RESEARCH PROJECT PROPOSAL

“What & why is the long-term intention of four different

culture-origin students studying MPA in Australia; and how
& why do they intend to accomplish those goals? – an in-
depth insight from two students of each origin”.

Name of the Researchers: Student ID:

Anuj Dangol 11800844

Amrit Hamal 11800483
Bimal Kharel 11800945
Mon Kumar Katwal 11800321
Rajesh Karki 11800847
Shweta Bhandari 11800843
Subash Bohora 11800429

Submitted To:
Ms. Joane Jonathan
AIM
The main aim of this research is to find out the long-term purpose of four different culture origin
students studying MPA in Australia. Australia has become one of the most popular educational
destination for the international students. People from various countries with different religion has their
own intention and motive to study MPA in Australia. The intention and aim differ from one another and
is determined by their culture and religion. Further, this research focus on the reasons behind the goal of
students studying MPA in Australia. Four different culture origin students will be taken into survey to
study their diverse aim and intention of studying MPA in Australia. Among those students, two students
each from four different religion will be surveyed in detailed.

CONTEXT

In enhancing and diversifying the Australian community and strengthening global network of Australia,
there is a noteworthy role of international students in Australia. There are many benefits for international
students with the decision to study in Australia like they can get internationally recognized high-quality
education. Moreover, they can experience the life of Australia and be more independent (Australian
Social Trend, 2011).

The international education sector of Australia is not only helping to diversifying the Australian
community but also helping a lot in the economy of country. Almost all the international students are on
full paying scheme from which many educational institutions are relying on that income by providing
them quality education. According to the report of Australian Bureau of Statistics, it has been revealed
that $30.03 billion has been contributed by international students in the international education sector
(Australian Bureau of Statistics, 2018). In comparison to 2016, this is increase by 17.3 %.

Many international students are making Australia as a destination of getting higher education due to the
English language as well. In the year 2009, 22 % of total tertiary students over one in five were
international students who were studying in Australia (OECD Indicator, 2011). Among international
countries, China gives the higher contribution which is 27 % of overall international students coming to
Australia for education in 2010. There were 470,000 international students of which 76% were aged 20-
29 years in Australia for study in the year 2010 (Australian Education International, 2011). And in
coming to year 2017, the number of international students is increased to 800, 000 (International Student
Data, 2017).
There was an international student survey carried on 2010 to know the satisfaction level of international
students from the Australian education. The result showed that most of the students were satisfied with
the education of Australia and living experiences in 2009 - 2010 (International Student Survey, 2010).

ACADEMIC BENEFITS
Academia benefits from this project research intends to acknowledge on the intention of students
coming from different cultural background studying MPA in Australia along with showcasing on how
the students achieve these goals. Governments, universities stand in a position to benefit about what
determines skilled individuals move across borders (Mahalingam, 2006).
Overall, there has not been extensive study of the factor determining the migration of international
students. This research tries to minimize the gap on the outcomes of the migration, particularly for
international students who move outside of their country to study for any degree. While there is
significant research on migration, few of the studies have observed the behaviour of student’s migration
to foreign countries (McGill, 2013).

INDUSTRY BENEFITS
This research is beneficial from industrial point of view. Firstly, it will assist the business person to
motivate their employee in better manner so that employee’s productivity will be enhance and they can
perform in effective and efficient manner. Since different background and culture people have their own
motives and living standard. Next to this diversity given by international student in Australia is if
properly managed without any cultural conflict then it would give synergy effect. Lastly this proposal
will give framework for manager to manage their employees effectively and efficiently as manager can
apply motivational tool to motivate their employees in better manner. This report is entirely focusing on
studying what is the long-term intention of international student from different background enrolling in
MPA program so it can be best guideline for both future managers and employees who will be pursuing
career in accounting sector.

PRELIMINARY LITERATURE REVIEW

According to Rienties, Nanclares, Jindal- Snape, and Alcott (2013), states that the cultural background is
the key factors that influences the international students to learn and work well with the same cultural
background, rather than with the host countries. The researcher finds out that the language was the main
barrier for different international students especially whose first language is not English like Chinese,
Korean and Japanese. Similarly, Heffron, S. and Maresco, A., P. (2014), concludes that international
students working with home countries peoples are facing lots of challenges in terms of training, skills,
the way of doing things and knowledge base. The researcher suggest that the international students
should take optimum advantages of opportunities and resources available to them in their host countries
(Mckenzie, K. and Gow, K., 2004). However, the researcher mentioned the advantages for international
students towards studying accounting as comparing with the best countries in the world during the 1990s
and nowadays. It has been broadly classified into four categories namely academic, psychological,
cognitive and demographic. Students are still trying to learn something new in different countries as
before in the countries like Italy, Germany and Paris. When the U.S. declared the scholarship and
attractive opportunities globally most of the international students aims to go over those countries and
settle their life. But the researcher addresses that the demographic and academic are the main factors that
allows the international students decide their career in developed countries like U.S.A., Australia and
U.K. for their better future in different fields of study (Morris, M. and Maxey, S., 2011).

Australia has become the most famous destination for international students for their studies. Australia is
multi religious country with different people of different religion living together. Therefore, there are
large number of students with different religion with different aim and objectives. Students has many
and variety of reasons, including the high possibility of immigrations, earn huge amount of money and
to complete their studies so they can work in the same field in the future (Chan; Ryan, 2013). There are
various subjects that provide high possibility for immigration. Master of professional accounting is the
most famous and reckon programs as most of the international students are focused in achieving the
permanent residency. There are less numbers of accounting students who are interested in becoming the
professional accountants (Chan; Ryan, 2013).

There was a high demand of the accountants in the early part of the decade (Wright & Chalmers, 2010)
Therefore governments reacted the shortage of the skills by including accountants on the migration
occupations in the demand list in 2004 which result in the increase in the demand of the foreign students
for accounting programs such an MPA (Chan; Ryan, 2013). After the completion of the MPA course, it
would provide the permanent residency to the international students.

Poullaos and Evans (2008), the students themselves are not interested in employment as accountants,
simply in obtaining permanent residency. Researches comparing motivations between Australian and
non-Australian students consistently show that international students, especially Asian students, have
higher levels of extrinsic motivations (P. Smith & S. Smith, 1999). There are two types of motivations
for students. They are intrinsic and extrinsic motivations. It was compared between students and
concluded that intrinsic motivation is important for higher performance, creativity, and self-confidence
(Nolen, 1988; Deci & Ryan, 1991; Ryan & Deci, 2000; Lin, McKeachie, & Kim, 2003). However, there
are mostly Asian students who have high level of extrinsic motivations (P. Smith & S. Smith, 1999).
Currently, most of the students who are living in Asia are making choice to study in Australia for the
attainment of citizenship of Australia. It is mentioned in Singh, 2016, that so as to improve the lifestyle
of the students themselves, they are looking to get citizenship of the developed countries. Moreover,
they have the motto to improve the social and economic conditions, so they tend to stay in the developed
countries (Ehric et al 2016). First of all, students attain the international degree, and then they improve
their economic condition and look for the firms that are seeking talented people in the corporation so as
to make easier to apply for the citizenship. In these period students those who have good knowledge and
high level of education have great opportunity to get high level of position in international industries in
their home town with advance training and safety. (Choudaha, 2017).

Moreover, some students have different opinion; they get higher education in developed countries so as
to become the source of education in their own home countries. There are some students who are
motivated by the family member for the higher education. So, they fly to the international country; get
the education and return back to home country so that they can pass the education they got to the
younger people in their home country (king & Gardiner, 2015. In the British country students are
inclined to have progress level of education which makes their family members and Childers so that they
can teach their own children in their nation (Nerlich, 2015). It is important to know that every student
studying in their own viewpoint to get their desire aim and objective (Tawagi & mak, 2015).

Abroad study provides great deal of benefit to students in an increasingly globalized world and work
environment. The data from the study supported long held beliefs about studying abroad for a full year
has more significant and lasting impacts on the international students. In the recent past, a broad
discussion has taken place between educators on the advantage of diversifying study outside native
country (Brux, 2010). Nevertheless, students who study abroad can encounter numerous limitations that
most of the student’s peers might not face. On top of that, albeit studying in foreign countries has long
been believed to improve people’s lives, there is little evidence to explain what kinds of tangible
changes are taking place and for how long. (Dwyer, 2004). However, the results were useful in the
design and comparison of future research. The results demonstrate what factors plays a role after the
graduation, providing the institution the relevant information to clearly share the related factors with the
migration behaviour of international students to its constituency and administration (McGill, 2013).
Jackling et al. (2012) identifies a number of differences in the intentions of Australian and international
students as in choosing accounting course. It finds out that Asian students in this regard are affected by
the parental influences and socio- cultural pressures whereas, the domestic students choose to pursue
creatives courses rather than having accounting degree. In addition to this, the factors such as social
standard, availability of employment opportunities and potential benefits, peer- pressure, family
influences, etc. are the factors that motivate the international students to choose accounting. It states how
the Australian students examine the suitability of subject matter before choosing any course (Sugahara,
Boland & Cilloni, 2008). Jackling (2007) identifies that almost 84% of the international students
including the students from Asian nations have a lure for permanent residency (PR) in Australia and
expect that studying accountancy could lead them to meet the appropriate points for PR. Bass (2006)
explores that Indian students intend to tailor their choices of course based on the convenience to obtain
PR and they often select a cost friendly campuses in Australia. It explains how accountancy is one of the
cost- effective courses that Australian campuses offer. Yang (2007) depicts that the factors such as high
quality of education, future migration potentials, cheaper tuition charges, modern standard of living,
opportunities for job, etc. attract the Asian students towards studying accountancy in Australia.

Developing nations are facing the problem of brain drain after graduating from developed nations due to
the mainly thee leading factors student’s perceptions of ethnic differences and labour markets, their
adjustment processes to the host country and their family ties in the host and home countries (Baruch,
Budhwar and Khatri, 2007). In the USA alone, over half a million students from developing nations
pursues their studies (Creehan and Florida, 2005). As per study it shows around 30.5% of foreign
students intend to return back where as 40% intend to stay for long term and ultimately, they stay
forever. Further retaining qualified employees by developed country through mechanism is boosting
international students to stay in foreign land after completing study. Financial benefit and flexible
working hour like flex time, job sharing, flex leave and flex career is motivating international students to
stay long term after their study rather than returning back to their home country (Idris, 2014). Where he
uses the qualitative approaches for studying above phenomena.

As per (Han, Stocking, Gebbie and Appelbaum, 2014) United State of America used to be innovative
and scientifically advanced economies and it is the major attraction for international students mainly
STEM( Science, Technology, Engineering and Mathematics but their research have found that due to the
uncertainty to get green cards after graduation is causing many international students to switch to other
country as their destinations.
Another study in United States of America about whether it is essential to go abroad for study have
found that it is essential for nations future security, economic prosperity and global leadership. Further
they can have cultural accessibility by which they can easily adjust to different culture through foreign
study. So, it was conclude studying abroad is essential for nations although it can be some brain drain
but in long term it has many benefits as per Salisbury, Umbach, Paulsen and Pascarella.

Beverly Jacking explores and addresses the collection of evidence on the intention of international
students trying to seek employment in Australia on the completion of their accounting courses and more
specifically whether or not they intend to work in the field of Accounting in Australia. The step of
making a choice of studying master’s in professional accounting is influenced by two factors of interest:
Extrinsic and Intrinsic. Moreover, extrinsic interest includes good job opportunities, advance career
improvement, high salary potential, and status. On the other hand, intrinsic interest comprises of high-
grade expectation, interest in accounting problems. (Jacking, 2007). The second stream of research
attests to the most common importance of cultural differences in the process of learning by international
students and challenges faced by them, in particular, Chinese students, being less able than Australian
students. (Volet 1999; Watkins and Biggs 1996; Weiland and Nowak 1999). Australian Higher education
has been one of the most significant factors in the execution of culturally diverse issues.
Furthermore, the article presented in a conference of Hobart, B., (2001) provides a further review on an
exploration of international students’ learning trouble and what ‘Dreams’ may lie behind the expectation
to take up an international study career in Australia.

There are studies conducted which reveals\ that overseas students have difficulties in shaping themselves
to a new environment. Edmond (1996), McInnis, James & McNaught (1995) have stated that in general
terms, all students undergo adjustment processes during their first year at University. They face a period
of transition that involves varying degrees of adjustment to university culture in general. According to
the study conducted by Cohen and Hanno (1993) and Allen (2004), it is analysed that the beliefs of an
individual student affect the selection to major in accounting. The result from the findings leads to three
factors i.e. personal, referents and control construct, affecting students’ intention to major in accounting.
OBJECTIVES
The objective explains the desired outcomes of a project report. Furthermore, the primary objective of
the research is to examine the long-term intention of students to study in Australia. Likewise, there are
other more crucial ideas that highlight on the objective of conducted research.
1. How will international students achieve their long-term goal.
2. To examine, if there is any link between different culture, food and living standard among four
cultures selected.
3. The next objective of this study is to find out personal goals. Which study abroad strives to
satisfy.

SCOPE
The research study will be conducted around identifying what are the long-term intentions of the
students in studying Master of Professional Accounting (MPA) in Australia respective of varying
cultures they belong to. In addition to this, the study will also be focused on exploring the reasons
behind choosing MPA in accomplishing those intended goals. The aspects that will be studied under this
study will be the students from two different cultural backgrounds i.e. Nepalese and Australian. The data
will be collected from two students, both studying MPA, enrolled in their last semester in two campuses
under one of the popular universities in Sydney. However, this study will not consider the factors other
than culture in this relation. Beside this, the students from the countries other than Nepal and Australia
will not be counted under the scope of this study.

RESEARCH METHOD
The research method for this research is carried on through Qualitative technique under in depth semi
structured interviews among the different students studying MPA in Australia. The primary source of
data will be gathered for this research as we need to analyse the key facts for this study. All of the
researchers will basically conduct the research under four different culture origin. The questionnaire for
this study is open ended questions and different structured questions regarding how and why they want
to accomplish their MPA in Australia. Moreover, the research is structed to conduct under only eight
students of the sample size where each two students will be from same culture origin.
PROJECT MILESTONES AND KEY DATES
Project Research Proposal Key Dates
Group Division 14 March
Topic selection 21 March
Writing Research Proposal 26 March
Finalize 9 April
Submit 11 April
Group Research Report
Literature Review 24 March
Conduct interviews 06 May
Data Collection and Analyze 22 May
Prepare Final Report 28 May
Submit 30 May

GANTT CHART
LITERATURE REVIEW LIST

1. Abraham, A., and Kaidonis, M., 2006. “Towards improving learning outcomes for international
students: The Master of Professional Accounting embedded literacy project.” (15), pp. 300-310
2. Allen, C. 2004. Business Students’ Perception of the Image of Accounting. Managerial Auditing
Journal (19), pp. 235-258.

3. Approach to Learning in Context. Teaching in the Disciplines/ Learning in Context, pp. 467-473.

4. Australian undergraduates, Centre for the Study of Higher Education, University of Melbourne,
September.

5. Baruch, Y., Budhwar, P. and Khatri, N., 2007, Brain Drain: Inclination to Stay Abroad After
Studies, 42(5), pp. 99-112.
6. Baas, M., 2006. Students of migration: Indian overseas students and the question of permanent
residency. People and Place, 14(1), p.8.
7. Beverly, J., 2007. ‘The Lure of Permanent residency and the Aspiration and expectations of
international student studying Accounting in Australia’ People and place, (15), pp. 525-540

8. Biggs, J., 2001. “Teaching International Students”. (6), pp. 121-140.

9. Brux, J. M., 2010. Multicultural Students in Study Abroad: Their Interests, Their Issues, and
Their Constraints. Journal of Studies in International Education, 5(14), p. 508.

10. Choudaha.R.2017.   there   waves   of   international   students’   mobility   (1999­2020).   Studies   in

Higher Education 42(5). Pp. 825­832.
11. Cohen, J., and Hanno. D., 1993. An Analysis of Underlying Constructs Affecting the Choice of
Accounting as a Major. Issues in Accounting Education (8), pp. 219-238

12. Culture and study: Life as an international student in Australia

http://www.radioaustralia.net.au/international/2014-03-07/culture-and-study-life-as-an-
international-student-in-australia/1274492
13. Dwyer, M. M., 2004. More Is Better: The Impact of Study Abroad Program Duration.

14. Edmond, M., 1996. Social difficulties of international and Australian students. 5thAsia Pacific
Conference on Student Affairs, University of New South Wales, Australia
15. Ehrich. J.Howard.s.J., MU.C.& Bokosmaty.S.,2016. A Comparison of Chinese and Australian

university students’ attitudes towards plagiarism. Studies in Higher Education 41(2). pp. 231­246
16. Han, X., Staking, G., Gebbie, M., Appelbaum, R., 2015, Will They Stay, or Will They Go?
International Graduate Students and Their Decisions to Stay or Leave the U.S. upon Graduation,
5, pp. 42-80.
17. Heffron, S. and Maresco, A., P., 2014. International students as a resource for internationalization
of higher education. Journal of Studies in International Education, 18(4), 305-324.
18. Idris, A., 2014, Flexible Working as an Employee Retention Strategy in Developing Countries, 2,
pp. 11-143.
19. Jackling, B., 2007. The lure of permanent residency and the aspirations and expectations of
international students studying accounting in Australia. People and Place, 15(3), p.31
20. Jackling, B., De Lange, P., Phillips, J. and Sewell, J., 2012. Attitudes towards accounting:
differences between Australian and international students. Accounting Research Journal, 25(2),
pp.113-130.
21. King.B & Gardiner.S., 2015 Chinese International  students. An Avant­Garde of independent

Travellers? International Journal of Tourism Research. 17(2). Pp. 130­139.
22. McDowall, T. and Jackling, B., 2010. Attitudes towards the accounting profession: an Australian
perspective. Asian Review of Accounting, 18(1), pp.30-49.
23. McGill, J., 2013. International Student Migration: Outcomes and Implications. 3(2), pp. 167-181.

24. McInnis, C., James, R., and McNaught, C., 1995. Diversity in the initial experiences of

25. Mckenzie, K. and Gow, K., 2004. The- Asian- learner- as- a- rote- learner stereotype: Myth or
reality? Educational Psychology, 11(1), 21-34.
26. Morris, M. and Maxey, S., 2011. Do Study Abroad Programs Enhance the Employability of
Graduates? Bonn, IZA. 10(2): Pietro, G., 2013. Do Study Abroad Programs Enhance the
Employability of Graduates? Bonn, IZA. 10(2): Pp.223-243.
27. Nerlich. S., 2015 students from Australian universities studying abroad: A demographic profile.

The Australian universities Review 57(1). pp. 52­54.
28. Rienties, Nanclares, Jindal- Snape, and Alcott (2013). Causality between energy consumption
and economic growth in India: a note on conflicting results. Causality between energy
consumption and economic growth in India: a note on conflicting results.
29. Salisbury, M., Umbach, P., Paulsen, M., Pascarella, E., 2008, Going Global: Understanding the
Choice Process of the Intent to Study Abroad, 50, pp.119-143.
30. Singh M.K.M., 2016. Socio­economic environment and personal factors in the choice of country

and higher education institution for studying abroad among international students in Malaysia.

International Journal of education management 30(4). pp 505­519.
31. Sugahara, S., Boland, G. and Cilloni, A., 2008. Factors influencing students' choice of an
accounting major in Australia. Accounting Education: an international journal, 17(S1), pp.S37-
S54.
32. Tawagi   A.L   &   mak   A.S.,   2015.   Culture   inclusiveness   contributing   to   international   students

intercultural attitudes: Mediating role of intergroup contact variables. Journal of Community &

Applied social Psychology 25(4) pp. 340­354.
33. Volet, S., 1999. “Learning Across Cultures: Appropriateness of Knowledge Transfer”.
International Journal of Educational Research, 31(7), pp. 625-643.

34. Weiland, R., and Nowak, R., 1999. “Academic Preparation Programs: A Schema.

35. Watkins, D.A., and Biggs, J.B., 1996. The Chinese Learner: Cultural, Psychological and
Contextual Influences, 98(10), pp.223-250

36. Yang, M., 2007. What attracts mainland Chinese students to Australian higher education. Studies
in Learning, Evaluation, Innovation and Development, 4(2), pp.1-12.
37. Australian Social Trend, 2011.
38. Australian Bureau of Statistics, 2018.
39. OECD Indicator, 2011.
40. Australian Education International, 2011.
41. International Student Data, 2017.
 Approval Form for Human Research Ethics

Note: Please provide brief information and details of the proposed research activity.
A. Provide details of the applicant.
Name and Position Student group:
Anuj Dangol 11800844 (Document Controller)
Amrit Hamal 11800483
Bimal Kharel 11800945
Mon Kumar Katuwal 11800321
Rajesh Karki 11800847
Shweta Bhandari 11800843
Subash Bohora 11800429

Telephone and Email 11800844@students.koi.edu.au

B. Provide research topic and related subject name (for student applications).
What & why is the long-term intention of four different culture-origin
students studying MPA in Australia; and how & why do they intend to
accomplish those goals? – an in-depth insight from two students of each
Research topic origin.

Subject code and name BUS 710, Research Project

Subject coordinator Ms. Joane Jonathan

C. State key objectives of the proposed research project (in no more than 100 words).

The main aim of this research is to find out the long-term purpose of four different culture origin
students studying MPA in Australia. Four different culture origin students will be taken into
survey to study their diverse aim and intention of studying MPA in Australia. Among those
students, two students each from four different religion will be surveyed in detailed.

D. Will your project involve

D.1 Human participants, including online surveys and questionnaires? Yes No
D.2 Access to material which is not already in the public domain? Yes No

If you answered NO to D.1 and D.2, your project does not need human research ethics approval.
Complete Parts G
and J and submit the form to your supervisor. You may commence your project.

E. Will your project involve

 Obtaining information that can identify individuals or
E.1 organisations (either
directly or indirectly) without the consent of the people providing
the
Yes No

information?

Research involving children, or members of Indigenous

E.2 communities? Yes No

E.3 Recording covert observations of people? Yes No

E.4 Undertaking research that may put people at risk or cause physical,

psychological, social or economic harm to a person? Yes No

If you answered YES to any of E.1 to E.4, your project is high risk and will need to be modified. Please
discuss the project with your supervisor.

© Copyright 2017. King’s Own Institute 1

F. Will your project involve

F.1 Collecting confidential, sensitive, or privileged information? Yes No

Reporting results through publication or public presentation that

F.2 may

identify people (directly or indirectly)? Yes No

If you answered NO to F.1 and F.2, your project appears to be low risk and may qualify for
expedited ethics approval. Complete Parts G to J and submit the form to your supervisor. You
may commence your project after you receive expedited approval from the Research Director.
If you answered YES to F.1 and F.2, your project appears to be medium risk and will need to be
considered by the Research Committee. Complete Parts G to J and submit the form to your
supervisor. You may commence your project after you receive approval from the Research
Director.

G. Briefly describe your project and research methodology used in the proposed project.

This research tries to explain about the four different cultures and their origin which have
adverse effects on the international students for studying overseas or in Australia. The research
is conducted on in depth analysis with semi- structured research methods with random students
studying in KOI in Australia. Basically, the questions will be more focused towards the cultures
and origin which will be divided under four different categories consisting of two each with the
studies. Specifically, the research will be done with 2 students each from the different cultures
and origin consisting of 8 sample size. This research is not done for any potential purpose to
know about the student’s futures but it is just a general idea about how international students
finds out opportunities and face obstacles studying in Australia or any other countries in terms
of their cultures and origin.

© Copyright 2017. King’s Own Institute 2

H. Briefly describe measure(s) to protect the confidentiality of
information and privacy of individuals involved in the proposed
research, including storage of research materials upon completion.

The information provided by the interviewee will be kept highly confidential

until they give us permission for disclosing their information provided to us.
We will follow all of the ethical standards and maintained high level of
security for the information gathered from the interviewee. The information
provided will be highly secured in the university portal as this is the academic
research and this is not done for any business or organization for profit
purposes.

I. Provide any other information or risks on human ethics issues that may
be related to the proposed research project.
No any risk is done during this research.

J. Provide the estimated commencement and completion dates of the proposed research
project.
Commencement 14th March 2019.

Completion 28th May 2019.

I declare that all information and details provided in this document are true
and correct to the best of my knowledge.

Name Signature Date

Anuj Dangol 09/04/2019
Amrit Hamal 09/04/2019
Bimal Kharel 09/04/2019
Mon Kumar Katuwal 09/04/2019
Rajesh Karki 09/04/2019
Shweta Bhandari 09/04/2019
Subash Bohora 09/04/2019

Research Committee Use Only

Application Approved Disapproved

Research Committee, Name and

Chair Signature:

Date:
INTERVIEW CONSENT LETTER

Explanation of Procedures
King's Own Institute is doing business community research to identify how and why
the lifestyle of the overseas students changes upon arrival in Australia after one year
or more. We are conducting this study to learn more about this question since it has
not been studied in depth in the past.

The interviews are conducted between 04/05/2016 and the 24/05/2016 subject to
ethic approval and interviewee availability. The interviews will take place on site
during working hours and are expected to take between 1 and 1.5 hours in length.
During this time, you will be interviewed about your experiences with outsourcing
accounting services. The interviews will be audio-recorded and later transcribed for
the purpose of data analysis.

Confidentiality
The information gathered during this study will remain confidential in secure
premises during this project. Only the researchers and the research supervisor will
have access to the study data and information. There will not be any identifying
names on the surveys or interview transcripts; they will be coded and the key to the
code will be kept locked away. Your names and any other identifying details will not
be revealed in any publication of the results of this study. The tapes will be destroyed
at the completion of the study. The results of the research will be published in the
form of a research report and may be published in a professional journal or
presented at professional meetings.

Withdrawal without Prejudice

Participation in this study is voluntary; refusal to participate will involve no penalty.
You are free to withdraw consent and discontinue participation in this project at any
time without prejudice or penalty. You are also free to refuse to answer any question
that we might ask you.

If you have questions about the project or need more information, please contact:
Student’s Name: Student Id: Email Id:
Anuj Dangol 11800844 11800844@students.koi.edu.au
Amrit Hamal 11800483 11800483@students.koi.edu.au
Bimal Kharel 11800945 11800945@students.koi.edu.au
Mon Kumar Katwal 11800321 11800321@students.koi.edu.au
Rajesh Karki 11800847 11800847@students.koi.edu.au
Shweta Bhandari 11800843 11800843@students.koi.edu.au
Subash Bohora 11800429 11800429@students.koi.edu.au
If you agree to participate in this study, please sign two copies of this letter. Return
one to a research team member and keep the other for your records.

Your signature on this form indicates that you understand to your satisfaction the
information provided to you about your participation in this research project, and that
you agree to participate as a research subject. In no way does this waive your legal
rights nor release the investigators, sponsors, or involved institutions from their legal
and professional responsibilities. You should feel free to ask for clarification or new
information throughout your participation.

Declaration of the Interviewee

I have read the above information regarding this research study on how and why the
lifestyle of the overseas students differ upon arrival in Australia.

By signing this letter, I give free and informed consent to participate in this research
study.

Participant’s Printed Name: _______________________________________

Participant’s Signature: _______________________________________
Date: ________

Each researcher’s Printed Name & Signature:

_______________________________________
___________________________________
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_______________________________________
_______________________________________
Date: ________