Dr Jasvir Kaur Nachatar Singh, LaTrobe University Career Development Workshop is an evidence-based, first-of-its-kind innovative program offered exclusively to international students not only in Australia but worldwide to create career planning awareness. We co-designed workshop materials (slides, workbook) industry practitioners and consists of interactive activities covering content such as: developing career goals understanding professional andContinue reading "Career Development Workshop for International Students"
Gatekeepers of inclusion: Exploring international office professionals’ perspectives on equity for international students
By Dr. Betül Bulut Şahin, TED University, Ankara In today’s globalized university systems, international students are often positioned not as active participants in shaping internationalization, but as mere statistical objects used to measure success (Bucker & Stein, 2020). Policies tend to focus on increasing enrolment numbers and global rankings, while neglecting the diverse socio-cultural, academic,Continue reading "Gatekeepers of inclusion: Exploring international office professionals’ perspectives on equity for international students"
Exporting the Dream, Importing Precarity: South-to-South Student Migration in Korea
By Kyuseok (KS) Kim, Center Director with IES Abroad South Korean higher education, particularly at regional universities, is confronted with a complex and multifaceted issue: educationally inflected labour migration. As of 2024, the country hosts approximately 208,962 international students. A significant proportion of these students come from low-income countries, including Vietnam (56,003 students), Mongolia (12,317),Continue reading "Exporting the Dream, Importing Precarity: South-to-South Student Migration in Korea"
Are Top Tips Really Tip Top?
Rhiannon Eley Introduction In multicultural education, "top tips" for teaching international students have gained popularity among educators. While often well-intentioned, these lists risk reinforcing a deficit narrative—one that frames international students as problematic rather than valued contributors to the learning environment. This post unpacks the implications of this approach and explores alternative strategies that promoteContinue reading "Are Top Tips Really Tip Top?"
The importance of personalised and tailored mentoring for international students in the UK
by Jacob Finney - Course Lead for Social Work (MA) University of Staffordshire A significant number of international students are adversely affected by a range of socio-economic and related factors, including poverty, insecure housing, both overt and covert racism, language barriers, separation from immediate and extended family, and cultural and educational adjustments (Collins et al.,Continue reading "The importance of personalised and tailored mentoring for international students in the UK"
Building internationalisation resources to support staff members – an informal starter guide
Dangeni, Anglia Ruskin University dangeni@aru.ac.uk I was a Professional Development Advisor in the Learning and Teaching Development Service at Newcastle University from 2022-2024, where my role was to support staff across the University's campuses, designing and delivering development initiatives for those engaged in delivering and supporting learning and teaching. I was encouraged to develop aContinue reading "Building internationalisation resources to support staff members – an informal starter guide"
Language learning in HE: a challenge to regulations
Recently, colleagues identified a regulation from a UK-university that has raised eyebrows. Here, we share the text of this regulation and welcome comments and thoughts. 3. The language of instruction in the University shall be English, unless the Regulations prescribed by the Senate for a particular programme make other provision. A student on a programmeContinue reading "Language learning in HE: a challenge to regulations"
How our participants created ‘safe’ intercultural teaching spaces
Many participants reflected on a need to create a positive classroom environment, within which students could feel ‘safe’ and ‘comfortable’ to engage in discussions and contribute to collaborative tasks. This was particularly seen as important in intercultural environments, highlighting that work with international students is ‘about respect and trust’ (Participant 31, Education and teaching, UnaffiliatedContinue reading "How our participants created ‘safe’ intercultural teaching spaces"
How our participants built relationships with students
Related to facilitating learning from diversity, building relationships with students was seen as a key step for good teaching, particularly with international students. When asked what they saw as the key attributes of a good teacher, many participants highlighted ‘patience and empathy’ (Participant 36, Business and management, Unaffiliated pre-1992), before or rather than mentioning contentContinue reading "How our participants built relationships with students"
How our participants facilitated learning from diversity
As noted in our introduction, there was broad agreement among participants in the value of diversity in their classrooms, which they believed provided important learning opportunities for students to engage in learning from their peers. This was outlined particularly, but not exclusively, in relation to intercultural learning and the presence of international students. So theContinue reading "How our participants facilitated learning from diversity"
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