Higher Education Funding and Student Access in the Global South

Globally, the increasing cost of university eduation, growing student enrolments and weak economic of nations have caused a reduction in public funding for university education. This decline in public funding seems to have increased tuition fees, caused deterioration of infrastructure, thereby affecting student access to university education. In the Global South particularly, Ghana and South Africa, there is the quest for universities to widen access. This is as a result of the perceived association of the activities of universities to socio-economic development. However, funds allocated by these governments to the sector is woefully inadequate. The study reveals that public universities in South Africa and Ghana rely on alternative sources such as fees of international students and non-traditional learners to enhance their fiscal strength but this seems inadequate owing to the financial strain that comes with the growth in domestic student numbers.

Fostering international students’ sense of belonging and perceived social support through a semester-long experiential activity

We tested whether a semester-long classroom experiential activity designed to foster international and domestic student social interaction increases international students’ sense of belonging and perceived social support. Two studies were conducted testing the effectiveness of this experiential activity which was based on the theoretical underpinnings of how social attachment is formed. The first study was a controlled experiment with freshmen university students. When compared to the control group, the students participating in the experiential activity had an increased sense of belonging and perceived social support by the end of the semester, especially when they had lower levels of openness at the onset of starting college. The second study was a longitudinal study conducted with graduate students. The results found that students had an increase in their sense of belonging and perceived social support. These studies suggest that semester-long classroom experiential activities designed to foster international and domestic student social interaction can foster international students’ sense of belonging and social support.

International Students’ Perceived Language Competence, Domestic Student Support, and Psychological Well-Being at a U.S. University

To increase knowledge of international students’ psychological well-being at U.S. universities, we examined the degree to which demographic factors, perceived language competence, and domestic student social support were associated with Ryff’s (1989a, 1989b) six aspects of psychological well-being. Participants (n = 216) were undergraduate and graduate students from one mid-sized private university in the Southeast. Analyses revealed differential psychological well-being scores based on demographics. Perceived language competence and domestic student social support were associated positively with multiple aspects of psychological well-being. The novel findings of this case study provide initial evidence of a potentially useful new approach toward international student adjustment and well-being. The authors provide initial recommendations for researchers, practitioners, and international students.

DEVELOPING READING COMPREHENSION ASSESSMENT BASED ADOBE FLASH CC2015 FOR BIPA INTERMEDIATE LEVEL

Purpose of Study: Learning Indonesian for foreign speakers of Indonesian Language classes (BIPA) needs to be assessed using an interesting evaluation device that serves to make it easier for students to do tests, especially tests to measure reading comprehension. The required media was developed based on the 2015 Adobe Flash Creative Cloud software for intermediate level BIPA. The purpose of this study is to develop assessment media to read properly and effective understanding. Methodology: Research and Development research uses the Borg and Gall model which is simplified into six stages, namely (1) needs analysis; (2) product design; (3) manufacture of products; (4) validation; (5) revisions; and (6) product testing. Data collection techniques used were questionnaires and tests. Results: The results showed that the media for reading comprehension based on Adobe Flash Creative Cloud 2015 software was proper 76 and practical. Implications/Applications: Learning Indonesian for BIPA students is certainly different from domestic student learning. The specificity of treatment is not only in the teaching material but also in the assessment. This is done with the aim that learning is more successful because it is provided by media that is very helpful for BIPA students in mastering reading skills. Quiz as a media assessment was developed using local wisdom materials in Indonesia.

How to Understand the International Students with Whom You Work

Are international students needy? Are they intractable? Do they plagiarize? Are they inefficient in writing? Do they negotiate grades? Are these ontological questions? Is everything they do a manifestation of their being international students? Or is there a way to understand, first, the students as human beings? Perhaps what they do is not because they are international students. Let’s face it: Internationals are strong. They are not here to receive our tender love and care. What they do need from us, fairly, is one thing, and that is understanding. It is important for college and university officials who work with international students to try to understand their students. Recognizing the international students as human beings like local students is the first step, one that goes a long way. Ask this question to yourself: what would a domestic student do in a similar situation? If the domestic student would do the same, then do not say that the international student did such and such because he or she is an international student. It’s because he is a human being.

Recent changes to immigration laws: Implications for hospitality employers

Immigration New Zealand (INZ) recently announced changes to the skilled migrant residence and essential-skills work visas based on a strong association between skills and salary. This shift will impact both employers and migrants, especially in hospitality. According to the INZ, the hospitality sector was the fourth-largest recipient of skilled migrant residence visas in their last reporting year [1,2]. INZ expects migrants employed as chefs, café/restaurant managers and retail managers to be the hardest hit by these changes [1,2]. Residence under the skilled migrant policy can be gained for jobs in skill levels 1–3 as defined in the Australian and New Zealand Standard Classification of Occupations (ANZSCO). Traditionally, hotel managers, chefs, and café/restaurant managers have been classed as level 2, and bakers at level 3 in accordance with ANZSCO. However, skills levels are now also assessed based on salary (at least $23.49 p/h) and specialist skills obtained through qualifications and/or work experience. Migrants paid a justifiable $35.24 p/h for a position previously considered unskilled (levels 4–5), or those with positions unclassified by ANZSCO, could gain residence under the new policy shift. While this could mean a residence visa for people whose jobs do not neatly fit within ANZSCO, INZ are not easily deceived. Indeed, the Labour Inspectorate reports that 20 percent of the published list of employers currently barred from recruiting migrants (due to breaches of employment and immigration laws) are in the hospitality sector. Accordingly, there is little to be gained by migrants claiming to be paid $80,000 for a housekeeping position. Approximately 21 percent of essential-skills work visas issued by Immigration New Zealand in the last reporting year were for migrants in the hospitality sector [1,2]. Essential-skills work visas cover five skills levels (as indicated by ANZSCO) but now have accompanying salary thresholds. The main change affects migrants earning below $19.97 p/h because they will now be unable to sponsor their partner’s work visa or child’s domestic student visa. While their partner and child would still be able to apply for visas, the partner would have to meet the visa requirements in their own right to obtain a work visa, and their child could only obtain an international student visa – the costs associated with which would likely consume the ‘low’ salary of the migrant worker. Additionally, this ‘low-skilled’ migrant will only be able to obtain one ‘low-skilled’ essential-skills work visa of three-year duration before experiencing a 12-month stand-down period, during which they would be barred from applying for another low-skilled essential-skills work visa. This does not, however, prevent the migrant from applying for an essential-skills visa at a higher skill level or for a visa in another category entirely. Those in positions assessed as skill levels 4–5 under ANZSCO and paid below $19.97p/h will only be issued a 12-month work visa, and will be unable to sponsor a partner for a work visa or a child for domestic student status. There are some elements of the policy change that are not retrospective. It is, therefore, vital to seek specific advice in each case. Many employers will now be faced with the prospect of increasing salaries to attract migrants or expending more time and resources to recruit and train New Zealanders. However, it is recalled that many employers, particularly in the regions, have experienced recruitment difficulties for decades. It is, therefore, unclear whether these changes will produce the desired increase in job opportunities and salaries for New Zealanders or whether they will only add to the recruitment woes of employers. Corresponding author Stewart is a Senior Solicitor with Ryken and Associates (www.rykenlaw.co.nz). He assists in all aspects of immigration and refugee law, including advising on visas, deportation and humanitarian claims. He has experience in representing clients at the Immigration and Protection Tribunal, Family Court, District Court and High Court. Stewart is an active member of the Auckland District Law Society’s Immigration and Refugee Law Committee, where he engages with Immigration New Zealand, the Immigration Protection Tribunal, and other outside organisations, to help shape and inform discussion on immigration and refugee-related policy matters. His work has been published in the New Zealand Law Society’s official magazine (LawTalk) and the New Zealand Law Journal. Stewart Dalley can be contacted at: [email protected] References (1) New Zealand Immigration. www.immigration.govt.nz/about-us/research-and-statistics/statistics (2) Ministry of Business, Innovation and Employment. Aide Memoire Information for Ministers: Composition of the Skilled Migrant Category – updated slide pack, May 26, 2016.