This study involves an exploration of the perceptions of four overseas Kenyan students about their educational experiences at La Trobe University. A related aim of this research is to find out how these four students� previous learning in Kenya affects their learning and living experiences in Australia, for instance, in terms of demands associated with differences in learning and teaching styles, cultural expectations and proficiencies in English. A non-positivist, qualitative methodology is adopted for this research which employs an interview-based case study approach. Qualitative research demands that the world be approached with the assumption that nothing is trivial and that everything has the potential of being a clue which might unlock more comprehensive understanding of what is being researched. While the findings of this study confirm current understandings of the issues that international students commonly face, they also provide a more complex and individualized picture of the needs and aspirations of overseas Kenyan students. As the case studies demonstrate, the academic and related challenges four Kenyan students have encountered at La Trobe University are best understood in relation to several contexts. The difficulties these international students have experienced in the context of transition or border crossing � between two countries, cultures and educational systems � were exacerbated by inadequate pre-departure preparation and orientation on arrival. Incongruities between two educational systems � in particular between their prior teacher-centred schooling in Kenya and the unfamiliar student-centred university education in Australia � colour the academic and related challenges such students struggle to address, at least in their initial year at University. The broader, global context of the commodification and marketization of higher education � along with increasing strains of an under-resourced university sector in Australia � also impinge upon the lives of these four La Trobe students, in a variety of ways.

This thesis discusses the effects of racialising/sexualising discourses on the sociospatial organisation of school. It is based on an investigation of the views and experiences of Asian girls in one Australian high school and generated data from observations, interviews and conversations with thirty-five Asian girls.

This study involves an exploration of the perceptions of four overseas Kenyan students about their educational experiences at La Trobe University. A related aim of this research is to find out how these four students� previous learning in Kenya affects their learning and living experiences in Australia, for instance, in terms of demands associated with differences in learning and teaching styles, cultural expectations and proficiencies in English. A non-positivist, qualitative methodology is adopted for this research which employs an interview-based case study approach. Qualitative research demands that the world be approached with the assumption that nothing is trivial and that everything has the potential of being a clue which might unlock more comprehensive understanding of what is being researched. While the findings of this study confirm current understandings of the issues that international students commonly face, they also provide a more complex and individualized picture of the needs and aspirations of overseas Kenyan students. As the case studies demonstrate, the academic and related challenges four Kenyan students have encountered at La Trobe University are best understood in relation to several contexts. The difficulties these international students have experienced in the context of transition or border crossing � between two countries, cultures and educational systems � were exacerbated by inadequate pre-departure preparation and orientation on arrival. Incongruities between two educational systems � in particular between their prior teacher-centred schooling in Kenya and the unfamiliar student-centred university education in Australia � colour the academic and related challenges such students struggle to address, at least in their initial year at University. The broader, global context of the commodification and marketization of higher education � along with increasing strains of an under-resourced university sector in Australia � also impinge upon the lives of these four La Trobe students, in a variety of ways.

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Two surveys were conducted at the University of Canberra in 1992 to seek the views of faculty on issues regarding academic writing. The first survey sought to ascertain what criteria faculty employ when marking student writing. It asked faculty to indicate the importance of certain key features in the writing of university students. These key features were: Content, Argument, Style, Organisation, Communicative Ability, Vocabulary, Use of Literature and Punctuation. Faculty were requested to rank the importance of aspects of each of the nine key features. The second survey asked faculty to assess an actual assignment written by an overseas student, using the structure of the nine key features of writing as above. Faculty were invited to indicate the strengths and weaknesses of the assignment which they were assessing. The aim of the surveys was to better inform teachers of English for Academic Purposes (EAP) classes, who prepare overseas students for study at university. EAP teachers need to know the expectations of faculty, in order to give overseas students a realistic view of what faculty expect from their assignments and the kinds of. weaknesses which faculty find in overseas students' writing. The survey found that content-related features such as Content, Argument, Organisation and Communicative Ability were considered more important than form features such as Punctuation, Grammar, Style and Vocabulary. Use of Literature was found to be a very important feature in some faculties but not in all. Surprisingly, Style was the feature which evoked the greatest variety of responses from faculty; however, in general faculty agreed that Style had to be appropriate to the topic or task, rather than there being a set format for academic writing. From a factor analysis of data, four underlying principles for academic writing were derived. These principles were: relevance, appropriacy, accuracy and clarity. Thus, academic writing, according to the faculty surveyed, should be: 1) relevant to the topic and to the internal argument of the assigment; 2) appropriate in the style, tone and use of literature; 3) accurate in its vocabulary, grammar and referencing system. 4) clear in its argument and organisation of ideas. For the most part, faculty responded favourably to the overseas student assignments, which were assessed in the second questionnaire. Faculty indicated that the main weakness in overseas student writing was in their argument. The surveys also found differences between different Faculties in the importance they place on these key features. It was postulated that the Science Faculties (Applied Science, Environmental Design and Information Science and Engineering) would be fairly similar in their views on writing, as would the Humanities Faculties (Communication, Education and Management). This was found to be only partly true. The views of Information Science and Engineering faculty were found to be more similar in many of their attitudes to the views of the Humanities faculty. However, in some ways, their views were unique and unlike any other Faculty. In particular. Information Science and Engineering faculty place little emphasis on writing as a method of assessment and, perhaps as a consequence, even less on the use of literature in writing From the survey, it also appeared that, in general, faculty make some allowances for the fact that overseas students are L2 speakers. They tend to overlook mechanical errors so long as the content is acceptable.

The present study attempted to investigate the usage of libraries by overseas students. The research was carried out in two universities in the ACT, namely, the Australian National University (ANU) and the University of Canberra (UC). The study investigated two main aspects: the use of institutional as well as other libraries in the ACT, and the difficulties encountered in utilising institutional libraries. These two aspects were also treated as the dependent variables. Relationships between these two dependent variables and the following characteristics, which were regarded as the independent variables, were tested: the institution attended (ANU or UC), having had library orientation in the institution attended, previous use of libraries, mediums of instructions in previous educational institutions, level of study, year of study, period of time spent in Australia, gender, and age. The research used survey methodology. A questionnaire was sent to a sample of 521 overseas students and a response rate of 72 percent was obtained. With regard to the use of institutional libraries, it was found that most students visited their libraries more than once a week. The three most used library facilities were borrowing books, use of library staff for assistance and the short loan service, while the three least used facilities were inhouse information sheets, abstracts and indexes, and CD-ROM databases. The three most used libraries in the ACT in descending order were the ANU library system, the National library of Australia, and the University of Canberra library. Difficulties encountered in utilising institutional libraries included difficulty in utilising library facilities, difficulty with library rules and regulations, difficulty in looking for required materials in the libraries, unsuccessful library visits, difficulties as a result of English being a second language, difficulty following the layout of the libraries and perception of the libraries' atmosphere. Relationships were found between some of the independent variables and the dependent variables. In some cases, the findings were expected while in other cases they were unexpected. With the unexpected findings, it is possible that one or more independent variables, other than the ones under consideration, influenced the findings thus leading to surprising results. The study concludes with recommendations and suggestions for further research.

Doctor of Philosophy (PhD) / The thesis investigates the motivations behind, the methods used in, and the results of the overseas students’ collective action contesting the measures, which the Australian government introduced from 1983 to 1996. As a group of temporary residents located outside the boundaries of domestic political systems, yet within the core of Australia’s revenue earnings, overseas students independently mobilised in an attempt to influence the Australian Government policy on education from a position of limited political, social and legal rights. As temporary residents on short-term permits fully regulated under prescribed immigration rules, overseas students employed conventional repertoires of contention— they established formal structures, adopted action tools, framed their claims, internationalised their protest, formed alliances — in an attempt to mobilise resources and access existing avenues to influence government’s export of education services policy. Their mobilisation response and campaign strategy achieved modest success in securing some policy concessions, particularly during the early stages of education aid reform. Their strategy, however had to evolve as the fledgling export of education services expanded and eventually they shifted their position to fully embrace and reinterpret the government’s own ‘language of liberalisation’, which they used to greater effectiveness in making subsequent claims. Overseas students ability to procure concessions is derived not from their political or universal rights to education, but from their ability to influence policy changes based on their importance and strategic location in the Australian economy. In other words, government, universities and industry stakeholders have increasingly become dependent on substantial revenue earnings derived from overseas students and have become susceptible to potential chaos that may be precipitated if current students withdrew from the economy, or potential students choosing alternative education service destinations.

Doctor of Philosophy (PhD) / The thesis investigates the motivations behind, the methods used in, and the results of the overseas students’ collective action contesting the measures, which the Australian government introduced from 1983 to 1996. As a group of temporary residents located outside the boundaries of domestic political systems, yet within the core of Australia’s revenue earnings, overseas students independently mobilised in an attempt to influence the Australian Government policy on education from a position of limited political, social and legal rights. As temporary residents on short-term permits fully regulated under prescribed immigration rules, overseas students employed conventional repertoires of contention— they established formal structures, adopted action tools, framed their claims, internationalised their protest, formed alliances — in an attempt to mobilise resources and access existing avenues to influence government’s export of education services policy. Their mobilisation response and campaign strategy achieved modest success in securing some policy concessions, particularly during the early stages of education aid reform. Their strategy, however had to evolve as the fledgling export of education services expanded and eventually they shifted their position to fully embrace and reinterpret the government’s own ‘language of liberalisation’, which they used to greater effectiveness in making subsequent claims. Overseas students ability to procure concessions is derived not from their political or universal rights to education, but from their ability to influence policy changes based on their importance and strategic location in the Australian economy. In other words, government, universities and industry stakeholders have increasingly become dependent on substantial revenue earnings derived from overseas students and have become susceptible to potential chaos that may be precipitated if current students withdrew from the economy, or potential students choosing alternative education service destinations.

The UK Higher Education (UKHE) sector has expanded overseas student numbers in recent years bringing significant economic and financial benefits to the sector and the economy. Yet, overseas student numbers are now under threat due to international competition, UK immigration law and the recent referendum decision to leave the EU. As a result, two key challenges arise for UKHE: the need to operate effectively in an international market; and, to meet the increasing expectations of international students (Grove 2015).Chinese students form the largest overseas country group studying in the UK with 21% of all overseas students. Business studies, including accounting, is the most popular subject area with nearly 40% of all overseas students (UK Council for International Student Affairs, 2016). This DBA study explores the learning experiences of a cohort of overseas Chinese students who have transferred from two years of study at colleges in China to a professionally accredited accounting undergraduate degree programme at a Scottish university. The overarching aim is to understand the nature of the students' learning experiences in the context of the degree programme in which the study takes place. The research was conducted from a critical realist theoretical perspective and used a qualitative research method to develop an understanding of the nature of the learning experiences as perceived by participants. Research data, gathered from focus group interviews with student participants, was analysed thematically. Findings show that issues with English lead to low levels of integration with other students, resulting in participants turning towards a learning strategy of independent learning among themselves. This further restricts exposure to English, including specialised accounting vocabulary, accounting concepts and theories, and cultural experience. The findings make a contribution to knowledge in terms of how this group of overseas Chinese students perceive and respond to their learning experiences of a Scottish accounting degree programme including aspects of the specific accounting subject discipline. Recommendations offer considerations to enhance LTA practice in the wider HEI context and the accounting discipline.

Over the last two decades, Australian higher education has undergone dramatic changes in purpose and orientation. Changes in public funding arrangements and concomitant policy statements have contributed to the reconceptualisation of Australian higher education, and internationalisation has become a core goal for Australian universities. In light of these dynamics, this study examined understandings of internationalisation within two Australian universities. The study examined the ways in which internationalisation was understood by university staff working in either a teaching capacity and/or a managerial position. Situated within the broad field of critical sociology, the study drew on critical realism (Bhaskar, 1979, 1989), critical epistemology (Carspecken, 1996) and reflexive sociology (Bourdieu, 1972, 1990) to analyse how the universities and their staff positioned themselves in relation to the goal of internationalisation. Furthermore, the study examined how this goal served to reposition the institution and/or various forms of university work. The insights of critical social theory were used to examine the contested power relations associated with the growing importance attributed to the goal of internationalisation in Australian higher education. The significance of the study resides in its recognition of the ways in which academic and non-academic subcultures within the university contribute to the goal of internationalisation. Whereas previous research viewed divergence of understandings as weakening the commitment given to internationalisation as an institutional goal, this study has shown that such diversity stems from the differential encounters with and experiences of internationalisation. Moreover, in previous research, the pre-determined objectives for internationalisation resulted in the compartmentalisation of this goal, as in economic objectives and academic objectives. In contrast, this study focused on the dynamic and evolving nature of internationalisation in higher education. Consequently, the study's contribution lies in its explanation of the long term benefits to be derived from viewing internationalisation as a dynamic and generative phenomenon, rather than simply as a pre-determined goal. A case study approach was used in this research with two contrasting onshore Australian universities selected as the case sites. One institution had a reputation as an elite, research intensive university. The other was a post-Dawkins university with a strong vocational orientation. At each site, semi-structured interviews were conducted with staff from across the university's hierarchy. Interviewees included the Pro Vice-Chancellor for the Office of Internationalisation, the Chair of the Academic Board, the Director of the Teaching and Learning Support Unit, Faculty Deans, Heads of Departments, as well as departmental staff concerned with first year teaching. Departmental staff were drawn from two disciplinary areas, Australian History and Marketing. Interviews engaged participants in discussion about the processes by which internationalisation was enacted. Furthermore, university documents, such as the Strategic Plan, were analysed in terms of how the given institution constructed the need for internationalisation and the means by which this goal was to be achieved. The study found that internationalisation involves and promotes constant adaptability. The two institutions used whatever resources they had to develop and promote their international aspirations. The international visions of the institutions were influenced by both their historical and intended relationship with the broader higher education world. The elite, research intensive institution viewed internationalisation with becoming a university of international standing. This institution used its bureaucratic and hierarchical nature to advance its objectives for internationalisation. The vocationally oriented university had developed an internationalisation policy with a view to maximising the revenue to be derived from its diverse international activities and to gaining greater prestige within the higher education field. Staff involved with managerial and/or teaching work were found to develop their ideas about internationalisation through a combination of personal and professional experiences. The study confirmed the growing trend for academics to assume managerial roles in addition to their teaching and research. Consequently, accounts of internationalisation were not necessarily confined to a purely managerial or an academic perspective. Furthermore, the accounts of internationalisation differed between and within the two selected disciplines. On the one hand, specific disciplinary attributes could be seen by the academics interviewed as inherently international, even though they may not assist in realising institutional objectives for internationalisation. On the other, academics spoke of the perceived need for the frames of reference used in undergraduate education to be broadened, given the globalised nature of contemporary society and/or the increasing international enrolments. The study concluded that internationalisation is an important means by which the localised priorities of an institution, an academic department, and/or of individuals can engage with forms of global mobility. Moreover, the study argued the need for all staff and students in Australian higher education to see themselves as part of the processes of internationalisation. This latter point raises questions about the personal and professional attributes required of academics when working within internationalised Australian universities.