1. Why is research important for my professional practice?

SCENARIO PART 1 ‍

How to begin programme improvement by using a research approach

In this topic you will consider the research needs of Selina, the manager of a student services team in a tertiary institution, and Tom, an international student advisor. They work with an established programme with close working relationships with feeder schools in the local region. Like you, they have very busy roles, with responsibilities from student welfare and service provision, to engaging with health, accommodation and other specialists who engage with their students.

Selina and Tom have been given an opportunity to work with a policy team to develop a strategy for effective dissemination of information to international students entering their institution. Because of the COVID pandemic, many of these students have been enrolled, but are yet to travel to New Zealand. Other students are set to transition from locally based high schools.

Selina and Tom think that researching how information is delivered and received will provide insights into their international students’ experience. For them, student uptake is critical. It’s one thing to deliver information to students; it’s another thing to communicate the information effectively. They can then work to achieve a more targeted welfare-based information strategy.

Continue below to explore this scenario, focussing on research approaches that will improve the student support programme.

1.1 Initial approaches

Along with their professional team, Tom and Selina form some questions. Notice that using research is a component of the plan, integrated into their improvement strategy.

What do Selina and Tom already know about their student cohort in relation to information provision? They are aware that:

The institution provides a large amount of information at different stages of their international students’ journey

The information students receive comes from: education agents (recruitment and visa arrangements), marketing (course information and encouraging their engagement with NZ), local schools and faculties (delivering teaching & learning information), and student support services (inviting students to seek help along the way).

Students are at various stages in their study programmes and are familiar with online learning.

Many students are familiar with the institution through their online experience, even though most online students in their first or second year of study have never been to New Zealand.

All students have been disrupted through unexpected circumstances and may not always receive or understand the institution’s information

It is unclear whether sources that students mostly use to get their information have changed. A review of information sent to students has yet to be done to establish students’ understanding and use of the institution’s messages.

The institution’s website information about the possible impacts of the pandemic is limited. Students frequently ask direct questions to faculties and support services

In line with the institution’s student welfare strategy, there should be guidance for students about their transition to online and on-campus learning.

The situation caused by the COVID pandemic is unprecedented; it’s possible new and different information needs to be developed

Research is yet to be done on the longer-term effects and disruptions to students and to international education generally during the COVID pandemic.

Students’ transition to campus needs to be as trouble-free and welcoming as possible

It is known that students appreciate welcoming messages and a sense of belonging. Information overload can be a problem for students settling into their new environment. For locally based students transitioning from schools, ongoing contact with the schools' international directors is important.

2. How do I use research to improve my programme?

SCENARIO PART 2‍

Selina and Tom have begun their project. They’ve answered a few of their questions with the participation of local high school partners and students from their student networks. During this consultation they recognise that they need to know more about the effectiveness of the information sent to the current cohort of students. They think that their project will interest several internal and external stakeholder groups who they will invite to help with content and promotion.

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Their professional colleagues remind them that the concept of ‘evidence-based practice’ is commonly used to support programmes and activities.

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What does this mean?

Evidence (the body of information - the data) can be qualitative or quantitative, gathered in surveys or longer term. It can be academic research or a market-based inquiry.

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What’s the difference between quantitative and qualitative data?

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Quantitative Data

Countable or measurable, relating to number
Tell us how many, how much, or how often
Fixed and universal, “factual.”
Gathered by measuring and counting things.
Analysed using statistical analysis

Qualitatice Data

Descriptive, relating to words and language.
Describes certain attributes, and helps us to understand the ”why”. Or “how” behind certain behaviors.
Dynamic and subjective, open to interpretation.
Gathered through observations and interviews.
Analyzed by grouping the data into meaningful themes or categories.

2.1 Using research in your own programme

Along with Tom and Selina, you are interested in identifying the best resource sources. The possible evidence you can use is selected in the table below.

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Look at the right-hand column and think about how you might use the various research sources in your own programme.

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Use the list at the end of this topic for these and other sources and ideas.

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2.2 Challenges when using research

When you apply evidence to practical work situations you may meet challenges. Try this quiz to find out why.

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Match statements in the left-hand column to practical issues in the right

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2.3 Choosing your favourite sources

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HIGHLIGHT TIPS #1

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A number of databases exist that will help you locate specific topics and contexts. Ask your institution’s librarian how to find these databases.

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Use the references provided in this topic, they will lead you to many more.

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Many practical research studies specifically relate to international education. These can be found at:

ISANA Australia conference proceedings, by year
ENZ IntelliLab, offering a range of NZ focussed research
Journal of International students
Transitions – Journal of Transitory Migration
Database of Research on International Education

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The following professional associations and government agencies produce a number of evidence-based resources:

2.4 Using research to form your own programme objectives

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SCENARIO PART 3

Imagine you have consolidated the focus of the research project, to improve the effectiveness of information to international students entering your institution. A range of relevant research can be used; this is summarised in the table below. The programme objectives have emerged. You can see that findings of others can provide great insights into the research-to-practice process. Look at the table and add notes where you can apply findings to your own programme.

3. Why should I do my own research?

By now you should be familiar with a range of sources and how they apply to international education practice. But, by conducting research yourself, you have the benefit of:

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choosing your own enquiry
understanding your own student cohort and programme needs
contributing to your organisation’s service quality
enhancing marketing activities and your organisation’s reputation.

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First, here’s some cautionary advice:

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HIGHLIGHT TIPS #2

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“Not all evidence is of equal quality – for example, anecdotal recall of recent weather events does not have the same validity or credibility as a systematically compiled set of long-term climate records” (Gluckman, 2011, p.8).

It’s possible that using evidence selectively which is not relevant to your situation might increase the risk of making assumptions and acting inappropriately.

How might the comment below apply in your institution?

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“Much in our social support system has been developed without a strong evidential base, and new programmes are entered into without establishing monitoring regimens or defining what success is. Often, programmes are started without adequate piloting and evaluation and even then, many programmes have features which may be successful at pilot stage and yet are not scalable. An outcome of this lack of rigour may well be that an untested high-cost programme is established on the basis of little or no evidence, irrespective of the best of intentions.”
(Gluckman, 2011, p10)

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How should Tom and Selina proceed, and address possible obstacles in developing their research plan and ultimately improving their programme?

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Hints:

apply a critical eye to all evidence you see: use validity, credibility and authority perspectives
using sound advice and a collaborative approach, try doing your own research.

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4. Develop a research plan for your programme

SCENARIO PART 4

Tom and Selina are ready to develop their own research plan. Below, we summarise the progress they have made so far. They know that:

To improve student uptake of information, their students may need information in different formats and modes of delivery.
The information they are delivering to students needs to be welcoming, relevant and targeted.
There is a body of current research on information and international student experience across education sectors and diverse cohorts.

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Selina and Tom take their next steps:

They employ simple research methods to find out what students think of the current information and how they would like it to be improved. They develop a student survey, design a focus group and plan interviews with a selection of students.
Using the results of current research and their own investigations they can then develop an information package that could be applied institution wide.
With innovation in information delivery, they can improve the student experience and embed their work in student welfare and wellbeing policy.

Apply these steps to a research plan of your own using the steps below.

Look at the table below outlining a simple research plan, applying the process that Selina and Tom have taken. Notice that this is not an academic research proposal and need not be complex. It is adaptable to different contexts (education sectors and student cohorts).

Your underlying objective is to be innovative in ways you can improve your programme and contribute to institutional processes.

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Use your own objectives and ideas to complete the table.

Start with listing issues in the left-hand column that need research to help resolve. These might include:

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The effectiveness of the information delivered to incoming students (what do you know, how do you know?)
Student issues that are prevalent at your institution (such as safety, accommodation, employment, settling in, academic results, etc).
How will you gather data on your students’ experience of your institution? What sources of research are relevant and applicable to your objectives?

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On the right-hand side of the table, add your ideas at the bullet points using these guidance notes for ideas and information gathering:

Form the questions you will ask to begin the research process
Locate research that is accessible and relevant to your programme (location, student cohort, issue, applicability)
Identify knowledge and skills available to you and your team, as well as research expertise you can draw on via your stakeholders
Secure the resources you have (human, time, financial) to do some targeted research.
Select ideas from the reference list below

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5. Apply research to improve your programme

Remember evidence-based practice that we mentioned earlier? This is the moment that you can apply your own research to your programme. Your research findings will form your recommendations to your managers and /or institutional decision makers and/or policy makers.

How do you get there? Try these steps:

Collect data
Analyse and interpret your data to arrive at valid findings – answers to your questions (see the questions in the table at 3D).
To see how findings are presented (also contained in the Discussion section of research reports) look again at the research examples in the previous sections of this topic.
Prepare a research report. Your findings form the basis of recommendations for future planning and action.
Go back to your consultation team and develop an action plan using the recommendations
Use your project title to begin promoting your research and initiate change.
Now refer to Promote whole-of-provider approaches to international education to have a major impact.

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6. Conclusion

This topic offered you an overview of research commonly used in international education. It included the reasons for this research, areas of interest, appropriate methods and the ways results are used to improve programmes. Included are references related to the international education environment (culture and context, participation and voice), and ethical approaches.

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7. References

Anderson, V. et al. (2016). What do ‘good teaching’ and ‘effective learning’ look like at university? Insights from international (and other) students. Conference Proceedings of the 27th ISANA International Education Conference, Wellington, New Zealand.

This paper reports on the preliminary findings of an ongoing pilot project aimed at foregrounding diverse students’ conceptions of ‘good teaching’ and ‘effective learning’ in university contexts.
This is a useful description of practical research methods: focus group interviews, critical incident technique, and ‘photovoice’ to gather evidence and to guide teachers to adopt specific communication strategies to improve students’ success.

Chang, S., et al. (2012). Mapping the Social Networks of International Students: Foundations for Improving Communication.

https://zdocs.ro/doc/uni-melb-final-report-01rd4kv5wmpg

This is a report of an Australian Government funded project in collaboration with Universities Australia. The project explored how different groups of international students might access information that affects their health and lifestyle in Australia.
There are implications for innovation in your programme here, in relation to disseminating information to different student cohorts.

Chang, S., & Gomes, C. (2016). International students’ information seeking behaviour: Implications for international education. Paper presented at the 27th ISANA International Education Conference was held at the Te Papa Museum, Wellington, New Zealand, 7th – 9th December 2016.

The findings of this research discuss international students' sources of information on international services and everyday living, as well as their social networks.
You can apply the findings of this research to your student information strategies and targeting student services.

Penman, J., Malik, G., Chu, E., Kett, G., Hampton, K., Thomacos, N., Ebrahimi-Zanjani, M., Zhong, Y., & McKenzie, W. (2021). Empowering International Students to Succeed: An Innovative and Beneficial Initiative for Health Professions. Journal of International Students, 11(4), 832–852. https://doi.org/10.32674/jis.v11i4.2226

Three disciplines in the health professions collaborated to create a transition program addressing international student health and well-being in Australia.
You will find the discussion of coping strategies informative, especially in relation to cultural, language, academic, social barriers, and well-being.
Use the findings in this research to develop student activities such as mentoring and self-management strategies.

Zhou, N. (2021, March 19). Student satisfaction at Australia’s universities drops to all-time low in 2020, The Guardian. https://www.theguardian.com/australia-news/2021/mar/19/student-satisfaction-at-australias-universities-drops-to-all-time-low-in-2020

This article summarises the Quality Indicators for Learning and Teaching survey, which has surveyed undergraduates in Australia since 2012, polled 565,829 students from 29 universities, and 70,266 from 35 non-university higher education providers.
Look at the methods used and the way the findings are presented in this report.
Ask whether data collected in such a large-scale survey is useful to your specific programme.

QS Enrolment Solutions (2018). International Student Survey: Australia and New Zealand Harnessing Opportunities in Global Higher Education. www.qsenrolmentsolutions.com

This is a report on an annual student survey that identifies issues relating to international student experience. Using over 67,000 responses from students in Australia and New Zealand, It outlines recommendations to help countries from across the world adapt to the changing expectations of international students and harness the opportunities presented by the shifting global higher education market.
This is useful because it’s part of a series of annual surveys, so you can see student experience trends and adapt and develop your programme accordingly.
It is also a good example of market research applied to education programmes.

Chang, et. al (October 2021). International Students and SCAMS in Australia: Messages that Educate and Empower https://www.study.sydney/__data/assets/pdf_file/0008/485648/International-Students-and-Scams-Report.pdf

The toolkit here was developed as part of the research project to help students avoid scams.
‍https://www.study.sydney/__data/assets/pdf_file/0008/491408/Study-NSW-Scams-Project-Toolkit-V3.pdf‍
The toolkit is an excellent example of ‘research-to-practice’ relevant to current international student experience.

Nielson IQ. (2021). International Student Experience Survey 2021. https://intellilab.enz.govt.nz/document/682-international-student-experience-survey-2021-final-report-v2

The aim of this survey was to better understand:
The overall student experience with New Zealand providers,
What is being done well, and
Where improvements can be made.
This survey provides insights and findings about nine key aspects of the student experience journey.
Check out the Appendix of the document for the student sample and survey questions. Look for this information in other survey reports, often included in the Appendices, to help with your own research.

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Three disciplines in the health professions collaborated to create a transition program addressing international student health and well-being in Australia.
Use the findings in this research to develop student activities such as mentoring and self-management strategies. You will find the discussion of coping strategies informative, especially in relation to cultural, language, academic, social barriers, and well-being.

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The findings of this research discuss international students' sources of information on international services and everyday living, as well as their social networks.
You can apply the findings of this research to your student information strategies and targeting student services.

Chang, S., et al. (2012). Mapping the Social Networks of International Students: Foundations for Improving Communication. https://zdocs.ro/doc/uni-melb-final-report-01rd4kv5wmpg

Nearly all institutions that attract international students provide information on everyday living. However, this information is not well accessed by the students because of the lack of understanding on how international students search, access, use, rely on or share information.
There are implications for your programme here. Focus on disseminating information to different student cohorts in a form they will accept and use. Here is an opportunity for an innovative approach.

Hoskins, T.K., Jones, A. (2020). Māori, Pākehā, Critical Theory and Relationality: A Talk by Te Kawehau Hoskins and Alison Jones. NZ J Educ Stud 55, 423–429. https://doi.org/10.1007/s40841-020-00174-0

This is a conversation exploring the importance of research and relationships between Māori and Pākehā in the first instance, but with implications for international education. Central to this is the need “to increase equality, and to ‘bring us together’, which involves such actions as learning te reo, inviting Māori to collaborate with teaching developments, asking Māori to be part of research projects.”
You will find this is a valuable, informative conversation if you are developing a research project.

Mesidor, J. K., & Sly, K. F. (2016). Factors that Contribute to the Adjustment of International Students. Journal of International Students, 6(1), 262–282. https://doi.org/10.32674/jis.v6i1.569

This article is an excellent example of research into international student adjustment.
If you are planning orientation or ongoing support programs, check out the useful material here.

Carmack, H. J., Bedi, S., & Heiss, S. N. (2016). International Students, University Health Centers, and Memorable Messages About Health. Journal of International Students, 6(1), 52–72. https://doi.org/10.32674/jis.v6i1.481

A companion article to Mesidor(see above), specifically addressing health messaging and exploring how international and US students learn about, use, and evaluate university health systems.
If you are planning orientation or ongoing support programs, check out the useful material here.

Chang, S., Alzougool,B., Berry, M., Gomes, C., Smith,S., & Reeders, D.(2012). International students in the digital age: do you know where your students go to for information? Proceedings of the Australian International Education
Conference (AIEC 2012): 1-11.

This research was born out of a need to find new, creative, and effective ways of
disseminating information to international students that go beyond traditional classifications, such as country of origin.
Therefore, this study argued that it is more useful to look at the sources of information from the perspective of different social network groupings than from the country-of-origin perspective.
This is an excellent source of research information, you can use to reach students through their preferred channels, such as social media.

Gomes, C., Chang, S., Guy, M., Patrao, F., & He, S. (2019). Contact Points: Enabling International Students During Critical Incidents. http://www.isana.org.au/wp-content/uploads/2019/08/pressed-quality-spread-v4.pdf

This research project focused on critical incidents impacting on international students;
which are situations where a student might
be in danger or at risk.
Urgency of educating students on the key emergency and health messages has become of paramount importance.
Here you will find a list of messages and ways to disseminate them, helping you to support students and meet duty of care obligations.
Like much of this research team’s work, this report is readable, practical and relevant to your international students, in whatever education sector they are studying.

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Gluckman, P. (2011). Towards better use of evidence in policy formation: a discussion paper. Auckland: Office of the Prime Minister’s Science Advisory Committee. https://cpb-ap-se2.wpmucdn.com/blogs.auckland.ac.nz/dist/f/688/files/2020/02/Towards-better-use-of-evidence-in-policy-formation.pdf

In 2011, the Chief Science Advisor to the New Zealand Prime Minister called for more attention to the appointment of knowledgeable expertise in policy organisations to better advance the use of evidence in policy formation. This is his report and argument.
Although this focusses on scientific research, in this report you will find some excellent tips on research approaches, and how to present a value argument for your research.

DeGennaro, T. (2019, January 21). 10 Most Popular Social Media Sites in China (2019 Updated) https://www.dragonsocial.net/blog/social-media-in-china

Valuable information in both sites is applicable to investigations of information delivery and sources.
You can apply the information here to form your own research plan, especially if it relates to information.

Luxionmeida. (n.d.). A Comprehensive Guide Into The 2018 Chinese Social Media Landscape. https://www.luxion.
com.au/social-media/comprehensive-guide-2018-chinese-social-media-landscape/

Alton-Lee, A. (2012). The Use of Evidence to Improve Education and Serve the Public Good. Paper prepared for the New Zealand Ministry of Education and the annual meeting of the American Educational Research Association, Vancouver, Canada (April). https://www.educationcounts.govt.nz/__data/assets/pdf_file/0014/108023/Alton-Lee-AERA-2012-Evidence-for-Improvement-April-050215.pdf

This is a theoretical approach to research for the improvement of education. Its focus is on New Zealand schools and the use of three research resources as tools for knowledge mobilisation: best evidence syntheses (BES) on effective educational leadership, professional learning and development, and teaching; an inquiry and knowledge-building tool for improvement across a system, and BES exemplars of high-impact pedagogies.
If you are reporting on your own research, this paper may be useful, although quite theoretical.

Beard, C. (2020). Introducing the CI model for intercultural contact. Transitions: Journal of Transient Migration, 4:2, pp. 235–247.

This article provides a framework based on insights into the experiences of international students, using a cross-disciplinary perspective.
If you have a limited theoretical or research background, this is a straightforward and informative model you can apply in your professional practice.

Berquist, B., Hall, R., Morris-Lange, S., Shields, H., Stern, V., & Tran, L. T. (2019), Global perspectives on international student employability. International Education Association of Australia (IEAA)www.ieaa.org.au.

This paper describes in detail an increasing expectation of employability by international students. The conclusions include an argument for educational systems to work together with their communities, governments, and employers. This will assist with the realisation of the value of international students in their communities, particularly in relatio to the global competence of the national workforce.
As an issues-based paper, you will find the conclusions include an argument for educational systems to work together with their communities, governments and employers, and to work to realise the value of international students in their communities, by adding to the ‘global competence of the national workforce’.

Crombie, P., & Fraser, C. J. (2018). Lifting international student success through contextualised foundation studies. Journal of Academic Language and Learning, 12(2), A130-A148. https://journal.aall.org.au/index.php/jall/article/view/549

This paper recounts the experience of a pilot study with international students who were accepted for entry into Diploma level programmes at Toi-Ohomai Institute of Technology, New Zealand, despite a lower International English Language Testing System (IELTS) score than is usually accepted. The research findings enabled the home institute to develop additional guidelines around transition, success and outcomes for international students.
For professionals working in pathway programmes, this is a targeted and useful source of information.

This toolkit was developed as part of the project above, to help students avoid scams. https://www.study.sydney/__data/assets/pdf_file/0008/491408/Study-NSW-Scams-Project-Toolkit-V3.pdf‍
This project sought to clarify key scam awareness messages aimed at informing,
educating and empowering international students of all nationalities. The intention of this project was to ensure that the key messages are clear and easily shareable on social media both by institutions and by international students (peer-to-peer).
This is one of the most accessible and important issues-based research projects you will find.

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Tailored Support

Critical Incident Management

Innovative Leadership

Intercultural Competence

Student Experience For Agents

Training Modules

Supporting international PhD students

Use research to improve your programme