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.

These findings illustrate how particular design features of a standards-based assessment system relate to student attitudes and achievement. They also highlight the need for longitudinal research to investigate patterns over time as well as the possible impact of interventions to alter motivation and/or academic task performance.

Tertiary assessment policy and practice address multiple purposes that can both complement and contradict one another. This mixed-method study employing both quantitative and qualitative data builds on the results of a large-scale survey of academic staff and student conceptions of assessment with a follow-up analysis of staff comments, systematic review of institutional policy documents and individual interviews with senior academic managers. Institutional policy patterns are evaluated in light of issues emerging from the survey data as well as the international research literature. Based on the findings, the article concludes with recommendations for the design of quality policy and practice guidelines to ensure that tertiary assessment is manageable, valid, equitable and has the integrity required by stakeholders in higher education institutions.Higher Education Quarterly, 0951-5224

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