Case Study 10: Internationalisation of Student and Community Services - Curtin University of Technology

[next chapter] [previous chapter] [contents]

Curtin University of Technology, situated in Perth, Western Australia, was established as the Western Australian Institute of Technology in 1967 and received university status in 1987. The University comprises four teaching divisions - Curtin School of Business and the Divisions of Humanities, Engineering and Science, and Health Sciences, and two branches, Muresk Institute of Agriculture and Western Australian School of Mines.

Curtin was one of the first higher education institutions to actively recruit fee-paying international students following the introduction of the new student policy by the Australian Government in 1985. The Curtin Business School was the first in Australia to export business education to Asia and now sees itself as a regional school of business, consistent with the University’s Mission Statement 'To prepare staff and students for life in the global community through greater understanding of and respect for other cultures.'

In 1996, the total student enrolment was 22,000 with 4,200 international students, a third of whom were in offshore programs, predominantly in Hong Kong, Singapore and Malaysia.

In 1996 the University moved to establish Curtin University as the Electronic Campus through its innovative use of Information Technology. The objective is to create 'a networked society in which individuals have access to information on the local, the national and the international networks as though it were on the individual's personal workstation at home or in the workplace.'

Curtin University was selected for the case study on Internationalisation of Student and Community Services because, as the Western Australian Institute of Technology, it took an early interest in attracting international students to its campuses when the Australian Government introduced its overseas students fee policy in 1985, and to provide appropriate services for them.

To handle this number of international students, the University developed extensive, effective and high quality student support services both on campus and offshore. It has also put emphasis on the establishment of strong links between the University and its local and regional communities, with international students both contributing to and benefiting from these links.

The University has developed a caring environment for its international students, support being provided both centrally through the International Office, and through Academic Divisions, particularly the Curtin Business School (CBS) which enrols about 54% of the international students at Curtin’s main Perth campus. Emphasis is now being put on the development of a ‘quality service culture’ and a more consumer oriented approach to providing services for international students.

Strategy

Underlying its attitude to internationalisation, Curtin was the first Australian university to implement a cross-cultural education policy, an affirmation of the University’s commitment to internationalisation.

The Cross-Cultural Education Office provides a range of training for staff including:

• staff induction sessions;
• cross cultural workshops on awareness, communication and profiles;
• seminars on modifying teaching practice for multi-cultural classrooms;
• cross-cultural curriculum projects; and
• production of printed and audiovisual resources.

The Office has been funded from special funds including Quality funds.

Cross-Cultural Education Policy

In 1992, Curtin University Council endorsed a Cross Cultural Education Policy for the University and established a committee, chaired by a Deputy Vice Chancellor to implement the policy. The Cross-Cultural Education Office was set up in 1993 and is staffed by a part-time coordinator and clerical support.

The policy emerged from the Curtin cross-cultural education network, established by members of the Curtin community who were committed to ensuring equity and access for all members of the University, and to furthering cross-cultural understanding.

The Policy articulates a number of principles:

• all staff and students irrespective of race, creed, gender or culture have the right to equitable treatment at Curtin University;

• all members of the Curtin community are entitled to non discriminatory treatment and have responsibility to oppose discriminatory practices and procedures;

• all members of the Curtin community be encouraged to develop cross cultural understanding; and

• all students and staff at Curtin have the right to study and work in an environment in which their cultural identity is recognised and supported.

The University is considering introducing a policy which would require all academic staff with teaching or research responsibilities for international students to participate in cross-cultural programs.

International student support has always been a key element at Curtin in the teaching of students on campus and offshore. While the International Office has provided a range of general services including orientation programs, student advisory services and returning home programs, the Divisions, and notably the Curtin Business School, have offered comprehensive and specialised support programs including academic preparation and support.

The Curtin Business School has established an International Student Services (ISS) office with 14 staff in Perth which provides overall coordination of the extensive offshore education programs in the Business area, including student support. The ISS delivers educational service for offshore students through such mechanisms as:

• local academic administrators;
• contacting lecturers;
• library service;
• newsletters; and
• student advisory groups.

A recent example of onshore student support initiatives is the Mentoring Program, a cooperative arrangement between the Curtin Business School and the Division of Health Sciences. The program involves pairing of new international students with students in second or later years of their programs to assist them to adjust to a new academic and social environment. The objectives of the program outlined in the Mentoring handbook are to:

• augment the orientation program by reinforcing, clarifying and expanding on concepts and ideas raised at the time by the provision of support through a peer mentor;

• assist overseas students with general concerns, questions or problems which may arise;

• provide a comfortable atmosphere to speak and to receive feedback;

• arrange for social, sports or recreational outings;

• be a contact to whom students can refer for specific needs as they arise throughout the semester (academic, medical, financial, personal etc); and

• act as a cultural interpreter of both academic and social environments.

The mentor program is being trialed in the two Divisions during 1996. About 40 students have elected to be 'mentees'. Mentors are volunteers, often international student themselves, who undertake a training program before being appointed as mentors.

A second example is the provision, to all incoming international students, without additional tuition fees, of an intensive academic study skill program which provides a one week program of academic orientation and preparation for new undergraduate students and two weeks for new postgraduate students.

The program involves an academic skills assessment to determine areas of need, and training in the use of computers and the library, oral and written presentations including structure, referencing and style, issues relating to plagiarism, and time management.

The Curtin Business School, which initially developed the program for its own students, has been contracted by the International Office to adapt and provide the program across the whole University.

Planning and Evaluation

Coincident with the development of new strategies in the organisational structure for internationalisation (see Case Study on Curtin University - Organisational structure), two changes to the strategy of Divisional responsibility for support to international students have been introduced:

• first, more coordination between the International Office and the Divisions to avoid overlap and to strengthen the role of the International Office. The International Office is a centralised provider which can deliver many of the services more cheaply, efficiently and with a consistency of quality that may not be achieved by using numerous smaller providers in the University. There are economics of scale; and the benefits of coordination of international and recruitment activities; and

• second, a recognition within the University that the Curtin Business School’s programs have applicability across other Divisions such as the Academic Preparation Program which the Curtin Business School has been contracted to run for other Divisions.

The University became aware that many international students returned to their home countries without having established enduring personal links with Australians. Recognising that this was contrary to the University’s internationalisation objectives, a Community Service Committee was established to develop a closer relationships between the international students on campus and the wider Perth community.

Consistent with this approach, the University established two prayer rooms (Masjid) at the Bentley campus for Muslim students and staff, which is also open to the wider Muslim community.

The Council for International Students, funded jointly by AusAID and the four Western Australian (WA) universities, also provides a bridge between international students and the local community. The services provided by the Council are viewed as essential and will continue to be supported by the WA universities, including Curtin, in the event of any change in AusAID funding.

Benefits

For the students:

• a caring environment conducive to improve study outcomes;
• improved social attitudes on campus and in the community;
• a wider range of specialised services for Australian students; and
• learning on campus about cultural differences.

For the University:

• increased enrolment demand through positive attitudes of returning students;
• international reputation enhanced; and
• better atmosphere on campus.

For the community:

• the University is a focus for multicultural activities; and
• enhancement of understanding of international issues.