Success Factors and Barriers in School Provision for International Students

Success Factors and Barriers in School Provision f…
01 Aug 2013

In 2012, 14 percent of primary and intermediate schools and 62 percent of secondary and composite schools enrolled international students. Enrolments in 2012 were 15, 645, lower than the 20, 935 enrolled a decade earlier. Primary and intermediate school enrolments had declined more than secondary.

This small study for Education New Zealand looks at the drivers, success factors and barriers for New Zealand schools in relation to the recruitment of international students. It analyses national data to show patterns of enrolment 2003 to 2012, and the experiences and views of a cross section of 19 schools.

Main findings include:

  • Schools value both the additional income that international students bring, and theirwidening of New Zealand students’ cultural experiences.
  • High decile schools are most likely to attract international students and to have reboundedback since 2006, when enrolments were at their lowest.
  • Quite a few schools have enrolled fewer than 10 international students over the whole ofthe last 10 years.
  • Our estimate of the numbers likely to have been consistently recruiting international students and be currently interested in recruiting them is
    • 257 secondary or composite schools (52% of New Zealand total)
    • 61 intermediates (50% of New Zealand total)
    • 274 primary schools (14% of New Zealand total).
  • Four things appear key to school recruitment of international students:
    • Word of mouth – positive experiences of students, families, agents.
    • Agents
    • Relationships
    • School location.

Primary schools are most reliant on agents and word of mouth, with little ability to invest intheir own marketing or school development. Intermediates are more active in theirmarketing, and development of relationships; they are also dependent on one or a fewagents. They are keen to diversify the countries they recruit from. Secondary schools aremore actively involved, and less reliant on a single agent or small number of agents. Mostschools would welcome more government support for more targeted relationship development and to work more collectively.

Page last modified: 15 Mar 2018