assessing international sem results

SEM CONFERENCE– Orlando, 2012

Clayton Smith, Ed.D.Vice-Provost, Students & International

University of [email protected]

Assessing International SEM Results

mailto:[email protected]


Topics A bit about SEM The University of Windsor Story• Lessons Learned• Resources

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Enrolment Management: The Classical Definition

Enrollment management is an organizational concept and a systematic set of activities designed to enable educational institutions to exert more influence over their student enrollments. Organized by strategic planning and supported by institutional research, enrollment management activities concern student college choice, transition to college, student attrition and retention, and student outcomes. These processes are studied to guide institutional practices in the areas of new student recruitment and financial aid, student support services, curriculum development and other academic areas that affect enrollments, student persistence and student outcomes from college.

- Hossler, 1990

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What is International Strategic Enrolment Management?

Using SEM principles in the context of international students and how they relate to your institution’s mission and the educational goals of the students recruited and enrolled.

-Braxton & Conroy, 2008


SEM is Achieved by… Establishing clear goals for the number & types of students

Promoting student academic success by improving access, transition, retention, & graduation

Enabling effective strategic & financial planning

Supporting the delivery of effective academic programs

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SEM is Achieved by (Cont’d)… Creating a data-rich environment to inform decisions &

evaluate strategies

Improving process & organizational efficiency

Establishing top quality student-centred service

Strengthening communications & collaboration among departments across the campus

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- Bontrager, 2004


SEM Ethos A shared responsibility Integrated institutional planning A focus on service Accountability Research & evaluation For the long haul

-Henderson, 2005

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Importance of Assessment

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DATA - What puts the “S” in “SEM”

Transactional data

Recruitment and retention analysis

Assessment of strategies, services and outcomes


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Creating a Data-Driven Enrollment Plan

ActiveAlumni

Graduated

Engaged,Satisfied

Retained

Enrolled

Deposited

Applied/Admitted

Prospective Students

Alumni Research

Placement DataGraduate Rates

Retention DataStudent Surveys

Yield DataAdmission Statistics

Competitive AnalysisMarket Research

The EnrollmentData Agenda

Financial Aid Analysis

Enrollment Strategies

Alumniengagement

Graduation/Career Development

Yield

Recruitment

Marketing

First Year Exp. &Retention Programs


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The University of Windsor Story


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University of WindsorComprehensive university9 Faculties16,000 students10% international studentsA border city (Canada/US)

2 of our top 5 priorities include enhancing the student experience and internationalization


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Africa16%

Amer-icas6%

Asia31%

Europe6%

Middle East11%

Oceania1%

South Asia30%

Geographic Origin of International Students, Fall 2011


BackgroundOverall, international enrolments declined from 601 in

fall 1992 to 375 in fall 1998. Since the University had no existing international

student recruitment effort in place, it was determined that we should hire one or more firms to represent us abroad. In early 1998, hired one recruitment firmSubsequently added a second firm in China

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Enrolment Statistics: ESL

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ELIP 2007 2008 2009 2010 2011ELIP F 33 11 0 15 73ELIP 1 66 64 54 51 120ELIP 2 126 120 78 87 166ELIP 3 173 136 121 88 189

Subtotal 398 331 253 241 548

Some considerable ESL growth


New FT UG Statistics

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Faculty 2005 2006 2007 2008 2009 2010 2011FASS 77 53 35 16 26 15 12Business 38 39 71 50 46 31 21Engineering 72 62 59 91 50 48 62Human Kinetics - - 1 - 1 - 2

Interfaculty - 3 1 2 2 2 2

Nursing 5 - 1 - - - -Science 52 59 44 44 20 18 9Subtotal 244 216 212 203 145 114 108

After being flat-lined for 4 years, FT UG enrollment has declined by nearly half in recent years.


New International Student Enrollment

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UG/Grad FT/PT 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11UG FT 412 398 398 372 266 279UG PT 204 131 97 72 111 132UG ALL 616 529 495 444 377 411Grad FT 107 156 227 223 275 287Grad PT 0 0 0 0 0 2Grad ALL 107 156 227 223 275 289 TOTAL 723 547 768 648 722 601

Since 2005-06, the University’s entering international enrolment has decreased. Undergraduate enrolment has declined from while graduate enrolment has increased.


Total International Student Enrollment

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UG/Grad FT/PT 2005 2006 2007 2008 2009 2010 2011UG FT 1014 1033 1044 1054 903 866 836UG PT 356 298 313 256 279 249 284UG ALL 1370 1331 1357 1310 1182 1115 1120Grad FT 210 312 367 405 414 484 547Grad PT 4 2 4 2 2 4 7Grad ALL 214 314 371 407 416 488 554 TOTAL 1584 1645 1728 1717 1598 1603 1674

Undergraduate enrollment has declined while graduate enrollment has increased.


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2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

60 65 70 75 80 85

76.9

70.1

71.7

80.7

69.8

70.7

72.5

74.7

76.4

81.8

1st to 2nd Year International Student Retention


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2000 2001 2002 2003 2004 2005 2006 2007 20080

10

20

30

40

50

60

70

80

90

1st to 2nd Year Student Retention

International Students Ontario High School GradsOther All


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Proposed Changes to International Student Recruitment

Report of the Working Group on International Student Recruitment


Recruitment Review MethodologyInternal challengesExternal challengesConducted a financial audit and operational reviewCommissioned an external benchmarking study from a

US-based higher education consulting firmObtained consulting services from a UK-based

international higher education consulting firm

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Formed Working Group in 2010


Internal ChallengesIncreased turnaround time in admission letters is

paramountProgram planning and pricing are important issues for

the international student recruitment program.The University’s original recruitment model saw our

recruitment firm performing all student recruitment responsibilities. Many more players today.

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External ChallengesInternational recruitment for the University of

Windsor continues to be plagued from the effects of⁻ the global economic downturn, ⁻ the strengthened Canadian dollar, ⁻ increased competition in the international student

recruitment field, ⁻ a set of natural disasters, and ⁻ a myriad of market specific matters.

Canada’s profile as a higher education destination still very much trails the reputations of the U.S., U.K. and Australia.

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External Challenges (Cont’d)The Ontario provincial government has endorsed

increasing international enrolment in post-secondary institutions by 50 percent over five years with the hope that many will stay in Ontario after graduation (Government of Ontario, 2010).

Ontario’s decision to increase international enrolment corresponds with a growing market for these students. By 2025, global demand for international education is predicted to grow from 1.9 million to 7.2 million students (OECD, 2006).

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Financial AuditThe Finance Department produced a report that

shows the funds the University has paid to our primary recruitment firms.

A partial reason why we have increased University payments is due to the per-student recruitment fee increasing over this period. So while undergraduate enrolment has decreased, payments increased by replacing undergraduate enrolment fees with those billed for graduate and ESL student enrolments.

There has also been an overall increase in the fees we pay for admissions support.

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Operational ReviewWe were unable to conduct an operational review of

our recruitment activities due to a lack of data from the recruitment firms.

This is impacted by the screening process (which we requested and support) our recruitment firm has developed which results in only qualified applications being submitted to the University.

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External Benchmarking StudyConducted by Washington, DC-based Education

Advisory BoardThe institutions that participated included Michigan

State University, Ohio State University, Portland State University, Syracuse University, University of Western Ontario, University of Winnipeg and Wayne State University.

The EAB was very helpful in shaping the parameters of this study.

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External Consulting ReportProvided by UK-based Global Higher Educational

Consulting, Inc.Made 2 campus visits.Issued 2 reports:

⁻ The first report focused on the competitive context, which has changed considerably in recent years

⁻ The second report emphasized how we might go about implementing a new international student recruitment model and its related strategies

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Recommendations1. Adopt a broad-based student recruitment model that

discontinues exclusivity with a single recruitment firm and identifies major student recruitment agencies that operate successfully in key markets, such as China, India, the Middle East and South Asia.

2. Develop in-house capacity to encourage direct applications and to manage applications and offers efficiently. This will involve making infrastructure investments in such areas as web and social media, international marketing, admissions, and study permit advice.

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Recommendations (Cont’d)3. Develop a range of transfer articulation agreements

with university partners around the world that will permit students to enter the University (both graduate and undergraduate) with advanced standing through 1+3, 2+2 and 3+1 links.

4. Establish local University offices in key markets, such as India and China, to market and recruit students directly. Such offices could also support in-country university partnership and research development, alumni outreach and institutional advancement.

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Recommendations (Cont’d)5. Develop a University pathways program for students

who have not reached the University’s entrance requirements. This will involve teaching English language, study skills, and some academic coursework. This could also result in the development of a pre-master’s pathways program.

6. Explore the delivery of part or whole programs outside Canada. This will result in brand awareness and the development of articulation links in other countries.

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Recommendations (Cont’d)7. Develop ways to use alumni as ambassadors for the

University in recruiting new students (e.g., recruitment fairs abroad).

8. Create more connectivity between the recruitment program and the Faculties, especially the deans, and senior administration to ensure both transparency and accountability.

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University of Windsor International Student Recruitment Infrastructure/In-house Capacity

(R#2)

Regional Office (R#4)

AgentAgent

Alumni

Fairs


AgentAgent


AgentAgent

Articulations (R#3)

Pathways(R#5)

Overseas Programs (R#6)


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Solving the International Student Retention Puzzle


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With Appreciation

Tanya Demjanenko, M.Ed.Research Assistant


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Our Purpose

• To identify the factors that contribute to attrition of international students at the University of Windsor to determine what might be done to improve the success and persistence of international students academically, through support initiatives and in our student recruitment program.


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MethodologyPre-Study environmental scanPilot studyFocus groups Service provider interviewsFaculty interviewsOn-line survey: studentsOn-line survey: facultyOn-line survey: service providers


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Study ParticipantsRecruited from sample populations at the University of

Windsor:International studentsInternational student groupsService providers to international studentsFaculty who instruct international students


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ParticipantsQualitative:

Faculty interviews, 15Service provider

interviews, 12Student group

representative interviews, 3

Students in focus groups, 17

Quantitative:Faculty members, 31

(response rate – 2.63%) Service providers, 47

(response rate – 3.7%)Students, 22 (response

rate – 1.28%)


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International Students9/2010 10/2010 11/2010 12/2010

- - Focus Group AFocus Group B

Focus Group A

1/2011 2/2011 3/2011 4/2011

Focus Group A Student Group Interviews

Focus Group AFocus Group CFocus Group DStudent Group Interviews

Results to Participants


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Service Providers9/2010 10/2010 11/2010 12/2010

- - Interviews InterviewsSurvey

1/2011 2/2011 3/2011 4/2011

- Interviews InterviewsSurvey



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Faculty9/2010 10/2010 11/2010 12/2010

- - Interviews InterviewsSurvey

1/2011 2/2011 3/2011 4/2011

- Interviews InterviewsSurvey



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Pilot Study• Areas of Concern Attendance Academics Finances Misinformation Racism & discrimination Missed connections Other plans Cultural adjustment Psychological issues


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Themes - FacultyLanguageCultureRacism and discrimination

Themes – Service Providers

• Language• Culture• Racism and discrimination

Themes – Students

• Culture• Frustration, Disorientation &

Confusion• Facilities & Services• Racism & Discrimination

Differing PerspectivesFactor Faculty Service

ProvidersStudents

Language 1 1 -

Culture 2 2 1

Racism & Discrimination 3 3 4

Frustration, Disorientation & Confusion

- - 2

Facilities & Services - - 3

...but agreement on Language and Culture


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A Model of International Student Success and Retention

International Student

Social

Linguistic

Economic

CulturalAcademic

Familial

Environmental


Australia Malaysia

Canada Netherlands

Estonia New Zealand

Finland Singapore

Germany South Africa

Hong Kong Sweden

Ireland UK

Italy USA

209,422 international students responded to the 2011 survey from 238 institutions in 16 countries ; 6.227 students surveyed at Ontario universities


Satisfaction UW vs. ISB UW vs. Ontario UW vs. Canada

Benchmark 2010 2011 Change 2010 2011 2010 2011 2010 2011

Arrival 82% 82.4% 0.4% 1 -0.4 1 -0.6 - -0.5

Support 85% 89.2% 4.2% -3 -0.8 2 1.3 - 0.9

Learning 83% 82.7% -0.3% -1 -2.1 1 -2 - -2

Living 74% 76.2% 2.2% -3 -2.6 1 -1.3 - -1.6

The ISB: University of Windsor, Ontario Universities & Canada

Our strengths are arrival and support


ArrivalAreas of Strength:

RegistrationUniversity orientationFinancial (banking) information

Areas of Improvement:First nightCondition of accommodationMeeting faculty membersSocial activities

i-graduate, 2011


SupportHigh Institutional Usage/High Satisfaction:

Student CentreInternational Students’ CentreStudent Health Services

High Institutional Usage/Low Satisfaction:CashiersGraduate StudiesMarket Place (Student Centre)

i-graduate, 2011


LearningHigh Institutional Usage/High Satisfaction:

Quality lecturesLearning supportLearning spaces

High Institutional Usage/Low Satisfaction:Work experienceCareer advice (faculty)Research activity

i-graduate, 2011


LivingHigh Institutional Usage/High Satisfaction:

Sports facilitiesSocial activitiesEco-friendly

High Institutional Usage/Low Satisfaction:Financial supportTransport linksEarning money

i-graduate, 2011


Opportunities for ImprovementArrival:

First nightCondition of accommodationMeeting faculty membersSocial activities

Support:CashiersGraduate StudiesMarket Place (Student Centre)


Opportunities for Improvement (Cont’d)Learning:

Work experienceCareer advice (faculty)Research activity

Living:Financial supportTransport linksEarning money


Lessons Learned


Lessons Learned1. Assessment is key to determining the success of

initiatives we undertake. We need to benchmark progress and let data drive decision-making

2. Resources must be allocated to ensure that the strategies put in place have a lasting impact on students. This demonstrates institutional commitment to campus internationalization

3. The enrolment funnel and student life cycle experience may be different for different groups of international students. Strategies need to be customized to meet the needs of each targeted student population group.

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Lessons Learned (Cont’d)4. We need to work collaboratively across our

campuses to develop shared, institution-wide definition of campus internationalization.

5. Retention is another word for “home away from home”

6. Racism draws a distinction between experiences in which international students thrive or survive the student experience

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Your toolkit

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Resources British Council

http://www.britishcouncil.org/ Canadian Bureau of International Education

http://www.cbie-bcei.ca/ Canadian SEM Website

www.uwindsor.ca/sem I-Graduate: International Student Barometer

http://www.i-graduate.org/services/international-student-barometer-and-student-barometer/

NAFSAhttp://www.nafsa.org/

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http://www.uwindsor.ca/sem


Comments & Questions

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assessing international sem results

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