Internalisation of NZ Tertiary Education: Supporting International Students' Adjustments to Learner-Centred Education

As international tertiary student populations in New Zealand have rapidly increased, research was undertaken to provide authentic insights into the challenges faced by international students and their teachers. Based on narrative approaches and semi-structured interviews, qualitative research was undertaken over one year with 12 international graduate and postgraduate students, and 10 teachers of international students.

The researchers consciously challenged their cultural assumptions and framed their research approaches through a bicultural lens as they used Māori values to guide their interactions with participants and the valuing of participants’ stories of experience (kōrero).

As the research grew as an entity, it was a place where stories were shared, valued and woven together to create strength and support. With a focus on supporting international students’ transitions to learner-centred education, this discussion explores these kōrero, in terms of challenges and satisfactions expressed by international students, students’ academic adjustment challenges as reported by lecturers, and lecturers’ advice to those teaching international students.

Together these understandings helped to clarify the roles and responsibilities of tertiary educators and students in terms of fostering effective andragogical practices and culturally supportive environments for international students and their teachers.