The Level of Satisfaction and Experience of International Students - Research Paper Example

HOHO Company 888 Queen Street BRISBANE 4000 (07) 8888 8888 09 January Mrs. Elizabeth McDade Director QUT International College P Block Kelvin Grove Victoria Park Road Brisbane QLD Dear Mrs. McDade I have enclosed the report HOHO has prepared at your request. The research is aimed at establishing the level of satisfaction and experience of international students of QUT International College on behalf of the management. This information is important for the management to make improvements on the support services currently offered to international students regarding financial issues. I authorized the research on 09 January 2015. 20 paper-based questionnaires were used to collect the data, consisting of 11 closed questions and one open-ended question.it was established that international students are not receiving adequate support from the institution with regard to several issues such as physical and electronic barriers to accessing support services. QUTIC should increase their contact with the students such as increasing Blackboard links to relative information and providing instant chat services. If you might have any questions on the report or would like to discuss the conclusions, please feel free to contact me Yours sincerely Enc: QUTIC Insurance and Banking Support Services Investigation Client: Mrs. Elizabeth McDade Director QUT International College Researcher: 10 January 2015 Abstract This report explores the level of satisfaction and experiences of international students at QUTIC, with regards to insurance and banking support services offered at the campus. It is important that the management of QUT International College have this information so that they can better support international students concerning their financial issues. The data is obtained through 20 questionnaires, including 11 closed and one open question. The major findings are that students require more support from the institution as far as financial issues are concerned. Recommendations have also been suggested on how to overcome the barriers, including initiating financial assistance talks and making support services more accessible for international students. Contents Abstract ii Contents iii List of Tables iv List of Figures iv 1.0 Introduction 1 1.1 Background 1 1.4 Scope 2 2.1 Banking services preferred 3 2.1.1 Findings 4 Students were asked to choose between four banking and insurance services that they would prefer to have as a mobile application if QUT were to develop one. As evident from the chart above, 8 out of 20 respondents would prefer to have a mobile application that enabled them to make claims on Overseas Student Health Cover (OSHC).  4 2.1.2 Conclusions 4 It can be concluded that making claims on the health cover is a difficult experience hence international students would appreciate having it on their mobile phones to make such transactions easier. Making the claims is a common practice since it is mandatory to have OSHC (Department of Immigration and Border Protection 2014, para 1). Students would prefer the convenience of making the transaction through their mobile phones as compared to the already established procedures. 4 2.2 Financial Assistance Talk 4 2.2.1 Findings 5 2.3 Preferred Way of Getting Support 6 2.3.1 Findings 6 2.4.1 Findings 7 2.4.2 Conclusions 7 2.5 Electronic Barriers 9 2.5.1 Findings 9 2.5.2 Conclusions 9 3.0 Recommendations 10 List of Tables Table 1: Course levels of respondents 2 List of Figures Figure 1: Banking services students would prefer on a mobile application 3 Figure 2: Extent to which international students would want establishment of a finance assistance talk………………………………………………………………………………………….5 Figure 3: Preferred ways of getting financial support……………………………………...7 Figure 4: Physical barriers to seeking assistance…………………………………………...8 Figure 5: Electric barriers to accessing services……………………………………………9 1.0 Introduction 1.1 Background QUT International College is an affiliate of the Queensland University of Technology and provides various academic programmes to international students. On 18th December, Mrs Elizabeth McDade, Director, QUT International College met with representatives from HOHO to discuss the need for improving banking and insurance support services to international students. HOHO would investigate the opinions and experiences of 20 Indian students regarding the efficiency, usefulness, accessibility and challenges faced while seeking insurance and banking support services. It was agreed that a report with recommendations was to be submitted on 25th December, 2014. 1.2 Objectives The intent of this study is to provide information on the level of satisfaction and other issues that international students face when accessing insurance and banking services. Using this information, measures can be taken to improve the overall quality of service. 1.3 Methodology First, we identified the research topic and formulated a questionnaire. The questionnaire was distributed to 20 QUTIC Indian students taking different courses as shown in Table 1. Subsequently, the data was collected and analysed, from which conclusions were made, recommendations suggested, and a report prepared to be submitted to the client on the agreed date Respondents Course 1 Diploma 2 Diploma 3 Diploma 4 Diploma 5 Diploma 6 EAP 7 Diploma 8 Foundation 9 Diploma 10 Diploma 11 Diploma 12 Diploma 13 Diploma 14 EAP 15 Diploma 16 EAP 17 Foundation 18 Diploma 19 Foundation 20 Diploma Table 1: Course levels of respondents 1.4 Scope The research was restricted to banking and insurance services offered to international students at QUTIC. Data for the research was obtained from the 20 questionnaires and other secondary sources including journal articles, books and websites. In the report, only the significant data (questions 4, 6, 8, 10 and 11) was analysed. The study faced a few limitations including time and resource constraints and lack of a larger sample which would be more representative of the study population. 2.0 Findings and Conclusions 2.1 Banking services preferred Figure 1: Banking services students would prefer on a mobile application 2.1.1 Findings Students were asked to choose between four banking and insurance services that they would prefer to have as a mobile application if QUT were to develop one. As evident from the chart above, 8 out of 20 respondents would prefer to have a mobile application that enabled them to make claims on Overseas Student Health Cover (OSHC).  2.1.2 Conclusions It can be concluded that making claims on the health cover is a difficult experience hence international students would appreciate having it on their mobile phones to make such transactions easier. Making the claims is a common practice since it is mandatory to have OSHC (Department of Immigration and Border Protection 2014, para 1). Students would prefer the convenience of making the transaction through their mobile phones as compared to the already established procedures. 2.2 Financial Assistance Talk Figure 2: Extent to which international students would want establishment of a finance assistance talk 2.2.1 Findings Given a rate of 1 to 5 where 1 represents ‘Strongly Agree’, respondents were asked to what extent they would want QUTIC to establish a talk during orientation week explaining to them about the Student Financial Assistance Scheme. A majority of the respondents agreed as can be seen from the chart above (5 strongly agree, and 8 agree). 2.2.2 Conclusions International students are faced with the difficulty of adapting to new environments. Such a talk would be beneficial to such students, especially those who pay for their tuition and/or daily expenses. Financial problems have been shown to adversely affect students learning capacity; hence knowledge of this scheme would help to prevent instances of poor performance (Willingham 2012, p.33; Pérez-Peña 2012, para 1). 2.3 Preferred Way of Getting Support Figure 3: Preferred ways of getting financial support 2.3.1 Findings On a 5-point Likert scale, participants were enquired to rank the various ways in which they would prefer to get support from banking and insurance support services. As shown in the above chart, most international students (9 out of 20 respondents) prefer support through availing Blackboard links to information they are looking for. 2.3.2 Conclusions Based on the data from the chart, international students prefer communication methods that are less time-consuming. Links to relevant information take the shortest time and also require the least effort by the student to attain the information. The trend can be triggered by the fact that most students surf the internet most of the time (Junco 2004, p.162) and so prefer methods that are related to computer use (Anderson 2001, p.21). 2.4 Physical Barriers Figure 4: Physical barriers to seeking assistance. 2.4.1 Findings Participants were asked to rank five possible physical barriers on a Likert scale where 1 represents ‘Strongly Agree’. As shown in the chart above, lack of publicity and language barriers (6 out of 20 respondents each) are the major physical barriers that international students face when seeking assistance from insurance and banking service providers. 2.4.2 Conclusions Lack of publicity is caused by ineffective means of communication thus the students are not aware of the services available for them. Language barriers also pose another challenge since international students are not able to communicate effectively with the local students and service providers (Pearson & Baesley 1996, p.79). Language barriers can also inhibit the social interaction of students and ultimately their academic performance (Poyrazli & Grahame 2007, p.28; Garcia, Roeder & Saleh 2006). 2.5 Electronic Barriers Figure 5: Electric barriers to accessing services. 2.5.1 Findings Out of four options, participants were required to select the most common electronic barrier to accessing services. According to the data from the chart above, the lack of an instant chat service is the major challenge facing international students (12 out of 20 respondents). 2.5.2 Conclusions The availability of instant chat services makes it easier to seek support from service providers on specific problems that the student may be facing. As noted earlier, students spend most of their time online (Sakina, Khalid & Farzana 2008, p.1) and also prefer ways of communication that save time (Rest & Narvaez 2014, p.229). Instant chat services are mostly preferred as compared to other methods of communication such as looking through the FAQs pages of service provider websites. 3.0 Recommendations Based on the conclusions made from the data, HOHO would like to make the following recommendations to QUTIC. 1. Create more avenues for accessing OSHC services, such as mobile applications or direct phone lines (Refer to 2.1.1 Findings and 2.1.2 Conclusions). 2. Provide financial assistance guides to students during orientation week through leaflets, workshops and talks. (Refer to 2.2.1 Findings and 2.2.2 Conclusions). 3. Provide more Blackboard links to relative information. (Refer to 2.3.1 Findings and 2.3.2 Conclusions). 4. Advocate for use of a common language in campus. Also increase awareness of financial assistance schemes. (Refer to 2.4.1 Findings and 2.4.2 Conclusions). 5. Initiate instant online chat services in school website, available for most part of the day. (Refer to 2.5.1 Findings and 2.5.2 Conclusions). 4.0 Bibliography ANDERSON, K. J. (2001). Internet use among college students: An exploratory study. Journal of American College Health, 50(1), 21-26. DEPARTMENT OF IMMIGRATION AND BORDER PROTECTION (2014, August 27). Health Insurance for Students. Retrieved January 9, 2015, from https://www.immi.gov.au/students/health-insurance.htm GARCIA, N., ROEDER, G., & SALEH, F. J. (2006). Language Barriers and the International Community. JUNCO, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58(1), 162- 171. PEARSON, C. L., & BEASLEY, C. J. (1996). Reducing learning barriers amongst international students: A longitudinal developmental study. The Australian Educational Researcher, 23(2), 79-96. PÉREZ-PEÑA, R. (2012, November 14). Financial Worries Pile on Long Before Graduation. Retrieved January 9, 2015, from http://www.nytimes.com/2012/11/15/education/money-troubles-add-to-students- burden-before-graduation-study-finds.html POYRAZLI, S., & GRAHAME, K. M. (2007). Barriers to adjustment: Needs of international students within a semi-urban campus community. Journal of Instructional Psychology, 34(1), 28. REST, J., & NARVAEZ, D. (2014). The college experience and moral development. Handbook of moral behavior and development, 2, 229-245. SAKINA, B., KHALID, M., & FARZANA, S. (2008). Internet use among university students: a survey in University of the Punjab, Lahore. Pakistan journal of library & information science, 2008(9). WILLINGHAM, D. T. (2012). Ask the Cognitive Scientist: Why Does Family Wealth Affect Learning?. American Educator, 36(1), 33-39. Read More