University of Auckland
New Zealand
The University of Auckland is the only New Zealand university in the top 100 in QS World University Rankings (2024), known for its excellence in both teaching and research. The University of Auckland is committed to pursuing sustainability via research, teaching and learning and operating practices being ranked 12th in the world in Times Higher Education University Impact Rankings in 2023 which measure the social impact of institutions against the United Nation’s Sustainable Development Goals. The University has also been appointed the official hub for SDG4, Quality Education by the United Nations Academic Impact.
Established in 1883, the University of Auckland offers more than 140 innovative programmes across 8 distinct faculties, and they are designed to help students learn new ways of thinking and enhance future career. The University is New Zealand’s most innovative university and is the most entrepreneurial university in the Asia-Pacific region. The University has formal agreements with over 300 universities and is the only New Zealand member of Universitas 21, the Worldwide Universities Network (WUN) and the Association of Pacific Rim Universities. Of particular note, the University of Auckland has an MOU with the Universitas Indonesia including collaboration in research, teaching and learning and staff mobility. We are also seeking to renew an MOU with Universitas Gadjah Mada and develop a new one with Universitas Pendidikan Indonesia Bandung. The University of Auckland has listed Indonesia as a priority student market in terms of recruitment and partnerships in 2023 and 2024 and this priority status is set to continue for the foreseeable future.
The University of Auckland is located in the harbour city of Auckland, New Zealand’s economic hub and most diverse city, with easy access to stunning beaches and rainforests. Ranked third out of 230 cities in the 2019 Mercer Quality of Living Survey, there are a myriad of recreational opportunities right on our doorstep, from theatres and cafes to sports and outdoor pursuits. At the University of Auckland, you can have the best of both worlds, living in one of the best cities for lifestyle and learning at New Zealand’s leading university.
The University of Auckland provides extensive student support services, including Libraries and Learning Services, Health and Counselling Service, English language support, religious support, and many more. You have a dedicated Study Abroad team to take care of entire journey at the University as well as International Student Support team who are highly experienced to support complex issues. The University is committed to offering the campus housing to every study abroad student for integrated experience. Living in the University accommodation is a great way to immerse yourself in campus life and make friends in a new culture by living with Kiwis and other international students.
Academic: GPA of 3.0 or above on their studies to date
English Language:
– IELTS: 6.0 (no subscore 5.5)
– TOEFL iBT: 80 (with writing component no less than 21 points)
– Duolingo English Test: not accepted
Never had TB/TBC infection.
15 July 2024 – 11 November 2024
Applicants 2022
Applicants : 57 students
GPA : 3.19-3.98
TOEFL iBT Score : 89-101
IELTS Score : 6-8
Duolingo English Test Score : –
Awardees 2022
Awardees : 15 students
GPA : 3.19-3.95
TOEFL iBT Score : 100
IELTS Score : 7-8
Duolingo English Test Score : –
Applicants 2023
Regular Applicants : 113 students
GPA : 3.15 – 4
TOEFL iBT Score : 94 – 115
IELTS Score : 6 – 8.5
Duolingo English Test Score : –
Awardees 2023
Regular Awardees : 15 students
GPA : 3.15 – 3.86
TOEFL iBT Score : 115
IELTS Score : 7.5 – 8
Duolingo English Test Score : –
Available Courses
Is it possible to have a sustainable global system? We focus on large scale social institutions including politics, the media, national and international law and economics. Students undertake a group project to develop skills in researching and integrating information from a range of experts and recommending sustainability solutions to policy makers. Two sustainability issues, such as population and plastic, are discussed in depth.
Provides an overview of key contemporary social policy issues within the context of globalising economic processes and continuing gendered and racialised divisions. Discusses the way in which debates around social policy are constructed and the implications this has for social justice. Case studies may include food and health, technology, indigeneity and children.
A study of key issues in development, with a focus on early and middle childhood. Topics include family, peer, cultural, and media influences on typical and atypical development. In this course, child development will be considered in the context of key issues and topics.
Examines popular media texts, genres, audiences and industries, reflecting on how they influence our notions of self and society. Draws on case studies from a range of popular media, from film and television to comics, games, popular music, social media and advertising. Fosters critical perspectives on media as vehicles for cultural meaning, alongside strategies for crafting personal and collective narratives.
A general introduction to Antarctica and its environs including the Southern Ocean and the sub-Antarctic islands. Emphasis will be placed on the evolution of Antarctica and how resident plants, animals and micro-organisms have adapted to cope with the extreme environment. Specific topics to be addressed include: the history of Antarctic exploration and its impact on the development of Antarctic science, Antarctic ecosystems, Antarctica as a wilderness region, and the impact of humans including the exploitation of resources and the effects of pollution. This course is suitable for students with both science and non-science backgrounds.
What makes a great city? This course explores ‘urbanism’ in both historical and contemporary cities to determine the essence of urbanity and the way that citizens (and visitors) experience city life. The dynamics and character of cities are considered in terms of their built environment, environmental systems, population, social diversity, and planning policies and practices.
Examines how public communication shapes and is shaped by broader changes in society. Explores the evolution of language, media narratives and public understanding over time in relation to social issues such as: the representation of marginalised groups in society; environmental challenges; the changing nature of Aotearoa New Zealand society; and global societal trends.
A critical exploration of the interconnectedness of environment and society. The course highlights the importance of understanding how different views and attitudes influence people’s interactions with the environment. Key themes include governance, management and development, which are addressed through issues such as conservation, climate change adaptation, disasters and resource use. Classes draw on a variety of case studies from New Zealand and overseas.
Explores the science behind key environmental issues to recognise the role environmental science plays in understanding the interaction between humans and the environment. The complexity of environmental problems and the difficult task of integrating science, knowledge and values are discussed.
An examination of the contemporary topics that shape the ways in which environmental science may be communicated and understood. Topics of discussion include issues of scientific uncertainty, risk communication, public trust and the role of media.
Addresses applied ethical issues arising in digital journalism, social media, “big data” surveillance and privacy, algorithmic bias, and software design. As digital media expand beyond the personal computer, there is an increase of ethical issues pertaining to mobile devices, GPS navigation, biometric modelling, artificial intelligence, and the ever-expanding range of wired devices tracking us through the so-called ‘internet of things’.
Can education contribute to social justice? A critical examination of the contemporary concern with social justice in education. Drawing on local and international research, this course explores debates about the nature of power, and the ways that gender and sexuality, ethnicity, indigeneity, social class, and other social identities are taken up in the pursuit of social justice within education.
Inquires into socio-ecological determinants of health in New Zealand society and the implications of these for the tenets of hauora and holistic wellbeing. Critically considers learning and teaching approaches and resources which enhance the holistic wellbeing and participation of diverse ākonga and their whānau in early childhood contexts. Explores connections between the wellbeing of teachers and ākonga.
An introduction to Teaching English to Speakers of Other Languages (TESOL), the core disciplines that contribute foundational knowledge to practice in the profession, and current linguistic, educational, and social needs that it addresses. Particular focus is on developing awareness of how societal and contextual factors shape TESOL educational practice and developing reflective skills necessary to examine and improve practice.
Explores the ways in which Pacific peoples frame their contemporary world in the context of globalisation. It also examines factors which shape contemporary Pacific life and popular culture as well as some of the challenges emanating from how Pacific peoples construct and make sense of their own and others’ historical, political, socio-cultural, economic and religious worlds.
Gender affects the way identity, culture and wellbeing is experienced and navigated in the Pacific. Moreover, these processes are complicated by emerging cosmopolitanisms that impact gendered bodies, cultures, institutions, nations and states. This course examines the intersections of race, sex, biology, ableism, colonialism, nationality, politics and social movements in our constructions/understanding of gender in a Pacific and global context.
An introduction to the study of international relations. The focus is on how international organisations, states and non-state actors raise and address global challenges such as security and human insecurity, humanitarian intervention, global trade and finance, development and poverty, environmental degradation, warfare, and respect for human rights. The course is informed by and introduces a range of international relations theories.
Philosophical questions relating to the environment and our use of it, such as the following: Do we have obligations to future generations, especially concerning preservation of the environment? What are our moral and epistemic responsibilities regarding climate change and other environmental issues? Does nature have intrinsic value? Is it better to live in a natural world or a virtual world.
What is sustainability? Discusses what sustainability means, and its underpinning values, history and operation within complex physical systems. Students complete a group project to develop skills in collective decision making with a solution focus. Two sustainability issues, such as food and water, are discussed in depth.
An overview of the human dimension of disasters which covers crucial concepts and theories, vulnerability and the causes of disasters, disaster risk reduction and management, post-disaster recovery and transversal issues such as culture and gender. The discussions encompass not only theoretical but also policy and practical materials and draw on examples and case studies from throughout the world with a particular focus on the most vulnerable and marginalised areas and communities.