Navigating the Australian Higher Education Landscape: From the Lens of Mature-Aged International Students

Abstract Under the lifelong-lifewide learning agenda, tertiary education is crucial for helping adults transition by upskilling and reskilling for new careers. Tertiary institutions in the Western world attract both mature and young international students. Australian universities have a significant presence in the global education market due to their accreditation and reputation for academic excellence and innovation. However, enrolling in overseas programmes presents unique challenges for mature international students who struggle with post-study employment opportunities to gain international experience. Discriminatory practices in the labour market, including ageism, racism, ethnocentrism and sexism, hinder their chances for better job transitions. This reflective autoethnographic chapter examines the gap between higher education policy and institutional practices regarding the employability of mature international students. Using Tomlinson’s framework of human and social capital reflects on my experiences as a mature postgraduate in Australia, exploring my motivations for pursuing an overseas degree and the challenges encountered as an adult learner in a foreign context. It critiques how credentials, central to human capital narratives, are insufficient for securing meaningful employment without social capital and familiarity with local culture and networks. The chapter argues that neglecting the structural and relational barriers faced by mature students on campus and during their labour market reintegration discourages potential enrolments in Australian higher education. It concludes with recommendations for university administrators, educators and policymakers to improve the experiences and employability outcomes for mature-aged international students through inclusive and culturally responsive support systems.