international student retention€¦ · data : institute of international education, open doors...
TRANSCRIPT
Best practices in strategies for the recruitment and retention of international students at U.S. higher
education institutions
INTERNATIONAL STUDENT RECRUITMENT RETENTION
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*Recorded version of this presentation will be made available next week. All registrants will be emailed a copy (and additional materials) as well.
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Presenter
Presentation Notes
Good afternoon. Welcome to Hanover’s first higher education webinar. We will be conducting webinars on a monthly basis from now on. Going forward we will also be providing the power point presentation in advance. Today’s presentation will be a broad overview on the topics of international student recruitment and retention. Although this will be a higher level overview, we will be covering a lot of information. I believe we could have dedicated separate webinars to these topics. In any event, I hope you find the information to be useful and educational. I should also note that I have included stats and trends of foreign students studying in the US, Canada, UK, AUS, and NZ, because these are the places where our members are located, and I think we may have attendees from universities in almost all of these countries joining us today. These stats aside, this report does have a US slant – the samples of practices and strategies are based on US institutions. This webinar was based on two reports completed by Hanover on behalf of two different US-based members. We will be combining these reports and circulating one documents to all of today's participants. We will also be distributing a list of of all today’s participants. If for some reason you do not wish to be identified, please let me know. Please send all questions related to the presentation to my associate Coleman Short. I would also like to note that in just a few instances during this presentation I will mention specific projects that Hanover could perform for your institution with respect to recruitment and retention. Really these are just ideas that you may want to consider that could directly support your recruitment and retention efforts. Thank you, and let’s get started!
Q+A Discussion
Please email questions to: [email protected]
with your questions.
We will try to get to as many of these as we can at the conclusion of the presentation.
Outline
Part IInternational Student Recruitment
Part IIInternational Student Retention
Part IIIQuestion and Answer/Discussion
Keeping a Global Edge
Sources: Department of Commerce, Indian University
STATS AND TRENDSADDED VALUE OF INTERNATIONAL STUDENTS
+17.6B United States, 2008-2009+13.6B United Kingdom +11.7B Australia+6.5B Canada+2.1 B New Zealand
Presenter
Presentation Notes
First, I’d like to touch on a few ways that international students help to add value to institutions. Enrolling international students can help institutes of higher education extend their profit margins. In the 2008-2009 academic year in the United States, foreign students and their families contributed an estimated 17.6 billion dollars in net income to their schools and host communities. International students also help colleges and universities gain and maintain a global edge. “In an increasingly competitive global economy, the international dimension of education is becoming more and more important and students increasingly demand it.” Moreover, many foreign students pay full tuition and live in campus residence halls, placing them among the most profitable enrollees at colleges and universities. Indiana University-Purdue University Indianapolis (IUPUI) has noted that even with the added cost of an Office of International Affairs to support its foreign students, “the average international student annually yields $7,000 more in tuition than an in-state student.” 17.6B United States, 2008-2009 +13.6B in the UK +11.7B Australia +6.5B Canada +2.1 B New Zealand
Data : Chronicle of Higher Education/Image: Leonid Mamchenkov via Flickr
671,616 total
8% increase in overall number
Enrollments up 16%
US ENROLLMENT TRENDS (2008-2009)
Presenter
Presentation Notes
US - Furthermore, the estimated 671,616 international students studying at US institutions during the 2008-2009 academic year led the Department of Commerce to place higher education “among the United States’ top service sector exports.” Top universities with most international students are University of Southern California, New York University, Columbia, Purdue, and Illinois.
Data : Institute of International Education, Open Doors 2009
0
100,000
200,000
300,000
400,000
500,000
600,000
700,000
800,000
2009
En
rollm
ent
INTERNATIONAL STUDENT ENROLLMENT SHIFTS
Presenter
Presentation Notes
Slide 7 reflects the trend of increased numbers of international students in selected Anglophone countries. Let me run through some figures. In the UK – In 2008-2009 total non-UK Students was 368,970. That is an 8% increase over 2007/8 Strongest growth was in postgrad programs (up 17%) followed by full-time undergrad (up 8%). In Australia – +11.7B Australia In 2009, 631,935 international students were enrolled in education programs in Australia (203,324 at Universities). This figure represents a 16.8% increase on 2008 enrolments (slightly down on the 20.7% increase between 2007 and 2008 figures). Commencements (new student enrolments) grew by 13.2%. International students contributed $11.7 billion to the Australian economy in 2006-07. Numbers of international students declining in Australia: A total of 269 828 Student visas were granted in 2009-10. This represents a decrease of 15.8 per cent when compared to the 2008-09 figure of 320 368 visas. Measures relating to Student visa integrity, together with the introduction of legislative changes to Student visa requirements and a number of global factors such as the global financial crisis and the strengthening of the Australian dollar have contributed to a decline in Student visa activity for offshore grants. Canada - October 28, 2009 – Approx. 130,000 per year. Canada has seen a 7‑percent increase in international students since 2007. 47,000 full-time visa students are enrolled in undergraduate programs (7% of total undergraduate population). Almost 23,000 full-time visa students are graduate students (18% of the total graduate student population) New Zealand – latest figures for New Zealand show 93,500 foreign students studied in 2009, compared to 88,470 in the previous year.
Image: brainchildvn via flickr
Who are Today’s International Learners?
0
20000
40000
60000
80000
100000
120000
India China South Korea
Canada Japan
2008
-200
9 E
nro
llmen
t
Data : Institute of International Education, November 2009
TOP 5 PLACES OF ORIGIN
Presenter
Presentation Notes
It may surprise you to see that the countries of origin are fairly diverse. A 2009 report by the Institute of International Education places India, China, South Korea, Canada, and Japan in the top five places of origin. India alone, as you can see in the chart highlighted on the screen, had over 100,000 international students, topping the list at 103,260. Notably also, the United States’ neighbor Canada, beat out several other Asian countries to make the top five list. Their overall enrollment in the US was 29,697, just a few hundred students larger than that of Japan. In UK - Top non-EU senders are China (47,035), India (34,000), Nigeria (14,380). Top recruiters here are Manchester, Nottingham, U College London, Warwick, London School of Economics and Politics and Oxford. In AUS - In 2007, according to Australian Education International, the greatest number of international student enrolments in Australia came from: China (107 071); India (63 604); Republic of Korea (34 674); Thailand (19 987); Malaysia (19 874); Hong Kong (19 742); Japan (16 077); Indonesia (14 919); Brazil (12 545) and the United States (11 822). Canada - Top countries of origin: China (15,000), United States (7,400), France (6,900), India (2,800), South Korea (2,600). Australia and the U.K. both host more than 27,000 university students from India – 10 times the number in Canada
TOP DESTINATIONS: UNIVERSITIES
Data : Institute of International Education, November 2009Map created with Geocommons
Presenter
Presentation Notes
To provide a deeper look at the top enrollers of international students, the map provided here offers a summary of the geographic locations of the 25 institutions with the largest international student enrollments. It is interesting to note the cluster of institutions around the Great Lakes and within the Northeast. Notably also, there is a lack of top enrollers in the central Midwestern region and Pacific Northwest.
Data : Institute of International Education, November 2009
CARNEGIE CLASSIFICATION: PERCENTAGE OF BACCALAUREATE AND MASTER’S LEVEL INSTITUTIONS REPORTING
INCREASES AND DECREASES IN NEW INTERNATIONAL ENROLLMENTS,AY 2007-08 TO AY 2008-09
3.5%
9.7%
18.1%
25.7%
16.7% 16.7%
9.7%
7.1%
12.1%
15.7%
22.9% 22.9%
10.0% 9.3%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
Substantial Decline
Some Decline Slight Decline No Change Slight Increase Some Increase Substantial Increase
Baccalaureate Colleges Masters Universities
Presenter
Presentation Notes
Carnegie Classification: Based on a report from the Institute for International Education. From AY 2007-08 to AY 2008-09, nearly 71% of all institutions reported that their international student enrollments either remained stable or increased. This percentage was even higher (80%) for larger institutions with significant populations of international students. However, these figures were lower than those from AY 2005-06 to AY 2006-07 (with 81%). Among Baccalaureate level institutions 68.8% of schools reported stable or increasing international enrollments from AY 2007-08 to AY 2008-09, while 65.1% of Master’s universities reported growth or stability. This also represents a slight decrease overall from the AY 2005-06 to AY 2006-07 period, in which 75.2% of Baccalaureate and 77.9% of Masters institutions reported international enrollment growth or stability. 67% of Research university reported international growth. With respect to this chart, he highest increase reported was that they had a slight increase.; 11% reported a substantial increase.
Data : Institute of International Education, Open Doors 2009
12.2%
7.7%
5.2%
5.5%
6.9%
7.0%23.8%
17.9%
1.6%
3.5%
4.1%4.4% Associate's
Freshman
Sophomore
Junior
Senior
Bachelor's-Unspecified
Master's
Doctoral
Professional (MD, JD)
Graduate-Unspecified
Non-Degree
Intensive English
BREAKDOWN OF INTERNATIONAL STUDENTS BY DEGREE TYPE, AY 2008-09
Presenter
Presentation Notes
Roughly 47% of foreign students in the United States seek graduate or professional degrees. Those studying for Bachelor’s degrees are the next largest contingent (around 32%), while students pursuing associate’s degrees comprise just over 12% of the foreign student population. Students engaged in intensive English language training and non-degree programs account for the remaining 9%. This figure provides a detailed breakdown of foreign students by degree types. The graduate and undergraduate categories are divided into subcategories based upon year of study (undergraduate) and degree pursued (graduate). Among baccalaureate students, the largest segment for AY 2008-09 was the freshman class—which is not surprising, given that the decade’s highest enrollment growth rate occurred that same year. This cohort is followed by the AY 2008-2009 senior class, which matriculated in 2005-06 when the period of enrollment decline was coming to an end. It is not apparent from looking at the graph, but it should be noted that associate’s-level programs are a significant source for funneling foreign students into four-year programs. A substantial portion of the 12.2% of foreign students enrolled in community colleges are likely to transfer to four-year institutions after two years of study. There is an emerging nationwide trend in which “international students spend their first two years at a community college rather than going straight to a four-year university” in order to minimize their expenses and improve their English language skills.
Data : Institute of International Education, Open Doors 2009
1.3%
20.6%
2.7%
17.7%
5.2%5.2%
2.9%
8.4%
9.2%
8.5%
10.9%
4.2%3.1%
Agriculture
Business
Education
Engineering
Fine and Applied Arts
Health Professions
Humanities
Mathmatics/ Computer Science
Physical and Life Sciences
Social Sciences
Other
Intensive English
Undeclared
WHERE TO FOCUS ACADEMICALLY
Presenter
Presentation Notes
Foreign students in the United States gravitate heavily toward certain fields, most notably business and engineering. Institutions seeking students from abroad would do well to make such high demand fields available to their potential foreign students. With only 3.1% of international students identified as undeclared majors, foreign students tend to come to the United States with more defined educational goals than domestic students. They also have lower dropout rates and higher graduation rates at the undergraduate level. This figure analyzes international students according to major field for AY 2008-09. These figures represent the overall breakdown of the more than 670,000 foreign students enrolled in the United States.
Data : Institute of International Education, Open Doors 2009
Rank Country % Rank Country %
1 India 15.4% 14 Thailand 1.3%2 China 14.6% 15 United Kingdom 1.3%3 South Korea 11.2% 16 Hong Kong 1.2%4 Canada 4.4% 17 Indonesia 1.1%5 Japan 4.4% 18 France 1.1%6 Taiwan 4.2% 19 Colombia 1.0%7 Mexico 2.2% 20 Nigeria 0.9%8 Turkey 2.0% 21 Malaysia 0.9%9 Vietnam 1.9% 22 Kenya 0.9%10 Saudi Arabia 1.9% 23 Pakistan 0.8%11 Nepal 1.7% 24 Russia 0.7%12 Germany 1.4% 25 Venezuela 0.7%13 Brazil 1.3%
WHERE TO FOCUS GEOGRAPHICALLY
Presenter
Presentation Notes
Efforts to recruit international students may greatly benefit from a geographic focus based on current trends. The United States draws students from many countries, but the primary sources in recent years have been Asian and South Asian nations. Asia currently generates 62 percent of America’s international students, and 74 percent of those students come from India, China, Japan, and South Korea. In addition to Asian student populations, the U.S. higher education market benefits from substantial interest among Canadian and Mexican students. Africa and South America are typically viewed as emerging markets, and Saudi Arabia has recently begun sending greater numbers of students following a several-year lull in the wake of the September 11 attacks. The top twenty-five countries, based upon the number of students sent to the United States each year, are listed. Though current international student recruitment efforts are focused primarily on the regions detailed above, another area of interest which has a far less saturated recruitment market is Latin America and the Caribbean. The interest in U.S. higher education in these markets is high, but there is also significant concern about the cost of U.S. institutions.
Data : Institute of International Education, Open Doors 2009
MOST COMMON SOURCES OF FUNDING
8%
3%
7%
21%
7%
9%
6%
8%
5%
7%
7%
11%
4%
7%
8%
12%
12%
18%
7%
9%
13%
20%
18%
18%
17%
23%
27%
25%
14%
19%
20%
16%
12%
22%
26%
0% 5% 10% 15% 20% 25% 30%
Japan
Nigeria
Germany
India
China
University ScholarshipParents/ Relatives/ CareersPart Time Work
Savings/ InvestmentPrivate Company
Home Country
Data : Institute of International Education, Open Doors 2009
1.4
1.5
0.7
1.1
1.2
1.5
1.5
1.3
1.3
1.2
0.9
1.2
0.7
1.3
1.2
1.4
1.7
1.4
1.4
1.2
1.4
1.6
1.3
1.4
1.4
0.0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6 1.8
Japan
Nigeria
Germany
India
China
Reputation in Intended Field
Good Facilities
Good Sources of Funding
Responsive Staff/ Good Service
Safe Location
MOST HIGHLY VALUED INSTITUTIONAL CHARACTERISTICS
Presenter
Presentation Notes
Here we will quickly discuss the most highly valued institutional characteristics. Please note that this info is based on a large study done by a British higher education organization looking at the chief reasons why students study abroad, their educational priorities, and their primary concerns about international study. The survey sample included: 2,421 students from China, 4,780 from India, 1,778 from Germany, 2,201 from Nigeria, and 249 from Japan. Now, with regard to Student Perceptions of Major Anglophone Education Systems Students from all five surveyed nations cite the United Kingdom’s “excellent academic reputation” as the foremost reason to enroll there. The majority of Chinese, Nigerian, and Japanese students also appraise the United States on the basis of its academic reputation, while Indian and German students believe that studying in the United States would improve career prospects in their native countries. Nigerian and Indian students cite Australia’s academic reputation as its primary advantage, but students from China, Japan, and Germany tend to judge Australian institutions mainly by the country’s perceived quality of life. Overall, the study indicates that students from each surveyed country who choose the United States do so primarily for the academic reputation of American institutions and their belief that an American education will be a boon to career advancement. The United Kingdom shares this academic and job-centered response pattern with the United States, while Australia is universally seen as a more attractive option due to quality of life issues.
Data : Institute of International Education, Open Doors 2009
MOST COMMON INFORMATION SOUGHT FROM INSTITUTIONS
7%
8%
4%
12%
7%
17%
11%
21%
12%
13%
6%
11%
4%
17%
17%
16%
23%
18%
18%
17%
19%
22%
22%
12%
18%
0% 5% 10% 15% 20% 25%
Japan
Nigeria
Germany
India
China
Application Info
Estimated Expenses
Scholarships
Detailed Course Info
Career Prospects
Presenter
Presentation Notes
Information about admissions requirements and the application process is highly sought among prospective students from all countries, although for Indian and Nigerian students, financial information is most frequently requested. Indian and Chinese students seek scholarship information at a significantly higher rate than students of other nationalities.
Data : Institute of International Education, Open Doors 2009
FAVORED RECRUITING STRATEGIES
13%
15%
20%
27%
29%
0% 5% 10% 15% 20% 25% 30% 35%
Other
New funding for marketing/ promotion
New funding for int'l recruitment trips
New international programs/ collaborations
New staff or additional staff time
Presenter
Presentation Notes
This slide shows the results of a survey of 700 US institutions, this survey revealed that 395 (57%) institutions indicated that they had taken new steps during the 2008-09 academic year to increase enrollment or mitigate international enrollment decreases. These institutions that endeavored increase enrollments and to stave off declines in international enrollments and determined the most common strategies here.
Data : Institute of International Education, Open Doors 2009
FAVORED RECRUITING STRATEGIES
•Networking – Unofficial Channels•Online Recruiting•Articulation Agreements and Academic Partnerships•Partnerships with Private For-Profit Education Firms•International Recruiting Agents
Data : Institute of International Education, Open Doors 2009
ONLINE RECRUITING: SUGGESTIONS FOR LINKS AND RESOURCES
•A description of the institution including a cost breakdown and housing information•Proportion of international students at the university and class profiles•Quotes and profiles of current international students•Accreditation details for the institution•Course catalog with course descriptions and the number of credit hours necessary to be enrolled full-time•Contact information for international student offices and administrators•International undergraduate and graduate admissions information including reporting methods, score requirements, deadlines, mailing addresses, letter of recommendation guidelines and application fee payment methods•Up-to-date information on student visas and how to receive an I-20. Any new SEVIS regulations are located at http://travel.state.gov•An FAQ and checklist section to facilitate the application process•Local information such as the campus size in hectares, average local temperatures in Celsius, distances in kilometers, local points of interest or nearby major metropolises•A downloadable application in a variety of formats•International student applications should not ask for social security numbers, GPAs, zip codes, use the terms fall and spring, include 800 phone numbers which are not toll free outside the U.S. or have automated responses, use college to refer to university-level programs, or require original copies of academic certificates and define certified
Data : Institute of International Education, Open Doors 2009
SERVICES MOST OFTEN PROVIDED BY EDUCATION AGENTS
6%
11%
6%
12%
15%
15%
9%
11%
10%
10%
5%
7%
11%
6%
9%
10%
5%
10%
7%
8%
8%
16%
5%
16%
14%
14%
17%
17%
13%
10%
10%
9%
9%
7%
8%
7%
7%
2%
10%
5%
0% 5% 10% 15% 20%
Japan
Nigeria
Germany
India
China
Work Opportunity InfoApplication HelpExpense InfoPassport/Visa AdvicePersonalized AdviceUniversity ContactsDetailed Course InfoScholarship Info
Presenter
Presentation Notes
Creating international brochures is another highly employed tactic. Recently, print and online publications have become much more targeted, and higher education institutions “are moving away from mass marketing” approaches. Still, traditional mail marketing efforts can be utilized effectively. Institutions develop international mailing lists of institutions and advisory centers to receive information on a regular basis. One example of targeted recruitment strategy is to focus on China, print brochures in Mandarin, translate the website into Mandarin, and hire an on-campus bilingual Chinese counselor. The University offers Chinese translations of its admissions webpage and the specific requirements for English translations of all official documents. Online recruiting efforts for international students can be simplified through targeted Google or Yahoo! ads with term contracts. Online marketing efforts can also be outsourced to for-profit companies specializing in international students. Please bear in mind that I will be sending the reports in which we based this report, so you will obtain more information regarding, for example, Articulation Agreements. One of the more interesting things I found regarding recruitment strategies was the trend of institutions changing international recruitment efforts as universities face decreased funding and begin to utilize technology more effectively. This report finds that admissions strategies have historically used a “funnel” approach, through which institutions try to attract the highest number of applicants—even if the yield from that applicant pool is very small. Now, in the face of limitations on recruiting resources, institutions need a much more targeted and focused approach to ensure greater enrollment yields at the end of the process. This targeted approach requires a significant self-assessment on the part of the recruiting institution, which has to determine what type of international student it is likely to attract based upon its academic reputation, program offerings, and overall culture and environment.
Data : Institute of International Education, Open Doors 2009
FAVORED INTERNATIONAL STUDENT RECRUITMENT STRATEGIES
Rank Strategy
1 Merit Scholarships
2 International Brochures
3 Interviews
4 Articulation Agreements
5 Express Mail of Acceptance Letters
6 Independent Travel (Fall)
7 Small Group/Tour Travel (Fall)
8 Information Sessions
Presenter
Presentation Notes
Offering scholarships is obviously a very good recruitment strategy. So basically the idea here is that the selection of markets should be based on research that identifies a critical mass of qualified students seeking higher education outside their home country and where there is sufficient interest in subject areas that are offered at the institution. Markets in which the university has been active historically should be carefully considered as well as new markets that offer significant potential. To successfully execute a focused recruiting effort, higher education institutions must know their own strengths and also understand the factors that motivate their prospective students. While the international recruitment strategy rankings in these slides are a useful guide, each method must be appraised in light of an individual institution’s goals and resources. Closing point on recruiting: Here I would like to point out where Hanover could offer your institution support. With region or country targeted approach Hanover could provide market intelligence to guide decision-making. Hanover has experience conducting international market research projects. Recently, we were commissioned to study the state of tertiary education in Africa, identifying opportunities for a university wishing to establish an overseas presence on the continent. We profiled higher education markets in six African countries—Ghana, Kenya, Nigeria, South Africa, Tanzania, and Uganda—highlighting possible partner institutions in each. Another recent example was a report we completed on existing MBA degree programs in the Baltic States. In this report, we assessed the current environment for MBA degree programs in the Baltic states of Latvia, Estonia, and Lithuania, paying particular attention to the types and costs of the programs and to market saturation.
Image: Francis Mayne via Flickr
RETENTION STRATEGIES
Presenter
Presentation Notes
Now, we’ll turn to some proven strategies for retaining international students. Some institutions are very good at attracting an initial pool of international students, but getting these students in the door is only half of the battle. Without strategies for engaging and involving international students, helping in their process of adjustment to the new environment, universities may lose their international population prior to graduation.
Five Dimensions of Quality
Reliability
Assurance
TangiblesEmpathy
Responsiveness
Source: “The Service-Quality Puzzle.” Business Horizons
Presenter
Presentation Notes
Today, we’re particularly interested in considering the ways in which support for international students and scholars can help with retention efforts. Though it is not an entirely commercial enterprise, support for international students and scholars needs to be considered through the lens of service quality. In the literature on quality assurance, five main dimensions of quality often emerge: Reliability encompasses the ability to perform services dependably, accurately, and consistently Assurance involves employees’ ability to convey trust and confidence, and respond courteously and knowledgably Tangibles are physical aspects such as buildings, equipment, and employee appearance Empathy relates to employees’ ability to provide individualized attention and care Responsiveness involves the timeliness and expedience of services provided
INTERNAL SUPPORTS AND CUSTOM PROGRAMS
INTERNAL SUPPORTS
Strategy: Develop materials and supports dedicated to International students, like an International Student Office
Strategy: Educate faculty and students about the internationalization process and make international-friendly campuses
Strategy: Provide ongoing English language support
CUSTOM PROGRAMS
Strategy: Bridge ProgramsStrategy: Mentoring ProgramsStrategy: Forums and Discussion GroupsStrategy: Community Involvement ProgramsStrategy: On-going EnglishLanguage SupportStrategy: Keep Students up-to-date on Financial Opportunities
Presenter
Presentation Notes
With these dimensions of quality in mind, today I’ll briefly highlight eight common retention strategies with proven success. One strategy for retaining international students is developing internal supports that are tailored to international students. Our research suggests that institutions should consider establishing an office of international student affairs, dedicating a section of their website to internationals, and developing handbooks and cultural tips for international students. An International Student Office International student offices can and should engage in numerous ways on campus in order to act as the primary resource for international students and to encourage retention. From an administrative perspective, these offices should safeguard the ability to bring international students and scholars to the university by ensuring compliance with federal agency requirements (Department of Homeland Security and Department of State), tracking laws and regulations, applying for certifications and re-certifications, ensuring training for staff compliance, and acting as a resource to university departments for immigration questions. They can also be helpful in Creating International Student Friendly Campuses Simple methods and practices to achieve this include: Guaranteeing student housing, on or off-campus, and providing housing options for international students over vacation periods Guaranteeing places of worship at all times, even holidays Being candid about the diversity details of a campus by classifying students as more than simply “international” Insisting on student activities and ensuring some activities are accommodating to different cultures Providing cost of living breakdown and on-campus job opportunities so that international families are prepared. Under J-1 and F-1 visas, students can work up to 20 hours a week, usually only on campus. Consider allotting certain student jobs only to international students. Creating a special section on the website for international students offering guidance and resources on specifically international student issues and activities. The section should also explain the admissions process and U.S. educational system in an easily understandable format. Educating the leadership, faculty and staff at an institution on the legal, cultural and educational issues facing international students Ensuring that there are staff particularly dedicated to the application process of potential international students and the needs of international students during their stay. There should also be staff “whose primary goal is the successful academic, linguistic, psychological, and cultural adjustment of each international student who enrolls on the campus.” Offering a separate orientation for new international students Ensuring that dining places on campus offer kosher and halal options Providing additional English language support and instruction Initiating a local host family program to integrate international students into the local community and culture The international student office should organize arrival information, orientation, adjustment workshops, and social events on campus. Workshops and events should also go beyond the orientation and induction period for international students and should continue to be available throughout their time as students. They might include counseling, cross-cultural workshops, international student associations, employment workshops, faculty assistance, departmental assistance, an English conversation program, cultural celebrations, an International Education Week, a peer mentor program, an international film festival, field trips and a weekly or monthly forum or study group. Another resource compiled by some international student offices is an international student handbook. This handbook may outline resources and programs at the university, tips for adjusting to culture shock, as well as explanations of cultural practices and values. We advise that an institution creates a handbook which explains some of the country’s values and practices: A key method for successful international student retention is making retention a team effort. Both faculty and native students should be educated about cultural differences and the acculturation process. Faculty, for example, should be informed of the cultural differences between American classrooms and those of other cultures, and should be asked to make their expectations and classroom procedures clear to international students.
Strategy 2: BRIDGE PROGRAMS
Image: joiseyshowaa via flickr
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Presentation Notes
International Bridge Programs Bridge programs vary greatly in their content from being primarily focused on ESL training to cultural training to cross-cultural activities with domestic students. Depending on language requirements and the countries of origin of international students, different types of bridge programs may be appropriate for different institutions. The following examples illustrate this variety Types of bridge programs: 1. On-campus prior to the start of full-time studies 2. At a foreign university partner campus 3. International student orientations 4. Host families Here are some program examples: A six-week intensive summer ESL program that allows international students with lower TOEFL/IELTS scores to start their studies at Foothill College the summer before they transition into a full-time course load. Another Example: combining ESL classes with academic courses until international students are prepared to enter the university full-time. This is usually accomplished in 12 to 18 credit hours Another type of bridge program offers the process at international campuses prior to the international students’ arrival at U.S. institutions. This type of bridge program requires an effective and trusting relationship between the U.S. institution and a foreign institution. For example, the University of Massachusetts, Boston (UMass) offers an Academic Bridge Program with Tsinghua University in China wherein Chinese students prepare for their study at UMass while at Tsinghua University: The program begins at Tsinghua University with one year of post-high school study in English and an introduction to US style education. During the second half of the year, students declare an academic interest and are exposed to that discipline in mini-courses delivered as in a US classroom. The approach includes development of reading, writing and critical thinking skills, along with English proficiency. Following the completion of this program, staff at the Academic Bridge Program help students prepare their applications and work through the visa process. An IELTS scores of at least 6.0 as well as recommendations from the Bridge Program faculty are required. UMass also offers a University Preparation Program wherein academically eligible students requiring additional English proficiency can enroll in Continuing Education courses at UMass, and if a recommendation by the University Preparation Program director is received upon completion, students can become full-time UMass students. The University of Pittsburgh guides international students through a comprehensive orientation process including pre-arrival information which discusses a step-by-step process from receiving the I-20 through visas to temporary and permanent housing arrangements. Information about international student health insurance is also available. The arrival procedure is comprehensive with opportunities to register for airport pick-up around the official arrival date. The university hosts Check-In and Essentials sessions for both undergraduates and graduates during which they will also take the English Language Proficiency Test. There is also an International Parents’ Welcome Session. In addition, the university encourages new international students to attend the traditional new student orientation sessions which ensures that they receive the same information and guidance as domestic students. These separate orientation processes cater to specific international student needs and promote immediate integration of international students into campus life. Ball State University provides a unique bridge experience for international students. Local families, couples or individuals volunteer to partner with an international student for a year. International students do not live with their hosts, though the hosts are designed to provide emotional and practical support as international students transition into university and American life. The university encourages international students to join in activities with their hosts such as holiday celebrations, outings, errands and meals as well as on-campus events. This type of program is a unique initiation into the community and American culture which can benefit international students.
Strategy 3: MENTORING PROGRAMS
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Mentoring programs are an excellent way to help students acclimate. Through mentoring programs, students meet one-on-one with peers who will help them better understand the local culture, hone their language skills, and adapt to the social norms of their new environment. These programs have proven to be highly effective. International students who participated in a peer program demonstrated significantly higher academic achievement and lower drop-out rates than did the nonparticipants. Types of mentor programs: 1. Pairing international and domestic students 2. Pairing new and old international students 3. Prior to arrival e-mentoring with student already attending institution 4. Pairing faculty or staff with international students 5. Formally paid international student mentors Mentoring programs aim to make international students: Better acclimation Better informed Improved cross-cultural communication Friendship Sense of belonging Increased involvement in community activities and events Increased knowledge about the institution Here are some program examples: Loyola Marymount University utilizes a mentorship program before the international students even arrive on campus. Recent numbers have shown that LMU had a 34 percent increase in international student applications in 2010, as well as a 250 percent increase in international transfer applications. Some of the retention success at LMU is attributed to their weeklong international student orientation before the fall semester and the new “iMentor” program through which international students are paired with a domestic student mentor who communicates with them via email prior to starting their courses at LMU. Hampshire College’s Peer Mentor Program takes the approach of pairing incoming students of color and international students with returning students of color and international students. The mentorship program “was developed in response to students’ concerns about the retention of students of color and international students at Hampshire College.” By pairing minority students with similar backgrounds. Students who volunteer to be mentors are met with expectations of a year’s commitment of 10 to 24 hours per semester. Mentors are expected to be in contact with their mentees on a regular basis, at the least phoning them every two weeks. The expectations are that mentors demonstrate a personal interest in the mentee’s individual adjustment process thus providing individualized social and academic adjustment assistance and resources. Park University’s internationalization and multicultural International Student Mentoring Program developed in 2008. The program differs from others in that the mentors are faculty members. The program pairs a faculty or staff member with an incoming international student to meet two times a month for 30 minutes. The program suggests meetings include activities such as lunch, attending a university event, and attending international events together on campus. Park‟s mentorship program aims to encourage interaction between international students and staff, encourage staff to attend intercultural events and “to provide a less formal environment for the student to ask questions and seek help outside the classroom/office.” Park notes that this style of mentorship program is not only meant to enhance international student integration, but also to improve the cross-cultural communication for staff and their awareness of the international student body on campus which should improve the classroom experience for both parties. In order to implement the program Park University utilized marketing materials, applications for interested individuals, and then matched students and faculty. To formalize the program, both an orientation and end of the year dinner are held. In addition, both parties sign mentoring contracts and are provided with guidelines for the program. Most importantly, Park’s program fits into its larger objective of “Internationalizing the Curriculum” which aims to augment current curriculum with international topics.
Strategy 4:FORUMS AND DISCUSSION GROUPS
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The organization of forums and discussion groups has been briefly mentioned as a retention strategy. One method utilized by the University of Sunderland in the UK included an International Student Forum featuring guest speakers from campus and support services. The two factors that particularly contributed to this program's success were that it was integrated into the students' schedules, so that it did not feel like an additional burden, and that it was likewise integrated into the schedules of the faculty involved, giving faculty ample time to prepare and the ability to commit to these programs.
Strategy 5:COMMUNITY INVOLVEMENT
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Community involvement programs are also a useful way to engage international students and help them develop skills, abilities, and new relationships. Through these programs, students are given an opportunity to gain exposure to local culture, practice and improve their English language skills, develop their team building and leadership skills, and build rapport with locals-possibly developing new friends and networking contacts in the process. Examples include: Through the International Student Speakers Bureau (ISSB) international speakers from Arkansas Tech go into local schools and community organizations with prepared presentations about their cultures often including clothing, photos, and music. This mutually beneficial experience allows international students at the university opportunities to: Practice and improve English speaking skills Learn to build effective presentations and keep an audience captivated Become acquainted with new friends and potential employers Learn team building and leadership skills Interact with community groups In order to formalize the program, each ISSB member receives an official certificate at the end of each semester which also helps them build their resumes while attending a U.S. institution
Strategy 6: PROVIDE ONGOING ENGLISH
LANGUAGE SUPPORT
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English language proficiency can be a major obstacle for retaining international students. Bridge programs are one option for overcoming this obstacle prior to international students even beginning their full-time studies. However, English language support should also be an ongoing effort on campuses hoping to retain international students. As well as learning English to engage in social and commercial interaction, international students must have English proficiency to deal with academic situations. English Language Institutes (ELI) exist at many U.S. higher education institutions. The University of Delaware (UD) has a comprehensive ELI accredited by the Commission on English Language Accreditation. The program provides approximately 28 hours of instruction each week through class meetings, private tutoring sessions and time in the Listening Laboratory and Self-Access Learning Center. The institute offers specialized courses such as Business English, Academic English and American Culture. Students are divided into six levels of proficiency and are placed into a level through an initial placement test. At the end of the program, successful participants receive an official certificate at a graduation ceremony. Though the program is a separate institute, it pairs with various colleges and universities through a Conditional Acceptance Program that allows qualified students to be accepted into full study without a TOEFL score. There are also possibilities for simultaneous enrollment in undergraduate courses at UD and earning UD credit through the ELI courses as well. It should be noted that English language courses should also be supplemented with programs such as conversation partnerships, workshops on using slang and colloquialisms, and workshops providing writing assistance especially for writing academic papers and the required formatting.
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Strategy 7:KEEP INTERNATIONALS
UP-TO-DATE ON FINANCING OPPORTUNITIES
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Finally, another way to retain internationals is by keeping them informed about options and opportunities for financing their education. In some cases, institutions have set up specific funds that are dedicated to international student retention. Portland State University set aside a specific fund for international student retention. Its International Student Retention Scholarship is open to international students who have attended Portland State University for a full academic year. The program requires that international students have satisfied English language proficiency requirements, maintain a 3.0 cumulative Grade Point Average, maintain an F-1 student visa, and have clearly defined degree goals. Application requirements also include an essay, letters of recommendation and proven financial need. This type of scholarship encourages the retention of the best international students and is coordinated by the International Student Services department at Portland State University Another example of financial focus on international students is the University of Minnesota-Twin Cities which in one year offered “a total of $500,000 in Global Excellence Scholarships at $6,000 or $12,000 each.” UMTC justified offering the scholarships because they would: Make UMTC more affordable to a larger number of international undergraduates by bridging the gap between resident and non-resident tuition Increase the quality of applicants
Part III
Question & AnswerDiscussion
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Closing statement on retention: These retention and integration strategies are important not only to international students, but also to the efforts of many U.S. higher education institutions aiming to internationalize their campuses. Using feedback mechanisms that allow international students to voice their opinion will likely prove the most effective method by which to evaluate the return on investment for various campus retention programs. Hanover Research has extensive experience conducting student surveys as well as conducting program evaluations to measure student outcomes and the impact of programs on the overall campus community.