International student exchange programs are widely promoted in higher education as a means of developing desirable intercultural skills and understanding among students. This multimethod study employed data from student surveys, tertiary institution case studies, and interviews with key stakeholders to identify factors that inhibited or promoted the uptake of international exchange programs among New Zealand students. These factors include the development of early understanding of the benefits of studying abroad; ongoing support to students; social, cultural, and linguistic capabilities; and how effectively overseas study was integrated into student degree programs. Implications of these findings for exchange programs in general are discussed in the context of future strategic development of expanded, more diverse opportunities for study overseas.

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The recruitment of Asian students into western universities has highlighted the debate about commercialisation of education, academic standards and the role of culture and language in approaches to learning. This article investigates Chinese students' perceptions of how two typical examination formats (multiple choice and essay) affect their learning. A survey with follow-up interviews indicates that Chinese students generally approach assessment using deep approaches to learning regardless of examination format. Chinese students report using memorisation, not as a surface approach to learning but as a strategy for overcoming the challenges of assessments in English as a second language and for developing understanding. For Chinese learners, both essay and multiple-choice examination questions have the potential to engage them in deep approaches to learning provided students are given the opportunity to align perceptions of assessment tasks with the complexity of the questions through practice and feedback. Implications for institutional assessment policy and for staff working with international students are discussed.

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