Facilitator: Louise Tabrum International Student Advisor UNSW Sydney
Thank you for nominating your interest in participating in this Special Interest Forum. This forum will focus on Compliance and Academic Progress Monitoring
- Academic progress issues – current challenges and best practice in the education sector.
- Intersection of International Student Advising and Academic Advising
- Other topics as suggested by the group.
To assist our discussions, it would be appreciated if delegates could come to the session with familiarity with the National Code of Practice for Providers of Education and Training to Overseas Students 2018 and be willing to share how their institution monitors Academic Progress.
- Welcome and introduction
- Appointment of note taker
- Confirmation of topics to be discussed
- Agreement on order of topics to be discussed
- Recommendations for future SIF/ISANA/ANZSSA (if any)
Academic progress issues – current challenges and best practice in the education sector
- University of New England have an early intervention model which involves monitoring student’s engagement online (e.g. moodle) and in class room. For example, if student has not accessed Moodle at the start of the semester, they will contact the student. They also receive referrals from academics.
- University of Newcastle tracks student engagement in core first year courses throughout the semester and if there are concerns initiates phone contact with student in the first instance. Feedback suggests students welcome this contact. Once of the challenges is the the inconsistencies between academics and Faculties.
- University of Newcastle intervention strategy ‘progress to success’ is an online form for student to complete and list their strengths, areas to improve, make appointment for support. It is compulsory for international student and optional for domestic students. A reminder email is sent after 14 days if international student doesn’t complete it. Engagement is positive however international students are not using support services.
- Western Sydney University make outbound calls to students who have not payed their tuition fees by a certain date and refer students to Student Welfare Team for support. Approx. 10 student appointments were made from these calls.
- UNSW identifies students at risk after release of results each semester and invites students to attend a workshop and/ or 1:1 appointment with international student advisor.
- RTO – Learning plans are developed which focuses on identifying and discussing subject specific problems and directing them to support early on to prevent attrition and problems.
- Some uncertainty around intention behind legislation.
- Academic progress – constant contact with students’ parents
- QLD Catholic School faces issue with CRICOS restriction when student needs vocational progress, but vocational provider is not CRICOS registered.
- Primary School age visa of 2 years maximum period – can this student reapply for another 2-year visa after completing 2 years.
- When students academic progress is suffering primarily due to other challenges in their life. We think what provider can do is to have documented intervention in place.
- ACT gives students 3 warnings before enrolment is terminated. Attendance must be 90% and if not, student gets first compliance contact (warning). Two weeks before exam ‘zero’ outing policy is implemented. They also offer face to face meeting with parents in China once a year to discuss any issues.
- Foundation studies – a better place for those not achieving academically. QLD schools encourage students to foundation studies, but ACT government school tries to discourage foundation pathway as they are concerned student won’t make it at foundation.
Intersection of International Student Advising and Academic Advising
- Disconnect between academics and professional staff. Majority of Academics may not understand why there is a need to monitor or identify international students. May not differentiate international and domestics students.
- Challenges associated with casualisation of teaching workforce.