. Attrition and subsequent low sample size was a significant challenge for the study. A brief qualitative analysis supported the efficacy of the use of ACT skills training and resources for international students studying abroad.

Keywords: Intercultural Competence, Acceptance and Commitment Therapy, International Students, Acculturation


Samuel Zimmer is a psychologist who works within the tertiary education sector. He’s also had experience working in academic language and learning, TESOL and within foster care, child safety and family therapy services. Samuel has a passion for supporting well being and transition among international students studying at Australian universities. He enjoys developing his professional  skills and knowledge in applied psychological practice with a particular interest in psychology and cultures.