Welcome

Introduction

Welcome to the International Student Success programme!

Studying abroad can be an exciting and life-changing experience, allowing you to become more independent, expand your horizons and gain a fresh global perspective. It can also be daunting as you adapt to living in a new country, experience different cultures, and adjust to a new system of learning.

This programme will support you in building the knowledge, skills, and understanding that are central to preparing for and adapting to university life in Australia. With lots of practical tips and real student stories, these four modules will help you build your confidence throughout your student journey:

Preparing for student life in Australia

Visas
Accommodation
Finances and work
Exploring Australia safely

Culture: Adapting and managing expectations

Exploring your local community
Cultural adjustment
Cultural history
Your new learning environment

Effective communication for academic success

Communication styles
Networking
Making conversation
Working in groups

Looking after yourself and finding support

Homesickness and loneliness
Relationships
Perfectionism
Healthcare

Acknowledgement

We would like to begin this module by acknowledging and paying our respects to the traditional custodians of Australia, Aboriginal and Torres Strait Islander peoples. Throughout this module the use of the term Australia's First Nations Peoples will encompass both Aboriginal and Torres Strait Islander peoples. It also strengthens the notion that sovereignty has never been ceded. We would also like to extend special respects to the First Nations Peoples of the countries in which you are completing this online programme.

Learning outcomes

By the end of this module, you will be able to:

Reflect on the challenges of living in a new cultural environment and identify opportunities to develop independence and personal skills
Recognise the benefits to being open to new experiences, cultures and people, and being willing to learn and share
Understand how your classes may be taught the different types of assessments that you may need to complete and the importance of academic integrity in your studies
Recognise where, when and how to get support and advice for common issues and challenges.

Using the course

If this is the first time you have accessed the International Student Success course, or if you need a brief reminder, here is some information on how the screens are organised, and some of the tools and features that are used throughout:

Content

The centre of each screen contains the core content for each course, presented either as text, interactive activities, graphics, videos or animations
Text highlighted in a box preceded by an arrow contains instructions on how to navigate the activities that follow
Terms highlighted like this are glossary terms, and can be selected to access pop-up boxes containing definitions of key terms. In the 'Introduction' and 'Reflection and practice' screens of this module, there is an opportunity to download a document containing all of these terms and their definitions
Note that your responses to the notemaking and text entry activities (where you type responses in the space provided) can be saved and used as part of your ongoing work.

Text/print versions

We strive to make our content accessible to the widest possible audience. While the module is largely compliant with the Web Content Accessibility Guidelines (WCAG) 2.0, there are some interactive objects that we cannot make fully accessible. Where this poses a challenge, you may want to access the text/print version of the screens. However, it is important to note that while the text/print version retains the core content, it may be limited in presenting certain interactive features. The Text/print version does include transcripts for video and audio files, and increased font sizes for greater readability.

Look out for the Text/print version button, located at the top right of any screen in the course, to toggle this feature.

You may also use this feature to activate a print-friendly version of any screen, in case you would like to print and keep the content for your notes.

Pods

Throughout this course, you will find additional information in 'pods'. Exploring these pods will enrich your learning experience, as they contain extra content to expand on key points from the main screen, as well as links to useful external resources:

Glossary: Contains the glossary for the entire course.
Useful links: Contains links to helpful external resources that expand on key points from the main screen.
Student stories: Direct quotes from students linked to the main content on the screen.
Try this: Activities to encourage you to look into a particular issue in more depth, or to practise skills.
Finding support: Advice on when and where to find additional support, with a focus on wellbeing.
Employability skills: Ideas for how relevant skills can be developed when thinking about future careers.
Module evaluation: Contains a short survey for you to rate and send us feedback on the module you have completed.

Guidance on sensitive content

Please note that this programme deals with sensitive issues including homesickness, loneliness, cultural adjustment, and sexual consent. If you find any of the content distressing, close the screen and return to it at another time, when you feel able. Look at the pods and Resource bank screens for information on where you can get help or support for anything that is causing you discomfort.

Confidentiality

Please note that responses to all activities are anonymous and are not saved. We hope this will help you to be as honest as possible about how you are feeling.

Polls

The poll questions are designed to help you think about your own situation and attitudes, and to compare your responses to those of others taking the course. Consider talking to an academic advisor about your responses.

Quiz

At the very end of each module, you have the opportunity to test your learning further with a multiple-choice quiz. This consists of five questions and can be taken more than once (a new set of questions will appear).

The course is designed to gradually build up your understanding and skills. We recommend that you complete the modules in the order given, but they have been designed so you can access each of them independently according to your own requirements and those of your institution.

Technical support

If you require technical support with using the course, please refer to the Technical support button, located at the top right of any screen in the course.

Expert panel

Melanie Duncan :"
Adapting author

Melanie has worked in higher education for over 20 years with extensive expertise in international admissions; designing and implementing policies, procedures and processes within an ESOS/TEQSA framework; leading international-specific campuses for both universities and third-party providers; and leading teams of international education professionals across all tertiary international student lifecycle administrative processes and wellbeing service delivery.

Much of her work has been working with international students to overcome their academic and personal hurdles. Her extensive experience working with students has seen her work broaden in recent years to design higher education policy and develop student-centred wellbeing programmes to enable a physically and emotionally safe learning environment for enrolled domestic and international tertiary students.

Mary Ann Seow :"
Author

Mary Ann came to Australia as an international student from Singapore. She has been a long-term member of the ISANA International Education Association of Australia. She served as National President for two terms from 2014–2017 and has been actively involved in international education in Australia for over 20 years. Mary Ann was awarded Life membership to ISANA in 2019 in recognition of her contribution to the sector.

Mary Ann has presented extensively at international education conferences and provides consulting and professional training to the international education sector. Her passion lies in collaborating with agencies, student groups, and peers, to assist and support international students and to advance research and standards in international education.

Dr Paula Durance :"
Lead advisor

Paula has been working in the field of international education since 1992. Her experience includes teaching, research, curriculum development, managing international student support programs, project management, quality assurance, international education management, and policy development. She has degrees in Arts and Education, and a Master of Education. Her PhD thesis investigated the experiences of international students in the City of Melbourne, Australia.

Paula has dedicated recent years to the professional development of those working with international students and to supporting students themselves in universities, schools and representative organisations. She is part of the content design team for ISANA New Zealand's Capability Protect Programme in partnership with Education New Zealand, an online resource hub for international education practitioners. Between 2004-2013, Paula led the development and delivery of the online Education Agent Training Course (EATC), The Diploma of International Education Services and the International Student Leadership Program (ISLP) for the Council of International Students Australia. She has been a member of ISANA (International Education Association) since 1994, was its national President and was awarded ISANA life membership in 2006.

Dr Melissa Russell :"
Lead advisor

Melissa is a researcher and lecturer in epidemiology and Head of the Centre of Epidemiology and Biostatistics Teaching Unit at the University of Melbourne.

In line with her interest in mental health and education, Melissa is involved in a large research project investigating university student wellbeing, with a particular focus on international students. She has also undertaken many innovative projects to enhance the experience of international students in the University of Melbourne Master of Public Health.

Molly Bonnefin :"
Reviewer

Molly has extensive experience in the tertiary education sector. Her special interests are in the fields of under-age students, accommodation, and assisting international students to integrate into life and study in Australia. She held a number of managerial roles during her 17 years at Monash College, leading teams of advisors who provided student engagement, wellbeing activities, careers counselling, accommodation support to all students, and guardianship services to under-age students. She also has 13 years of administrative and international student recruitment experience at Chisholm Institute.

From 2009 to 2014, Molly chaired the ISANA Special Interest Group in Pre-Tertiary Students and Accommodation, and since 2016 has been ISANA National Treasurer. She managed the ISANA Consumer Protection and the National Code: Empowering International Students project to increase students' awareness of their rights and responsibilities under their study visa. This project was funded by Study Melbourne as part of its 2019 International Student Welfare Program.

Molly was awarded the 2014 John Gallagher Memorial Bursary, set up to recognise an outstanding contribution to ELICOS made by an individual working for an English Australia member college. In 2019, she received the ISANA Council Award for an Outstanding Individual Contribution to ISANA.

Sharon Cook :"
Reviewer

Sharon has been working in the international education sector since 2001, and currently leads a team of 15 people who place approximately 2,000 students into internships across six faculties at Monash University. International student employability and employment outcomes are a key focus in this program. Prior to this, Sharon's roles included International Education program co-ordinator at the City of Melbourne, developing and implementing the council's first international student strategy, and the National International Education Policy Research Officer at the National Union of Students.

In her roles with City of Melbourne and the NUS as well as in her role as Victorian president of ISANA, Sharon participated in a range of national and state international education advisory committees, and developed and presented submissions to all levels of government on many facets of the international student experience in Australia. This included a focus on quality education, migration and student visas, employment, and accommodation and discrimination.

Bronwyn Gilson :"
Reviewer

Bronwyn has worked in Higher Education for most of her career, and for the past 13 years was the Manager of International Services and the Manager of International Compliance at the University of New England, Armidale NSW.

Her passion lies in ensuring international students have the best possible experience and care during their time in Australia, and that those who support them have access to appropriate training and networking to build and share their skills and experiences in the industry. Bronwyn is the current President of ISANA having been a long-term member.

Tammy Small :"
Reviewer

Tammy (family name Gordon) is a proud Wiradjuri woman who grew up in Western Sydney on Dharug country and spent a lot of time with family on Murie lands in Condobolin, NSW. She is first in her extended family to complete her HSC and continue onto tertiary education, completing her Bachelor of Teaching/Bachelor of Arts with a specialisation in Secondary Social Science Teaching at the University of Newcastle.

She has extensive experience in higher education settings where she has worked in various roles, including Manager of Student Advancement, Indigenous Employment Coordinator, Academic Engagement, Tertiary Educator (Lecturer/tutorial teacher in Aboriginal Education and Contemporary Issues – core course for all Teaching students), and Project Officer for Indigenous PVC. In addition to her university sector knowledge, Tammy has worked in a consultancy capacity where she reviewed and evaluated the impact, actions, and trends of Reconciliation Action Plans (RAP) from businesses and organisations throughout Australia.

Tammy has a passion for writing and is currently collaborating with academics from multiple universities to produce two chapters in a book called Delivering Inclusive Learning, which will be published by Cambridge University Press in 2022.

Michelle Tamala :"
Reviewer

Michelle started her teaching in high schools, teaching languages other than English to reluctant teenagers. From secondary schools, Michelle moved to teaching in university pathway colleges, teaching English to migrants and then to international students. During her time teaching in the tertiary sector, Michelle was a classroom teacher, student advisor, materials developer, coordinator in a Self-Access Centre, Manager for Flexible and Independent Learning, Academic Coordinator for English for Study courses, and curriculum and assessment designer, including online courses.

At present, Michelle is an editor of the IATEFL Learner Autonomy SIG online newsletter, as well as an assessor for the OET.

Wilma Alexander :"
Accessibility advisor

Wilma Alexander is a Fellow of the Higher Education Academy, with Master's degrees in Human–Computer Interaction, Linguistics and Information Science. She has over 15 years of experience as a manager with the online learning team at the University of Edinburgh, where she specialised in usable and accessible digital practice, tutored on the groundbreaking Master's degree in Digital Education and developed online staff training on accessible e-learning and online tutoring skills. Since retiring from the university at the end of 2015, Wilma has provided consultancy services on all aspects of online learning, with a special focus on accessibility and usability issues.

Additional reviewers

Yan Liu, University of Sydney
Ananya Banerjee, Australian National University
Sanjoli Banerjee, University of Wollongong
Nathanael Leong, University of Wollongong
Josh Aarts, University of Sydney

Development group

Australian National University
Charles Sturt University
University of New South Wales
University of Wollongong

Student panel

Tanya Babbar, Australian National University
Nayonika Bhattacharya, University of New South Wales
Tianhui Ke, University of Melbourne
Shruthi Kumar, University of New South Wales
Manmeet Singh, University of Wollongong
Mahime Watanabe, University of Wollongong
Jun Wei, University of New South Wales

You now have all the information you need to get started.

Please continue on to the next screen of this module...