SEPT+OCT.19 NAFSA: ASSOCIATION OF INTERNATIONAL EDUCATORS

Sea Change Graduate schools navigate a new course in international admissions

PAGE 16 A Global Opportunity 2019 NAFSA Near You REGIONAL CONFERENCES

Join international educators in your community at the 2019 NAFSA Regional Conferences. Take advantage of professional learning and networking LOCAL opportunities while engaging one-on-one with accomplished colleagues and leaders from across the field. CONNECTIONS At a NAFSA Regional Conference, you will find: GLOBAL • Core Education Program Workshops (CEPs) • Networking Opportunities OPPORTUNITY • Current Topics Workshops (CTWs) • Plenaries and Special Events • Expert Presenters • Sessions and Poster Fairs • Knowledge Community Engagement

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REGION I REGION V REGION X November 5-8, 2019 November 4-6, 2019 October 28-30, 2019 Tacoma, WA Milwaukee, WI Bolton Landing, NY

REGION II REGION VI REGION XI October 14-17, 2019 October 27-29, 2019 October 29-31, 2019 Cheyenne, WY Indianapolis, IN Worcester, MA

REGION III REGION VII REGION XII November 3-6, 2019 November 17-20, 2019 November 4-8, 2019 Addison, TX Orlando, FL Pasadena, CA

REGION IV REGION VIII October 21-24, 2019 November 12-15, 2019 Fargo, ND Baltimore, MD

REGISTER TODAY! www.nafsa.org/RegionalConferences COVER: MATT HARDY ON UNSPLASH; THIS PAGE: ROGER ASHFORD University ofCentral Florida Barry J. Morris,PhD TREASURER St. Louis University Diana Carlin,PhD SECRETARY University ofWashington-Seattle Jeff Riedinger, PhD STRATEGY VICE PRESIDENT, SCHOLARSHIP ANDINSTITUTIONAL University ofMaryland–Baltimore Bonnie Bissonette, PhD VICE PRESIDENT, PUBLICPOLICY ANDPRACTICE Emory University Shinsaeng (Shinn)Ko DEVELOPMENT ANDENGAGEMENT VICE PRESIDENT, PROFESSIONAL Northwestern University Ravi Shankar PRESIDENT ANDCHAIR NAFSA BOARD OFDIRECTORS Rebecca Morgan PolicyPublic Tatiana Mackliff Services Leadership andProfessional Development Joann NgHartmann IEM/ISS Services Caroline Donovan White EA Services Martha Hawley-Bertsch Richard Papale Alan Williams Organizational Advancement Communications and Michael Kulma Mark Grace Dorothea Antonio Knowledge Development STAFF EDITORIAL TEAM [email protected] FX: 540.374.9265 PH: 540.374.9100 Fredericksburg, VA 22405 145 Harrell Road, Suite 119 Partyke Communications Sue Partyke ADVERTISING SALESREPRESENTATIVE Art Direction andPublication Design Erin Foster Editor Dara Liling Senior Editor Natalie Ngo In BriefEditor Meredith Bell Editor inChief Elizabeth Hendley Executive Publisher Esther D. Brimmer, DPhil EDITORIAL STAFF Kalamazoo College Margaret Wiedenhoeft, PhD University ofNevada–Las Vegas Susan M.Thompson Bryn Mawr College Susan BuckSutton, PhD Macalester College J. Andrew Overman, PhD Western IllinoisUniversity Patricia I.Jones University at Buffalo–SUNY Stephen C.Dunnett,PhD Madison Area Technical College Geoffrey Bradshaw, PhD INTCAS (US) Cheryl Darrup-Boychuck EDITORIAL ADVISORY BOARD

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| 20005 USA. 1307 New York Avenue, NW, Washington, D.C. address changesto International Educator, Educators. Allrights reserved. Postmaster: Send ©2019 by NAFSA: Association ofInternational call 1.866.538.1927 or1.240.646.7036. Copyright $7, plusshippingandhandling.To subscribe, Mastercard, orAmericanExpress. Singleissues: U.S. dollarsdrawn onaU.S. bank,orby Visa, in theworld. Subscriptionsare payable in $55 inCanadaandMexico and$72 elsewhere subscriptions outsidetheUnited States are $40 peryear intheUnited States. Nonmember membership. Nonmembersubscriptionsare receive Subscription rates: ISSN 1059-4221 and additionalmailingoffices. Periodicals postage paidat Washington, D.C., [email protected]; www.nafsa.org Phone: 202.737.3699; Fax: 202.737.3657; Floor, Washington, D.C. 20005-4701 USA. Educators, 1307 New York Avenue, NW, Eighth by NAFSA: Association ofInternational International Educator sent to [email protected]. found at www.nafsa.org. Emailinquiriesmay be requirements andauthorguidelinescanbe Educator To submitamanuscriptto contained inadvertisements. responsibility for theaccuracy ofinformation Educators. position ofNAFSA: Association ofInternational their own anddonotnecessarily reflect the Opinions expressed by contributors are Hon. Richard W. Riley DISTINGUISHED SENIORFELLOW NAFSA: Association ofInternational Educators Executive Director andCEO Esther D. Brimmer, DPhil EX-OFFICIO Kansas State University Sara Thurston, PhD Council ofGraduate Schools Debra W. Stewart, PhD East Carolina University Cecil Staton, DPhil Mason Education Group Ann Mason,PhD Appalachian State University Jesse L.Lutabingwa, PhD CETYS University Fernando León-García, PhD Institute for Study Abroad Heather Barclay Hamir, PhD The University ofNorthCarolina-Charlotte Joël A.Gallegos College ofStaten Island Stephen Ferst, EdD Wayne State University Ahmad Ezzeddine, PhD Maryland College ofArt James Dorsett,PhD McLarty Associates Nelson W. Cunningham,JD Radford University Susana Carrillo George MasonUniversity LaNitra Berger, PhD Pennsylvania State University Michael Adewumi, PhD MEMBERS-AT-LARGE VOL. 28/NO. 5 International Educator : A full description of format Afulldescriptionofformat International Educator NAFSA members NAFSA members is published bimonthly ispublishedbimonthly International International as a benefit of asabenefitof accepts no | read will spark your next game-changing idea. spark your nextread will idea. game-changing dig into this you issue, and maybe something a break, takeSo isa slightly our horizon differentperspective. inorder to proactivelywe need tackle challenges on ways,” turn immediately what to page 44.Sometimes things innew us from seeing comfort andblocks zones us tethered thatto our fixedness structural keeps onhowto “breakthrough instruction some use the all corners ofinternational Ifyoucould education. colleges (page 24)to (page branch 30). campuses (page ofgraduate 16)andcommunity schools perspective fromthe their inthe strategies face ofchallenges, revising The features in waysthis issuehighlight institutions are conceiving differentways students to keep coming. enrollments are the already doingthe ones hard work of institution, that those are likely most to their grow of ofthe Regardless type and reframing approaches. paths for forward new charting indicatenumbers aneed Recent internationaleducation. student enrollment oraprofessional inthea magazine field ofinternational work to overcome them—whether youare of aneditor itishard areuntil right infront they ofyoubecause intoblock the topic ofthis note. that’s what I’m telling myself—I’ve my turned writer’s for myself. abitofcreative with thinking—at But least, I’ve deadline set every mademeblowpast has block, that ofwriter’s tendency, case aserious with combined but taken shape, letters fully these the after issuehas now. onandoff document for weeks Iprefer write to at onablankWord the cursor staring blinking been I PROBABLY SHOULDN’TADMITTHIS, Connecting theDots FROM THEEDITOR INCHIEF By Hendley Elizabeth The need to adaptpermeates andinnovate The need Intentional this creative fuel thinking work. can itistempting facing tochallenges Sometimes putoff SEPT+OCT.2019

INTERNATIONAL EDUCATOR butI’ve n 1

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INTERNATIONAL EDUCATOR finding ways finding to differentiate themselves. bybuildingonexisting strengthsand landscape recruitment their stake place inthe international studentopportunities, their with and uniquechallenges Community colleges, 24 obstacles and keep international andkeep students graduate coming. obstacles to overcome andpartnerships admissions degrees, programs, Institutions are creating new in recent years. inthe admissions United Statesschool have declined internationalLike student enrollment overall,graduate 16

NAFSA: ASSOCIATION OFINTERNATIONAL EDUCATORS Raising theBar

Countering theForces of Change Contents

SEPT+OCT.2019 FEATURES | INTERNATIONAL EDUCATOR additional revenue streams for streams theiradditional revenue homecampus. andcreatecontinue students’ to needs innovate to meet international the these term, campuses campuses—whatever orbranch campuses, global them satelliteCall campuses, 3 0 Branching Out | VOL. 28/NO. 5| SEPT+OCT.19

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INTERNATIONAL EDUCATOR 11 NAFSA: ASSOCIATION OFINTERNATIONAL EDUCATORS

SEPT+OCT.2019 Contents DEPARTMENTS AND COLUMNS DEPARTMENTS 44 40 | INTERNATIONAL EDUCATOR

38 40 44 46 48 42 12 11 6 7 ke 5 ke ternational Education Leadership nternational Enrollment Management ternationalStudent Affairs uick Questions lobal Spotlight

ducation Abroad E and an anonymous donationand ananonymous to aidinternational students. onMyanmar’s report anew youth; institutions; at serving minority study around abroad changes the globe; international policy education Europe’stop international talent; universities; innovative most the countries thatthe national 2019NAFSA attract award recipients; New InBrief ofcommunity sense development. andleadership members’ NAFSA examines the role that andconferences teams play regional can in D. Esther Brimmer, andCEO Director Executive NAFSA DPhil, From of theDesk and bookmark. recommend what to listen members to, read, NAFSA follow, watch, ahead. inthe years developments field promises exciting interdisciplinary evolving, to come. The isn’tThe goldenageofinternationaleducation in past—it’sthe yet international officersleaders. campus and other is timewell senior Cultivating spent for amongstaff creativity ofthesome burden oninternational officestaff. alleviate can practices andbest functions A refresher onthe basic thatcapabilities many advantage. to institutions their donot use full Customer have systems relationship myriad management (CRM) the from beginning. to dependents support much-needed providing start can offices the transition,ISSS Tolife inthe anadjustment United period. requires States often ease For andchildren ofinternational andstudents, the scholars spouses studyoften abroad beneficial. offices andadmissions are mutually For between students. domestic partnerships that reason, prospective An institution’s pull for powerful be a can study abroad offerings thebut across field ofinternationaleducation. ofdiversity,areas amongstudents, just inclusion, andequality—not inthe for growth ofDiversity Abroad, opportunities about CEO Int implementing inother countries. programs similar However, the program’s illustrate shortcomings the complexity of than ever. are education pursuinghigher theacross country Wit Forum Ta In I In Q G ernational Educator ernational h Chile’s more students low-income program, tuition-free new s and updates from the from world ofinternationals andupdates including education,

talks with Andrew Gordon, founder and Gordon, Andrew with talks | VOL. 28/NO. 5|

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FROM TOP: DIEGO GRANDI; TOIMETAJA TOLKEBUROO ON UNSPLASH; HAPPYAPRILBOY NACES applauds the 2019 NAFSA Regional Conferences for helping colleagues in international education to connect and stay informed of the latest industry trends!

We take pride in the professional standards and NACES MEMBERS code of ethical practice we have brought to the • Provide services to hundreds of thousands of clients profession of international credential evaluation annually. for over 30 years. • Are referred to exclusively by thousands of institutions, employers, and licensing boards. RELYING on NACES • The international community relies on the leadership • Are present and actively involved in dozens of industry of NACES to create the gold standard by which meetings and community activities annually. members facilitate the global mobility of individuals. ENGAGING! NACES members communicate with • NACES members rely on the integrity and credibility thousands of individuals throughout the international membership brings to their agency. education and credential evaluation community.

• Clients rely on the fair and standardized approaches SHARING! Many NACES members present posters of NACES members use to provide quality services. research and projects, lead sessions and workshops at industry meetings and some directly through their own • Individuals, institutions and employers rely on offerings. NACES members for their expertise and for the excellence of their evaluations for decision-making INVESTING! Members spend time and resources to and documentation for a variety of critical processes. bring awareness to the association through networking, relationship building and exposure at trade events.

To learn more, visit www.naces.org. FROM THE DESK OF

ESTHER D. BRIMMER, NAFSA Executive Director and Chief Executive Officer

Cultivate Community at a Regional Conference AUTUMN BRINGS FRESH APPLE CIDER FOR SOME, a new academic year for many, and NAFSA regional conferences for most. NAFSA’s U.S. membership is organized into 11 geographic regions that provide the important grassroots strength of the association and are often the first opportunity for a practitioner in our field to experience the NAFSA community. In just the past 2 years, regional leadership teams have welcomed more than 8,000 NAFSA members to their conferences.

Never attended a regional conference? Think of community college colleagues to make sure that NAFSA them as key moments for us as NAFSAns to learn, is meeting their needs and goals. Other roles on the network, and engage in professional development right regional teams include membership representatives, in your backyard. Like Annual Conference, the regional communications coordinators, workshop coordinators, conferences offer sessions, Core Education Program and many more. Regional teams have the autonomy to Workshops, exhibitor halls, résumé reviews, poster structure their teams based on their individual regional sessions, and much more. They feature content themes composition and demographics. pertinent to international educators within the respective Regional leaders play a vital role in serving region and showcase the unique flair of the area. NAFSA members on a daily basis through advocacy, Hardworking volunteers organize the regional communication, and professional development. conferences, and regional teams plan with the Without our regional leaders, association headquarters in Washington, D.C. The teams Advocacy Day would not Regions provide a sense work under the “one NAFSA” umbrella, benefiting from be as successful as it is NAFSA’s support, resources, and connections for many each year. Approximately of community as well as of their activities and services. 30 percent of participants many opportunities for Regions provide a sense of community as well at Advocacy Day each year as many opportunities for leadership development. are able to attend due to leadership development. Regional teams are led by an executive team composed funding and grants provided of a chair, chair-elect, past chair, treasurer, and by the regions. Regional leaders also often support an conference planner. The teams also comprise knowledge Academy for International Education participant each community liaisons and regulatory ombudsmen who year, which provides a sustainable leadership pipeline are continuously at the pulse of what’s happening on within their region, and across NAFSA as a whole. the ground regarding regulations and practice. These Additionally, regional teams offer grants and funding member-leaders work to ensure that regulations, to some of their constituents traveling to the NAFSA policies, and trends are communicated across the Annual Conference. greater constituencies. The accessibility of NAFSA’s regions, the breadth of its Regional teams have several additional important national structure, and the range of its international appeal volunteer roles, including, for example, community strengthen the association. To learn more, visit nafsa.org/ college representatives who focus on engaging our conferences/regional. We hope to see you this fall! n

6 INTERNATIONAL EDUCATOR SEPT+OCT.2019 INbrief INTERNATIONAL EDUCATION NEWS, VIEWS, & INSIGHTS

2019 NAFSA NATIONAL AWARD RECIPIENTS Updates in International The NAFSA National Awards honor members’ outstanding Education Policy achievements in the field of international education. Recipients are recognized for their innovation, collaboration, and contributions Recent international education-related to NAFSA and the field at large. NAFSA congratulates the 2019 policy changes from governments around award recipients. the world.

National Awards Germany As of September 2019, inter- • Becca AbuRakia-Einhorn, Rising Star Young Leader Award national students who want to study in • Lawrence Bell, Life Membership Award Germany will need €10,236 in a German • Linda Gentile, Award for Distinguished Service to NAFSA in bank account to prove that they have Honor of Homer Higbee the financial means to attend school in • David Levin, International Education Award for Leadership the country, according to the German and Collaboration in Honor of Cassandra Pyle Ministry of Affairs. This is a 20 percent • R. Michael Paige, International Education Award for Distinguished increase over the previous requirement. Contributions to the Field in Honor of Marita Houlihan Japan The Japanese Ministry of Education Advocacy • Nora Cavazos, Advocate of the Year plans to tighten rules relating to international enrollment—including prohibiting some Education Abroad Knowledge Community schools from admitting international • Mary Dando, Education Abroad Leadership Award students—after a government investigation • Angela Manginelli, Lily von Klemperer Award found that a Tokyo university had “lost International Enrollment Management Knowledge Community contact” with more than 1,600 international • Emily Tse, Award for Outstanding Contributions to students between 2016 and 2018. International Enrollment Management Nepal Nepal’s Ministry of Education International Student and Scholar Services Knowledge Community announced that it will no longer issue • Stacey Bieler, Hugh M. Jenkins Award for Excellence in Community Programming the approval letters that are required • Bruce Gawtry, Knowledge Community for International for Nepalese students to study abroad, Student and Scholar Services (KC ISSS) Award of Excellence according to press reports. The government claims that the policy Teaching, Learning, and Scholarship Knowledge Community change was made in response to negative • Julia Ficarra, Innovative Research in International Education Award experiences Nepalese students reported having abroad. Learn more at nafsa.org/awards. Russia In response to declining tertiary enrollments in its domestic market, Russia will simplify the citizenship process for international students who graduate from 1 Russian universities, reports the Moscow Times. The government has introduced several such policies and initiatives in recent years to attract and retain FREEPIK.COM international students. n

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INTERNATIONAL EDUCATOR IN million Spain Belgium Netherlands France United Kingdom Germany Number ofschoolsrepresented percountry: and Dutch universities are ontherise. rankings, perhapsdueto Brexit-related issues, whileGerman universities are inaslight downward trend from previous ranking, followed by theUnited KingdomandFrance. UK work ofotherresearchers. of papers andpatent filingsthat are frequently cited inthe in akey criterion oftheranking: itproduces ahighvolume innovative technology, anddrive industry. KU Leuven excels evaluates universities that produce originalresearch, create Europe’s Most Innovative Universities ranking, which Leuven hastaken thetop spotintheReuters Top 100: For thefourth consecutive year, Belgianuniversity KU Innovative Universities Europe’s Most brief

View theReuters Top 100:Europe’s Most Innovative Universities ranking at Germany hasthemost universities represented inthe $35

SEPT+OCT.2019 5 7 9 schools inthe Unitedschools States. year,$80,000 per the University isoneofthe ofChicago expensive most for international With students. attendance aself-reported cost at more than opportunities development study andcareer and board, abroad experiences, for tuition, room support financial which Program, provides Scholarship Two expand of$25millionand$10will the university’s gifts Odyssey of Chicago financialaid to support forits international students. That’s the amount ananonymous donor gave to theUniversity

Read more from theUniversity ofChicago at 18 21 23 tmsnrt.rs/2YV0n1q 1425, makingitBelgium’s first university andthe world’s students inBelgium’s Flanders region, was established in KU Leuven highest ranked ofany university outsideoftheUnited States. world’s most innovative universities, KU Leuven was the oldest Catholic university. InReuters’s 2018 ranking ofthe , aDutch-speaking schoolofabout56,000 Poland Ireland Austria Norway Denmark Italy Switzerland . bit.ly/2YUmTMJ 1 1 1 . 2 3 4 5

PHOTO: SVETLANASF; ILLUSTRATIONS: RAWPIXEL.COM Next Generation: Myanmar

The British Council’s latest installment in its Next Generation Key takeaways: research series centers on Myanmar, where young people • Overall, young people are optimistic about recent changes and account for a third of the population of the country, according prospects for their country’s future. Seventy-six percent felt that to government data cited in the report. As Myanmar navigates their lives would improve in the next 5 years, citing increased a democratic transition and an ongoing peace process, its opportunities and freedoms as reasons for their optimism. youth are experiencing significant change, along with the rest • Their top concerns are unemployment, crime, drug use, social of the country. media obsession, parental restrictions, and discrimination. The Next Generation series focuses on young people (aged Twenty-one percent had recently experienced religion-based 18–30) in countries undergoing major changes, examining discrimination, and 19 percent had experienced ethnicity-based how those changes shape young people’s hopes and fears for discrimination. Discrimination related to other issues—one’s their country and their views on education, employment, their level of education, job, wealth, and language—was also common. place in the world, and more. Based on data from national • Myanmarese youth are strongly engaged: nine out of 10 survey surveys, literature reviews, focus group discussions, and respondents felt that making contributions to their societies or in-depth interviews, the report surveyed more than 2,400 communities was important to them. Myanmarese youth. Access the Next Generation Myanmar report at bit.ly/2Mr8pgu.

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INTERNATIONAL EDUCATOR IN Expanding Access to Study Abroad at Minority ServingInstitutions for anyone studied students met whohave whohas never impractical oroutofreach abroad seem experiencescan at MSIs andways toopportunities address them. the challenges ofexpanding access to study abroad onInternationalCouncil Educational Exchange, explores the with inpartnership Institutions, Serving for Minority study abroad fromTheCenter Arecent population. report students at MSIs account for just 11percent ofthe U.S. institutions (MSIs), States are at serving enrolled minority percentThough 25 ofall college students in the United environment, skillsenvironment, inclusiveness, and opportunities, income andtax, future prospects, family are assessed basedonseven “dimensions”: quality of international students intertiary education. Countries or doctoral education level, foreign entrepreneurs, and to three groups: highlyskilledimmigrants withamaster’s to measure therelative attractiveness ofOECD countries Attractiveness tool. and Development (OECD)’s Indicators ofTalent edition oftheOrganisation for Economic Co-operation tertiary students, according to theresults ofthefirst States are themost attractive countries to international Finland, Germany, Norway, Switzerland, andtheUnited RETAINING TALENT ATTRACTING AND brief One cultural barrier cited in the report isthat inthe study report cited One cultural barrier The indicators tool usessurvey andimmigration data

SEPT+OCT.2019 broad access to work duringtheirstudies. and theirstudent visapoliciesallow international students domestic andinternational students thesametuitionrates “income andtax”dimension.These countries charge international students. and Englishlanguageuse, whichare prioritiesfor many dimension dueto theirinvestment intertiary education the United States score highinthe“skills environment” Australia, Canada, New Zealand, theUnited Kingdom,and Areas ofStrength quality oflife. for Minority Serving Institution Students have abroad ontheir studied participation campuses. to normalize andbuildacohort ofMSI students who transfer processes, credit fellowship ensure smooth plansto create options, summerprogram curricular, to andcultural study barriers abroad The for MSI students. Fellowship, the to financial, breakdown which isdesigned andcorerequirements, curricula. degree rigid accreditation standards, andmanaging credits include difficultytransferring barriers abroad. curricular Other Debates also penalized intheassessment for these reasons. rate ofvisaapplication refusal. Australia andCanada were due to restrictive immigration policiesandrelatively high is that theUnited States, whilepopularoverall, loses ground According to theresults, athemeacross allmigrant groups Room to Improve to work permitsafter graduation. dimension, withpoliciesthat facilitate asmoothtransition

based ontheirprioritiesat Users canemploy thetool to create theirown set ofindicators Read more intheMay 2019 issue oftheOECD’s Access thefullreport, France andItalyperform well inthe“future prospects” Germany, Norway, andSwitzerland excel inthe The report also focuses on Global the Douglass also focuses Frederick The report at at bit.ly/2ySZegi . Diversifying Study Abroad andExpanding Equity oecd.org/migration/talent-attractiveness , at , bit.ly/2yVPJw Migration Policy O. .

PAVLO PLAKHOTIA 340,000 Number of Chilean university students who benefit from the gratuidad program, which allows low- and middle-income students to attend university tuition free. $810 million Estimated cost, in dollars, of the gratuidad program, the first phase of which was implemented in 2016.

GLOBAL SPOTLIGHT CHILE 56 Rank of Andrés Bello University, Chile’s highest-ranked university featured in Times Higher Education’s University Impact Rankings 2019. In 2016, the Chilean government Eleven Chilean universities appear in the ranking, implemented a tuition-free program, which measures universities based on the United known as gratuidad, in response to Nations’s Sustainable Development Goals. large student demonstrations protesting high tuition costs, student debt, and related issues. The program’s successes and failures may serve as a useful case study for other countries considering 1842 similar free tuition policies. Year that Universidad de Chile, the country’s oldest Since its inception, the program has continuously operating university, was founded. faced some serious challenges. Students claim that the reforms fall short of promised enrollment and access targets, and universities say that the government funding they receive under 3,073 the program is insufficient to make up Number of U.S. students enrolled at Chilean for the lost tuition revenue. According universities during the 2016–17 academic year, a 4.5 to a 2018 report from the Brookings percent increase over the previous year’s numbers. Institution, Chile’s most prestigious universities are facing gratuidad-related budget deficits, and, as a result, the quality of education is suffering. Critics also argue that an 2,528 unintended outcome of the program’s Number of Chilean students enrolled at structure is that middle-income U.S. universities during the 2017–18 academic year, students are benefiting the most, while a 77 percent increase in less than 20 years. the low-income students—whom the program was designed to serve—are being crowded out of universities. Sources: Brookings Institution’s Lessons from Chile’s Transition Reforms to gratuidad are scheduled to Free College, University World News, Times Higher Education, Institute of International Education, institution websites to be implemented in 2020 to address

JOSE L. STEPHENS JOSE some of these concerns.

SEPT+OCT.2019 INTERNATIONAL EDUCATOR 11 12 |

QUICK QUESTIONS INTERNATIONAL EDUCATOR of Studying Abroad and the‘Intangibles’ of NeededGrowth, Leaning into Areas Celebrating Progress, Andrew Gordon on Diversity Abroad’s of Diversity and Inclusion Advancingthe Work By Charlotte West Andrew Gordon

SEPT+OCT.2019

viewed the opportunity in so many inso the different opportunity viewed the world, howI myself, how Iviewed howIviewed aperson, impacted meas study abroad—how that experience really thinking back to my experience with Istarted to preparing get my MBA, was and black that kids were there. count ontwohandsthe ofbrown number probably andIcan hundreds ofstudents, Abroad. large afairly It program, was infounding instrumental Diversity was the onethatexperience inSpain was way,experiences intheir own butthe whenIgot outofschool. in Madrid andthen Iinterned Spainsouthern studying, year,The following semester in Idida this,” inMexico. Ididasummerprogram so Europe. that,I[thought], After to “Iwant do and Iwent himandtraveled to around visit My olderbrother abroad studied inSpain, you to found Diversity Abroad? How didyour personalexperience lead growth. for inand seen thethe opportunities field, hehas progress what ofinternational education, in mean the themes context about what these Gordonspoke with professionals. international education ofdiversity, onissues ago-toresource become inclusion,Abroad for and has equity changes systemic in pursues global education. plan, strategic new anddiversity inclusive according within and, international education excellence toa Abroad in the organization’s 2006.As Diversity officer, chief executive for headvocates Andrew propelled in Gordonto found Spanish the southern A semester ofSeville city Fast forward a few years, while I whileI years, a few Fast forward wereAll ofthose awesome With a range of U.S. institutions and partner organization as members, Diversity Diversity members, With as arange organization and ofU.S.institutions partner had decided to create aconsortium. had decided well—and byFriday, as professionals, we build awebsite that resources for has on aMonday—that maybe weshould Weus for resources. hadthis conversation asking andprofessionalsuniversities started in, wasn’t years Several for professionals. We the website it for started students; on this work. there wasn’t acentral focused organization things going hadsome on,but universities in anddivisions organizations provider things goinghad some on,individual in2005.[Ateducation that time,]NAFSA research international ondiversitywithin doingthe Istarted sectors. certain within ondiversity, was focus equity, andinclusion sole whose oforganizations importance to the understand I started for America. Professionals ofLatino and Association ofBlack AccountantsNational Association the diversity-related organizations: several At with involved ways. Iwas that point, That’s the ofDiversity genesis Abroad.

International Educator

COURTESY ANDREW GORDON There were all of these great “Equity is the question of fairness and impartiality. organizations within our space. But there was no organization that was Who has equitable access to the benefits of solely focused on advancing diversity, global education—the academic, interpersonal, equity, and inclusion within international education, particularly through the lens and career benefits that are gained from of professionals. Previously, so much of the work had been very student meaningful international experiences? How are focused, which is important, but there wasn’t as much of a focus on what we we ensuring that all students have equitable are doing internally and structurally as access to those benefits? ” organizations to advance this work. We can’t just put it all on the students. —ANDREW GORDON

What does diversity mean in the context of international education? activities developed in a way that What progress have you seen the field Diversity is very much tied to the [all students] are going to feel like, achieve in these areas? demographics of the student population, “Yes, this is something that’s best for We’ve definitely made some progress in and we try to look at [it] from a broad me—that who I am as a person was diversifying the population of students perspective. The primary focus has been taken into consideration”? Frankly, any who are going abroad. Even just pulling on students of color, students from lower increased diversity without actually [the Institute of International Education’s] socioeconomic backgrounds, LGBTQ asking a question of, “How is inclusion Open Doors numbers, we can look and students, students who are the first in embedded into the work that we do?” say that we’ve made some progress as their family to go to college, students with can be very problematic. Research we’ve increased overall enrollment in a disability, and students from diverse shows [that as] you increase diversity, education abroad. We’ve made some religious backgrounds. By no means there’s more probability for tension, progress with respect to students does it discount the importance of other if you will, between different groups. from diverse and underrepresented groups of diversity. And when you think From an inclusion standpoint, it’s both. backgrounds. That feels like something we about intersectionality, to a certain extent, How are we supporting students who should be proud about. There’s still a lot it widens the number of folks that we’re are coming to us from a variety of of work to grow, but we’ve made progress. talking about as a whole. different backgrounds? Equity is the question of fairness and Where is there room for growth? How do the issues of diversity, impartiality. When we talk about equity, I’ll highlight three areas. One, I would say inclusion, and equity intersect in we talk about who has equitable access the inclusion-equity part. If what we’re education abroad? to the benefits of global education— doing is just about student mobility, then Inclusion is different, and, arguably, the academic, interpersonal, and we would be glorified travel agents. We’re [achieving] diversity is easier than career benefits that are gained from not. And the reason we’re not is that it’s inclusion. Just by the nature of enrollment meaningful international experiences. not just about the mobility of students, patterns in higher education, we’ll get How are we ensuring that all students it is about the experience they have more diversity because we’re enrolling have equitable access to those benefits? and the ability for that experience to be more students from different backgrounds. Part of that goes back to the question of transformative. Transformation doesn’t [Diversity Abroad] made a conclusion inclusion. Are we prepared to support happen by itself. [It requires] looking at that the specific definition or two that all of our students in a way that takes how we support students before, during, we use for inclusion is that it’s the active, their identity into consideration and and after they go abroad to ensure more intentional, and ongoing engagement with takes a location where they’re studying students have equitable access to the diversity in ways that increase awareness, into consideration? This is equally benefits of these programs. And that constant knowledge, and understanding of important for how we recruit, retain, [includes] training and development of the complex way that individuals interact and advance professionals from diverse staff, as well as resources for students, with systems and institutions. backgrounds in the field of international staff both here in the United States and We look at the student’s experience: education. These three definitions can outside, and faculty members. [It is] a Are our programs and cocurricular be applied to that as well. constant understanding of what diversity

SEPT+OCT.2019 INTERNATIONAL EDUCATOR 13 QUICK QUESTIONS

and inclusion mean in different parts of “It is important for students of all backgrounds, the world so that we can support our particularly students of color, to see their position students’ success. The second area is with respect to in the world. To see themselves reflected in people international students. We’re not going to send all the U.S. students abroad that who look like them, but who have very different we want under the current way things experiences. To see their culture celebrated by people are structured. [There are] a variety of reasons why certain students won’t go, but of all different backgrounds around the world. And that doesn’t mean they can’t have access to a high-quality, twenty-first-century to truly see themselves as global citizens.” education, which includes global learning. It involves them interacting with international —ANDREW GORDON students around campus. So how are we working with international students to improve their experience and help them increasingly diverse backgrounds who are If we know [education abroad] is tied understand what diversity means in the coming to the colleges and universities. But to student success, what are we doing to United States—and also encouraging more we’re in a field of really well-intentioned make sure more students have access to engagement between international students professionals, and sometimes that can be a it? [Most institutions] have a multicultural and [domestic students], particularly barrier to [recognizing that] we have some office, a pride center, and a disability office diverse students from underrepresented of the same challenges here that we see in to support various students as they’re backgrounds, on our campuses? other places. The tech industry gets beat participating in their underlying activity, The third and final area [of growth] up a lot for its lack of diversity because it’s which is academic achievement. We don’t is: What does diversity, equity, and the 800-pound gorilla, but we also need to have [diversity] offices overseas, nor have inclusion mean for our profession? take a look and see that this is one of the I ever heard a CDO advocate for that. But Who are we hiring to work in the field areas where there’s a tremendous amount there are many CDOs who are interested of international education? How are of room for growth. We see Diversity in how to support our students outside we to retain professionals from diverse Abroad as being a place of pushing this the United States as well, and [they] are and underrepresented backgrounds? aspect of diversity and inclusion forward seeing their offices as being more global And how are we ensuring that there is within our field as well. and more engaged with both outbound a sense of belonging, both in our offices and inbound students. and organizations, but also instilled as What is the role of campus leadership The other part we haven’t talked much a whole for professionals from a variety in achieving diversity, inclusion, about—and work that Diversity Abroad of backgrounds? How can we work to and equity? is doing—is what diversity, equity, and make sure that at all levels of the higher This past March, we hosted the second inclusion mean to inbound international education sector—from the entry level up annual chief diversity officer (CDO) students. There are a number of CDOs into leadership—reflect the rich diversity and senior international officer strategic who are very interested in that. As an of the students who we serve? We can’t be leadership forum specifically on equitable organization, we are working in this space successful, with respect to diversity and access to education abroad. There are as well. inclusion initiatives, if we don’t address a number of CDOs who are very much the lack of diversity in our field from the engaged with international education— Why is it especially important professional aspect in a sustainable and I think primarily because of the benefits for minority students to have systemic way. that come from education abroad in regard experiences abroad? to student success and interpersonal I’m always careful in trying not to Tell us more about the importance growth. Folks in diversity offices [consider make too broad of generalizations, of increasing diversity among as] part of their mandate to look at but I think most folks would agree international education professionals. diversity, equity, and inclusion for the that our country still grapples with It’s twofold. We want to train and campus as a whole, and how [they] issues related to race. Particularly with empower everyone who works in the field support the goals of the academy—which, respect to students of color, the ability right now, regardless of their background, in part, is graduating students who can to leave the United States and go to to be able to support students from thrive in the twenty-first century. places where the narrative about who

14 INTERNATIONAL EDUCATOR SEPT+OCT.2019 fall / spring / ser / winter you are might not already be embedded into the consciousness of folks [can be transformative]. This is a deeply personal aspect of Diversity Abroad. It is important for students of all backgrounds, particularly students of color, to see their position in the world. To see themselves reflected in people who look like them, but who have very different experiences. To see their culture celebrated by people of all different backgrounds around the world. And to truly see themselves as global citizens. Some folks have issues with that term, but depending on how you define it, I think you can be a citizen of a country but still be a global citizen—meaning really appreciating your place in the world. I also think it is important for people outside the United States to have an understanding of, “this is who an American is.” College Year in Athens cyathens.org There’s a level of increased confidence that comes from being outside of your comfort zone, particularly for certain communities where international engagement hasn’t historically been part of that community. For someone from that community to go and do that, there’s much more [of the feeling that] “I did something that a lot of people like me haven’t done.” These are intangibles, and I think that’s part of the opportunity we have as a field—to better understand [students’ experiences] by having metrics about impact. Primarily, we have data on mobility, but not the actual experience. That’s a huge area for growth in our field. STUDYwith Sweet Briar College!IN PARIS We often talk about students of color abroad through the lens of deficit—racism The JYF program offers an advanced and immersive learning experience in and other issues that are obviously real. Paris through direct enrollment and in-house courses in the arts, humanities, social and natural sciences, economics and business. But there are a ton of assets that students of color and other diverse students bring • Sweet Briar has been sending students to the education abroad experience just to France for more than 70 years based on their experience on campus as • Fall, spring and full year options a whole. I think that’s an area for us as a • Internships available field to celebrate.n • Some scholarships available Visit sbc.edu/jyf CHARLOTTE WEST is a freelance writer based in Santa Cruz, California.

SEPT+OCT.2019 INTERNATIONAL EDUCATOR 15 Graduate schools are repositioning their programs and partnerships to counter anticipated declines in international student enrollment.

BY PHIL MANZANO MATT HARDY ON UNSPLASH I in the United States.” notwelcome butnowthey’re anymore destruction, massive them after rescued essentially andthe 50ofourstudents andyou Fulbright almost rescue youhosted tsunami program, whodoctoral controls government official fellowships. Indonesian with camein the“You landscape. to recent inthe changes due inpart geopolitical Aceh relationship inBanda to refresh along-standing that hadwaned, respectively—were for international dean andinternational education student graduate associate recruiter, RomandAnderson— GrandMosque, Baiturrahman thelandmark is seven-domed main city whose anda Arkansas small-town the cultural differencesbetween Despite Fayetteville Aceh,from to tipofIndonesia’s Banda onthe acity northern Sumatra Island. the 2019,Curt RomandKarlfrom In early University (UA) Anderson ofArkansas traveled “We ofthe highly University ofArkansas,” think very an from hearing Romrecalls SEPT+OCT.2019

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International Students Enrolled in the United States at the Graduate Level Master’s, doctoral, and professional degrees

400,000

350,000

300,000

250,000

2008–09 2009–10 2010–11 2011–12 2012–13 2013–14 2014–15 2015–16 2016–17 2017–18

Source: IIE Open Doors data

The incident typifies one of several headwinds U.S. Education’s data indicate stalled growth and, most colleges and universities are pushing against in recently, a dip in graduate enrollments. maintaining, or growing, their international graduate “While we think it’s too soon to consider this a trend, student enrollment numbers. The smooth sailing it is troubling,” says CGS President Suzanne Ortega. conditions that U.S. institutions once enjoyed show Virginia Tech is one of many institutions that have signs of slowing when buffeted by an increasingly seen a decline in their international graduate student negative impression abroad of studying in the United population that corresponds with the turbulence in the States, unpredictable and onerous visa processes, and current geopolitical environment. At Virginia Tech, competition from other countries’ higher education enrollment was at an all-time high at 2,159 international systems—all of which are often interrelated. students in 2016, but numbers have since dropped to “It’s really a perfect storm of different things that 1,959 in 2018. In fall 2018, about 25 students did not are contributing to a decrease in the student numbers receive their visas in time to begin classes, so the school that we’re seeing,” says Anderson. extended admissions to the spring. In the face of those challenges, universities are “Beside some of the messages potential students adapting by focusing on their institutional strengths, are getting from the United States, I think Canada exploring new digital and online social tools, and seems to be sending different messages, [as well evaluating and creating new programs, partnerships, as] the United Kingdom, Australia, even some in and strategies for reaching out to and retaining Europe,” says Karen P. DePauw, vice president and international graduate students. dean of graduate education at Virginia Tech. “Grad students have the ability to go multiple Behind the Decline places,” she says. “And where the United States was After more than a decade of consistent increases, the [once] the primary destination, I think [it has to] troubling clouds of slowed growth and slight decline become a primary destination they will look to.” have formed on the international student enrollment Katherine Beczak agrees. Beczak is the horizon. The most recent data from the Council of marketing chair for NAGAP, the Association for Graduate Schools (CGS) show 2 consecutive years Graduate Enrollment Management, and assistant of decline in international student applications and director for graduate enrollment services at enrollment, while the Institute of International Rochester Institute of Technology (RIT). “We’ve

18 INTERNATIONAL EDUCATOR SEPT+OCT.2019 seen similar declines in the past, and we can, and “Do they have more options and do have in the past, recovered,” she says. “Do they have more options and do we have we have more competition? Yes. But more competition? Yes. But I believe the United States still stands out as the leader in global I believe the United States still stands education,” she says. out as the leader in global education.” RIT hasn’t seen a decrease in its graduate enrollments thus far, says Beczak, but they are prepared to change gears if necessary. —KATHERINE BECZAK “I’ve seen a decline in interest in some key areas, like engineering,” she says. “If the trend continues and enrollment drastically declines, some programs may “You can’t expect an environment like that to last be affected and we may have to revise our marketing.” forever,” he says. “Eventually you’re going to have more Against the backdrop of increasing competition competition. Eventually you’re going to have government from other countries, parents and prospective regulation that frustrates you, and you’re going to have to students are also asking questions about safety, find a way to cope with it if you want to stay in business.” whether they will find community, and costs, Anderson says. For students in Asia, choosing an Responses to Changing Winds institution in Australia, Canada, China, or New While changes in international student admissions Zealand may seem like a better option. have been seen across the U.S. higher education “There was a period when the United States had it landscape, the extent to which each institution feels relatively easy, where international competition was the effects, and how it responds, varies. not nearly as strong as it is now, where governmental “To put it bluntly,” says Rossitza Wooster, dean of the processes were working relatively smoothly,” says Bruce graduate school at Portland State University (PSU) in Farnsworth, vice president at the American Council on Oregon, “if you have a Research 1 institution that has a Education (ACE)’s Center for Internationalization and history of attracting international students, most of them Global Engagement. “There was an unusually positive go there regardless of what the [political] climate is because period, a confluence of really fortunate events.” they have a very good support network and so forth.”

Asia: 73%

Europe: 7%

Latin America & Caribbean: 6% International Graduate Enrollment in the Middle East & North Africa: 7% United States by Region Fall 2018 North America (Canada only): 2% Oceania: 0%

Sub-Saharan Africa: 3%

Source: Council of Graduate Schools

SEPT+OCT.2019 INTERNATIONAL EDUCATOR 19 For Research 1 institutions, “Their programs PSU staff member works exclusively with third- are well known,” she adds. “They have very robust party partners to build in safeguards to ensure recruitment and alumni networks, and their quality control over the students the partner sends. graduate students very often are coming directly This practice marks an effort “to be a little bit through established pipelines.” more measured about this,” says Dunlop. “It is an Institutions like PSU, a Research 2 institution important way to find students, and it needs to be situated near Oregon’s high-tech Silicon Forest, done responsibly.” face competition from those institutions with Wooster says they are also creating pathways deep networks, both at home and abroad. Most from institutions abroad to PSU, such as a of PSU’s graduate international students are in bachelor’s plus master’s in economics partnership the engineering college and computer sciences— with a Turkish university. PSU is exploring similar programs that, like at many other institutions, are agreements with some Israeli institutions, where experiencing dwindling enrollment. students would complete a portion of their “This is catching up with us in a significant way,” coursework in their home country, then come to says Samuel Dunlop, PSU director of admissions, PSU’s campus to finish their bachelor’s degree and international recruitment, and outreach. “It’s move into a master’s program. causing us to have some really good, candid “This kind of pathway, once established, bypasses conversations about how we can streamline, be the fluff in the political atmosphere because there more strategic, and collaborate.” is an established route,” Wooster says. “They’re PSU is starting to work with agent networks in basically following a pathway, where there’s other countries to broaden its recruitment reach, someone on one end sending them off, and someone a growing practice among U.S. institutions. A on the other end receiving them.”

Arts & Humanities: 6%

Biological & Agricultural Sciences: 7%

Business: 14%

Education: 4%

International Graduate Engineering: 26% Enrollment in the United States by Health Sciences: 4% Field of Study Fall 2018 Mathematics & Computer Sciences: 18%

Physical & Earth Sciences: 6%

Public Administration & Services: 1%

Social & Behavioral Sciences: 7%

Other Fields: 6%

Source: Council of Graduate Schools

20 INTERNATIONAL EDUCATOR SEPT+OCT.2019 COURTESY UNIVERSITY OF ARKANSAS to more international the graduate students isleveraging Another that tactic institutions some are usingto appeal The Power of Place country’s work andstrategicneeds. to relevant might a programs be interdisciplinary to howtheorganizations discuss school’s andglobal nongovernmental agencies, sponsoring Fulbright ministries, andeducation embassies to Washington,trip visited foreign D.C. There, they studies madearecruitment space andplanetary and to bigdata analytics cell biology andmolecular from and environmentalfields ranging dynamics graduate directors in program interdisciplinary oceans.” planfor sustainabilityrising with how they resilient—whetherhow to be or fromatsunami, itbe interested in very They’re torelevant countries. those fields isthese are Asia very andSoutheast Indonesia “It’s field,wewent andoneof tothe anew reasons environment, society, andeconomy. exploring themultiple interaction departments of thatin environmental dynamics features from faculty degree aninterdisciplinary UAstudents, developed To 2years. thetrending previous down attract more Applications4 percent were are decrease. up,butthey climb untilon a15-year this year, a whenitregistered future. At UA, international graduate enrollment was challenges cross-national affecting the present and to programming prepare those students tonew meet field.” oroneparticular discipline byoneparticular solved orclimate change are notchallengeswarming, that be can challenges,” global like homelessness, “Things shesays. ofchallengeskinds weface today are transdisciplinary to today’s appealing as “More andmore, students. the here [inthe United States] andnowhere else.” find that will they more interest, because see we will Ihope degrees, and more transdisciplinary ofthese abroad wecreate to are that.As more notoblivious graduate But studentsreally exciting. coming from like?’” look an education says Wooster. “Ithink it’s andwhat does to aneducation, obtain itmean does institutions. andacross within partnerships developing natural ofstudy—a areas fit for incorporate several that success programs with iscreating degree U.S. some One innovation institutions are attempting A New Course Forward This summer, Romandfiveof theuniversity’s “We have huge inthis capacity area,” Romsays. Institutions the across United States are establishing track isnolonger degree The traditionalsingular “We are re-envisioning [the to:] ‘What answers bid included a proposal for Virginia aproposal bid included Tech to buildan inAmazon’s factor key that Virginia’s was decision AVirginia, the site as headquarters. for asecond City, Crystal coming since years Amazonselected for.” are looking they students for the degrees ofalottheare international onthe radarscreen comprehensive institution,” says DePauw. we “But weare amuchonly that,whileobviously more technology, andscience. onengineering, focused graduate are programs heavily its as China andIndia, an attractive optionto students fromcountries such as Virginiaof theiradvantages location. Tech long been has That pull will likely become even stronger in will likelyThat become the pull to think“Our that namelendspeople weare funding whenthey participate inrecruitment activities. their trip. Inaddition,faculty canapplyfor supplemental travel willing to recruit onbehalfoftheuniversity andprogram during travel abroad, andtheform they complete asks ifthey are partnerships. UA faculty members have to register whenthey hinges onprogram reputation andfaculty relationships and much ofgraduate enrollment, especiallyat thedoctoral level, the best story that could betold.” experience andgotadegree here, you’re now successful.’ That’s in theeyes andsaid,‘You cameto ouruniversity, you’ve hadan recruitment efforts,” says Rom. “The ideais, we’ve looked them asking themto beourambassadors anddeputizingtheminour faculty andreaching outto international alumni.“We’re the university hasbegundeveloping resources for graduate most from CRMsonpage42.) university’s recruiting efforts. (Read more aboutgetting the and socialmedia,UA hasshared thispromise and furthered the here,” says Curt Rom, associate deanfor international education. all platforms is:“One, you’re welcome here. Two, you’ll succeed At theUniversity ofArkansas (UA), theresounding message across Deeper Engagement

Using itscustomer relationship management (CRM) tool There isalsoaconcerted effort to engage faculty because Yet, word-of-mouth endorsement isstill powerful. Rom says SEPT+OCT.2019

INTERNATIONAL EDUCATOR 21

Innovation Campus nearby. Along with an already technology innovation that integrates technology, robust workforce, the state’s pitch emphasized the design thinking, and entrepreneurship. The 21-month potential for a steady pipeline of talent—a win-win dual-degree program incorporates a master’s of for both Amazon and students, as postgraduate science in engineering and 6 months of study at employment opportunities are often at the top of Tsinghua University in Beijing, China. prospective students’ lists when selecting a school. “We’re essentially bucking that trend [of declining Similarly, the University of Washington (UW) is international graduate student enrollment] at UW so taking advantage of businesses headquartered in the far,” says John Drew, director of UW’s graduate school Seattle area to entice international graduate students. computing and information resources. “The major About 6 years ago, UW created several new and element of that is we’ve seen this very pronounced cutting-edge professional master’s programs in the growth in professional master’s enrollment.” science, technology, engineering, and mathematics (STEM) fields, as well as increased its online Uncharted Territory programming. The programs, which have proven Many administrators maintain that understanding the to be popular with international students, tend to institution’s strengths, the region, and which students be application and career based and leverage UW’s make a good match can help curb the decline in proximity to Amazon, Boeing, and Microsoft. international graduate students. “We have definitely seen that’s where our “We’re not Boston, San Francisco, Los Angeles, growth is and a lot of it is in the STEM area,” says [or] Miami,” Rom says, though the university is in Julia Carlson, director of graduate enrollment close proximity to the corporate headquarters for management services at UW. Walmart and Tyson Foods, as well as more than 300 The university’s Global Innovation Exchange Fortune 500 companies located in northwest Arkansas. (GIX) experiential education model is a collaboration “Students who come here are going to get a traditional between academia and industry, with Microsoft and mid-American college experience. We think that’s one Tsinghua University as its other founding partners. of our strengths; we’re a small town.” GIX has an academic network of eight international For UA, name-dropping doesn’t hurt, either— universities and seven industry consortium members especially a name that most international students including Nintendo, T-Mobile, and Vulcan. are familiar with. “We’re also the town that produced The exchange offers two interdisciplinary graduate J. William Fulbright,” says Rom. “He graduated programs: One is a 15-month master’s in science from University of Arkansas. He was a faculty member, he was the president, [and he] went on to create the Fulbright scholarship program.” 2020 Just as the Fulbright program Association of International Education Administrators was considered pioneering at its Annual Conference inception, it is crucial for institutions February 16 –19, 2020 to remain open and willing to create Washington Marriott Wardman Park new programs that suit students’ Washington, DC, USA evolving needs and expectations. Rethinking Comprehensive “Looking in the past is not particularly helpful,” says ACE’s Internationalization Farnsworth. “I mean, what we really for a Global Generation should be asking ourselves is: What Please join us for the 2020 AIEA Annual Conference for senior international education do we do now? And what steps do we leaders from around the world in Washington, DC at the Washington Marriott Wardman Park. The theme for this year’s program is Rethinking Comprehensive Internationalization for a advise our institutions to take?” Global Generation. We are planning a provocative, relevant, and rewarding conference and look forward to your participation. Pre-conference workshops will take place February 16-17. “What I’m optimistic about is See you in Washington, DC! the creativity and the resilience

For more information visit of individual institutions,” says www.aieaworld.org | #AIEA2020 Farnsworth. “I think we’re going to Contact AIEA at [email protected] for exhibitor and sponsor information. see some really interesting programs come out of individual institutions

22 INTERNATIONAL EDUCATOR SEPT+OCT.2019 JAVIER PIERNAGORDA ON UNSPLASH Seattle, Washington. PHIL MANZANO inwhich tocountry study, andlive.” work, an extremely as continuewill attractive recognized to be trending may programs change, butthe United States enrollment,” climatepolitical may “The change, shesays. the about future ofgraduate international hopeful very the optimism.“Idon’t think I’m ignorantbybeing being I’m optimisticabout.” to counterdesigned That negative those forces. part that programs are really departmental-level or even Beczak, at andinherrole at RIT NAGAP,Beczak, echoes isafreelance writer based in or even departmental-level programs that are really “I think we’re going to really seesome interesting programs come out of institutions individual desig n ned to counter those negative forces. ”

—BRAD FARNSWORTH International Admissions Office “Graduate Admissions Issues” chapter in Edition NAFSA’s Guideto International Student Recruitment,Third NAFSA Resources nagap.org NAGAP, The Association for Graduate Enrollment Management: Council ofGraduate Schools: Additional Resources : bit.ly/GuideISR SEPT+OCT.2019 cgsnet.org : bit.ly/IntlAdmissionsOffice

INTERNATIONAL EDUCATOR Managing aSuccessful 23

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INTERNATIONAL EDUCATOR RAISING THE BAR

Seattle, Washington. coming to itscampusnear strategies to keep students years, honingitsrecruitment students for more than40 has beenhosting international Shoreline Community College SEPT+OCT.2019

COURTESY SHORELINE COMMUNITY COLLEGE PHOTO CREDIT SEPT+OCT.2019 student recruitment. of international to thechallengesrise community colleges their strengths, Building on BY CHARLOTTE WEST

INTERNATIONAL EDUCATOR 25

the U.S. community college experience Education Center. (Like Kirkwood in over the 40 years that it has been hosting 2019, SMC received the Senator Paul international students. Simon Award for Comprehensive Campus Few other countries have educational Internationalization in 2017.) The reality systems that offer open access (no is that the 2+2 model allows students who application required), both academic start at community colleges to end up with and vocational programs, and the option the same bachelor’s degree as students who to transfer to a four-year institution, enrolled directly at four-year institutions. Pardanani explains. “Anytime we go into a new market, Solutions for Students’ Needs we expect that we’re going to be Given their size, community colleges are doing a lot of education about what a often able to make certain adjustments community college is,” she says. “This to accommodate the changing needs of idea of stackable credentials and students students—a factor that helps them to being able to change majors is a pretty stand out within the higher education foreign concept in a lot of countries market. Shoreline is among the top where there’s a lot more rigidity in the 25 hosting associate’s colleges in the

NEARLY ONE IN SIX higher education system.” United States, enrolling close to 1,000 The recruitment process often begins international students in 2017–18. It is of the 450,000 international with an explanation of the 2+2 model also one of eight community colleges in undergraduates studying in the United and then covers the benefits and services the Seattle, Washington, area that rank States are enrolled at associate’s the college offers. among the nation’s top 40 associate’s colleges. Yet, community colleges face A secondary obstacle to tackle is colleges. One reason for their success in a number of challenges when it comes brand awareness—something that many recruiting international students: Many of to international student recruitment, four-year institutions struggle with, too. Washington State’s community colleges experts say. While institutions across Community colleges that do not have offer on-campus residence halls, which the United States have seen declines global recognition or the draw of a well- are relatively rare at most associate’s in international student enrollment in known metropolitan area often face a colleges. Shoreline, for instance, will open recent years, community colleges often steeper climb in recruiting international dorms this year. grapple with some added obstacles, from students who seek a certain level of “The community colleges that a lack of name recognition overseas to institutional reputation. have the large international student limited recruiting resources. Kirkwood Community College, in populations tend to be the ones that However, their open access policies Cedar Rapids, Iowa, enrolls around 400 have really committed and created an and ability to adapt to serve different international students per year. Dawn infrastructure not only for recruitment, student groups also create opportunities. Wood, Kirkwood’s dean of international but also to provide comprehensive When community colleges break programs, says the school encounters a services to international students to through the crowded market and dual challenge when it comes to getting meet their unique needs,” Pardanani says. educate prospective students on the the word out about the institution. In addition to those services, overwhelming benefits of their schools, “First, we have to explain what a community colleges offer international it yields big results. community college is. And second, we students a number of benefits ranging have to explain where the heck Iowa from less expensive tuition to smaller An Education on Multiple Levels is,” she says. “There’s this really long class sizes. The total estimated cost of For community colleges, one of the conversation before you ever get to the attendance, including room and board, for biggest challenges to recruitment is a point of finding out what the student is a nonresident student enrolled at Shoreline general lack of understanding among interested in.” is $19,362. For the same student, the international students about the U.S. They also have to correct the total price tag at the nearby University of community college model, says Samira misconception that an education at a two- Washington would be $56,984. Pardanani, executive director for year college is not as prestigious as going international education at Shoreline to a four-year institution, says Catherine Recruitment Strategies Community College. Shoreline has seen Weir, interim associate dean of Santa On top of the unique recruitment its share of misperceptions surrounding Monica College (SMC)’s International considerations community colleges

26 INTERNATIONAL EDUCATOR SEPT+OCT.2019 CLOCKWISE: COURTESY SANTA MONICA COLLEGE; COURTESY SHORELINE COMMUNITY COLLEGE (2) students. Sometimes faculty who are whoare faculty Sometimes students. prospective with meetings virtual as that doesn’t such involve campus, leaving on “armchair recruitment”—outreach Wood, focuses butthe primarily team travel, recruitment does limited as some recruiter. does Theadmissionsadviser international andstaff.” faculty ouralumni,andcurrent students, strengths that wealreadyhave, our Webased. onthe to capitalize try relationship isvery for recruitment work for us,” Wood “Our says. strategy effort just doesn’trecruitment really work for allcommunity colleges. staff to fairs sending college abroad, don’t Traditional like methods, recruitment market. crowded in anincreasingly creative ways to differentiate themselves find smallerprograms with schools “roaddedicated warriors,” whileother community colleges have large of teams Somegoals require different strategies. face, different institutional enrollment Kirkwood does not have a dedicated nothave adedicated does Kirkwood kind ofbroad-based “That traveling for research orstudy abroad our recruitment as well.” as our recruitment proficiency,” has “Thathelped Weir says. TOEFLLanguage] to prove their English to take the [Test aForeign ofEnglishas donothave they level, language a certain that so schools whena student completes language of these some with partnerships schools. language from local who recruits another member with staff along whotravelrecruiters overseas, Weir’stack. twofull-time has team at students. handtohas reach new it advantages andlogistical technological community. allofthe maximizes Kirkwood ofstudents alarger toinciting the pool thereby program, (ESL) potentially language asecond Englishas have own its not Cornell does because instruction Cornell College,to offer Englishlanguage four-year anearby with institution, Additionally, students. partners Kirkwood prospective with ormeet high schools to visit the also use opportunity will “We strategic have also established adifferent SMCtakes In California, the U.S. community college model. dispelling misconceptions abroad about recruitment efforts, beginning with dual challengesininternational student Shoreline (bottom leftand right) face MonicaCollegeSanta (top left) and Community colleges, including both SEPT+OCT.2019 campus, then they get it,” then they campus, Wood says. on the state. get people “Ifwecan in-depth tour throughout ofuniversities to to Iowa get an advisers and education counselors that overseas program brings afly-in sponsors also The consortium entire a study state destination. as whichconsortium, promotes the institutions through the Study Iowa ofIowa’ssome other highereducation abroad with activities recruitment efforts. recruitment their amplify toorganizations further forcesjoin other with institutions and andShoreline often Kirkwood Both Collaborative Approaches institution are recruited by agents. byagents. institution are recruited international students at studying the that around 70percent ofthe 270 estimatesinternational programs, Kelly Kester, Whatcom’s director for agents. relationships recruiting with Washington, rely more ontheir Community CollegeinBellingham, Other schools, like Whatcom schools, Other injoint participates Kirkwood

INTERNATIONAL EDUCATOR 27

He describes Whatcom’s recruitment Shoreline has become more strategic less time and effort to recruit Chinese strategy as “a laser focus” approach. in seeking out transfer agreements with students, says Kester. “The strategy there has been trying to four-year institutions. “When we enter “A bigger challenge right now is that develop deeper relationships with fewer a new market in Africa, for example, the markets have become so narrow, agents,” Kester says. “If you’re one of those we know that the students are more meaning that there’s a lot of competition schools that work with a huge roster cost conscious, and they’re paying within just a few different countries,” he of agents all over the world, it’s going more attention to the price point,” says continues. “Everybody is going to the to be difficult to manage each of those Pardanani. “Then we might try to find same places where visa issuance is okay, relationships and really have an intimate universities that will provide scholarships where the demand is high for studying in understanding of the work that they do to those students or have a price that is the United States, and where community with students and parents.” Ensuring similar to Shoreline’s tuition.” colleges are well known. So trying to that agents communicate consistent differentiate yourself in a really tight and proactive messages cultivates the The Path to Emerging Markets market is a challenge.” institution’s reputation in targeted regions For Shoreline and Whatcom, One way community colleges can of the world and serves to educate concentrating on growing markets has distinguish themselves is to look beyond international students on the features of yielded success. “What we’ve found the recruitment of degree-seeking the community college experience. is that in some of the markets that students to non-matriculated students, Some community colleges take a maybe are a little bit overlooked by says Kester. When he started working with longer-term view of their recruitment bigger schools with bigger recruitment international students 20 years ago, Japan and enrollment strategies by facilitating machinery, we can go deeper into those was the top country sending students the transfer process to four-year markets and get more students,” says to U.S. community colleges. Although it institutions. Over in Seattle, twice Whatcom’s Kester. now sends fewer degree-seeking students a year in the fall and spring, local While the task of educating students abroad, Japan continues to understand the community colleges collaborate to host and their families about the 2+2 model value of community colleges. an international transfer fair, where over remains a necessity in some markets, Kester sees promise in building 100 four-year universities from across other countries are increasingly relationships with universities abroad the United States come to recruit the saturated and familiar with the concept. to serve as study abroad partners, like more than 7,000 international students Initially, many of the smaller U.S. Whatcom’s long-standing partnership studying in the Seattle area. The ability community colleges struggled to recruit with Kanda University of International to learn about and interact with different international students from China. Now, Studies in Chiba, Japan. Students come institutions from around the country is community colleges are building on the to Whatcom’s Bellingham campus for 3, a big advantage for enrolled community momentum forged by larger, four-year 6, or 9 months and can start with ESL college students. institutions in that country, and it takes classes and add academic classes as their language proficiency increases.

Nontraditional Recruitment Models INTERNATIONAL STUDENTS AT Other community colleges are looking for ways to build their recruitment U.S. COMMUNITY COLLEGES IN 2015–16 pipelines by delivering their educational offerings overseas. Broward College Top sending countries: Top receiving states: has international centers in Bolivia, Brazil, China, Ecuador, India, Indonesia, • China • California Peru, Spain, Sri Lanka, and Vietnam. • Vietnam • Texas The centers offer the same classes and learning objectives that are offered • South Korea • Washington on Broward’s main campuses in Fort • Japan • New York Lauderdale, Florida, and are accredited • Mexico • Florida through the Southern Association of Colleges and Schools. Source: IIE’s Open Doors data Similarly, Hudson Valley Community College (HVCC) recently began an initiative to offer specialized programs

28 INTERNATIONAL EDUCATOR SEPT+OCT.2019 OLENA HROMOVA based inSantaCruz,California. CHARLOTTE WEST support.”of this long-term because to increase eventually begin will enrollmentyear, Our or3years. 2years, that in1 plan…not something happened inplace,setting it’s ofourstrategic part isalongprocess that “This we’reexplains. else,” anddifferenteveryone original than he thing that“The be to dois I’mto trying international student methods. recruitment have andstaff faculty the same.remained 11,000. At the sametime,the of number a current student than ofless population of14,000in2010to fromapeak declined has overallenrollment atdecade, HVCC Inthe last andabilities. skills employees’ ways ofutilizing aims to findnew oninternationalHVCC’s focus initiatives offer onlinelearning. thewith able goal to ofeventuallybeing have traveled to trainingabroad, provide members faculty HVCC organizations, and frominternational and governments donorsinthefrom private United States andTrinidad.Philippines, With funding the in countries Rica, including Costa energy andsolar education, childhood dental hygiene, early ESL, such as Ramsammy has prioritized diversifying diversifying prioritized Ramsammy has President Roger Ramsammy says that bit.ly/2YtYvw4 NAFSA’s Economic Value Tool: bit.ly/IntlAdmissionsOffice International Admissions Office: NAFSA’s Guideto International Admissions from “International Students” chapter bit.ly/GuideISR Recruitment, Third Edition Guide to International Student Colleges” chapter from Recruitment at Community “Making theCasefor International report: bit.ly/30UYuTz Internationalizing theCampus bit.ly/2SIMPVk programs andresources: NAFSA’s community college NAFSA Resources Managing aSuccessful isafreelance writer n NAFSA’s

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Wood, deanofinternational programs continue to godown,” says Dawn ever for recruiting, butthenumbers Ghana, China,andVietnam. the Democratic Republic oftheCongo, countries for visadenials are Liberia, have beendeniedvisas.The top five more than90prospective students began tracking visadenialsinfall 2018, community college recruitment. Canada asadditionalchallengesfor from countries like Australia and U.S. dollarandincreased competition price-sensitive markets, withastrong also points to currency fluctuations in Catherine Weir at MonicaCollege Santa unwelcoming to international students. perception that theUnited States is visa denialsandwait times,anda the current politicalclimate, increased Doors International Education’s 2018 percent, according to theInstitute of associate’s colleges dropped by 2 2017–18, international enrollment at campuses. Between 2016–17 and of international students ontheir have seendeclinesinthenumber institutions intheUnited States, colleges, like many highereducation In thelast few years, community of acommunity college andwhy they make thecaseto articulate thevalue they might encounter. anticipate what kindsofquestions the visaprocess, helpingthemto talking prospective students through have started to spendmore time Shoreline Community College, staff it posesasignificant challenge. At college representatives reiterate that are notavailable, many community number ofvisadenialsnationally thing to measure.” factors] are external, butthat’s ahard at Kirkwood. “We thinkthe[main Experts attribute thedeclineto “The burden isontheapplicant to While longitudinaldata onthe “We feel like we’re doingmore than Since Kirkwood Community College report. Open SEPT+OCT.2019 taking longerandto get their years ago,” shesays. “I’ve seenstudents wait timehasincreased from just 3 consular staff insome countries. “The time for departure dueto cutbacksin students don’treceive theirvisasin processing timeshave meant that some their points effectively andsuccinctly. can prepare students to communicate director Samira Pardanani says. Staff are choosingto gothere,” executive submit asuccessful application.” the better positionedthey willbeto students know aboutthevisaprocess, he says. “The more prospective the visaprocess intheirhomecountry,” can helpstudents better understand nearest U.S. embassy orconsulate who remind ofthe2+2model—at the Consular Affairs staff—who we regularly speak withEducationUSA advisers and reasons we encourage students to are granted. “That isoneofthemany emphasizes that most student visas government officials,” theofficial says. colleges indiscussions withforeign sharing information aboutcommunity and otheroutreach activities; and representatives inourfairs, forums, efforts; including community college through advisingandpromotional information aboutcommunity colleges is specifically working to include in many countries, EducationUSA do notnecessarily have equivalents four-year universities. to pursue joint recruitment efforts with encouraging U.S. community colleges colleges. The State Department isalso study,including at community to are aware ofalllegitimate avenues and ensure that international students opportunities intheUnited States EducationUSA to better promote study that they are currently working through late, thenthey can’tcome at all.” visa, andsometimes ifthey applytoo Weir addsthat longervisa The State Department official “Because community colleges A U.S. State Department official says

INTERNATIONAL EDUCATOR THE FINAL HURDLE: VISAS HURDLE: FINAL THE 29

B R A N C H I N G O U T PHOTO ILLUSTRATION: ERIN FOSTER ILLUSTRATION: PHOTO

30 INTERNATIONAL EDUCATOR SEPT+OCT.2019 B R A N C H I N G O U T

International campuses are becoming a growing part of institutions’ overall internationalization strategies. BY MARK TONER

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INTERNATIONAL EDUCATOR international around branch campuses U.S. institutions that have established TechGeorgia isoneofmore than 50 cross-cultural insights. onher reflect travel to routes ahomebase butalso Amthor access close with to hertrain Tech-LorraineGeorgia campus provided eat asandwich.” self-conscious to too utterly Iwas silent, and ononetrainthe French were so guitar, around beer, passed the Germans thatnoted “the Italians sangandplayed she Amongherobservations, travels. herAmthor about post wrote inablog publictransportation,” found inits be sampleideal can ofaEuropean country travel bytrain. engineering: inanother of kind immersed became traveling around Europe, Amthor weekends herfree shespent as But traveled onaplanealone.America—or North left of 2018,shehadnever France,in Lorraine, inthe spring Tech’s ata semester Georgia campus to France AmthorAria to flew spend student engineering When mechanical Located in the heart ofEurope, inthe the heart Located that the“I have theory arunning Australia (14) Russia (21) France (28) United Kingdom(38) United States (77) branch campuses: Top exporters of Exporters andImporters

SEPT+OCT.2019 partnerships, research projects, offices research projects, partnerships, including overtheprograms years, rangeforged ofcross-border awide institutions haveHigher education of BranchThe Beginning Campuses wherever they are.” they wherever take advantageofthis globalplatform and England.“We to ourlearners want intheCanada, Unitedcampuses States, built aglobaluniversitysystemofsix University,Northeastern which has Aoun, presidentsays of E. Joseph that understood. are fully notyet student onthe homecampus recruitment reaching implications oninternational For there other institutions, are far- theirinternationalizing overallofferings. overarching ofhowinstitutions are vision ofan are part campuses these cases, Insome markets. and growing in new institutions’ prestige andattract students amplify regions intargeted campuses environment branch ofhighereducation, launch satellite oftheir own. campuses world the English-speaking beyond and international, institutions from as institutions havemore strategic become fromU.S. branch campuses recent years, generators In for their homecampuses. are programs morethese than revenue that recognition growing been has the world. With there this increase, Qatar (11) Singapore (12) Malaysia (12) United Arab Emirates (32) China (32) branch campuses: Top importers of “Mobility isnational andglobal,” Given the highlycompetitive Source: C-BERT (2017)

are largely based on how they want are onhowthey largely based or “satellite” butthe terms campuses, international “branch,” offerings “global,” (Institutions may their optto call students fromaround the globe. that are attendedin engineering by graduate programs full houses but italso undergraduate study abroad programs, is aninternational for campus andbase are “substantially” onsite. components whose program academic acompleteprovide degree-offering the homeinstitution and,importantly, inthe nameof byandoperated owned however,campus, the must program be aninternational as branch qualify abroad, andother joint To ventures. international have branch campuses proliferation there. ofbranch campuses building relations Japan with to a led on anemphasis relations; inthe 1980s, ininternational norms postwar establish the United States helped campuses WorldAfter War for II, example, branch totended follow global macro trends. according to Kinser. on,they Later relationships forgedspecific abroad, onthe institution’sbased missionor “idiosyncratic,” one-offventures often international were branch campuses 2019.) inOctober release for scheduled their research inareport 2017. (C-BERT update will andOBHE 2005and constant almost between been since has 2000,andgrowth than tripled international more has branch campuses of The Education (OBHE). number Higher onBorderless the Observatory TeamEducation Research (C-BERT) and to compiled statistics bythe Cross-Border more than 50U.S. according institutions, including representingworldwide, those than 260international branch campuses at Pennsylvania State University.) ofEducation Policy StudiesDepartment Kinser,Kevin ofthe professor andhead says perceived, their to programs be Georgia Tech-Lorraine,Georgia for example, But sinceBut themost late 1990s, For U.S. the earliest institutions, By that definition, there are more

(OPPOSITE PAGE) PHOTO ILLUSTRATION: ERIN FOSTER PHOTO CREDIT announced, [officials projected] itwould [officialsannounced, projected] byU.S. 25operated least institutions. 2009and2017,including at between have 42branch campuses closed least C-BERT indicate also statistics that at acompleteprovide abroad. program to required andservices of academics fullrange the sufficient not be tosupport C-BERT/OBHE which may statistics, accordingaround 500students, to the average enrollmentprograms, is Even to scale. have among mature failed many for their institutions, host money were launchedcampuses largely to make are Althoughrisks real: branch Those Failure to Scale oftheunderstanding risks,” says Kinser. there’scampus perspective, abetter andfrom ahome want, in what they atcapacity home. buildinghighereducation countries, awareness orprestige abroad; for host andincreasing streams ofrevenue buildingnew for institutions, goals: around consistent fairly focused been “Every time a new branch campus was branch campus was time a new “Every “Host countries are more sophisticated universities: George Mason University Mason George universities: byfour shared is abillion-dollarfacility Korea’sSouth GlobalCampus Incheon for allinvolved. opportunities countries new isproviding strategic missionofinstitutions andhost At the sametime,though, the increasingly Evolving Models have 10,000students in5years,” says academically orboth.”academically spectacularly,have failed financially, home campus,” “Some writes. Moodie riches to oracademic theirfinancial rarelyis foreign, andthey repatriate great thatan environment acountry well as as in from the homecampus’ supervision, online journal. take,”universities for inanarticle an risks reputational andfinancial “onebranch campuses ofthe biggest Australia’s University, RMIT called anadjunct professor atMoodie, 10,000students.”branch campus has Kinser. The reality, is that hesays, “no Small wonder, then, that Gavin Not far from the capital of Seoul, fromthe ofSeoul, Not far capital “They are typically established distantestablished are typically “They SEPT+OCT.2019 Education City in 1997. The DubaiEducation Cityin1997.The own Qatar its announced lines. these relatively new.” inKorea was degree get anAmerican to The for people school. opportunity you went orto aKorean to America ourproduct,”with “Either Disusays. in2014. doors its opened smallwhenit the started so, program officerbusiness Mason Korea. Even for in Virginia, says Disu,chief Gbemi homecampus onits Korean Americans population of asignificant educates for GMU, territory is familiar which andthe University ofUtah. ItBrook, Ghent University,(GMU), SUNY/Stony administrative zone. dozen international to its campuses thistoplans earlier attract year ahalf announcing trend Egypt continues, with page.) Andthe onfacing chart (see largest ofbranch importer campuses the nation Chinaas onparwith Eastern putting theinstitutions, tiny Middle more than2006, nowhouses 30global International Academic City, in founded Incheon isn’tIncheon the along firstmodel wasn’t country “The familiar

INTERNATIONAL EDUCATOR 33

While the general model has been The History of Branch Campuses: adapted to the specific needs and goals of the respective countries and A Condensed Timeline institutions involved, the overall premise of education hubs has not changed much. One key to operating within a 1910s Johns Hopkins University begins offering medical and nursing training at China’s Peking Union Medical Hospital, the shared campus setting, says Disu, is to institution’s first international effort. differentiate program offerings from the other institutions sharing the space. 1921 Parsons School of Design establishes the Paris Ateliers of the Mason Korea focuses on business, social New York School of Fine and Applied Art, the predecessor to the sciences, and computer game design— Parsons Paris campus, which launched in 2013. areas that are complemented by the programs offered by other institutions 1950s U.S. institutions begin launching branch campuses reflecting at the Incheon Global Campus. The strategic global priorities of the post–World War II era, including institutions also collaborate on core Florida State University’s Panama campus (1957) and Johns programs and encourage collaboration Hopkins University’s Bologna, Italy, campus (1955), the latter of among students, resulting in an which focuses on serving as a model for international relations and is considered the oldest branch campus still in operation. “opportunity to build networks not just at one institution, but with people from all over the world,” Disu says. Students at 1980s Nearly 30 U.S. institutions plan branch campuses in Japan as part of a U.S. government-sponsored effort. Only two remain today. Mason Korea also spend two semesters at the home campus in Virginia, where they experience a familiar yet different 1990 French fashion university Esmod opens what is often academic environment. considered the first non-U.S. institution branch campus of the modern era in Norway. It now has a presence in more than a Some institutions strategically dozen countries. highlight curricular distinctions to frame their collection of far-flung campuses. 1997 Qatar announces plans for its Education City, which was While Northeastern University considers officially inaugurated in 2003 and now includes campuses for six all of its branch campuses as part U.S. institutions. of a global network of equals, each campus provides differentiated learning 2006 Dubbed the world’s only “free zone dedicated to higher experiences, as well as focused faculty education,” Dubai International Academic City launches. It helps development and research. propel the United Arab Emirates alongside China as the largest For example, Northeastern’s Silicon importers of branch campuses worldwide. Valley campus in California allows students and faculty to spend time at 2007 Korea announces plans to launch the Incheon Global technology start-ups, while its London Campus, now home to campuses of four U.S. institutions. campus emphasizes the tutorial model common among British universities. 2010 The number of international branch campuses worldwide The Seattle, Washington, campus approaches 200, more than double the number at the turn of pioneered a small cohort program that the century. provides graduates in nontechnical fields with a master’s degree in 2017 The total number of international branch campuses exceeds 250. computer science in response to the needs of technology companies. 2019 Egypt announces plans to attract eight international “You can have a semester in Toronto, universities in its New Administrative Capital by 2020. Vancouver, Charlotte, and London,” Aoun says. “Undergraduate students can take advantage of this contextualization Sources: Institution websites, C-BERT/OBHE, news reports and do things in each campus they can’t do in another one. Our goal is for

34 INTERNATIONAL EDUCATOR SEPT+OCT.2019 COURTESY GEORGE MASON UNIVERSITY (3) recognition of education as anexport.” as ofeducation recognition to themoving East,” “There’s hesays. anew “It’s nolonger just the Western institutions throughout according the region, to Kinser. institutions offercampuses branch can to explore own China isbeginning howits Union, and theacross Soviet former player asignificant Russia become has p.32). chart, (see of branch campuses nations are nolonger the onlyexporters Institutions from English-speaking well. as players shifted has involved trends ofthe field, the profile of the Just the changed with the has model as Strategies for Success to include nontraditionalevolve partners. branch may campus model continue to students for the globalmarketplace, the institutions tohigher education prepare WithAmerica. pressure the on growing the inCentral cost ofhighereducation institutionto lower seeking a financial Group, Promerica with in partnership University launched abranch campus Texas Rica, InCosta institutions. Tech including 175fromChina. 27 countries, undergraduate of266students class from first itadmitted its fall, Last institutions. undergraduates andother fromDuke and semester-long for programs graduatein 2014with programs institution astand-alone launched as and Wuhan University inChina, University Duke between partnership Kunshan,Duke the outcome ofa institutionswith inthe country. host into moving another joint ventures level, their international to campus model multiplied.” that be can opportunities andstudentsfaculty andtheir partners differentiated,each each allowing and campus, afull-fledged onetoeach be University ofUtah. Ghent University, SUNY/Stony Brook, and the near Seoul.GMUshares thefacility with University’s campusat IncheonGlobalCampus Students at Mason Korea, George Mason Other U.S.Other institutions are taking Not all partners are academic Not allpartners in a listening mode andunderstand in alistening mode quickly that approach the best isto be Weyou have allthe answers. learned where model onanexport there based Northeastern’s Aoun“You’re says. not compact,”you have to asocial establish are to allfactors consider. place, “Ineach onthe realities ground and the political Cultural labor differences, regulations, comprehensive intheir programs.” more andbuiltupto be small aspect one with started plan,they afull in with successes,” says Kinser. ofgoing “Instead a planto that grow builtonthe early small,with successful started have been a campus that hasn’t donethat before.” forbe apretty shift can significant “That you’re youroversight,” managing hesays. and improvisational at the sametimeas innovative tocampus the be opportunity operation,” says. Kinser a“start-upthink as ofbranch campuses to need ofleadership Alllevels campus. fromthe far home programs academic andthe strongrealities ability to support onfinancial both diligence—focused institutions must exercise due In this evolving environment, In this evolving Understand thehostcountry. Understand small. Start byexperts: shared strategies Other “You that to give branch need “The programs programs that “The

is areallybigconcern wedon’t spend students andfaculty. “Academic freedom andthegovernments potential impact on incountries authoritarian with campuses appropriateness ofestablishing the mayabout questions arise sure the culture isconsistent,” shesays. inKorea andVirginialeaders “to make GMU,campus. for example, senior paired theirwith onthe counterparts home also must have strongThey connections culture ofthe country, host says Disu. balance institutional culture the with must branch to campuses run selected them together.” [stakeholders] have fit andhowyoucan andopportunities what ofneeds kinds Chinese government. Chinese the with ofanagreement part as (VPN) through Duke’s network private virtual unfettered access to the internet at Kunshan, Duke for example, have on.Students early governments host about,”enough timetalking says. Kinser Address limitations. Address limitations. buy-in. leadership Get These issues should be resolved with resolved shouldbe These issues Difficult Leaders Leaders Anticipate budgeting issues. international students who come to New models also can complicate Another potential limitation is tied to Incheon for their studies, and price is a matters. As a stand-alone university, budgets and sustainability. While some big element of the equation. Duke Kunshan is accredited by Chinese branch campuses receive subsidies— While many institutions charge the organizations, not Duke’s own U.S. about one-third of campuses received same tuition as the home campus, some accreditor, the Southern Association some sort of financial support from their branch campuses provide an alternative of Colleges and Schools Commission host country in 2012, according to an to students who may not otherwise be on Colleges. Though graduates receive OBHE report—they are often short term. able to afford 4 years of study in the degrees from both institutions, the Public institutions may face some limits United States—a group that is growing coursework that Duke applies to its own in providing funding for branch campuses as institutions recruit more international awards “may not be accepted by other abroad. Furthermore, institutions of all students with greater financial needs. colleges or universities in transfer, even types may be constrained by restrictions Incheon Global Campus markets its if it appears on a transcript from Duke on the kinds of programs they can offer in programs as a less costly option, noting University,” states a university disclaimer. their agreements with the host country, that tuition and fees across its partner Offer student services similar to including revenue-generating professional institutions is less than half the price those at the home campus. Even at learning and certificate programs, which of the average tuition and housing fees small branch campuses with limited can impact the bottom line. at U.S. institutions—$22,000 compared enrollments, institutions must plan Actively engage in outreach efforts. with $45,000. to provide commensurate student Do not assume that the institution’s As is increasingly the case across services as on the home campus. That reputation automatically carries over to the international recruitment arena, extends beyond academic advising to the branch campus. Mason Korea, for Mason Korea is “finding ways to bridge address physical, mental, and emotional example, spent a considerable amount the shock” of the higher costs of the health, with the added challenge of of time educating Korean parents—the year students spend in Virginia for its ensuring that such matters are handled primary decisionmakers in that culture— students, Disu says. appropriately based on the host country that a degree from the branch campus is Understand accreditation. A culture, Kinser notes. of equal quality and more affordable than key selling point of international Explore other paths. International the international student rate at its U.S. branch campuses is that the degrees offices, research institutes, and other campus, providing an attractive option they confer are of identical value to cross-border collaborations may provide for more price-sensitive demographics, the ones from their home institution, more cost-effective ways of extending says Disu. “It’s important to show [return making accreditation issues vital—and an institution’s brand and reputation on investment],” she says. “Parents complex—for institutions. “It’s a lot abroad. “The line can be fairly blurred,” wanted to see that their kids would have easier to have direct oversight over a says Kinser. Branch campuses are “not the same opportunities.” program in front of you than one 12 time for everybody.” Adapt recruitment approaches zones away,” Kinser says. Be realistic. “Humility,” Aoun says, by location. While branch campuses Many branch campuses are accredited “will help go a long way.” are typically located in countries with by the same organization as the home large student populations to draw campus and often are treated like domestic Expanded Horizons from, institutions should concentrate satellite campuses—meaning that accred- For many institutions and students, on internationalization abroad as well itors travel overseas for site visits and that branch campuses provide the kinds of as at home. Mason Korea is focusing institutions can’t “make compromises” on new opportunities that characterize all of on increasing the proportion of program or faculty quality, Disu says. international education. “Initially, I thought of Georgia Tech- Lorraine in terms of time and space—4 months of unlimited trains spanning most For More Information of western Europe,” Amthor wrote in a blog post. “The longer I am here, though, Cross-Border Education Research Team (C-BERT): cbert.org the more I realize how many different Observatory on Borderless Higher Education (OBHE): obhe.ac.uk ways this program can be experienced.” n Incheon Global Campus: igc.or.kr Dubai International Academic City: diacedu.ae MARK TONER is an education writer based in Washington, D.C.

36 INTERNATIONAL EDUCATOR SEPT+OCT.2019 CUSTOMIZABLE. CURRENT. COMPREHENSIVE.

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SEPT+OCT.2019 INTERNATIONAL EDUCATOR 37 38 |

EDUCATION ABROAD INTERNATIONAL EDUCATOR Insitutionwide Benefits Can Partner withAdmissions to Reap How Education Abroad Offices E Students with Attracting By Bowman Karen Doss ducation Abroad

points once studentspoints are andoncampus. enrolled students to to prospective reiterating benefits those from promoting and offerings the program efforts, both admissionsand further studyoffice can abroad before, their year. freshman oreven during, international shouldprepare programs early— students enrolled to whowant take advantage of Scott at College. Moreover, Agnes of psychology institution, says Janelle Peifer, S. professor assistant factor in asignificant attracting studentsbe to the the with admissionsprocess. beginning careers, integral role to play throughout students’ academic abroad education offices have an In support, wholack skills. those overpeers competitive edge competenciesgaina cross-cultural develop society, In today’s global the recruitment process can spark processincoming can the recruitment admissionsduring with overall mission. Partnering ofthe institution’s students insupport prospective to active role and other these inarticulating values preparation for future careers. intercultural self-confidence, and skills, increased demonstrate also Participants alumni engagement. retentionexperience, thus rates boosting and with more satisfied their overallacademic being their with connections institution andreport in international feel stronger often programs go abroad, Peifer Students says. whoparticipate Institutions reap whenstudents numerous benefits Partnering Admissionswith SEPT+OCT.2019 There arewayseducation multiple abroad an ofstudy A strong abroadcan portfolio offerings Education abroad shouldtake an leaders

college students who the academicexperience. emphasizing thevalue of and theirparents, to potential students the “why” ofstudy abroad Administration stresses College ofBusiness University ofPittsburgh’s students’ interest instudy abroad down programs participate in some way.”participate insome to and wealways try students, to high school throughout the targeted events year recruitment of Wisconsin-Milwaukee are “There (UWM). Center for International Education at the University abroad international andsenior officer for the efforts,” says Mark Eckman, director ofstudy andthat wecan, includes admissions everywhere ofstudy abroad.value morechance the about andlearn questions to ask students andtheir parents a prospective provide groupsettings andsmall individual These programs. presentationsinformation the andgive about abroadfrom the education office candisseminate events. informational andsimilar fairs, atcollege tours, oncampus astop as Include abroad education website haveprograms impact. can avisual andcontinuouslytrips the updating international study andphotos abroad from past stories Sharing and supplythe latest brochurestrips. for recruiting thewith to regularly admissionteam updates provide meet can Advisers students. to prospective distributed into isincorporated programs marketing pieces make sure that information study about abroad should work closely the with to admissionsteam materials. in admissions abroad education Promote students: domestic toadmissions team help recruit the road. Here the with ways to are partner afew “We aimto promote study abroad anywhere and At recruiting events, representatives representatives At events, recruiting Staff in the education Staff in abroadthe office

COURTESY UNIVERSITY OF PITTSBURGH Similarly, campus tours that include Bryan Schultz, director of international Adding Value to the a stop at the study abroad office on their programs for the College of Business Academic Experience route can plant the seed of studying abroad Administration at the University of When students are aware of study abroad in prospective students’ minds. Pittsburgh, says it is important to talk to options early on, it gets “them thinking parents about the “why” of study abroad— about where they would like to go and how Develop the education abroad not just the personal growth factor, but the experience fits in with their academic narrative. Education abroad advisers also the return on investment that results coursework,” says Erica Nikolaisen, should liaise with the admissions team to from international experiences. education abroad adviser at Pennsylvania make sure recruiters understand and can Among the returns: four-year graduation State University. This is especially true of clearly articulate the many ways students rates are 18 percent higher for students programs that take place before or during a benefit from international experiences. who study abroad, and studying abroad has student’s freshman year. Educating the admissions staff, including been shown to increase a student’s GPA. At Agnes Scott, freshman are required student ambassadors who lead campus Additionally, 75 percent of companies say to participate in a weeklong global study tours, on the study abroad programs and that it’s important for their staff to have tour. When surveyed, 76 percent of the financing options can expand the profile a global perspective, giving students who college’s class of 2020 said the course was of education abroad. Providing talking studied abroad an edge in employability. “very important” or “important” in their points and answers to common questions “This isn’t a vacation; it’s an academic decision to matriculate at Agnes Scott— prepares frontline staff to address experience,” Schultz says. “We tell parents demonstrating how education abroad concerns and dispel misperceptions. why business students need to develop options can add to students’ collegiate At UWM, for example, a significant global competency, how study abroad can experience and boost the admissions yield. number of students are commuters with fulfill that, how our programs are different, “From the time our students step full- or part-time jobs. Often, they don’t and how we make them affordable. foot on campus, they develop a broad see study abroad as a viable option because Showing the return on investment toward and discipline-specific understanding of the costs seem too high and they can’t take future careers is important for parents.” themselves as part of a global community,” extensive time off from work. says Peifer. “This spark leads students to “These students often don’t see study Leverage word-of-mouth advertising. pursue long-term study abroad later in abroad as something attainable because In general, students are most likely to be their college tenure.” they don’t understand the many options persuaded by their peers, so word-of- Weaving in communications we offer—maybe a 10- to 14-day faculty- mouth marketing is an effective tactic. The about study abroad options into the led program would be more affordable, education abroad office staff can partner recruitment and admissions stages for example,” Eckman says. “We make with the admission team to include panel underscores a school’s international sure our admissions colleagues can discussions, presentations, and videos commitment. St. John’s University’s articulate these important messages from students and alumni who have mission statement emphasizes diversity of how our students can overcome the participated in study abroad programs in and internationalized curriculum, cost barriers.” admissions recruiting efforts. For example, which comes into sharper focus when Pitt’s College of Business Administration the admissions team talks about the Rally the parents by highlighting the requires study abroad students to blog rich variety of education abroad return on investment. Prospective during their programs abroad. These blogs programs available, says Matthew G. students are not the only ones who are available for use by the admissions team. Pucciarelli, associate provost in the can be incentivized by an institution’s “That changes the messenger,” Schultz Office of Global Programs. study abroad portfolio. Parents are often says. “Students can hear something 1,000 “Our study abroad programs are concerned about program costs, the times from their parents [or from the essential for [the] admissions office when it contribution to their child’s academic college staff], but when they hear it from a comes to defining who St. John’s University career, and safety. peer, the message becomes more powerful.” is,” says Pucciarelli, noting that more than 40 percent of undergraduates participate in NAFSA Resources study abroad before graduating. St. John’s consistent message to prospective students Education Abroad and the Undergraduate Experience: bit.ly/2YaCVwH is: “We are global, and you can go abroad NAFSA’s Guide to Education Abroad for Advisers and Administrators, Fourth from day one. That’s tied to the core Edition: bit.ly/2QVa78T curriculum,” he says. n Taking Your Education Abroad: bit.ly/2YbddrO

What Parents Need to Know: bit.ly/2GkVrwj KAREN DOSS BOWMAN is a freelance writer based in Bridgewater, Virginia.

SEPT+OCT.2019 INTERNATIONAL EDUCATOR 39 40 |

INTERNATIONAL STUDENT AFFAIRS INTERNATIONAL EDUCATOR Children ofInternational Students andScholars Help andGuidance for theSpousesand DependentsSupporting By Dana WilkieBy Dana into a new community.into anew their resource transitionimportant for inpreparing andeasing an as international andthe serves office scholars andstudents, campus contact of for the the dependents primary is typically connections. for social andaneed culture shock, overwhelming work, alack ofmeaningful boredom, with themselves struggling find can hisorher dependents and invigorating work, interaction, collegial experiencefriendships, that offers new into student. Whilethe scholar isswept postdoctoral) acampus quite differentfrom that of scholarthe or graduate (often, or foreign university. accompanywhen they aninternational scholar orstudent to a areface and among These childrencan the challenges aspouse stress. Financial Isolation. Culture shock. barriers. Language neither good for scholar northe theneither institution. visiting good However, that of affects scholar’s—andthe if that isnegative,experience itis directly experience Thedependents’ Students andScholars. communications at Yale University’s Office of International says Molly Hampton, director for and assistant programs wedoto ourstudents as andscholars,” andpartners spouses “We feel that wehave much just to as our ofaresponsibility The office (ISSS) international student andscholar services quickly often discover that life looks Dependents their new

SEPT+OCT.2019

Starting ontheRightStarting Foot the appropriate immigrationdocuments informationprovide onhowto request Center for International “We Studies. of William (W&M)’s &Mary Reves for international at programs the College States,” says Eva Wong, director assistant to the hisorherfamily United bring plansto ascholar has when weknow into account, the better. are taken process needs that dependents’ of their andthe inthe program, earlier to the United States for the duration theirscholars bring children andspouses Thousands ofinternational students and on-campus dorms orhousingfor on-campus such dorms home. new the timeintheir most spending be will they, rather than the scholar orstudent, itislikely that because and dependents to spouses important especially This is distance ofthe reasonable within campus. housing that isaffordable, safe, and isfinding family arrived anewly facing Perhaps oneofthe daunting most tasks Navigating Logistics the scholars andtheirto families.” support them.with It for offices ISSS isimportant their to bring families scholars choose “However, there are many challenges when unit isable to stay together,” says Wong. for the office ISSS to up. step opportunity aprime as serve which can schools, andto research local housing, for approval,wait to appropriate locate for the entire and paperwork family visa at aninstitution. It timeto takes complete ofhisorheracceptancethe scholar learns fromthe day immediately—sometimes to connections buildthese try families work international with scholars andtheir arrive.” before they family are sentmembers to the students andtheir Resources for family and apply for visas. exchange community. inthe wider internationalization andcross-cultural experience contributesa positive to “For us, the responsibility kicks in in “For kicks the responsibility us, In response, many have universities In response, “It’s alwayswhenthe helpful family At who staff ISSS many institutions,

TOIMETAJA TÕLKEBÜROO families, though space is often limited and Managing Culture Shock ISSS advisers may guide spouses toward fills up quickly. It is crucial that ISSS offices acknowledge resources on child care, support groups, Jennifer Recklet Tassi is a senior and support dependents through their new and expectant parent groups, program manager at Massachusetts experience with culture shock, which can cultural groups, volunteer activities, Institute of Technology (MIT) who helps affect people differently at different times. low-cost education, mental health acclimate the families that accompany Experiencing an unfamiliar language, counseling, and more. Many of these local international postdocs and graduate food, or customs—along with learning groups organize events for international students. Because most scholars do not new ways to do routine tasks like banking, spouses and children and offer in-person receive much in terms of funding and grocery shopping, or managing medical consultations to help them adapt and find many of their spouses are unable to attain appointments—can take an emotional, their own purpose. work visas, it is important, she says, to mental, and physical toll. Recklet Tassi’s staff hosts peer-led steer international families to outlying In late fall each year—before winter sets parent groups, weekly gatherings with neighborhoods that still meet each in—Recklet Tassi delivers a presentation free child care, and speaker events that family’s needs and standards. about what to expect from culture shock. include spouses who share an interest The U.S. school system may be “That’s the time that most people have or area of expertise. Her office at MIT different from the system in their home [already] figured out public transportation, also connects spouses with a program country, so ISSS advisers can provide the grocery, and their housing, and now it’s that helps them to develop work skills resources on education options for the getting colder and darker, and that’s a really or find work, assuming the spouse has a family to discuss and evaluate. They tough time for people.” work visa. “often need assistance navigating the She refers many spouses experiencing Similarly, Hampton runs the school enrollment process of their culture shock—and the depression that can International Spouses and Partners at Yale children,” says John Hildebrand, an come with it—to mental health counselors. (ISPY), which offers a two-day orientation adviser in Colorado State University’s “Our job is to provide these resources for international scholars and their spouses ISSS office. and referrals so people can adapt and or partners, weekly meetings where How does the public school system do whatever they want to do,” Recklet spouses can mingle, and a daily English work? Should private school be an option? Tassi says. “Whether that’s study, work, conversation group that offers insights on What records are needed to determine volunteer, or care for their children.” U.S. life and culture. placement? How do coursework and “Typically, when spouses come to the grading scale differ from what Evading Isolation and us they are looking for help finding they are used to? Because spouses and Building Community community, getting a Yale ID card to children typically do not need to prove Many spouses give up their careers to access certain things at the university, their English proficiency to stay in the accompany scholars and students abroad. applying for work permission, and job country, their language skills could be less While some spouses may embrace the hunting,” said Hampton. ISPY encourages advanced, which could lead to challenges challenges and the chance to try new spouses to get involved and create their at a new school. things, others may find themselves own enriching experiences during their Help comes in many forms. Hildebrand’s housebound, homesick, and unable to stay in the United States. office works with a nonprofit community develop strong social connections because At W&M, the International Family organization that assists with school of language barriers. Network links spouses and children registration and offers free English “No one wants to be homebound with others who have gone through the language classes. At MIT, Recklet Tassi and bored,” said Jennifer Kelley, the transition so they can help newcomers connects spouses and children with an ISSS lead at the University of North adapt. These interactions serve as a on-campus work-life center that helps Carolina-Greensboro. reminder that any feelings of displacement with schooling and child care. And Like ISSS offices at many institutions, or culture shock that the dependents Wong’s office at W&M offers a free, Kelley’s office helps dependents connect experience are usually only temporary. weekly English conversation club for with their communities through schools, “Family members can sometimes be scholars’ relatives. social clubs, and religious groups. Other a forgotten group on campus,” Wong said. “It is important for ISSS offices to highlight their contributions and NAFSA Resources collaborate with on- and off-campus partners to meet their needs.” n Supporting International Spouses and Dependents: bit.ly/2IlsTSV

Health and Wellness: bit.ly/2JQhuNk DANA WILKE is a freelance writer based in Alexandria, Virginia.

SEPT+OCT.2019 INTERNATIONAL EDUCATOR 41 42 |

INTERNATIONAL ENROLLMENT INTERNATIONAL EDUCATOR Better Decisions,andMeetRecruitment Goals Use These Tools to Streamline Efforts, Make from CRMs Getting theMost By John Gallagher can automate tasks to alleviate staff workloads, assist workloads, staff automate tocan alleviate tasks power. It things Ihave doallthese about.” can noidea Exceluse allthe time,andI’m probably using5percent ofits “I institutions. for academic firm global marketing strategy says Waxman, Benjamin chief executive officer a of Intead, “It’s need. ever will than users most functionality like Excel,” ifat all. that underutilized, are being there andhowwellan institution are it isused, has capabilities work more efficiently. odds ButCRM are, no the matter which investments significant thatcan help international educators (CRM) relationshipCustomer management

SEPT+OCT.2019 Applying aCRM’s featuresway inthe effective most more far builtwith systems are powerful CRMs systems are systems are messaging to prospective students. At students. some to prospective messaging handleallemailand is having the CRM Oneofthe basic with. most familiar be thatare functions should some allusers involves training. some which interacting it, with of the people the skills upon depends aCRM program, any with naming conventions. And,as like data clean anduniform obvious, standardsoperating inplace. are Some havesuccess afew their with CRM Institutions that generally find the most Employing Practices Best bottom ofthe that’s funnel really important. Waxman. asks quality leads?” “It’s the becoming butare they which isfabulous, through rates. to andclick- monitor open the CRM just using going beyond means so Doing oncampus. from initialinterest to arrival throughout process, the recruitment abilitystudents tois its track prospective andenrollment recruitment with goals help can areawhereAnother aCRM key Tracking and Testing Campaigns analyzed. impact be can students inasingleplace, where its alloutreachand house to potential to rates track email open makes iteasier the within CRM function the messaging changes.” Additionally, consolidating “It continuity provides also amidstaffing president for client success at UniQuest. sent folder,” says Prettyman, nowvice than the Outlook email inthe CRM from the emailclient. over to the CRM to encouraging acolleague move recalls at the University ofFindlay,and Services the Office of International Admissions who until recently the director of was Prettyman, Megan Outlook. Microsoft andthe such emailclient, as the CRM issplitbetween messaging institutions, recruitment goals. goals. recruitment ultimately, its help aninstitution meet and, processes, in decisionmaking From a tactical perspective, thereFrom perspective, atactical “People rate, onthe always focus open to search [for] the easier “It was

GLENN CARSTENS PETERS ON UNSPLASH Ultimately, CRMs should be allowing managers Allowing for Elevated Thinking Raising flags doesn’t apply just to to gain a deeper understanding of what works applications and enrollments. It is also and what doesn’t with their recruitment efforts. pertinent for all the requirements that students have to fulfill to study in the United States, including I-20s, I-901 payments, and visas—all of which CRMs But the bottom of the funnel doesn’t work interested in business degrees—which can track. well, because people focus on the top.” adds a customized touch. “Say a student receives his Form I-20 in Data in CRMs can not only tell January, and now it’s July and the student managers who responds to a message, but Using Data to Make Decisions still hasn’t paid his I-901 SEVIS fee,” what type of message resonates best, what and Set Priorities says Prettyman. “If I see a student hasn’t type of outreach leads to applications, and The data collected in CRMs can engaged with us in several months, that’s where the bottlenecks are in the process— correct assumptions and help make big a cue that we need to be more proactive in and how all of these steps, combined, decisions—like identifying prospective following up.” affect conversion rates. students who drift away during the Because CRMs allow managers to track One often underused function of recruitment process—and small decisions, how long it takes a student to go through CRMs is the ability to test messages. “The like dates and times. the recruitment and enrollment process, tendency for us is to create what we think “Should we hold a webinar at 8:00 they can also identify bottlenecks. Dostal is a successful campaign, set the dates and a.m. or 11:00 a.m.?” asks Hillary Dostal, says that such information is helpful, but automation, but then not bother to do a director of global marketing, recruitment, only as a spur to action. deep scrub in terms of understanding if and enrollment initiatives at Northeastern “I can pull a report and find the answer it was successful,” says Matthew Beatty, University. “Grab the data and let’s see to what the turnaround time is for a I-20,” director of international admission at what it says. You don’t have to guess.” she says. “But I need to look at it critically Concordia College. CRMs can also flag prospective to find the solution.” CRMs allow for A/B testing, which students who have stopped opening or Once a student is on campus, the CRM does not require creating radically different responding to messages so that they can be can help managers understand what worked email campaigns. “You can just change the prioritized. well. “Which touch points did they engage subject line to see if there’s a difference in “You can trace back another candidate in—emails, a webinar, a Facebook ad?” asks the open rate,” says Beatty. “You can do who received an admission letter but didn’t Waxman. That information is a valuable different program offerings—maybe an open orientation materials,” says Waxman. guide for targeting future prospects. engineering offering in one message and Then, a staff member can follow up with a Prettyman says that CRMs also allow then business in the next, and see which phone call. He calls this “the automation of schools to track the conversion rates for has more click-throughs.” raising flags.” prospective students coming from partner Moreover, test messages do not have to “Your admission staff is overworked,” agencies. “It helps to be able to see which be blasted to an entire mailing list. Sending Waxman remarks. “What you want is for agencies are following through versus which test emails to a subset of prospective them to focus on greatest need, those areas have students not progressing though the students can indicate which message where they can really move the needle. But pipeline,” she notes. Such data can inform captures their attention more before if they are distracted by a portfolio of 3,000 decisions and discussion with partners, as sending out the winning message to a prospects that they’re supposed to nurture, well as track return on investment. broader list. CRMs also allow users to send it’s not nearly as effective as the system Ultimately, says Dostal, CRMs should different messages to different segments of telling me that these are the 25 people this be allowing managers to gain a deeper students—like first-time students or those week who need attention.” understanding of what works and what doesn’t with their recruitment efforts. “The CRM is supposed to elevate our NAFSA Resources thinking,” she says. “We’re getting the computer to do the automated things so “Optimizing the Enrollment Cycle: CRMs” e-Learning Seminar: bit.ly/2y6nDyf that we can do the thinking.” n “Making Tech Work,” March/April 2019 issue of IE: bit.ly/2OgMDOs

“Deciding with Data,” Sept/Oct 2018 issue of IE: bit.ly/2MkjVK3 JOHN GALLAGHER is a freelance writer based in Seattle, Washington.

SEPT+OCT.2019 INTERNATIONAL EDUCATOR 43 44 |

INTERNATIONAL EDUCATION LEADER INTERNATIONAL EDUCATOR Connect theDotsandElevate Solutions Creative Thinking CanHelpEducators Cultivate Creativity Leaders Can Seven Ways By Melissa Morriss-Olson

either from inside or outside. either frominsideoroutside. way oranother, ourinstitutions are going to shift, greatchange One experiencing anddisruption. including internationaleducation, is education, that the kill creative can impulse. workloads with andresponsibilities down weighed change to lead are andauthorized well positioned Moreover, difficult. very many who are times those inways that institutionalized often make change andare organizations academic within powerful the statusThe forcesquo areespecially for preserving provide a great example of how creativity can be agreat exampleprovide be can ofhowcreativity Edison’s Thomas develop. creative habits thinking any other behaviorthat wemight to want change or thatsuggests creative thinking isno different than ordoesn’t has a person research have. Andyet, thatMany issomething creativity ofusbelieve 1. Make creative thinking ahabit. challenged bythe demandsofleadership: Path University whoare andfor similarly colleagues of mindthat have provost at for worked meas Bay suggestions for creative cultivating habits are seven ways? Here things innew usfromseeing and blocks us tethered thatto our fixedness zones comfort keeps SEPT+OCT.2019 And yet, the evidence is clear: Higher isclear: the evidence And yet, How, then, dowebreakthrough the structural SHIP throughout that day. andbad—thatemerged allideas—good down jot 5minutes taking atabout the day endofeach to methodical become andhas onherdesk notebook anidea keeps come. they Afriend and wherever that immediately record whenever Ican ideas overtime. forming and to implement dailypractices habit- that be will a commitment to to work challenge at it, ourselves, one’sbecome It default mode. to isessential make andintention, ofrepetition can creativity because ofmind. and adoptinganexploratoryframe not?,” and“Why “Why?” journal, anidea keeping asking possible, include as generating many as ideas ahabitual tothe becoming creative keys thinker which span6decades, illustrated byhisnotebooks, byanyonecultivated any innearly industry. As and be alert to possibilities that might otherwise fly fly that to might possibilities alert otherwise and be questions leading himself to ask disciplined He has for generatingan opportunity ideas. game-changing conversation thatGrazer shares is hisbelief every Life, a Bigger In hisrecent book, 2. Nurture curiosity. I now keep a small notepad in my purse so asmallnotepad inmy so I nowkeep purse other with commonAs that habits form award-winning movie producer Brian producer Brian movie award-winning A Curious Mind: The Secret to to Secret Mind: The ACurious

HAPPYAPRILBOY right by. Like Edison, Grazer has learned to 4. Connect the dots. 6. Embrace fear and failure. remain open-minded and detached from I used to believe that creativity was all According to psychology professor and personal opinions and assumptions, to be about coming up with original ideas, but creativity researcher Keith Simonton, present, and to expect to be surprised. what I have since learned is that the best the number of creative breakthroughs At Bay Path University, some of our new ideas typically come about because one has is directly linked to the quantity best new program ideas have resulted from of connections that someone has made of effort inputted, as well as a tenacious Grazer-esque “curiosity conversations.” between existing ideas. What this means and persistent attitude. From his research Several years ago, I spoke with one of is that anyone can learn how to connect on individuals across many occupational our criminal justice and legal studies the dots. fields, Simonton found that creative double majors about her plans to enroll When asked for his definition of individuals simply generated more ideas— in a cybersecurity master’s program at a creativity, Steve Jobs offered similar including many that were dead ends—and university in the region. I asked several thoughts: “Creativity is just connecting demonstrated extraordinary resilience and leading questions about her decision to things. When you ask creative people how an acceptance of failure as simply a part of pursue this career path and eventually they did something, they feel a little guilty the process. concluded that there was something because they didn’t really do it, they just Being creative is like throwing spaghetti to this specialty area. The result of that saw something.” against a wall and seeing what sticks. It conversation? Bay Path University is A fellow provost at a neighboring takes courage as leaders—especially within now one of the leading institutions in the institution keeps a large white board in her academic organizations—to squelch country in the education of cybersecurity office to capture ideas that are generated the urge to search for the right answer professionals at the undergraduate and at her monthly council meetings. She and instead create a culture that values graduate levels. structures time each month for team and encourages prolific and uninhibited members to review the sticky notes and spaghetti throwing. 3. Formalize opportunities for see what connections or patterns they idea creation. can find. The result: “Some of their best 7. Mix it up. One of my colleagues at another ideas have been right in front of them on Steve Jobs also suggested that the best institution has a standing agenda item the board, but invisible until someone dot-connectors are those who have for her weekly deans’ meeting labeled connected the dots between two or three had a variety of experiences: “A lot of “crazy ideas.” Each week, someone is sticky notes,” she says. people in our industry haven’t had very assigned to share an outlandish idea with diverse experiences. So they don’t have the team, with the only rule being that 5. Get out of the office. enough dots to connect, and they end there are no bad ideas. Invariably, the For most of us, very few, if any, new up with very linear solutions without ensuing discussions lead to breakthrough ideas are generated while sitting at our a broad perspective on the problem. thinking, and more than a few new desks processing paperwork. Those who The broader one’s understanding of the programs have been generated because exercise regularly can attest to the way human experience, the better design we of someone’s “crazy idea.” Alternatively, thought processes change when in the will have.” someone could be asked to restate a aerobic state of flow. Ideas emerge as if International educators may have problem from different perspectives or by magic, and the filters that sometimes an edge on seeing issues from other turn an issue upside down to consider an keep good ideas out are relaxed. A friend perspectives due to time spent engaging implausible scenario. of mine likes to hold walking meetings with people from diverse cultures. The The point is that new ideas typically and claims that the outcomes of these same mix-it-up concept applies when don’t just emerge on their own. And meetings are invariably more positive bringing the outside into everyday work the higher education environment is and productive than meetings held in his processes and experiences. Research one where it is always easier to consider office. Given that an increasing body of demonstrates that better, more creative why something cannot be done versus research confirms that exercise can in fact solutions emerge from diverse groups of considering what it might take to do increase creativity, I think my friend is on individuals—so the more we diversify our something differently. There are many to something. faculty and staff, the better our odds are for tools that can be used to spark creative We should develop the habit of getting fostering cultures where creative thinking thinking and generate new ideas in group out of the office at least once daily, whether is likely to emerge. n settings, so that the entire group develops it is to go on a walk or spend time working the habit of creative thinking. We must from a coffee shop. Scheduling time each MELISSA MORRISS-OLSON, PHD, is provost formalize the use of these tools so that at Bay Path University in Longmeadow, day for those curiosity conversations with Massachusetts. This article is adapted creative thinking becomes an important students and others on campus can have from a blog post originally published for and expected part of ongoing meetings. untold potential. Academic Impressions at bit.ly/2Mtr0bf.

SEPT+OCT.2019 INTERNATIONAL EDUCATOR 45 46 |

FORUM INTERNATIONAL EDUCATOR International HigherEducation andtheKnowledge Revolution Golden Ages ontheHorizon By Bryan McAllister-GrandeBy Bryan education as a form of knowledge, which places ofknowledge, aform as education rightlycan claim the mantle ofinternational on student outcomes. learning quantitatively) the impact ofinternational education (qualitatively andhowto assess curriculum, and to integrate into globallearning theand classroom into that areas are how stillnovel andperplexing: phenomenon.It isamisunderstood delves education scholar mobility. ofstudent the oldparadigm and research, beyond and learning, ofteaching, inthe areas booming itis international isbooming—but education Today, humanities andglobalidentities. of digital excitement inthe andcooperation emergingfields orretreat inastate by are ofcrisis being defied Any reproaches ofinternational highereducation studies, and the learning sciences. Ifwe combine these sciences. andthe learning studies, sociology/global critical historicism, linguistics, anthropology, and psychology cross-cultural orientations: knowledge and fivedisciplines least audiences. and new the levels field taking challenge to new and succeeded, International onthis practitionerstook education practice andunderstanding. offostering world peace ofinternational relations theory idealistic andthe the linkbetween crucial areaofpraxis—a a new A century ago, international emerged as education Historical Roots andNew Areas of Scholarship structures. that traditionalknowledge paradigm upends trailblazing discipline”—a considered a “new be can international Instead, education orideas. programs, international issimply mobilityofpeople, education and misunderstood. remain fractured ofknowledge areas key cooperation, interdisciplinary overlarge-scale single disciplines of the academy. the academy favors Because theboth field at the center and periphery at the It istimeto retire the misconception that ordiscipline organization, No singleassociation, ofinternationalThe andlearning teaching The field draws its history andstrength fromThe field at drawsits history

SEPT+OCT.2019 “insider view” of a culture on its own, unique terms. Etic, Etic, unique terms. ofaculture own, onits “insider view” internal, relative in its the other elements—in words, of “emic” and“etic.” Emicrefers to the study ofaculture the that with concepts westart Mestenhauser positioned the wholeislarger than parts. the sumofits contributes foundational something framework that so ofinternational Each discipline mega education. new at the wearrive traditionally distinctframeworks, barriers between the “scientific” and between the barriers “cultural” are while the humanities andcultural. are historical These inthethat idea science andmathbelieve are universal, ofmuch ofhumanbias psychology. ofthe history research andtheory, which aimsto avoid the Western aburgeoning field isitself of cultural psychology “code-switching.” andlinguistic consciousness, Cross- relativism, linguistic double orientations, and belief values andcollectivism, individualism development, cultural adaptationculture andintercultural shock, field’s including culturalcore dimensions, concepts, many wederive ofthe From frameworks, these life inthe twenty-first century. students orglobalstuff. Internationaleducation issimply: alllife andhumanas activity. It isnotjust international thatintersectionality the entire crosses well academy as that means international isproperly of aform education fromW.E.B. aterm (toconsciousness” borrow Bois) Du integration that This onthe barrel emic. down “double universalism,andeconomic of globalization, international includes the structures education cultures think ofthemselves internally. the systemsofthought that structure howaculture or It includes systems. andsocietal makes upeducational international isthe internal education construction that international Inthe emicview, andhighereducation. the within study of are revolutionary butthey itself, “outsider” elements—the orcomparativeobjective view. refersin contrast, to the study ofaculture external, inits Anthropology. Anthropology. For example, many students continue andfaculty to andLinguistics. Psychology Cross-Cultural take the view, etic If wesimultaneously then areThese concepts slightly dated inanthropology From anthropology, Josef

GRISHA BRUEV deeply engrained in modern psychology. They are now receiving that involve the consolidation of findings from multiple primary some dramatic reframing and will require new theoretical and studies) that link these five areas together and explore how they practical advances. Cross-cultural psychology, understood this interconnect. In addition, there are key areas of need in the way, privileges the emic over the etic. scholarship on international education, and research on these Historicism. Similarly, educators often rely on a single narrative trends, gaps, and emerging ideas might shape the next 20 years called “history.” Yet, the emic view requires that we think not of of international education: history, but of multiple, intercultural “histories.” This orientation to New Mega Disciplines. Scholars and practitioners will likely knowledge—traditionally called “historicism” in academic realms— see the creation of new paradigms and “disciplines” that cross is another revolutionary concept that is gradually seeping into several existing, traditional disciplines and divisions of knowledge. academic and international education design. In addition to international education, these new paradigms may A historicist view treats the American Revolution as a set of include post-humanism, machine learning, and “humanics.” symbols and narratives that have guided unique U.S. approaches Experimental Studies and Basic Research. While research to knowledge and culture for generations. Science, progress, in international higher education has exploded in recent years, and notions of the “other” in U.S. life derive from this event. there is still a need for more experimental studies and basic International educators are beginning to integrate a historicist research that are not tied to immediate outcomes. perspective into theory and practice, moving toward fine- Historical and Textual Analysis. With a few exceptions, grained, comparative, and intercultural historical analyses. the field lacks deep historical and rhetorical analyses of Critical Sociology/Global Studies. Critical sociology, human international education. A focus on critical internationalization geography, and global studies give international educators the studies and critical sociology can help balance the quantitative, crucial geographical and geospatial frameworks by which to more applied nature of the field’s research aims and instruments. understand the world, according to Hilary E. Kahn and Michael D. With graduate programs in international higher education Kennedy. Critical sociology and global studies help put a critical growing, new publications and journals being announced, and a view of place back into international education. This is important large variety of leadership institutes and centers emerging, there because, for many decades, international educators were largely is no shortage of activity in international higher education. The focused on intercultural communication and increasing mobility field is nascent, not waning. Once fully blossomed, it will lead at the expense of deep knowledge of place. the way in transforming higher education. Critical sociology and geography includes a reorientation By reframing international education as a new kind of of mindsets, away from a Global North or Western framework discipline, involving frameworks drawn from multiple fields and to a more critically aware, postcolonial framework. In the old perspectives, we as educators can create—through intelligent mobility model, students and faculty visited a place perhaps only design—a more intelligent world. n once, typically as outsiders. Today, and increasingly in the future, BRYAN MCALLISTER-GRANDE, EDD, is assistant director of they are studying a particular place over several semesters and curriculum integration at Northeastern University in Boston, investigating the deep sociology and geopolitical pressures that Massachusetts. He is the cofounding editor of NAFSA’s Global impact a specific locale—especially in places most affected by Studies Literature Review. An extended version of this article, including a deeper dive into the scholarship that lays its poverty, globalization, and corruption. foundation, originally appeared in NAFSA’s Trends & Insights at Learning Sciences. The advance of the science and art of bit.ly/NAFSATandI. learning is the integral fifth framework. How we learn is itself a misunderstood field of study, but it is now a burgeoning movement, as evidenced by the worldwide growth of teaching and learning centers and the integration of learning outcomes ADVERTISER Index and assessment into university systems. ADVERTISER PAGE Although much work remains to be done, international AIEA ...... 22 educators and learning researchers are joining forces. They are Cal State Northridge ...... 3 devising teaching and learning projects and centers, and the next Cambridge Assessment English ...... C4 College Year Athens ...... 15 logical step is to engage faculty more broadly in campuswide and ECE ...... 3 university-to-university collaborations. The integration of big JYF Paris ...... 15 data offers an opportunity to assess the impacts of international NACES ...... 5 education on faculty, students, host communities, and partners. NAFSA AM360 ...... 37 NAFSA Career Books ...... C3 Research and Knowledge Trends NAFSA Membership ...... 37 NAFSA Regional Conferences ...... C2 International education is emergent in the aforementioned Relation Insurance...... 9 areas, but the field could use more synthetic studies (studies

SEPT+OCT.2019 INTERNATIONAL EDUCATOR 47 TAKE5 A ROUNDUP OF NAFSA MEMBER RECOMMENDATIONS

READ BOOKMARK READ LISTEN READ White Fragility: Thoughts on “When, if Ever, Is Making Global Essentialism: The Why It’s So Hard for Education Abroad It Unethical to Visit Learning Universal Disciplined Pursuit White People to Talk column a Country?” podcast of Less by Greg About Racism “I always enjoy reading “[In this New York Times “[This podcast from McKeown by Robin DiAngelo Michael Woolf’s monthly article], seven travel Florida International “This book helps people “This is one of the best column [on capa.org]. writers discuss how University] is a in their personal and books I have read related He brings international they make decisions wonderfully rich and professional lives learn to equity and inclusion education topics to the about how, or if, to easily digestible resource how to tell signal vs. work. As so many of forefront and often poses visit countries with for any international noise and create new us in the field are from a complex question or oppressive governments. educator interested habits to focus on majority identities, I think idea that may be in the Conversations of ethics in learning more what’s important—and it’s important for us to recesses of our minds, but should be central in our about global learning to confidently say no look at how this impacts are often hard to explain work as we engage across as a pedagogy. FIU’s to everything else. the work we do with our or describe. Woolf helps national and cultural Stephanie Doscher has International educators students. It’s a resource us think more broadly boundaries. These assembled a diverse set of frequently complain I come back to repeatedly and deeply about a topic, authors offer insights faculty voices who speak about being overworked, and will reread for years allowing for thought- that can be applied to on a range of topics (from overwhelmed, and to come.” provoking reflection and travel in more frequented literature to global public wearing ‘too many hats.’ —Angela Manginelli, conversation.” destinations as well.” health and beyond) that This book can help.” AIFS Study Abroad —Kim Hindbjorgen, —Emma Swift, invigorate the work —Samantha Martin, University of Minnesota University of Vermont of their institution’s via TRM globalization efforts. They have inspired our institution to create a similar series in the future, and I eagerly await the next season.” —Stephanie Tignor, Virginia Commonwealth Michael Woolf University

Have a book, podcast, movie, or other interesting item to recommend? Email us at [email protected] and we might include your recommendation in an upcoming issue. LEFT TO RIGHT: ©BEACON PRESS; ©CAPA.ORG; FREEPIK.COM (2); ©GREGMCKEOWN.COM FREEPIK.COM ©CAPA.ORG; PRESS; ©BEACON RIGHT: LEFT TO

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