Established in the year 1988, EDENZ College is considered one of the prestigious colleges in Auckland. The main campus is located at the heart of Auckland city and the other campuses finds their presence in Airedale Street and Mt. Eden among others. The college has achieved accolades and glory by providing quality education to the students for their career establishment (Edenz.ac.nz, 2017). Being one of the part of education industry, EDENZ college takes pride in offering the students with wide variety of courses for enhancing and upgrading their preconceived knowledge, skills and expertise. The students are provided with the opportunity to enroll themselves in the fields of digital media, Film, English language teaching, Business and technology among others. Along with this, the students are provided with a congenial atmosphere, where they can grasp the unexplored realms of knowledge (Edenz.ac.nz, 2017).
The College envisions enhancing and upgrading the quality and standards of education, so as to take the students much closer to their academic establishment. For this, the administration authorities have indulged in joint ventures with the stakeholders, shareholders and agency partners. The caring and understanding attitude of the professors encourage and motive the students to improve their performance. The cross cultural diversity prevails within the college premises, which projects the enriched presence of equality (Edenz.ac.nz, 2017).
Violation of the college norms regarding the staff approach and attendance of the students exposed IANZ college to hand over the business to EDENZ. These issues spoilt the hard earned reputation, the major drive of which was the incapability of the students and officials to abide by the norms. Maintenance of consistency in this non-compliance necessitated the need for courtly intervention and media coverage, which correlate with the term “bad publicity” (Radionz.co.nz, 2017).
As compared to the intensity of the issue, the date of occurrence acquires less importance. The media coverage of the issue made the whole nation aware of the latest actions undertaken by one of the prestigious colleges, such as, EDENZ. As a matter of specification, 300 foreign students were deported (Newshub.co.nz, 2017). The incident took place immediately after EDENZ took charge from IANZ. Under such situation, the managers decided to make the students sit in an exam, which would determine the reality of the deportation issue. Miscommunication, rather absence of communication adds to the uncertainty, within which the college students have been entrapped.
At the first instance, deportation projects interplay with the basic rights that the students possess regarding obtaining free and elementary education. Adopting this step at the college level by the administrative authorities can be considered as an intervention in their career establishment through the application of rationality and maturity (Wright & Horst, 2013).
The number 300 signifies the approach of the college authorities regarding the future of the students. This approach nullifies the vision and mission of EDENZ College to upgrade and enhance the standards and quality of education. Herein, the aspect of “uncertainty” is apt in terms of firmness that is missing in the infrastructure of the college administration.
Encountering this situation, immediately after the closure of the business, aggravates the complexities of the College personnel in terms of maintaining the balance between the supply and demand (Patton et al., 2016).
Conducting examination for determining the truth of deportation negates the reports published by the media. This action possesses two connotations. On one hand, it reflects the conscious approach of the college authorities in terms of the advances made by the advertising agencies. On the other hand, it adds to the sufferings and ailments of the students, who are already entrapped within the grip of uncertainty regarding the settlement of their career firmly (Jensen, 2013).
The seriousness of the incident compelled the government officials, such as, New Zealand Qualifications Authority Report, to intervene into the disturbed environment of the college. Upon in-depth investigations, it was revealed that the officials had conspired among themselves to make the test results false. This type of behavioral conduct is against the conventions set for the administrative authorities to expose as a part of their roles and responsibilities (Yan et al., 2013). Viewing it from other perspectives, exposure of this kind of behavior sets bad impression among the students about their professors. This impression acts as an obstacle in the development and career establishment. Under such influence, inclusion of the whole year syllabus in the exam is inappropriate. This is in reference to the complexities that the students are encountering in a situation filled with tension.
The responses of the students are very touching. Consideration of their efforts as “waste” is the negation of their efforts that they have to put for excelling in their academic lives (Guerrero, Andersen & Afifi, 2017). The question, ‘how do you cope up?”, voices out their helpless cries in search of assistance and support. These cries affect the psyche of the students. Herein lays the need of counselors and therapists to console and guide them in the right direction. Panicking of the students is apt as they lose sight of the demarcation between the right and wrong, under such perturbations. This is the result of the dominance exerted by the unconscious mind upon the consciousness (Terriquez, 2015).
The response of one of the students highlights his helplessness in terms of satisfying the needs of his family members. In view of his family condition, deportation snatches away the daily bread for him. This is in reference to the dependence of the family members on the student. In other words, deportation issue attaches uncertainty upon the existence of his family members’ existence. His inability to explain the situation projects the obscurity that he encounters while dealing with the situation (Gordon & Steele, 2015). Countering this, the word “dealing” is inappropriate in this context as no hope of resolution has been attempted.
The net result of these issues is financial flexibility, which nullifies the wide variety of course packages, which have been specified for enhancement of the knowledge, skills and expertise of the students. Attaching the case of helpless condition of the students in this context, failure in the examination would further aggravate their complexities. They would have to search for a good school, which they would be able to afford (Guerrero, Andersen & Afifi, 2017). Overall, it darkens the future of the EDENZ College students.
Asking the students to memorize the whole year syllabus is next to impossible under such ambiguous environment. This kind of orders represents the gaming mentality of the officials, which puts the future of the students at stake. In this condition, helping the students with enough study materials would not possess any significance at all.
Stating the access of workshops reflects a kind of shredding off the allocated responsibilities by the administrative authorities (Brandler & Roman, 2015). Countering this, the workshops might be an additional support for the students, as the college officials are incapable of taking care of their educational needs. However, excavation of the uncertainty regarding the student’s future, after the courtly investigation, is inappropriate. This is due to the fact that the initiation of the deportation itself was a tragic blow to the fate of the students in terms of career establishment (Muñoz, 2016).
Falsification of the test results by one of the tutors is an act of conspiracy, which can be correlated with the gaming of students’ future. Vision to make the students pass, with this mentality would compel the students to deviate from their targeted goals. Viewing it from other perspective, revelation of the truth projects the caring attitude of the tutor towards the career establishment of the students. On the contrary, the absence of the teachers for comments raised doubts over the confession made by the tutor (Jefferies & Dabach, 2015).
Unavailability of the owner for a question answer session sheds light on the issue of miscommunication, which aggravates the sufferings and ailments of the students. The previous sentence attaches a negative tone to the report. The introduction of feedbacks might be a temporary relief for the students from the claustrophobic ambience. This step would be effective only if the college official regularly visit to the sites and answer to the queries and questions posted by the students (Suárez et al., 2015). Absence of any such concept makes the plight of the students a flat one, as there is no indication of respite from the initiation of the issue. Countering this, the means of interactive sessions through feedbacks have been indicated. Counter arguing this, lack of oriental approach towards these steps nullifies their significance.
Publication of the issue on the social media stains the reputation of the College. Delving deep into the issue, adherence with the college norms would not have exposed the students to such a shameful incident of deportation. In terms of the true meaning, deportation and banishment can be placed in the same alignment. This perspective is also interplay with the citizenship of the students, which makes their domain a “no man’s land”. The adjective “no” is interplay with the individuality of the students, which adds to the “uncertainty (Braskamp, Trautvetter & Ward, 2016).
Communication is one such means, which possesses the flexibility to solve half of the problems. Misutilization of the power of communication aggravates the complexities of EDENZ College, instead of mitigating their intensity. This aggravation adds to the obscurity in terms of the career establishment of the children. Further, this addition compels the college officials to lose the understanding between the right and wrong actions, which makes the fate of the students like “being stranded in an island” (Gordon & Steele, 2015).
In such a situation, keeping calm would have been much easier for the college officials to deal with the issue in an efficient and effective manner. Displaying consciousness and rationalistic attitude while exposing calmness would have added value to the personality traits of the officials. This type of behavior would have set a good example for the students. Viewing it from the aspect of deportation, calmness would not be a wise and appropriate expression for dealing the issue (Terriquez, 2015). Therefore, a concrete framework needs to be developed for solving the issue in a right way. Delving deep into the methods adopted by the college authorities, courtly investigations and media coverage is a right action; however, negation of the reports exposed by the media by the court nullifies the appropriateness of both the methods adopted.
Maintaining continuity with the aspect of creating a framework, here also consciousness and rationality would hold prime importance. Involving the students in the decision-making process would restore the stability in the relationship between the students, professors and the college officials. Execution of the decision-making process in the form of discussions and open forums would have acted as a platform for the students, professors and the officials to solve the problems among themselves (Smith & Lasswell, 2015). Conflicts are bound to arise in these matters; however, making plans for the achievement of means of negotiation would help the officials to reduce the intensity of the conflicts. Actively listening to the opinions of the students would broaden the perspectives of the officials. As a sequential step, selecting the appropriate solution would be one of the wise steps for the college officials in terms of achieving effective solutions (Brandler & Roman, 2015).
Once the solution is selected, evaluation of the ways of approaching the solution and the solution itself would help the college officials to assess its appropriateness and feasibility. This assessment, further, would act assistance in aligning the achieved solution with the motive of altering the plight of the foreign students. Within this, creation of an action plan would help the officials to assess their performance. Systematic assessment would hold prime importance in terms of re-settling the academic life of the students (Wright & Horst, 2013). Inclusion of frequent evaluation within this action plan would improve and upgrade the performance of the college officials. Coloring of the weeks would reflect the confidence of the officials in terms of the capability to solve the problems.
|
Activities |
Week 1 |
Week 2 |
Week 3 |
Week 4 |
Week 5 |
Week 6 |
Week 7 |
Week 8 |
Week 9 |
|
Organizing meetings for identifying the need for solutions |
Done |
||||||||
|
Putting up the notice for the meeting |
Done |
||||||||
|
Holding meetings with the students, professors and officials for gaining an insight into their viewpoints |
Done |
Done |
|||||||
|
Examining the gathered solutions for selecting the appropriate solution |
Done |
||||||||
|
Assessment of the solution for determining its feasibility and appropriateness in terms of the issue |
Done |
||||||||
|
First round evaluation |
Done |
Done |
|||||||
|
Making the necessary changes if any |
Done |
||||||||
|
Second round evaluation |
Done |
||||||||
|
Meetings for introducing lucrative plans and schemes for improving the academic life of the students |
Done |
||||||||
|
Final evaluation for tracking the progress |
Done |
The available and the gathered solutions would, no doubt, help the officials to resolve the issues. Countering this, if the college officials adopt the means of survey and feedback in the websites, they would gain an insight into the opinion of the students (Brandler & Roman, 2015). As a result of this, application of critical thinking in terms of selecting the appropriate solution would enhance the personality of the officials in the minds of the students. Along with this, using this creativity in terms of restoring the balance in the life of the foreign students would shed the aspect of “uncertainty” from their future career establishment.
Apart from this, proper communication between the officials and the students would assist in averting these kinds of situation (Trenholm, 2016). Viewing it from other perspective, proper communication would make the students aware of the latest issues, which are happening within the college premises. Introducing interactive sessions, group discussions between the students , professionals and college officials would enhance the parameter of partnership working, bringing coordination and unity within the premises of EDENZ College (Stiff & Mongeau, 2016).
Conclusions
This report emerges successful in providing an broader perspective towards the aspect of communication. Taking up a real issue of bad publicity by EDENZ college enlivens the communication problems that they undergo in their daily lives. Critically concluding, the intensity of the problem is the same in both the homes and colleges. The aspect of instability in the relationships is one of the other grounds of similarity. However, the outcome of the issues differs from person to person. In case of the communication problems in the homes, it adds to the drab monotony of the daily routines. On the contrary, the communication problem of the EDENZ College adds obscurity to the future of the students, in search of career establishment. Critical review of both these issues raises doubts over the functions of the education industry in terms of enhancing the quality and standards of education. Lot more research needs to be done in order to make noticeable progress towards educative enlightenment.
References
Brandler, S., & Roman, C. P. (2015). Group work: Skills and strategies for effective interventions. Routledge.
Braskamp, L. A., Trautvetter, L. C., & Ward, K. (2016). Putting students first: How colleges develop students purposefully. John Wiley & Sons.
Edenz.ac.nz (2017). Success for life. Retrieved 21st June 2017 from https://www.edenz.ac.nz/
Gordon, V. N., & Steele, G. E. (2015). The undecided college student: An academic and career advising challenge. Charles C Thomas Publisher.
Guerrero, L. K., Andersen, P. A., & Afifi, W. A. (2017). Close encounters: Communication in relationships. Sage Publications.
Jefferies, J., & Dabach, D. B. (2015). Breaking the silence: Facing undocumented issues in teacher practice. Association of Mexican American Educators Journal, 8(1).
Jensen, J. V. (2013). Ethical issues in the communication process. Routledge.
Muñoz, S. M. (2016). Undocumented and unafraid: Understanding the disclosure management process for undocumented college students and graduates. Journal of College Student Development, 57(6), 715-729.
Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016). Student development in college: Theory, research, and practice. John Wiley & Sons.
Radionz.co.nz (2017). NZQA shuts down Auckland Tertiary institution. Retrieved 21st June 2017 from https://www.radionz.co.nz/news/national/323018/nzqa-shuts-down-auckland-tertiary-institution
Smith, B. L., & Lasswell, H. D. (2015). Propaganda, communication and public opinion. Princeton university press.
Stiff, J. B., & Mongeau, P. A. (2016). Persuasive communication. Guilford Publications.
Suárez-Orozco, C., Katsiaficas, D., Birchall, O., Alcantar, C. M., Hernandez, E., Garcia, Y., … & Teranishi, R. T. (2015). Undocumented undergraduates on college campuses: Understanding their challenges and assets and what it takes to make an undocufriendly campus. Harvard Educational Review, 85(3), 427-463.
Terriquez, V. (2015). Dreams delayed: Barriers to degree completion among undocumented community college students. Journal of Ethnic and Migration Studies, 41(8), 1302-1323.
Trenholm, S. (2016). Thinking through communication. Routledge.
Wright, K. B., Rosenberg, J., Egbert, N., Ploeger, N. A., Bernard, D. R., & King, S. (2013). Communication competence, social support, and depression among college students: a model of facebook and face-to-face support network influence. Journal of Health Communication, 18(1), 41-57.
Wright, T., & Horst, N. (2013). Exploring the ambiguity: what faculty leaders really think of sustainability in higher education. International Journal of Sustainability in higher education, 14(2), 209-227.
Yan, Y., Qian, Y., Sharif, H., & Tipper, D. (2013). A survey on smart grid communication infrastructures: Motivations, requirements and challenges. IEEE communications surveys & tutorials, 15(1), 5-20.
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