Honouring the lived experiences of individuals pursuing higher education in Aotearoa New Zealand
International Students
as Whole Human Beings
International Students as Whole Human Beings is Chartsiri's master's research project that aims to help raise awareness about Aotearoa New Zealand's higher education system, so that prospective international students can make informed and suitable decisions about pursuing higher education in this country.
About the Project
Executive Summary
Background Context
The Aotearoa New Zealand higher education system consists of institutions historically transplanted from European colonial centres and later shaped by neoliberal reforms since the 1980s [1], [2]. At its foundation, the neoliberal model of education undermines education being a public good to empower whole human beings and the community; instead, higher education is considered as a commodity, and students are treated as customers [3]. In this corporatised system, prospective international students, who can be viewed as "cash cows" [4], may be provided information by government agencies, education agencies, and education providers that prioritise the organisations' profit-seeking interests [5], [6].
Research Aims
Thus, the International Students as Whole Human Beings research project was guided by the primary aim of exploring how prospective international students might be supported in making informed and suitable decisions about pursuing higher education in Aotearoa New Zealand. The project, which was carried out by an international student and thus an insider researcher, also set out to raise awareness about some of the key aspects of the higher education system in this country.
Methodology
Due to the exploratory nature of the project, it focused on qualitative research to gain a rich and in-depth understanding from a smaller sample of participants [7]. However, a mixed methods approach was chosen to leverage the strengths of qualitative and quantitative research [8]. Furthermore, since this project examines a higher education system led by neoliberal policies and neoliberalism, in general, conceptualises humans as material objects [3], [9], a more holistic worldview was considered in the design of this project to provide an alternative perspective. Hence, the decision for this project that is situated in Aotearoa New Zealand to be partially guided by Hautū Waka, an Indigenous framework rooted in mātauranga Māori used for navigating the complexity of systems [10].
This project collected primary quantitative data through an online survey that accepted responses from January to March 2026. Participants could take part in the survey anonymously or confidentially; the confidential participation option was for those who expressed their interest in being interviewed as part of the survey. A total of 45 participants took part in the online survey. Of the 45, 23 identified as former higher education international students and 22 identified as current higher education international students in Aotearoa New Zealand at the time of completing the survey. A limitation of this research is that no prospective international students completed the survey, despite the survey being open to such students.
Another limitation is that participants self-identified as meeting the eligibility criteria, and no verification was conducted. Therefore, some participants may not perfectly meet all the criteria below:
They are a prospective, current, or former international student currently aged 18 or above.
They are considering, pursuing or have pursued at least one year of full-time tertiary education (undergraduate or postgraduate diploma or degree) at a university, polytechnic, private training establishment (PTE), or wānanga in Aotearoa New Zealand.
They pay/paid international student fees.
They require/required a Fee-Paying Student Visa.
Primary qualitative data for this project was gathered from nine one-on-one semi-structured interviews with current and former international students as well as from open-ended responses in the aforementioned survey. The interview participants were from four different higher education providers in Aotearoa New Zealand; thus, the small number of institutions represented is another limitation of this study.
As for data analysis, descriptive statistics was used to present the quantitative findings; the charts showcasing these findings can be viewed in an interactive online data report. In the case of qualitative data, this data was analysed primarily using Braun and Clarke's [7] six-phase reflexive thematic analysis process and extended to consider systems thinking.
Key Findings & Recommendations
The following six themes were generated as a result of the analysis.
Theme 1: Multiple options to consider
Theme 2: Do I feel like I am in control and get to choose?
Theme 3: Who and what is here to help and why?
Theme 4: It depends
Theme 5: Beyond one dimension
Theme 6: A tilted playing field
Details about the characteristics of each theme and selected participant quotes can be found on this project’s website.
To summarise, the findings of this research project suggest that prospective international students may benefit from being encouraged to explore and compare multiple options concerning the study abroad experience, including various education providers, programmes, and sources of information and support.
When deliberating their options, these students may benefit from being given autonomy in their decision-making and from being supported in considering personal factors, such as their goals, preferences, values, and circumstances.
Furthermore, prospective international students may not only benefit from seeking multiple sources of support and information, especially from those with lived experience. These prospective students may also benefit from being aware of the possible financial motivations of individuals and organisations, such as commissions or referral rewards offered to education provider staff, agents, and/or even other students upon their enrolment.
In addition, to accommodate students’ different circumstances, needs, and preferences, support services should be flexible, tailored, and available through multiple formats, channels, technologies, and people of different cultures, ethnic groups, genders, etc.
Support should also recognise international students as whole human beings by providing holistic services and realistic information that covers the multiple dimensions of studying abroad, wellbeing, and life. This means that support should extend beyond academics to encompass other areas, such as financial wellbeing, employment, health, safety, accommodation, social connection, and culture.
Ultimately, however, the responsibility for navigating challenges should not rest primarily on individual international students. Education providers, education agencies, government agencies, and other organisations should examine and address the wider structures, policies, incentives, and inequalities that affect international students’ experiences and perpetuate systemic harm. Therefore, change cannot only occur among individuals and within organisations but must stem from the systems level.
Qualitative Findings
You can interact with the map below by zooming in and out, entering full screen, and/or clicking on certain shapes as per the instructions in the bright green shapes at the top of the map.
Quantitative Findings
References
[1] F. L. Collins, ‘Organizing Student Mobility: Education Agents and Student Migration to New Zealand’, Pacific Affairs, vol. 85, no. 1, pp. 137–160, Mar. 2012, doi: 10.5509/2012851137.
[2] L. T. Smith, Decolonizing Methodologies: Research and Indigenous Peoples, 3rd edn. London, United Kingdom: Bloomsbury Academic & Professional, 2021.
[3] M. Sharifi, ‘What International Students Say Matters: A Critical Ethnography of Internationalisation of Higher Education in Aotearoa/New Zealand’, University of Auckland, 2022. [Online]. Available: https://researchspace.auckland.ac.nz/items/434838f9-2438-4b47-91d6-64143a4081ba
[4] RAIS Collective, Not Your Cash Cow, Not Your Scapegoat: Student Migration and Canadian Universities. Fernwood Publishing, 2026.
[5] I. Y. Huang, Raimo ,Vincenzo, and C. and Humfrey, ‘Power and control: managing agents for international student recruitment in higher education’, Studies in Higher Education, vol. 41, no. 8, pp. 1333–1354, Aug. 2016, doi: 10.1080/03075079.2014.968543.
[6] P.-T. Nikula and J. Kivistö, ‘Hiring Education Agents for International Student Recruitment: Perspectives from Agency Theory’, Higher Education Policy, vol. 31, no. 4, pp. 535–557, Dec. 2018, doi: 10.1057/s41307-017-0070-8
[7] V. Braun and V. Clarke, Thematic Analysis: A Practical Guide. Los Angeles: SAGE, 2022.
[8] C. A. Green, N. Duan, R. D. Gibbons, K. E. Hoagwood, L. A. Palinkas, and J. P. Wisdom, ‘Approaches to Mixed Methods Dissemination and Implementation Research: Methods, Strengths, Caveats, and Opportunities’, Administration and Policy in Mental Health and Mental Health Services Research, vol. 42, no. 5, pp. 508–523, Sep. 2015, doi: 10.1007/s10488-014-0552-6.
[9] B. Davies, ‘The (im)possibility of intellectual work in neoliberal regimes’, Discourse: Studies in the Cultural Politics of Education, vol. 26, no. 1, pp. 1–14, Mar. 2005, doi: 10.1080/01596300500039310.
[10] The Auckland Co-Design Lab, ‘Hautū Waka’. Accessed: Sep. 14, 2025. [Online]. Available: https://www.aucklandco-lab.nz/hautu-waka
