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INTERNATIONAL HIGHER EDUCATION

Strengthening International Education in New Zealand: Three Recent Initiatives

Vikash Naidoo
Vikash Naidoo is the international relations officer in the Office of the Pro Vice-Chancellor (International) at the University of Auckland in New Zealand. E-mail: viknaidoo@gmail.com.

International education, primarily in terms of international student recruitment, has been a rapidly growing industry in New Zealand. While in 1995 it was responsible for NZ$530 million (US$370 million) in foreign exchange, by 2003 it was estimated to have created over 20,000 jobs and contributed NZ$1.7 billion (US$1.1 billion) to the local economy. Approximately 31,000 international students were enrolled at New Zealand’s tertiary institutions in 2003 compared to a mere 4,000 in 1995. For a small country with only 8 universities and 20 polytechnics (as community colleges are known in New Zealand), such growth especially in a relatively short time frame is quite substantial. Furthermore, although there are relatively small numbers of international students in New Zealand's tertiary institutions, these students comprise a similar proportion of the total tertiary roll as they do in countries such as the United States and Canada.

Complementing this economic dimension of international education, the development of deeper educational relationships with other countries has enriched New Zealand’s social, cultural, and political networks. Recognizing the role of international education as an established sector of the New Zealand education system, the government has recently committed NZ$21 million (US$15 million) over the next four years to support its development. In particular, this new funding is focused on developing the government’s educational diplomacy in key countries, attracting high-quality doctoral students to study in New Zealand, and creating an innovation fund to support New Zealand education providers in new product and service development—all with the aim of enhancing New Zealand’s reputation as a high-quality education provider on the international scene.

Through “education diplomacy,” the government is setting up seven offshore education counselor positions to develop stronger and deeper linkages with those parts of the world recognized globally as centers of educational excellence. The first four positions are being located in Beijing (from February 2004), Washington DC (from mid-2005), Brussels (late 2005), and Kuala Lumpur (early 2006). Details on the location of the other three positions are yet to be released. The intention is that these counselors will be able to identify and share best practice in the field of international education between New Zealand and education providers in each of their respective locations.

The International Doctoral Scholarship Program, funded by the government, is designed to provide financial support to doctoral students undertaking research. In 2005, the year of its introduction, 40 such scholarships were awarded to students from designated countries in North America, Latin America, Europe, Asia, and the Middle East. Over the next two years, the program will be progressively expanded, with the aim that by 2007 up to 100 doctoral scholarships will be awarded annually to applicants irrespective of country of origin. The objective behind this program is to share New Zealand’s excellence with the rest of the world and to bring the best students from other countries to share their knowledge with New Zealand. Complementing this program, the government has also decided that from January 2006, all international students applying for doctoral studies at a New Zealand university will not be subject to international differential fees. This means that even if an international student does not gain a scholarship, they will be able to study for a New Zealand PhD at subsidized domestic fees. Similarly, from January 2006, school-aged dependents of international PhD students studying at New Zealand universities will not have to pay international tuition fees to attend New Zealand schools.

The third initiative, the Innovation Fund, will support New Zealand education providers to develop new markets, new business models and structures, new delivery options for international education including offshore campuses, online programs and twinning arrangements with offshore education providers as well as the development of new educational programs. It is recognized by the government that insufficient innovation can be a detriment to the competitiveness and sustainability of the New Zealand’s export education industry. Hence, the overall objective of this fund is to assist with the development of value-added activities. During the first four years, the fund will primarily target encouraging offshore initiatives. Compared to other competing countries, New Zealand currently relies almost exclusively on onshore delivery of international education. In encouraging offshore initiatives, the government is looking at diversifying risks. Similarly, the development of offshore education should benefit the sustainability of onshore education by acting as a marketing presence and providing potential pathways for international students to come study in New Zealand.

These three initiatives are aimed at keeping New Zealand’s international education sector competitive in an increasingly dynamic industry. However, it is to be acknowledged that these policies are not a means to an end. The New Zealand government recognizes this reality and understands that its investment needs a long-term focus. Hence, we can expect to see more investment in the future.

[Online] Available: http://www.bc.edu/bc_org/avp/soe/cihe/newsletter/Number41/p5_Naidoo.htm