ISANA NZ supports the role of the Education (Pastoral Care of the International Students) Code of Practice. It partners with NZQA and other international education stake-holders to champion practices that protect international students, enable their social connections and enrich their experience.
For ISANA NZ there is a critical difference between providing key Code of Practice advice and communicating key Code of Practice advice. We encourage education providers to focus on effective communication not just the provision of information; otherwise, the giving of information to students may be viewed as sufficient irrespective of whether students understand the content. If this view prevails then the Code of Practice becomes redundant.
ISANA NZ professional development workshops focus on developing the specialised knowledge and skills to deliver Code of Practice Outcomes (esp. 5, 6 & 7). This critical for valid self-reviews. Attention is given to How to strategies for effectively advising and supporting students rather than the technical What details, i.e. interpretations of individual clauses or amendments.
Intercultural competence models provide useful points of reference for educators, orientation providers and student services who operate with limited budgets and compressed programmes.
Darla Deardorff’s Process Model of Intercultural Competence (2006) provides an excellent framework for critically reviewing your engagement with students. The Attitudes, Knowledge and Comprehension, Internal Outcomes and External Outcome components define ‘effective and appropriate communication and behaviour in an intercultural situation’.
The Hofstede Insights website provides an excellent tool that allows education providers to identify and compare cultural values, e.g. New Zealand values compared with Chinese values. This enables education providers to support student adjustment to a different cultural environment (CoP 28 c iii). See the Cultural values task
The CI model for intercultural contact is specifically designed for informing and supporting new international students in New Zealand. The model introduces three interdependent concepts: Cross-disciplinary Inquiry, Comprehensible Input and Collaborative Intervention. Within each concept three domains are identified to form three three-legged stools that offer a framework for understanding and responding to the different stages of the international student experience. See the CI model
The above models emphasise the first-order principle of working back to the students themselves and developing practices according to their prior knowledge, perceptions, abilities and aspirations. Diagnostic testing, formative assessment tasks, exit quizzes and self-appraisal schema are invaluable tools for checking the efficacy of delivering Code-related information. See Self appraisal of pastoral care
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