CQU has around 10,000 international students – many who face homesickness, loneliness and disorientation – yet only a few dozen from each campus cohort are falling through the cracks and dropping out each term.

An internal report from CQU’s Australian International Campus operation has mapped the challenges and success rates for retention at the Sydney, Melbourne, Brisbane and Gold Coast campuses.

The report notes that international students are more ‘at risk’ of dropping out as they leave their families, communities and cultural links behind.

They often face differences in language, education styles, foods, weather, customs, immigration regulations and the stress of family expectations to succeed.

The report notes that “many international students live alone and due to cultural background and values or shyness, find it difficult to make friends and meet new people, thus they are placed at risk of becoming alienated, lonely and targets for unscrupulous predators”.

“International students tend to work odd hours in the most ‘at risk’ areas of employment: taxi driving, 24-hour supermarkets and service stations,” the report notes.

It includes the case study of one student who was robbed and beaten three times within a six-week period driving a cab. He became agoraphobic and needed counselling just to return to the campus.

CQU’s retention success is built around good orientation programs, ongoing support and early identification and intervention for those at risk of dropping out.

Deputy Vice-Chancellor Professor Jim Mienczakowski said the efforts of staff involved in student services, learning skills and retention had been integrated for maximum benefit.

“These roles involve supporting general and academic staff in the areas of student welfare and academic services, immigration compliance and Visa issues and helping provide each individual with optimum support in terms of well-being and academic progress,” he said.

Deputy Vice-Chancellor Professor Jack Wood said students failing more than half their subjects were invited to an interview to seek solutions. If their problems were ongoing, they could be monitored and offered ongoing counselling in small group or individual settings.

Students were interviewed before enrolling so their situation could be analysed and they could discuss support and monitoring strategies.

Professor Wood said the learning skills unit was assisting more than 600 students each week with essay and report advice, assignment structures and planning, referencing, understanding of questions, grammar and communication with lecturers.

Student services was providing counselling for personal problems, Visa and immigration queries, employment options, links to services and clubs and grievances.

Retention initiatives included a pro-active orientation program, a new-student lunch, a cultural events calendar, links to sports clubs and multicultural groups, culturally-sensitive counselling and referrals to external welfare agencies.

Some of the students with a record of failing subjects had since become High-Distinction achievers and campus award winners.

Professor Wood said CQU was involved in the Melbourne City Student Safety Committee and was forging similar links in other cities.