Context and outcomes of intercultural education amongst international students in Australia

Developing TESOL teacher intercultural identity: An intercultural communication competence approach

“…Teachers guide their students to critically analyze various differences between their first language and second language in context and approach various cultural differences positively, viewing each language and culture as a unique heritage. Australian TESOL education providers, particularly TESOL teachers, are accountable for the creation of socialization opportunities to help address the key issues (e.g., insufficient English communicative competence, poor problem‐solving skills) international students face (Zevallos, ). Taken as a whole, TESOL teachers are working as intercultural communicators, practitioners, and ambassadors for millions of ESL/EAL learners.…”

A reflection on future directions: Global international and intercultural competencies in higher education

“…The role of higher education is rapidly evolving; in response to persistent globalization, desired student learning outcomes have shifted to increasingly emphasize competencies tied to success in a diverse and interconnected economy (Di Pietro, 2015; Huang, 2013). It is considered one of the primary goals of graduate programs across the globe that students are prepared for a globalized world (ACE, 2011; Di Pietro, 2015; Huang, 2013; Knight, 2004; Zevallos, 2012). Hence, in order to be competitive, higher education must promote and succeed in supporting students’ successful learning of numerous relevant competencies (Zevallos, 2012).…”

“…It is considered one of the primary goals of graduate programs across the globe that students are prepared for a globalized world (ACE, 2011; Di Pietro, 2015; Huang, 2013; Knight, 2004; Zevallos, 2012). Hence, in order to be competitive, higher education must promote and succeed in supporting students’ successful learning of numerous relevant competencies (Zevallos, 2012). As discussed in this special issue, these may be broadly described as Global, International, and Intercultural (GII) competencies; to integrate this learning into educational programs, the institutions must implement GII learning opportunities, including pedagogical practices and assessments throughout the process of achieving academic goals.…”

The shifting labour market position of international graduates in Australia

“…This biennial survey was carried out between 1973 and 2010 with a focus on those graduates who completed a bachelor or a master's degree in a science, engineering or health discipline in the last two to three years, and were located in United States on the survey reference date (National Science Foundation 2013). Zevallos 2012). The following section establishes the context for analysis by summarising key policy developments relating to the retention of international graduates in Australia, followed by a review of existing literature on their experiences in the Australian labour market.…”