Abstract
This study explores how international students in Australia manage their financial responsibilities and how leadership attributes influence their financial decision-making. The research adopts a qualitative phenomenological approach to understand students’ lived experiences of financial literacy, independence, and leadership development in a cross-cultural environment. Fifteen international students enrolled at a higher education provider in Australia were selected using purposive sampling. Data were collected through semi-structured interviews lasting 30–40 minutes, conducted face-to-face and online based on participants’ preferences to ensure comfort and confidentiality. The interviews focused on budgeting practices, financial challenges, adaptation to the Australian financial system, and the role of self-leadership in managing finances. Primary data were supported by secondary sources such as academic literature, reports, and policy documents. The collected data were transcribed and analysed using thematic analysis, with code and theme development conducted manually using Microsoft Word. A phenomenological lens guides interpretation to capture how students make meaning of their financial experiences and develop adaptive and self-directed financial behaviours. The study concludes that leadership attributes play an important role in strengthening financial resilience and confidence among international students. The findings offer practical insights for educational institutions as they design integrated financial literacy and leadership support programmes. Future research is recommended across multiple institutions and with longitudinal designs to examine long-term financial and career outcomes of international students.