As the number of international students in Australia reaches approximately 450,000, a significant portion of this cohort finds themselves grappling with unforeseen challenges that test their resilience and integrity. While Australian universities are esteemed and their credentials highly valued, many international students encounter hurdles related to housing, exploitation at work, migration subversions, and intense pressure to succeed academically. These difficulties have led some students to resort to nefarious practices such as academic dishonesty and cheating.
The rising cost of living and accommodation emerges as a prominent issue for international students. Inflated rental prices, which have increased by over 10% in Sydney and nearly 10% in Melbourne, have placed these students under significant financial strain. In response, some students resort to subletting single rooms to reduce costs, despite breaching building safety codes and compromising their well-being.
To manage their financial burdens, many international students work full-time, often exceeding the recommended limit of 20 hours per week. However, this impacts the time they can dedicate to their university assessments, potentially affecting the quality of their work. Additionally, reports indicate that international students frequently face exploitation in the workplace, including underpayment, excessive hours, and coercion. Fearful of reprisals and visa cancellations, students often hesitate to report such issues, further compromising their well-being.
Migration subversions add another layer of complexity to the experiences of international students. Misleading advertisements in various nations offer false promises regarding English-language test preparation, funding and loan support, accommodation assistance, ongoing academic support, and even promises of obtaining Permanent Residency (PR) status. Some international education agents, in collaboration with general practitioners (GPs), have been found to move international students from recognised universities or TAFE institutions to less reputable private educational providers, primarily to increase their own fees. Such actions directly impact affected international students, who end up paying more for an education that may not meet their expectations.
Moreover, the pressure to pass courses weighs heavily on all international students. While it is a requirement for their student visa, it is also an expectation from families who send and support their children abroad in search of better academic opportunities. While the majority of students manage this pressure admirably, a minority (up to 20% by some estimates) resort to contract cheating and academic dishonesty. These actions are often attributed to various factors, including family pressure, the high cost of living, difficulties adjusting to a new environment, and insufficient support from universities.
Unfortunately, some international students who engage in contract cheating also resort to the use of the “race card” to deflect attention from their academic deficiencies. In cases where students are questioned about their work, they may falsely allege racism, hindering the investigation into their integrity and potentially damaging the reputation of academics and academic institutions. Such behaviour is vexatious and raises concerns about academic integrity and the credibility of qualifications.
In conclusion, the choice made by most international students to pursue higher education in Australia is commendable, considering the numerous difficulties they face. However, these students often encounter vulnerabilities within the system that require systemic changes. Issues related to housing, accommodation, work exploitation, migration subversions, and the intense academic pressure necessitate attention and support. By addressing these concerns, the education system can better serve the needs of international students and protect them from unscrupulous practices. Simultaneously, it is crucial to emphasise integrity and discourage academic misconduct, fostering an environment conducive to a quality education for all.
(The views expressed are those of the author’s. Mohan Dhall is a Lecturer in Education at UTS, the CEO of the Australian Tutoring Association (ATA) and the Global Professional Tutors Association (GPTA). He is also a Chartered Manager and Fellow of the Institute of Managers and Leaders)
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