ANIP Final Draft

Regional Australian Universities: An International Student
Perspective
A report drafted for
The Australian Government Department of Education and Training
Jessica Williams
An Intern with the Australian National Internships Program
13 May 2016

Regional Australian Universities: An International Student Perspective 2
Executive Summary
The research in this report was conductedin the context of the Australian Government Department
of Education and Training’s first National Strategy for International Education.One of the key goals
of the National Strategy is to increase the number of international students studying and living in
regional Australia. The amount of international students whochoose regional Australia has seen a
recent decline and is generally outperformed by major metropolitan cities in Australia such as
Sydney, Melbourne, Brisbane, Adelaide, and Perth. This study analyzes the various factorsthat
influence international student choice to study in regional Australia, and similarly the perceived
benefits and barriers of a regional study experience. The anticipated outcome of this research is to
inform new policies and initiatives forthe Department of Education and Training, as well as
regional universities, to promote and maintain the growth of international education in regional
Australia.
We undertook a mixed-method case study approach to this research, surveying international
students and conducting a qualitative interview with twointernational students living and studying
at the Australian National University in Canberra. The report is structured as follows:a brief
introduction to international education in Australia; a literature review outlining the various
economic,social, and political contexts of international education; a breakdown of methodology
and data collection;and in-depth statistical analysis and interpretation. We used the data from this
research to analyze the various factors that have most influenced international students to choose
Australia, and how these factors have contributed to their regional study experience. Weconcluded
these findings with suggestions and how this has implications moving forwardwith the National
Strategy.

Acknowledgements
I would firstly like to thank the Australian National University for this wonderfulopportunity and
everybody involvedwith the ANIP program, Marshall and Patty, for their guidance and support
throughout this process. This internship has definitely been the most challenging project I have
undertaken so far in my academic career, but equally as rewarding and worthwhilean experience.
Thank you so much to everybody at the International Branch forbeing such an awesome team to
workwith. I truly couldnot have asked for a better group of people to have been placed withfor
this internship. A special thank you to Tom forall of your advice,guidance, and patience in helping
me get through this process. This paper would not be whatit is without yourhelp. And many
thanks to Tasha, Jarrod, Tonmoy, Lily,and Jaydefor becoming my good friends over the last few
months. Youall made coming to worksomething to look forwardto.
And of course, a big thank youto my family and friends backhome and here in Canberra for all of
your unconditional support. Coming to Australia would not have been possible withoutthe loveand
encouragement from my parents and friends. I hope youall get a chanceto read this report and
learn a bit about what I’vebeen doing forthe last few months.

Table of Contents
Executive Summary...................................................................................................................................................................2
Acknowledgements....................................................................................................................................................................3
Table of Contents........................................................................................................................................................................4
List of Figures and Illustrations............................................................................................................................................5
List of Symbols, Abbreviations, and Nomenclature.....................................................................................................6
Introduction..................................................................................................................................................................................7
Chapter 1: Literature Review ................................................................................................................................................8
1. Aims and Goals.....................................................................................................................................................................8
2. The Value of International Education........................................................................................................................8
3. The Australian Model for International Education..............................................................................................9
3.1. Meeting the Needs of International Students...............................................................................................9
3.2. Implications for Regional Australia ...............................................................................................................10
4. Regional Strategies Abroad: The United States..................................................................................................11
Chapter 2: Methodology .......................................................................................................................................................13
1. Research Questions and Overview...........................................................................................................................13
2. Study Design ......................................................................................................................................................................13
2.1. Case Study Approach............................................................................................................................................13
2.2. Quantitative Research..........................................................................................................................................13
2.3. Qualitative Research.............................................................................................................................................14
3. Data Collection..................................................................................................................................................................14
3.1. Setting and Participants......................................................................................................................................14
3.2. Ethics and Informed Consent............................................................................................................................15
3.3. Limitations................................................................................................................................................................15
4. Data Analysis .....................................................................................................................................................................16
Chapter 3: Data Analysis and Implications for Practice.........................................................................................17
1. International Student Survey .....................................................................................................................................17
1.1. Student Demographics and Figures...............................................................................................................17
1.2. Choosing to Study in Regional Australia......................................................................................................19
1.3. International Student Experiences.................................................................................................................20
2. International Students Interview .............................................................................................................................24
2.1. Regional Location...................................................................................................................................................24
2.2. Access to Information..........................................................................................................................................25
2.3. Community Interaction.......................................................................................................................................25
2.4. Employability...........................................................................................................................................................26
3. Implications for Practice..............................................................................................................................................26
Conclusions.................................................................................................................................................................................29
Bibliography and Appendices ............................................................................................................................................30

List of Figures and Illustrations
Figure 1: Ages of International Students.......................................................................................................................17
Figure 2: Degree Type of International Students ......................................................................................................18
Figure 3: Length of Time in Australia .............................................................................................................................18
Figure 4: International Student Programs of Study .................................................................................................19
Figure 5: Weekly Use of Public Transportation.........................................................................................................20
Figure 6: Satisfaction with Living Arrangements......................................................................................................21
Figure 7: Satisfaction with Student Resources ...........................................................................................................21
Figure 8: Connecting With People From Home..........................................................................................................22
Figure 9: Likeliness of Attending Community Events.............................................................................................22
Figure 10: Using English as a Second Language.........................................................................................................23

List of Symbols, Abbreviations, and Nomenclature
ANU The Australian National University
CISA Council of International Students Australia
IIE Institute of International Education
NAFSA National Association of Foreign Student Advisors
STEM Science, Technology, Engineering, and Mathematics
UNESCO United Nations Educational, Scientific, and Cultural Organization

Introduction
Australia is currently the third most popular destination fortertiary students seeking an education
abroad, withapproximately 272,095 international students coming to study in Australia forhigher
education in 2015.1 While these numbers are expected to increase on the national level, it has been
suggested that the number of international students whostudy across regional parts of Australia is
in decline.2 Regional Australia comprises the towns and small cities located outside the major
metropolitan cities of Sydney, Melbourne, Brisbane, Perth, and Adelaide. In order to strengthen,
promote, and grow international education throughout Australia, the Australian Government
launched its first National Strategy for International Educationin April 2016. A key goal of the
strategy is to increase the number of international students who study in regional Australia.
The purpose of this study is to gain a better understanding of international students at regional
Australian higher education institutions. We have done so by choosing to investigate the factors
that influence international students to select regional Australian universities, and furthermore
highlight the perceived benefits and barriers of a regional study experience. It is anticipated that
the results fromthis study will aid the Australian Government Department of Education in creating
new policies and initiatives that help to better meet the needs of these international students and
further attract more international students to these regional universities. There weretwo principle
means of data collectionused to fully answer the primary aims and goals of this research. Firstly,
we distributed an international student survey to several regional Australian universities to get a
broader understanding of the factorsinfluencing student choicesand experiences. Secondly, we
conducted an in-depth interview with twodifferent international students from the Australian
National University.
The quantitative and qualitative portions of this study led to an analysis of the different factors that
impact the growthof international education at regional universities. Our initial hypothesis
expected to find the considerably lesser number of international students in regional Australia was
a result of institutional problems, infrastructure, and/or community integration. Our research was
also put in the context of international student experiences in Australia as a wholein order to point
out any distinct differences between regional and metropolitan experiences. Our findings
showcased a situation quite contrary to our original assumption, withinternational students in
regional Australia having similar or even better experiences when compared to other international
students in Australia. This has led to a more complex understanding of the different methods that
might be considered in order to attract more international students to regional Australia.
I will first discuss various academic literature and international student reports that outline a
comprehensive approach to international education in Australia, and thus its importance in the
context of regional universities. There willthen be a discussion of the methodology used for this
research, and finally an analysis of our findings and how this might have implications going forward
with the National Strategy.
1 Department of Education and Training, “InternationalStudent Enrolment Data 2015”; Department of Education and
Training, “National Strategy for InternationalEducation,” p.3
2 Hare, “Prestige Pays in Race for Students,” p.3

Chapter 1: Literature Review
1. Aims andGoals
This literature review illustrates a multi-facetedapproach to international education by putting it
into various economic, political, and social contexts. The first section iterates the importance of
international education in Australia and why it is such a vitalcomponent of national policy.The
fast-growing development of a globalized economy and increased global interaction has driven the
need forcomprehensive international education policies and initiatives, particularly in the context
of regional Australia.
The second section highlights the historical model and approach to international education for
Australian governments and universities. A particular case study will be discussed in which the
need to create a more well-rounded international education strategy for Australia is demonstrated.
It further outlines the various expectations and experiences of international students in Australia
under this model, and deliberates how this might relate to the growth of international education at
regional universities.
The last section analyses various regional strategies used by universities in the United States, which
is currently the most popular destination for international students. It takes a closer look at the
different strategies that U.S. regional universities are practicing to attract international students
and meet their needs, and discusses how Australian organizations and institutions might consider
similar outreach programs for international students in regional Australia.
2. TheValueofInternational EducationinAustralia
International education impacts Australia enormously from an economic standpoint, making it a
dynamic and vitalaspect of national policy. According to UNESCO, Australia is the third largest
source of foreign students enrolled in tertiary education.3 With continual upsurges in student
mobility and competition around the world,the demand forinternational students has seen a
dramatic increase in the last several decades. A Universities Australia report on higher education
also noted that overseas student enrolment is estimated to have increased 40 per cent in the last
decade.4 As a result, Australian universities received $4.7 billion in revenue from international
students in 2014 alone, a 75 per cent increase from 2004. This represented roughly 17 per cent of
total revenue forhigher education institutions.5
Student data as such is evidence of the growing market forinternational education in Australia. As
government funding for higher education has decreased, the institutional demand forinternational
students has amplified dramatically.6 This is especially apparent as international students are
required to pay substantially higher tuition costs than domestic students. Universities Australia
reported additionally that tuition costs forinternational students increased by 20 per cent since
2004, and the average costfor a full year of full-time study is $26,908. Conversely, domestic
students make an average contribution of $10,600 per year as of 2014.7 These considerable
3 Australian Trade Commission, “Why Australia,” p. 12
4 Universities Australia, “Higher Education and Research Facts and Figures,” p. 6
5 ibid, p.14
6 Hare, “Prestige Pays in Race for Students,” p.3
7 Universities Australia, “Higher Education and Research Facts and Figures,” p. 13

differences in private student contribution have pushed Australian universities to include more
placements and opportunities forinternational students. In sum, increased student mobility and
global competition have generated a massive source of economic growth for Australian universities
in the sector of international education.
From a politicalperspective, international education helps build networks and diplomatic
relationships between governments and institutions abroad. Having international students is seen
as a catalyst forglobal influence in a less regulated and more interconnected world.8 Countries who
invest in international education benefit fromthe connections they foster with other governments,
industries, and leading educational institutions around the world.9
For students, international education is the doorway foremployment opportunities, cultural
cognizance, and a broad range of globally related skills. According to scholars EwaUrban and
Louann Palmer, “International education is expected to allow students to obtain a new perspective
on their field of study, get a broader and more practice-oriented education, develop personally, and
build intercultural friendships and networks.”10 International students bring these attitudes to
Australia and play a big role in promoting diversity throughout localcommunities, universities, and
industries. The cultural significance of international students traveling toAustralia therefore makes
international education a valuable asset to the Australian way of life. With 30 per cent of workers in
Australia being born overseas, it ensures that students withthese unique skills are being
employment and businesses have, “…a smart and culturally aware workforce.”11
These are all especially valuable areas to grow in regional Australia, where only 5 per cent of
international students are studying as of 2015.12
3. TheAustralianModel forInternational Education
3.1 MeetingtheNeedsof InternationalStudents
International education is one of the top three export industries in Australia, aside only from iron
ore and coal.13 The historical Australian model forinternational education has been best described
as, “…nofrills, profit-oriented, to maximize the revenue they gained fromparticipating in the
international education market.”14 This has been exemplified by the fact that since 2013-14,
international education profit increased by 14.5 per cent and is expected to continue increasing.15
As mentioned prior, there is good reason forAustralian universities, governments, and businesses
to invest in international education given the economic,social, and political benefits it brings to
Australia. International students benefit fromthe skills that are learned and acquired from an
international education. They find employment opportunities in Australia and form long lasting,
advantageous relationships forthe future. Similarly, Australian businesses and communities benefit
immensely from the presence of international students.
8 Nyland,“Governing the InternationalExperience,” p. 658
9 Department of Education and Training, “National Strategy for InternationalEducation,” p. 19
10 Urban,“InternationalStudents Perceptions of the Value of U.S. Higher Education,” p. 153
12 Department of Education of Training, Research and Analysis
13 Australian Trade Commission “Why Australia,” p.39
14 Nyland,“Governing the InternationalExperience”,p. 659

One of the negative consequences of this model has been the commercialization of international
education and the treatment of international students as, “economic objects.”16 For many years,
universities have been concerned with attracting international students but unsure how to
properly meet their needs. Many of these needs relate to cultural adjustment as areas such as,
“…English language ability, the perception of social acceptance, the length of time in the host
country,students’ race and ethnicity,and their experiences discrimination.”17 Additionally, a 2014
report indicated that learning experience, campus and community integration, employment, cost of
living, and support systems were among the most important factors contributing to a better study
experience forinternational students.18 In sum, the social, economic,and physical infrastructures of
a community influence international student choices and experiences a great deal.
Both the Australian Government and Australian universities have had to look closely at these points
of interest to forma new frameworkforinternational education. This predicament became evident
on a national scale in 2009, when Australia saw large declines in international student numbers for
the exploitation of students.19 According to Nyland, “…Australia’s education suppliers felt that they
did not need to invest heavily in the social and physical infrastructure required for the well-being of
international students.”20 As seen by this particular case study, many international students were
dissatisfied with the particular aspects of their experience that were perceived as most important.
So while record numbers of international students were choosing to study in Australia, the
sustainable support structures needed to provide a quality experience did not exist. Since then,
Australia has re-structured its approach to international education and has witnessed an
improvement in student satisfaction in many areas, although there is still room forimprovement. 21
3.2 ImplicationsforRegionalAustralia
Regional universities need to be mindful of international student expectations if they strive to
increase their number of international students. According to a report by i-Graduate, regional parts
of Australia perform roughly the same as the rest of Australia when it comes to student satisfaction
in the areas of learning, living, and support structures.22 Regional Australia performs better with
respect to engagement with the campus and the community, largely due to smaller class sizes and
overall student numbers.23 Students in regional Australia found it easier to make host friends, find
affordable accommodation,and engage with the host culture. Where regional Australia struggles
most is in the areas of transport infrastructure and Internet access.24 Considering international
students have an expectation of services relating to support, regional universities should consider
investing in their physical infrastructure to enhance student experience.
One area worthexploring is the issue of access to information before and during student stay in
regional Australia. Information regarding student support, health, academics, and accommodation
through their regional institution may have an impact on both student choice of institution and
their regional study experience. This is where marketing and information accessibility through the
17 Urban,“InternationalStudents Perceptions of the Value of U.S. Higher Education,” p. 154
18 Winchester & Brett, “Bright Futures: International Education in Regional Australia,” p. 8
20 Teekens, “Imbalances in Mobility and Higher Education”
22 i-Graduate InternationalInsight, “The RUN: Summary of InternationalStudent Experience 2014,” p.4
23 Winchester & Brett, “Bright Futures: International Education in Regional Australia,” p.27
24 ibid, p.26

Internet and social media platforms can be a tool to attract international students. Additionally it
can be used to aid students after they arrive in Australia. Opportunities relating to work-integrated
learning and information regarding academic expectations or student visas might be valuable for
students during their stay in Australia.
Another implication for regional Australia in the contextof the Australian model and international
student expectations is the influence of branding and name recognition. For example, “Large urban
areas such as London, Berlin, Barcelona, and Amsterdam attract students in search of the options
and pace of metropolitan living, whereas each city’s country does not factorinto the decision as
much.”25 Thereforemajor metropolitan cities in Australia such as Sydney and Melbourne are
extremely popular international student destinations partly due toname and the perceived benefits
of a metropolitan experience. One aspect of a metropolitan experience that might be attractive to
international students is the availability of accessible and efficientpublic transport, an issue that
regional universities face.However what is more impactfulis the influence of name recognition.
When students lackknowledge about regional locations or what a regional experience entails, there
may be implications for regional universities looking to attract international students.
4. Regional StrategiesAbroad:TheUnitedStates
The United States is a useful comparative case study to examine in the context of regional
Australian universities because of their geographical and cultural similarities. Both are popular
English-speaking, democratic international student destinations with universities that span from
sprawling metropolitan cities like New Yorkand Sydney,to smaller regional locations such as
University Park in Pennsylvania and Armidale in New South Wales. In the United States however,
these vastly diverse and widespread regional universities have collectively seen large numbers of
international students, whileregional Australian universities typically do not attract the same
amount of international student as metropolitan cities.26 In order to meet the goals of the National
Strategy, the Australian Government Department of Education and Training might consider the
followingoutreach approaches through various institutions, such as CISA, in order to attract more
international students to regional Australia.
The United States is currently the most popular destination foruniversity students seeking an
international education.27 Accordingto the IIE,a total of 974,926 international students attended
universities in the U.S. in 2014/15, yielding an enrolment increase of 10% fromthe previous year.28
The same report indicated that out of the top twenty university destinations within the United
States for international students, at least half of these institutions are locatedin regional parts of
the country.29 Some examples of this include the University of Illinois-Urbana in Champaign, Purdue
University in West Lafayette, and Michigan State University in East Lansing, all of whichare ranked
within the top ten and have populations less than that of Canberra.
The United States Department of Education released an International Strategy of their ownin 2012,
specifying the need for world-classeducation standards by increasing global competency as well as
25 Teekens, “Imbalances in Mobility and Higher Education Development”
26 Hare, “Prestige Pays in Race for Students,” p.3; Department of Education and Training, “National Strategy for
InternationalEducation,” p.30
27 The Guardian,“Top 20 Countries for InternationalStudents”
28 IIE,“InternationalStudents in the U.S: Facts and Figures”
29 ibid

education diplomacy with other countries and institutions around the world.30 Regional U.S.
universities have reflected this strategy by implementing a variety of comprehensive programs
designed to help recruit, advise, and integrate international students into their academic and social
communities. The effortsto create these programs have been guided and enhanced by not-forprofit
organizations such as NAFSA, whoallot specific regional advisors to assist in meeting the needs of
international students fornearly 98% of U.S. higher education institutions.31 As a result, the United
States has observed widespread increases in the amount of international students enrolled at
American universities.32
An example of these practices can be seen at Purdue University in West Lafayette that has worked
to develop a PracticalTraining program, which sponsors international student work-integrated
opportunities and training related to a wide range of degree programs. Ranked first in the U.S. for
international students majoring in STEM, Purdue has workedclosely with groups like NAFSA to
expand the program.33 Itnow includes more employment opportunities forinternational students
looking for workexperience in the STEMfields whileattending university. Understanding these
kinds of specific student expectations, including work-integrated learning opportunities and
enhanced employability,will aid groups like CISA to better attract and guide international students
at regional universities.
30 U.S. Department of Education, “Succeeding Globally Through International Education and Engagement,“ p. 4
31 NAFSA, “The History of NAFSA”
32 NAFSA, “Mission, Vision, Values”
33 Purdue,“InternationalStudent &Scholars Enrolment and Statistics,” p. 3

Chapter 2: Methodology
1. ResearchQuestionsandOverview
This study investigates a primary and subordinate research question about regional Australia:
1. What factorsinfluence international students to choose regional Australian universities?
2. What are the perceived benefits and barriers of a regional study experience?
The methodology chapter of this report will first discuss the reasoning behind a case study
approach and the design of our quantitative and qualitative methods of data collection.It will
elaborate on the various elements of the international student survey and student interviews,
including the structural design, ethical considerations, participant recruitment, and overall
limitations of the research. The last section willreview the transcription of data and how it willbe
interpreted in the context of our primary research questions.
2. Study Design
2.1 CaseStudyApproach
A case study is used primarily to gather insight and understanding about situations that are new or
unexamined. It does not require control of an event or situation like perhaps in a scientific
experiment, but instead explores new social phenomena using broader methods of qualitative
research that typically illuminate a story or unique understanding of a situation that has not been
studied.34 In this case study, we are examining the different experiences of international students
living and studying at regional Australian universities. The overarching goal is not to definitively
determine what makes a good or bad regional experience, but to gain some general insight about
the kinds of experiences these students have had and how these experiences might be used to
inform future policies and initiatives forinstitutions toexpand international higher education in
regional Australia.
The logic behind using a mixed-method approach forthis study was to firstly get objective data
about international students in regional Australia by distributing a survey, and then to examine the
case study in more depth by interviewing international students withopen-ended questions about
their experiences. Although we hypothesized about the potential reasons for low international
many factors that affectstudent experiences, including country of origin, cultural differences, and
student numbers in regional Australia, we constructed our research toallow for broad, unrestricted
responses fromparticipants. Based on previous reports and literature on international students
throughout Australia, as discussed in the Chapter 1, we were able to target certain areas of interests
while also keeping an open mind about the unique experiences of each international student. The
student demographics, were considered in this research.
2.2 QuantitativeResearch
The primary method of quantitative research forthis study was completed through an international
student survey, whichwas distributed to international students attending six different regional
universities. One of the purposes of the survey was to gain objectivedata about the kinds of
34 Eisenhardt,“Building Theories from Case Study Research,” pp. 540-544

students who study at regional universities. This was done by inquiring about various student
demographics: age, gender, country of origin, program of study, institution, length of time in
Australia as an international student, and degree type. It is important to understand this kind of
information in the case that any of these distinguishing factorshave an influence on the type of
response from students. For example, if there is a pattern of international students from Asian
countries finding it difficultto make Australian friends, this kind of data can be isolated to showcase
a possible correlation between language or community barriers and making friends.
The second half of the international student survey targeted specific areas that involvethe student
experience: cost of living, living arrangements, ability to make friends, connecting withpeople from
home, attending community events, utilizing student resources, using public transportation, and
practicing English as a second language (whereapplicable). Additionally, weasked students to rate
how nine different factors influenced their choice to liveand study in regional Australia on the scale
of a great dealto not at all.These factorsincluded: personal safety, institutional reputation,
program of study, costof living, finding employment, social or community engagement, unique
cultural experience, developing English as a second language, and small townenvironment. Our
choiceof factorswas informed by previous literature on international student choiceas well as the
unique qualities that define a regional experience.
The recruitment process of universities and participants willbe discussed in more detail below.
2.3 QualitativeResearch
The qualitative portion of this study was completed through an interview with twodifferent
international students fromthe Australian National University.The prompt questions for
discussion were designed based on responses fromthe international student survey, and aimed to
gain a more in-depth understanding about the regional international student experience. Each
student was recruited to be representative of a different type of international student. One was an
undergraduate exchange student from the United States, and the other was a post-graduate student
from Pakistan.
The followingis list of prompt questions that were asked during a one-hour interview:
1. What are some of the reasons that led you to choose regional Australia?
2. How did you access information about your institution before youarrived? Where do
you go forinformation that youneed
3. Can youdescribe your experiences finding employment as an international student?
4. What kind of social involvement have youhad withyour regional community?
5. Can we discuss some issues youmay have with your accommodation,whether private
or on campus?
6. What are the most rewarding/beneficial aspects of studying in regional Australia?
7. What are the most challenging aspects of studying in regional Australia?
3. DataCollection
3.1 Settingand Participants
The participants chosen for this study were exclusively international students studying and living
in regional Australia. The Department of Education and Training aided in both contacting and

recruiting six different regional universities to participate in our international student survey:
University of New England, Charles Sturt University,University of Tasmania, Central Queensland
University,Southern Cross University, and the Australian National University.As stated prior, the
definition of regional forthe purposes of this research includes all of the small townsand cities
located outside of major metropolitan cities. Due to its smaller population and location,we consider
Canberra to be regional in this context. Eachuniversity was contacted via email or phone by the
primary researcher and departmental supervisor. They were given a brief overview of the research
proposal and tentative survey questions before being asked to distribute the survey to international
students living and studying on their regional campuses. Distribution of the survey to the
Australian National University was done through the primary researcher’s personal networkof
international and exchange students.
Our research design initially involved doing a Canberra-based focusgroup of students from the
Australian National University.Students forthis focusgroup were recruited through CISA, however
given a limited time span only twostudents were available to participate. These students were
interviewed together and asked open-ended prompt questions based on the responses that were
received by the international student survey.
3.2 Ethicsand InformedConsent
The ethical aspects of this research were evaluated and approved by the Humans EthicsCommittee
at the Australian National University (Appendix B). One ethical consideration taken into account
was the cultural sensitivity surrounding international students. We targeted a culturally and
linguistically diverse group of participants, and structured our questions forthe survey and
interview to be objectiveas a result. One way toensure confidentiality and avoid third-party
identification was to keep survey participants completely anonymous. Additionally, both students
being interviewed were asked beforethe start of questioning to avoid discussing personal and/or
sensitive information.
Students taking the survey were given a condensed ethical information sheet before beginning
(Appendix C). Both of the students being interviewed were given an information sheet and written
consent form, in whichboth signed (Appendix A). The consent form included permission to audio-
record and use full names in the written report. Contact details of the primary researcher and
departmental supervisor were given to participants of the survey and the interview in the case of
any issues or questions pertaining to the research.
3.3 Limitations
It is worthnoting that not all of the participating universities are considered regional with respect
to their international students, making it difficultto produce an accurate sample of students forthis
research. This made the selection process for universities very specific. We attempted to vetout
students who are enrolled at regional universities but attending classes at non-regional campuses
by inquiring into what city these students live and study, as opposed to just collecting data on which
university they attend. Our communications with these regional universities specified that only
students living and studying at regional Australia campuses should be surveyed. The survey is also
designed so that students may indicate whether their classes are conductedat a regional or non-
regional location. Past reports have assessed international student experiences at non-regional
locations and throughout Australia as a whole. The purpose of this study is primarily to highlight

the perceived benefits and barriers of a regionalstudy experience.
This research does not examine community perceptions of international students studying and
living in regional Australia. These perceptions and attitudes would be useful to understand how
international students can integrate more fully with their localcommunities. Future research on
this type of case study might consider interviewing local Australian students, business owners, law
enforcement, organizations, etc. Highlighting various community perceptions would also aid the
effortsof the Australian Government as wellas local regional institutions to recognize the
relationship of international students and their communities. A 2012 study by the Australian
Government Department of Educationand Training found that international students in Australia
generally find it difficultto integrate with their community as a whole, specifically in terms of
making Australian friends, receiving external support, and finding employment.35 Taking a closer
lookat alternative perspectives in these areas would be a valuable way to bridge the gap between
international students and local communities.
Due to the time constraints of this project, research was limited to one interview and the
distribution of our survey exclusively to universities. The scope of international education goes
beyond higher education however,and includes vocationaland educational training, schools, and
English language intensive courses for overseas students (ELICOS).Tomake future research on this
subject more inclusive and comprehensive, these different facetsof international education should
be considered in a regional context as well.It will also be useful to go beyond only the universities
specified in this research, and conductmore in-depth qualitative and quantitative analysis of
international student experiences at a wider range of regional Australian universities, schools, VET
programs, etc.
On one last note, although case studies generally lead to new ideas and theories about specific
social phenomena, there is a tendency forsmall sample sizes to be non-specific in their results.36 It
is hard to determine, withsuch a small sample of participants, if the results are unique and can be
generalized for the entire case of regional international students. With only one interview and an
international student survey going out to a limited number of universities, it is difficultto say with
certainty that the results are entirely representative of a regional study experience. Tomake this
case more legitimate, a much larger sample size of international students will be needed.
4. Data Analysis
The survey data was collectedand transcribed through a link generated by SurveyMonkey.An
analysis of the responses was automatically recorded through the website and provided in the form
of numerical and visual statistics.
The data from the interviews was audio-recorded and professionally transcribed from an outside
source provided by the Department of Educationand Training.
A detailed analysis of the quantitative and qualitative data will be discussed in Chapter 3. It aims to
answer the primary research questions while also elaborating how this information can be
interpreted to further reach the goals and aims of the National Strategy for International Education.
35 Winchester & Brett, “Bright Futures: International Education in Regional Australia,” pp.16-25
36 Adler, “How it’s Done: An Invitation to Social Research,” p. 180

Chapter 3: Data Analysis and Implications for Practice
1. International StudentSurvey
1.1 StudentDemographicsandFigures
We received a total of 78 responses from the international student survey. Of these responses, there
were students from 36 differentcountries at three different regional universities: The Australian
National University in Canberra, the University of New England in Armidale, and Southern Cross
University in Lismore. About half of respondents were female and half male, withone respondent
preferring not to say. A key reason fordistributing a survey was to gain an objectiveunderstanding
about international students at regional universities.
The significance of the sample we received is its diversity. There were a wide range of different
ages, degree types, lengths of stay, and programs of study. Another advantage is the fact that more
than half of international students surveyed indicated that they have been in Australia formore
than one year (See Figure 3). It is safe to assume that students who have spent more time in
regional Australia will have more informed responses to the questionnaire, making this case study a
more concrete and reliable source of information. The followingare some of the demographic
figures and statistics concerning the sample of international students for this study.
Figure 1 – What is your age?
Age Range
18 to 24
25 to 34
35 to 44
45 to 54
55 or older

Figure 2 – Which of the following best describes your student status?
Figure 3 – How long have you been in Australia as an international student?
Degree Type
Bachelor Degree
Graduate Certificate
Masters Degree
(coursework)
Masters Degree (research)
Doctoral Degree (PhD)
Short-term/Exchange
19.70%
14.50% 14.50%
51.30%
Lessthan 3 months Between 3 and 6 months Between 6 monthsand 1 year Longer than 1 year
Length of Time in Australia

Figure 4 – What do you currently study at your regional university?
1.2 Choosingto Studyin RegionalAustralia
The second half of our questionnaire focusedaround the two primary research questions. Firstly,
what makes students choose regional Australia? We tackled this question by inquiring how much
influence regional location had in choosing a university. Out of the 71 students whoresponded to
this question, approximately 69 per cent said that regional locationhad at least someinfluence on
their choiceof university, with nearly 40 per cent saying this affectedtheir choice a lot.Therefore,
regional location willbe considered a significant factorregarding student choicein this study. As
discussed below, we attempt to understand the various aspects of a regional experience that are
most attractive to international students. Had the response to this question been negative, it would
have been interesting to note that international students do not consider regional a factorin choice.
We then asked students to rate nine different factorson a scale of a greatdealto not at all with
respect to the influence on choiceof regional university. We tried to draw correlations between
different factorsand how they relate to, in this case, a positive regional experience. Out of these
factors,the most influential included program of study, university reputationi, personal safety, cost
of living, and small town environment, respectively. At least 41 per cent of students indicated that
0%
5%
10%
15%
20%
25%
30%
35%
Program of Study
Agriculture, Environmental and
Related Studies
Creative Arts
Education
Engineering and Related
Technologies
Health
Information Technology
Management and Commerce
Mixed Field Programmes
Naturaland Physical Sciences
Society and Culture
Study Abroad Program

program of study influenced their choice a greatdeal. Students were relatively indifferent or
uninfluenced by community engagement, unique cultural experience, or finding employment. Out of
these factors,only around 20% of students indicated that finding employment had any significant
influence on their choiceof university. This differentiates from other reports on international
students in Australia that indicate finding employment is very important in choosing a locationor
institution.37 Howeverthe reasons forfinding employment and more importantly, the type of
employment, were discussed in more depth during the qualitative portion of this study. We will
deal withpracticing English as a second language in the qualitative section as well.
1.3 InternationalStudentExperiences
The second research question we tackled were the perceived benefits and barriers of a regional
study experience. We asked students a series of questions about the followingtopics: cost of living,
accommodation, physical infrastructure, internet access, community events, making friends,
student support services, and practicing English as a second language (where applicable). In total,
there were nine questions pertaining to the regional study experience. We used the responses from
these questions to make connectionsbetween the physical, social, and economic structures of a
community and the outcomes of a regional study experience. The followingare some of the findings
from these questions.
Figure 5 – How often do you use public transportation?
12.70%
7%
9.90%
35.20% 35.20%
Daily 4-5 Times 2-3 Times Once a Week Never
Weekly Use of Public Transportation

Figure 6 – How have you found the cost of living as an international student?
Figure 7 – How satisfied are you with your living arrangements/student accommodation?
7.04%
39.44%
23.94%
19.72%
9.86%
Extremely
reasonable
Somewhat
reasonable
Neither reasonable
nor unreasonable
Somewhat
unreasonable
Extremely
unreasonable
Cost of Living
14.10%
54.90%
15.50%
12.70%
2.80%
Extremely satisfied Somewhat satisfied Neither satisfied
nor dissatisfied
Somewhat
dissatisfied
Extremely
dissatisfied
Living Arrangements

Figure 8 – How useful have you found the resources available to international students?
Figure 9 – How often are you able to connect with people from home?
32.40%
33.80%
26.80%
4.20% 2.80%
Extremely usefulSomewhat useful Neither useful
nor useless
Somewhat
useless
Extremely
useless
International Student Resources
ConnectingWith PeopleFrom Home
Always Most of the Time About Half of the Time Once in a While

Figure 10 – How likely are you to attend community events outside the university?
Figure 11 – How often are you able to practice English as a second language?
9.70%
43.10%
33.30%
8.30%
5.60%
Extremely Likely Very Likely Somewhat Likely Not so Likely Not Likely at All
Attending CommunityEvents
37.50%
18.10%
12.50%
6.90%
2.80%
22.20%
A Great Deal A Lot A Moderate
Amount
A Little Never Does Not Apply
Using Englishas a Second Language

We also questioned the role of community involvement and making friends as part of the
international student experience. Students fromnon-English speaking countries have to actively
practice English in order to fully integrate themselves withthe community.For those whothe
question applied, a large majority of students were able to practice their English a great deal.
Consequently, slightly more than 54 per cent of international students found it somewhateasy or
veryeasyto make friends with other Australian students. Although this coulduse improvement,
international students in regional locations generally do not have major issues making friends with
their fellow Australian students. However, westill used this figure in our interview to inquire as to
why,if students are actively practicing English, they may be finding difficulty making Australian
friends.
To conclude,we asked one final question: Overall,how would youdescribe yourregional study
experience? Approximately 86% of respondents indicated that they had either a goodor excellent
regional study experience, with more than 30% of those students responding that that they had an
excellentexperience. Conversely, less than 5% of international students indicated that they had a
pooror terribleregional study experience, with the rest declaring their experience as just average.
This data supports the conclusionthat international students generally enjoy their time living and
studying in regional Australia, a claim that has shown merit and legitimacy through other literature
and research on international students in regional parts of Australia.
2. International StudentInterview
The qualitative portion of this study consisted of a combined interview with two different
international students fromthe Australian National University (ANU).In an effortto make the
interview as substantive as possible, we interviewed students from vastly different backgrounds:
 Alexander Merker – a male exchange student from the United States whois in his third year
of undergraduate studies in political science.
 Ayesha Ali – a female international student fromPakistan who is in her second year of post-
graduate studies in accounting and finance.
This section is divided into fourparts: regional location, interaction with the community, finding
employment, and access to information. We targeted these specific areas not only to get more
detailed information about some of the findings from our questionnaire, but also to understand
some of the more problematic areas that we have found forregional universities in our research
and fromout findings in Chapter 1. These will help to inform the Department of Education and
Training in developing new policies and initiatives that target regional universities.
2.1 RegionalLocation
When asked if regional locationaffectedtheir decision to come to Canberra, both students seemed
generally more concerned with institutional reputation and program of study in making their
choice.However oncein Canberra both students had very positive reactions to their regional
environment, whichincluded a slower pace and quieter way of life than whatthey felt they would
have experienced in big cities like Sydney or Melbourne. Both had visited at least one metropolitan
location or city during their time in Australia. “Itreminded me a little bit of a college town from
back home,” Alex commented. He mentioned having lived in regional places similar to Canberra
back in the United States, and enjoyed the appeal of being in a place that reminded him of home.
Conversely, Ayesha had never lived in a regional place and did not consider it as much a factor.“I

actually did not have a lookat the place I was going to, it was rather the institution,” she explained
about her choiceto study at the Australian National University. Both students said that Canberra
would be a top choiceforthem if they ever considered coming backto live in Australia, specifically
because of the regional appeal and safe environment.
2.2 Accessto Information
Another point of interest forus was the access to information about institution and regional
location forinternational students. Mainly, how do students find out about regional universities?
What kind of information is available? Aside from initial browsing on Google and the ANU website,
finding information was mainly done through social media, networks of friends, and wordof mouth.
“Ihave never once used the student services from ANU,” explained Ayesha. According to Alex, his
home institution was the exclusive source of information regarding his exchange both before and
during his stay in Canberra. Withoutthat body,he clarified, he would not have received his
internship nor been able to successfully go on exchange at ANU. Without any external body of
assistance, Ayesha relies on friends and work colleagues with whom she feels comfortable
confiding in and seeking information. Additionally, she has helped out other students whohave
come to her for information academic or personal issues, including first year students. She feels this
encourages people to sticktogether with groups of people withwhom they can relate to in for
guidance and information.
2.3 Interactionwiththe Community
Both Ayesha and Alex commented on the factthat Canberra was a predominantly student city,
elaborating that it both offersa good environment forstudies but poorer environment in terms of
social interaction with the broader community. In particular, the political atmosphere of Canberra
has left little opportunity forstudents like Ayesha looking for more involvement or work-integrated
learning. “For me, it has only been studies,” she described as her experience at ANU, where she does
not often venture much off campus. His internship with the Australian ElectionsCommission has
allowed Alex to experience much more interaction with the community on a daily basis. “Dueto the
size of Canberra, it has a much closer community feel,” he explained, “Itis very easy to interact with
people on a person to person basis, everybody is really friendly.” Despite this, he complained that
community events are scarce and spread apart, with both students mentioning that these events
usually involveexcessive amounts of drinking or partying. Additionally, both students foundit
difficultto get out into the community with the lack of public transportation and the reliance of
Australia on getting around by car. “It’s easier to take a bus ride to Sydney just to get out and have
some fun withoutneeding a car or getting stuck in a remote location,” Alex explained.
One of our key discussions was related to making friends as international students. Although both
students noted that making friends was not difficultand that they each had a variety of close
Australian and international friend groups, it was agreed that students typically sticktogether
based on nationality. Part of this is due to linguistic and cultural barriers that push students to seek
out people whothey can relate to. This was true forboth Ayesha and Alex, who generally said they
gravitated to people from the same country or background even if it was not on purpose. One
suggestion that was given from the students was to have more multi-cultural events to bring
students together from the university. Ayesha additionally noted that the accommodation of
students makes a difference: students getting different levels of education have a more difficult
time getting on as friends.

2.4 FindingEmployment
Although our survey results did not indicate as so, we were interested in whether international
students in regional Australia are looking foremployment and if so, the type and duration of that
employment. As an exchange student, Alex said that he was not looking for employment except for
his ANIP internship, whichcounted for course credit and was a result of the partnership between
his home university and ANU. As a post-graduate student, Ayesha worksa part-time job at David
Jones where she makes money to coversome of her living expenses, whichshe remarked were
somewhat high for students living in Canberra. Some of the difficultiesregarding employment that
she discussed included visa restrictions, exploitation of international students in regard to wages,
and finding workoutside of public service or politics.
According to Ayesha, she discovered that she was receiving a significantly lowerwage than her
Australian co-workersat a previous part-time job. “It is only happening to international students,”
she explained, “That wouldnever happen to an Australian student.” She said that there was no
workin Canberra relating to her degree, and if she was looking for a legitimate job after graduation
she wouldnot consider Canberra because she has no interest in public service. “There is nothing
here forme,” she elaborated. For other international students looking forwork, she added, anything
other than part-time is extremely difficultto find due to visa restrictions and long waiting periods.
3. ImplicationsforPractice
We have taken the data collected from our international student survey and the international
student interview to formulate some possible reasons forthe stagnated growth of international
education at regional universities, and furthermore how this information can be used to inform
future policies and initiatives forthe Department of Education and Training as well as regional
institutions.
One particular figure that stood out in the student demographics was the large majority of students
in regional Australia whowere taking courses in agriculture, environmental and related studies
(see Figure 4). A noticeable majority of international students studying in this field is significant
because it shows a trend among students coming to these regional universities. As mentioned
previously, part of marketing and promoting regional universities means capitalizing on their
strengths. Compared to the national number of international students studying in the fields of
agriculture and environmental studies, at less than 10 per cent, the figure for regional universities
is large.38
Also as expected, a large portion of students came from Asian-Pacific countries such as China, India,
Singapore, Nepal, Indonesia, Vietnam, and the Republic of Korea. In total, these students made up
roughly 35 per cent of the sample. Aside from China, whichrepresented slightly more than 36 per
cent of total higher education enrollments for international students in 2014, these numbers are
relatively on par with national numbers.39 This is important to note since this region continues to
be the number one source of international students for Australia.40 Therefore coming to the
conclusion that the experiences of international students fromAsian-Pacific countries have been
38 Australian Bureau of Statistics, “Australian Social Trends December 2011”
39 Department of Education and Training, “InternationalStudent Numbers by Nationality 2014”
40 Department of Education and Training, “InternationalStudent Numbers 2015”

generally positive is crucial to maintain the growthof international education at regional Australian
universities.
Overall, the findings from our demographics led to a few different deductions. Firstly,there is a lot
of diversity among regional universities with respect to their international student populations.
This is substantial because it means that there is a large market for regional Australian universities
that includes students from all different cultural and academic backgrounds. Secondly,students
whochoose to study at regional universities generally understand what the term regional means
and have actively used this as a factorin choosing where to study. And lastly, the most significant
factorsthat influence students to choose regional universities include program of study, university
reputation, cost of living, and small townenvironment. As stated in Chapter 1, many students tend
to choose universities in Sydney, Melbourne, etc. mainly due to the perceived benefits of a
metropolitan experience. If students are drawn to the appeal of a regional experience, universities
should take note of these factorsand utilize them through unique marketing or branding. This
might also include showcasing student satisfaction with cost of living, student accommodation, and
student support services (See Figures 6, 7, 8).
However,a significantly high portion of students in regional Australia do not use public
transportation at all or at the most only once a week (See Figure 6). Again, this relates to the
problems with the physical infrastructure of regional towns and cities, where they might consider
investment. As stated prior, both international students interviewed foundit difficultto get around
and really experience the community do to this issue, often opting to go somewhere else forthe
weekend just to attend social events withoutneeding to owna car. Conversely, international
students generally had no issue connecting with people from home (See Figure 9). This leads to the
assumption that there have not been any noticeable issues with accessing or using the internet, a
problem that plagues regional universities due to their more remote location.41 It is still worth
looking into an investment in this area as well though, given the information fromChapter 1.
Many respondents seemed well connectedto their communities and at the very least were
somewhat likely to attend events coordinated outside the university. This data was useful forthe
interview portion to see what kinds of social involvementregional students have with their
community. These responses have led us to believe that a majority of international students in
regional Australia do not have trouble finding ways to involvethemselves in the community. This is
an asset that these universities can use to attractively promote their programs on the same level
that metropolitan cities do. Howeveras indicated from the interview, universities should initiate
and promote multi-cultural involvement and inclusiveness between students through events and
accommodation as well, to avoid too much grouping of nationalities.
Although a majority of international students were satisfied withthe resources available to them, a
very relevant point that was brought up is about access to information. This is particularly
important in the context of regional Australia when it comes to marketing and getting information
out to international students whomthey want to attract. Considering that some international
students, such as Ayesha, give and receiveinformation through social media platforms and
networks of friends and family,these are areas that might be worth investing foruniversities and
governments whowant to reach out to larger number of international students. An important part
of marketing the appeal of a regional experience, whichhas been overwhelmingly positive on most

fronts based on the data from this study, is getting information to students. Understanding these
platforms of communication willgreatly benefit the outreach programs of regional universities and
other institutions looking to increase their numbers of international students.

Conclusions
To conclude,the research conducted in this study intended to understand the factorsthat influence
international student choice to study at regional Australian universities, and furthermore the
perceived benefits of a regional study experience. Through a qualitative and quantitative case study
approach, our research found that many of these students seek out regional as an influential factor
in university choice and the subsequent experiences of students in regional Australia are generally
positive. Therefore, we identified that although there are areas forregional Australia to invest in
and improve (such as physical infrastructure), the overallproblem areas that affectthe growth of
international student numbers in these locations has to do with failure to properly market and
promote a regional study experience. The suggestions from this report include: utilizing different
outreach methods that include social media and personal networks of international students to
distribute information; capitalizing on the positive or beneficial aspects of a regional experience,
and thus using these to uniquely brand these locations; and lastly, branding universities and
regional locations to compete nationally with major metropolitan areas.

Bibliography
Adler, Emily S., & Clark, R.D. “How It's Done: An Invitationto Social Research.” 3rd ed. Australia:
Wadsworth Cengage Learning, 2008. Print.
Australia. Department of Educationand Training. “International Student Numbers 2015.”
International Research and Analysis. February 2016. Web. 10 Mar. 2016.
Australia. Department of Educationand Training. “International Student Numbers by Nationality
2014.” International Research and Analysis. Feb 2016. Web. 10 Mar. 2016.
“Australian Social Trends December 2011: International Students.” Australian Bureau of Statistics.
Catalogue No. 4102.0. 2011. Web. 05 May 2016.
Eisenhardt, K.M. “Building Theories from Case Study Research”. TheAcademyof Management
Review14.4 (1989): 532–550. Web.
Hare, J.“Prestige Paysin Race forStudents.” The Australian, p. 3. Web. 03 Mar. 2016.
“Higher Education and Research Facts and Figures.” Rep. Universities Australia. Nov. 2015, p. 1-43.
Web. 03 Mar. 2016.
“International Student Numbers Hit Record High.” Ballarat Courier, p. 11. 03 Mar. 2016.
Web.
“International Students in the U.S: Fast Facts” Rep. Institute of International Education,
2015. Web. 03 Mar. 2016.
“International Students and Scholars Enrolment & Statistical Report.” Rep. West Lafayette:
Purdue University, 2015. Web.
NAFSA. “Mission, Vision, Values.” www.nafsa.org.Web. 03 Mar. 2016.

NAFSA. "The History of NAFSA: Association of International Educators." www.nafsa.org.
Web. 03 Mar. 2016.
“NSW Universities: International Student Barometer 2014 Local Comparisons.” Rep. i-Graduate
International Insight. 2014, 1-8. Web. 05 May 2016.
Nyland, C., Forbes-Mewett, H., & Hartel, C. J. (2013). “Governing the International
Student Experience: Lessons from the Australian International Education
Model.” Academy Of Management Learning & Education, 12(4), 656-673. Web.
Teekens, H. "Imbalances in Mobility and Higher Education Development."NAFSA. Nov.
2014. Web. 03 Mar. 2016.
The Guardian. "Top 20 Countries forInternational Students." July 2014. Web. 03 Mar. 2016.
“The RUN:Summary of International Student Experience 2014.” i-Graduate International Insight.
Rep. 1-8. Oct.2014, 1-8. Web. 05 May 2016.
Urban, E., & Palmer, L. B. (2016). “International Students' Perceptions of the Value of
U.S. Higher Education.” Journal of International Students, 6(1), 153-174. Web.
United States. U.S. Department of Education.“Succeeding Globally Through International Education
and Engagement.” Nov. 2012: 1-22. Web. 03 Mar. 2016.
Winchester, H. & Brett K. “Bright Futures: International Education in Regional Australia.” i-
Graduate International Insight: 1-28. Oct2014. Web. 05 May 2016.

Appendix A: Focus Group Information Sheet
Focus Group Participant Information Sheet
Researcher:
PrimaryResearcher:JessicaWilliams
InstitutionalSupervisors:Marshall Clark& TomO’Brien
Undergraduate Student,Collegeof ArtsandSciences
AustralianNational InternshipsProgram(ANIP)
AustralianGovernmentDepartmentof EducationandTraining
Project Title:Regional AustralianUniversities:AnInternational StudentPerspective
General Outline ofthe Project:
 Descriptionand Methodology:Thisprojectwill investigate the unique factors thatinfluence
international studentchoice tostudyatregional Australianuniversities. Identifyingthesefactors
will highlightthe perceivedbenefitsandbarriersof a regional studyexperience. Participantswill
take part in twosmall focusgroupsof internationalstudents.
 Participants: Approximately4-6international studentsstudyingatregional Australian
universities.
 Use of Data and Feedback:The data collectedinthisresearchwill be publishedinareportfor
the AustralianNational InternshipsProgram(ANIP) andusedbythe AustralianGovernment
Departmentof EducationandTraining.
Participant Involvement:
 Voluntary Participation& Withdrawal:Participationinthe focusgroup isvoluntary and
participants maydecline totake partin or withdraw withoutprovidinganexplanationatany
time until the workispreparedforpublication.Giventhe nature of focusgroups,isolatingand
removingindividual contributionsmaybe difficultorimpossible,sostudentswill be askedto
bearthis inmindbefore agreeingtoparticipate.Participantsmayrefuse toansweranyquestion
duringthe focusgroup.
 What doesparticipation in the research entail? Take part in small focusgroupof 4-6
international students.Focusgroupswill be audio-recordedandtranscribedforanalysis,
howevertranscriptswillnotbe providedtoparticipants.A shortreview of the discussionwill be
reiteratedafterthe focusgrouphasbeencompleted,andfeedbackfromstudentsis
encouraged.The recordingswillbe usedasqualitativedataandcan be accessedbyparticipants
afterthe report ispublished.
 Location and Duration: The focus groupswill be conductedinperson,at a meetingroom
providedbythe Departmentof EducationandTraining.Itwill take approximately45minutes-1
hour to complete.
 Risks: Thisresearchspecificallytargetsculturallyandlinguisticallydiverse international
students.The researcherhasconsideredthe risksof cultural sensitivityandparticipant

identificationbydesigningpromptquestionsobjectivelyand optingtochange all names of
participants in the final report unlessotherwise advised.
 Benefits:While itisunlikelythat internationalstudents willpersonallybenefitfromparticipating
inthese focusgroups,we expectthe information collectedtohelpinformnewpoliciesand
initiativesforthe AustralianGovernment Departmentof EducationandTraining and
participatinguniversities.
 Implicationsof Participation:The data fromthisquestionnairewillbe usefulinthe contextof
the DepartmentandEducationand Training’ssoontobe releasedNationalStrategyfor
International Education.A keygoal of the Strategyis to increase the numberof international
studentsstudyinginregionalAustralia.
Confidentiality:
 Confidentiality:Itisimpossible to guarantee complete confidentialityaboutinformationthatis
discussed infocusgroups.Students will be askedto bearthisinmindbefore answering any
questionstoensure thatsensitive orpersonal informationdoesnotleave the group.Inthe case
that membersof the groupknow each other,studentswillbe advisedto refrainfrommaking
statementsof aconfidential nature orthatare defamatoryof anyperson. Full nameswillnotbe
publishedinthe reportandwill be changedunlessexplicitlytoldotherwise,howeverstudent
nationalitywill be indicatedwhere necessary. Confidentiallywill be protectedasfaras the law
allows.
Data Storage:
 Where:All primarymaterials,records,data,andconfidentialityformswill be collected,
transcribed,andstoredthroughthe AustralianGovernment Departmentof Educationand
Training.Research will be documentedonthe secure computerprovidedbythe Department
and staywithinthe parametersof the workplace.Departmentsupervisorsare responsible for
keepingdataproperlystoredandprotected.
 How long: The data collectedfromthe focusgroupswill be storedforatleastone yearfrom the
date of publication.
 Handling ofData followingthe requiredstorage period: At the endof the storage period,the
data collectedfromthe focusgroupswill be archivedorusedforfuture researchprojectswithin
the AustralianGovernmentDepartmentof EducationandTraining.The focusgroupresultswill
provide insightforfuture researchpertainingtoregional international studentsinAustralia.This
isespeciallyimportantasthe National StrategyforInternational Educationcontinuestodevelop
and evolve.Archivingorre-usingthisdatawill notexposeparticipantsorpose anyadditional
risks.
Queriesand Concerns:
 Contact Details for More Information: For informationaboutthisresearch,please feel free to
contact JessicaWilliamsatU5960846@anu.edu.au or Tom O’Brienat
tom.obrien@education.gov.au

Ethics Committee Clearance:

The ethical aspectsof thisresearch have beenapprovedby the ANUHuman ResearchEthicsCommittee
(Protocol 2016/182). If youhave any concernsor complaintsabouthow thisresearchhasbeen
conducted,please contact:
EthicsManager
The ANU Human ResearchEthicsCommittee
The AustralianNational University
Telephone:+61 2 6125 3427
Email:Human.Ethics.Officer@anu.edu.au

Appendix B: Human Ethics Approval
From: aries@anu.edu.au <aries@anu.edu.au>
Sent:Monday,April 11, 2016 3:47:15 PM
To: u5960846@anu.edu
Cc: Human.Ethics.Officer@anu.edu.au;Marshall Clark
Subject:HumanEthicsProtocol 2016/182
THIS IS A SYSTEM-GENERATED E-MAIL.PLEASE DO NOT REPLY. SEE BELOW FOR E-MAILCONTACT
DETAILS.
Dear Ms JessicaWilliams,
Protocol:2016/182
ANIPResearchPaperonInternational EducationinRegional Australia:Whatfactorsinfluence student
choice to studyinregional Australia,andwhatare the perceivedbenefits/barriersof aregional
experience?
I am pleasedtoadvise youthatyourHuman Ethicsapplicationreceivedapproval bythe Chairof the
HREC on 8 April 2016.
Chair'sComments8/4/2016:
Approved.Canyouplease addthe line "Confidentialitywill be protectedasfaras the law allows"tothe
confidentialitysectionof the informationsheet.
For yourinformation:
1. Underthe NHMRC/AVCCNational StatementonEthical ConductinHumanResearchwe are required
to followupresearchthatwe have approved.
Once a year(or soonerforshortprojects) we shall requestabrief reportonany ethical issueswhichmay
have arisenduringyourresearchor whetheritproceededaccordingtothe planoutlinedinthe above
protocol.
2. Please notifythe committee of anychangestoyour protocol inthe course of yourresearch,and when
youcomplete orcease workingonthe project.
3. Please notifythe Committee immediatelyif anyunforeseeneventsoccurthatmightaffectcontinued
ethical acceptabilityof the researchwork.
4. Please advise the HRECif youreceive anycomplaintsaboutthe researchwork.
5. The validityof the currentapproval isfive years'maximumfromthe date shownapproved. Forlonger
projectsyouare requiredtoseekrenewedapproval fromthe Committee.
All the bestwithyourresearch,

Human EthicsOfficer
ResearchIntegrity&Compliance
ResearchServicesDivision
Level 2,Birch Building36
Science Road,ANU
ActonACT 2601
T: 6125-3427
E: human.ethics.officer@anu.edu.au
W: https://services.anu.edu.au/research-support/ethics-integrity

Appendix C: Questionnaire Information Sheet
Survey Participant Information Sheet
Researcher:
PrimaryResearcher:JessicaWilliams
InstitutionalSupervisors:Marshall Clark & TomO’Brien
Undergraduate Student,Collegeof ArtsandSciences
AustralianNational InternshipsProgram(ANIP)
AustralianGovernmentDepartmentof EducationandTraining
Project Title:Regional AustralianUniversities:AnInternational StudentPerspective
General Outline ofthe Project:
 Descriptionand Methodology:The research in thisprojectwill investigate the unique factors
that influenceinternational studentchoice tostudyatregional Australianuniversities.
Identifyingthesefactors will highlightthe perceivedbenefitsandbarriersof a regional study
experience. Participantswill completeanonline questionnaire distributedviaemail.
 Participants: Approximately50-100 internationalstudentsstudyingatregional Australian
universities.
 Use of Data and Feedback:The data collectedinthisresearchwill be publishedinareportfor
the AustralianNational InternshipsProgram(ANIP) andusedbythe AustralianGovernment
Departmentof EducationandTraining.
Participant Involvement:
 Voluntary Participation& Withdrawal:Participationinthissurvey isvoluntaryand participants
may decline totake partin research withoutprovidinganexplanationatanytime until the data
issubmittedtothe researcher.Shouldstudentswithdrawduringthe survey,theirdatawill be
not be recordedor used.
 What doesparticipation in the research entail? Completionof ashort online questionnaire.
 Location and Duration: The questionnairewillbe conductedonline andshouldtake
approximately15-20 minutestocomplete.
 Risks: Thisresearchspecificallytargetsculturallyandlinguisticallydiverse international
students.The researcherhasconsideredthe risksof cultural sensitivityandparticipant
identificationbydesigningquestionsobjectivelyandmakingthe questionnaire anonymous.
 Benefits:While itisunlikelythat internationalstudents willpersonallybenefitfromparticipating
inthis questionnaire,we expectthe information collectedto helpinformnew policiesand
initiativesforthe AustralianGovernment Departmentof EducationandTraining and
participatinguniversities.
 Implicationsof Participation:The data fromthisquestionnairewillbe usefulinthe contextof
the DepartmentandEducationand Training’ssoontobe releasedNationalStrategyfor
International Education.A keygoal of the Strategyis to increase the numberof international
studentsstudyinginregionalAustralia.

Exclusioncriteria:
 Participant Limitation:Participantsenrolledatthe regional universitiesparticipatinginthis
questionnaire butwhoare attendingclassesatnon-regional campuseswill be excludedfrom
thisresearch.
Confidentiality:
 Confidentiality:Confidentiallywillbe protectedasfaras the law allows.Studentnameswill not
be gatheredandall personal informationcollectedfromthe questionnaire will remain
anonymous.Because the datawill be publishedasbulkstatisticsfromall participating
universities,thirdpartyidentificationisnotlikely.Boththe primaryresearcherandthe
AustralianGovernmentDepartmentof Educationwill have accesstoresultsfromthe
questionnaire.
Data Storage:
 Where:All primarymaterials,records,data,andconfidentialityformswill be collected,
transcribed,andstoredthroughthe AustralianGovernment Departmentof Educationand
Training.Research will be documentedonthe secure computerprovidedbythe Department
and staywithinthe parametersof the work place.Departmentsupervisorsare responsible for
keepingdataproperlystoredandprotected.
 How long: The data collectedfromthe questionnaire will be storedforatleastone yearfrom
the date of publication.
 Handling ofData followingthe requiredstorage period:At the endof the storage period,the
data collectedfromthe questionnaire will be archivedorusedforfuture researchprojects
withinthe AustralianGovernmentDepartmentof EducationandTraining.The questionnaire
resultswill provide insightforfuture researchpertainingtoregional international studentsin
Australia.Thisisespeciallyimportantasthe National StrategyforInternational Education
continuestodevelopandevolve.Archivingorre-usingthisdatawill notexposeparticipantsor
pose any additional risks.
Queriesand Concerns:
 Contact Details for More Information: For informationaboutthisresearch,please feel free to
contact JessicaWilliamsat U5960846@anu.edu.au or Tom O’Brienat
tom.obrien@education.gov.au

Ethics Committee Clearance:
The ethical aspectsof thisresearch have beenapprovedbythe ANUHuman ResearchEthicsCommittee
(Protocol 2016/182). If youhave any concernsor complaintsabouthow thisresearchhasbeen
conducted,please contact:
EthicsManager
The ANU Human ResearchEthicsCommittee
Telephone:+61 2 6125 3427
Email:Human.Ethics.Officer@anu.edu.au

Appendix D: Survey Questions
Regional Australian Universities:
An International Student Perspective
PreliminaryQuestions –
Building a profile of international students at regional universities:
1. What is yourage?
2. What is yourgender?
3. From which country did you come to Australia?
4. How long have youlived in Australia as an international student?
5. At which Australian university are youenrolled?
6. What do you currently study at this university?
7. What of the followingcategories best describes your current study status (undergraduate,
graduate, exchange, etc.)?
8. In what city are yourclasses conducted?
Student ExpectationsandExperiences –
Identifying the factors that influence student choice and the perceived benefits/barriers of a
regional study experience for international students:
Forced multiple choiceand scale questions (e.g. very satisfied to very unsatisfied)
9. To what extent did regional locationinfluence your choiceof university?
10. For each of the factors below,please indicate the level of influence it had on yourchoice to
study in regional Australia (personal safety, university reputation, program of study, cost of
living, unique cultural experience, developing English as a second language,
social/community engagement, etc.)?
11. How have youfound the cost of living as an international student?
12. How satisfied are you withyour living arrangements or student accommodation?
13. How useful have you foundthe resources that are available to international students (e.g.
support services, student counselling)?
14. How oftendo youuse public transportation?
15. How oftenare you able to connect withpeople from home?
16. How oftenare you able to practice English as a second language?
17. What statement most accurately describes your interaction with Australian students?
18. How likely are youto attend community events coordinated outside the university?
19. Overall, how would youdescribe your regional experience?

Appendix E: Written Consent
WRITTEN CONSENT for Participants
Regional Australian Universities: An International Student Perspective
I have readand understoodthe InformationSheetyouhave givenme aboutthe researchproject,andI
have had anyquestionsandconcernsaboutthe project
(listedhere)
addressedtomysatisfaction.
I agree to participate inthe project. YES☐ NO ☐
I agree to thisinterview beingaudio-recorded. YES☐ NO ☐
I agree to be identifiedinthe followingwaywithinresearchoutputs:
Full name YES ☐ NO☐
Pseudonym YES ☐ NO☐
No attribution YES ☐ NO☐
Signature:…………………………………………….
Date:………………………………………………….

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