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While many higher education institutions in the United States aspire to broaden their international student populations beyond those coming primarily from India and China, only a few may have the necessary budget and resources to fully commit to a true diversification strategy that goes beyond recruiting within Asia.
For some institutions, the primary focus remains on the immediate gain of raising the international student population rather than considering whether the majority student population originates from one or two countries.
When discussing diversification, it’s crucial to highlight that diversity is not confined to geographic boundaries alone. Even within countries like India and China, there exists a broad spectrum of students from various socio-economic demographics and regional origins who can contribute significantly to the larger sustainable diversity practices sought by higher education institutions.
Beyond numbers
All these perspectives are part of the ongoing conversation regarding diversification of the international student population. However, amidst the many discussions centred on data-driven enrolment management practices, there might be a tendency to overlook the fundamental idea that students are not merely statistics, and education transcends being merely a business of increasing student numbers.
Over the past decade and likely even longer, critical conversations in international education circles have been about growth.
However, as the United States braces for a pivotal period of transition amid an impending presidential election year and a rather pessimistic outlook for the global economy, the international education community faces a pressing question: should the focus shift towards cultivating more sustainable practices in the development of international enrolment management goals?
Rather than solely emphasising numerical expansion, administrators and practitioners at higher education institutions should redirect their attention toward enhancing the international student experience in the United States.
Financial contributions
International student tuition revenue has contributed significantly to the financial stability of the US higher education sector, particularly after the budget cuts that many US higher education institutions saw after the recession era.
And even though it is hard to quantify the specific contributions of each international student, many institutions have prudently invested those funds into their education systems. In fact, much of that investment has also served to alleviate the financial burdens of many domestic students as well as attracting more international students.
Consequently, this dynamic has underscored the significance of international student mobility as a pivotal asset within the US higher education community, influencing higher education administrators and leading to a greater recognition of its substantial value.
But what about international students’ experience when they get to the US? Unfortunately, on arriving on campus, international students experience a myriad of challenges, whether navigating the complexities of wire transfer to pay their fees or grappling with cultural issues arising in the classroom.
They often find themselves directed to the underfunded and overworked staff at the international office, as if the responsibility of international students was only limited to that one office.
Similarly, while international students do add to the financial resources of the higher education community, they are restricted and limited in applying for scholarships across campus communities as these are often limited by citizenship criteria. The same goes for some part-time job opportunities, particularly when funded by federal money.
Dedicated staff
While retention rates among international students have been part of the larger debate about international students, often the conversation does not focus on the need for dedicated academic staff who can support and enhance the international student journey in the United States.
Although numerous offices around campus are presumed to aid international students, many lack a comprehensive understanding of the complex challenges faced by students. These challenges range from navigating the intricate processes of the CPT (Curricular Practical Training) and the OPT (Optional Practical Training) to finding reasonably paid part-time jobs on campus during the regular academic semester.
The absence of dedicated support staff well versed in these matters underscores the need for more specialised assistance to cater to the unique needs of international students.
Housing is another critical aspect. US higher education institutions should take more proactive measures to assist students in securing on-campus and off-campus housing.
For on-campus accommodation, collaboration between US institutions and their housing departments is essential to ensure last-minute options are available for international students who secure visas at the eleventh hour. Simultaneously, early housing alternatives should be accessible for those international students arriving before the start of the semester and seeking on-campus living arrangements.
Furthermore, institutions need to guarantee that a portion of their campus housing and dining facilities remains operational during the holidays, including summer and winter breaks. This ensures the needs of international students are accommodated throughout the year.
While US higher education institutions often showcase their support through international student bazaars and festivals, there is room for improvement and for considering additional initiatives. Some higher education institutions have no dedicated counselling staff or residence hall personnel specifically trained to assist international students.
Developing thriving alumni cohorts
A valuable but often optional service offered by several US higher education institutions is semester-long student orientation seminars or classes. These programmes offer comprehensive insights into academic, cultural and best practices, enhancing international students’ chances of success in their academic journeys.
While international student orientations are valuable for introducing newcomers to campus life, semester-long coursework or a seminar programme provides a more in-depth exploration of academic issues.
Topics such as plagiarism, understanding citations and completing assignments on time are crucial for new international students adjusting to academic life in the US.
In the end, US higher education institutions must recognise that student recruitment is not a race to the moon. It is not merely about amassing the highest number of students but rather about establishing and enhancing best practices and resources for those already on their campuses.
Such measures will not only contribute to the effective retention and graduation of international students but also foster the development of a thriving community of alumni.
The international alumni community holds a pivotal role in supporting the next generation by leveraging their personal connections within industry. This, in turn, paves the way for valuable experiential learning opportunities for numerous international students.
Ragh Singh is director of international admissions at Embry-Riddle Aeronautical University based on the Prescott, Arizona campus. Having arrived in the United States as an international graduate student in 2006, Ragh has amassed over 17 years of experience in higher education, encompassing roles in academic advising, student services and international admissions and recruitment. Ragh earned a Master of Education in International Education Leadership from Northern Arizona University. His research interests lie in the areas of international student mobility and international student retention.
Article by : Ragh Singh
Reference : https://www.universityworldnews.com/post.php?story=20231121144116583
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