B7: International Strategic Enrolment Across the Student

Life Cycle

Karen Strang, Nipissing University, OntarioSandra Schinnerl, Kwantlen Polytechnic University, BC

Clayton Smith, University of Windsor, Ontario

Questions

• Do you have experience with International Strategic Enrolment Management?

• Does your institution have:– an international student recruitment plan?– an international student retention plan?

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Topics• Overview of International SEM• A Case Study• I-SEM, Stakeholders & PLCs• University of Windsor Story• Summary• Resources• Questions & Comments

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Enrollment Management: The Classical Definition

Enrollment management is an organizational concept and a

systematic set of activities designed to enable educational

institutions to exert more influence over their student enrollments.

Organized by strategic planning and supported by institutional research, enrollment management activities concern student college choice, transition to college, student attrition and retention, and student outcomes. These processes are studied to guide institutional practices in the areas of new student recruitment and financial aid, student support services, curriculum development and other academic areas that affect enrollments, student persistence and student outcomes from college.

- Hossler, 1990

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What is International Strategic Enrollment Management?

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

-Braxton & Conroy, 2008

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

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

Enabling effective strategic & financial planning

Supporting the delivery of effective academic programs

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SEM is Achieved by (Cont’d)…

Creating a data-rich environment to inform decisions & evaluate strategies

Improving process & organizational efficiency

Establishing top quality student-centered service

Strengthening communications & collaboration among departments across the campus

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- Bontrager, 2004

SEM Ethos

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

-Henderson, 2005

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Importance of Assessment

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DATA - What puts the “S” in “SEM”

Transactional data

Recruitment and retention analysis

Assessment of strategies, services and outcomes

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Creating a Data-Driven Enrolment Plan

ActiveAlumni

Graduated

Engaged,Satisfied

Retained

Enrolled

Deposited

Applied/Admitted

Prospective Students

Alumni Research

Placement DataGraduate Rates

Retention DataStudent Surveys

Yield DataAdmission Statistics

Competitive AnalysisMarket Research

The EnrollmentData Agenda

Financial Aid Analysis

Enrollment Strategies

Alumniengagement

Graduation/Career Development

Yield

Recruitment

Marketing

First Year Exp. &Retention Programs

Case Study Discussion

• Read through the brief case study

• Working in groups of two or 3 discuss the questions that follow the case study

• Be prepared to share an insight or suggestion from one of your group members when we discuss in a larger group

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Case Study Discussion

• Which initiatives would be considered part of International Strategic Enrollment Management?

• What suggestions do you have for the campus units that did not get their initiatives funded?

• What types of benchmarking or assessment tools would you suggest are put in place to assist in making resource decisions?

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I-SEM & Stakeholders(International - Strategic Enrolment Management)

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Institutional commitment to I-SEMAlign with institutional vision and strategic planBudget must be focused and avoid duplicationEnsure human resources for all aspect of the I-SEM: promotion, recruitment, retention, alumni

Who are your I-SEM committee members?Reflective of key stakeholdersTOR - Goals - Measured Outcomes

Benefits of engaging stakeholdersUnified institutional approachUnderstanding and appreciation of influence on department and personnelIntercultural competency development across the institution

Stakeholder Engagement Objectives(regarding I-SEM)

Objective or Aspect Why engage? Outputs Outcomes

Create an I-SEM strategy

To ensure stakeholders contribute to:-knowledge and understanding of I-SEM-shared understanding of the influence/impact on departments and staff

-produce institutional policy for I-SEM involving all levels

-awareness and buy-in across administrative and academic departments-align with strategic plan-view as a form of risk management

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Cycle of Stakeholder Engagement in the I-SEM

Agenda Setting

Analysis

I-SEM FormulationImplementation

Review Evaluation Future

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- developing ideas, expressing views- current data- influence of IS on academic and admin departments- support services – retention

- research I-SEM model - stakeholders and decision makers come together - identify challenges and opportunities

- workable solutions, gain feedback- implementation of policies- increase in financial or human resources- which dept. is the mobilizing unit?

- meet regularly- seek stakeholder views on implementation and refine plan

- use feedback from all stakeholders- to identify progress or barriers- set targets or strategy for future initiatives

SEM & Professional Learning Communities

• CBIE PLCs– Facilitate discussion and document sharing– Discuss major issues/concerns– Share best practices– Share resources, statistics, – Undertake projects • e.g. templates or agreements to work with agents,• e.g. use of “Imagine Study au/in Canada” brand

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The University of Windsor Story

A look at Student Recruitment

Formed a Working GroupInternal challengesExternal challengesConducted a financial audit and operational review

Commissioned an external benchmarking study from a US-based higher education consulting firm – Education Advisory Board

Obtained consulting services from a UK-based international higher education consulting firm - Global Higher Educational Consulting, Inc.

A Multi-Channel Plan1. Adopt a broad-based student recruitment model that

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

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

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A Multi-Channel Plan (Cont’d)3. Develop a range of transfer articulation agreements

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

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

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A Multi-Channel Plan (Cont’d)

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

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

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A Multi-Channel Plan (Cont’d)7. Develop ways to use alumni as ambassadors

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

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

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

(R#2)

Regional Office (R#4)

AgentAgent

Alumni

Fairs

Regional Office (R#4)

AgentAgent

Regional Office (R#4)

AgentAgent

Articulations (R#3)

Pathways(R#5)

Overseas Programs (R#6)

A Look at Student Retention

• Conducted a study of international student retention:– Qualitative– Quantitative

• Participated in the International Student Barometer

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Our Purpose

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

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

Differing PerspectivesFactor Faculty Service

ProvidersStudents

Language 1 1 -

Culture 2 2 1

Racism & Discrimination 3 3 4

Frustration, Disorientation & Confusion

- - 2

Facilities & Services - - 3

...but agreement on Language and Culture

Factors Affecting Retention

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International Student

Social

Linguistic

Economic

CulturalAcademic

Familial

Environ-mental

Smith & Demjanenko, 2011

Australia Malaysia

Canada Netherlands

Estonia New Zealand

Finland Singapore

Germany South Africa

Hong Kong Sweden

Ireland UK

Italy USA

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

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

Benchmark 2010 2011 Change 2010 2011 2010 2011 2010 2011

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

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

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

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

The ISB: University of Windsor, Ontario Universities & Canada

Our strengths are arrival and support

Arrival

• Areas of Strength:– Registration– University orientation– Financial (banking) information

• Areas of Improvement:– First night– Condition of accommodation– Meeting faculty members– Social activities

i-graduate, 2011

Support

• High Institutional Usage/High Satisfaction:– Student Centre– International Students’ Centre– Student Health Services

• High Institutional Usage/Low Satisfaction:– Cashiers– Graduate Studies– Market Place (Student Centre) i-graduate, 2011

Learning

• High Institutional Usage/High Satisfaction:– Quality lectures– Learning support– Learning spaces

• High Institutional Usage/Low Satisfaction:– Work experience– Career advice (faculty)– Research activity

i-graduate, 2011

Living

• High Institutional Usage/High Satisfaction:– Sports facilities– Social activities– Eco-friendly

• High Institutional Usage/Low Satisfaction:– Financial support– Transport links– Earning money

i-graduate, 2011

Next Up

• Development of an international student retention action plan

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Summary

1. Assessment is key to determining the success of initiatives we undertake. Benchmark progress and let data drive decision-making.

2. Resources must be allocated to ensure that the strategies put in place have a lasting impact on students.

3. The enrolment funnel and student life cycle experience may be different for different groups of international students. Strategies need to be customized.

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Summary (Cont’d)4. Retention is another word for “home away from home”.5. Racism draws a distinction between experiences in

which international students thrive or survive the student experience.

6. We need to work collaboratively across our campuses to develop shared, institution-wide definition of campus internationalization.

7. Share ideas, concepts, tools and processes with your Canadian counterparts ... create a PLC - I-SEM (CBIE Professional Learning Community focused on International Student Enrolment Management).

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Resources British Council: http://www.britishcouncil.org/ Canadian Bureau of International Education: http://www.cbie-bcei.ca/ Canadian SEM Website: www.uwindsor.ca/sem European Association of International Education: http://www.eaie.org/ I-Graduate: International Student Barometer:

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

NAFSA: http://www.nafsa.org/• Stakeholder Engagement Toolkit (source: REVIT project from EU)

http://www.revit-nweurope.org/selfguidingtrail/27_Stakeholder_engagement_a_toolkit-2.pdf

• Stakeholder Engagement Practitioner Handbook - article "Leading for Results" (source: Canadian conference in Banff) http://www.banffcentre.ca/leadership/library/pdf/LC7_Stakeholders_article.pdf

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Questions & Comments

• Karen Strang, karens@nipissingu.ca• Sandra Schinnerl, Sandra.Schinnerl@kpu.ca• Clayton Smith, csmith@uwindsor.ca

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